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Curriculum Intent

The science curriculum at Corpus Christi is designed to develop inquisitive minds and encourage pupils to ask ‘why?’, and then support in learning about and understanding the world around them. It provides pupils knowledge about biology including the basic structure of the body from cells up to the workings of the whole organism, chemistry which focuses on a macroscopic level study of particles and physics where students will learn how the world works and the mathematical side of science. The curriculum will build on pupils’ key scientific knowledge and create an enquiring mind giving the confidence to ask searching questions about life, our planet and beyond. 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 decide on the appropriate type of scientific enquiry to undertake to answer their own questions and develop a deeper understanding of factors to be considered when collecting, recording and using data. They are taught to evaluate their results and identify further questions arising from them.

Learning facts is important in science to allow students to progress, but understanding why something happens is even more vital. Discussion between pupils is fundamental to our teaching. It allows pupil’s to verbally develop answers, with a critical friend, that are structured to answer important scientific concepts, in an eloquent way using the correct scientific terminology. This is followed by skilled questioning by the teacher to clarify to the class the detail of knowledge required to answer a question. This builds confidence and develops scientific vocabulary that can then be used appropriately.

“The science curriculum is ambitious for all pupils and covers the entire National Curriculum in science.”

Science Subject Review March 2023


The national curriculum for Science aims to ensure that all pupils:

Scientific attitudes
  • pay attention to objectivity and concern for accuracy, precision, repeatability and reproducibility
  • understand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas, together with the importance of publishing results and peer review
  • evaluate risks
Experimental skills and investigations
  • ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience
  • make predictions using scientific knowledge and understanding
  • select, plan and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent and control variables
  • use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety
  • make and record observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvements
  • apply sampling techniques
Analysis and evaluation
  • apply mathematical concepts and calculate results
  • present observations and data using appropriate methods, including tables and graphs
  • interpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusions
  • present reasoned explanations, including explaining data in relation to predictions and hypotheses
  • evaluate data, showing awareness of potential sources of random and systematic error
  • identify further questions arising from their results
  • understand and use SI units and IUPAC (International Union of Pure and Applied Chemistry) chemical nomenclature
  • use and derive simple equations and carry out appropriate calculations
  • undertake basic data analysis including simple statistical techniques

KS3 Overview

The science curriculum in key stage 3 is designed to build a pupil’s knowledge from the fundamentals of each discipline up to more complex concepts, by following and exceeding the national curriculum. For example, in biology pupils begin studying with the essential units of life, which are cells. Then progress to the organisation of whole organisms which then seamlessly leads to detailed study of individual parts of the organism. This process is replicated in chemistry by studying the periodic table first and in physics, initially studying particles. Throughout the whole of key stage 3, pupils’ skills in ‘working scientifically’ are skilfully integrated with their subject content to allow pupils to interpret and analyse key information.

