science beakers

Mission Statement

The academy has the philosophy of making everyday phenomena come to life. This observable phenomenon is examined using the scientific method of induction. Taking the observable data gained from the common sense of the five senses we give the students the opportunity to relate that to the everyday and to extrapolate a potential general theory. This is reflected in our teaching and our approach to the teaching of Science. Our continued review of the zone is based solely on the idea of developing scientists. The students that leave the academy are able to understand and be able to apply the scientific method to their everyday life giving a greater understanding of the intimate world of their experience.


‘Success for all whatever it takes’ is our ethos at the academy.  Student progress lies at the heart our mission.  Each student is considered as an individual and teaching and learning strategies are devised taking into account all individual needs to unlock potential and maximise student progress.


Key Stage 3

Key Stage 3 in Science at the academy aims to provide an engaging curriculum that stimulates young minds to develop scientific enquiry with independent thinking and learning skills. Incorporating effective literacy and numeracy strategies in lessons enhances scientific writing skills and analytical techniques which creates a good foundation for students when they enter Key Stage 4. Year by Year:

Year 7Year 8Year 9
Engage students in the WiKiD scheme of work where they learn the underlying scientific principles and concepts of topics like forensics, cooking, electricity. This provides students with opportunities to develop independent thinking skills through practical investigations, independent and group work.Provide students with a thematic scheme of work, building on the concepts learned in Year 7. Students look at how the world around us works, e.g. planes, mobile phones and through the process of scientific enquiry, understand the concepts and principles that drive these processes and how they work.Progress students through the AQA GCSE Core Science curriculum, building on the foundations already studied in Year 7 and Year 8. Biology, Chemistry and Physics are presented in separate learning units with practical controlled assessments. Core principles and methods of learning from Year 7 and Year 8 are taken to a higher level.

Key Stage 4 Curriculum

Through studying Science at GCSE students:

  • gain a broad knowledge and understanding of science, biology, chemistry and physics;
  • gain scientific, investigation and problem-solving skills;
  • develop a critical approach to scientific evidence and methods;
  • acquire and apply skills, knowledge and understanding of how science works and its essential role in society.

Students have the opportunity to be inspired, motivated and challenged by a broad, practical and worthwhile course of study. It encourages them to develop their curiosity about the living, material and physical worlds and provides insight into and experience of how science works. This course prepares students for the study of science-related subjects at a more advanced level, for example Advanced Subsidiary and Advanced Physics, Chemistry and Biology. For those progressing directly into employment, GCSE Science qualifications are relevant not only to the fields of Science and Engineering, but also to areas of commerce and public service that value problem-solving and practical skills. Year by Year: The Key stage four Syllabus for year 10 follows the AQA GCSE Science A route 1. Students take separate exams in Biology, Chemistry and Physics together with a controlled assessment. Students in Year 10 are examined at the end of Year 10. This gives one GCSE certificate. In Year 11 Students follow the Additional Science Route 1, they take separate examinations in Biology, Chemistry and Physics together with a controlled assessment. Students in Year 11 are examined are the end of year eleven where they gain the second GCSE certificate.

Key Stage 5 Curriculum

At present the zone offers Chemistry, Biology and Applied science at Advanced level Year by Year: For Advanced Level Chemistry and Biology three units are covered in Year 12 and three further units in year 13. Both courses are delivered using a wide variety of teaching methods. For the Applied Science course the AS course consists of three units delivered in year twelve, while Certification for the A2 requires three further units to be completed in year 13.

ChemistryBiologyApplied Science
The Study of Chemistry provides a sound basis for both science and non-science based degree courses. A good grade in Chemistry A-Level is a requirement of many science degree courses including medicine, dentistry, veterinary science and forensic science.
The course in itself is a fascinating exploration of how the building blocks of life are created and connected.The Zone follows the OCR Chemistry A Specification.
Biology is a great choice of subject for people who want a career in health and clinical professions, such as Medicine, Dentistry, Veterinary Science, Physiotherapy, Pharmacy, Nursing.

The zone follows the OCR Biology specification.
The GCE Applied Science Specification is intended to place science in an applied context and shows the relevance of science in the world of work. Special features incorporated into the course include: Highly vocational contexts built into the content of units, and Centres/Candidates are given a wide choice of units with a variety of different types of assessment.

This course follows the WJEC board.
Specification Link:
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Meet the staff

  • Mrs D. Chudasama – Director of Science
  • Miss L. Pitchford – Head of Science
  • Mrs C. Badger – Assistant Head of Science
  • Mrs K. Cooney – Associate Assistant Principal / Teacher of Science
  • Miss S. Titley – Teacher of Science
  • Mr A. Din – Teacher of Science
  • Ms J. Hetherington – Teacher of Science
  • Mr M. Raza – Teacher of Science
  • Mr G. Shahzad – Assistant Principal / Teacher of Science

Teaching and learning in Science The Science team at the academy keep abreast of current research relating to new and innovative teaching and learning strategies.  This is achieved through visits on courses, professional networking, INSET sessions with Science consultants and personal research.  Good practice is shared between members of the team at meetings to ensure all students studying Science at the academy receive the very best standard of learning. We deliver a healthy balance of both individual and group (collaborative) activities for students each lesson which are carefully chosen according to the individual, group and topic being taught.  We actively encourage higher order thinking skills where students are supported to think about and question scientific phenomena for themselves through both practical and theory based sessions. As a department our current focus is on creating students as ‘independent learners’.  We recognise the importance of independent learning as a life-long skill.  As a result all Science staff regularly augment their bank of activities to support this pursuit.  All members of the Science team have been TEEP trained and new schemes of work are currently being written with the aid of this planning tool.  One proven TEEP strategy that the department has recently introduced is the ‘Fox Thinking Tool’ which has proven to be successful in encouraging independent learning amongst students. Student progress within lessons is rigorously monitored by every member of the Science team.  Assessment for learning is firmly embedded within the department.  It enables the teacher to quickly assess each student’s progress at any given time.  Our students are competent at both self and peer assessment.  These are skills we introduce as soon as students join us in year 7 as we acknowledge the essential role they play towards student progress.  Students’ work is marked every two weeks in accordance with the school policy.  Students are made aware of the level/grade they are working at and are required to compare this with their target level/grade.  Students are praised for positive aspects of their work and are provided with advice on how to improve to the next level/grade.  Students are also given an opportunity to comment on their marked work thereby encouraging a dialogue between student and teacher.  We view marking and this dialogue between student and teacher an essential part of the learning and teaching process in the Science department at the academy. We are a forward thinking department and welcome the opportunity to guide and support your child in meeting their scientific potential.

Last updated: April 2016