‘Science is beautiful when it makes simple explanations of phenomena or connections between different observations. Examples include the double helix in Biology and the fundamental equations in Physics’

Stephen Hawking

As a faculty we want to inspire students to appreciate the importance of the subject and how the world that surrounds them would not be here today if it wasn’t for Science. We as a faculty like to think we bring enthusiasm and passion to the young minds that join Redden Court School. We cover such a vast variety of scientific concepts in each specialism, Biology, Chemistry and Physics. We want students to be asking questions as soon as they walk into a laboratory, such as why does the heart beat every second? What force is it that allows us to remain on the ground? How is plastic made? We want the students to be challenging the teachers with their curiosity.

Key Stage Three

Redden Court Science Faculty’s KS3 curriculum has been written in line with the aims and ethos of the new national curriculum and assessments


Each year group has been allocated appropriate content to ensure all students have the opportunity to achieve the highest levels of progress and attainment at GCSE. There are generally 2-3 units each half term.

The changes made to the curriculum at KS3 will prepare our students in gaining the scientific knowledge and skills to bridge the gap for them to study Science with further education or to be able to use these skills and raise standards within a particular career.

Key differences in curriculum

The principal focus of science teaching in KS3 is to develop a deeper understanding of a range of scientific ideas in the subjects of biology, chemistry and physics. Pupils will begin to see the connections between these subjects and become aware of some of the big ideas underpinning scientific knowledge and understanding. The order of the units has been chosen by thinking deeply about the connections between topics in each subject area of biology, chemistry or physics. This has been mapped from the start of Year 7 to the end of Year 11 to ensure significant progression by all pupils. The knowledge and skills required for some of the content are at a higher level than the previous KS3 curriculum. This will prepare students for the new GCSE curriculum. The new KS3 curriculum aims to deepen scientific knowledge further than previously and if more time is needed to ensure that the key concepts are understood then the new curriculum is flexible to facilitate this. The scope and nature of the study describes a sequence of knowledge and concepts with a focus on developing a secure and deep understanding of the science rather than a superficial level of knowledge.

There are two sets of Schemes of Work – Core and Nurture. The Core Scheme of Work is aimed at Higher and Foundation levels of ability. For those students that find the curriculum a greater challenge the Nurture resources provide a highly differentiated curriculum to ensure sustained progress in Science. Teaching staff will ensure the delivery of the curriculum is appropriate for all students by using resources and strategies that have been created in addition to those provided by the Schemes of Work themselves.

In addition, during some topics there will be a set of lessons where students have an opportunity to practise these key skills through set practical investigations which can be separately assessed and progress measured across the year.

There is a greater focus on practical skills throughout the entire KS3 curriculum.


Teachers will use work produced in books/online to assess progress and identify how students might improve. Homework will be set regularly and will be integral in assessing student ability to work and apply the knowledge and skills they have learnt independently. The teacher will use this assessment to inform their planning, support individuals and adapt lessons accordingly for their class. We will assess ongoing progress through questioning in class and assessment tasks in the classroom. Students will participate in a RUAL (Recall, Understand, Apply & Link) approach towards their assessments, retrieval practice and core practicals.

New KS3 Curriculum

Key Stage Four

During the Key Stage 4, the current Year 9, 10 and 11 students follow the Edexcel syllabus, which is broken down into subunits of study.

Biology - Paper 1 and 2

Key Concepts (Paper 1 and 2)

Cells and Control


Natural Selection and Genetic Modification

Health Disease and the development of Medicines

Plant structures and functions

Animal Coordination, Control and Homeostasis

Exchange and transport in animals

Ecosystems and Natural Cycles

Chemistry – Paper 3 and 4

States of Matter, Methods of Separating and Purifying Substances

Atomic Structure

The Periodic Table

Ionic Bonding, Covalent Bonding and Types of Substances

Acids and Alkalis

Calculations involves Masses

Electrolytic Processes, Obtaining and Using Metals, Reversible Reactions

Groups in the Periodic Table, Rates of Reaction

Fuels, Earth and Atmospheric Science

Physics – Papers 5 and 6


Motion and Forces

Conservation of Energy


Light and the Electromagnetic Spectrum


Energy – Forces doing work

Electricity and Circuits


Particle Model

Students have two courses, either a Combined Science award or Separate Science Award. If students complete the combined qualification, they take part in three papers (Paper 1 (B), 3 (C) and 5 (P) each worth 60 marks (1 hour and 10 minutes each). The second grade of their combined award they sit Paper 2 (B), Paper 4 (C) and Paper 6 (P) again worth 60 marks each. The Key Concepts in Biology, Chemistry and Physics appears in Papers 1,2,3,4,5 and 6.

We do not offer Separate Science as an option but the students who are the show they are able cope with the high demand of the Science curriculum may have the opportunity to do the Separate Science curriculum. Similarly, they topics above are the same but there is extra content which makes the papers 1 hour 45 minutes each, being worth 100 marks.

Required practical’s are now a huge component in the new Science 9-1 GCSE, with these being worth 40% of their GCSE examination. These are covered in detail in class and it is expected that students are independently revising for these in preparing for their GCSE.

Learning Outside of the Classroom

  • Read and revise from the revision guides (CGP) - this is vital to ensure you maintain your knowledge of the key topics we learn in class

  • Prepare revision cards and materials to help you remember key information. Ask friends and family to test you on your knowledge of important factors

  • Practise exam style questions to apply your knowledge from the revision you are doing

  • Use Google Classroom to use the Pixl resources available to help consolidate knowledge learnt at home and in class.

Please note, the following websites wont be accessible unless logged onto a google account:



Meet the Department

Head of Faculty

Miss K. Davies

2nd in Faculty

Mrs S. Harvey

Lead Practitioner and Teacher of Science

Mrs M. Slattery

Deputy Head of Student Achievement and Teacher of Science

Mrs S Thompson

Teachers of Science

Mr R. Ruthven

Mrs J. Lebow

Mr K. Hikel

Miss N. Brotherton

Mrs S. Kruse

Mr S Matthew

Miss R Harrington

Senior Technician

Ms B. Szewczyk


Mrs S. Wilkins

Mrs M. Abbott

Miss A. Hayles