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Worthing High School

Worthing High School


Science at Worthing High School involves:

  • A challenging and varied curriculum
  • Excellent, exciting enrichment activities for all
  • A robust grading and target setting system
  • Extremely high standards of teaching and learning
  • Dynamic staff who really love Science teaching
  • Subject specialists delivering content

Information about the Science Department

Curriculum Vision 

All students will develop a love of science and through their learning they will develop transferrable skills in preparation for life beyond school. All students will develop to become critical thinkers that can use analytical problem solving to effectively overcome challenges. Our students will be reflective, resilient and will learn from their mistakes continuously striving for improvement. 

Curriculum Intent 

KS3 Curriculum intent:  

  • The principal focus of our curriculum in key stage 3 is to develop a deeper understanding of a range of scientific ideas in the subject disciplines of biology, chemistry and physics. 

  •  Pupils should begin to see the connections between these subject areas and Science, student’s become aware of some of the big ideas underpinning scientific knowledge and understanding.  

Examples of these big ideas are: 

  • Links between structure and function in living organisms,  

  • The particulate model and the resources and means of transfer of energy.  

  • Relating scientific explanations to phenomena in the world around  

  • Use modelling and abstract ideas to develop and evaluate explanations. 

  • Pupils should understand that science is about working objectively, modifying explanations to take account of new evidence and ideas and subjecting results to peer review. Pupils should evaluate their results and identify further questions arising from them. 

KS4 Curriculum intent 

  • Teaching science at key stage 4 continues with the process of building upon and deepening scientific knowledge and the understanding of ideas developed in earlier key stages in the subject disciplines. 

  • Studying science at key stage 4 provides the platform for more advanced studies, establishing the basis for a wide range of careers. For some, it will be their last formal study of subjects that provide the foundations for understanding the natural world and will enhance their lives in an increasingly technological society. 

  • Science is changing our lives and is vital to the world’s future prosperity so all students are taught essential aspects of the knowledge, methods, processes and uses of science.  

  • Students will be taught to appreciate the achievements of science towards complex and diverse phenomena of the world.  

 These key ideas include: 

  • The use of conceptual models and theories to make sense of the observed diversity of natural phenomena 

  • The assumption that every effect has one or more cause 

  • That change is driven by interactions between different objects and systems 

  • That science progresses through a cycle of hypothesis, practical experimentation, observation, theory development and review 

  • That quantitative analysis is a central element both of many theories and of scientific methods of inquiry. 

Curriculum Sequencing 


Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Year 7

Biology: Cells


Chemistry: Lab Safety and Atomic Structure


Physics: Forces

Biology: Respiratory System


Chemistry: Particle Model


Physics: Gravity


Biology: Digestive System


Chemistry: Separation techniques


Physics: Speed

Biology: Movement


Chemistry: The Periodic Table


Physics: Energy


Biology: Reproduction



Acids and Bases



Energy Costs

Biology: Variation



Heating and Cooling


Year 8

Biology: Plant Reproduction


Chemistry: Types of Chemical Reactions


Physics: Wave Properties

Biology: Respiration


Chemistry: Chemical Energy


Physics: Light

Biology: Photosynthesis


Chemistry: Reactions of Metals and Non-Metals


Physics: Sound

Biology: Interdependence


Chemistry: Earth Structure


Physics: Current

Biology: Inheritance


Chemistry: Earth’s Resources


Physics: Voltage and Resistance


Biology: Evolution


Chemistry: Climate


Physics: Universe


Year 9

Biology: Biology bridging course/Cell Biology


Chemistry: Chemistry bridging course/Atomic structure


Physics: Physics bridging course/Energy

Biology: Cell biology


Chemistry: Bonding and structure


Physics: Energy

Biology: Organisation A


Chemistry: Atomic structure


Physics: Energy

Biology: Organisation B


Chemistry: Bonding and structure


Physics: Particle model of matter

Biology: Organisation B


Chemistry: Quantitative Chemistry


Physics: Particle model of matter

Biology: Organisation B


Chemistry: Quantitative Chemistry


Physics: Particle model of matter


Exam technique (for all)

