Science at All Hallows is taught to all pupils.
At All Hallows we feel that Science is a dynamic and stimulating discipline, which is of an extreme relevance to everyday life. Science is the ideal means by which to inspire our pupils and to stimulate their interest and imagination.
The aims of our Science curriculum are to develop:
- An awe and wonder of Science.
- A deep a meaningful knowledge of the world within all of the Science specialisms.
- A confident recall of scientific knowledge and an ability to apply scientific concepts.
- The ability to question the credibility of reported science.
- Confident and independent scientists through individual and collaborative work.
- A sense of responsibility for our planet and the knowledge to be able to best care for it.
- Knowledge and experience of the multitude of careers opportunities linked to the world of Science
- Literacy and Numeracy skills.
Our KS3 & KS4 sequences provide a journey through the key scientific principles highlighted within the curriculum. The implementation and delivery have been specifically designed to ensure all of our pupils engage with, and experience, each of the key scientific strands throughout each academic year; building upon their previous knowledge and working scientifically skills gained during each academic year and previous key stages.
Our schemes of work have the development of the whole pupil at heart. The personal development focus within each scheme ensures that all of our pupils:
a. Have a sense of responsibility for our planet and the knowledge to be able to best care for it.
b. Develop a curiosity for what else we can learn about the world through science.
c. Develop transferable and employability skills.
We have 6 full time members of staff and 3 part time members of staff who deliver the Science curriculum to all pupils at Key Stage 3 and Key stage 4.
- Mr A. Clitheroe – Head of Science (Biology / Chemistry)
- Mr C Ringrose – Second in Science ( Biology / Chemistry)
- Mrs V Pitt – Science Teacher (Biology / Chemistry)
- Mr M. Abberley – Science Teacher (Physics / Chemistry)
- Mrs E. Burns – Science Teacher (Physics / Chemistry)
- Miss G. Conlon – Head of Year 9 (Biology / Chemistry)
- Mr R Eyes – Science Teacher (Biology / Chemistry)
- Mr C. Moran – Science Teacher (Physics / Chemistry)
- Mrs M. Simm – Senior Lab Technician
The Science Department has 6 purpose built Laboratories, 5 of which contain interactive white boards and wireless internet connections for the use of computers. We have 32 tablet computers that are used to enhance learning within the department. We have several specialist software applications that are accessible by all pupils. The Science office is located in the Phase 2 building.
Using a ‘big ideas’ approach, our curriculum builds increasingly sophisticated knowledge of the products (substantive knowledge) of science. Our curriculum explores links and provides multiple interactions with each ‘big idea’. We connect less sophisticated ideas to more abstract ideas throughout the five-year curriculum. This approach enables our pupils to be prepared to apply these concepts in new learning. The big ideas include: Forces, Energy, Waves, Magnets, Matter, Reactions, Earth, Organisms, Ecosystems and Evolution.
Built within our KS3 and KS4 schemes of work are multiple opportunities for pupils to develop their disciplinary knowledge of science. These opportunities allow pupils to develop the skills and knowledge about the diverse ways that science develops and grows knowledge through scientific enquiry.
Practical work forms a fundamental part of learning Science at All Hallows because it connects scientific concepts and procedures to the phenomena and methods being studies.
Practical work forms part of a broader teaching strategy within Science. Practical work develops the substantive knowledge and disciplinary knowledge within our curriculum.
The aim of practical work is shared with the pupils before a practical takes place. For example, is it to help learn new substantive knowledge or learn how to carry out a specific type of scientific enquiry?
Practical work can help pupils learn substantive knowledge:
- To help pupils identify objects and phenomena e.g. Materials such as glass, wood and metal; two magnets moving apart.
- Learn a fact e.g. pure water boils at 100ºC or salt dissolves in water.
- Learn a concept e.g. Osmosis
- Learn a relationship e.g. Hooke’s Law
- Learn a model or theory e.g. Brownian motion as evidence for the particle theory of matter
Practical work and disciplinary knowledge:
Pupils need to carry out their own scientific enquiry, so they can learn about the dynamic and unpredictable aspects in which scientists work. Pupils complete several scientific enquiries throughout the five-year curriculum, focusing on each enquiry processes (Analyse, Communicate, Enquire, Solve) every year.