Year 7

The particulate nature of matter
  • the properties of the different states of matter (solid, liquid and gas) in terms of the particle model, including gas pressure
  • changes of state in terms of the particle model
Particle model
  • the differences in arrangements, in motion and in closeness of particles explaining changes of state, shape and density; the anomaly of ice-water transition
  • atoms and molecules as particles
Energy in matter
  • changes with temperature in motion and spacing of particles
  • internal energy stored in materials
Physical changes
  • conservation of material and of mass, and reversibility, in melting, freezing, evaporation, sublimation, condensation, dissolving
  • similarities and differences, including density differences, between solids, liquids and gases
  • Brownian motion in gases
  • diffusion in liquids and gases driven by differences in concentration
  • the difference between chemical and physical changes
Cells and organisation
  • cells as the fundamental unit of living organisms, including how to observe, interpret and record cell structure using a light microscope
  • the functions of the cell wall, cell membrane, cytoplasm, nucleus, vacuole, mitochondria and chloroplasts
  • the similarities and differences between plant and animal cells
  • the role of diffusion in the movement of materials in and between cells
  • the structural adaptations of some unicellular organisms
  • the hierarchical organisation of multicellular organisms: from cells to tissues to organs to systems to organisms
  • the reactants in, and products of, photosynthesis, and a word summary for photosynthesis
  • the dependence of almost all life on Earth on the ability of photosynthetic organisms, such as plants and algae, to use sunlight in photosynthesis to build organic molecules that are an essential energy store and to maintain levels of oxygen and carbon dioxide in the atmosphere
  • the adaptations of leaves for photosynthesis
Cellular respiration
  • aerobic and anaerobic respiration in living organisms, including the breakdown of organic molecules to enable all the other chemical processes necessary for life
  • a word summary for aerobic respiration
  • the process of anaerobic respiration in humans and micro-organisms, including fermentation, and a word summary for anaerobic respiration
  • the differences between aerobic and anaerobic respiration in terms of the reactants, the products formed and the implications for the organism
  • forces as pushes or pulls, arising from the interaction between 2 objects
  • using force arrows in diagrams, adding forces in 1 dimension, balanced and unbalanced forces
  • moment as the turning effect of a force
  • forces: associated with deforming objects; stretching and squashing – springs; with rubbing and friction between surfaces, with pushing things out of the way; resistance to motion of air and water
  • forces measured in newtons, measurements of stretch or compression as force is changed
  • force-extension linear relation; Hooke’s Law as a special case
  • work done and energy changes on deformation
  • non-contact forces: gravity forces acting at a distance on Earth and in space, forces between magnets, and forces due to static electricity
Atoms, elements and compounds
  • a simple (Dalton) atomic model
  • differences between atoms, elements and compounds
  • chemical symbols and formulae for elements and compounds
  • conservation of mass changes of state and chemical reactions
The skeletal and muscular systems
  • the structure and functions of the human skeleton, to include support, protection, movement and making blood cells
  • biomechanics – the interaction between skeleton and muscles, including the measurement of force exerted by different muscles
  • the function of muscles and examples of antagonistic muscles
Gas exchange systems
  • the structure and functions of the gas exchange system in humans, including adaptations to function
  • the mechanism of breathing to move air in and out of the lungs, using a pressure model to explain the movement of gases, including simple measurements of lung volume
  • the impact of exercise, asthma and smoking on the human gas exchange system
  • the role of leaf stomata in gas exchange in plants
Chemical reactions
  • chemical reactions as the rearrangement of atoms
  • representing chemical reactions using formulae and using equations
  • combustion, thermal decomposition, oxidation and displacement reactions
  • defining acids and alkalis in terms of neutralisation reactions
  • the pH scale for measuring acidity/alkalinity; and indicators
  • reactions of acids with metals to produce a salt plus hydrogen
  • reactions of acids with alkalis to produce a salt plus water
  • what catalysts do
  • energy changes on changes of state (qualitative)
  • exothermic and endothermic chemical reactions (qualitative)
Light waves
  • the similarities and differences between light waves and waves in matter
  • light waves travelling through a vacuum; speed of light
  • the transmission of light through materials: absorption, diffuse scattering and specular reflection at a surface
  • use of ray model to explain imaging in mirrors, the pinhole camera, the refraction of light and action of convex lens in focusing (qualitative); the human eye
  • light transferring energy from source to absorber, leading to chemical and electrical effects; photosensitive material in the retina and in cameras
  • colours and the different frequencies of light, white light and prisms (qualitative only); differential colour effects in absorption and diffuse reflection
Observed waves
  • waves on water as undulations which travel through water with transverse motion; these waves can be reflected, and add or cancel – superposition
Sound waves
  • frequencies of sound waves, measured in hertz (Hz); echoes, reflection and absorption of sound
  • sound needs a medium to travel, the speed of sound in air, in water, in solids
  • sound produced by vibrations of objects, in loudspeakers, detected by their effects on microphone diaphragm and the ear drum; sound waves are longitudinal
  • the auditory range of humans and animals
  • reproduction in humans (as an example of a mammal), including the structure and function of the male and female reproductive systems, menstrual cycle (without details of hormones), gametes, fertilisation, gestation and birth, to include the effect of maternal lifestyle on the foetus through the placenta
  • reproduction in plants, including flower structure, wind and insect pollination, fertilisation, seed and fruit formation and dispersal, including quantitative investigation of some dispersal mechanisms

