Higham Lane North Academy
Science
The Science Curriculum at Higham Lane North Academy
At HLNA, our ambitious curriculum in science is designed to ensure that students know more, remember more and can do more in science over time. We understand learning as a change in long-term memory, and therefore our science curriculum is carefully sequenced and deliberately structured to secure knowledge so that it is retained and applied with confidence.
A central principle of our approach is the management of cognitive load. By presenting new material in science explicitly, modelling thinking clearly, and breaking learning into manageable components, we ensure that students can focus on what matters most. This enables learning to be both accessible and memorable.
Our classroom practice in science is underpinned by consistent and explicit routines that support long-term retention. Knowledge booklets promote equity and entitlement: every student has access to the most powerful knowledge within science. These booklets enable students to pre-learn, revisit and over-learn key content, strengthening retrieval and embedding learning securely in long-term memory.
Every science lesson begins with structured retrieval practice to activate prior knowledge and strengthen memory pathways. Science resources are organised consistently to reduce extraneous cognitive load, allowing students to focus on learning rather than process. Oracy routines are embedded to ensure that students can articulate ideas clearly, use subject-specific vocabulary in science precisely, and engage in purposeful academic discussion.
We use dual coding and carefully designed, dyslexia-friendly visual materials in science to enhance clarity and accessibility. Whole-class reading routines ensure that all students engage with ambitious texts, while explicit vocabulary instruction builds disciplinary fluency. Our ‘green pens for growth’ routine ensures that students actively respond to feedback in every lesson, promoting reflection and improvement.
Formative assessment in science is continuous and responsive. Daily questioning, low-stakes quizzing and structured checks for understanding enable teachers to identify misconceptions and adapt teaching accordingly. Whole-class feedback strategies support self and peer assessment, fostering independence while maintaining high expectations.
Alongside regular summative assessments in science, synoptic assessments are built into every year group to evaluate cumulative knowledge. This ensures that learning is not episodic but enduring. Through systematic retrieval over time, we minimise cognitive overload and maximise the likelihood that students remember and can apply what they have learned.
As a result, our science curriculum is coherent, knowledge-rich and carefully sequenced — ensuring that all students make strong progress and are fully prepared for the next stage of their education.
At HLNA, everyone is included and everyone belongs. This commitment is reflected in our inclusive classroom practice in science, where all students are supported, challenged and valued as learners. We create an environment in science where diversity is respected, barriers to learning are reduced, and every student has the opportunity to succeed.
Our values are lived out daily through our students, who strive to be conscientious, compassionate and confident in all aspects of their learning in science. These qualities underpin our culture of high expectations and mutual respect within our science classrooms. We are proud of our environment in science because we always do what is right — demonstrating integrity, responsibility and care for one another in both our learning and with each other.
Over time in science, students will learn the key principles of Biology, Chemistry and Physics, developing their understanding of how the natural world works through practical investigation and theoretical study. All units are supported by knowledge booklets which include key vocabulary.
In Biology, students explore topics such as cells and organisation, reproduction, ecosystems, and human body systems (including digestion, respiration, and circulation).
In Chemistry, students study the particle model, elements and the periodic table, chemical reactions, acids and alkalis, and the properties of materials.
In Physics, students learn about forces, energy, waves, electricity and magnetism, and space.
Throughout KS3, students also develop their working scientifically skills, including planning investigations, analysing data, and evaluating evidence. They further develop their oracy through participating in debates and clearly explaining their findings from scientific investigations. In addition, students strengthen their numeracy skills by applying formulae and processing data.
Our ambitious curriculum is enriched through a wide range of engaging and purposeful experiences. For instance, students are offered opportunities to take part in trips to the National SEA LIFE Centre Birmingham, supporting their understanding of marine ecosystems and biodiversity; Twycross Zoo, which enhances learning about conservation and provides valuable cross-curricular links with Geography; and the
National Space Centre, where students deepen their understanding of Earth and space, again linking closely with geographical concepts.
In addition, attendance at The Big Bang Fair and Christmas science lectures at Warwick University Arts centre brings science and engineering careers to life through hands-on activities, interactive exhibits, and live shows.
Our STEM afterschool club enriches the science curriculum by giving students hands-on opportunities to explore, experiment, and innovate beyond the classroom. Through engaging projects and real-world challenges, pupils develop critical thinking, problem-solving, and teamwork skills while deepening their understanding of science, technology, engineering, and maths in a fun and supportive environment.
There are many careers linked to our subject that are explored throughout Key Stage Three. These include roles such as doctors, nurses and paramedics in healthcare; engineers and technicians across mechanical, civil and electrical disciplines; environmental scientists and conservationists; laboratory technicians and research scientists; pharmacists; forensic scientists; and careers in space science, including astronomers and aerospace engineers.
We actively support national campaigns and awareness weeks, including Jeans for Genes Week and Autism Awareness Week, helping students understand the scientific principles behind these important causes. Through hands-on activities and discussions, students develop curiosity, critical thinking, and empathy while seeing how science impacts individuals and communities.
These experiences are designed to inspire curiosity, broaden horizons, and show students how science connects to the wider world and future careers.
Kirsty Hacklett
Curriculum Leader for Science
Please find below the curriculum map for the following subject. Each map provides an overview of the key topics, skills, and learning objectives covered throughout the academic year, helping students and parents understand the progression of learning within each subject area.
The following resources may help to support learning at home in Science.
Footprints-Science | GCSE science animations and quizzes
Free Animated Education - YouTube
