Science

Head of Faculty :
Mr Graham King
Faculty Coach :
Mr Ross Robinson
Teacher of Science / Head of Sherborne House:
Mr Tristen George
Team Leader KS4/5 Science:
Mr Simon Cooke
Teacher of Science / Head of Burrows House:
Mrs Rasa Bagdoniene
Teacher of Science:
Mrs Lucy Cardus
Dr Simon Hawkes
Mrs Clare Jones
Ms June Marchant
Mrs Tracey Marchant
Teacher of Science / Deputy Headteacher:
Mr Stuart White
Mrs Jane Tyler
Mr Calum Jelley
Mr Sam Roe
Mr Davide Fogu
Mrs Dee Jackson

Bishop Luffa Science Faculty Mission Statement

The Science Faculty aims to help pupils and students to become knowledgeable, scientifically literate, and technologically capable problem solvers.

We foster a spirit of inquiry, nurture our students’ curiosity and aim for all to have an appreciation of the beauty and wonder of science.

We bring in current, relevant and real-world science into the classroom, to allow our pupils and students to become educated citizens capable of engaging in public discussions, comprehending and analysing global issues.

All teachers teach an integrated Science curriculum in Key Stage 3, and each has a specialism that they teach in Key Stage 4 and the Sixth Form.

Key Stage 3

hi.res .print YR 7 science 6 300x200In Year 7, pupils are taught science for 6 periods a fortnight and all classes are mixed ability. In Year 8 students are again taught in mixed ability groups for 6 periods a fortnight. In year 9, there are 7 periods a fortnight. The most able scientists are placed in 4 groups, with the remainder of pupils taught in mixed ability sets.

Science is taught using a detailed scheme of work, written specifically for Bishop Luffa pupils, based on the national curriculum programme of study for KS3 science. The scientific content of the KS3 scheme of work includes:

  • Energy, electricity and forces
  • Chemical and material behaviour
  • Organisms, behaviour and health
  • The environment, earth and the universe

This content is divided into a number of short topics, normally 4 per term. In addition to the scientific content, pupils are taught a number of key concepts and processes. These include:

  • Scientific thinking
  • Using scientific models to explain phenomena and creative thinking to develop these models to generate and test theories
  • Critically analyse and evaluate data from experimentation and observations
  • The applications and implications of science, including technological development and the ethical implications of applying scientific discoveries
  • Cultural understanding and the collaborative approach to the work of scientists

The scheme of work places a large emphasis on “how science works”, where pupils cover the key process of the scientific method, which include:

  • Practical and enquiry skills
  • Critically understanding evidence
  • Methods of communicating scientific data and issues

KS3 Science Steps

Key Stage 4

We have two pathways for KS4 Science. Both pathways are available in Foundation and Higher tiers and so cater to a wide range of pupil ability. Teaching is differentiated to ensure that all of our pupils are supported on their journey through GCSE Science.

Trilogy Combined Science

This qualification is worth two GCSEs, it is linear, meaning that students will sit all their exams at the end of the course. There are six papers: two biology, two chemistry and two physics. Multiple choice, structured, closed short answer, and open response style questions will all be used to assess knowledge and understanding across the different topic areas. An emphasis in teaching will be the 21 AQA required practicals. There’s no better way to learn about science than through purposeful practical activities as part of day to day teaching and learning.

Subject content:hi.res .print YR 10 science 4 300x200

Biology - Cell biology, Organisation, Infection and response, Bioenergetics, Homeostasis and response, Inheritance, variation and evolution, Ecology.

Chemistry - Atomic structure and the periodic table Bonding, Structure and the properties of matter, Quantitative chemistry, Chemical changes, Energy changes, The rate and extent of chemical change, Organic chemistry, Chemical analysis, Chemistry of the atmosphere, Using resources.

Physics - Energy, Electricity, Particle model of matter, Atomic structure, Forces, Waves, Magnetism and electromagnetism

Triple Science

Pupils will gain a separate GCSE in Biology, Chemistry and Physics. This is an option subject, and is suitable for the most able science pupils. Pupils will cover the content from Trilogy Combined Science course as well as both additional topics and extra content within the Trilogy Combined Science topics. There are 24 AQA required practicals and a total of six exams at the end of the course. The triple science pathway is ideal for able and motivated scientists who relish the challenge of more breadth and depth in their learning.

Subject content:

Biology - Cell biology, Organisation, Infection and response, Bioenergetics, Homeostasis and response, Inheritance, variation and evolution, Ecology, Key ideas.

Chemistry - Atomic structure and the periodic table, Bonding, structure, and the properties of matter, Quantitative chemistry, Chemical changes, Energy changes, The rate and extent of chemical change, Organic chemistry, Chemical analysis, Chemistry of the atmosphere, Using resources.

Physics - Energy, Electricity, Particle model of matter, Atomic structure, Forces, Waves, Magnetism and electromagnetism, Space.

How Science Works

hi.res .print YR 10 science 9 200x300This is embedded within the schemes of work for all science GCSE courses.
“How science works” aims to explain the scientific method and how scientists work. Science attempts to explain the world in which we live. It provides technologies that have had a great impact on our society and the environment. Pupils try to explain phenomena and solve problems using evidence. Pupils are taught to understand that data used as evidence must be repeatable, reproducible and valid, as only then can appropriate conclusions be made. Pupils design investigations so that patterns and relationships between variables may be identified. They make measurements by selecting and using instruments effectively. They are taught to present and represent data, to identify patterns and relationships and make suitable conclusions. Pupils also consider the social aspects of science and the limitations of scientific evidence.

For further details on the exam specifications follow the links below:

GCSE Combined Science: Triology 8464

GCSE Biology

GCSE Chemistry

GCSE Physics

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