Year 8

  • the effects of recreational drugs (including substance misuse) on behaviour, health and life processes
Nutrition and digestion
  • the content of a healthy human diet: carbohydrates, lipids (fats and oils), proteins, vitamins, minerals, dietary fibre and water, and why each is needed
  • calculations of energy requirements in a healthy daily diet
  • the consequences of imbalances in the diet, including obesity, starvation and deficiency diseases
  • the tissues and organs of the human digestive system, including adaptations to function and how the digestive system digests food (enzymes simply as biological catalysts)
  • the importance of bacteria in the human digestive system
  • plants making carbohydrates in their leaves by photosynthesis and gaining mineral nutrients and water from the soil via their roots
The periodic table
  • the varying physical and chemical properties of different elements
  • the principles underpinning the Mendeleev periodic table
  • the periodic table: periods and groups; metals and non-metals
  • how patterns in reactions can be predicted with reference to the periodic table
  • the properties of metals and non-metals
  • the chemical properties of metal and non-metal oxides with respect to acidity
Current electricity
  • electric current, measured in amperes, in circuits, series and parallel circuits, currents add where branches meet and current as flow of charge
  • potential difference, measured in volts, battery and bulb ratings; resistance, measured in ohms, as the ratio of potential difference (p.d.) to current
  • differences in resistance between conducting and insulating components (quantitative)
Static electricity
  • separation of positive or negative charges when objects are rubbed together: transfer of electrons, forces between charged objects
  • the idea of electric field, forces acting across the space between objects not in contact
  • magnetic poles, attraction and repulsion
  • magnetic fields by plotting with compass, representation by field lines
  • Earth’s magnetism, compass and navigation
  • the magnetic effect of a current, electromagnets, DC motors (principles only)
Materials / Metals and Acids
  • the order of metals and carbon in the reactivity series
  • the use of carbon in obtaining metals from metal oxides
  • properties of ceramics, polymers and composites (qualitative)
Genetics and evolution
  • heredity as the process by which genetic information is transmitted from one generation to the next
  • a simple model of chromosomes, genes and DNA in heredity, including the part played by Watson, Crick, Wilkins and Franklin in the development of the DNA model
  • differences between species
  • the variation between individuals within a species being continuous or discontinuous, to include measurement and graphical representation of variation
  • the variation between species and between individuals of the same species meaning some organisms compete more successfully, which can drive natural selection
  • changes in the environment which may leave individuals within a species, and some entire species, less well adapted to compete successfully and reproduce, which in turn may lead to extinction
  • the importance of maintaining biodiversity and the use of gene banks to preserve hereditary material
  • comparing energy values of different foods (from labels) (kJ)
  • comparing power ratings of appliances in watts (W, kW)
  • comparing amounts of energy transferred (J, kJ, kW hour)
  • domestic fuel bills, fuel use and costs
  • fuels and energy resources
Energy changes and transfers
  • simple machines give bigger force but at the expense of smaller movement (and vice versa): product of force and displacement unchanged
  • heating and thermal equilibrium: temperature difference between 2 objects leading to energy transfer from the hotter to the cooler one, through contact (conduction) or radiation; such transfers tending to reduce the temperature difference; use of insulators
  • other processes that involve energy transfer: changing motion, dropping an object, completing an electrical circuit, stretching a spring, metabolism of food, burning fuels
Changes in systems
  • energy as a quantity that can be quantified and calculated; the total energy has the same value before and after a change
  • comparing the starting with the final conditions of a system and describing increases and decreases in the amounts of energy associated with movements, temperatures, changes in positions in a field, in elastic distortions and in chemical compositions
  • using physical processes and mechanisms, rather than energy, to explain the intermediate steps that bring about such changes
Interactions and interdependencies / Ecosystems
  • the interdependence of organisms in an ecosystem, including food webs and insect pollinated crops
  • the importance of plant reproduction through insect pollination in human food security
  • how organisms affect, and are affected by, their environment, including the accumulation of toxic materials
Motion and forces
  • speed and the quantitative relationship between average speed, distance and time (speed = distance ÷ time)
  • the representation of a journey on a distance-time graph
  • relative motion: trains and cars passing one another
Pressure in fluids
  • atmospheric pressure, decreases with increase of height as weight of air above decreases with height
  • pressure in liquids, increasing with depth; upthrust effects, floating and sinking
  • pressure measured by ratio of force over area – acting normal to any surface
Balanced forces
  • opposing forces and equilibrium: weight held by stretched spring or supported on a compressed surface
Forces and motion
  • forces being needed to cause objects to stop or start moving, or to change their speed or direction of motion (qualitative only)
  • change depending on direction of force and its size
Energy and waves
  • pressure waves transferring energy; use for cleaning and physiotherapy by ultrasound; waves transferring information for conversion to electrical signals by microphone
Pure and impure substances
  • the concept of a pure substance
  • mixtures, including dissolving
  • diffusion in terms of the particle model
  • simple techniques for separating mixtures: filtration, evaporation, distillation and chromatography
  • the identification of pure substances
Earth and atmosphere
  • the composition of the Earth
  • the structure of the Earth
  • the rock cycle and the formation of igneous, sedimentary and metamorphic rocks
  • Earth as a source of limited resources and the efficacy of recycling
  • the composition of the atmosphere
  • the production of carbon dioxide by human activity and the impact on climate
Space physics
  • gravity force, weight = mass x gravitational field strength (g), on Earth g=10 N/kg, different on other planets and stars; gravity forces between Earth and Moon, and between Earth and sun (qualitative only)
  • our sun as a star, other stars in our galaxy, other galaxies
  • the seasons and the Earth’s tilt, day length at different times of year, in different hemispheres
  • the light year as a unit of astronomical distance

