Science

Science is the study of the world around us, how it functions and how this might change in the future. It's a lot more than a collection of facts and figures; science is actually the method by which we study our world. We can all have ideas about how the world might work or why something might happen, but science allows us to make predictions, design experiments and test those ideas. As a science student we will not only increase your knowledge of science... we will make you into a scientist!

Teachers in the Teesdale science department are passionate about their subject; they love what they teach and hope that their fascination with science will be transferred to you as a student. It’s an amazing and complex universe out there and we want you to know more about it.

From the motion of particles too tiny to see, to the life and death of stars in distant galaxies, the science deparment's goal is to start you on a pathway to discovery about the universe that will last a lifetime with your science qualifications at GCSE and beyond opening doors for you throughout your life.

I find science a fascinating subject which I always look forward to in my week. It’s mind-blowing to be able to calculate the number of molecules in a droplet of water.

Jack Parsons-Munn, Year 10

Curriculum information:

Year 7
Learning outcomes	We employ a two-year Key Stage 3 model with common assessment points at the end of each term. We use the whole of Key Stage 3 to build a broad, solid foundation of knowledge and skills upon which a high level of understanding can be built in Key Stage 4. Although our scheme of learning and progress is written ‘in house’ it is based upon the material published in the Activate textbooks and these are available to all students through the Kerboodle online service. Whilst building the key knowledge and understanding of the scientific processes there are two underlying themes within this work. The use of practical work to ensure that student have a sound grasp of the laboratory skills they will require as they progress in science. These are chiefly, a sound knowledge of laboratory techniques, a working understanding of how risk assessments from a critical part of the safe running of a practical task and the collecting and recording of data in an accurate and clear way. The development of mathematical skills ready for the Key Stage 4 curriculum; specifically, the ability to manipulate data, calculate averages and plot graphs and charts; the ability to use given formulae to calculate values and the ability to rearrange those formulae to solve for other variables.
Topics taught	The particle model Cells and diffusion Reproduction in humans and plants Elements, mixtures and compounds Energy (part 1) Variation and interdependence Separation techniques Sound Acids and alkalis Movement and breathing The universe
Year 8
Learning outcomes	This is the second part of our two-year Key Stage 3 course (see above for details of the course as a whole.)
Topics taught	Digestion, disease and health The periodic table; metals and non-metals Static electricity, current and voltage Chemical energy, reactions and metals Light Heating and cooling Respiration and photosynthesis Work and simple machines The earth’s structure, resources and the environment Speed Magnets and electromagnets Pressure and moments Evolution and inheritance

I like science because it tells be more about what’s happening in the world and how things actually function. I also like it because of the huge impact science has on the development of technology and of civilisation.

Clarice Brunskill, Year 9

Year 9

This year marks the beginning of our three year GCSE science course following the AQA scheme of work. Students follow either the separate science route providing three GCSEs in chemistry, physics and biology or the AQA Trilogy course which provides a thorough understanding of the three sciences and leads to a dual GCSE qualification in science. The AQA Trilogy course provides a solid background in all three scientific areas for those students who wish to study a broader choice of subjects at KS4 because it does not take up an option choice. Crucially, choosing it, does not prevent progression onto studying sciences at A Level.

Learning outcomes

Year 9 begin the AQA Science (9-1) qualification looking at the early modules from all three separate science qualifications. The teaching, for dual award students, is four hours a week with one or two members of staff and our separate science (option block) students receive 2 hours of specialist teaching in each of the three sciences. Much of the teaching is common to both routes with students on the separate science courses studying each subject in more depth and breadth.

Topics in bold are only taught to the separate science students this year.

Topics taught

Biology (8461)

Chemistry (8462)

Physics (8463)

Cell biology
Organisation (Tissues, organs and systems)
Infection and response
Communicable and non-communicable diseases
Photosynthesis and respiration
The nervous system and hormonal control
Key ideas

Atomic structure and the periodic table
Bonding, structure, and the properties of matter
Quantitative chemistry
Reactivity or metals and redox chemistry
Electrolysis
neutralisation

Energy
Electricity
Particle model of matter
Atomic structure

Year 10

Learning outcomes

All students not opting for the separate sciences continue to study the combined dual award science. In common with the separate sciences, there is no controlled assessment but students will complete a set of ‘core practical activities’ which support their learning over time.

The teaching, for dual award students, is four hours a week with one or two members of staff and our separate science (option block) students receive two hours of specialist teaching in each of the three sciences.

Topics taught

Trilogy (8464)	Biology (8461)	Chemistry (8462)	Physics (8463)
Chemical Calculations - Quantitative Chemistry Communicable Disease Molecules and Matter Reactivity Preventing and Treating Diseases Non-Communicable Disease Radioactivity Electrolysis Photosynthesis and respiration Forces The Nervous System Rates of reaction Forces and Motion	Communicable and non-communicable diseases Photosynthesis and respiration The nervous system and hormonal control Inheritance, variation and evolution Key ideas	Quantitative chemistry Reactivity or metals and redox chemistry Electrolysis neutralisation Chemical changes Energy changes The rate and extent of chemical change Organic chemistry Hydrocarbons Alkenes, alcohols and esters Polymer chemistry	Particle model of matter Atomic structure Forces Waves Magnetism and electromagnetism Space physics

Year 11

This is the final year of the GCSE science courses at Teesdale and as such contains the more challenging aspects of the courses. Students continue to either follow the Trilogy course having four hours a week with one or two members of staff or to finish their separate science (option block) course receiving two hours of specialist teaching in each of the three sciences. Subjects in bold are only taught to the separate science students this year.

Trilogy (8464)	Biology (8461)	Chemistry (8462)	Physics (8463)
Photosynthesis and respiration The Nervous System Rates of reaction Forces and Motion Electrolysis Hormonal Control Rates of Reaction and Energetics Inheritance and Variation Electromagnetic Waves Hydrocarbon Chemistry and analysis Ecology	Bioenergetics Homeostasis and response Inheritance, variation and evolution Ecology Key ideas	Chemical changes Energy changes The rate and extent of chemical change Organic chemistry Chemical analysis Chemistry of the atmosphere Using resources	Forces Waves Magnetism and electromagnetism Space physics

What's been happening in the science department recently?

We are currently taking part in the First Lego League Robotics Challenge. This is our first year in the league and we are busy developing a range of robotic tools to detect, select, collect and deliver components on a challenging mission set by Lego. Teesdale students are building our very own ‘science robot’, which we will be demonstrating later in the year. Next year we will use our skills to compete in the national trials which start in Teesside University in December 2017.