1. Aim of the department:
Our aim is for every student to realise their potential in science irrespective of race, gender or background.
Objectives of the department:
1. Students should be able to demonstrate at an appropriate level, understanding of the National Curriculum Science
2. Students should be able to demonstrate the ability to:
- communicate in written, oral and symbolic form;
- select and use data and reference materials;
- use IT in science;
- make informed judgements from relevant facts and data;
- use their knowledge in applied situations;
- understand the need for and follow safety instructions;
3. Students should be able to use their knowledge and scientific skills to plan investigations in which they:
- ask questions, predict and hypothesise;
- observe, manipulate and measure variables;
- interpret their results;
- evaluate the scientific evidence.
Staff members of the Science Department
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Responsibility
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Name
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Specialisation
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Head of Department/ KS4
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Mark Harwood
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Physics/Chemistry
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Second in Department, i/c Physics
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Paul Brown
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Physics
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Deputy Head teacher/ Teacher
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Gareth Moores
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Biology/Chemistry
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Teacher, i/c Chemistry
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Tekeste Hagos Tesfazion
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Chemistry/ Physics
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Teacher, i/c Hair and Beauty
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Smana Moscrop
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Biology/Chemistry/H&B
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Teacher, i/c Biology
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Alexandra Shaw
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Biology/Physics
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Teacher
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Lindy Smith
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| Teacher |
James Cox |
Chemistry/Physics |
| GTP |
Alex Kent |
Chemistry/Biology |
| Laboratory technician |
Caroline Schultz, Sue Cornell, Claire Bullion |
2. Curriculum provision and specifications:
2.1 Key Stage 3 - Programme of study of science:
The Key Stage 3 programme of study of science is delivered in years 7, 8 and 9. It mainly focuses to engage students with a wide variety of scientific concepts and activities that will stimulate their naturally enquiring minds into asking question ‘how does science work? The curriculum puts more emphasis on areas of application and implications of science which will encourage discussion of some of the ethical and moral dilemmas faces by modern science. It further focuses on collaborative learning. Ultimately, the objective is to develop confident young scientists who will have the capacity to analyse and evaluate scientific evidence and communicate their ideas in a coherent and logical manner.
Therefore, the Department is making efforts to engage, enthuse and excite our students, but our first important priority and commitment is to generate a learning environment that student will enjoy. When students realise that science can be fun, they well on the way to findings the answers to ‘How Science Work.
Key stage 3: Curriculum content/ units
The content of the new Key Stage 3 Programme of study of science focuses on three main areas:
- How science works;
- Key process and
- Key scientific knowledge and understanding.
Therefore, students will have the opportunity to learn about how science works across all units. Therefore, they will have the opportunity to carry out experiments or investigations as well as learning about the Science behind it.
How science works:
- Data, evidence, theories and explanations
- Practical and enquiry skills
- Communication skills
- Applications and implications of science
Summary of contents
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Units
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Topics covered
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Organisms, behaviour and health
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- Cells, tissues and organs
- Reproduction
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- Keeping Healthy
- Studying diseases
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Chemical and material behaviour
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- Working in a laboratory
- Particles and reactions
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- separating mixtures
- Atoms, Elements and compounds
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Energy, electricity and radiations
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- Energy transfers
- Forces and speeds
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|
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Environment, Earth and universe.
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- Classification and food webs
- Weathering and fossils
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For detailed information:
2.2 Key Stage 4 GCSE Science
The Department has adopted the OCR Gateway GCSE Science B suite. Aims of this specification are to encourage students to:
- develop interest in and enthusiasm for, science
- develop a critical approach to scientific evidence and methods
- Acquire and apply skills and understanding of how science works and its essential role in society
- Acquire scientific skills, knowledge and understanding necessary for progression to further learning.
The OCR Gateway Science suite offers two specifications:
a) Triple GCSE sciences award (Biology, Chemistry and Physics)
b) Double GCSE science award (Core and Additional Sciences)
In the Department, teaching groups are set based on the students’ achievement in science (SAT and end module test results). At Key Stage 4, topics are taught by subject specialist – biology, chemistry and physics.