Year 9

Cell biology
  • cells as the basic structural unit of all organisms; adaptations of cells related to their functions; the main sub-cellular structures of eukaryotic and prokaryotic cells
  • stem cells in animals and meristems in plants
  • enzymes
  • factors affecting the rate of enzymatic reactions
Atomic structure and the Periodic Table
  • a simple model of the atom consisting of the nucleus and electrons, relative atomic mass, electronic charge and isotopes
  • the number of particles in a given mass of a substance
  • the modern Periodic Table, showing elements arranged in order of atomic number
  • position of elements in the Periodic Table in relation to their atomic structure and arrangement of outer electrons
  • properties and trends in properties of elements in the same group
  • characteristic properties of metals and non-metals
  • chemical reactivity of elements in relation to their position in the Periodic Table
Particle Model
  • relating models of arrangements and motions of the molecules in solid, liquid and gas phases to their densities
  • melting, evaporation, and sublimation as reversible changes
  • calculating energy changes involved on heating, using specific heat capacity; and those involved in changes of state, using specific latent heat
  • links between pressure and temperature of a gas at constant volume, related to the motion of its particles (qualitative)
Rate and extent of chemical change
  • factors that influence the rate of reaction: varying temperature or concentration, changing the surface area of a solid reactant or by adding a catalyst
  • factors affecting reversible reactions
  • Atomic structure
  • the nuclear model and its development in the light of changing evidence
  • masses and sizes of nuclei, atoms and small molecules
  • differences in numbers of protons, and neutrons related to masses and identities of nuclei, isotope characteristics and equations to represent changes
  • ionisation; absorption or emission of radiation related to changes in electron orbits
  • radioactive nuclei: emission of alpha or beta particles, neutrons, or gamma-rays, related to changes in the nuclear mass and/or charge
  • radioactive materials, half-life, irradiation, contamination and their associated hazardous effects, waste disposal
  • nuclear fission, nuclear fusion and our sun’s energy
  • the need for transport systems in multicellular organisms, including plants
  • the relationship between the structure and functions of the human circulatory system

KS4 Overview

The key stage 4 topics have been structured, to mirror the KS3 topics. Again, starting at a microscopic level and build up the complexity, but continuously referring to past knowledge and creating the links to enable a deeper understanding.

