Science

Intent

The study of science ignites students’ curiosity about the natural world and the fundamental principles that govern it. Through the study of Biology, Chemistry and Physics, students develop an understanding of living organisms, matter, energy and the universe, while exploring how scientific discoveries continue to shape our lives and society.

Our curriculum places equal emphasis on developing scientific knowledge and understanding alongside the skills of scientific enquiry and investigation. Students learn how science works by asking questions, planning and carrying out investigations, analysing evidence, evaluating results and drawing informed conclusions. These essential scientific skills enable students to think critically, solve problems and make evidence-based decisions in an increasingly scientific and technological world.

The Science curriculum follows the National Curriculum throughout Key Stage 3 and the AQA specification at Key Stage 4. Knowledge and skills are carefully sequenced within a spiral curriculum, allowing students to revisit and build upon key concepts over time. This approach strengthens understanding, deepens knowledge and enables students to make meaningful links between topics across Biology, Chemistry and Physics.

Our aim is to inspire and motivate students to be inquisitive, resilient and confident scientists whilst providing appropriate support and challenge for every learner. We encourage students to question the world around them, evaluate scientific evidence from a range of sources and apply their knowledge to unfamiliar contexts. In an age where information is readily available but not always reliable, we believe the ability to think critically and evaluate evidence is an essential life skill. We strive to develop learners who can apply these scientific skills independently and confidently, both within the classroom and beyond, preparing them for success at Key Stage 4, Key Stage 5 and in their future lives.

Implementation

The Science curriculum is planned and sequenced to ensure that scientific study is accessible to all learners. Teachers plan individual lessons to meet the needs of their classes whilst following a carefully structured and collaboratively developed scheme of work. This provides a clear progression in both scientific knowledge and the application of key disciplinary skills, including planning investigations, analysing and evaluating data, drawing conclusions from evidence and applying scientific concepts to unfamiliar contexts. Through our spiral curriculum, students revisit and build upon key ideas across Biology, Chemistry and Physics throughout Key Stages 3 and 4, enabling them to deepen their understanding, make connections between topics and develop increasing confidence in the application of scientific knowledge. The curriculum follows the National Curriculum at Key Stage 3 and the AQA GCSE Combined and Triple Science specifications at Key Stage 4, ensuring students are well prepared for the next stage of their education and for life in an increasingly scientific and technological world.

The Science department delivers a broad and balanced curriculum encompassing Biology, Chemistry and Physics. At Key Stage 3, students study the fundamental concepts outlined in the National Curriculum, including cells and organisation, ecosystems, genetics and evolution, particles and matter, chemical reactions, the periodic table, forces, energy, electricity, waves and the Earth and the universe. These concepts are revisited and developed through our spiral curriculum before being studied in greater depth through the AQA GCSE specifications at Key Stage 4. Practical work and scientific enquiry are embedded throughout the curriculum, providing students with regular opportunities to develop investigative skills, work safely, analyse evidence and evaluate scientific methods.

We understand that our young people come to us with varied educational experiences and that some may have gaps in their scientific knowledge and practical skills. We therefore prioritise re-engaging students with science by creating a safe, supportive and ambitious learning environment where curiosity is encouraged, misconceptions are addressed and success is celebrated. Teaching is adapted to meet individual needs through appropriate scaffolding, targeted intervention and opportunities for stretch and challenge, ensuring that all students can access the curriculum, develop confidence as scientists and make sustained progress regardless of their starting point.

Impact

Students will leave the school with a deep and sustained understanding of the fundamental concepts of Biology, Chemistry and Physics, alongside an appreciation of how science influences the modern world. They will be able to communicate scientific ideas with confidence, apply their knowledge to unfamiliar contexts and think critically when evaluating evidence and making informed decisions. Their understanding of scientific enquiry and practical investigation will enable them to question, analyse and solve problems using a logical, evidence-based approach. This will be reflected in national examination outcomes and the progress made by individual learners. Science students will feel prepared for the next stage of education, employment or training and will leave with the confidence to apply the knowledge and investigative skills they have developed through our spiral curriculum from Key Stage 3 to Key Stage 4 and beyond.

Key Stage 3

Students are taught Science in mixed-ability groups. Years 7, 8 and 9 have four 50-minute lessons per week. The curriculum is adapted and personalised to meet the needs of each individual pupil, ensuring that all students can access and succeed in Biology, Chemistry and Physics. There is a strong focus on developing scientific literacy using subject-specific vocabulary, reading, writing and communication alongside mathematical skills required for scientific study.

Students are introduced to the fundamental concepts of Biology, Chemistry and Physics whilst developing the practical and analytical skills required to work scientifically. Through regular practical investigations and enquiry-based learning, students learn how to ask scientific questions, plan and carry out investigations, collect and interpret data, evaluate evidence and draw valid conclusions. These skills are revisited and developed throughout Key Stage 3 as part of our spiral curriculum, building confidence, curiosity and resilience whilst preparing students for the AQA GCSE Science courses at Key Stage 4.

Skills for progression to Key Stage 4: Students develop a secure understanding of the fundamental concepts in Biology, Chemistry and Physics alongside increasingly sophisticated working scientifically skills. These include planning and carrying out investigations, analysing and interpreting data, evaluating evidence, applying mathematical skills and using scientific knowledge to explain unfamiliar phenomena. Through our spiral curriculum, these skills are revisited and refined, preparing students for success in the AQA GCSE Science courses at Key Stage 4.

Gatsby Benchmark 4 – Linking Curriculum Learning to Careers: Throughout Key Stage 3, students make meaningful links between the Science curriculum and a wide range of STEM careers. They explore how the knowledge and transferable skills developed in Biology, Chemistry and Physics—including problem solving, critical thinking, practical investigation, teamwork and data analysis—are valued in careers such as medicine, engineering, environmental science, forensic science, research and technology. These connections help students recognise the relevance of science beyond the classroom and support informed decisions about future education, training and employment.

GCSE Science and progression

In Years 9, 10 and 11, students study AQA Combined Science and are taught in ability groups to ensure appropriate support and challenge for all learners. Years 10 and 11 receive five Science lessons per week. The course is assessed through two tiers of entry, Foundation and Higher, with students entered for the tier most appropriate to their attainment and progress.

The AQA Combined Science qualification is assessed through six externally examined papers, each lasting 1 hour 15 minutes. Students sit two Biology papers, two Chemistry papers and two Physics papers. Performance across all six examinations results in the award of two GCSE grades.

The course is divided into the following components

Biology: Cell Biology, Organisation, Infection and Response, Bioenergetics, Homeostasis and Response, Inheritance, Variation and Evolution, and Ecology.

Chemistry: Atomic Structure and the Periodic Table, Bonding, Structure and the Properties of Matter, Quantitative Chemistry, Chemical Changes, Energy Changes, The Rate and Extent of Chemical Change, Organic Chemistry, Chemical Analysis, Chemistry of the Atmosphere and Using Resources.

Physics: Energy, Electricity, Particle Model of Matter, Atomic Structure, Forces, Waves and Magnetism and Electromagnetism.

Throughout Key Stage 4, students continue to develop their practical and analytical skills through the required practical activities and the application of working scientifically skills. Students build upon the knowledge and skills developed at Key Stage 3, applying scientific understanding to unfamiliar contexts, evaluating evidence and developing the confidence needed for GCSE examinations, further study and future STEM pathways.

Skills for progression to Key Stage 5: Developing a deeper understanding of biological, chemical and physical concepts whilst applying scientific knowledge confidently to unfamiliar contexts. Students refine their working scientifically skills by analysing and interpreting data, evaluating evidence, drawing justified conclusions, applying mathematical skills and communicating scientific ideas using accurate subject-specific vocabulary. These skills provide a strong foundation for further study in A Level Biology, Chemistry and Physics, as well as other Level 3 STEM qualifications.

