“The good thing about science is that it’s true whether or not you believe in it.” – Neil deGrasse Tyson
“Nothing in life is to be feared, it is only to be understood. Now is the time to understand more, so that we may fear less.” – Marie Curie
The Science Department aims to do so much more than just “teach science”, but to impart on students the life skills that they will need throughout life. Science matters for all, as Neil DeGrasse Tyson states, whether you believe aspects of it or not, it is undeniable fact, and it matters for all irrespective of career choice when older. From the Mobile Phones we use to communicate to the awareness of the food that we eat, science drives so many aspects of our lives.
The Science Department seek to teach; Curiosity, Resilience, Critical Thinking, Self-Motivation, Creativity, Communicative skills, Reasoned Judgements, Problem-Solving, Adaptability and to foster the love of discovery. All valuable life skills that will aide your son or daughter whatever their future holds.
Key Stage 3
At Key Stage 3, Years 7 and 8 have 3 One Hour lessons of Science Per Week. Our AQA GCSE specifications describe content and processes that students need to demonstrate competence and understanding in to help begin their GCSE studies. These areas are developed in the AQA KS3 science syllabus so that students enter Key Stage 4 (KS4) with a level of proficiency. Pupils are set in two bands of four and three sets that are created on information received from their Primary schools, as well as internal assessments for Years 8 & 9.
In Year 9, students progress to 4 hours of Science Per week. Students move to beginning studying the GCSE Content in Science, introducing them to the introductory topics which prove a keen foundation for their learning over the following 3 years. The students are additionally taught how to approach ideas and work as a Scientists and additionally how to use Maths in Science.
|Topics Studied at Key Stage 3|
|Term||Year 7||Year 8||Year 9|
Acids & Alkali’s
|Working as a Scientists
AQA GCSE: Cell Biology
AQA GCSE: Atomic Structure & Periodic Table
|Spring||Reproduction in Humans
Reproduction in Plants
Voltage & Resistance
Metals & Non-Metals
|AQA GCSE: Atomic Structure & Periodic Table
AQA GCSE: Energy
Maths in GCSE Science
AQA GCSE: Organisation
Types of Reactions
Heating & Cooling
|AQA GCSE: Bonding & Structure
AQA GCSE: Electricity
Key Stage 4
At KS4 pupils learn about a wider range of scientific ideas, and consider ideas taught at KS3 in much greater detail. Students have to look at not only the fundamentals in Science but also the ethical, cultural and environmental issues that Science and Research plays in society. Students need a keen knowledge about the role of experimental technique and methods, alongside why scientists complete and formulate theories.
They see how scientists work together to develop new ideas, how new theories may, at first, give rise to controversy and how social and cultural contexts may affect the extent to which theories are accepted.
Unless selected to study Separate Sciences, pupils will study for 2 GCSEs as part of their KS4 course, and will be reported a combined Science Grade.. We follow the AQA Trilogy syllabus, and the details of these courses can be found below in the exam specifications.
|YEAR 10 AQA GCSE SCIENCE|
|Term||AQA TRILOGY||TRIPLE SCIENCE|
|Autumn||Infection and response
Infection & Response
|Spring||Rate and extent of chemical reactions
Homeostasis and response
Homeostasis and Response
Rate & Extent of Change
Homeostasis & Response
Key Stage 5
All 3 Sciences are offered at A Level, and the entry requirements can be seen in our Sixth Form Prospectus.
The aims and objectives of the Level 3 Advanced GCE in Biology, Chemistry and Physics are to enable students to develop:
- Essential knowledge and understanding of different areas of the subject and how they relate to each other.
- Demonstrate a deep appreciation of the skills, knowledge and understanding of scientific methods.
- Competence and confidence in a variety of practical, mathematical and problem solving skills.
- Interest in, and enthusiasm for, the subject, including developing an interest in further study and careers associated with the subject.
- Understanding of how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society.
Mr. M Adenekan – Curriculum Leader for Science
Mr. N Bennett
Assistant Curriculum Leader