Science

The science department at Priory has a curriculum based on the intention of creating scientifically literate students who can engage in scientific discussions, transforming their view of the world.

This is based on the idea that scientific knowledge and understanding is accumulated over time and handed down from generation to generation. It is the entitlement of all pupils.

We aim to deliver an engaging but challenging curriculum that develops pupils knowledge and understanding of the world, investigative skills, and experimental techniques.

Through science students will:

Build powerful knowledge that allows them to understand the importance and application of science within their everyday lives. This will be built in a logical and coherent sequence based on the previous key stage.
Develop LORIC skills as appropriate to science.
Develop understanding of the links within science and between science and other subjects (see below).
Build long term knowledge though he use of space retrieval and low stakes quizzing in a well sequenced curriculum.
Be able to engage in scientific conversations within and beyond their school experience (tier two and three scientific vocabulary), including those related to moral and ethical decisions
Encourage lifelong learning and enthuse young people to engage in a rapidly changing world
Develop skills that allow students to engage productively in practical work
Be able to interpret data (graphs, tables, etc) and reach conclusions
Be able to identify the relevance of science in their lives at a local, national and international scale. Trips, visits, speakers etc will all be used to enhance this.
Understand that science is an international, multicultural pursuit.
Be well prepared for their year 11 GCSE exams.

This subject has links to:

Maths (graphs, calculations, percentages, standard form, etc)

Geography (Earth science)
Food (microbes, food molecules and tests, etc)
History (development of the periodic table and atomic models, historical context of scientific discoveries)
RE – religious links to past and present science, moral and ethical decisions
DT – product design and material sciences

Teachers of Science

Mr D Bedford, Science Leader, Lead Teacher of Chemistry

Ms Amanda Potter, Assistant Leader, Lead Teacher of Physics

Mrs V Eastham

Mrs K Roberts

Mrs C Massey, Lead Teacher of Biology

Lessons

Year 7 - 3 hours per week
Year 8 - 3 hours per week
Year 9 - 3 hours per week
Year 10 - 5 hours per week
Year 11 - 6 hours per week

Teaching and Learning in Science

KS3 science is typically taught by one science specialist per class and follows the KS3 national curriculum.

Each class has 3 hours per week.

KS4 science is taught by three subject specialists (biology, chemistry, physics). Pupils will follow either the AQA Combined Science Triology, or AQA

Biology, Chemistry and Physics courses.

In year 10, each class has 5 hours per week.

In year 11, each class has 6 hours per week.

Those pupils who opt for separate science during the option process in year 9 will receive an additional 3 hours of science in both year 10 and 11.

Throughout all years, the use of low-stakes testing (e.g. through quizzing, mini-whiteboards, questioning, etc) underpins a model of adaptive teaching, allowing teachers to adjust lessons accordingly to the needs of the pupils in a particular class. Scientific content is taught directly, and pupils are given regular opportunities to read scientifically, to write scientifically, and to talk scientifically.

Homework is set weekly on Seneca (online) and takes the form of revision tasks. This allows pupils to build good habits of revisiting and recalling prior knowledge. Year 11 will also receive a homework booklet of past paper questions in each half term.

Science Curriculum

Science implementation document

Updated: 03/02/2025 484 KB

Science curriculum map

Updated: 04/02/2025 162 KB

What does homework look like in Science

Updated: 08/01/2025 39 KB

How we assess in Science

Updated: 08/01/2025 378 KB

How we strive for quality and consistency in 'Marking and Feedback' in Science

Updated: 08/01/2025 43 KB

How we promote reading in Science

Updated: 08/01/2025 41 KB

Cultural capital opportunities in Science

Updated: 08/01/2025 62 KB

Attainment and Progress (national tests and assessments)

2024 GCSE Science Outcomes

Subject	9 - 7 %	9 - 5 %	9 - 4 %
Biology	33.3	83.3	91.7
Chemistry	41.7	83.3	91.7
Physics	25	75	83.3
Combined Science (Double)	8.7	36.5	63.5

Extra Curricular Clubs

STEM Club – year 7 pupils are invited to participate in an after school club focused on science, technology, engineering and maths skills during the autumn and spring terms.
Eco Club – running Friday lunch time, pupils are able to discuss ecological and environmental issues regarding the school site, developing plans and actions for improvements.
Seneca Club – running Wednesday lunch time, pupils are given the opportunity to come to science and complete their homework with the assistance of the science staff.

Trips and Visits

UCLan Top of the Bench – a selected group of year 9 and 10 pupils were taken to the University of Central Lancashire to participate in the “Top of the Bench” competition
BAE Systems – a group organised by BAE, the Royal Air Force and the Royal Navy visited Priory to run a workshop on electricity generation for year 7 and 8 pupils
STEM Careers Fair – annual event focused on inviting guest from local STEM employers and colleges to raise awareness of STEM career opportunities in the local area. Pupils are given the opportunity to talk to employers/colleges about career routes, progression, requirements, etc.

House Competitions

Science based house competitions are run during the annual British Science Week , the content of the competitions changes yearly based on the BSW theme.

Cultural Experiences

Pupils are given the opportunity to understand how science has helped to shape our understanding of the world, through topics such as Eratosthenes proving that the Earth was spherical and calculating it's circumference in Ancient Greece, to Jenner's discovery of vaccination and Flemming's discovery of penicillin and how they have affected our lives, to the discovery of graphene at the University of Manchester and how that might shape the future. As appropriate to the content, pupils are also given the opportunity to explore moral and ethical issues related to scientific progress, for example the use of stem cells to treat diseases.