Head of Department

  • Ms C Welch

BSc(Hons), PGCE, MEd

Subject Teachers

  • Mrs R Deakin

BSc(Hons), PGCE

  • Mr S Markwell (Behaviour Intervention Coordinator)

BSc(Hons), PGCE

  • Mr D McFaul

BSc(Hons), PGCE, MSc

  • Mr L White

BSc(Hons), PGCE, MSc


  • Mr P Foreman

Introduction and ethos

Ashfield Boys High School recognises science as a core subject of the national curriculum and this policy takes into account the statutory orders and non- statutory guidelines relating to this.

This policy applies to all pupils at Ashfield Boys High School. All pupils will be given equal opportunity to study all aspects of science regardless of ability , race or gender.

This policy was written by the Head of Science in consultation with other staff delivering the science curriculum, the senior management team and the school Principal.

Staff Specific Aims

  • The science department aims through staff development to aid teachers and technicians to acquire the tools and knowledge necessary to deliver the science curriculum using a wide range of teaching strategies that will stimulate thought, discussion and action between pupils and teachers.
  • Through an exchange of ideas it is hoped that staff can acquire the strategies necessary to optimise not only their potential as teachers but also the pupils potential as learners.
  • Develop schemes of work which through a variety of contexts emphasise breadth, balance and relevance in knowledge and understanding and devise learning experiences through the exploration of science with the emphasis  of activities which are appropriate to each pupils age and ability.
  • Develop a coherent framework for assessment which identifies any learning problems and use strategies involving lesson evaluation to help solve these problems

Pupil Specific Aims

  • Ashfield Boys High School aims to provide a high quality science education for all children and young people, which meets the statutory requirements of the National Curriculum and provides an appropriate science curriculum for ks3,ks4 and ks5.
  • Such a curriculum should encourage scientific curiosity, skills and understanding, both for those who choose to extend their scientific study beyond their school lifetime and those who choose other options.
  • Ensure the curriculum delivered is well  rounded and balanced covering all three sciences to the same degree
  • To ensure pupils have an open mind as regards the various ethical issues which arise whilst studying the National Curriculum and be able to put forward relevant arguments for and against these issues.
  • To ensure that the investigative, problem solving and physical dexterity skills learned in studying science are transferable to other areas where possible.
  • Ensure that science specific vocabulary is well rounded and used in an appropriate context in written work and discussion.
  • Encourage pupils to develop as individuals in the community with regard to politeness, self confidence and ability to work either independently with minimal supervision or to make a meaningful contribution as the member of a team.

Ashfield Boys High School Science Department will:

  • Set high expectations, for both staff and pupils, to ensure that each individual pupil has the opportunity to reach their maximum potential
  • Plan to fully include all pupils who are studying science so that they benefit from oral, written and practical work.
  • Give pupils the opportunities to use their senses to explore and investigate.
  • Use communication techniques that promote interaction, combined with a good range of practical activities, visual images, models and experiments.
  • Provide pupils with an opportunity to watch and listen to their peers as well as teachers.
  • Promote inclusive classrooms that are stimulating, effective  and secure for pupils, giving a high level of challenge and support. Using suitable organisational strategies to keep all pupils engaged and challenged.

Key Stage 3 Overview

KS3 follows the Exploring Science Series of interactive text books. This covers all the requirements of the national curriculum. The resources available .because of their interactive nature include videos, animations, power points and other resources which make the course both varied and interesting .

Assessment resources are also available allowing for formative and summative assessment opportunities.

Key Stage 4 Overview

Both Single Award and Double Award GCSE Science are modular  examinations with the CCEA examination Board.

The Double Award consists of six units, three studied in year 11 and three in year 12. There is also a controlled Assessment worth 25% of the total mark.

The six units are split evenly between the three science disciplines – Physics, Chemistry and Biology.

There are two tiers within this qualification: Foundation Tier it is possible to achieve up to grade C.

In the Higher Tier it is possible to achieve up to a grade A*.

The Single Award science consists of three units, one from each science discipline and a controlled Assessment. All four sections are worth 25%.

There are two tiers within this qualification: Foundation Tier it is possible to achieve up to grade C.

In the Higher Tier it is possible to achieve up to a grade A*.

BTEC Level 2 – Applied Science

This course is taken by all students who are not doing the GCSE Single or Double Award qualification. It is graded as Pass, Merit or Distinction which are equivalent to a C, B or A at GCSE.

Key Stage 5 Overview

Double Award Applied GCE in Science

This award is the equivalent of two A levels. The course followed is that laid down in the specifications set by the AQA Examinations board. Since this is an applied double award there are a total of 12 units studied of which four will be externally assessed, eight will be examined by portfolio. The course is run under the guidance of the Step Up Programme which is affiliated to the University of Ulster. This involves travel to the Jordanstown campus for lectures and the Coleraine campus for practical investigations every Friday. A summer school also takes place at the end of year 13. This is a one week residential at Coleraine where an investigation is carried out relevant to unit 7 in the A2 part of the qualification. Tariff points are awarded which go towards University entrance.

AS Units

Unit 1 – Science in the work place

Unit 2 – Energy Transfer (external exam)

Unit 3 – Analysing Substances

Unit 4 – Food Science

Unit 5 – Materials (external exam)

Unit 6 – Organic Chemistry    


A2 Units

Unit 7 – Carrying Out An Investigation

Unit 8 – Medical Physics (external exam)

Unit 9 – Sports Studies

Unit 10 – The Physics of Performance Effects

Unit 11 – Controlling Chemical Processes (external exam)

Unit 12 – The Action and Development of Medicines


Single Award GCE Science

AS Units – Year 1

Unit 1 – Science in the work

Unit 2 – Energy Transfer (external exam)

Unit 3 – Analysing Substances


A2 Units – Year 2

Unit 7 – Carrying Out An Investigation

Unit 8 – Medical Physics (external exam)

Unit 10 – The Physics of Performance Effects


BTEC level 3 in Applied Science

This course is offered to the second tier students who did not achieve 5 grade C’s at GCSE. It provides the skills, knowledge and understanding for pupils to progress to higher levels of scientific qualifications and careers.

BTEC level 3 is a six unit course which is the equivalent to one A level. In order to proceed to year 14 the students must complete all three year 13 units.

Career pathways

  • Biomedicine
  • Nutrition
  • Physiotherapy

Useful links

APPLIED GCE – AQA website supplies past papers supplies power points and useful links for all twelve units studied