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"Equipped with his five senses, man explores the universe around him and he calls adventure Science. "
- Edwin Powell Hubble



Junior Science is taught by thirteen teachers, in eleven laboratories, located in C, D and E blocks. A complete refurbishment of six of these laboratories took place in 2015.


Teaching staff from the three Science Departments teach junior classes: currently, where possible, one teacher takes a class from Y8 to Year 10, and the topics are a balance of Biology, Chemistry and Physics.


There are three full time technicians in Science, all of whom have responsibilities within KS3 as well as individual departments:


Dr D Roberts (Head of Department)    

Mr K Jardine 

Mrs N McAlister 

Mr L McGuinness

Miss L Norton (Head of Chemistry)

Mrs C McGrath

Mrs L Stewart (Vice Principal)   

Mr S Granville

Mr K Niblock

Mr T Rocks (Head of Physics)

Mrs A Lyness

Mrs M Irwin


Mr V Watts

Mrs C McFall

Mrs F Conroy

  • The acquisition of knowledge and understanding of a range of scientific concepts, generalisations, principles and laws through the systematic study and experience of aspects of the body of knowledge called science.


  • The acquisition of a range of cognitive and psycho-motor skills and processes as a result of direct involvement in scientific activities and procedures in the laboratory.


  • The utilisation of scientific knowledge and processes in the pursuit of further knowledge and deeper understanding, and the development of an ability to function autonomously in an area of science studies to solve practical problems and to communicate that experience to others.


  • The attainment of a perspective or way of looking at the world together with some understanding of how it complements and contrasts with other perspectives or ways of organising knowledge and inquiry.


  • The attainment of a basic understanding of the nature of advanced technological societies, the interaction between science and society, and the contribution science makes to our cultural heritage.


  • The realisation that scientific knowledge and experience is of some value in the process of establishing a sense of personal and social identity.


  • Teachers try, where possible, to have practically based lessons with emphasis on safety, and where possible allow students to develop planning and evaluative skills. Throughout the age range pupils should be encouraged to make use of information technology. They should be encouraged to record work in their own words, and to develop library skills.


  • Finally, teachers focus on the idea that we are teaching children to understand and enjoy Science.

Anchor 14


Topic 1: Matter, Elements, Compounds and Mixtures


  • States of Matter

  • Changes of State

  • Particles and Atoms

  • Elements

  • Compounds

  • Mixtures


Topic 2: Electricity and Magnetism


  • Electrostatics

  • Current Electricity

  • Circuit Symbols

  • Measuring Current

  • Series Circuits

  • Parallel Circuits

  • Magnetism

  • Electromagnetism


Topic 3: The Active Body


  • Plant and animal cells

  • Tissues, organs and organ systems

  • The skeletal system

  • Joints and muscles

  • Muscle control

  • Temperature control

  • The urinary system


Topic 4: The Periodic Table and Atomic Structure


  • Periodic Table: History

  • Periodic Table: Elements

  • Groups and Periods

  • Periodic Trends

  • Inside the Atom

  • Atomic Mass and Number

  • Electron Shells


Topic 5: Light and Sound


  • Bending Light

  • A World of Colour

  • Electromagnetic Waves

  • Sound Moves

  • Noise Annoys


Topic 6: Variation and Inheritance


  • Variation: Genetic and Environmental Factors

  • Continuous Variation

  • Discontinuous Variation

  • Chromosomes

  • Structure of DNA

  • Extraction of DNA from Cells


  • working safely in a science laboratory

  • manipulative skills, including the use of specialist equipment

  • the ability to work as an individual, in pairs or in small groups

  • collation of data, including individual research

  • analysis of data

  • planning and carrying out an experiment

  • thinking skills and problem-solving

  • evaluate evidence from an experiment

  • the correct way to write up scientific investigations, literacy skills

  • communicate the outcomes of an experiment or investigation, using IT where appropriate

  • self-evaluation and reflection

  • education for sustainable development

  • political, economic, environmental and social implications of science

  • application of number

  • drawing and interpreting graphs

  • understanding the use and limitations of models in Science


  • end of topic tests: a test from each topic will contribute to both reports during the academic year

  • formative assessment will also include a variety of oral questions and written work


  • ensuring attendance at lessons

  • ensuring that your son follows the laboratory rules and school code of conduct and approaches his science lessons with a positive and enthusiastic attitude

  • ensuring all homework is completed satisfactorily for the required date

  • ensuring all work is copied up if a lesson is missed

  • ensuring work is organised and presented well

  • ensuring your son revises thoroughly for all assessments

  • ensuring your son brings the following to all science lessons: homework diary, science notebook, science textbook, a pen, pencil, ruler, rubber, calculator and protractor

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