Empower
Educators

11·Biology · Chemistry · Physics · KS3 to A Level

Curious Scientists,
Confident Schools

One book for a department that teaches three subjects, runs a laboratory and shares a technician — the head of science who has to hold it together and the teacher setting up period four with a class already at the door.

  1. 1Curriculum
  2. 2Knowledge
  3. 3Enquiry
  4. 4Practical
  5. 5Standard
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64 pages · 61 sections · 3.3 MB

Cover of Curious Scientists, Confident Schools

A science department is three subjects, one laboratory, one technician and one timetable to fit them all into. It has more scope for inconsistency than any other department in the school — units required in physics and tolerated in biology, equations written as symbols in one room and words in the next.

This booklet is written for the whole department at once. A head of science can read it as a curriculum and quality-assurance document; a teacher can open it at the page they need while setting up period four. The two GCSE routes are compared from the specifications themselves, including the one almost nobody outside the department understands.

Written to
The current GCSE and A Level science specifications
Intended for
For department CPD, planning and curriculum review
Extent
64 pages · 61 sections

·Look inside

Real pages, straight from the PDF

Click any page to see it full size.

·Contents

All 61 sections

Taken from the booklet's own contents page, so the page numbers are the real ones.

THE CASE

01Three Subjects, One Departmentp3
02Where Science Departments Driftp4

THE PRACTICE

03Pillar 1 — Curriculum: What Builds on Whatp5
04Pillar 2 — Knowledge: Secure Before Appliedp6
05Pillar 3 — Enquiry: Thinking Like a Scientistp7
06Pillar 4 — Practical: Purposeful, Not Merely Presentp8
07Pillar 5 — Standard: One Department, Three Subjectsp9

THE DISCIPLINES

08Biology: Memory, Mechanism and Meaningp10
09Chemistry: The Particle Model Underneath Everythingp11
10Physics: Usually a Mathematics Problemp12
51Six Topics, Three Waysp53
52Physics and the Two Ways It Failsp54

TEACHING SCIENCE

11Explanation, Modelling and Dual Codingp13
12Questioning and Scientific Talkp14
13Scientific Writing and the Six-Mark Questionp15
33Scientific Vocabularyp35

PRACTICAL SCIENCE

14Running Practicals That Workp16
15Safety, Technicians and the Laboratoryp17
16Mathematics Inside Sciencep18
50Teaching the Mathematics Science Needsp52
17Three Years That GCSE Depends Onp19

GCSE

18Combined or Separate: The Decision and Its Costp20
19Required Practicals as Examinable Contentp21

A LEVEL

20The GCSE to A Level Stepp22

ASSESSMENT

21Assessment That Changes Teachingp23

EVERY STUDENT

22SEND, EAL and Access to Sciencep24
23High Attainers in Sciencep25
41Intervention That Is Worth the Timep43

EXAM PREPARATION

24Revision That Is Not Rereadingp26

FOR LEADERS

25The Head of Sciencep27
26Data, Monitoring and Quality Assurancep28
27Developing Science Teachersp29
28The First 90 Daysp30
35Meetings, CPD and Techniciansp37
53Recommended Reading and Where It Helpsp55
57Ofsted and the Science Departmentp59

SCENARIOS

29Six Situations, and Where to Look Firstp31
30Three More, and the Question Underneathp32

MISCONCEPTIONS

31Biology and Chemistryp33
32Physics and Enquiryp34

CULTURE

34Homework, Parents and Wider Sciencep36
40Behaviour in a Laboratoryp42
58A Department Where Being Wrong Is Usefulp60
59Technology and AI in Sciencep61

THE TOOLKIT

36Templates 1–3 — Curriculum and Practicalp38
37Templates 4–6 — Assessment and Misconceptionsp39
38Templates 7–9 — Monitoring, Meetings and Safetyp40
39Templates 10–12 — Self-Evaluation and New Staffp41

CLOSING

42The Science Department Excellence Checklistp44
60One Department, Three Subjects, One Standardp62
61References and Evidence Basep63

OUTSTANDING LESSONS

43What an Outstanding Science Lesson Looks Likep45
44Biology — Osmosis, Year 10p46
45Chemistry — Rates of Reaction, Year 10p47
46Physics — Resistance, Year 10p48

CURRICULUM

47Cumulative Knowledge: Cells and Particlesp49
48Cumulative Knowledge: Forces and Energyp50
49A Science Scheme That Records Dependenciesp51
56Schemes of Work: Years 8 and 9p58

THE BOARDS

54Combined and Separate, Compared from the Specificationsp56
55Using Board Knowledge Strategicallyp57