Science | Sjfhs

Science Department

Staffing

Mr. A. Macaulay – Head of Department
Mr. C. Beaney – Acting Second in Department and Teacher of Science

Mrs. A. Kirkpatrick – Second in Department and Teacher of Science (Maternity Leave)
Mr. A. Wright – Lead Teacher and Teacher of Science
Mr. S. Coyle – Deputy Headteacher and Teacher of Science
Mrs. K. Donlon – Deputy Headteacher and Teacher of Science
Mrs. L. Dewsnip – Teacher of Science
Mrs. L. Morris – Teacher of Science

Mr. J. Percival – Teacher of Science
Mr. P. Robertson – Teacher of Science
Mrs A. Taylor – SENDCo and Teacher of Science
Mr. J. Winter – Teacher of Science

Miss S. Evans – Senior Technician
Mrs S. Rowan – Technician

Vision

The science department’s vision is to engage young people in science and develop scientists of the future. To create a stimulating and exciting learning experience where the teaching is both challenging and supportive; to empower students to learn independently and achieve to the very best of their ability. We wish to offer the highest standards including quality accommodation, state of the art resources and a safe, comfortable learning environment.

Learning and Teaching

The science department aims to educate our students to become citizens of the 21st century who can engage in some of the most pressing issues facing our planet. We want to inspire our students to become the scientists and engineers who are tasked with solving some of the current threats to our world.

We hope to motivate students to consider the social, cultural and moral issues related to science, particularly by equipping them with knowledge around such issues as Stem Cell research and Nuclear Power Plants. We aim to teach them to use scientific knowledge and understanding with fluency and accuracy.

Key Stage 3:
Our Key Stage 3 course (Year 7 and Year 8) is tailor made by our teachers to suit the ability of our students and to motivate them to achieve their potential. The course includes a variety of topics based on science issues (e.g. Exercise, Periodic Table, Stilettos and Astronauts) blended with skill based topics linked to “How Science Works” objectives

Key Stage Four:
We offer two different routes through the GCSE Science curriculum. These routes depend upon the choices that students make during the options process in Year 9.

The courses are:

1. Triple Science
We follow the AQA GCSE specifications. Pupils will end the course with three separate qualifications of GCSE Biology, GCSE Chemistry and GCSE Physics. The courses are assessed using two examinations in each subject, of length 1 hour and 45 minutes, at the end of Year 11.

2. Double Science
We follow the AQA GCSE specifications. Pupils will end the course with a science qualifications of worth two GCSE grades. Pupils will still be taught in the individual subject disciplines of Biology, Chemistry and Physics. The course is assessed using six examinations (two in each subject discipline), of length 1 hour and 15 minutes, at the end of Year 11. These six examinations are combined together to give a qualification called GCSE Double Science.

Enriching learning

The department has 8 modern, air-conditioned laboratories, all equipped to a high specification and including state of the art IT facilities. In addition to these laboratories, there is a fully equipped IT room solely for the use of the department. Students also have access to wireless laptops if they so wish.
A range of enrichment activities are available, including a STEM club, trips to the ‘Big Bang’ exhibitions, a trip to various exhibitions in London, and previous triple science physics classes have visited the rollercoasters in Blackpool Pleasure Beach.

Assessment

The department strongly believes in the principle of assessment for learning. This involves using assessment in the Science classroom to raise students’ achievement. It is based on the idea that students will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve this aim or indeed close the gap in their knowledge and understanding.
At Key Stage 3 the assessment involves regular, topic based, written tests addressing knowledge and understanding, termly themed assessments, and written practical assessments which test the skills and processes needed for a 21st century scientist.
At Key Stage 4 the formal assessment consists of regular module tests and in class assessment of skills and practical techniques. This we have found is excellent preparation for GCSE.