Welcome to the Science Department at Waddesdon Church of England School

Head of Science

John Lane

Teachers

Claire Merrington  Elizabeth Hoyle  Susan Johnson
Pippa Buchan  Kevin Carr  Tim Ewart   Tom Goodwin
Mike Barker  Helen Taylor  Karen Ingrams

Technicians

Susan Dagget Douglas Johnson
Alison Ingram

Subject Overview
Teaching Aims and Objectives
Course Information
Marking and Assessment
Homework Policy
Examinations
Department Resources
Department Policies

Subject Overview

Key Stage 3

Key Stage 3 includes Years 7 and 8. GCSE Science courses are introduced at the start of Year 9.
Year 7 are taught as forms groups. Year 8 are taught in six teaching groups and students are setted: two top groups (V and E); four mixed-ability groups (I,R,M and c2). At Key Stage 3, year groups have four Science lessons each week and are taught by two teachers. This allows for the introduction of Science specialism. Topics to be taught as part of the programme of study are divided between the two teachers. One member of staff is responsible for writing the reports and attending parents’ evenings.
Schemes of work for each Science topic have been developed through collaboration within the Science Department. Key Stage 3 programmes of study have had to be adapted to accommodate a two-year Key Stage 3 course. Schemes of work relate closely to the programme of study advised in the National Curriculum and the QCA schemes. Suggestions for homework and differentiated tasks are provided. ICT resources are included in these schemes.
The Key Stage 3 programmes of study ensure that students make good progress and build on work done in the primary schools. The Key Stage 3 programme is also designed to support GCSE studies at Key Stage 4.
Investigation-based work is an important part of the schemes. The aim is to encourage students to plan, perform, analyse and evaluate their work.
End-of-topic tests are based on past SATs questions and enable levels of achievement to be recorded for each student in order to help monitor their progression.
Badger tests are used as a further means of assessing levels. The aim is to test students with six Badger tests each year.
Staff are responsible for recording assessment grades and for agreeing student National Curriculum levels.
SATs tests are taken at the end of Year 9 (see below).

Key Stage 4

Years 9, 10 and 11 are taught by specialist subject teachers and have five Science lessons each week. The students are taught Biology, Chemistry and Physics via a rota system. Lesson time is allocated evenly across the year between the three Science specialisms.
The year group is divided in half and students are taught in setted groups. The top-set groups are prepared for Higher Tier examinations and the mixed-ability teaching groups are prepared for Foundation Tier exainations. In Years 9, 10 and 11, one teaching group prepares students to sit for Separate Science examinations in Biology, Chemistry and Physics.
Individual Skills Assessments (ISA) are tested during Science ISA Weeks. Students work on these ISA tests for one full week. Years 9, 10 and 11 take a number of ISA tests; arrangements for the timetabling of these tests is decided at the beginning of the school year and some are included in Masterclass Week.
Year 9 sit the National Curriculum SATs tests in May. Prior to these tests, revision programmes are organised to prepare students. A one-hour mock examination is included in the revision schedule for each topic.

Key Stage 5

Biology, Chemistry, Physics and Science AS / A Level courses are offered.
Each subject is taught by specialist teachers.

Teaching Aims and Objectives

The General Aims of Science Education at Waddesdon

Science is regarded as an exciting and interesting subject.
Students recognise its relevance to their everyday experiences.
Students are successful in Science in the Key Stage 3 SATs tests as well as at GCSE and AS / A Level. Students gain qualifications which are important for their future.
The Science teaching inspires a number of students to take up Science at AS / A Level and some go on to study these subjects at university.
Students develop scientific skills which help to solve problems and enable them to make informed judgements about current science-based issues.
Science complements and supports other subjects and enables students to develop their literacy and numeracy skills.

Course Information

The Science Courses

Key Stage 3 courses have been developed by the Department. QCA schemes have been adapted to accommodate a two-year Key Stage 3 programme of study which prepares students for the start of their GCSE Science courses in Year 9.
Key Stage 4 students follow AQA Core Science, Additional Science, Biology, Chemistry and Physics GCSEs. Some Year 11 students sit separate examinations in Biology, Chemistry and Physics.
AS and A Level courses are offered in Chemistry, Physics, Biology and Science. These subjects are taught by specialist staff for six periods a week.

GCSE Courses

Biology, Chemistry and Physics modular examinations are taken by students throughout Years 9, 10 and 11. AQA Examination Board: Science A (4461), Additional Science (4463).

