Our curriculum cultivates pupils’ interest in and engagement with the world around them. It encourages pupils to ask questions and design a way to determine the answers in a rigorous scientific test. Pupils are guided to develop and use their understanding to solve a range of problems by applying their knowledge in unfamiliar contexts. The curriculum closely links the theoretical concepts and practical approaches so that pupils gain a comprehensive understanding of the subject. Students will learn how electricity, nuclear radiation, energy resources, forces and waves influence the world around us and how mathematics can help us analyse these phenomena. They will be guided to see how our knowledge keeps us safe and allows us to innovate and move forwards. Students will gain an understanding of cell biology, bioenergetics, infection and response, homeostasis, genetics and evolution and the significance of their Biology in their day to day lives. They will be able to make reasoned arguments about important issues such as IVF, use of vaccinations and stem cell research and confidently articulate their opinions, whilst challenging their peers’, using evidence to support their arguments. In Chemistry students will gain an understanding of atoms as the fundamental building blocks of everything along with how and why they are classified. They will investigate why substances in the world behave in the way that they do and how we can manipulate natural substances in an efficient and sustainable manner so that the Earth’s resources aren’t depleted. They will be guided to evaluate different methods of processing from mathematical and environmental perspectives; linked to this pupils will understand why reactions occur and how they can be affected in industry and nature.
Fundamental concepts in Biology, Chemistry and Physics are met in year 7 and revisited throughout the key stage to add depth and breadth to students’ understanding. Equations are introduced in year 7 and pupils are challenged to progress in years 8 and 9 by changing units for different quantities and rearranging the equations. Practical skills are introduced at the very start of year 7 so that pupils can use basic laboratory equipment safely and correctly. Difficulty then progresses as more specialised equipment is introduced and practicals progress to be multi-stage. Teamwork is promoted as pupils work successfully in groups to plan and carry out their own investigations. We build links within and between the different sciences as pupils progress throughout the key stage to enable students to develop a deep understanding.
To prepare our students thoroughly for all aspects of their assessment. Students first study the fundamental ideas in each of the sciences (cells, atoms and energy) in greater depth than at KS3, building on and returning to these throughout their GCSE studies. Teachers deliver in their own specialism to stretch, challenge and support all students. Required practicals are taught through a mix of pupil and teacher-led methods, and supported by a wider body of experiments to enable pupils to develop the skills needed to achieve success in the exams. Understanding is consolidated with the use of knowledge organisers and mini quizzes in homework booklets, so that pupils are frequently tested on small chunks of the syllabus. Retrieval regularly happens at the start of lessons where pupils complete questions to revisit recent and more distant concepts that they have learned. Revision is embedded with the use of a variety of resources.
A Level: To prepare our A Level students thoroughly for all aspects of assessment. Students build on the concepts learnt at GCSE to add completely new topics in each science, and study familiar ones in greater depth. Required practicals are taught with pupils compiling their work in a lab book; pupils are taught to analyse and evaluate their results in a more mathematical way to prepare them to use similar techniques at university. Students are taught by two subject specialists for each science, and there is a focus on developing students as independent learners who complete their own studies around the subject to broaden and strengthen their understanding.
The Science curriculum follows the principles of Catholic Social Teaching across our many topics. We have many topics where we discuss Creation and the Environment, through issues such as renewable energy resources, climate change, the need to maintain biodiversity and recycling as a way to use the Earth’s resources responsibly. Human Dignity is discussed when covering topics such as reproduction and problems with the human skeletal system. We discuss The Common Good when teaching about the build up of toxins in food webs, and The Option for the Poor when teaching about malnutrition. Many of our topics are very abstract, however our department follows the principles of Catholic Social Teaching in the way we work together to achieve the best outcome for our pupils.
The curriculum is designed so that knowledge of key topics is developed and built upon. For example, the energy topic in year 8 builds on ideas developed in the year 7 topic of the same name. All KS3 topics are again covered in some form at GCSE, where pupils extend and broaden their understanding of the key ideas in science. Students are assessed at standardised points at the end of each topic. Wording and questions styles mirror GCSE exams, covering the three assessment objectives that pupils encounter there. This allows pupils a smooth transition to GCSE question styles and exams, so that they can focus more on the content of the curriculum and achieve success. Homework is focused on knowledge retrieval to support pupils with recall of key facts. In addition there is literacy support by providing pupils with keyword definitions on topic sheets; these definitions are then used within lessons for that topic. Diagrams are used in most lessons so that teaching is dual-coded to build pupils’ understanding of key concepts. Homework booklets with knowledge organisers are also used by pupils; these contain key words and definitions for each topic. The department then places emphasis on literacy throughout by using the school COPS policy. Particular focus is given to command words in questions and the understanding of these.
