Science

“To fully develop every pupil’s scientific curiosity, capability and passion”

From Year 9 onwards the Science are taught by the three Science departments. Please use the links to view the individual department pages. The following information applies to all Science subjects.

Key Stage 3

The Hodder Science scheme of work is followed in Years 7&8. There is also preparation for SATs papers in Year 9 but the teaching of KS3 takes places in Year 7&8.

Key Stage 4

All pupils follow the Edexcel 360Science scheme that leads to separate GCSEs in Biology, Chemistry and Physics. The Scheme has a modular exams and internal assessment. The specification can be found here

Internally Assessed Activities. (IAA)

These count for 10% each of the GCSE and each pupil has to do 2 for each subject, one from Year 10 material and one from Year 11 material. These are taken in class time and marked by LSS staff and then moderated by Edexcel.

Practical Skills Assessment (PSA)

Pupils have to complete a practical and are awarded marks for following instructions, collecting data and presenting results. These are marked by LSS staff.

External Examination

Each subject is split into three sections eg C1, C2 and C3, each section takes roughly a year and there are exams at the end of it. The table below shows how it breaks down for using Chemistry as an example. (M/C means multiple choice)

The Department:

Teaching staff:

Laboratory technicians:

ICT in the Science Department

Introduction

ICT is embedded into our teaching of science in a number of ways

• Use of data projector and laptop in delivery of lesson.
• Use of laptops in laboratory for simulations, data processing, multimedia etc.
• Datalogging.
• Word processing.
• Internet.
• Science software packages.

The first three processes can be delivered in the laboratory using our lap tops and data projector whereas the last three are probably more easily delivered by using one of the computer suites.

There are four strands within the ICT curriculum:

• Communicating information
• Handling information.
• Control and measuring.
• Modelling.

Science is therefore uniquely placed to cover all four of these strands within the context of a normal science lesson. It is, however, important that we use ICT as a means of delivering science more effectively rather than for its own sake. Students enjoy experimental work and learn best by being involved. I would not therefore wish to see a live experiment replaced by a simulation simply because it was more convenient.

Resources:

Currently we have within the department:

• One data projector
• Six laptops.
• Six Data Harvest "Easy Sense" dataloggers plus associated software
• A variety of sensors associated with the above (light gates, temperature sensors, pH probes etc,)
• Five stand alone computers
• Network connections in all areas

The data projectors, laptops and datalogging equipment is stored in chemistry and there is a booking system in operation under the control of Mrs Massie. The various computer suites can be booked using the booking sheet on the staff room notice board. The computer technicians can similarly be booked to support work either in a laboratory or in one of the computer suites.