Miss L Perry - Head of Science:

Mrs J Tumilty - Assistant Head of Science:   

Mr C Hurst - Teacher of Science:

Mrs L Reynolds - Teacher of Science:

Miss T Venables - Teacher of Science:

Miss A Gore-Smith - Teacher of Science:

Miss H Smith-Bunday - Teacher of Science:

Mrs N Shannon - Teacher of Science:




Our vision is to engage all young people in STEM and develop scientists for the future.  Our vision is to create knowledgeable, scientifically literate, and technologically capable problem solvers.  By fostering a spirit of inquiry, nurturing our students’ curiosity, and bringing current, relevant and real-world science into the classroom experience, we prepare our students to become educated citizens capable of comprehending and analysing global issues.  Creating a stimulating and exciting learning environment where the teaching is challenging, enjoyable and supportive whilst developing investigative and transferrable skills for further study or the world of work.  We wish to provide learning experiences which will develop, as fully as possible, each student’s appreciation, understanding and critical awareness of the nature of science and its effects upon the world in which we live.  

By providing meaningful learning experiences based on schemes of work which:

(1)  fulfil National Curriculum requirements,

(2)  monitor the progress of all pupils and

(3)  recognise equality of entitlement of all pupils, the objectives are to:

•Arouse interest in the processes of Science, how scientists work and how it is used.

•Encourage the investigative approach to learning by stimulating and maintaining curiosity, interest and enjoyment in Science.

•Develop the experimental skills of planning, observing, measuring, recording, processing data and evaluating while emphasising the priority of safety considerations in practical work. These skills are relevant to the study of Science and useful in everyday life. 

•Develop the social skills of communicating and working with others.

•Develop knowledge and understanding of the principles and concepts of Science

•Emphasise the importance of how Science is applied to solve problems.

•Emphasise both the beneficial and detrimental environmental implications of the effects of scientific developments and that, when applied, Science must be subject to social, economic, technological, ethical and cultural limitations. 

•Promote an appreciation of how scientific ideas progressed in an historical context and that the process continues as scientific concepts develop.

•Establish and maintain the identities of Biology, Chemistry and Physics in the framework of broad and balanced courses.

What are the key concepts that have to be mastered for pupils to be successful in this subject?

Ideas of Science:

1.All material in the Universe is made of very small particles.

2.Objects can affect other objects at a distance.

3.Changing the movement of an object requires a net force to be acting on it.

4.The total amount of energy in the Universe is always the same but energy can be transformed when things change or are made to happen.

5.The composition of the Earth and its atmosphere and the processes occurring within them shape the Earth’s surface and its climate.

6.The solar system is a very small part of one of millions of galaxies in the Universe.

7.Organisms are organised on a cellular basis.

8.Organisms require a supply of energy and materials for which they are often dependent on or in competition with other organisms.

9.Genetic information is passed down from one generation of organisms to another.

10.The diversity of organisms, living and extinct, is the result of evolution.

Ideas about science:

1.Science assumes that for every effect there is one or more causes.

2.Scientific explanations, theories and models are those that best fit the facts known at a particular time.

3.The knowledge produced by science is used in some technologies to create products to serve human ends.

4.Applications of science often have ethical, social, economic and political implications.

Key Stage 3

Our team of experienced, specialist science teachers have designed an inspiring programme of study to deliver the Key Stage 3 National Curriculum to enthuse and challenge pupils to learn and achieve in their first two and a half years; mastering the fundamental knowledge, understanding and skills needed for GCSE-level success and beyond.  

Within year 7, 8 and 9 pupils’ knowledge and understanding from Key Stage 1 and 2 programmes of study are further built upon and this further lays the foundations for GCSE by studying fundamental ideas in Science in increased depth.  

Scheme of Work Overview:

Year 7        Introduction to Science         Particles and Solubility         Energy and Electricity

                   Living Organisms         Atoms, Elements and Compounds         Space

Year 8        Reproduction         Chemical Reactions         Particles and Heat

                  Genes and Evolution         Forces and Motion         Respiration and Photosynthesis

Year 9        The Earth and its Resources         Ecosystems         Waves


Pupils in year 7, 8 and 9 are assigned a learning ability band and are assessed without levels (AWOL) using standardised materials pupils complete throughout each unit of study.  Pupil progress is then measured against threshold grids detailing age appropriate expectations per unit, per year. 