The curriculum is designed so that students of all abilities are supported to achieve to their potential by using a range of activities to suit all learning styles. The nature of the support received by students depends on their personal needs and staff provide “Quality First Teaching” strategies to meet the needs of students, with additional input from Pupil Passports. Staff provide differentiated resources, including enlarged work, coloured paper and photocopies to reduce the amount of copying that pupils need to do. Pupils often have a choice of task at different levels to encourage all students to achieve. Staff devise strategic seating plans to meet the needs of the pupils in their class and chunk the work where necessary. All text on PowerPoints and worksheets used in lessons is in a dyslexia-friendly font such as Comic Sans, Arial or Calibri. The expertise of TAs and the ARB is utilised to provide best practice, sharing ideas and discussing with TAs in lessons how they can best provide support for students.
We have two department TAs who provide support outside of lessons by offering targeted revision for GCSE pupils and working with pupils who are struggling to access regular lessons. They provide catch-up opportunities for pupils who have missed lessons by working through the absent student sheet and any work that was missed.
Within lessons TAs support pupils of all abilities and needs. The key strategy is to provide the “least support first” so as to enable students to build levels of independence in the subject. We believe that all students should have equal access to teaching staff, where the support of teaching assistants is well-planned and justified. Teaching assistants play a vital role across the department and are provided with clear instructions at the start of each lesson. This enables them to target specific students, based on prior knowledge and formative assessment methods, providing subsequent feedback at the end of the session.
Care is taken when setting to ensure that the opportunities of PP pupils are not limited by their home circumstances; most year groups contain mixed ability groups and PP pupils are spread roughly evenly throughout these. All higher ability sets contain PP pupils and they are given “first chance” to be put into these before non-PP pupils. Staff are aware of PP pupils within their classes and their differing needs, and consider this carefully when deciding on the class seating plan.
Maths – strong links throughout the KS3, KS4 and KS5 courses. For example, line graphs and bar charts are covered in year 7 Maths and used in Science from the very start of year 7 (having been studied by pupils previously in primary school). Means are introduced in Maths in early year 7 and then used in Science throughout the key stages. Distance-time graphs are introduced in year 7 and again in year 11 at a similar time to help students reinforce and embed learning. Density and compound measures are met in Maths in year 9 and then built upon and reinforced in year 10 and 11 Physics.
PE – teaching content alongside PE at a similar time to help students reinforce and embed learning. For example year 7 skeleton and muscles, year 8 healthy diet, respiration and breathing and the cardiovascular system at GCSE. Also covered at GCSE are speed calculations and levers.
Geography – introduce adaptations to particular ecosystems in year 7 which is built on in year 8 Geography. Pupils are also introduced to the concept of weathering in year 7.Strong links at GCSE where renewable energy, recycling and sustainable transport are covered in year 9 and 10 Science, and similar ideas are used in year 11 Geography.
Psychology – students are required to use their GCSE knowledge of drug treatments, genetics, the central nervous system and evolution. Students may also use their knowledge of neurochemistry and genetics from A Level Biology to better understand disorders such as OCD and schizophrenia.
Health & Social Care – strong links to KS3 and KS4 Biology, with students using their knowledge of cells, tissues, respiration, homeostasis and body systems and associated disorders.
DT – teaching similar concepts to the same year group to help reinforce and embed their learning. Year 7 pupils in DT complete a “light it up” project where they use their knowledge of circuits and conductors. In Food, pupils learn about food hygiene linked to microorganisms. In year 8, DT pupils complete a project exploring how biomimicry influences design, and in Food, pupils meet the ideas of micro and macro nutrients. They create a meal plan for an individual such as an athlete/an elderly person etc and use this to create a menu for them. In year 9 DT, pupils work on a pendulum project which links to aspects of forces. In GCSE Food, pupils explore how proteins are broken down, the chemical reaction happening when mayonnaise is produced, nutrients and the impact of food intolerances on the digestive system. In GCSE 3D Design, pupils will work on projects that may include aspects of electronics, energy and motion, but this will be dependent on the cohort who opt for the subject each year.
Computer Science – pupils begin to learn about logic gates as part of electrical circuits in year 8, then revisit and develop this by introducing Boolean logic in year 9 and at GCSE. They also study how sound waves are converted from analogue to digital (considering amplitude and frequency) during GCSE.
Reading
All staff in the department are aware of pupils who are placed in the red and amber groups for reading age. Staff use this to be responsive in regards to their literacy needs, adapting resources so that students do not face cognitive overload due to trying to decipher words as well as learn new content. This is achieved in a range of ways, including braking down the meaning of new keywords and linking these to words that are already known and understood; front-loading vocabulary by introducing the definition of keywords at the start of lessons and pupils having constant access to keyword definitions on their topic sheets.
