SCIENCE DEPARTMENT

HANDBOOK

Al-Khair Secondary School

Science Department

قسم العلوم

Academic Year 2016 – 2017

Prepared by

Aziza Helaly

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Contents ……………………………………………………………………………………………..……………………………………………1

Introduction to the Science Department ………………………………………….…………………………………………..…2

Aim ………………………………………………………………………………………………………………………………….…………….3

GCSE Examination results ………………………………………………………………….……………………………………………4

Teaching team ………………………………………………………………………………………………………………….……………4

Curriculum overview ……………………………………………………………………………………………………………..…………5

Key Stage 3: Year 7 and 8………………………………………………………………………………………………………………..6

Key Stage 4: Year 9, 10 and 11 …………………………………………………………………………………………………………7

Textbook and resources ……………………………………………………………………………………..………………………….10

KS3 Textbooks and studying resources …………………………………………………………………………………………11

KS4Textbooks and studying resources …………………………………………………………………………………….……13

Useful revision resources...................................................................................................................13

Department Polices ………………….…………………………………………………………………………………………………….14

Marking and Assessment Polices …………………………………………………………………………………….……………15

Weighting of assessment objective for GCSE ……………………………………………………………………….…...15

Progress Checks and Reporting …………………………………………………………………………………………………16

Key Stage 3 Grade Boundaries …………………………………………………………………………………………………17

Key Stage 4 Grade Boundaries ………………………………………….………………………………………………………18

Homework Policy …………………………………………………………………………………………….……………………………19

GCSE Science Couse work - Control Assessment ………………….……………………………….………………….……20

Extra – Curricular …………………………………………………………………….……………………..….……………………….22

Science trips ……………………………………………………………………………………….…………….………………………22

Merits and demerits ……………………………………………………………….….…………………………………………………23

Health and safety Policy………………….………………………………………..……………………………………………………24

Content

2

INTRODUCTION

The purposes of this handbook are:

• to provide details of management and organisation of the Department

• to state the policies of the Department

• to provide an overview of the curriculum

AIMS

The aims of the Science department are to expand and develop the school mission

statement within the framework of Science as a core academic subject.

The Science department seeks to:

• develop in pupils lively, enquiring minds so that they can increase their

knowledge and understanding of natural phenomena,

• allow pupils to acquire scientific skills, to learn to solve problems and to learn

to make informed judgements,

• encourage each pupil to have an appreciation, care and concern for other

pupils, animals, plants and the environment,

• ensure that all pupils receive a broad, balanced, relevant and differentiated

experience of Science,

• educate pupils for a happy and successful life in a society being influenced by

rapid scientific and technological change,

• deliver the statutory requirements of the National Curriculum and prepare pupils

for public examinations,

• enable all pupils to achieve their maximum potential.

• Link science to their belief in god.

Introduction to the science

Department

3

GCSE Examination Results

The table below is shown Al Khair Science Department GCSE examination Results

for the last three years.

Subject

GCSE Results 2014 GCSE Results 2015 GCSE Results 2016

% A* OR A % A* OR A % A* OR A A* - C % A* OR A A* - C

Biology

21 70 70 100 23 92

Chemistry 21 80 80 100 38 100

Physics 43 80 80 100 38 100

Science A 33 7 7 100 - 100

Additional Science

32 35 35 89 - 100

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TEACHING TEAM

Mrs Aziza Helaly

Head of Department

KS4 Science Teacher

aziza.helaly@alkhairschool.org.uk

Mr Enamul Hassan & Mr Kashif Rana

KS4 Science Teacher

enamul.hassan@alkhairschool.org.uk

kashif.rana@alkhairschool.org.uk

Mr Haroon Hayat

KS3 Science Teacher

haroon.hayat@alkhairschool.org.uk

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CURRICULUM OVERVIEW

Key Stage 3: Year 7 and 8

Students in KS3, will follow the new national curriculum and assessments

(https://www.gov.uk/government/publications/national-curriculum-in-england-

secondary-curriculum). Each class has 4 science lessons a week. The KS3 curriculum

is completed in 2 years. The units the students will study throughout their 2 years are

in the following table:

