Our Curriculum Aims And Values

Science allows pupils to gain an understanding of the world around them, and also what the future world may look like. Our aim is to develop pupils’ scientific understanding and application within a safe and secure environment that will allow them to pursue a career within a Science discipline. This is prompted by developing a pupil’s curiosity and passion for the subject from year 7 that will encourage them to continue their interest in the sciences beyond Greenbank High School. 

We build on the core scientific principles that have been established during the primary school and in association with the national curriculum for science we want all pupils to: 

• Gain an appreciation and deeper understanding of the world around them. 
• Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics. 
• Develop understanding of the nature, processes and methods of science through different types of scientific enquiries that help them to answer scientific questions about the world around them. 
• Are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future. 

To most effectively meet these standards, lessons are taught which incorporate elements of both substantive knowledge and disciplinary knowledge. These skills are built on and developed through the pupils’ time at school so that they can apply their knowledge of science when conducting scientific investigations of their own. Skills which are necessary at GCSE but also at A-Level and beyond. We also want to ensure pupils have an experience of Science outside of the classroom. This is done through a range of enrichment and additional activities that help develop the cultural capital of pupils in relation to Science education. 

• Thrive academically, achieving as best they, enabling successful progression to their next stage of education.
• Develop agency and responsibility, becoming independent learners who take ownership of their progress and apply scientific knowledge to solve problems and make informed decisions.
• Feel a strong sense of belonging, working collaboratively with respect and kindness, where all pupils are supported, valued, and able to contribute confidently.
• Celebrate individuality, recognising that each pupil’s journey in science is unique, and ensuring all can access and succeed within the subject.
• Demonstrate courage and innovation, approaching challenges with resilience, curiosity, and creativity through both substantive and disciplinary understanding of science.
• Develop empathy and scientific awareness, understanding the impact of science on individuals, society, and the wider world.
• Build essential skills for life, including practical competency, problem solving, numeracy, literacy, and evaluation, supporting success in further study, employment, and STEM-related careers.
• Be inspired to continue with science beyond Year 11, encouraging progression to post-16 study and future careers in STEM.

• KS3 – Year 7 and 8

  Pupils are taught science in their form groups during year 7 and then work groups in year 8.  Science classes are mixed ability. Pupils have six hours of science per fortnight and will be taught by our team of science teachers. 

  The rationale for teaching in mixed ability in years 7 and 8 is to promote progress of all pupils, irrespective of ability.  Teachers have access to pupil data allowing them to adapt their teaching strategies to ensure quality first teaching for all.  We believe teaching our Key Stage 3 classes in mixed ability science groups encourages all our students to be aspirational in their GCSE goals.

  Our Key Stage 3 Curriculum is based on the new and exciting Activate Scheme by Oxford University Press. Lessons are taught using a variety of informed strategies to ensure quality first teaching and are supported/enhanced by presentations and worksheets.  Lessons not only involve teaching substantive knowledge but where best appropriate include disciplinary knowledge.  This way our students have a deeper understanding of the practical methods used by scientists, and why they are used. 

   Our Key Stage 3 Curriculum covers the following areas: 

  

  Each of the 20 topics taught throughout year 7 and 8 are taught using a similar format: 

  

  Although the topics are taught in a rotation to ensure equal access for all classes to necessary practical equipment, each discipline is taught in a progressive way – allowing the students to fully understand the foundational knowledge (e.g. cells) before moving on to more complex concepts (how characteristics are inherited from parents). 

  At the end of year 7 & 8, all pupils will complete an end of year examination which pulls together the learning across all topic areas and skills to gather an overall view of how well pupils have learned the curriculum. 

  Information gained from the end of year 8 assessment, along with end of chapter tests, pupil data and teacher judgement will then be used to help appropriately place pupils in their sets for the start of year 9. 

• KS4 – Year 9, 10 and 11

  All pupils will study science at GCSE.  Pupils will have two options: 

  • AQA GCSE Combined Science 
  • AQA GCSE Separate Sciences – GCSE Chemistry, GCSE Physics & GCSE Biology

   

• Separate Sciences
  When students first begin their journey into AQA Separate Science in Year 9, they receive a total of 10 lessons per fortnight, taught by subject specialist teachers across biology, chemistry and physics. Year 9 serves as a crucial transition phase between Key Stage 3 and Key Stage 4, where pupils build confidence, deepen their substantive knowledge, and begin to apply disciplinary approaches required for GCSE success.

