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Science
The Team
| curriculum leader | Mrs Stanley |
|---|---|
| second in science | Mr Cartwright |
| teacher of science | Dr Cartwright |
| teacher of science/stem | Mrs Eacott |
| teacher of science | Mr Ion |
| Teacher of science | Mr Morgan |
| teacher of science | Mrs Cookson |
| science technician | Mrs Ivory-Bray |
| Science technician | Mrs Ross |
What is Science and why is it important?
Most simply put, science is the pursuit of understanding the world.
By gathering evidence, knowledge of methodical approaches and utilising understanding of observations, we all acquire our scientific basis. Every organism is a scientist; gathering information about its environment to survive and be successful.
Science stands as a time-honoured and pivotal academic field that encompasses a diverse range of subjects. Moreover, it serves as a foundational element of the STEM acronym, which denotes science, technology, engineering, and mathematics.
The promotion of STEM subjects is a widely discussed issue in numerous countries. Particularly in the fields of the sciences, there are abundant degree options available for students.
So why study Science? And why is getting more students interested in studying science at university so important?
Science plays a crucial role in expanding our understanding of the world around us. From the mechanics of seed germination to the composition of an atom, our knowledge of the universe is a product of scientific research and experimentation. Embracing the study of science fosters curiosity about the planet and the cosmos, encouraging young minds to ask meaningful questions about the world and society. It is vital for young people to feel empowered to confront the challenges that our society faces and to propose purposeful solutions, rather than being resigned to the status quo. By nurturing this mindset, we aim to inspire the next generation to chart a sustainable course for the future, challenging conventional practices and embracing innovation.
Over the course of history, human advancement has heavily relied on scientific progress. From our comprehension of gravity to state-of-the-art medications, individuals who study science have significantly influenced our contemporary society. Science is regarded as a means of improving social status; a deeper understanding of the world we inhabit empowers us to make more enlightened decisions and choices.
A high-quality science education lays the groundwork for comprehending the world through the specific fields of Biology, Chemistry, and Physics. Science has significantly impacted our lives and is crucial for the future prosperity of our world. Therefore, all students should be equipped with essential knowledge, methods, processes, and applications of Science. By acquiring a solid foundation of key knowledge and concepts, students should be inspired to appreciate the power of logical explanation and foster a sense of wonder and curiosity about natural phenomena. It is important to encourage young people to grasp how Science can explain occurrences, forecast behaviours and patterns, and analyse causes.
What do students learn in Science?
Link to Biology Learning Journey
Link to Physics Learning Journey
Link to Chemistry Learning Journey
Science is a discipline that is comprised of a sequence of Big Ideas coupled with a set of experimental and investigative skills. We intend for pupils to gain a greater understanding of the interactions and intricacies that exist in the Universe and how they can begin to develop and understanding that continues to support their thinking and choices into and throughout adult life. The KS3 and GCSE curriculum is based on a broad set of ideas that we refine and develop into greater detail as we work through Secondary School.
We also place a great emphasis on helping students develop experimental and investigative approaches to learning. We intend for practical work to help students develop enquiry, planning and investigative skills, coupled with the skills of observation and communication, verbal and written. Opportunities for enquiry-based learning are planned into the curriculum, usually starting with a Big Question that students will need to investigate. Problem solving and planning are key skills for adult life.
In science, students learn about physics, derived from more than one root including the Greek word ‘phusus’ meaning ’nature’. It seeks to explain the physical phenomena relating to matter, motion, space and time. The wonder and awe of the ‘how’ and the ‘why’. It encompasses the concepts of the very detailed mathematical assumptions of the hint of new sub atomic particles to the entire universe and the discovery of more.
In Science, students learn about chemistry; It is commonly accepted that this term comes from ‘chemaia’ the Greek root for ‘cast together’ and ‘alchemy’ with Arabic roots. We study the properties, compositions, behaviours and patterns of structures that exist and shape our world. From sub atomic particles to the materials that influence our lifestyles, choices and environments.
In Science, students learn about biology; ‘bios logos’ is the Greek root to the term. ‘Bios’ meaning living and ‘logos’ meaning study. We continue the student’s studies from early life about the living world around us and within us. This includes the tiny worlds of molecules to the larger worlds of ecosystems and habitats.
We have adopted the EEF Seven Strands of Science Teaching Model that ensure that we challenge and support all students, irrespective of prior attainment and starting points. Lessons and learning sequences are planned to challenge students to think. We challenge students by discussing the ‘Big Ideas’, putting concepts into real world context. We require students to implement the process of synthesis - the application and design of a solution. We use exam style questions and, when appropriate, GCSE language in KS3 lessons too. We hold pupils accountable for their answers and encourage justification for responses. Using mark schemes – working backwards to think what the question could have been, with students writing their own mark schemes for questions.
We support all students by reducing cognitive load and improving metacognition. We aim to do this through various ways. Some of these techniques involve including utilising carefully selected modelling, exemplars, chunking instructions and tasks to include small incremental steps, using visualisers with dual coding, using visualisers with a running commentary of expert thought processes, using pupils as resources to support each other, differentiated resources (visual impairment etc), thinking time, visualising Big Ideas in a practical context and scaffolding students until their knowledge and understanding is built to mastery.
Science is assessed through teacher verbal questioning, written questioning and observations. These assessments happen throughout all lessons and take on various forms. Students receive verbal feedback continuously and written feedback to action on purple paper. You will see peer assessment and feedback in green pen, self-assessment in red pen and teacher assessment and feedback in purple pen, on purple paper, throughout their work.
For KS3, we also assess on a topic basis, with a short multiple-choice assessment at the end of each unit, coupled with a longer written answer style question. This allows us to assess progress with building scientific knowledge, but also allows us to ensure we are helping students develop the skills of literacy and numeracy.
KS4 students are formally assessed at two points in the year.
KS4 students also sit Pre-Public Exams (PPEs) during their time in years 10 and 11.
We use AQA GCSE Combined Science (Trilogy) and AQA Biology, AQA Chemistry and AQA Physics as our Separate Science qualifications.
Students are examined at GCSE through sitting six exam papers at the end of Year 11. There are two papers in each discipline; Biology, Chemistry and Physics. For Combined Science each paper is 1h15m in duration and for Separate Science, each paper is 1h45m duration.
As natural scientists, our learning always occurs far beyond the classroom. Skateboarding, speed and angles? Science! Baking the perfect cake? Science! Teaching an old dog new tricks? Science!
Our passionate teachers encourage conversation about our world around us and encourage learning far beyond the reaches of our rooms. We invite speakers and organise extracurricular activities..
As a school, we are developing a partnership with Alton Climate Action Network (ACAN) to help address some of the concerns that we know our students hold regarding Climate Change and Environmental degradations.
Considered a core subject, science can lead to any future.
Science GCSE’s can lead on to study at A-Level, BTEC, T-Levels, apprenticeships and beyond. They are an important step to studying Science at First Degree Level.
Our students excel as scientists when they realise their natural ability to analyse their environment. They become brilliant engineers in the world of supplying electricity, building automobiles, planning and developing homes. They become creative entrepreneurs when they invent contraptions that enhance life and applications that we can download to relieve pressures. They become intuitive artists when they recognise the joy they bring to the world through their own discoveries.
Some other career paths include those in Medicine, Veterinary Science, Mechanical Engineering, Nursing, Midwifery, Child Care, Sports Science, Meteorology, Architecture, Chemical Engineering and Horticulture.
Further information regarding the progression through qualifications and careers in Science can be found on the following websites: