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Science

"The real purpose of the scientific method is to make sure nature hasn’t misled you into thinking you know something you actually don’t know" - Robert M Pirsig - Zen and the Art of Motorcycle Maintenance

Subject Overview:
A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes

Curriculum Intent:
The aim of our Science curriculum is to enable pupils to understand, enjoy and marvel at the world around them, through enquiry-based lessons that challenge their thinking. We aim to encourage our pupils to develop a positive and practical approach to science. We also seek to develop key scientific skills, combine knowledge with practical application and establish cross-curricular links, where appropriate. We build understanding of the ‘Ten Big Ideas’ in Science that are relevant to pupils’ lives during and beyond school. Science is a core GCSE subject as well as an essential requirement for most Science-based career routes. At KS4, all pupils will study key aspects of Biology, Chemistry and Physics. Through the study of Science, pupils will develop the following skills: communication, prediction, analysis, evaluation and problem solving.

The Science curriculum forms part of the school’s vision that all pupils should experience a broad, balanced and academically rich curriculum. We are confident that our Science curriculum contributes to pupils’ academic learning and personal growth. We also aim to use Science as a tool to contribute to pupils’ acquisition of cultural capital in preparation for their time beyond school..

Curriculum Implementation:

KS3 Science (Years 7&8)
This period lays the foundation for subsequent learning, introducing students to the “Ten Big Ideas” that will permeate their journey through Science over the coming years. Practical investigations underpin everything we do, developing the skills, knowledge and understanding essential for success.

KS4 Science
Building on the foundations of KS3, all students follow the AQA separate science courses. As a consequence student progress is not limited by the set they are in. Furthermore the sets are fluid so student development across the key stage allows for movement between sets whenever appropriate over the three years.

Curriculum Impact:
Formal, summative student assessment is undertaken through the end of module tests. These are more frequent in KS3 because Science is taught to form groups. In KS4 the modules are longer, going into greater depth, so testing is roughly half termly. Results are recorded on our in-house spreadsheet to track progress. Review of test questions, through our FIT tasks, also identifies progress following the test review. Data is then used to inform set as we go through KS4, then finally course and tier after the mock examinations in Year 11. .

GCSE Highlights 2024
Biology
(National results in brackets)

Level 9	Level 8	Level 7	Level 7+	Residual	Progress 8	Value Added
7	5	8	62% (42%)	+0.23	0.44	0.32

Chemistry
(National results in brackets)

Level 9	Level 8	Level 7	Level 7+	Residual	Progress 8	Value Added
7	6	5	56% (44.9%)	+0.13	0.07	0.01

Physics
(National results in brackets)

Level 9	Level 8	Level 7	Level 7+	Residual	Progress 8	Value Added
9	5	13	84% (44.2%)	+0.51	0.51	0.43

Special mention should go to Nathan Hirta and Muhamed Asif, who were in set 3 in year 10 and, after thoroughly deserved promotions to set 1, attained three level 9’s in their separate Science GCSEs.

Key Stage 3 (Years 7–8)
Science - Biology
Pupils are taught about:

Structure and function of living organisms
Cells and organisation
The skeletal and muscular systems
Nutrition and digestion
Gas exchange systems
Reproduction
Health
Material cycles and energy
Photosynthesis
Cellular respiration
Interactions and interdependencies
Relationships in an ecosystem
Genetics and evolution
Inheritance, chromosomes, DNA and genes

Science - Chemistry
Pupils are taught about:

The particulate nature of matter
Atoms, elements and compounds
Pure and impure substances
Chemical reactions
Energetics
The periodic table
Materials
Earth and atmosphere

Science - Physics
Pupils are taught about:

Energy
Calculation of fuel uses and costs in the domestic context
Energy changes and transfers
Changes in systems
Motion and forces
Describing motion
Forces
Pressure in fluids
Balanced forces
Forces and motion
Waves
Observed waves
Sound waves
Energy and waves
Light waves
Electricity and electromagnetism
Current electricity
Static electricity
Magnetism
Matter
Physical changes
Particle model
Energy in matter
Space physics

Key Stage 4 (Years 9 - 11):

Students follow the AQA Separate science specification for the entirety of years 9 and 10. After the mock exams, in December of year 11, students will be matched to the most appropriate courses and tiers. These will be selected from either the separate sciences Biology, Chemistry and Physics, which leads to 3 separate GCSEs or combined science (Trilogy) which leads to 2 GCSEs at either Higher Tier (Maximum levels 99) or Foundation Tier (Maximum levels 55).