Gatsby Benchmark 4 – Linking Curriculum Learning to Careers: Students continue to make meaningful links between their learning in Science and a wide range of STEM careers. The knowledge and transferable skills developed throughout GCSE Science—including critical thinking, problem solving, practical investigation, data analysis, resilience and communication—support progression into careers such as medicine, nursing, engineering, veterinary science, environmental science, forensic science, laboratory science, pharmacy, research, teaching and technology. These connections help students make informed decisions about their future education, training and employment.

Cultural capital

Visiting scientists, STEM ambassadors and guest speakers.

Reading scientific articles, biographies and popular science texts.

Watching science documentaries and engaging with current scientific developments and discoveries.

Taking part in practical investigations, STEM challenges and enrichment activities to develop curiosity, resilience and problem-solving skills.

Embedded throughout the curriculum through the exploration of topics such as:

Human health, disease prevention and medical advances.

Sustainability, climate change, biodiversity and conservation.

Renewable and non-renewable energy resources.

The ethical implications of scientific developments, including genetics, biotechnology and artificial intelligence.

The role of scientific discoveries in shaping society and improving quality of life.

The importance of evidence, critical thinking and evaluating the reliability of scientific information.

Local visits and enrichment opportunities

Science museums and STEM discovery centres.

Local universities and laboratory visits where appropriate.

Environmental fieldwork and ecological investigations in the local area.

Careers events, STEM fairs and employer engagement activities.

Participation in national STEM competitions, British Science Week and other science enrichment events.

Literacy

Within all Science lessons, literacy is actively promoted through a consistent whole-school approach. Students are encouraged to develop their scientific literacy by using accurate subject-specific vocabulary, reading scientific texts, interpreting data and communicating their ideas using appropriate scientific language. The whole-school Word of the Week is embedded within science lessons to develop students' vocabulary and deepen their understanding of key terms across the curriculum.

Each Science classroom is equipped with literacy mats on every desk to support students with subject-specific command words, key scientific vocabulary and commonly misspelt scientific terms. These resources encourage students to use precise scientific language when speaking and writing and help build confidence in responding to examination-style questions.

Teachers use a purple pen and the literacy stickers to identify literacy errors in students' work, with individual targets provided through written feedback or verbal discussion to support improvement. Dictionaries and other literacy resources are readily available in all classrooms, enabling students to develop their reading, writing and spelling skills alongside their scientific knowledge. This consistent approach ensures that students are equipped with the literacy skills needed to access the Science curriculum and succeed in both internal and external assessments.

British values

British values, including democracy, the rule of law, individual liberty, and mutual respect and tolerance for those with different faiths and beliefs, are embedded throughout the Science curriculum. Students explore how scientific evidence informs decision-making in society and how science contributes to the development of laws, policies and public health. Through topics such as vaccination, climate change, renewable energy and genetics, students develop an understanding of how scientific knowledge supports informed democratic debate and responsible citizenship.

By studying the work and achievements of influential scientists from Britain and across the world, students develop an appreciation of how scientific discoveries have shaped modern society and improved quality of life. They explore the contributions of scientists such as Isaac Newton, Charles Darwin, Rosalind Franklin and Tim Berners-Lee, recognising how their work continues to influence medicine, technology, engineering and our understanding of the natural world.

Teaching students to respect and value diversity is developed through recognising the contributions of scientists from a wide range of cultures, backgrounds and beliefs, whilst also considering the ethical implications of scientific developments. Students investigate contemporary issues such as genetic engineering, medical ethics, sustainability and the responsible use of Earth's resources, encouraging them to consider a range of viewpoints supported by scientific evidence. These values are reinforced through day-to-day teaching and learning by promoting respectful discussion, collaborative practical work and the expectation that students listen to, value and challenge ideas appropriately using evidence.