Each GCSE Science specification has two tiers – Foundation and Higher Tiers. In addition, the OCR Gateway GSCE Science specifications suite contains three courses:
- Core Science
- Additional Science
- Separate Science modules (Biology, Chemistry and Physics)
3. Assessment in science:
3.1 Key Stage 3:
There is no statuary requirement for national examination (SAT) at the end of Key Stage 3. However, the Department recognises assessment as the core part of the teaching and learning process.
Purpose of assessment:
- monitor and track students’ academic progress continuously
- provide accurate information to parents
- evaluate effectiveness of teaching strategies and curriculum
- put students in different teaching sets
Means of assessment:
At Key Stage 3, students are assessed in three ways:
a) Continuous formative assessment
b) End of module tests
a) Continuous formative assessment:
As the core part of the continuous formative assessment, the Department will adopt the newly introduced assessment strategy by QCA - Assessing Students’ Progress (APP).
At Key Stage 3, students will be assessed in wide range areas during their lessons using the assessment criteria (APP) developed by the QCA. The assessment criteria comprise five parts:
- Thinking Scientifically (AF1)
- Understanding the applications and implications of science (AF2)
- Communicating and collaborating in science (AF3)
- Using investigative approaches (AF4)
- Working critically with evidence (AF5)
In each case, students’ work will be graded from level 3 – 8 in line with the published assessment criteria.
b) End module test
At the end each module/ unit, students have to sit end module test.
End Key Stage 3 assessment is based upon the above monitoring and also on GCSE module results where relevant.
3. 2. Key Stage 4 – GCSE Science
At Key Stage 4, students are assessed in two ways: internal assessment and external examinations.
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Internal assessment
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- All students must complete the required GCSE coursework during the course of study.
- Students will need to complete and submit one piece of controlled assessment work. The number of opportunities to do this are very limited by the exam board and we do select the best task to complete on the 1st attempt. Students are strongly advised to do their best on this task.
- All internal assessments are carried out under controlled conditions in school.
- All course works (skills assessment) will be marked by individual science teachers of the departments in accordance to the published assessment criteria by OCR Gateway GCSE specifications.
- Marked course works will be moderated internally by staff members of the department and also by external examiners.
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External examinations
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- Prepared by OCR Gateway exam board;
- Students and parents will be informed the published dates of all external examinations before ahead. It is strongly recommended that students do not take holidays in term time during years 9 to 11, particularly without checking coursework and examination dates with the science department beforehand.
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Summary – Internal and External assessments and weight of marks
A) Double GCSE science examinations
a. Core sciences B
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Modules
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Weighting
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Duration
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B1, C1, P1
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35%
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1 hour 15 mins
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B2, C2, P2
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40%
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1 hour 30 mins
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Skills Assessment
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25%
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Completed during the course
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B. Additional Science B
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Modules
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Weighting
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Duration
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B3, C3, P3
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35%
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1 hour 15 mins
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B4, C4, P4
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40%
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1 hour 30 mins
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Controlled Assessment Task
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25%
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Completed during the course
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B. Triple Award:
All students of sets 11/1 and 11/ 2 who have achieved a minimum of GCSE grade C in years 9 and 10 will sit the Higher Tier exams for the Separate Sciences: Biology B, Chemistry B & Physics B. Overall Structure: 3 GCSE exams will be sat in Years 10 and 11: Biology B, Chemistry B & Physics B.
Each GCSE is assessed by 2 papers plus skills assessment. The GCSE exams will be reported separately. Each exam will comprise questions taken only from Biology, or Chemistry or Physics. It is anticipated that the Triple Award course will provide a very rigorous preparation for A level.
All Year 9 students follow the same programme of study and continue to do so for the first term of Year 10. Thereafter, those doing Triple Award have to cover Modules B5, B6, C5, C6, P5, & P6 in addition to the modules covered by the Double Award classes.
Biology:
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Modules
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Weighting
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Duration
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B1, B2, B3
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35%
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1 hour 15 mins
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B4, B5, B6
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40%
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1 hour 30 mins
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Controlled Assessment Task
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25%
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Completed during the course
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Chemistry:
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Modules
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Weighting
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Duration
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C1, C2, C3
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35%
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1 hour 15 mins
|
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C4, C5, C6
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40%
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1 hour 30 mins
|
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Controlled Assessment Task
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25%
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Completed during the course
|
Physics:
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Modules
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Weighting
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Duration
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P1, P2, P3
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35%
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1 hour 15 mins
|
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P4, P5, P6
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40%
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1 hour 30 mins
|
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Controlled Assessment Task
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25%
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Completed during the course
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4. Health and safety:
The Science Department is dedicated to provide high quality science lessons to all our students. The Department recognises that good science teaching involves a wide range of experiments and practical activities. Hence, the Department puts high priority to create a safe and pleasant learning environment for all students in science laboratories. The Department takes health and safety matters in science laboratories very seriously and has adopted ‘The CLEAPSS Laboratory Handbook’ as its Health and Safety policy. (Refer CLEAPSS CD 2009).