Year Term Winter Spring Summer

Year 7

1st Half Term

Safety in the laboratory

Cells, tissue and organs

Energy resources (energy transfer)

Forces and speed

Solar system and beyond

2nd Half Term

Acids and alkalis

Particle model of solids, liquids and gases

Electrical circuits

Simple chemical reactions

Classification

Environment and feeding relationships

Joints and Muscles

Year 8

1st Half Term

Food and digestion

Respiration

Heat energy transfer

Microbes and disease

Sound waves

Energy resources

Rocks and weathering

The rock cycle

Ecological relationships

2nd Half Term

Atoms and elements

Compounds and mixtures

Magnets and electromagnets

Pressure and moments

Reactions of metals and metal compounds

Patterns of reactivity

Humans and environment

Inheritance and selection

Curriculum Overview

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Key Stage 4:

At Key Stage 4, we will be following the AQA GCSE specification. Year 11 Students will study Core Science and Additional Science (2 GCSEs) or else Triple Science (Biology, Chemistry, Physics). Year 9 & 10 students are following the new 9-1 AQA CCSE Science New Specification - Combined Science: Trilogy. http://www.aqa.org.uk/subjects/science. Each class has 2

lessons a week for each science subject.

Triple Science: Biology

Year Term Winter Spring Summer

Year 9

1st Half Term

Cell structure Infection and response Ecology

2nd Half Term

Chromosomes, Mitosis and the cell

cycle.

Transport in cells

Homeostasis and response

Exam Revision

Year 10

1st Half Term

Organisation and the digestive system.

Non-communicable diseases.

Photosynthesis

Respiration

Biodiversity and ecosystem.

The human nervous system

2nd Half Term

Organising animals and plants.

Reproduction

Variation and evolution

Exam Revision

Year 11

1st Half

Term

Movement of molecules in and out of cells

Homeostasis

Humans and their

environment

Control assessment

Revision B1, B2 & B3

2nd Half

Term

Transport systems in plants and animals

Revision B2 & B3 Exam Revision

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Chemistry

Physics

Year Term Winter Spring Summer

Year 9

1st Half Term

Atomic structure and the periodic table

Bonding, structure, and the properties of matter

Chemistry of the atmosphere

Quantities chemistry

2nd Half Term

The periodic table Chemical changes

Energy changes

Exam Revision

Year 10

1st Half Term

Rate and equilibrium

Crude oil and fuels (Cont.)

Electrolysis

Polymers

Using our resources

Chemical analysis

2nd Half Term

Energy Change

Crude oil and fuels

Organic reactions

The earth’s resources

Exam Revision

Year 11

1st Half

Term

The periodic table Water (Cont.)

Calculating and explaining energy changes

Further analysis and quantitative chemistry

Revision C1, C2 & C3

2nd Half

Term

Water

Control assessment

The production of ammonia

Alcohols, carboxylic acids and esters

Exam Revision

Year Term Winter Spring Summer

Year 9

1st Half Term

Conservation and dissipation

Energy resources (Cont.)

Forces in balance

Motion

Wave properties

Magnetic and electromagnetism

2nd Half Term

Energy transfer by heating

Energy resources

Forces and pressure Exam Revision

1st Half Term

Conservation and dissipation

Energy resources (Cont.)

Electric circuits

Molecules and matter (Cont.)

Radioactivity

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Double Science:

Biology

Chemistry

Physics

Year 10

2nd Half Term

Energy transfer by heating

Energy resources

Electricity in the home

Molecules and matter

Exam Revision

Year 11

1st Half

Term

X-rays & Ultrasound The eye & Other

applications using light

(Cont.)

Using physics to make things work

Revision P1, P2 & P3

2nd Half

Term

The eye & Other applications using light

Control assessment

Keeping things moving Exam Revision

Year Term Winter Spring Summer

Year 11

1st Half

Term

Cell division and inheritance

Speciation

Proteins – their functions and uses

Aerobic and anaerobic respiration

Revision B1 & B2

2nd Half

Term

Photosynthesis

Organisms and their environment

Tissues, organ and organ system.

