Departments
Science
- Mr. Patchett- Subject Keader of Sciencet. Teacher of Physics across all Key Stages and Teacher of Science at Key Stage 3 - mpatchett@hagleyrc.worcs.sch.uk
- Mrs Fairclough- Curriculum Leader for Chemistry. Teacher of Science at Key Stage 3 - dfairclough@hagleyrc.worcs.sch.uk
- Mrs Lloyd - Teaching and Learning responsibilities within Applied Science. Teacher of Applied Science/Biology at Key Stage 5 and Biology at KS4, and Teacher of Science at Key Stage 3 - nlloyd@hagleyrc.worcs.sch.uk
- Mrs Grainger - Teacher of Biology across all Key Stages, Teacher of Applied Science at Key Stage 5 and Teacher of Science at Key Stage 3. - hgranger@hagleyrc.worcs.sch.uk
- Mr Frobisher- Teacher of Chemistry across all Key Stages - kfrobisher@hagleyrc.worcs.sch.uk
- Miss Hegarty - Teacher of Biology across all Key Stages and Teacher of Science across Key Stage 3, Sixth Form Pastoral Support - lhegarty@hagleyrc.worcs.sch.uk
- Miss Higgins - Teacher of Chemistry and Physics across Key Stage 3 and 4. Teacher of Science at Key Stage 3.- chiggins@hagleyrc.worcs.sch.uk
- Mrs Heywood - Teacher of Chemistry and Physics across Key Stage 3 and 4. Teacher of Science at Key Stage 3. cheywood@hagleyrc.worcs.sch.uk
- Miss L Hope - Teacher of Chemistry and Physics at Key Stage 4 and Teacher o science at Key Stage 3 - lhope@hagleyrc.worcs.sch.uk
- Mrs C Kimber - Teacher of Biology at Key Stage 4 and 5 and Teacher of Science at Key Stage 3 - ckimber@hagleyrc.worcs.sch.uk
To view the curriculum mapping doument for the department please click the link below. Any queries please contact the Head of Department
Subject Overview
Vision
In Science, the staff are passionate about their subject and committed (through delivering relevant, engaging and fun lessons) in their desire to instil a sense of interest and intrigue into all pupils. Through the experience of practicals and investigations students learn many different analytical skills that are invaluable, not only for academic success but also useful beyond the classroom. Students are progressively introduced to these enquiry skills throughout their scientific journey from Year 7 through to GCSE and A level. Content is introduced gradually and systematically across the five years so that knowledge acquisition in any one Key Stage does not prove burdensome. By teaching small manageable chunks of the ten big themes every year students can build up a complete understanding of Science. The content increasing in cognitive and conceptual difficulty and students master each topic in turn before revisiting that theme the following year.
Year 7
Knowledge and skills gained in year 7
At the start of year 7 students are introduced to the exciting environment of a science lab. Early skills developed include an ability to identify hazards and understand risk. They are introduced to the principles of the scientific method whereby the students can pose testable predictions of observations, develop fair and accurate methods and analyse outcomes to evaluate the original prediction. These skills are delivered throughout the year by giving the students an understanding of the main themes of science:
- Forces, Electromagnetism, Energy, Waves, Matter, Reactions, Earth, Organisms, Ecosystems, and Genes
- Knowledge and skill development is assessed regularly throughout the year. Students carry out small reviews of their learning in most lessons so that a detailed picture of their progress can achieved. Larger End Of Topic Tests happen three times a year.
Year 8
Knowledge and skills gained in year 8
- In Year 8 the themes are revisited in a spiral format with new content being added to the same main ideas (e.g. Gravity and the Universe is the new content in the Forces theme, electrical current in Electromagnetism, Energy Transfer in Energy, Light in Waves, Separating Mixtures in Matter, Acids and Alkali in Reactions, Movement in Organisms, Plant Reproduction in Ecosystems and Human Reproduction in Genes).
- Some of the same skills polished in Year 7 are further developed in Year 8 (e.g. as students mature their awareness of Hazard and Risk becomes greater and these Risk Assessment skills become an integral part of planning experiments). As students' literacy skills improve a greater emphasis is placed on the skills of Communicating Ideas and Constructing Explanations.
At present the current Year 8 will follow a slightly different curriculum map. By the end of the Key Stage the students will have been given the same chances to develop their knowledge and skills as the three year plan mentioned above.
Year 9
Knowledge and skills gained in year 9
- In Year 9 the themes are revisited in a spiral format with new content being added to the same main ideas (e.g. Pressure is the new content in the Forces theme, Magnetism in Electromagnetism, Heating and Cooling in Energy, Properties in Waves, Elements in Matter, Types in Reactions, Digestion in Organisms, Photosynthesis in Ecosystems and Inheritance and Evolution in Genes).
- Some of the same skills polished in Year 8 are further developed in Year 9 (e.g. their ability to graphically analyse data is developed to a point where students can confidently predict mathematical patterns between dependent and independent variables). As students become more passionate and the world in which they live Critiquing Claims and Justifying Opinions are just two of the skills that develop more important.
- Half way through Year 9 the students start their GCSE work, although they might not notice. The transition between KS3 and Ks4 should be seamless.
At present the current Year 8 will follow a slightly different curriculum map. By the end of the Key Stage the students will have been given the same chances to develop their knowledge and skills as the three year plan mentioned above. eg. after the Year 9 exams the students will work through a skills based investigation topic
Year 10
Knowledge and skills gained in year 10
- Students have chosen to study either the separate sciences (AQA specification code 8461, 2 and 3) or combined science (8464) in their GCSE options. Every student will take 2 GCSE exam papers in Biology, Chemistry and Physics. Paper 1 content is largely taught in Year 10 and Paper 2 delivered in Year 11. As the curriculum spirals again, new content is delivered across the GCSE Program of Study, with an ever increasing level of demand and challenge. The skills perfected in Year 7-9 are put to good use in the Required Practicals. These practicals are common to all schools across the country and their methods and outcomes are assessed in the exams.
- The content covered in Biology in Paper 1 is Cell Biology, Organisation, Infection and Response, and Bioenergetics.
- The content covered in Chemistry in Paper 1 is Atomic structure, Bonding, Quantitative Chemistry, Chemical Changes and Energy Changes.
- The content covered in Physics in Paper 1 is Energy, Electricity, Matter and Atomic Physics.
Year 11
Knowledge and skills gained in year 11
- The content that is assessed in Paper 2 of the GCSE exams is covered in Year 11.
- The content covered in Biology in Paper 2 is Homeostasis and Response; Inheritance, variation and evolution; and Ecology.
- How it's The content covered in Chemistry in Paper 2 is Chemical Change, Organic chemistry, Chemical analysis, Chemistry of the Atmosphere and Using Resources.
- The content covered in Physics in Paper 2 is Forces, Waves, Magnetism and electromagnetism, and (for Triple Award students) Space physics.
Assessment
- Knowledge and skills are assessed with Interim formative assessments and End of subject tests in each topic.
- Knowledge and skills are assessed with Interim formative assessments and End of subject tests in each topic.
- The mock exams taken in the Autumn term are important in helping to determine the students' tier of entry. Analysis of the mock is carried out to whether there are any weaknesses in Knowledge and Understanding or Application.
Extra-Curricular
Developing a students’ interest in science outside of the classroom is very important. The department always endeavours to run a STEM club after school and during science week the department runs extensive lunchtime activities that aim to create a sense of awe and wonder.
