Curriculum Intent, implementation & Impact
Curriculum Intent
The curriculum at James Bateman is rich in knowledge.
James Bateman Middle School provides opportunities for all our pupils through our curriculum and wider educational opportunities. Our intent is to ensure that all pupils make outstanding progress and that our curriculum will remove any barriers that may affect their learning.
Subject-specifically, the curriculum is built around a progression model that ensures pupils incrementally gain deep knowledge and skills that are fundamental to each subject. Purposeful assessment is integral to the curriculum to ensure knowledge is fully embedded and highlights areas for development.
Throughout the curriculum there is a strong emphasis on developing;
- a ‘love of learning’.
- readiness, resilience and respectfulness: the skills required to be a productive member a diverse 21st century society
- an understanding of ‘British Values’ and the implications for life in modern day Britain.
- pupils spiritual, moral, social and cultural learning.
- independence and enabling pupils to become creative, critical thinkers.
- an understanding of the importance, through the careers programme, of the opportunities available to pupils once they leave school.
At the heart of the school is the focus on broadening pupils’ cultural horizons to ensure they are able to continue to the next stage of their educational journey.
Implementation
From years 5 to 8, a clear progression plan is in place to support cohesive, high quality learning across the three main science strands of Biology, Chemistry and Physics, with ‘Working Scientifically’ elements incorporated at all points. Topics are covered multiple times within a year group or key stage to help cement key learning. Our KS3 curriculum is based on ‘Best Evidence Science Teaching’ from the University of York, which progressively increases cognitive demand. We commit to a focus on investigative science – if experimental work can be done, we will aim to do it.
Science knowledge learning is enriched by the large variety of experimental exercises that take place. The local environment is used for fieldwork and students have the opportunity to visit the natural history and science museums in London.
Each year, the school has several activities linked to British Science Week in April [including a whole school assembly] to raise the profile of Science as a subject and its importance in society
Teachers use high-quality pedagogy to support, adapt and scaffold activities to address the needs of all students. We promote good health, in terms of learning about diet, drugs, exercise and sexual health.
Impact
Ready, resilient, respectful
Emphasis is placed on analytical thinking and questioning which helps students gain a coherent knowledge and understanding of science. Students learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement, all of which are invaluable skills for adult life.
Evidence of knowledge/skills
Assessment of student’s learning in Science is an ongoing monitoring of student’s understanding, knowledge and skills by the class teacher, throughout lessons and by way of an end of unit assessment.
Student voice
Students will demonstrate a positive attitude towards Science learning. They will articulate their understanding during review and retrieval of learning.
