Inspire - Transform - Succeed




The Science team:

Mrs H Eyre – Head of science department

Mrs J Martin – Second in science

Mr W Harness – Science teacher

Mrs F Ali - Science teacher

Mr A Lunt – Science technician


The Science department aims to enthuse and engage all students in all aspects of science. We want our students to think with their practical heads on and develop their skills as both independent and reflective learners. Our students need to problem solve; science is a rigorous and challenging subject and so students will be supported in thinking critically and finding solutions. Science is a hands-on subject and all students will have the opportunity to get involved.


The department is a dedicated team of individuals who bring a dynamic and broad curriculum to Lostock High School. Each student has the opportunity to follow a pathway suited to their needs and capabilities. We pride ourselves on delivering outstanding lessons that engage students so that they can gain the skills required to succeed in today's challenging world. Through effective planning and teaching we ensure students develop their potentials.

As a science department, we aim to:

- Raise achievement of the pupils across Biology, Chemistry and Physics

- Expand the horizons of pupils by developing independent learning

- Create inquisitive and curious learners that are enthused by practical and problem solving skills 

- Engage pupils so that they are able to transfer skills and apply them to science in the world around us


Key Stage Three

In Year 7, students study six units: All about me, Kitchen chemistry, SOS Planet Earth, The human body, Rockets and Plant power. Students build on their knowledge and understanding in year 8 by studying an additional six units: Disasters, Fizzes and bangs, Darwin, Reactivity, Waves and Sports day. Work is currently being done to adapt the KS3 curriculum for the SLC groups. The curriculum has been adapted to fit in both scientific and numeracy skills as well as specific literacy lessons.  All units are practical in nature and progress is monitored by associated AFL activities and end of unit tests. We have planned the units so that they include the knowledge and skills students require to progress within science in later years during Key stage 4. The topics include a range of Biology, Chemistry and Physics themes which we have linked to the real world. Homework is set each week on the doddle website which students can access using their own personal log in.  Homework projects are also set throughout the year to broaden the curriculum from home and encourage students to explore the topics we are studying in school. Students also have access to ‘Tassomai’ through their own personal login and should aim to complete their quiz daily goals three times per week, to accelerate their progress in science.


Key Stage Four

In year 9 students begin to embed some GCSE topics into the curriculum. This ensures pupils have the essential skills when starting GCSE science at the end of year 9. The challenge group in year 9 begin the separate science course (which they will continue into year 10 and 11 as an ‘option’ subject) resulting in this group obtaining three GCSEs at the end of year 11. Progress is monitored by associated AFL activities and end of unit tests.

In year 10 and 11 students start the new GCSE Combined science course. We also currently have a year 11 cohort studying the new GCSE Separate science course and a small group of Year 10 students who attend additional classes after school to study GCSE Separate science.  Our Year 10 SLC group are following a modified pathway (Entry level science) to help bridge the transition between KS3 and KS4, but will still be entered for the GCSE Combined science qualification. The exam board that students follow is Edexcel, graded using the new numerical scoring system of 9-1. Both GCSE Combined science and GCSE Separate science is examined at the end of year 11 and there is no longer any coursework element; the courses are 100% exam based. The courses comprise of Biology, Chemistry and Physics units and embed literacy and numeracy skills. As part of the new course students complete a set number of core practical activities, which are then assessed in their exams and consequently make up 15% of the marks available.

At KS4 progress is monitored by exposing students to classroom assessment activities (comprising of various exam-style questions), AFL tasks (where appropriate, to develop extended writing skills) and ‘block’ tests. This is essential to give students the opportunity to develop their synoptic learning, and learn how to apply their understanding from various topics. This is especially important in helping the students learn, retrieve and become more confident with understanding key concepts in Biology, Chemistry and Physics.

At KS4 students are provided with the opportunity to purchase specification specific revision guides through school to support their independent learning. As well as this each student has a login to the Doddle website where they can complete homework, revision tasks and review topics and key questions. Students also have access to ‘Tassomai’ through their own personal login and should aim to complete their quiz daily goals three times per week, to accelerate their progress in science.

Year 11 students are expected to attend revision booster classes after school every other Tuesday.





Key Stage 4