Science

Pupils:

• Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
• Develop the understanding of scientific methods and processes through different types of science enquiry which allows them to answer specific questions about the world they live in.
• Are equipped with the scientific knowledge required to understand the uses and implications of science today and in the future.
• Can access and critique conceptual models and theories to make sense of the observed diversity of natural phenomena.
• Appreciate that every effect has one or more cause.
• Understand that change is driven by interactions between different objects and systems and that they occur over distance and over time.
• Understand that science is based on hypotheses, practical experimentation, observation, theory development and review.
• Know that quantitative analysis is a key element of theories and scientific methods of enquiry.

The following principles underpin the science curriculum:

• Knowledge is organised into substantive knowledge and disciplinary knowledge. The curriculum outlines how both substantive knowledge and disciplinary knowledge advance over time
• Substantive knowledge is the knowledge of the products of science, such a laws, theories and models.
• From the substantive knowledge, key concepts are carefully drawn out that pupils must know and revisit, ‘sticky’ generative knowledge. The procedural knowledge, the ‘know how’, is then carefully chosen which creates context and learning to discover, explore and embed understanding of the key concept
• Disciplinary knowledge is knowledge and understanding of how to work scientifically. From the disciplinary knowledge, key concepts are drawn out about how scientific knowledge is generated and grows. The procedural knowledge is then carefully chosen which highlights how pupils will work scientifically
• Both substantive and disciplinary knowledge are taught simultaneously. By learning substantive and disciplinary knowledge, pupils not only know ‘the science’; they also know the evidence for it
• Substantive and disciplinary knowledge are chunked into components which are sequenced in the curriculum over time. This allows pupils to successfully build increasingly sophisticated knowledge of science concepts and their relationships over multiple years, without working memory being overloaded.
• Disciplinary literacy is defined explicitly.

Year 7

• The main focus of science in Year 7 is to expose pupils to the three key areas of science, Biology, Chemistry and Physics, whilst building a love for learning the subject.
• It aims to set the foundations for the forthcoming years of learning by covering the key concepts that underpin the three sciences.
• It aims to help pupils relate scientific explanations to phenomena in the world around them and start to use modelling and abstract ideas to develop and evaluate explanations.
• It also wants pupils understand that science is about working objectively, modifying explanations to take account of new evidence and ideas and subjecting results to peer review.
• In addition, it aims to increase pupils’ ability to decide on the appropriate type of scientific enquiry to undertake to answer their own questions and develop a deeper understanding of factors to be considered when collecting, recording and processing data.
• It wants to develop pupils’ evaluative skills so they can effectively evaluate their results and identify further questions arising from them.
• Lastly, it aims to help pupils to develop their use of scientific vocabulary, including the use of scientific language, units, and mathematical representations.

Year 8

• In Year 8, the key focus is to continue to build the love of learning in all three disciplines of science.
• It aims to help pupils form greater links between what they are learning to phenomena in the world around them.
• It is also aims to create more opportunities for enquiry-based learning, developing competent junior scientists, who can plan, obtain results, draw conclusions, and critically evaluate scientific practices.
• It aims to help pupils build their schemata by forming links between past and present topics, and across subjects.
• It hopes to contribute to the development of responsible, young citizens, who are aware of the impact of their actions on our planet and the organisms which reside within.
• It aims to consolidate and bring depth to some of the previously learnt ideas and build connections between the topics taught in Year 7.
• Lastly, it aims to help pupils to develop their use of scientific vocabulary, including the use of scientific language, units, and mathematical representations.

• Building upon and deepening scientific knowledge and the understanding of ideas developed in earlier key stages through the study of the GCSE specification.
• Providing the platform for more advanced studies, and establishing the basis for a wide range of careers.
• For those who don’t intend to go into science, we aim to provide the foundations for understanding the natural world and enhance their lives in an increasingly technological society.
• We want to develop students’ understanding of the nature, processes, and methods of science, through different types of scientific enquiry that help them to answer scientific questions about the world around them.
• To help our students develop and learn to apply observational, practical, modelling, enquiry, problem-solving skills, and mathematical skills, both in the laboratory, in the field and in other environments.
• To help pupils develop their ability to evaluate claims based on science through critical analysis of the methodology, evidence, and conclusions, both qualitatively and quantitatively.

At the end of KS3, pupils go onto study either Separate Science or Combined Science.

1. Separate Sciences – Biology, Chemistry and Physics – this gives the pupils three separate GCSE grades at the end of the course in Year 11.
2. Combined Higher – Biology, Chemistry and Physics is studied by all pupils, the pupils are awarded two GCSE grades at the end of the course.
3. Combined Foundation – This is for the weaker learners, which allows them to access the curriculum and make progress. Biology, Chemistry and Physics is studied by all pupils, the pupils are awarded two GCSE grades at the end of the course.