Exam Revision

Year Term Winter Spring Summer

Year 11

1st Half

Term

Acids, bases and salts

Electrolysis

Structures and properties

Rates of reaction

Revision C1 & C 2

2nd Half

Term

Structure and bonding Exothermic and endothermic

reactions

Exam Revision

Year Term Winter Spring Summer

Year 11

1st Half

Term Currents in electrical

circuits Atoms and radiation Forces and their

effects

Forces and energy

2nd Half

Term Mains electricity Nuclear fission and

nuclear fusion Exam Revision P1

& P2

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Textbook and Teaching

resources

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Al-Khair Science Department use Collins students textbook 1, 2 and 3 in KS3.

Students also make use of photocopied worksheets for classwork and homework.

In addition to this students can access activities and tests at

http://www.bbc.co.uk/education/subjects/z4882hv and

http://links4science.blogspot.co.uk/

KS3 Textbooks and studying resources

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Year 11 students who study triple science will use the Longman AQA GCSE Biology,

Chemistry and Physics test book. Students who study Double Science will use Collins

AQA GCSE Science A and additional Science Textbook. Students also make use of

photocopied worksheets for homework.

Year 9 & 10 students will use the Oxford AQA GCSE Biology, Chemistry and Physics

test book.

KS4 students can use Kerboodle to access digital textbooks, homework sheets,

animations, quizzes as well as revision tips and advice.

KS4 Textbooks and studying resources

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Useful Revision Resources:

Students can access activities and tests at

http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/

They can also download or view past papers and mark schemes from AQA

website

Core Science:

http://www.aqa.org.uk/subjects/science/gcse/science-a-4405/past-papers-

and-mark-schemes

Additional Science

http://www.aqa.org.uk/subjects/science/gcse/additional-science-4408/past-

papers-andmark-schemes

Biology:

http://www.aqa.org.uk/subjects/science/gcse/biology-4401/past-papers-and-

markschemes

Chemistry:

http://www.aqa.org.uk/subjects/science/gcse/chemistry-4402/past-papers-

and-markschemes

Physics:

http://www.aqa.org.uk/subjects/science/gcse/physics-4403/past-papers-and-

markschemes

At the end of spring term Year 10 and Year 11 Students will be provided with

past exam questions booklet for each science subject to support their

revision.

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The Al- Khair Science Department monitors students’ progress continuously through

a variety of assessment formats, including, practical work, student presentation,

coursework, written exercises, group work as well as informal assessment such as

question and answer. Students will also have a summative assessment every 4 weeks

and end of term assessment. These assessment tasks will include the end of unit

assessments.

In KS3 the following skills are assessed:

• Working scientifically

• Understanding the application and implication of science

• Using investigation approaches

• Working critically with evidence

• Quality of written communication

In KS4 the following assessment objectives are assessed:

AO1 Recall, select and communicate students’ knowledge and understanding

of biology, chemistry and physics.

AO2 Apply skills, knowledge and understanding of biology, chemistry and

physics in practical and other contexts.

AO3 Analyse and evaluate evidence, make reasoned judgements and draw

conclusions based on evidence.

Marking and Assessment Polices

Department Polices

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Weighting of assessment objective for GCSE

The table below shows the approximate weighting for each of the assessment

objectives in the GCSE units.

Marking:

Students are to self or peer-assess work in green pen, teachers are to apply their

marking and/or comments in Red pen.

Progress Checks and Reporting:

Students will receive regular and detailed feedback on their work. A comment,

written or oral, identifying the strengths and/or weaknesses of the students’ work, so

that they understand how they are progressing and what steps they need to take to

improve.

Students will receive a feedback sticker, like the one shown below, every two weeks.