The Department has also adopted the COSHH Regulations and so science teachers and lab technicians carryout risk assessment as a standard practice before any hazardous chemicals are used or made.
All science laboratories are equipped with standard safety facilities and regularly checked by the head of the department and laboratory technicians. In each science laboratory, basic laboratory rules and emergency procedures are displayed. In addition, Student Safety Folders are available in each laboratory. During practical experiments students have access to safety information sheets.
At the start of any practical sessions students must be made aware of any potential hazard. Students should take some responsibility for their own risk assessment by using Student Safety Sheets, copies of which are available in each laboratory.
Students will be expected to take responsibilities and cooperate in creating safe learning environment in laboratories. Hence, they must respect and follow health and safety instructions without any excuses. ‘Be safe to late to say sorry’.
At the start of Year 7 all students will be given a copy of basic laboratory rules.
5. Home work and Assignments
Refer to the College’s home work policy document
Home work should fulfil one of the following functions:
- Reinforcement/ consolidating
- Assessment of understanding
- Research/ project work
- Report writing
- Revision
Students have to be aware that home work is compulsory and is marked in accordance the department guidelines. The number of task per week and time allocated for each activity are shown in the table below.
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Teaching group
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Number of tasks per week
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Allocated time per task
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7
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1
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30 min
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8
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1
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30 min
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9
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2
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30 min
|
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10 and 11 (Double award)
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2
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40 min
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10 and 11 (Separate sciences)
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3
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30 min
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Hence, students will be expected to record their home works set each in their planners. Hand-in on time (specified by science teachers).
Quality of work: Every student will be expected to complete his/ her to the required standard.
7. Students’ Performance and Progress
The Department closely monitors individual student’s performance and progress in their learning. At the beginning of each year, staff members of the Department make sure that every student knows his or her predicted grade in science which will be used as bench mark in monitoring and tracking performance and progress of each student. In addition, the Department encourages students to take responsibility for about their performances and progress
At Key Stage 3, the HOD and Deputy HOD monitor students’ academic progress in science termly. Based on their performances, students can move from one teaching set so as to get match with their needs and abilities.
At Key Stage 4, the HOD continuously monitors performance and progress of each student and makes decisions to address issue whenever necessary.
The Department has adopted a wide range of strategies to support and encourage students to achieve their full potential. Some of the strategies are:
- arrange enhancement sessions for group or individual students based on their needs (for instance, course works, personalized learning, etc,)
- revision sessions
- mentoring
8. Gifted and talented students in science
As part of the College’s Gifted and Talented Students’ policy, the Science Department is committed to provide a range of opportunity for Gifted and Talented students in science to stretch their abilities in science. The Department has adopted the following strategies to encourage and promote participation of Gifted and Talented students in science are:
- Enrichment and extension activities and exercises in the schemes of work
- Encourage and create a situation where they can enter for school-based, regional and national science- related completions
- Provide a range of extra-curricular activities
- Provide individual support and advice
9. Extra-curricular activities in science
The Science Department makes efforts to organise a wide range of extra-curricular activities for all students who have an interest in science. At the moment, the department runs a science club and has the following objectives:
- To encourage students of all age, gender and ability group to enhance positive attitude and aspiration towards science
- To support them to extend their scientific knowledge, understanding and skills (enriching the science curriculum)
- To have fun and enjoy science by helping them to carry out their own scientific investigations, projects, experiments, research and other related activities
The Department also encourages and helps students to participate in regional and national science-education related competitions. For example, BA CREST(Celerating CREativity in Science and Technology) is a nationally recognized accreditation scheme fro project work in the fields of science and technology. Aimed at students aged 11 – 19, BA CREST awards encourages students to develop their curiosity, problem-solving and communication skills.