Year 10

Biology: Infection and response


Chemistry: Chemical changes


Physics: Atomic structure

Biology: Bioenergetics


Chemistry: Energy changes


Physics: Electricity

Biology: Bioenergetics/Homeostasis


Chemistry: Energy changes


Physics: electricity

Biology: Homeostasis


Chemistry: Rates of reaction


Physics: Electricity

Biology: Homeostasis B


Chemistry: rates of reaction


Physics: waves

Biology: Homeostasis B


Chemistry: Organic Chemistry


Physics: waves/forces

Year 11

Biology: inheritance


Chemistry: Chemical analysis


Physics: Forces and motion

Biology: Inheritance


Chemistry: Organic chemistry/chemistry of the atmosphere


Physics: Motion/magnetism

Biology: Ecology


Chemistry: Chemistry of the atmosphere/using resources


Physics: Magnetism/waves

Biology: Ecology


Chemistry: using resources


Physics: space/forces

Biology: revision


Chemistry: revision


Physics: revision

Biology: exams


Chemistry: exams


Physics: exams

Aims of the science department

  • To inspire students to take Science further to college and university.
  • To ensure all students develop sound practical skills.
  • To encourage students to enthusiastically explore and question the world around them.
  • To encourage every student to fulfil or exceed their potential in a supportive environment.

Departmental Staff

  • AHT Leader of Science – Mr T Izod
  • Second in Science, KS4 lead – Mr A Kent
  • KS3 lead – Miss T Miah
  • Ms H Schuler (PSHE Lead)
  • Ms S Green
  • Ms A Worley (HPA co-ordinator)
  • Ms J Emerton
  • Ms J Petrie (Year 10 Assistant progress leader)
  • Ms C Farrell
  • Mr S Swift (Deputy Headteacher)
  • Mr P Gill (Year 10 Progress leader)
  • Science Technicians – Mrs H Doyle, Mrs E Silver-Burr


  • 7 specialist Science Laboratories
  • 4 mobile fume cupboards
  • Department nature pond
  • 2 Prep rooms

Our Philosophy

Anything can be achieved if you work hard, with enthusiasm and resilience. We aim to promote a keen interest in the Scientific world around us. Constantly question why and how? 

KS3 (Year 7 & 8)

Students at KS3 are following modules of Biology, Chemistry and Physics. They will carry out practical work and will sit formative assessment, during the terms as well as summative topic tests at the end of each half term. 

We run a popular Science club on Tuesday after school investigating and developing experimental techniques and extending students understanding and knowledge of Science. Students participating in Science club also work towards attaining CREST awards for Science (additional national qualification, see for more info).

KS4 (Year 10 and 11)

At KS4 all students will be completing the AQA triple (Biology, Chemistry and Physics) or combined trilogy GCSEs. The courses are graded by students taking 6 exams (2 of each discipline) at the end of year 11. 100% of the final grade is based on these exams.

Over the course of their GCSEs students will take a number of end of topic tests with mock exams being given at the end of year 10 and periodically over year 11.

For further information, please see the AQA website links below:

Combined Science Trilogy:






Students in year 7 and 8 will alternate their independent learning between completing a project for a half term or being set appropriate online activities on Educake.

Students in year 9 and 10 will be set a base level of independent learning on Educake and will be given additional activities where appropriate for revision and further development.

Students in year 11 will follow the Tassomai course designed to provide a differentiated individual guide through GSCE Science. In addition, class teachers will also set assignments where and when appropriate.

We expect all students in all years to spend time revising and preparing for exams. We will publish specific resources on google classrooms but other useful websites are:

BBC Bitesize:

For all sciences:

Save my exams:


Additional Sessions

Period 6 - Wednesday in C7

Monday, Tuesday, Wednesday and Friday – Lunchtime catch up (B3)

Thursday – Lunchtime Science helpdesk (C6)