Dr. S. Kelly DPhil - Subject Leader (Physics)

Mr. R. Bilton PhD  (Chemistry)

Mrs R. Scott BSc  (Biology)

Mrs S. Beestone BSc (Biology)

Mrs E. Vickers - Laboratory Technician

Departmental Christian Value: Truthfulness

About the Course

The following gives a guide to the topics studied in each of the school years:

Year 7

Autumn term up to February half term

February half term until the end of summer term

Body Systems





Elements, atoms and compounds


Acids and alkalis





Year 8

Autumn term up to February half term

February half term until the end of summer term

Food & Digestion

Microbes and Disease


Ecological relationships

Atoms and Elements

Rocks and weathering

Compounds & Mixtures

The rock cycle

Heating & Cooling


Magnets & Electromagnets

Sound & Hearing

Year 9

Autumn term

Spring term

Summer term

 New technology

 Atomic structure

 Conservation and dissipation of energy

 Turning points in biology

 The periodic table

 Energy resources


 Structure and bonding

 Energy transfer by heating


Year 10 + 11

In Y10 and 11, students can opt for either AQA Separate Science GCSE courses in Biology, Chemistry and Physics or AQA Combined Science – for which two GCSEs are awarded. The Separate Science course would be one of a student’s GCSE option choices. Those pupils not opting for the Separate Science course will take the Combined Science course, which covers the same subject content as the Separate Science course but with omissions to reflect the fact that the Combined Science course is a two GCSE course rather than the three GCSE Separate Science course. The Combined Science GCSE course is of the same academic rigour as the Separate Science course and is seen as suitable preparation should a student wish to continue to study a science at A level.


All three sciences in the separate science course are assessed in the same way:

  • 2 written exam papers, 1 hour 45 minutes each
  • Foundation or Higher Tier
  • 100 marks per paper (200 marks total)
  • 50% of GCSE per paper (100% total)


The Combined Science course is assessed as follows:

  • 2 written exam papers for each science, 1 hour 15 minutes each
  • Foundation or Higher Tier
  • 70 marks per paper (320 marks total)
  • 16.7% of GCSE per paper (100% total)



Subject Content

  1. Cell biology
  2. Organisation
  3. Infection and response
  4. Bioenergetics
  5. Homeostasis and response
  6. Inheritance, variation and evolution
  7. Ecology
  8. Key ideas



Subject Content

  1. Atomic structure and the periodic table
  2. Bonding, structure, and the properties of matter
  3. Quantitative chemistry
  4. Chemical changes
  5. Energy changes
  6. The rate and extent of chemical change
  7. Organic chemistry
  8. Chemical analysis
  9. Chemistry of the atmosphere
  10. Using resources



Subject Content

  1. Energy
  2. Electricity
  3. Particle model of matter
  4. Atomic structure
  5. Forces
  6. Waves
  7. Magnetism and electromagnetism
  8. Space physics (except Combined Science)



The courses studied place an emphasis on giving students a good knowledge and understanding of core scientific principles as well as helping them to make sense of the science that they will meet in their everyday lives.

Students will be able to:

  • Know and understand key scientific ideas and facts
  • Recognise the impact of science and technology on everyday life
  • Take informed personal decisions about issues that involve science
  • Develop a deeper understanding of scientific ideas and relate these to their applications by focussing on scientific explanations and models, giving students an insight into how scientists help to develop our understanding of ourselves and the world we live in.

Students choosing the Separate Science course will study the three sciences, Biology, Chemistry and Physics, and will be awarded three GCSEs in these three subjects at the end of Year 11 unless one of the sciences has been studied as a one year option in Y10. Students not choosing the extra science option will take the Combined Science course and be awarded two GCSEs at the end of Y11.

All these courses provide distinctive, relevant experience and are suitable for those pupils planning to progress to level 3 qualifications (e.g. AS and A2 level) and those considering pursuing science at further education followed by a science based career.

Setting Arrangements

So that all students are given work and support appropriate to their ability, the science department place all students in ability groups in Key Stage 3 (Years 7 to 9). The decision over which group a student goes into is largely based on their performance in end of topic tests that students do throughout the year. At various times in the academic year there is the opportunity for students to change sets should their performance compared to other students change. Students whose achievement has been higher than average will find themselves in slightly larger groups, whilst students who struggle with science will be placed in smaller groups where the teacher is able to provide more support to enable these students to achieve their best. At Key Stage 4 (years 10 and 11) students study in mixed ability groups.

Marking and Monitoring of the Students' Work

The following attempts to explain the marking and monitoring of work in the science department. The idea behind our policy is that student/parent/carer and science department staff will be able to follow a student's progress in science.

Students are assessed at the end of each unit or topic by an end of unit test. This provides a level or grade which gives a good indication of a student's performance in that unit. Within the front cover of each student’s exercise book is a student progress sticker on which students record their level so that both students and parents can monitor progress throughout the year. It is a student's responsibility to complete this chart. A copy is held within the science department. This sticker includes a student’s previous exam data and a GCSE target grade.

In line with current thinking on marking and assessment - called Assessment for Learning - class and homework will often be marked in lessons by student's themselves. This gives student's instant feedback on their work and provides the opportunity for misconceptions to be addressed immediately and not several days later when the opportunity will be lost. There will be exceptions to this - e.g. research projects, which will be marked by the teacher. No grade or mark will be given for this work, although it is expected that student's correct mistakes. This is the responsibility of the student and enhances learning. Student's exercise books will be collected in at the end of each unit so that the student's work can be reviewed.

A teachers marking of a student’s work will often consist of a task or question, based on previously studied work, targeting areas of work where improvements can be made. Students are then given time in lessons to reflect on and answer these questions, encouraging them to review their work and consider their own progress within the subject.

Homework will on average be set once per week in years 7, 8 and 9 and twice per week in years 10 and 11 in line with the schools homework timetable. It is envisaged that in general, in years 7, 8 and 9 a piece of homework should take no more than about thirty minutes and in years 10 and 11 no longer than one hour. Should students be struggling with a piece of work they should not hesitate to seek help from a member of the science department.

Trips and Outings

Students in Years 7, 8 and 9 take part in a Science Curriculum Day at the end of the summer term where all curriculum areas contribute to activities and visits relating to science. Recent activities included a visit to the school by the ‘Zoolab' organisation as part of a Rainforest project, visits to Leighton Moss Wildlife Reserve, The Wildlife Oasis at Milnthorpe, and the South Lakes Wildlife Park at Dalton, all as part of projects to study animals and their adaptations to their habitats. Conservation projects were also undertaken with Forestry Commission rangers in Grizedale Forest. Other events that the school hosts include a ‘Roadshow’ from BAE Systems, where engineers from BAE systems illustrate careers and opportunities in engineering. The ‘Starlab' planetarium has visited the school to give primary and secondary students a tour of the solar system. Students have attended the ‘Girls in Engineering' and ‘Rotary Technology Challenge' events which aim to enhance the perception of science and engineering as a potential career as well entering students into a variety of competitions such as ‘Top of the Form’ organised by BAE Systems and challenging project based competitions organised by Glaxo and Siemens.