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Explore the proactive incorporation of science across the curriculum for enhanced student engagement and learning. Discover how the school strategically linked science with design and technology subjects, leading to innovative teaching approaches and improved learning outcomes.
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Curriculum linking – how science has been linked with other curriculum areas
Summary of Content This material shows how the curriculum has been linked in a very proactive and thorough manner, incorporating it into long and medium term planning throughout the whole school. The links to D & T are used here to illustrate the impact on the children’s engagement and learning.
What the school says about linking the curriculum. Placing science in context adds interest for the children, supports the development of skills, is linked to AF2… and makes sense. By standing back and looking at our curriculum we were able to make changes which allowed Science to make meaningful links with other subjects.
This is what we did. • Science and DT subject leaders met to decide where meaningful links between the two subjects could be made. For example, electrical control matched so closely that we produced one scheme of work for the unit. • Elmlea already bases work around termly topics. By moving units and thinking creatively more meaningful links were identified eg Gases during WW2 – explaining gas masks and making barrage balloons.
Science Staff meeting Staff identified links between Science and DT. A product for a purpose was our motto. A planning day with the DT coordinator led to a new curriculum map showing units which linked well and new DT units which were more product focused.
This led to a new curriculum map, which included links to DT
Our planning, in action –DT context for circuits. Also link with ICT control.
Science enquiry was at the heart of the unit to provide the knowledge of circuits and develop systematic investigation. Use of Fizzbook laptops (Bath Spa e-scape project) develop ways of recording enquiries.
Focused task to make a ‘Wobbler’ applies circuit knowledge.Less able need support to use science knowledge of how to use a circuit. Then plans for own fairground ride. Less able needed support to use science knowledge of how to use a circuit.
Less able used a motor to spin a disc.Most able used a pulley to turn the ferris wheel.Good application of science knowledge, but some resources not fit for purpose so many needed to adapt their designs.
The impact for our school was ..... • Better matching of DT and Science units has made the lessons more successful eg better quality electrical models . • By presenting a ‘united front’ subject leaders could speak with more confidence eg a joint staff meeting helped the staff to discuss the nature of Science and DT. • Understanding the principles of the Science involved appears to have enabled pupils to approach model making more realistically.
What we will do next Continue to look for meaningful links to put science into context for the staff and the children. Cross – curricular Science Week Starting with a chemistry photo, creating a word bank and then poems.
