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Students

Science

ScienceScience at Sheringham High School is delivered by a team of enthusiastic subject specialists who aim to make the subject engaging, exciting and relevant to real-life, in order that all students can see the importance of Science in their everyday existence.

The subject is delivered as a five year scheme of work based on the Oxford University Press Kerboodle divided into a two year Key Stage 3 and a three year KS4. Teaching is differentiated to suit all students using a blend of classroom and online based resources at foundation or higher tier. Knowledge and skills are merged coherently through a programme of topic based lessons that increase in their complexity and content in a spiral fashion. Students are given as much opportunity as possible to develop their hands on practical skills.

Combined with the Science content are links to English, maths and ICT along with contextual connections to SMSC (social, moral, spiritual and cultural) considerations and career opportunities to budding scientists or transferring scientific skills to other vocations and employment.

Teaching is supported by regular, rigorous assessment using proven materials and grade boundaries that give realistic progress indicators. Students have online access to the Kerboodle text books and a wealth of interactive resources in both KS3 and KS4 and when they reach Year 9 they will be given a revision guide that they may purchase if they wish.

Curriculum Map 2020 2021 SCIENCE

KS3 Summative Assessment Summary

KS4 Trilogy Summative Assessment Summary


Key Stage 3

In each of Years 7 and 8, students complete 10 topics across each of the 3 main Science disciplines. For more detail about the modules covered including the lesson headings click on the link KS3 Summative Assessment Summary. Students will have online access to Kerboodle and can use it for homework as well as revision. Each topic is assessed with an end of unit test which is used to determine whether students are on, above or below their trajectory progression. This is supported by a range of assessment tasks, including homework, which gives teachers an accurate picture of how well each student is performing. Appropriate intervention will be introduced should students fall below this expected progression or are well above expectations and need some further challenge.

At the end of Year 8 the data collected during the year is used to make decisions about options and sets for Year 9 and the start of GCSE. Students considering Triple Science must select it as an option and the top 30 students, from whatever set, will be considered.


2020 KS3 Summative Assessment Summary

Key Stage 4

In Year 9, all students start on their GCSE programme of study in either Trilogy Combined Science, which earns two GCSEs, or choose the option pathway that is the separate Biology, Chemistry and Physics GCSE courses, with each being awarded a separate GCSE. Both programmes terminate in exams at the end of Year 11.

Trilogy students will be timetabled for 10 hours of lessons in a fortnight and will usually be supported by two teachers, whereas Triple Students have 5 lessons in each subject per fortnight and will have a subject specialist teaching them.

The courses are topic based across the three core subjects Biology, Chemistry and Physics and provide the fundamental knowledge and skills required to access GCSE examinations including links to English, maths, ICT, SMSC and career opportunities. In addition to the scientific content, there are many opportunities for students to explore how Science is relevant to academic and industrial worlds beyond High School and Sixth Form. Many of the lessons are practical based giving students the chance to develop, test and evaluate their own ideas.

Each area of study is broken down into smaller modules which are assessed after, on average, 10 lessons. Students are also required to maintain a practical book, which focuses on the RPA’s (the Required Practical Activities) which have replaced coursework. The practicals are based on the theoretical content of the lesson but include investigative and mathematical skills all of which will be examined and contribute 30% of the marks in the final exams. Students have access to Kerboodle, will be loaned a revision guide and have a wealth of other resources to support their progress.

 

For more information on the Trilogy GCSE, including the exam structure and the specification please use the following links:

Trilogy Summative Assessment Summary

For more information about the Biology, Chemistry and Physics GCSE, please use the following links:

KS4 Triple Summative Assessment Summary

For the Trilogy Combined Science the exams at the end of Year 11 consist of:

  • Biology papers each 1 hour and 15 minutes long and comprising 70 marks each. 10% of the marks will be awarded for mathematical based questions and 30% for questions about the RPA’s
  • Chemistry paper of the same duration and comprising 70 marks each. 20% of the marks will be based on mathematical questions and 30% on questions about the RPA’s
  • Physics papers of the same duration and comprising 70 marks each. 30% of the marks will be based on mathematical calculation and 30% on questions about the RPA’s

Each paper is worth 16.7% of the total mark

Students will sit exams at either Foundation of Higher level and questions will include multiple choice, structured questions, closed short answer and open responses

Triple Scientists will sit the following exams at the end of Year 11:

  • Biology papers each of 1 hour and 45 minutes and comprising 100 marks each
  • Chemistry papers of the same duration and comprising 100 marks each
  • Physics papers of the same duration and comprising 100 marks each

The style of questions is the same as for the trilogy GCSE exams.

