Mission Statement

Studying Science is key to being able to understand the world around you from the miniscule to the massive! The importance of science knowledge, both in and outside the curriculum, is becoming more evident as we are starting to tackle environmental and health issues of the current times.

Regardless of pathway, students’ knowledge and skills will be developed to enable them to become adept scientists – students who are able to problem solve and eloquently discuss the world they live in.

Science is the systematic study of the structure and behaviour of the physical and natural world through observation and experiment. We foster curiosity in our students and teach them to generate hypotheses and systematically gather evidence- to think like a scientist. Scientific thinking involves applying scepticism to ideas and forming testable hypotheses. This type of thinking can lead to experiments, and it can help people develop skills for determining whether something they hear or see is true. Scientists are trained to only trust what is supported by evidence, so scientific thought requires not believing something unless it is supported with proof. Science, however, also requires creativity, so scientific thinking includes determining means of testing specific ideas to prove them true or false. In many cases, people who think in a scientific manner are able to devise experiments to test hypotheses to determine which, if any, are true.

Scientists can solve problems logically, apply reasoning, work both in a team and independently and can communicate their ideas clearly. Through our science lessons, students learnt to act like a scientist.  Every student will have the opportunity to take part in a variety of science related activities with a particular emphasis on practical investigation and the conclusions that can be drawn from it. They will be encouraged to question how the world works and to use their scientific knowledge to find explanations. We take pride on ensuring that students lessons are developed to relate their applications both in and outside the curriculum – for example in industry. 

Due to the cross disciplinary nature of the subject: students will continue to hone their mathematical skills. The study of science aims to develop systematic and logical thought to enable students to explain observations and solve problems – do maths like a scientist. This will mean that students will need to develop resilience as they are exposed to increasingly more difficult and complicated concepts as they progress through their science career in school. 

Science also allows for students to evaluate cause and effect and determine the implications beyond the scientific theory they understand. The ability to listen to opposing views and create rational arguments is vital to students developing the ability to empathise with others and talk like a scientist.

Students will also continue to hone their literacy skills. There are opportunities throughout for students to read and write like a scientist. At Key Stage 3, for example, we try to spotlight and recommend books and texts that are appropriate for the topics being taught in lessons. We encourage students to read around the subject to help foster a deeper level of understanding and passion for the subject of Science. 

Science is a content-based curriculum, which means students need to learn and recall key terminology, then make links between topic areas. In each lesson, new content is introduced, and previous content interleaved. 

Regardless of pathway, the Science curriculum is designed around a spiral model – this means that students will periodically revisit and build on concepts, adding additional layers of difficulty as they progress. This allows us to ensure that students retain information and allows us to remedy any weaknesses in study understanding.

Key Stage 3

Year 7 Learning Journeys:

Year 8 Learning Journeys:

Year 9 Learning Journeys:

Key Stage 4

Science in Years 10 and 11 continues to build on Years 7, 8 and 9 but with an added focus on the terminal examinations. Students are now formally set to allow them to focus more on the tier of entry for their GCSE although formal decisions are not made until Christmas of Year 11. Students entering year 10 will also follow one of two science pathways : GCSE Combined Science (Trilogy) or the Separate Sciences. 

Overview of Years 10 and 11

BIOLOGY

  • Non-Communicable Disease
  • Communicable Diseases
  • Plant Biology
  • Homeostasis and response
  • Inheritance, variation and evolution
  • Ecology

PHYSICS

  • Forces
  • Energy
  • Waves
  • Electricity
  • Magnetism and electromagnetism
  • Particle model of matter
  • Atomic structure
  • Space (Separate Science students only)

CHEMISTRY

  • Atomic structure and the periodic table
  • Bonding, structure, and the properties of matter
  • Quantitative chemistry
  • Chemical changes
  • Energy changes
  • The rate and extent of chemical change
  • Chemical analysis
  • Chemistry of the atmosphere
  • Using resources

Year 10 Learning Journeys:

Year 11 Learning Journeys:

In the terminal examinations, students will sit 6 examination papers: two in each science, which differ in length.

Combined science trilogy papers – 1 hour 15 minutes

Separate science papers – 1 hour 45 minutes

Biology Paper 1

  • Cell biology
  • Infection and response
  • Bioenergetics

Biology Paper 2

  • Homeostasis and response
  • Inheritance, variation and evolution
    Ecology

Chemistry Paper 1

  • Atomic structure and the periodic table
  • Structure, bonding and the properties of matter
  • Quantitative chemistry
  • Chemical changes
  • Energy changes

Chemistry Paper 2

  • Rate and extent of chemical change
  • Organic chemistry
  • Chemical Analysis
  • Chemistry of the atmosphere
  • Using resources

Physics Paper 1

  • Energy
  • Electricity
  • Particle model of matter
  • Atomic structure

Physics Paper 2

  • Forces
  • Waves
    Magnetism and electromagnetism
  • Space (separate physics only)

Further information on both pathways is available from the qualification website:

Separate Science

Biology https://www.aqa.org.uk/subjects/science/gcse/biology-8461

Chemistry https://www.aqa.org.uk/subjects/science/gcse/chemistry-8462

Physics https://www.aqa.org.uk/subjects/science/gcse/physics-8463

Combined Science Trilogy https://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464

Extra-curricular opportunities

Opportunities change each year, based on developments in science and notable discoveries/events/anniversaries.

  • Big Bang Fair
  • RSC Top of the Bench – We were 2021 regional finalists!
  • Visits from guest speakers
  • STEM club
  • GCSE Science Live!
  • British Science Week