Pool Academy

Science and Technology

Design Technology Rationale 

The Government and OFSTED say that the aims for D&T are: 
“The national curriculum for design and technology aims to ensure that all pupils:

• develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
• build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
• critique, evaluate and test their ideas and products and the work of others”

https://www.gov.uk/government/publications/national-curriculum-in-england-design-and-technology-programmes-of-study/national-curriculum-in-england-design-and-technology-programmes-of-study

Design and Technology prepares our young adults to adapt with the rapidly changing technological world. 

We are encouraging our students to think independently to become problem solvers and be creative and innovative.

Students are enabled to identify a problem, a need or a purpose and provide a solution to resolve or overcome the problem.  

They are given opportunities developing a range of products by designing, making and texting products and systems. 

Through the study of Design and Technology, they combine practical skills with an understanding of aesthetic, social and environmental issues, as well as functions and industry. 

This then is reflected on and evaluated to ensure suitability, eco friendliness and sustainability in a real world scenario.  

Our assessment strategy is that students are given verbal feedback on their creations in lessons, they are given a baseline assessment to identify their current level of understanding and skills.  The products created are supported by a design journal that students are to incorporate into their research, designing and investigation evidence.  Within this they look at existing products, designers and then compare and contrast their own creations against these.

Students are then formally assessed on their creations and their journals as well as an end of project assessment which is also peer reviewed and reviewed against the 6R’s and ACCESS FM.

Curriculum Intent 

We aim to introduce our students to a mixture of research, planning, designing and making within different settings as well as incorporating CAD as this is becoming increasingly more prominent in our current and future technological advancements.

Our students will experience a target audience based project whereby prototypes and designing will be highly essential.  They will be given opportunities to create wooden products, use metal and acrylic to make a product to fit a purpose and will also be given opportunities to create circuits and electronic elements.

Sequencing:

Our 3 projects in Year 7 are able to be run at any given time in the Year 7 timetable depending on the teacher and the rotation.  These Year 7 projects are the foundation skills for all students to then progress with each of the designing, planning, prototyping and making skills within the Year 8 projects and simultaneously into the Year 9 projects.  Then into the KS4 curriculum which accommodates more research, planning, design and prototype creation for a given brief and client scenario. 

Science Curriculum Statement

 At Pool Academy, our aim is to ensure that all our students gain a lifelong passion for learning through their experience of studying science. We have identified three key objectives in shaping our students' scientific education:

1. Deep curiosity and a thirst for knowledge: We want our students to develop inquisitive minds, fueling their desire to explore and understand the world around them. By nurturing their natural curiosity, we empower them to question, investigate, and seek answers to the mysteries of science.
2. A solid foundation of scientific knowledge: It is important for our students to acquire a comprehensive understanding of scientific concepts, theories, and principles. We strive to provide them with a robust knowledge base that spans various scientific disciplines, equipping them with the tools to comprehend and appreciate the complexities of the world around them.
3. The development of inquiry skills: We want our students to possess the ability to critically analyse and evaluate information, to formulate questions, and to design and conduct investigations. By honing these inquiry skills, our students will be empowered to explore and unravel the mysteries of the natural world, enabling them to uncover the underlying reasons for why things happen.

The study of Science fires students' imagination and curiosity about phenomena in the world around them and, through the skill of analysis and interpretation, offers opportunities to find explanations. Science should spark the imagination, offer enlightenment and help shape students' view of the world and their contribution to it.

The Science curriculum ensures students gain a proper grounding in all manner of scientific theory and enables them to apply their knowledge and understanding to real life examples.  They will develop practical investigation skills and discover how scientific ideas contribute to technological change – affecting industry, business and medicine and improving the quality of life.  Students will also learn to question and discuss issues that may affect their own lives, and consider their own response. The curriculum is enriched by the many visits, workshops and competitions which students take part in throughout the year.

Science Key Stage 3

The Key Stage 3 course, following the national curriculum, is broad and varied, offering students the ability to develop and test their scientific thinking in a way which gives them a firm foundation for Key Stage 4.

The national curriculum for science aims to ensure that all pupils:

• develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
• develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
• are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

In Year 7 all students study Biology, Chemistry and Physics topics as well as developing their working scientifically skills.

Biology topics: Cells; The structure and function of body systems; Reproduction

Chemistry topics: Particles and their behaviour; Elements, atoms and compounds; Separation techniques; Chemical reactions

Physics topics: Forces; Sound; Light; Space

In Year 8 all students study Biology, Chemistry and Physics topics and continue to develop their working scientifically skills.

Biology topics: Health and Lifestyle; Ecosystem processes; Adaptation and inheritance.

Chemistry topics: The Periodic Table; Metals and acids; acids and alkalis, The Earth

Physics topics: Energy; Electricity and magnetism; Motion and Pressure.

Year 9 - this is the introduction to GCSE science content while reviewing and revisiting key concepts of Biology, Chemistry and Physics from years 7 and 8. It also gives the opportunity to further develop investigative skills with an introduction to required practicals at KS4. 

At Key Stage 4, students can opt to take one of the following pathways in Science:

• Triple Science (GCSE Biology, GCSE Chemistry and GCSE Physics)
• Combined Science (2 GCSEs)

During Years 10 and 11 our students follow the recognised  ‘Kerboodle AQA GCSE Sciences 9-1’ schemes of work for science. In Year 9, as part of the options process, students need to decide if they will study Triple Science or Combined Science at GCSE.  We encourage students to take the Triple Science option as it is an excellent foundation for studying science based A Level courses at college and leads to a wide range of career options. However, we also recognise that for other students, whose college interests may lie elsewhere, that the Combined Science option provides an excellent foundation for scientific study at Key Stage 5.

Both the Triple Science and Combined Science courses are very similar in structure, involving several modules covering all aspects of Biology, Chemistry and Physics.  These are examined terminally at the end of year 11. All GCSE courses follow the AQA 9-1 specifications.  (GCSE Biology 8461, GCSE Chemistry 8462, GCSE Physics 8463 and GCSE Combined Science Trilogy 8464)

Textbooks and resources are available online through the Kerboodle website, every student has an individual log-in.  

For additional information relating to the Science curriculum at Key Stage 4, please email Mr. Max Chippett, Curriculum lead for science and technology.  max.chippett@poolacademy.co.uk