The Science department is staffed by a dedicated team of well-qualified and specialist teachers, and a team of technicians. Led by a management team under the overall direction of the Head of Department, Kim Ardley.
The Head of Department has overall responsibility for all key stages and for the vision and ethos of the department including curriculum development and staff development needs.
Other co-ordinators in the department take responsibility for KS4/Biology (Helen Peach), Chemistry (Fiona Wall) Physics (currently Kim Ardley) and KS3 (Matthew Ashworth)
‘The important thing in science is not so much to obtain new facts as to discover new ways of thinking about them‘ William Lawrence Bragg (Physicist)
In Key stage three, all year 7 students are taught science in mixed-ability groups following a detailed syllabus and core schemes of work. In Year 8 students are set by ability. Scientific enquiry and working scientifically is at the heart of the KS3 curriculum, inspired by the middle years programme to develop curiosity and practical skills for further study.
In KS4 GCSE starts in year 9 and they are set on ability. In year 9 all students cover the same science material choosing their options at the end of year 9 for either double award or triple science. For those pupils following double science in years 10 and 11, there are four sets across each half of the year group. For those pupils following Triple Science there is only one set for each half of the year group.
Assessment for learning is present in all units with teachers giving formative feedback for landmark tasks at key points.
In KS3/KS4/Sixth form, students are assessed by a summative end of unit test for each module studied, gaining feedback on areas they need to improve and advice on how to get to the next stage in their learning.
For year 11 studying 21st century science:
For Triple Science, each GCSE has 3 external unit exams (each weighted 25%) on the teaching modules and controlled assessment which contributes 25% to the final grade. Exams will be sat in the June of year 11.
For Core and Additional science there are 2 external unit exams for each science (each science weighted 25%) and controlled assessment which contributes 25% to the final grade. Exams will be sat in the June of year 11. There are two tiers of entry: Grades A* – D (Higher Tier) and C – G (Foundation Tier).
For years 9/10 studying AQA science:
There are six papers at the end of year 11, two Biology, two Chemistry, two Physics. Each paper assesses knowledge and understanding for 1 hour 15 minutes worth 16.7% of the GCSE. Each exam has multiple choice, structured, closed short answer and open response questions.
The students will carry out core required practical activities (RPA) throughout the course and these key skills will be tested as part of the papers above.
We offer a range of extra-curricular activities, including a drop-in and taught revision session in S11/S20 on a Thursday night, AMA science opportunities (year 8 STEM crest award summer), the chance to take part in the National Olympiad and opportunity to attend Chemistry in action. Further opportunities have included the STEM sixth form evening, the ‘women in engineering’ day held at E2V, RAF science demonstration and lectures in lessons for lower sixth.
At all key stages students are expected to organise their work independently and meet all deadlines. Students are encouraged to support their learning through the ‘flipped classroom’ by reading ahead to cover the material for the upcoming lesson.
Students have access to a textbook in lessons. The more successful candidates will use the reading materials provided to regularly self- assess their understanding and take full advantage of the teacher input available, particularly when revising for an assessment or completing coursework.
Pupils will have the opportunity to buy revision guides and work books which support the GCSE course at a significantly discounted price – we would strongly suggest pupils take advantage of this offer early in the teaching year.
In the event students are unable to attend school for reasons such as emergency snow closure, they should pursue the following tasks:
KS3– Revise the key ideas cells, forces, particles, energy using the following websites.
http://www.upd8.org.uk/ to find an interesting science challenge to develop ‘thinking science.’
21st Century Science OCR, revise the core/additional units or work on past paper questions using mark schemes.
www.21stcenturyscience.org to download past papers and mark schemes for OCR 21st century science.
http://www.bbc.co.uk/schools/gcsebitesize/science/21c/ Year 10 revise units 1-3, year 11 revise units 4-6.
Years 9/10 AQA
http://www.aqa.org.uk/subjects/science/gcse- trilogy syllabus if studying double science.
SIXTH FORM– OCR A, linear. Use the following websites
http://www.bozemanscience.com/ Identify areas where you need to develop your understanding.
https://www.khanacademy.org/ Identify areas where you need to develop your understanding.
http://www.ocr.org.uk/qualifications/by-type/as-a-level-gce/ to download past paper questions using mark schemes.
Revision guide information:
All students are advised to go through every available exam paper using the specific mark schemes before sitting their final examinations. Sitting practice exams at home can help to develop essential exam technique and to develop timing in the exams.
Key stage 4 students should focus on answering six mark questions and marking these carefully against the exam criteria. Linking key ideas together is an important way to improve. Sixth form students should focus on sitting timed exams, to ensure they complete the exam in the allocated time. Time constraints can be more difficult at this level if not fully prepared for.