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To provide the highest standard of Science education and make a difference by focussing on achievement, allowing pupils to work safely and have access to innovative, adventurous, stimulating and engaging Science lessons and so create a place where young people make exciting and excellent progress, can have their dreams fulfilled and be encouraged to exceed their expectations.
‘Dream… Believe… Act!’
Personal Learning and Thinking Skills in Science
Independent enquirers
Through the study of science pupils identify questions to answer and problems to solve. They make predictions based on their current knowledge and understanding. They plan and carry out practical and investigative activities, to obtain, record and analyse data from primary and secondary sources, and evaluate scientific evidence and working methods. Pupils then make informed and reasoned decisions based on the available scientific evidence. The programme of study specifies that pupils should also be given the opportunity to pursue an independent enquiry into an aspect of science of personal interest.
Creative thinkers
Creativity is an important part of the scientific process. Scientific ideas are developed by approaches that use a combination of experimentation, evidence and creativity. This encourages pupils to think creatively by generating and exploring ideas and making their own connections. Pupils try different ways of tackling a problem and work with others to find imaginative solutions. Pupils also explore how the creative application of scientific ideas can bring about technological developments, and appreciate the importance of creativity and innovation in enterprise.
Team workers
Scientific investigation is predominantly undertaken by groups of scientists with different specialisms working in collaboration. Pupils studying science carry out group practical and investigative activities. They learn to work confidently with others, decide on appropriate distribution of tasks and take responsibility for their own contribution. Pupils listen to and take account of different views and, through peer review, provide constructive support and feedback. They form trusting relationships, resolving issues to reach agreed outcomes. The communication of science to various audiences may also necessitate a collaborative approach.
Self-managers
Work in science gives pupils the chance to organise themselves and show personal responsibility, initiative, creativity and enterprise with a commitment to learning and self-improvement. They are encouraged to actively embrace change, respond positively to new priorities, cope with challenges and look for new opportunities to apply and use their knowledge, understanding and skills.
Effective participators
The ability to communicate scientific information and contribute to presentations and discussions about scientific issues requires pupils to actively engage with issues that affect them and those around them. Pupils learn to think practically and with logic, using rational arguments to influence and persuade, and reach workable solutions. This then encourages them to play a full part in the life of their school and wider community by taking responsible action to bring improvements to others as well as to themselves.
Reflective learners
The study of science provides opportunities for pupils to become reflective learners by developing their evaluation skills. Pupils can use these skills to evaluate the strengths and weaknesses of themselves and others, setting realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning. Peer review is a fundamental aspect of science.
Introducing the Science Team
Team Member |
Responsibility |
Room |
Alison Thompson |
Director of Standards - Science (Head of Science) |
C21 |
Lindsay Duley |
Assistant Director of Standards - Science |
C34 |
Sean Gallagher |
Assistant Head Teacher & Teacher of Science |
|
Vacancy |
Lead Teacher |
C22 |
Jim Hatch |
Senior Technician |
|
Kenneth Ashton |
Teacher of Science |
C32 |
Catherine Lowe |
Teacher of Science |
C33 |
Pauline Trotman |
Administrative Assistant |
|
Linda Rothwell |
Senior Key Stage 4 Learning Coordinator & Teacher of Science |
C31 |
Margaret Slammin |
Science Technician i/c Rural & Agricultural Sciences |
|
Allan Slater |
Deputy Principal, Director of Learning for Science & Teacher of Science |
|
Ron Winstanley |
Science Technician |
|