Year 10

Bonding and Structure
  • changes of state of matter in terms of particle kinetics, energy transfers and the relative strength of chemical bonds and intermolecular forces
  • types of chemical bonding: ionic, covalent, and metallic
  • bulk properties of materials related to bonding and intermolecular forces
  • bonding of carbon leading to the vast array of natural and synthetic organic compounds that occur due to the ability of carbon to form families of similar compounds, chains and rings
  • structures, bonding and properties of diamond, graphite, fullerenes and graphene
  • Infection and Response
  • the relationship between health and disease
  • communicable diseases including sexually transmitted infections in humans (including HIV/AIDs)
  • non-communicable diseases
  • bacteria, viruses and fungi as pathogens in animals and plants
  • body defences against pathogens and the role of the immune system against disease
  • reducing and preventing the spread of infectious diseases in animals and plants
  • the process of discovery and development of new medicines
  • the impact of lifestyle factors on the incidence of non-communicable diseases
  • measuring resistance using p.d. and current measurements
  • exploring current, resistance and voltage relationships for different circuit elements; including their graphical representations
  • quantity of charge flowing as the product of current and time
  • drawing circuit diagrams; exploring equivalent resistance for resistors in series
  • the domestic a.c. supply; live, neutral and earth mains wires, safety measures
  • power transfer related to p.d. and current, or current and resistance
  • photosynthesis as the key process for food production and therefore biomass for life
  • the process of photosynthesis
  • factors affecting the rate of photosynthesis
  • the importance of cellular respiration; the processes of aerobic and anaerobic respiration
  • carbohydrates, proteins, nucleic acids and lipids as key biological molecules
Chemical changes
  • determination of empirical formulae from the ratio of atoms of different kinds
  • balanced chemical equations, ionic equations and state symbols
  • identification of common gases
  • the chemistry of acids; reactions with some metals and carbonates
  • pH as a measure of hydrogen ion concentration and its numerical scale
  • electrolysis of molten ionic liquids and aqueous ionic solutions
  • reduction and oxidation in terms of loss or gain of oxygen.
  • energy changes in a system involving heating, doing work using forces, or doing work using an electric current: calculating the stored energies and energy changes involved
  • power as the rate of transfer of energy
  • conservation of energy in a closed system, dissipation
  • calculating energy efficiency for any energy transfers
  • renewable and non-renewable energy sources used on Earth, changes in how these are used
  • Energy changes in chemistry
  • Measurement of energy changes in chemical reactions (qualitative)
  • Bond breaking, bond making, activation energy and reaction profiles (qualitative)
Coordination and control
  • principles of nervous coordination and control in humans
  • the relationship between the structure and function of the human nervous system
  • the relationship between structure and function in a reflex arc
  • principles of hormonal coordination and control in humans
  • hormones in human reproduction, hormonal and non-hormonal methods of contraception
  • homeostasis
Chemical analysis
  • distinguishing between pure and impure substances
  • separation techniques for mixtures of substances: filtration, crystallisation, chromatography, simple and fractional distillation
  • quantitative interpretation of balanced equations
  • concentrations of solutions in relation to mass of solute and volume of solvent

