Science provides the foundations for understanding the world through the specific disciplines of Biology, Chemistry and Physics. Science has changed our lives and is also vital to the world’s future. Our students are encouraged to develop a sense of excitement and curiosity about natural phenomena, explain why things occur, predict how things will behave and analyse why things have happened.
Science Subject Staff
|Mrs Baybutt||Teacher of Science – Operational Lead|
|Mrs Whiteside||Teacher of Science|
|Mrs Scott||Teacher of Science|
Key Stage 3 Science
At key stage 3 students study a balanced science curriculum incorporating Biology, Chemistry and Physics. With theory based lessons matched against experiments and real life scenarios, our students develop scientific thinking and inquiring minds that allow them to become confident scientists. We feel our KS3 curriculum gives students a good base of scientific knowledge before moving on to the important GCSE course. Regular assessments allow us to monitor students’ progress throughout the course.
Key Stage 4 Science
At key stage 4 we follow the AQA trilogy scheme of work. This qualification encourages students to develop confidence in, and a positive attitude towards, Science and to recognise the importance of Science in their own lives. Whilst building on the prior learning of our KS3 curriculum students are encouraged to answer questions from a variety of contexts, look for patterns, make predictions and become competent in the safe use of scientific equipment. Students will need to retain and recall information throughout their course until they sit their exam at the end of Year 11. Regular assessments allow us to monitor students’ progress and highlight students who would benefit from extra intervention and support.
“Somewhere, something incredible is waiting to be known.”Carl Sagan
Teaching and Learning
In line with Endeavour Learning Trust, the faculty has the following aims:
- To provide outstanding education at the heart of the community
- To encourage every individual to become the best that they can be
- To provide consistently high quality teaching which places the learning of the individual at the heart of school life.
- A focus on ‘teaching to the top’, and providing ‘scaffolding’ where appropriate. Teaching should be planned for ‘stretch and challenge’ and delivered with high expectations for excellent ‘behaviour for learning’ and for developing oracy.
- To have a total commitment to providing a caring environment, where everyone feels safe and valued
Faculty Marking and Feedback Guidelines
Individual subjects have autonomy in using the style of feedback that is the most appropriate for students within their classes. These should be used in conjunction with the whole school guidelines – to move students on in their learning and to encourage rigour, stretch and challenge. At KS3 students have one exercise book where assessments and other key pieces of work are marked in line with these guidelines. At KS4 students have a book or folder for classwork/notes and one book for assessment/exam style questions. Where possible, students in both KS3 and KS4 will have a mid-unit and end of unit assessment with more detailed marking. A range of marking and feedback styles are used within the faculty including:
- Verbal Feedback/live marking/differentiated questioning
- Written Feedback (where necessary and appropriate)
- Peer and Self-Assessment
- Whole Class Feedback in the form of crib sheets, checklists, modelling or coded marking, highlighting good practice and allowing students to redraft, complete another task or apply to future tasks.
- Individual Feedback in the form of written comments, highlighting work, live marking within the classroom and verbal comments can be done on a 1-2-1 basis during the course of a lesson.
- Online feedback via Moodle / Showbie / Google classroom (these should adhere to the principles of written feedback as above).
- Marking for Literacy (SPAG)
- High expectations for presentation and pride in work is also key within the faculty. It is worth noting, however, that comments about this should not replace feedback about the subject, the work completed and the students’ next steps in learning.