O: Outstanding

G: Good

S: Satisfactory

C: Concern

Attitude to Learning

O G S C

Working grade Merit

Action points:

Pupil Response:

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All assessment marks are recorded in KSM, and on a tracker sheet. Students must

have a copy of the science tracking sheet, like the one shown below, to the inside

front cover of their exercise book.

Key Stage 3 Grade Boundaries:

The Science Department has devised a set of guidelines to ensure that all marking

and feedback is clear and understandable. The Science Department follows the

letter grading scale when giving out final grades for pieces of work. The grade for

KS3 boundaries is provided in the table below.

National Curriculum Grade

Grades

A*

A

B EXP+

C EXP+ EXP

D EXP EXP

E EXP -EXP

F -EXP

Year 7 Year 8 Key:

Below Expected -EXP

Expected EXP

Above Expected EXP+

Year 7

Year 8 Grade

0-2 0-23

U/G

29-31%

24-26%

F

32 -51%

27-46%

E

52 -76%

47-71%

D

77-95 %

72-87%

C

96-100%

88-95%

B

96-100%

A

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Key Stage 4 Grade Boundaries:

Most students will study for a Triple Science GCSE, which

will result in the awarding of a separate GCSE in Biology,

Chemistry and Physics. Some students will study for a

Double Science GCSE, which will result in the awarding

of two GCSEs, namely Core Science and Additional

Science. Both of these GCSEs will assess students’ knowledge of the three main fields

of Science (Biology, Chemistry and Physics).

GCSE students will be graded on an eight-grade scale: A*, A, B, C, D, E, F and G. For

the Foundation Tier, grades C–G are available; for the Higher Tier, A*–G are available.

The grade for KS4 boundaries is provided in the table below.

Grade Grade Boundaries

Higher Tier

Foundation Tier

A* 90% +

A 80% - 89%

B 70% - 79%

C 60% - 69%

87% - 100%

D 50% - 59%

72% - 86%

E 40% - 49%

58% - 71%

F 30% - 39%

43% - 57%

G 20% - 29%

29% - 42%

U Less than 20%

Less than 29%

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Grading new GCSEs from 2017:

Homework is an integral part of the learning process. It can contribute to raising

achievement for the following reasons:

It develops independent learning

It Improves skill level e.g. research, extended writing, project completion,

personal time/work management, organisation.

It consolidates classroom learning

It enhances knowledge and understanding

Teachers will set Homework regularly in line with the Whole School Policy on

Homework. Key stage 3 Students will be given a minimum of 1 hour of homework

on a weekly basis. Key stage 4 students will be given a minimum of 1 hour of

homework on a weekly basis for each science subject. Students are expected to

read over notes and revise on a regular basis.

The homework that is set can take many forms. It may include activities such as:

Written assignments

Revision

Preparing for an oral presentation

Individual research

Collecting materials

Answering past examination questions

Finish off work not completed in class

Prepare work for following lesson.

Create revision resources

Creating their own exam/assessment questions

Think of six questions you could ask on a topic

Homework Policy

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Learn key words

Long term project

Teachers will mark homework and give feedback as soon as possible after

submission of work. Students will mark some of their homework. This allows them

the opportunity to analyse their responses in a more immediate manner.

Techers will address non-completion, or poor quality of homework. Detention in

order to complete the work is one possibility.

Control assessment is worth 25% of the total marks and consist of a minimum of one

practical investigation based on topics in the specification. The Controlled

Assessment is not tiered and the full range of grades A*–G is available to students

for this unit.

The Controlled Assessment comprises an ISA (Individual Skills Assignments) test

which is assessed in two sections.

Prior to taking Section 1 of the ISA test, students independently consider the

hypothesis they have been given or they have developed and research possible

methods for carrying out an experiment to test it. During this research, students need

to do a risk assessment and also research the context of the investigation for use in

Section 2 of the ISA. Students are allowed to make brief notes on one side of A4

which they can use during their answering of Sections 1 and 2 of the ISA paper.

