- Dr I Saadoune - Head of Science
- Mr I Bozdag– 2iC Science, Lead Practitioner T&L
- Mr C Wadey - Science Teacher, Vice Principal
- Mr Y Hafesji - Science Teacher, Assistant Principal
- Mr T Wahid - Science Teacher, T&L Team
- Ms A El-Kassed- Science Teacher
- Ms N Hussain - Science Teacher
- Ms T Pathmanathan - Science Teacher
The Norlington School & 6th form Science department is committed to providing a broad and balanced curriculum that meets the needs and interests of all students. Our curriculum is designed to challenge and inspire students, equipping them with the knowledge, skills, and understanding they need to succeed in the modern world. We believe that education is about more than just passing exams; it is about preparing young people for life beyond school, helping them to develop the confidence, resilience, and adaptability they need to thrive in an ever-changing world.
Our curriculum intent focuses on three key aspects: ensuring a broad, balanced curriculum, creating seamless transitions across key stages, and fostering scientific literacy for life beyond the classroom.
1. A broad, balanced curriculum
We offer a broad range of scientific disciplines, including biology, chemistry, and physics, to provide students with a well-rounded understanding of the natural world. Our curriculum embraces the interconnections between these subjects and other disciplines that enhance scientific literacy, such as mathematics and Information technology.
2. Seamless transitions across key stages
Our curriculum is designed to ensure a smooth transition for students from primary school through secondary education.
3. Fostering scientific literacy beyond the classroom
We believe that science education should not be limited to the classroom alone. Therefore, we encourage students to engage in extracurricular activities, fostering a holistic approach to scientific learning. We aim to nurture curiosity, critical thinking, and creativity, enabling students to explore the wonders of science while developing a deep appreciation for its relevance to everyday life.
We strive to inspire a passion for science and cultivate scientifically literate individuals who can think critically, engage with real-world issues, and contribute meaningfully to society. Our curriculum is constantly reviewed and refined to remain relevant, inclusive, and reflective of the evolving needs of our students.
1. A curriculum modelled over 6-week cycles
The Science Department of Norlington School & 6th form follows a 6-week cycle curricular plan. This strategy offers distinct short- and medium-term goals and enables learning to be compartmentalised. Each cycle focuses on specific topics or key ideas to make learning manageable and coherent for both teachers and students. The curriculum enables optimal sequencing of knowledge and skill development through longer-term planning. Students receive cycle sheets at the start of their learning journey and reviewed in lessons and at the end to check their progress and help makes learning goals transparent.
2. Instilling scientific inquiry skills across the curriculum
At Norlington School, scientific enquiry skills are embedded in each topic the pupil’s study. Hands-on experiments and investigations are utilised to enhance the learning experience and provide practical application of the concepts taught. This approach helps students develop critical thinking skills and fosters a deeper understanding of scientific principles. Specialist vocabulary for topics is taught and built upon through the use of our cycle sheets, and effective questioning to communicate ideas is encouraged.
3. Inclusion of Reading and Writing Tasks per Cycle
Each 6-week cycle includes reading and writing tasks to increase scientific literacy and improve students' ability to communicate effectively. In addition to being exposed to a variety of scientific literature, such as research papers, articles, and textbooks, students are encouraged to read aloud to enhance their oracy and to engage critically with scientific texts. Reading exercises are intended to increase understanding, broaden knowledge, and hone scientific reading abilities including information extraction, source evaluation, and concept connections. Extended writing also enhances students' capacity for scientific expression, enabling them to communicate their thoughts, claims, and justifications using proper scientific terminology and standards.
4. Progressive Order of Topics and Assessments
With regard to both the content and the assessment requirements, the curriculum is set up to guarantee a progressive learning path. The topics are arranged in a logical order that link key ideas and builds on existing knowledge and abilities, allowing students to establish a solid foundation while progressively studying more difficult scientific ideas. For example, topics, such as Cells, are taught in Key Stage Three and studied again in further detail throughout Key Stage Four & Five. This model allows our pupils to build upon their prior knowledge and increases their enthusiasm for the topics whilst embedding this procedural knowledge into the long-term memory.
Furthermore, each cycle's subjects relate to assessments, which include formative and summative activities that get progressively harder. This makes it possible to assess students' conceptual comprehension as well as their application of scientific ideas, ensuring that they are pushed and challenged throughout their educational journey.
By implementing this curriculum structure, we aim to provide students with a clear roadmap for their learning, promoting a sense of achievement and progress. The emphasis on hands scientific experimentation and enquiry kills fosters creativity and a deep understanding of how science works and the inclusion of reading and writing tasks enhances scientific literacy and communication skills, while the progressive order of topics and assessments ensures that students are appropriately challenged and prepared for higher levels of scientific study. Regular review and evaluation of the curriculum implementation enable us to make necessary adjustments and enhancements, ensuring that our students receive a high-quality science education that prepares them for future success in higher education and beyond.