Science at Sheridan Schools fosters learning by providing a structured framework that helps student build knowledge, develop critical thinking, and apply scientific skills in meaningful ways. This is done through:

• Developing inquiry and curiosity

• Emphasizing hands on learning

• Building conceptual understanding

• Teaching scientific skills

• Connecting to real world issues

• Integrating assessment for growth

Mathematics -

Data Handling - Graphs, tables, averages, percentages in experiments.

Measurement - Length, mass, volume, time, temperature.

Calculations - Speed = distance/time, density, formulas.

Statistics - Analysing trends, probability in genetics.

English/Literacy:

Scientific writing - Hypotheses and conclusions.

Comprehension - Reading and interpreting scientific texts.

Vocabulary - Understanding and using scientific terminology accurately.

Debate and discussion - Ethical implications e.g. cloning, climate change.

Geography:

Climate change - Causes, effects and solutions.

Natural Resources - Renewable vs non-renewable, sustainability.

Ecosystems and biomes - Linked to biology and environmental science.

History:

Scientific discoveries - Newton, Curie, Darwin, Pasteur.

History of medicine - Vaccines, antibiotics, pandemics.

Technology in war - Radar, atomic bomb.

Science and society - Galileo, Copernicus, ethical debates.

Art and Design:

Scientific illustrations - Diagrams of cells, anatomy, ecosystems.

Design and technology - Engineering, building models, sustainability in product design.

PSHE/Citizenship:

Health and hygiene - Drugs, diet, mental health.

Ethics in science - Animal testing, genetic modification, AI.

Environmental responsibility - Climate action, recycling, energy conservation.

Careers education - STEM.

PE:

Human biology - Muscles, respiration, circulation,

Exercise and energy - Metabolism, nutrition, training effects.

Bio-mechanics - Forces, motion and balance.

Building Confidence and Independence

We prioritise creating a supportive and positive environment where students feel safe to explore, question, and take risks in their learning. Our science curriculum encourages students to make predictions, evaluate their ideas, and engage in experiments, fostering a sense of achievement and self-worth. Through scaffolded learning opportunities and the gradual removal of support, we aim to build students' confidence in their own abilities, promoting greater independence and self-advocacy.

Inclusive and Accessible Curriculum

Accessibility is at the heart of our science curriculum. We use a multi-sensory approach to teaching, making learning as inclusive as possible for students with a wide range of physical, cognitive, and sensory needs. Our lessons incorporate sensory activities, simplified language, and visual cues to support understanding, while also offering enrichment opportunities for more able learners. We actively remove barriers to learning by ensuring that all resources, environments, and teaching strategies are suited to the needs of our students, whether they have complex needs or specific learning difficulties.

Progress and Achievement

We focus on progress that is meaningful and individualised. Success is not defined solely by academic outcomes, but by the personal development of each student, including improved social interaction, communication, and self-regulation. Our assessment practices are holistic, considering not only subject-specific progress but also the development of key skills such as teamwork, resilience, and perseverance which matches to our school values SCARF (Safety, Caring, Achievement, Resilience and Friendship). Regular assessment in the classroom helps us tailor the curriculum to ensure that each child continues to grow and thrive at their own pace.

We recognise that each student is unique, with individual strengths, challenges, and learning styles. Our science curriculum is differentiated and personalised to meet students where they are. Lessons are designed to be flexible and adaptable, giving multiple ways for students to engage with scientific concepts, whether through sensory experiences, visual aids, hands-on experiments, or technology.

Teachers are aware of the one-page profiles and EHCPs. This informs them of student’s requirements, such as coloured backgrounds if needed for teaching resources to enhance teachers’ abilities to use a wide range of strategies to meet pupil’s additional needs, including:

• Science lessons are sequenced based on the National curriculum and AQA GCSE using White Rose Science SOW and resources and are delivered through a variety of strategies that can help students understand abstract and conceptual ideas.

·         High quality teaching comes because of well-informed teachers with good subject knowledge. Lessons have clear and adaptive learning objectives and success criteria. The Head of Department oversees this and ensures that staff knowledge meets the needs of the topics being delivered each term and staff are encouraged to seek further support where necessary to support their teaching.

·         Students take part in ‘I can’ statements throughout the year which allows both students and staff to monitor progress and be able to identify weaknesses or areas for improvement. Interventions are provided for students where necessary to support them in making expected progress.

• Regular book scrutiny and learning walks/observation ensures that standards are and remain high across the subject.

·         Students in KS4 will be enrolled in either an Entry Level Award and/or GCSE qualification.

·         A specialist Science teacher teaches students to ensure that higher level content is delivered effectively.

• There is ongoing assessment at all levels through the school’s assessment procedures. Books are regularly marked so that students’ individual work is assessed for mistakes and misconceptions; assessment is also completed through questioning, class discussions and practical activities.

Our curriculum is being frequently reviewed to ensure that it is current and effective, creating continuity and progression in the teaching of science. Teachers are supported and aided in their teaching practices through meetings or on a one-to-one basis. This ensures:

·         An awareness of strategies required to enable SEND students to access the full curriculum.

·         Lessons are adapted in many ways to ensure there is appropriate challenge and support for all learners.

·         Awareness of responsibility to ensure additional adults are used in the classroom effectively, in line with the schemes of work.

These meetings also give all teaching staff opportunities to discuss students’ work and progression in science and to identify key areas for support/development.

Life Skills and Real-World Application

Science in our SEND setting is rooted in practical, everyday contexts that students can relate to. We aim to equip students with essential life skills through their learning in science, such as problem-solving, observation, and inquiry. Topics like nutrition, hygiene, safety, and the environment are taught in ways that help students apply their learning to real-world situations, promoting independence and confidence in their daily lives. For example, lessons on materials might focus on recognising safe and unsafe substances, while biology might explore basic human needs and healthy living.

Students will be able to show:

Critical Thinking and Problem-Solving Skills

• Analytical Thinking: Science encourages students to think critically, analyse data, and evaluate evidence before reaching conclusions. This fosters an ability to approach problems logically and methodically in both academic and real-world situations.

• Inquiry-Based Learning: Science often involves asking questions, forming hypotheses, and conducting experiments to find solutions. This hands-on, inquiry-based approach develops problem-solving abilities and nurtures curiosity.

Understanding the Natural World

·         Environmental Awareness: With the growing emphasis on issues like climate change and sustainability, science education helps students understand environmental challenges and empowers them to take informed actions.

Technological Literacy

In a world where STEM and technological careers are on the rise dramatically to keep up with the surge in digital literacy, Technological literacy plays a key part in real-world and academic situations, regardless of job/career