|Mr D Farry||Teacher of Science / Faculty Leader|
|Mrs V Flynn||Teacher of Science / 2nd i/c|
|Mrs L Buckley||Teacher of Science|
|Mrs S Elliott||Science Technician|
|Mrs S Forsythe||Teacher of Science / Vice Principal|
|Mr M Mitchell||Teacher of Science|
Vision and Mission Statements
Our vision is to enable students to achieve their potential by offering engaging lessons and opportunities which develop students’ enthusiasm for Science and the scientific skills needed in everyday life or further education.
- Strive to ensure all students progress (at least) in-line with expectations by providing the highest quality learning opportunities for students.
- Accurately assess/monitor student progression, provide meaningful feedback and implement timely and effective intervention where necessary.
- Develop motivated, inquisitive and independent students who are responsible for their own learning.
- Develop the scientific, practical, literacy and numeracy skills that students will need in everyday life or further education.
- Nurture students’ enthusiasm for Science during lessons and through a range of extra-curricular opportunities.
Students will study 10 key scientific concepts across years 7 and 8, each concept getting more challenging as students move through the two year course. These concepts aim to provide students with a suitable knowledge basis and an advanced skill set for GCSE. The topics covered are listed below.
There is a focus on developing three core skill groups throughout Key Stage Three. These include Maths, Communication and Investigations. These core skills are needed in order to access GCSE successfully. Embedding them into the KS3 curriculum allows for students to show progression as they transition from year to year. Practical work is also embedded within the curriculum to enhance the understanding of these skills and difficult scientific concepts.
There will be a small number of assessments throughout year 7 and year 8 .These aim to assess how well the students are progressing in their scientific knowledge and the core skill groups. The assessment will reflect the assessment structure at KS4 to aid transition into GCSE.
Students start their GCSEs at the beginning of year 9, opting for either AQA GCSE Combined Science Trilogy (2 GCSEs) or AQA Separate Science Triple (3 GCSEs). Trilogy students have 5 hours and triple students have 6.5 hours of science per week.
GCSE Combined Science Trilogy
Students studying Combined Science Trilogy will cover the three science disciplines to a little less depth than triple. It takes a logical and coherent journey through familiar and new content, building on knowledge and understanding acquired at KS3. We know that practical are not only one of the most engaging parts of a science education but are also essential for students’ understanding of scientific theory. Therefore practical work is embedded throughout the course.
Students will study:
|4.1 Cell biology||5.1. Atomic structure and the periodic table||6.1 Energy|
|4.2 Organisation||5.2 Bonding, structure, and the properties of matter||6.2 Electricity|
|4.3 Infection and response||5.3 Quantitative chemistry||6.3 Particle model of matter|
|4.4 Bioenergetics||5.4 Chemical changes||6.4 Atomic structure|
|4.5 Homeostasis and response||5.5 Energy changes||6.5 Forces|
|4.6 Inheritance, variation and evolution||5.6 The rate and extent of chemical change||6.6 Waves|
|4.7 Ecology||5.7 Organic chemistry||6.7 Magnetism and electromagnetism|
|5.8 Chemical analysis|
|5.9 Chemistry of the atmosphere|
|5.10 Using resources|
The course is assessed by 100% examinations at the end of year 11. There are six papers; two biology, two chemistry and two physics. All the papers are 1 hour 15 minutes. Students can sit either foundation (grade 11-55 achievable) or higher tier (grade 43-99 achievable). Each paper is equally weighted (16.7% of the grade and has 70 marks).
GCSE Separate Science Triple
Studying the separate sciences means students will cover more content than GCSE Combined Trilogy. GCSE Biology, Chemistry and Physics will provide great preparation for AS and A-level, without overlapping content. We know that practical are not only one of the most engaging parts of a science education but are also essential for students’ understanding of scientific theory. Therefore practical work is embedded throughout the course.
Students will study:
|1. Cell biology||1. Atomic structure and the periodic table||1. Energy|
|2. Organisation||2. Bonding, structure, and the properties of matter||2. Electricity|
|3. Infection and response||3. Quantitative chemistry||3. Particle model of matter|
|4. Bioenergetics||4. Chemical changes||4. Atomic structure|
|5. Homeostasis and response||5. Energy changes||5. Forces|
|6. Inheritance, variation and evolution||6. The rate and extent of chemical change||6. Waves|
|7. Ecology||7. Organic chemistry||7. Magnetism and electromagnetism|
|8. Chemical analysis|
|9. Chemistry of the atmosphere|
|10. Using resources|
The course is assessed by 100% examinations at the end of year 11. There are six papers; two biology, two chemistry and two physics. All the papers are 1 hour 45 minutes. Students can sit either foundation (grade 1-5 achievable) or higher tier (grade 4-9 achievable). Each paper is equally weighted and has 100 marks.
The science faculty offer a range of trips which allow students to continue to study science outside of the classroom. Time is also dedicated in the curriculum for students to complete engaging projects which help foster their enthusiasm for science and develop independent skills.
The Science department offer a variety of revision sessions and one to one tutoring sessions for Key Stage Four students to support them during their exam preparations.