Head of Science – Miss L Perry
Assistant Head of Science – Mrs J Tumilty
Teacher 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
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?
- All material in the Universe is made of very small particles.
- Objects can affect other objects at a distance.
- Changing the movement of an object requires a net force to be acting on it.
- 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.
- The composition of the Earth and its atmosphere and the processes occurring within them shape the Earth’s surface and its climate.
- The solar system is a very small part of one of millions of galaxies in the Universe.
- Organisms are organised on a cellular basis.
- Organisms require a supply of energy and materials for which they are often dependent on or in competition with other organisms.
- Genetic information is passed down from one generation of organisms to another.
- The diversity of organisms, living and extinct, is the result of evolution.
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.
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.
Scheme of Work Overview
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.
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.
Scheme of Work Overview
Year 9 Biology
Year 10 biology
Year 11 biology
Year 9 Chemistry
Year 10 chemistry
Year 11 chemistry
Year 9 Physics
Year 10 Physics
Year 11 Physics