  Separate Science is taught in mixed-ability classes, reflecting our commitment to belonging, individuality, and equity. We are not selective in which pupils can study Separate Science; instead, we promote agency and responsibility, believing that any pupil who demonstrates passion and commitment should have the opportunity to pursue this pathway.

  As pupils progress into Years 10 and 11, curriculum time increases to support depth and fluency, while maintaining mixed-ability teaching and subject specialist expertise.

  This structure supports pupils to thrive, fostering courage and innovation as they transition into more demanding GCSE content, while promoting respect, kindness and collaboration within the classroom.

  GCSE Separate Science Year 9 Curriculum Outline 26 27

  GCSE Separate Science Year 10 Curriculum Outline 26 27

  GCSE Separate Science Year 11 Curriculum Outline 26 27
• Combined Science

  When students first begin their journey into AQA GCSE Combined Science (Trilogy) they are taught: 

  • In ability groups 
  • By one or two teachers 
  • All three sciences 
  • 6 lessons per fortnight 

   In year 10 & 11 pupils are taught: 

  • In ability groups 
  • By subject specialists for each of the three science disciplines  
  • Have between 3 and 4 hours of curriculum teaching time for each science discipline per fortnight 
  • Taught by the same three subject specialists throughout their year 10 and 11 

   The rationale for setting at the start of the GCSE courses for Combined Science is to enable more effective and efficient quality first teaching as a result of using pupil data, key information and teacher judgement to narrow down the attainment range in the multiple classes.  Students are still taught all of the Combined Curriculum and will have the opportunity to sit the higher tier paper should it be appropriate.  Science sets are not static and whilst we try to minimise disruption, where it is felt a set change would overall improve the success of a pupil, it will be made.

• Homework
  We use Sparx Science to support students’ learning at home and help them succeed in science from Year 7 through to Year 11.

  1. Personalised for every student

  Sparx Science adapts to your child’s level, providing work that is challenging but achievable. This helps build confidence and ensures all students can make progress, whatever their starting point.

  2. Helps knowledge stick

  Sparx uses regular practice and review to help students remember key scientific ideas over time, not just for a short period. This supports success in tests and exams by building strong long-term understanding

  3. Immediate feedback and support

  Every question provides instant feedback and guidance, helping students learn from mistakes straight away and work independently when they are stuck.
• Cultural Capital

  This is the accumulation of knowledge, behaviours, and skills that a pupil can draw upon and which demonstrates their cultural awareness, knowledge and competence. It is one of the key elements a student will draw upon to be successful in society, their career and the world of work. Within the Science department at Greenbank High School we are committed to ensuring pupils have experiences that prepare them for life beyond secondary school. Listed in the year group sections below is a selection of key opportunities and experiences that pupils will be offered in Science (this is not an exhaustive list, and some opportunities span different year groups):

• Year 7 - Cultural Capital Opportunites
  • How to work in laboratories – involving safe handling of apparatus, safe working practices and opportunities to work with others. 
  • Relationships, puberty and reproduction. 
  • Open Evening Volunteers 
  • Chester Zoo trip in the Summer term
• Year 8 - Cultural Capital Opportunities
  • Science trip to London
  • Digestion and healthy eating – pupils consider the effects of a healthy, balanced diet on the body and the implications if this is not followed.
  • Institute of Engineering & Technology Faraday Challenge
• Year 9 - Cultural Capital Opportunities
  • Careers in STEM day – external visitors
  • Science & Technology Challenge events (Liverpool, John Moores and Manchester University). 
  • Open evening volunteers. 
  • Science Leadership opportunities – this includes work with primary school children, specific roles at evening events such as Open Evening and assisting GCSE pupils in production of ‘Required Practical’ tutorials. 
  • Rocket Club – Friday lunchtime
  • GCSE Science Live Conference
  • Liverpool School of Tropical Medicine trip
• Year 10 & 11 - Cultural Capital Opportunities
  • Trip to CERN in Switzerland. 
  • Science based trip to Berlin, Germany. 
  • GCSE Science Live Conference 
  • STEM Rocket Club 
  • College visits and challenge days – Runshaw College, Edge Hill
  • Greenbank alumni, inspirational women in STEM visits and talks 
  • Heart health and effect of drugs on the body. 
  • Causes and effects of cancer. 
  • Causes and effects of extinction. 
  • Fertility issues and treatments. 
  • Paying bills – electrical devices in the home. 
  • Driving safely – impact on braking distance. 
  • Environmental concerns associated with combustion. 
  • Availability of clean, safe drinking water. 
  • Life cycle assessments. 
  • Climate change and the greenhouse effect. 
  • Helping out at Options Evening 
  • Revision sessions in the morning for students who have been identified from the PPEs as requiring further support. 
  • Revision workshops

