We aim to develop life-long learners of science with deep knowledge and conceptual understanding; who, through rational explanation, recognise the power of the scientific method and acquire a sense of excitement and curiosity about natural phenomena.

Via outstanding practice, we seek to deliver high quality science education through a dynamic and relevant curriculum, which is engaging and inspiring. Staff drive a shared and consistent vision, delivering well sequenced, responsive lessons, with threshold concepts that are explicit and interleaved. All learners are equipped with the skills required to thrive and achieve aspirational outcomes, regardless of their starting point. The curriculum provides opportunities for rich and memorable experiences; challenge is appropriate at all ages and abilities to ensure opportunities to develop resilience through adversity.

Students familiarisation with, and use of technical terminology, in addition to the application of their mathematical knowledge to collect, present and analyse data, are viewed as fundamental concepts for scientific success. Through schemes of work with explicit literacy and numeracy teaching, students are able to express knowledge, as well as to inform and to transfer understanding to hypothesise new ideas. Assessment is accurate, informative and fit for purpose. The celebration of genuine success occurs via a pathway of reward built through the curriculum.

We aspire to equip young people with the understanding necessary to make informed decisions about the impact of scientific developments on their lives and to motivate the next generation of scientists and help others to move into careers that draw upon scientific skills.



Year 7

Y7 Autumn Term Spring Term Summer Term
  • Working scientifically (generic investigative skills)
  • Cells
  • Interdependence
  • Plant Reproduction
  • Human Reproduction
  • Variation
  • Working scientifically (health & safety, equipment)
  • Particle model
  • Elements mixtures and compounds
  • Separating materials
  • Acids & alkalis
  • Metal & non metals
  • Working scientifically (variables and graphs)
  • Magnets and electromagnets
  • Sound
  • Light
  • Waves

Year 8

Y8 Autumn Term Spring Term Summer Term
  • Working scientifically (generic investigate skills)
  • Digestion
  • Breathing
  • Respiration
  • Evolution & Inheritance
  • Photosynthesis
  • Working scientifically (variables and graphs)
  • Periodic table
  • Chemical energy
  • Types of reaction
  • Reactivity and the extraction of metals
  • Earth’s atmosphere and climate
  • Working scientifically (variables and graphs)
  • Forces & elasticity
  • Forces (contact and non-contact / forces & motion)
  • Newton’s laws
  • Weight & gravity
  • Pressure

Year 9

We begin GCSE science in Y9. There are two possible pathways for students:

  • Combined Science leading to 2 GCSEs at the same grade. Eg 66 or 88
  • Triple Science leading to 3 independent GSCEs

In Y9 both courses are taught in exactly the same way. In Y10 and Y11 most students will follow the combined science course. However as part of the options process we ask students to express an interest in studying triple science if they have an OPT of 7 or greater in Maths. Both combined science and triple science are taught in the same way. Students have 2 lessons per week of Biology, Chemistry and Physics. (The triple science course is taught in the same number of lessons but has 50% more content to cover than the combined science) We follow the AQA GCSE Science Trilogy Course for Combined Science and the AQA GCSE Biology, Chemistry and Physics courses for Triple Science. You can find all the links to the relevant courses below.

Y9 Autumn Term Spring Term Summer Term
  • Cell biology
  • Organisation (Part 1)
  • Organisation (Part 1)
  • Atomic structure
  • Structure and Bonding
  • Chemical changes (Part 1)
  • Particle Model
  • Atomic structure
  • Energy (Part 1)

Year 10

Y10 Autumn Term Spring Term Summer Term
  • Organisation
  • Infection & response
  • Bioenergetics
  • Ecology (Part 1)
  • Ecology (Part 2)
  • Chemical Changes
  • Energy Changes
  • Quantitative Chemistry
  • Rates of Reaction
  • Organic chemistry
  • Energy
  • Electricity (Part 1)
  • Electricity (Part 2)
  • Magnetism
  • Magents & electromagnets

Year 11

Y11* Autumn Term Spring Term Summer Term
  • Inheritance, Variation and evolution
  • Homeostasis and response
  • Revision
  • Exams
  • Organic chemistry
  • Chemical analysis
  • Chemistry of the atmosphere
  • Using resources
  • Revision
  • Exams
  • Forces
  • Waves
  • Revision
  • Exams

*  Classes which followed the ELC pathway in Y9 will undertake a modified version of this teaching order

Both courses are assessed by exams only at the end of Y11. Both courses will have 6 exams in total. (2 Biology, 2 Chemistry and 2 Physics). The combined science exams are 1hr 15mins long and the triple exams are 1hr 45mins long. Whilst there is no coursework there are 24 required practicals that the students cover throughout the course.

Exam Dates Combined Length Triple Length Date (Provisional)
Biology Paper 1 1hr 15 mins 1hr 45 mins 12th May 2020 (PM)
Chemistry Paper 1 1hr 15 mins 1hr 45 mins 14th May 2020 (PM)
Physics Paper 1 1hr 15 mins 1hr 45 mins 20th May 2020 (PM)
Biology Paper 2 1hr 15 mins 1hr 45 mins 1st June 2020 (PM)
Chemistry Paper 2 1hr 15 mins 1hr 45 mins 10th June 2020 (PM)
Physics Paper 2 1hr 15 mins 1hr 45 mins 12th June 2020 (AM)

Biology Paper 1 covers the topics: Cell Biology, Organisation, Bioenergetics, Infection and Response Chemistry Paper 1 covers the topics: Atomic Structure, Structure and Bonding, Quantitative Chemistry, Chemical Changes and Energy Changes Physics Paper 1 cover the topics: Particle Model, Atomic Structure, Energy and Electricity Biology Paper 2 covers the topics: Ecology, Inheritance and Variation and Homeostasis Chemistry Paper 2 covers the topics: Rates of Reaction, Organic Chemistry, Chemical Analysis, The Atmosphere and Using Resources. Physics Paper 2 covers the topics: Electromagnetism, Waves, Forces and Space (triples only)