In 2023-24, Year 11 are studying the AQA specification, but Years 9 and 10 will be studying the Edexcel specification.

AQA

Edexcel

AQA GCSE Combined Science – Trilogy 8463

Biology Paper 1

Biology Paper 2

Chemistry Paper 1

Chemistry Paper 2

Physics Paper 1

Physics Paper 2

AQA GCSE Biology 8461

Biology Paper 1

Biology Paper 2

AQA GCSE Chemistry 8462

Chemistry Paper 1

Chemistry Paper 2

AQA GCSE Physics 8463

Physics Paper 1

Physics Paper 2

Edexcel GCSE Combined Science 1SC0

Biology Paper 1

Biology Paper 2

Chemistry Paper 1

Chemistry Paper 2

Physics Paper 1

Physics Paper 2

Edexcel GCSE Biology 1BI0

Biology Paper 1

Biology Paper 2

Edexcel GCSE Chemistry 1CH0

Chemistry Paper 1

Chemistry Paper 2

Edexcel GCSE Physics 1PH0

Physics Paper 1

Physics Paper 2

The Science Department offer a range of activities to extend our students’ access to and enjoyment of Science, including lunchtime and after school clubs and activities. Some of the clubs include science club, S.T.E.M club and Robotics. The department offers a range of educational visits throughout the year. Trips include the Chester Zoo, Magna, Jodrell Bank and Manchester Science and Industry Museum. Pupils can take part in school-wide competitions, British Science Week and Key Stage 3 pupils also participate in an annual science fair. Intervention sessions to consolidate prior learning and ensure maximum progress are at the heart of our delivery model.

Trips

• Magna Science Adventure Centre

KS3 students went to Magna science adventure centre. This is where they learnt about matter and its properties. Different materials and how steel is made. The students were allowed to roam around four different pavilions (Earth, Air, Fire and Water). They discovered different properties and had a great time with the interactive tasks they had to complete. This trip ensured all students could make links between the classroom and the real world, to explore and develop intellectual curiosity.

• Chester Zoo
  • All of year 8 visited the trip to Chester Zoo where they learned in detail about different animals and their habitats. This was linked to their curriculum (Adaptation & Inheritance + Ecology). Students again were able to create links between the classroom to the real world. This trip inspired our students to think carefully about conservation and the importance of valuing our planet, understanding our role in protecting nature and preventing extinction of species around the world.

• Silverstone Interactive Museum (cross-curricular)
  • 18/01/2023 – students who study GCSE physics were given the opportunity to visit this museum. This is where they learned in detail about the importance of engineering and the role of forces on race cars. Again, student where able to apply what they have learned in the classroom to real life context.

The science department is dedicated and looking further for more opportunities for our students to be able to go on exciting trips where they can further develop their understanding of science and feed their curiosity of the world around them.

Clubs

• KS3 Science club
  • Our science club provides our KS3 pupils with the opportunity to have fun and experiment within a safe but stimulating environment, which they may otherwise not get within a usual classroom. Pupils also have the leadership to decide and plan what experiments they want to carry out, and if the Science team can accommodate this and they are within the safety guidelines, the pupils get to fulfil their wishes. This allows pupils to build leadership capabilities as well as feeling a sense of ownership.

• S.T.E.M. Club
  • Y9 and Y10 pupils have the opportunity to attend STEM (Science, Technology, Engineering and Maths) club as a form of enrichment to their studies. This is a great chance to improve STEM subject knowledge, promote the enjoyment of the subject through hands-on activities, develop intellectual curiosity and enhance a wide range of skills. Taking an active part in STEM club can motivate our pupils to consider STEM career pathways whilst increasing attainment in the subject.

STEM club also present openings for our pupils to become a part of Eden’s Science Leadership Team, which will include a STEM leader, STEM ambassadors and STEM champions. This will provide our pupils with an active role in influencing decisions within the science department, from a pupils’ perspective.

• Medicine
• Dentistry
• Pharmacy
• Optometry
• Nurse
• Midwifery
• Veterinary
• Biomedical Scientist
• Forensic Scientist
• Psychology
• Medical Scientist
• Dental nurse
• Laboratory Technician
• Neurosurgeon
• Radiography
• Geology
• Teacher/Lecturer in science

• BBC Bitesize
• AQA
• Edexcel
• Free Science Lessons
• Seneca Learning
• Cognito
• Physics and Maths Tutor
• Save my exams
• Study Mind