Spiritual, moral, social and cultural development

The Science curriculum incorporates spiritual, moral, social and cultural development throughout the study of Biology, Chemistry and Physics.

Spiritual

The study of science encourages students to develop a sense of awe, wonder and curiosity about the natural world and the universe. Students explore the complexity of living organisms, the fundamental particles that make up matter and the forces that govern our universe. They are encouraged to ask questions, investigate phenomena and reflect on how scientific discoveries have transformed our understanding of the world. Practical investigations provide opportunities for students to experience discovery firsthand, fostering curiosity and an appreciation of the beauty and complexity of science.

Moral

Students are encouraged to consider the moral and ethical implications of scientific developments and technological advances. They explore contemporary issues such as genetic engineering, cloning, stem cell research, organ donation, medical treatments, climate change, renewable energy and the sustainable use of Earth's resources. Students evaluate evidence, consider differing viewpoints and develop informed, balanced opinions while recognising the responsibilities that come with scientific knowledge and innovation.

Social

Science promotes collaboration, communication and teamwork through practical investigations and group activities. Students learn to work safely and respectfully with others, sharing ideas, evaluating evidence and solving problems collaboratively. They also explore how science contributes to society through improvements in healthcare, technology, agriculture and environmental protection, helping them appreciate the role of science in improving quality of life and addressing global challenges.

Cultural

Students develop an appreciation of the contributions made by scientists from a wide range of cultures, backgrounds and time periods. They recognise that scientific knowledge is built through international collaboration and the sharing of ideas across cultures. Students explore how scientific discoveries have shaped civilisations, influenced technological progress and continue to impact societies around the world. This helps students develop an understanding of science as a global endeavour that benefits all communities.

Specific examples of Spiritual, Moral, Social and Cultural development in science include:

Investigating the structure and complexity of cells, ecosystems and the human body to inspire curiosity about living organisms.

Exploring the origins of the universe, the Earth's resources and the interconnectedness of natural systems.

Considering the ethical issues surrounding genetic engineering, cloning, stem cell research and the use of animals in scientific research.

Studying climate change, biodiversity, pollution and sustainability to develop environmental responsibility.

Learning about the work of influential scientists from diverse cultures and backgrounds and recognising their contributions to scientific progress.

Developing teamwork, communication and leadership skills through practical investigations and collaborative problem-solving activities.

Evaluating scientific evidence to make informed decisions about issues affecting individuals, society and the environment.

Technology and learning

Students have good access to technology in the Science classroom through the use of tablets, laptops and electronic classroom displays, including digital projectors and interactive whiteboards. This enables access to a wide range of scientific media, including simulations, animations, videos, diagrams, models and practical demonstrations, which enhance students' understanding of complex concepts in Biology, Chemistry and Physics. Interactive technologies allow teachers and students to explore scientific phenomena that may not be possible to observe directly in the classroom.

Technology provides opportunities for students to collect, analyse and present scientific data using spreadsheets, graphs and digital presentation tools. Students use online quizzes, polling software and interactive activities to check understanding, retrieve prior knowledge and respond to questions during lessons. The use of digital technologies also supports students in developing the skills required to interpret data, evaluate evidence and communicate scientific ideas effectively.

Students also benefit from access to our state-of-the-art Science laboratory, where they can carry out a wide range of practical investigations using modern scientific equipment and digital technologies. The laboratory provides opportunities to use equipment such as data loggers, temperature probes, light sensors, pH meters and digital microscopes, allowing students to collect accurate data, analyse results and further develop their digital and IT skills alongside their practical scientific techniques. This enables students to experience how technology is used in contemporary scientific research and industry.

The Science curriculum is supported by virtual learning environments (VLEs), allowing students to access lesson resources, revision materials, retrieval activities and independent learning tasks both in school and at home. Through the integration of technology into both theoretical and practical learning, students develop the digital literacy and scientific skills needed for further education, employment and an increasingly technology-driven world.