The marks awarded for mathematical calculation and RPAs are the same as for the Trilogy exams.

The practical books for both GCSE pathways are based on a set of practicals that the examination board have identified as being key to students having a rounded understanding of science and how to investigate science.

Whilst Triple Science helps students to prepare for A-level, it is not essential for students to complete this option in order to do any of the  A-level Sciences. Students can still do A-levels in Biology, Chemistry and Physics having only completed Trilogy Combined Science GCSE and the Triple pathway is not a requirement. There is also an Applied Science course available with slightly lower entry requirements but which can still earn UCAS points for university entrance purposes.

STEM Club

STEM stands for Science, Technology, Engineering and Maths. Throughout the year the Science Department offer a number of STEM-related activities.  These might be during an SMSC day, part of an external visit or an after school club.  In 2020 - 2021 we hope to offer the following: 

  • Lego Robotics after school club (Year 8/9 pupils, Wednesday after school)
  • Turning Turbines in partnership with V3 and Teacher Scientist Network
  • Top of the Bench competition
  • Salter’s Chemistry Festival

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Students have been involved in many enterprising activities with a focus on STEM, including; developing a range of bath bombs to sell in school that were designed and made by KS3 students. Students also developed futuristic toilets as part of an Anglian Drop 20 challenge. The designs needed to adhere to a strict project focus that required the toilets to save vast amounts of precious water. Sheringham High School won the competition and student, Henry Keen, was commended by Anglian water for his waterless design!

The projects have even extended to designing and making rocket cars! KS4 students took part in a national competition that was linked to promoting the Bloodhound Rocket car that was attempting to break the land speed record. Students were able to use 3D CAD design software to develop a rocket car before getting hands on and building it in class time. A BBC Micro:bit was used to record the maximum speed of the rocket car. Thirty students then travelled to the UTCN to compete  against schools from all over the country. Watching the model rocket cars blast off was…..a blast!

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For the past 3 years students have been much more heavily involved in robotics during STEM club. We have used LEGO robotics to develop a series of 1kg sumo wrestlers and a line follower. Students have designed, built, programmed and competed on an international stage with the robots in Vienna, Austria and Tallinn, Estonia.  Sheringham High School has always been placed very highly for all competitions and for the last 2 years we have been the top British team!

This year, with the generous support from the Dudgeon Community Fund, Sheringham is playing the lead role in bringing several Norfolk secondary schools together to compete for the privilege of going to Estonia with an all-expenses paid trip for the victors. The Dudgeon Community Fund has provided resources, managed by Ms Gardener at Sheringham High School, for each school to have LEGO Robotic kits and training has been provided, where necessary, to get new projects off the ground in these schools.

Our Schools

Synergy Multi-Academy Trust comprises fifteen Norfolk schools serving children between the ages of 2 and 18. Our schools work collaboratively together to raise standards and provide education of the highest possible standard, offering the best of opportunities for pupils. The Trust was initially established in 2015. We believe that all of our schools have strengths and areas to develop, and that all can improve through sharing expertise and wisdom. The Trust understands that there will be excellent practice in each school, and that every school will be able to contribute to the development of the Trust as a whole.

Our Schools

Synergy Multi-Academy Trust comprises fifteen Norfolk schools serving children between the ages of 2 and 18. Our schools work collaboratively together to raise standards and provide education of the highest possible standard, offering the best of opportunities for pupils. The Trust was initially established in 2015. We believe that all of our schools have strengths and areas to develop, and that all can improve through sharing expertise and wisdom. The Trust understands that there will be excellent practice in each school, and that every school will be able to contribute to the development of the Trust as a whole.