Key Stage 4

Pupils will follow one of two pathways through GCSE Science: Combined (Trilogy) Science leading to 2 GCSE qualifications or Single Science in Biology, Chemistry and Physics leading to 3 GCSE qualifications. Pupils wishing to study single sciences opt at the end of year 9 and receive an additional 5 hours of teaching time to cover the content in greater depth.

Scheme of Work Overview:


Year 9          Cell Biology         Organisation

Year 10        Organisation         Infection and Response         Bioenergetics         Homeostasis and Response

Year 11        Inheritance, Variation and Evolution         Ecology


Year 9          Atomic Structure and the Periodic Table         Bonding         Quantitative Chemistry

Year 10         Bonding         Quantitative Chemistry         Chemical Changes         Rates of Reaction

Year 11        Rates of Reaction       Organic Chemistry         Chemical Analysis         Chemistry of the Atmosphere         Using Resources


Year 9          Energy         Electricity

Year 10        The Particle Model of Matter         Atomic Structure         Forces1        Forces 2         Waves

Year 11        Waves         Magnetism and Electromagnetism


Each qualification is terminally assessed meaning all exams are taken at the end of Year 11.  Science qualifications are assessed via 100% examination, there is no coursework element.  Pupils over the 2 and a half years of GCSE study will complete a series of required practical tasks and these will be assessed within the examination papers.

In year 10 and 11 pupils as assessed via cumulative assessments throughout the year in each science discipline.  Performance on these is compared against target grades to assess if a pupil is making appropriate progress. 

All students will sit 6 science exams at the end of year 11: two biology exams, two chemistry exams and two physics exams covering all the content of the GCSE course.  Combined science pupils sit 6 x 1 hour 15 minute papers; single science pupils sit 6 x 1 hour 45 minutes.

Cultural Capital

The science department is committed to offering a variety of science in context experiences.  These include visiting guest speakers, roadshows and workshops from organisations such as the RAF, The Welcome Trust, The Smallpiece Trust.  A range of regional competitions are offered to pupils including The Biology Challenge, Unilever Bright Sparks, Salters Chemistry Festival and Camp.  It is the aim of the department to incorporate more guest speaker visits through the Science Ambassador Programme, forge links with local universities and STEM companies.  

The department runs a well-established Key Stage 3 Science Club after school.  Regular study support sessions are offered to pupils after school.   

SMSC is developed throughout all key stages through science in the news, current affairs, debates, group work, differing views of scientific discoveries and empower pupils to use data to make their own informed decisions. Wider reading is actively encouraged through competitions and social media to enhance pupils understanding of science in society and around the world.

Links are in place with the Institute of Physics to strengthen teaching of key concepts within Physics, developing practical implications of Physics teaching and learning and hence supporting the national picture of increasing the number of girls in science.  

The findings from the maintaining curiosity report have moulded the curriculum from KS3 – post 16.  Practical science is at the heart of teaching in Maghull High School. Lessons across all stages include key scientific discoveries including scientists credited, real life scenarios, fieldwork and the importance of science, hence exposing pupils to the “wonder of science” and its application.  This maintains pupils’ curiosity and develops their creativity, critical thinking and resilience.

An Equitable Curriculum - Removing Barriers to Learning

Science is for all and this is at the heart of teaching and learning in the department. A range of media and strategies are used within teaching with the aim of meeting all pupils’ needs. Marking and feedback focuses on each student’s individual needs to ensure all students improve their knowledge and skills and make progress towards their own personalised targets.

Links to the mathematics department ensures commonality in maths in science teaching to maximise pupil progress in both subject areas.  

A range of courses are on offer within the department ensuring there is choice for all pupils regardless of NC starting point.  Single Science and Combined Science is offered at GCSE.  At Post 16 traditional A levels in Biology, Chemistry and Physics are offered along with BTEC Applied Science.  

At Key Stage 3 differentiated objectives dependent upon ability band are used and these ensure a high level of challenge for all.  

Intervention and support for pupils is present from year 7 and is based on pupil performance data.  This early intervention allows all pupils to be supported early and hence gaps are closed at the earliest opportunity.  As GCSE study starts all pupils are supported with revision strategies and skills.  DP pupils have revision guides purchased for them to support their learning at home.  

SEN(D) pupils are supported in lessons by all staff incorporating suggested teaching strategies from pupil pen portraits alongside quality first teaching strategies for all. 

