Vision / Intent:
The Science department at New Line Learning aims to ensure every child is able to understand and critically evaluate any scientific problem they may be faced with in an ever-changing, modern world. Through the courses that we offer, we seek to provide an inspiring range of experiences both in and outside the classroom.
The Department has 3 science labs and 3 theory areas. Each lab is well equipped to allow all types of Biology, Chemistry and Physics practical work to be completed. The science department has 2 technical staff that support the practical work in science.
Ms H. Chilvers - Head of Science
Mrs R. Neaves - Deputy Head of Science
Mrs J. Hatch - Trust Director of Science
Mrs L. Beale - Teacher of science
Mrs K. Watson - Teacher of science
Mr J. Arnold - Teacher of Science
Mrs K. Armstrong - Teacher of science
During Key Stage 3 pupils build on their scientific knowledge and understanding and make connections between different areas of science. They use scientific ideas and models to explain phenomena and events, and to understand a range of familiar applications of science. They think about the positive and negative effects of scientific and technological developments on the environment and in other contexts.
They do more quantitative work, carrying out investigations on their own and with others. They evaluate their work, in particular the strength of the evidence they and others have collected. They select and use a wide range of reference sources. They communicate clearly what they did and its significance. They learn the importance of experimental evidence in supporting scientific ideas.
KS3 Topic Overview and Assessment
Students follow a Key Stage 3 science curriculum in years 7 & 8 this includes the study of:
|Year 7||Year 8|
|Cells & Life Processes||Health and Lifestyle|
|Particles||The Periodic Table|
|Forces, Speed, and Gravity||Separation Techniques|
|Electricity||Evolution and Inheritance|
|Elements, Atoms, and Compounds||Magnetism and Electromagnets|
|Sound and Light||Work, Heating, and Cooling|
|Reproduction and Variation||Types of Reactions|
|Chemical Reactions||Chemical Energy and Atoms|
|Acid and Alkalis||Contact Forces and Pressure|
|Metals and Acids||Climate and Earth Resources|
|Earth Structure and the Universe|
Pupil progress is regularly monitored, through practical activities, classwork, homework and assessments. These assessment come in two forms: regular end of term tests and one-off end-of-year tests based on all the topics covered that year.
In years 9, 10 & 11 students study for a double award in Science (2 GCSE) following the AQA (9-1) GCSE Science Trilogy course.
|Biology Topics||Chemistry Topics||Physics Topics|
|Cell Biology||Atomic Structure||Energy|
|Infection and Response||Quantitative Chemistry||Particle Matter|
|Bioenergetics||Chemical Changes||Atomic Structure|
|Homeostasis||Rate of Chemical Changes||Forces|
|Plant Structure and Their Functions||Organic Chemistry||Waves|
There are six written papers: two biology, two chemistry and two physics. Each of the papers will assess knowledge and understanding from distinct topic areas covered throughout KS4. Each written paper is 1hr 15mins. The students’ final Double award (eg 9-9, 9-8). is based on the total across all 6 papers.
Any job with a strong basis in Science will be open to those who study sciences; Nutritionist, Mechanic, Teacher, Nurse, Hairdresser, Technician etc.
Studying Combined Science is an excellent grounding for any science A-level. The skills acquired in GCSE science will also be beneficial in any A-level a student may wish to take. Beyond A-level, studying science can lead to careers in Medicine, Veterinary science, Physiotherapy, Sports Science, Pharmaceutical Science.
Assessment & Key Performance Indicators
Assessment at Key Stage 3:
Year 7 complete a baseline/transition assessment at the beginning of term 1. This allows us to see the strengths and weaknesses of the cohort and adjust the SOW appropriately.
All the KPIs are in a folder; one for each child in Year 7 & 8. These are referred to in lesson as and when the teacher feels appropriate. Students are encouraged to self-assess against the criteria.
As well as during lesson time teachers ensure that they also check and update in terms 2, 4 and 6 using their professional judgement.
Year 7 and 8 sit two assessments per term, an initial short diagnostic assessment covering the content to be covered within that term and a second summative assessment that shows progress/levels of achievement.
All Assessments are ‘deep marked’ with WWW & EBI and students complete dirt on both of them with the exception of the Year 7 transition test at beginning of term 1.
All assessments are stored in individual assessment folders along with the KPIs.
Feedback in books is to be in line with school policy.
Year 9 students study GCSE science as three separate specialisms, Biology, Chemistry and Physics. They also sit 2 assessments per term, diagnostic and summative with WWW & EBI feedback from the teacher on each. Where a topic covers two term the same end of term assessment may be used as in previous term, students and teachers are able to clearly see progress made. Assessments are in individual assessment folders with Gap analysis/PLCs for topics covered for student to tracker their progress & identify gaps in knowledge (These will be in place by week 2 of term 2).
Assessment at Key Stage 4:
Year 10 and 11 students study GCSE science as three separate specialisms, Biology, Chemistry and Physics. Students will be continually assessed throughout their exercise books as they complete independent pieces of work including required practical’s.
Students will also have two in-class assessments each term (diagnostic and summative) the results of which will feed into their current grade and end of course prediction. Assessments will be kept in a separate folder along with homework completed. All in class assessments are marked with WWW and EBI, and dirt is completed by the students on both.
Mock exams are sat by both Year 10 & 11 as outlined in the school’s calendar.
Students will have an assessment folder with a gap analysis/PLCs for the GCSE Trilogy science specification for the topics covered (These will be in place by week 2 of term 2).
Exam papers will also go in these folders.
How do staff and students within the department use KPIs?
Each student in KS3 is given a KPI sheet. These are divided into an overall skills sheet and then one each for biology, chemistry and physics. The skills sheets build on each other and get progressively harder; it is therefore feasible that a more-able student in year 7 could be working on the year 8 skills sheet (for example a grammar stream student). The subject-specific sheet is used to track the progress of student’s knowledge and understanding of the content of science in each year group.
Staff use these sheets to plan their lessons; WILFS will be based on KPIs (e.g. 7C3.1 and 7C3.2); they are highlighted after the end of each SOW in the relevant coloured highlighter pen. Teachers are permitted to highlight an area if a student has shown evidence of this on more than one occasion.
Teachers will use the KPIs sheets to formulate a grade for each data “drop”.
Where are the KPIs located?
KPIs are located in the front of each book in a plastic folder.
Where will assessed work be found?
All assessed work is kept in individual student folders.
The grade achieved at the end of each term is determined by the assessments sat to date and the KPI sheet.
How often will students complete an assessed piece of work?
In-class assessments are completed twice a term (diagnostic and summative) – these assess content, understanding, recall and knowledge. These assessments are placed in the class folders behind the KPIs/gap analysis
Teachers complete the KPIs/gap analysis at the end of each SOW and these assess the content and the skills that are being used.
What measures does the department complete to ensure the assessment outcomes are accurate?
Work is moderated on moderation Monday’s. This could be a range of assessment papers, an actual question from a test paper or a specified group of students that the department is focusing on. Data is checked by the HoD and 2i/c to ensure that it is accurate and predictions are based on realistic outcomes and flightpaths.
Key Performance Indicators: