Science

At North Star 180, our Science curriculum is designed to meet the needs of all pupils. Learning is carefully planned to be inclusive, accessible, and meaningful, supporting pupils to develop knowledge, skills, and understanding that are relevant to their lives. Through a well-sequenced and personalised approach, pupils are supported to make progress from their individual starting points, building confidence, independence, and readiness for future learning and adulthood.

Intent

The intent of the Science curriculum in secondary is to:

• Develop pupils’ understanding of key scientific concepts across biology, chemistry and physics.

• Enable pupils to work scientifically by questioning, investigating, analysing evidence and drawing conclusions.

• Promote scientific literacy so pupils can think critically, solve problems and engage with real-world scientific issues.

• Foster curiosity and a lifelong interest in science through practical, inquiry-based learning experiences.

The curriculum is carefully designed to meet the needs of pupils with Social, Emotional and Mental Health (SEMH) needs. Lessons provide structure, predictability and supportive collaboration, helping pupils to build resilience, self-esteem and positive peer relationships. Science is used as a vehicle to strengthen emotional regulation, communication skills and teamwork through practical investigations and shared problem-solving tasks.

At Key Stage 4, pupils study GCSE Biology. This has been intentionally selected due to the fundamental importance of pupils understanding how their bodies work and how this knowledge supports healthy, informed life choices. The course provides essential education around human biology, health, reproduction, sex education, the effects of drugs, mental wellbeing, lifestyle choices, and disease prevention. This ensures pupils are equipped with the scientific understanding necessary to make safe, responsible and informed decisions in adulthood.

Preparation for adulthood is embedded through:

• Developing critical thinking and evidence-based reasoning skills.

• Applying scientific knowledge to everyday life, health, environment and technology.

• Building independence in practical work and safe decision-making.

• Supporting progression to GCSE qualifications and future education or employment pathways.

The curriculum supports EHCP outcomes by promoting communication, social interaction, emotional resilience and academic achievement. It reflects school values of inclusion, aspiration and personal growth while meeting statutory requirements of the National Curriculum and preparing pupils for recognised qualifications.

The curriculum is ambitious and inclusive, ensuring all pupils can achieve and succeed regardless of need. In Science, this means high expectations for all learners, carefully scaffolded practical work, adapted content delivery, and consistent opportunities for success to build confidence and motivation.

Implementation

The Science curriculum in secondary is implemented through:

• A clearly sequenced Key Stage 3 programme

• Coverage of key topics including Earth and the planets, inheritance and adaptation, forces, ecosystems, living things and their habitats, and properties and changes of materials.

• Explicit teaching of “working scientifically” skills in lessons to prepare pupils for GCSE study at Key Stage 4.

• A focused Key Stage 4 pathway where all pupils follow GCSE Biology, building on the foundations established in Key Stage 3.

Teaching approaches are adapted to support SEND and SEMH learners through:

• Structured routines and clear lesson expectations.

• Chunked instructions and modelling of tasks.

• Collaborative learning to build social skills and peer support.

• Inquiry-based and hands-on practical activities to increase engagement.

Assessment is ongoing and includes formative questioning, practical observations, low-stakes quizzes and summative assessments. This information is used to identify gaps, inform planning, and personalise support to ensure progress from individual starting points.

Adaptations and scaffolding include differentiated resources, visual aids, writing frames, guided practical instructions, and flexible grouping to ensure all pupils can access learning successfully.

Staff use a range of strategies and resources to ensure learning is engaging, accessible, and personalised. In Science, this includes practical equipment, real-world case studies, collaborative investigations and supportive feedback that builds confidence and reinforces positive learning behaviours.

Impact

The impact of the Science curriculum is demonstrated by:

• Clear progress from individual starting points, reflected in improved assessment outcomes and deeper understanding of scientific concepts.

• Increased confidence in discussing, investigating and applying scientific ideas.

• Improved independence in practical work and problem-solving tasks.

• Enhanced social skills through collaborative learning and respectful discussion.

• Positive behaviour and increased engagement in lessons.

• Improved attendance and reduced lesson disruption, reflecting a greater sense of belonging and safety.

• Achievement of EHCP outcomes linked to communication, emotional regulation and social development.

• For some pupils, successful completion of GCSE Biology. With all pupils being equipped with essential knowledge about their bodies, health and wellbeing.