A Level Courses

Four sciences are offered to AS / A Level:

Subject	Board	AS Syllabus Number	A Level Syllabus Number
Biology	AQA	5441	6441
Chemistry	OCR	3882	7882
Physics	OCR	3883	7883
Science	OCR	3885	7885

Marking and Assessment

Exercise books for students in Years 7 to 11 are marked, as a minimum, every three weeks. Formative assessment is used and written comments give a clear idea of progress and areas for improvement. Student progress is reviewed through the reporting system. Staff are responsible for moderation, assessment and recording of student progress in each teaching group.

Regular tests are taken at the end of topics and marks are recorded centrally and electronically.

For detailed information on coursework arrangements as required by the examination boards at Key Stage 4 and Key Stage 5, please refer to the relevant syllabi.

For more detailed information at all key stages, refer to the ‘Subject Overview’.

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Homework Policy

Homework

Year 7	Two x 30 minutes per week.
Year 8	Two x 30 minutes per week.
Year 9	Three x 30 minutes per week.
Key Stage 4	Three x 45 minutes’ homework or more, to support student progress with coursework.
Key Stage 5	Approximately 5-6 hours per week.

Examinations

2007 Key Stage 3 Results Total Number of pupils = 137

Level	7	6	5	4	3	N
Boys	6	32	24	11	1	1
Girls	7	26	22	6	1	0
Total	13	58	46	17	2	1
%	9	42	34	12	1	1
% cummul.	9	52	85	98	99	100

2007 Key Stage 2 to Key Stage 3 Progression

	+3 Levels	+2 Levels	+1 Level	No Change	Total
Boys	1	19	40	11	71
% Boys	1.4	26.8	56.3	15.5
Girls	1	20	31	6	58
% Girls	1.7	34.5	53.4	10.3

2007 GCSE Double Award Science

2007	A*	A	B	C	D	E	F	G	U	N/A
Boys	0	0	18	48	20	14	4	0	0	0
Girls	0	2	32	52	32	10	4	0	0	0
Total	0	2	50	100	52	24	8	0	0	0
%	0	0.8	21.1	42.3	22.0	10.1	3.38	0	0	0
Cum%	0	0.8	21.9	64.2	86.2	96.3	100

2007 GCSE Biology

2007	A*	A	B	C	D	E	F	G	U	N/A
Boys	0	8	5	1	2	0	0	0	0	0
Girls	0	4	2	1	0	0	0	0	0	0
Total	0	12	7	2	2	0	0	0	0	0

2007 GCSE Chemistry

2007	A*	A	B	C	D	E	F	G	U	N/A
Boys	0	6	4	4	0	0	0	0	0	0
Girls	0	1	6	1	0	0	0	0	0	0
Total	0	7	10	5	0	0	0	0	0	0

2007 GCSE Physics

2007	A*	A	B	C	D	E	F	G	U	N/A
Boys	0	6	6	2	0	0	0	0	0	0
Girls	0	1	6	1	0	0	0	0	0	0
Total	0	7	12	3	0	0	0	0	0	0

GCSE Single Award Science – 4 candidates: 1 grade D, 2 grade Es and 1 grade G.

2007 A level	A	B	C	D	E	U
Biology	0	0	3	5	1	4
Chemistry	1	0	0	0	3	0
Physics	1	3	0	1	2	0
Science	0	1	2	1	1	0

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Department Resources

The Science Department comprises seven laboratories, a Preparation Room and a small study/marking room. These are all located in the same block and are on one level. Staff resources are strong and there is an established team of eleven committed teaching and technical staff. Courses are supported by excellent ICT resources, textbooks and revision guides. Computer-based data-logging resources are being developed, to be incorporated into schemes of work.

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Department Policies

Health & Safety

Teaching staff and technicians are familiar with the Science Safety Policy document and follow the rules. Safety rules and procedures are in line with CLEAPS guidelines.
Any new safety initiative or issue is discussed at the relevant departmental or technicians’ meeting.
It is the duty of all Science staff to take reasonable care for the health and safety of themselves and other persons who may be affected by their acts or omissions.
The Safety Policy of the Science Department of Waddesdon School is kept in the Prep Room. All Science staff must be familiar with it and follow the Code of Practice.