Tasks to build reading comprehension are built into of our schemes of work, to help pupils improve their grasp of scientific vocabulary and develop fluency in communicating ideas. The department is in the process of developing this work to be used more frequently with our classes. At A Level the department is developing suggested wider reading lists to broaden pupils’ knowledge, deepen their understanding, and expose students to a variety of perspectives and sources.
Writing
Pupils complete longer writing tasks in Science when they write methods for experiments and when answering extended response questions at GCSE and A Level. Support for these tasks is provided where needed with writing frames and sentence starters so that all pupils can work towards independence in these areas for their GCSEs and beyond. Writing a method for an experiment is a focus at KS3 in investigation lessons, where pupils use a checklist to ensure they have included all key information, and their assessment grid to show them what is required at each band.
Vocabulary development
Dual coding is used in lessons to help pupils to understand abstract concepts , alongside keyword definitions which are present on topic sheets and referred to in lessons when used. New keywords are broken down where possible and linked to other words e.g. hydrocarbons is split into “hydro” and “carbon”, “thermistor” is split into “thermal” and “resistor”. Pupils develop their understanding in oracy through revision games such as snakes and ladders and playing games such as taboo for keywords.
Digital literacy
Pupils use online resources for guided research tasks and produce digital guides to a topic, practicing and developing their skills with key software. At GCSE pupils use online interactive experiment simulations to develop their understanding of more abstract phenomena which cannot be replicated in a classroom.
At KS3, topic sheets contain a link to helpful digital revision resources via a QR code; these are accessed by students to supplement their revision.
At KS4 pupils are directed towards Cognito revision resources as well as helpful revision videos on YouTube (such as required practical videos and Primrose Kitten). These allow pupils to revisit important concepts covered in lessons and prepare thoroughly for their exams.
At KS5 pupils have access to online resources for independent study, as the department has purchased access to online textbooks to ensure that pupils have access to these resources whenever required. Additionally, pupils are directed towards other useful online study resources, such as PhysicsandMathsTutor.com
KS2 to 3
Year 5 Day activities led by Science where primary classes are invited into the school for practical lessons. This gives an informal view of the ability and prior study of pupils in primary school. Baseline Year 7 practical skills – initial unit of work to introduce pupils to safe working in a lab and to study key practical skills to ensure all pupils have a strong foundation in these areas before moving on to individual topics. Lots of this is studied in primary schools but to a variable degree. Following teaching of this unit a baseline assessment is completed to identify areas where pupils require further support during the year.
From September 2025, there will be a developing Primary Liaison role within school. This person is a member of the Science department who will help keep us informed of how Science is taught in primary schools and help to organise collaborative teaching opportunities between ourselves and different primary schools in the area.
KS3 to 4
The most advanced Biology, Chemistry and Physics KS3 topics are taught in year 9 and completed in the first term. Following this, pupils move to study the first topic of GCSE Science on a rotation scheme to ensure they have maximum access to subject specialists. Students first study the fundamental ideas in each of the sciences (cells, atoms and energy) in greater depth than at KS3, building on and returning to these throughout their GCSE studies. Each topic taught at GCSE has links to prior knowledge at KS3 and these links are made clear by teachers. Key skills built up during KS3 are maintained and developed, such as graph plotting, calculations, method planning etc.
KS4 to 5
Pupils attend a sixth form taster day where staff explain the key information for the course, and transition work provided. This is in the form of activities provided by the exam board, AQA, to allow pupils to practice the key skills required for success in their chosen A Level science(s).
Staff are aware that pupils will have studied a range of different courses including individual (“triple”) sciences, combined (“double”) science and also a range of different exam boards, including WJEC. Staff therefore plan their approach to lessons to take account of this to allow all pupils to access the same high level of subject content.
All KS3 topics begin with a short video linking the topic to potential careers, to help pupils to see the relevance of the topic, the wide range of careers available which make use of Science, and also some ideas of potential careers for topics that they particularly enjoy.
The department has had strong links with employers such as Airbus in the past, and is in the process of re-establishing these links this year. In the last few years employers have been invited in to run workshops with KS3 pupils, inspiring them with hands-on group activities (e.g. building a rocket, building a bio-battery) and linking this to the careers on offer in their organisation.
There are strong links to many PSHE topics, especially between RSE and our reproduction topics as well as our course content of drugs and smoking to wider PSHE topics. These links allow pupils to see the relevance of science to their everyday lives and also to use their understanding to help them to make good choices.