  Vulnerable pupils’ access to this provision is monitored carefully in order to support those whose cultural gap may be wider.

• Careers in Science

  As pupils choose their options part way through year 8, information relating to careers in science is included in the options booklet that all pupils are provided with. This is in relation to Combined Science and Separate Science GCSE courses. Pupils are also introduced to different career pathways through the curriculum as well as through extra-curricular activities and events. These include trips to colleges and universities, as well as attending science based lectures run by some of the country’s leading scientists – such as Professor Robert Winston and Dr Alice Roberts. Careers advice is provided in school by the school’s independent careers advisor – Mrs Edwards, who will provide pupils with information relating to different courses focussed around particular career paths. 

  Information relating to careers in science is also displayed to pupils throughout the science areas at Greenbank High School. A big focus is to encourage pupils in to STEM disciplines and to address the gender imbalance in science and engineering based careers.

• SMSC in Science

  The science curriculum, both at key stage 3 and 4, is packed with SMSC strands that enables pupils to understand the content being taught but also the impact the science can have on themselves and others around them. 

  Spiritual development: In Science…. this involves the search for meaning and purpose in natural and physical phenomena. It is the wonder about what is special about life, an awe at the scale of living things from the smallest micro-organism to the largest tree and the interdependence of all living things and materials of the Earth. It concerns the emotional drive to know more and to wonder about the world and aesthetically appreciate its wonders including for example the enormity of space and the beauty of natural objects or phenomenon. 

  Topics included are: 

  • Reproduction, pregnancy and contraception. 
  • Health and disease 
  • Genetic engineering 
  • Nervous and hormonal response 
  • Drugs – medicinal and illegal 
  • Evolution 
  • Earth’s structure 
  • Vaccinations 
  • Energy resources 

   Moral development: Our understanding of Science has allowed us to develop technology we couldn’t have imagined 50 years ago. Now however, we must start deciding if we should we do all the scientific activities we are able to or morally should we decide not to. This can be as simple as should we test medicines for humans that could save lives on animals causing them cruelty? It could be as complex as should we allow somatic or germ line cell therapy. Moral development is a vital part of any scientist’s development. Students will need to develop a good understanding of it to firstly pass exams which always comprise of ethical questions but more importantly to become a good rounded scientist. 

  Topics that promote moral development include: 

  • Fossil fuels and renewable fuels 
  • Diet and exercise 
  • Malnutrition 
  • Combustion and global warming 
  • Photosynthesis 
  • Food chains and webs 
  • Drug development 
  • Animal testing 
  • Vaccinations 
  • Nuclear power 

   Social development: In Science…this involves group practical work which provides opportunities for pupils to develop team working skills and to take responsibility. Pupils must take responsibility for their own and other people’s safety when undertaking practical work. Science has a major effect on the quality of our lives. Pupils are encouraged to consider the benefits and drawbacks of scientific and technological developments and the social responsibility involved. 

  Activities that promote social development: 

  • Working safely in science – adhering to laboratory rules 
  • Team work and collaboration 
  • Debating 
  • Presentations 
  • Listening and responding to others 
  • Managing scientific conflict 
  • Linking science to different beliefs and cultures 

   Cultural development: Scientific development comes from all across the world, from people of all backgrounds and cultures. It is also important to understand how the different cultures around the world can have different impacts on the planet and what impact more economically developed countries have on poorer areas. This will also be vital into the future as we need to monitor the impact of quickly developing cultures around the world on our environment. 

  Examples of topics that promote cultural development: 

  • Periodic table 
  • Development of the atom 
  • Antibiotic functions 
  • Vaccinations 
  • Micro-organisms and disease 
  • Radioactivity 
  • Solar system