Key Stage 3 Curriculum
Key Stage 3 is taught over three years. In Year 7, 8 and 9 pupils follow an in-depth scheme of learning that has been designed in line with the National Curriculum.
All pupils follow a structured curriculum at Key Stage 3 in three periods per week during Year 7 and Year 8. In Year 9, pupils have either 3 or 4 periods of Science per week.
Year 7 Topics
- Cells, Tissues, Organs and Systems
- Sexual Reproduction in Animals
- Mixtures and Separations
- Acids and Alkalis
- The Particle Model
- Atoms, Elements and Molecules
- Periodic Table
- Current Electricity
Year 8 Topics
- Food and Nutrition
- Breathing and Respiration
- Muscles and Bones
- Making Materials
- Metals and their Uses
- Earth and Space
Year 9 Topics
- Plants and their Reproduction
- Plant Growth
- Genetics and Evolution
- Ecosystems & Unicellular Organisms
- Energy Transfers
- Forces and Motion
- Force Fields and Electromagnets
Exploring Science textbooks and corresponding worksheets are provided in lessons, although additional sheets and texts are used where necessary.
Pupils in Year 10 will continue to follow topics from the AQA Science GCSE Specification.
This qualification is linear. Linear means that students will sit all their exams at the end of the course.
Pupils will either follow the Trilogy route (Combined Science) or opt to study the three separate Sciences (Biology, Chemistry & Physics.
1. Cell biology
3. Infection and response
5. Homeostasis and response
6. Inheritance, variation and evolution
8. Atomic structure and the periodic table
9. Bonding, structure, and the properties of matter
10. Quantitative chemistry
11. Chemical changes
12. Energy changes
13. The rate and extent of chemical change
14. Organic chemistry
15. Chemical analysis
16. Chemistry of the atmosphere
17. Using resources
20. Particle model of matter
21. Atomic structure
24. Magnetism and electromagnetism
25. Space Physics (Separate Physics Only)
There are six papers: two biology, two chemistry and two physics. Each of the papers will assess knowledge and understanding from distinct topic areas.
- Combined Science papers are 1 hour 15 minutes for Foundation and Higher tier.
- 70 marks.
- Each paper is worth 16.7% of the GCSE.
- Separate Science papers are 1 hour 45 minutes for Foundation and higher
- 100 marks
- Each paper is worth 50% of the GCSE
Biology Paper 1
Biology topics 1–4: Cell Biology; Organisation; Infection and response; and Bioenergetics.
Biology Paper 2
Biology topics 5–7: Homeostasis and response; Inheritance, variation and evolution; and Ecology.
Chemistry Paper 1
Chemistry topics 8–12: Atomic structure and the periodic table; Bonding, structure, and the properties of matter; Quantitative chemistry; Chemical changes; and Energy changes.
Chemistry Paper 2
Chemistry topics 13–17: The rate and extent of chemical change; Organic chemistry; Chemical analysis; Chemistry of the atmosphere; and Using resources.
Physics paper 1
Physics topics 18–21: Energy; Electricity; Particle model of matter; and Atomic structure.
Physics Paper 2
Physics topics 22–24: Forces; Waves; and Magnetism and electromagnetism (25 Space Physics for Separate Physics)
Experiments / Investigations
Science at KS3 and KS4 comprises of both practical and theoretical lessons. When a practical is carried out, emphasis is placed on the planning, analysing and evaluating aspects (Enquiry Based Learning), in order to prepare the pupils for “How Science Works” in GCSE examinations. In addition to this, investigations are carried out in each unit, to allow the pupils to develop their practical skills. The investigations are linked to real-life situations.
The GCSE Examination Board
The Science department has opted for the AQA Examination Board as the one which most suits All Hallows pupils. For further details their website is www.aqa.org.uk
Extra Curricular Activities and Visits
The department organises and runs several educational visits and clubs throughout the year and develops links with local college and universities.
Biology Challenge / Physics Challenges / Intellecta Quiz
The department will contribute to the Gatsby benchmarks in the following ways:
4. Linking curriculum learning to careers – in KS4, pupils will be provided with the knowledge of careers than be accessed from mastering specific parts of the curriculum.
5. Encounters with employers and employees – pupils have access to ‘Curriculum Journey’, which interviews past pupils about their chosen science based career and the requirements on succeeding in this career.
7. Encounters with further and higher education – The science department has strong links with local colleges and universities.