Rules for Pupils

Do not enter a laboratory unless you are told to by a teacher. When you enter the laboratory hang up your outdoor clothes and place bags where instructed.
Do not touch materials or equipment in a laboratory until your teacher has explained what to do and instructed you to begin work.
Wear eye protection when you are told to and keep it on until you are told to take it off when all practical work and clearing away has finished.
Before using a Bunsen Burner, make sure that long hair and any loose clothing are tied back or tucked in to keep them away from the flame. When you are not using the Bunsen, either turn it to the yellow flame or off. Eye protection must be worn each time a Bunsen Burner is used.
Stand up when you are working with liquids or heating substances so that you can move out of the way quickly if there is a spill.
Never put sweets, fingers, pencils or other items in your mouth when working in a laboratory. They may have picked up poisonous chemicals from a bench.
If any chemicals get on your skin or clothes, wash them off immediately with plenty of water. Wash your hands after all work with chemicals or animal and vegetable matter.
Put solid waste in the appropriate waste bin and never down the sink.
Report all accidents to the teacher. This includes burns, cuts and chemicals in the mouth or on the skin.
Keep your bench surface tidy. Wipe up small splashes with a damp cloth and report larger ones to the teacher.

Rules for all Science Staff

Teachers and technicians have a general duty to take reasonable care for the health and safety of themselves, of other members of staff, of pupils and of visitors to the school. They have specific duties to be familiar with the LEA Code of Practice, its updates, appendices and the safety texts it refers to. They must observe its requirements and cooperate with colleagues who have been given specific safety responsibilities.
Staff must set a good example to pupils and work in a way that is consistent with laboratory rules.
Staff must be familiar with emergency drills and with the location in each Science laboratory of the escape route; fire-fighting equipment; the nearest First Aid box; tubing on a tap and, if possible, the main gas cock and main electricity switch.
Laboratories must be left safe when they are not in use. Gas taps should be completely turned off and all mains-operated apparatus switched off. If possible, at the end of the day, the gas should be turned off at the laboratory main gas tap and the electricity at the main switch. Special arrangements must be made for equipment which has to be left running overnight and hazardous equipment which has to be left out.
Eating and drinking must only take place in designated areas that are well away from potentially hazardous materials and equipment.
Teachers and technicians must think carefully about any practical work they undertake in the laboratory when they are alone in the Department. It is important that nothing be done which could lead to an accident that would necessitate remedial measures.
The door to the Science laboratories should be kept locked at break and lunchtimes if the area is vacated.

Rules for Science Teachers

At the beginning of each school year, teachers must make sure that all their classes have copies of the Pupils’ Safety Rules. Rules should be issued to any other new pupils whatever time of the year they arrive. Pupils stick the rules into their books. Teachers should ensure that the rules are displayed in each laboratory.
Teachers must enforce the pupils’ safety rules. They should make a point of reinforcing the rules at relevant points during their lessons. Time should be taken to explain the rules to any new pupils. This is an important part of their safety education.
Lesson preparation should be adequate and include checking on risk assessments and other safety precautions when necessary. Staff should consult more senior colleagues whenever there is any doubt about safe procedures. When necessary, experiments should be tried out or demonstrations practised before they are attempted with a class.
Open-ended investigations must be so organised that the teacher can assess risks and explain the necessary precautions to pupils before any hazards are met.
If a teacher considers that, because of class size, or the possibility of indiscipline, safety cannot be maintained during a piece of practical work, then the work must be modified or abandoned.
A teacher is responsible for the safety of any of his/her classes taken by a trainee teacher. If the normal class teacher is absent, the Head of Department must give another Science teacher this responsibility.
Teachers in charge of a department, courses or modules are responsible for ensuring that technicians are familiar with any hazards they might encounter and the necessary precautions which need to be taken when preparing equipment for lessons and clearing away afterwards.

Equal Opportunities and Multi-Cultural Education

The Science course aims to give equality of experience and opportunity to both boys and girls. The SATs and GCSE results are analysed to ascertain any apparent differences.

Equality of experience is provided for all students whatever their race. Our aim is that the courses address the issues of equal opportunities and multi-cultural contributions to Science.

Differentiation

Students are supported to ensure that they have access to the Science curriculum at Key Stage 3 which is taught in mixed ability groups.
Students with learning difficulties and IEPs are given special targets when appropriate.
Differentiated homework tasks are set when appropriate.
In practical lessons, all students are set the same task and differentiation of achievement is naturally apparent in student outcomes.
Students are entered for different level SATs and GCSE papers, depending on ability.
In Key Stage 4, each half-year group is divided into one top group and two mixed-ability groups.

When embarking upon investigations, students are encouraged to set targets and improve on previous performance grades.