Biology 8461

AQA GCSE Biology

Chemistry 8462

AQA GCSE Chemistry

Physics 8463

AQA GCSE Physics

Combined Science
Combined Science Trilogy 8464
All aspects of GCSE Science subjects are assessed via two terminal examinations, including assessment of practical skills from the mandatory RPAs (Required Practical Activities). The exams are 6 x 75 minutes long for Combined Science Trilogy and 6 x 105 minutes for three separate sciences.

RPAs (Required Practice Activites)

Key Stage 5 (Years 12–13):
All three sciences follow the OCR A A-Level courses. These are all assessed via terminal examination and this includes practical skills from the Practical Activity Groups (PAGs).

Biology
OCR A Level Specification

Chemistry
OCR A Level Specification

Physics
OCR A Level Specification

Enrichment Opportunities:
The trips organised by Science vary from year to year, according to availability and suitability. The last year included trips to:

Farnborough Conference Centre for lectures and an exhibition relating to careers in space.
Wellington College Stem day, for year 9 students, to inspire and motivate students into STEM based careers. This included Biochemistry, Robotics and Engineering sessions.
The Big Bang Fair trip to Birmingham NEC, a careers fair for Y7 and 8 covering areas such as aeronautics, engineering, Chemistry, Environmental Science, nuclear fusion and nuclear waste disposal. There were a range of lectures as well as stalls for face-to-face interactions.
Year 7 also experienced a virtual visit to Boulby Underground Laboratory, a live session called “Smashing Stereotypes” organised by the Rutherford Appleton Laboratory (RAL). Students were shown around the laboratory, discovered the connection between the underground facility and other planets, future energy storage and tsunami warning systems. They also got to meet the team and find out how they came to work in such an unusual place.
STEM club is a weekly session, held during the morning break and attended mainly by year 7 this year. The students have undertaken a variety of practical activities, in coordination with the Maths department, including a rocket project, growing plants and food testing.

The Science Department is planning to take part in the Phage Collection Project, collecting samples for bacteriophage isolation and identification. Bacteriophages are viruses that attack specific bacteria and could be used as a new line of defence against bacteria, such as MRSA, where antibiotics are failing. If a new phage is discovered then the person who took the sample would get to name it.

Curious about the curriculum:

Looking for something to read:

Key Stage 3:

Horrible Science series.
Pig Heart Boy - Malorie Blackman
Deadly 60 - Steve Backshall (or anything else by him)

Key Stage 4:

Adventures of a young naturalist - David Attenborough
Private Life of Plants - David Attenborough
Blind Watchmaker - Richard Dawkin
Dark Lady of DNA - Brenda Maddox
New Scientist (magazine)
BBC Science Focus (magazine)
Insectpedia: A Brief Compendium of Insect Lore
Anatomy. H Druvert & JC Druvert

Key Stage 5:

On the Origin of Species - Charles Darwin
Selfish Gene - Richard Dawkin
Wonders of Life - Brian Cox
Journey to the other side of the world - David Attenborough (he has 30 books - all are a good read)
Bad Science- Ben Goldacre
Bad Pharma - Ben Goldacre
DNA: The Secret of Life - James Watson
Sapiens - Yuval Noah Harari
Invisible Women - Caroline Criado Perez

Resources and Facilities:
In Science there are currently 9 dedicated science laboratories and a team of 8 subject specialists, each with their own laboratory. In KS4 and KS5 students are taught by specialists in their subject. They are supported by a highly experienced technician.

Contact Information:
If you'd like to find out more please contact Mr P Hillen, Subject Leader on PHillen@forest.academy

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