Science (Y2-9)

Why do we study Science at Christ’s College?
Firstly, learning about systems in science can fill us with wonder and intrigue. We feel awe inspired as we problem-solve and understand the processes which sustain our world. Science learning is not just about cognitive skills but also has many practical human aspects. Science is profoundly important in shaping our understand of the natural world around us and how we fit into it and teaches us to make links between ideas and see the interconnectivity in order to see the ‘bigger picture’ of ideas. As pupils learn about systems and processes, they can discover how all things are interdependent. If all things are interdependent this must mean that each has a value; none are redundant. The concept of interconnectivity shows us, as humans, our moral responsibility to care for our planet and the things which inhabit it. This not only means being carbon and climate conscious, or protecting endangered species, but also showing love and care for others. Therefore, science learning helps young people to develop compassion. Science learning also helps young people to develop integrity. The development and presentation of data in scientific enquiry requires integrity, through honest work and peer review. If integrity was lacking the result would be poor and potentially harmful. We can apply this concept to other aspects of life as we think about the importance and impact of honesty. This is our vision of our science curriculum and therefore, why we teach science Christ’s College.

Primary Curriculum (Key Stage 1 and 2)
To ensure that our young scientists access a complete curriculum, we want pupils at Christ’s College to use their research skills, enquiring minds and investigative skills right across the curriculum. We want them to take charge of their learning and to become better learners. Our full science curriculum for all year groups allows us to use and develop our reading and our research skills that we use in other subjects such as History and Geography. We want our children enjoy rich, practical scientific experiences, ones that create the children to think, talk, ask questions, develop new language, and understand.

When teaching Science, we see it as essential that there is a clear progression of skills and knowledge. Throughout the different year groups, we have a focus on practical science which allows children to explore and discover. We focus our learning to take place both inside and outside of the classroom, so that the children can experience Science in the world around them.

KS3 Curriculum
Our KS3 curriculum is broad and ambitious for all and goes beyond the NC for KS3. In Y9 particularly, our curriculum is rich and varied. Some aspects of Y9 address common misconceptions which have been identified through assessment, such as atomic structure and cell transport. Aspects of our KS3. Curriculum have been designed to broaden pupils scientific learning, looking at topics such as space and detailed study of classification systems, which are not NC topics and which pupils do not have opportunity to study within the KS4 curriculum. These enriches the cognitive skills and intellectual thinking strand of our vision. Opportunities are given for deepening of learning and drawing ideas together – e.g. making toothpaste after studying acids and alkalis. We are not just repeating material but extending learning and giving it breadth. Additionally, we have identified through assessment that pupils struggle with aspects of working scientifically such as identifying variable. We have introduced a discrete unit of work at the beginning of Y7 which equips pupils with many of the skills they need to start to think like a scientist, this acts as foundational knowledge to the disciplinary skills which are woven through KS3/4.

KS4 Curriculum
Some of the aspects of Y11 teaching are teaching pupils more complex ideas and preparing pupils to go on and access higher level chemistry at A Level and university. Regardless of whether or not pupils wish to study chemistry further, the teaching of more complex ideas in Y11 will allow pupils to continue to develop cognitive skills and explore intellectual ideas.


Subject Staff
Primary Science Lead: Miss E Jobson (AVP – Lower Key Stage 2)
Secondary Faculty Lead: Mr C Williams
Secondary Biology Teacher: Mrs M Tuckey
Secondary Chemistry Teacher: Mrs S Stayman
Secondary Physics Teacher: Dr K Wilson