Our primary method of curriculum implementation is through research based, quality first teaching and learning.
The Science team are aware that learning is a change in long term memory.
That’s why all of our team are trained on the effective implementation of Rosenshine’s principles and use these to carefully consider the best way to deliver the curriculum to ensure knowledge is retained in the student’s long term memory.
We routinely check prior knowledge at the start of a lesson, build on this by explaining and modelling key concepts, checking student’s understanding and then allowing them to practice using their new knowledge. Knowledge is then regularly retrieved to ensure that true learning has taken place with teachers then confident and comfortable in re-teaching or re-clarifying material when necessary.
We cater for students with additional needs by ensuring the level of scaffolding is appropriate for all. Guided practice is fully utilised to ensure that the ‘handover’ to students being completely independent in demonstrating their knowledge is appropriate and well judged. ‘Ready to fly’ students will receive less scaffolding than those who require the additional support for longer to ensure a high success rate in their understanding.