What makes us passionate about our subject? (Intent)

‘What are schools for?’ (Young, 2011); a question which can be approached through a traditionalist or progressive point of view.  Within Science the development of a body of deep, rich and broad knowledge is paramount, or, to paraphrase, science ensures our students with ‘Powerful knowledge’ (Young, 2014).  This is distinct from the information students can access in their normal, day-to-day lives and aims to be a vehicle for social justice.  It aims to enable all students access to conversations regarding ‘the best that has been thought and said’ (Martin Robinson, 2019), regardless of their socio-economic background. 

Within science there can be a tendency to concentrate on the ‘substantive knowledge’, as this is the focus of examinations.  However, there are a wealth of opportunities to embellish and enrich the taught narrative through inclusion of ‘disciplinary’ knowledge, or ‘the Hinterland’ (Christine Counsell, 2018).  Ultimately, the attainment of core scientific knowledge, and consequently skills, is an end in itself and our intent is to provide the best experience we can for our students to access, retain and apply this information to become fluent in scientific processes.

What do our students gain by studying our subject? (Impact)

As summarised above, the aim of the science curriculum is not to teach a body of knowledge alone, but to nurture fundamental scientific competencies.  Students are encouraged to think ‘like a scientist’ through the development of critical and analytical thinking.  As a result of this students will develop many important and transferrable skills; aiding progress in other subjects and also when they move onto their careers or further education.  The careers opportunities available to students who work effectively within the scientific realm are vast.  Through their science education, as we explore many facets of the natural world, the students develop an understanding of the environment around them which embeds in them a tolerance crucial to becoming an effective citizen.

Science Curriculum Map and Assessment

All students follow one of two AQA pathways:

Combined Science: covering all three Science, resulting in two GCSE qualifications.
            http://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464

Separate Sciences: Individual GCSEs in Biology, Chemistry and Physics.
            http://www.aqa.org.uk/subjects/science/gcse

A-Level

At Advanced level, students can choose to study Biology, Chemistry or Physics. In addition we offer BTEC qualifications at Level 3 in Applied Science and Health and Social Care. Please click on the links below to visit the examination board websites.

A level Biology AQA | Science | AS and A-level | Biology

A level Chemistry AQA | Science | AS and A-level | Chemistry

A level Physics AQA - A Level Physics

BTEC Level 3 Applied Science Pearson Edexcel - BTEC Applied Science

BTEC Level 3 Health and Social Care, Pearson Edexcel - BTEC Health and Social Care.