All DP and SEN(D) pupils are identified on teacher seating plans in order to facilitate support and intervention of these pupils in order to narrow the gap.  DP and SEN(D) pupil books are marked first.

Science Recommended Reads

Key Stage 3:

Activate 1 Question Progress Succeed by Oxford KS3 Science

Activate 2 Question Progress Succeed by Oxford KS3 Science

Activate 3 Question Progress Succeed by Oxford KS3 Science

Key Stage 4:

AQA GCSE Biology Student Book Paperback – 26 May 2016 by Ann Fullick and Lawrie Ryan

AQA GCSE Chemistry Student Book Paperback – 26 May 2016 by Lawrie Ryan

AQA GCSE Physics Student Book Paperback – 7 Jul 2016 by Jim Breithaupt and Lawrie Ryan

Firefly and other Resources

The science sections of firefly are full of resources to help students in all year groups study for the course they are following. Students studying in KS3, for their GCSEs, or for their A-levels will find videos, informational documents and PowerPoints, as well as worksheets and practice questions to test themselves.

Other resources students could use to help them study and review the topics cover in science are listed below:

Seneca Learning

BBC Bitesize

Oak Academy

App only 23 Equations


Homework takes many forms throughout science study at Maghull High.  This ranges from research, learning tasks, revision, questions, exam questions and quizzes set through firefly.  Homework will be recorded by pupils in their planners and also by staff on firefly.


The department have a very successful science club that is ran by Miss Venables on a Thursday after school 3.20-4.20 in room 54.  All welcome.  Email Miss Venables if you would like mor4e information  Study support for Year 11 pupils is offered on Mondays after school 3.20-4.20 in room 51.  All welcome.  Post 16 pupils have study support “drop-ins” either at lunch time or after school with their teachers.

A range of trips, guest speakers, competitions and collapsed days are offered throughout the year to all pupils.  These have included but change every year: 

•Salters science festival

•Unilever days

•Science ambassador visits

•Chester zoo visits 

•“Make it work” robot challenge at Hugh Baird

•Big Bang Science Fair

•Visits to Daresbury lab

•STEM visit to Disneyland Paris

Post 16

A variety of post 16 pathways are offered by the Science Academy including academic and vocational qualifications.  These allow pupils to build upon their knowledge and understanding of key science concepts studied within GCSE and to further develop their skills in research, analysis, evaluation and independent learning.

A level courses offered include Biology, Chemistry and Physics alongside a vocational BTEC in Applied Science.

Any queries regarding these courses please email:

Miss L Perry 

A level Scheme of Work Overview:

A level Biology

Year 1         Biological Molecules         Cells         Exchange of Substances         Genetic Information and Variation

Year 2         Energy Transfers         Responding to Change         Genetics and Ecosystems         Control of Gene Expression

A level Chemistry

Year 1         Atomic Structure         Amount of Substance         Bonding         Energetics         Kinetics         Equilibria

                   Oxidation and Reduction         Inorganic         Intro to Organic         Alkanes         Alkenes         Alcohols

                   Organic Analysis

Year 2        Thermodynamics and Rates of Reaction         Electrochemical Cells, Acids and Bases         Inorganic Chemistry

                  Structure of Molecules         Organic Reactions

A level Physics

Year 1         Measurements and their Errors         Particle Physics         Waves         Mechanics and Materials         Electricity

Year 2         Periodic Motion         Thermal Physics         Gravitational Fields         Electric Fields         Magnetic Fields

                   Nuclear Physics         Astrophysics

A Level Assessment:

A Level assessment is terminal at the end of year 13 and consists of exams covering year 12 and 13 content.  There is no coursework element for any of the A level qualifications.  12 assessed practicals are conducted inside school time to judge pupil competencies in practical skills; additionally, these are assessed in A level examinations also.

BTEC Scheme of Work Overview:

BTEC Applied Science

Year 1         Unit 8: Physiology of Human Body Systems           Unit 3: Science Investigation Skills

Year 2         Unit 1: Principles and Applications of Science         Unit 2: Practical Procedure and Techniques

Level 3 Vocational (BTEC) Science Assessment:

Applied Science is also offered as a Level 3 BTEC Subsidiary Diploma. It is studied over a two-year period requiring the students to produce a portfolio of coursework. Unit 1 is assessed by examination based on topics for biology, chemistry and physics. Unit 3 is assessed by a practical examination. Units 2 and 8 are coursework units which require students to complete assignment tasks. 

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