Section 1 of the ISA test (45 minutes, 20 marks) consists of questions relating to the

student’s own research. Following Section 1 students carry out their own experiment

and record and analyse their results. If the student’s plan is unworkable, unsafe or

unmanageable in the laboratory then they may be provided with a method – an

example of which will be provided by AQA. For plans that are otherwise good, but

unworkable for a good reason (ie logistical) students should not lose any marks.

However, where the plan is dangerous or unworkable (from a scientific perspective)

this will be reflected in the marking.

Section 2 of the ISA test (50 minutes, 30 marks) consists of questions related to the

experiment students have carried out. They are also provided with a data sheet of

secondary data by AQA, from which they select appropriate data to analyse and

compare with the hypothesis.

Students will be expected to plan their investigation independently and should each

draw up an appropriate table for recording their results.

GCSE Science Couse work - Control Assessment

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While carrying out the investigation, students should make and record observations.

They should make measurements with precision and accuracy. They should record

data as it is obtained in a table. They should use ICT where appropriate. Students

are also required to process the data into a graph or chart.

Students’ tables of data and graphs or charts will be collected by the teacher at the

end of each lesson.

The paper containing Section 2 of the ISA will be taken as soon as possible after

completion of the investigation.

During the test, students should work on their own and in silence. When students

have completed the test the scripts will be collected. Teachers are required to mark

the tests, using the marking guidelines provided by AQA.

About 5 lessons will be allowed for the ISA: one Lesson for discussion, research and

planning; one lesson for the completion of Section 1; one or two lessons for

completing the experiment and processing their results and one lesson for

completing Section 2 of the ISA.

Students may attempt any number of the ISAs supplied by AQA for a particular

subject. The best mark they achieve from a complete ISA is submitted.

Specimen ISAs or ISAs that are no longer valid will be given to students so that they

can practise the skills required.

Control assessment will take place in the autumn term.

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Science Trips:

The Science Department organises a variety of day trips throughout the year for

every year group. The table below shows examples of upcoming trips.

Place and address Group Month

London Zoo

Outer Circle Regent's Park, London NW1 4RY

Year 7 March

Natural History Museum

Cromwell Road, London SW7 5BD, UK. Year 8 December

Royal Observatory

Blackheath Avenue Greenwich, SE10 8XJ

Year 9 November

Centre of the cell

Blizard Institute 4 Newark Street Whitechapel London E1 2AT

Year 10 & Year 11 February

The Royal London Hospital Museum

The Royal London Hospital, Whitechapel Road, London E1 1BB

Year 10 & 11 February

Extra – Curricular

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The Science Department rewards students with merits for good work and demerits

for incomplete work. The two tables below show possible ways to receive merits and

demerits.

Type of Merit Number of merits

Excellent Homework 1-2

Classwork 1-2

Work placed on display 3

Achieved an A* in Assessment 2

Achieved an A in Assessment 1

Type of Demerit Number of Demerits

Homework incomplete 2

Classwork incomplete 1-2

Achieved an E or below in Assessment 2

Unprepared for lesson 1

Merits and Demerits

22

Rules for pupils during science lessons

1. You must not do anything with equipment or materials unless told to do so by

a teacher. You must follow instructions precisely.

2. You must wear eye protection when told to do so and keep it on until told to

take it off when all practical work, including clearing away, is finished.

3. When instructed to use a Bunsen burner, make sure that scarves and ties are

tied back or tucked in to keep them well away from the flame.

4. When working with liquids, normally stand up; then you can move out of the

way quickly if there is a spill.

5. Never taste anything or put anything in your mouth when in the laboratory

unless your teacher tells you to do so. This includes sweets, fingers and pencils,

which might have picked up dangerous chemicals from the bench.

6. If small amounts of chemicals or microbiological cultures get on your hands or

any other part of the body, wash them off. Wash your hands after work with

chemicals or with animal or vegetable matter.

9. Put bags away in the spaces provided.

7. Put waste solids in the correct bin, never in the sink.

8. Report any accident to the teacher. This includes burns or cuts and chemicals

in the mouth, the eyes or on the skin.

9. Keep your bench clean and tidy.

Health and safety Policy

23