Year 11

  • forces and fields: electrostatic, magnetic, gravity
  • forces as vectors
  • calculating work done as force x distance; elastic and inelastic stretching
  • pressure in fluids acts in all directions: variation in Earth’s atmosphere with height, with depth for liquids, up-thrust force (qualitative)
  • speed of sound, estimating speeds and accelerations in everyday contexts
  • interpreting quantitatively graphs of distance, time, and speed
  • acceleration caused by forces; Newton’s First Law
  • weight and gravitational field strength
  • decelerations and braking distances involved on roads, safety
Evolution, inheritance and variation
  • the genome as the entire genetic material of an organism
  • how the genome, and its interaction with the environment, influence the development of the phenotype of an organism
  • the potential impact of genomics on medicine
  • most phenotypic features being the result of multiple, rather than single, genes
  • single gene inheritance and single gene crosses with dominant and recessive phenotypes
  • sex determination in humans
  • genetic variation in populations of a species
  • the process of natural selection leading to evolution
  • the evidence for evolution
  • developments in biology affecting classification
  • the importance of selective breeding of plants and animals in agriculture
  • the uses of modern biotechnology including gene technology; some of the practical and ethical considerations of modern biotechnology
Wave motion
  • amplitude, wavelength, frequency, relating velocity to frequency and wavelength
  • transverse and longitudinal waves
  • electromagnetic waves, velocity in vacuum; waves transferring energy; wavelengths and frequencies from radio to gamma-rays
  • velocities differing between media: absorption, reflection, refraction effects
  • production and detection, by electrical circuits, or by changes in atoms and nuclei
  • uses in the radio, microwave, infra-red, visible, ultra-violet, X-ray and gamma-ray regions, hazardous effects on bodily tissues
Magnetism and electromagnetism
  • exploring the magnetic fields of permanent and induced magnets, and the Earth’s magnetic field, using a compass
  • magnetic effects of currents, how solenoids enhance the effect
  • how transformers are used in the national grid and the reasons for their use
  • levels of organisation within an ecosystem
  • some abiotic and biotic factors which affect communities; the importance of interactions between organisms in a community
  • how materials cycle through abiotic and biotic components of ecosystems
  • the role of microorganisms (decomposers) in the cycling of materials through an ecosystem
  • organisms are interdependent and are adapted to their environment
  • the importance of biodiversity
  • methods of identifying species and measuring distribution, frequency and abundance of species within a habitat
  • positive and negative human interactions with ecosystems
Using Resources
  • life cycle assessment and recycling to assess environmental impacts associated with all the stages of a product’s life
  • the viability of recycling of certain materials
  • carbon compounds, both as fuels and feedstock, and the competing demands for limited resources
  • fractional distillation of crude oil and cracking to make more useful materials
  • extraction and purification of metals related to the position of carbon in a reactivity series
Earth and atmospheric science
  • evidence for composition and evolution of the Earth’s atmosphere since its formation
  • evidence, and uncertainties in evidence, for additional anthropogenic causes of climate change
  • potential effects of, and mitigation of, increased levels of carbon dioxide and methane on the Earth’s climate
  • common atmospheric pollutants: sulphur dioxide, oxides of nitrogen, particulates and their sources
  • the Earth’s water resources and obtaining potable water


Reading and literacy skills are a vital component in science. Numerical skills are needed but a pupil’s ability to read and interpret information has a huge impact on progress. In science, pupils regularly read complex information, about key concepts. For example – the human genome project. Once a month pupils read a scientific article about a science topic, from current affairs. There also needs to be a deep understanding of command words to allow pupils to progress and for them to be able to define key scientific terminology. To build on this there is a reading challenge in year 7 based on the Horrible Science books.


“The pedagogical approaches being adopted, particularly around effective questioning are very effective and should be commended.”

Science Subject Review March 2023

In science, all pupils are being continuously assessed, whether it is informal teacher led questioning, revision or homework tasks or formal assessments. This is to track the progress of every pupil and intervene when it is required. We believe in science, that high quality summative assessment must primarily enable pupils to demonstrate their knowledge and understanding acquired throughout the implementation of the scheme of work. Assessments have been created that enable pupils to show their level of knowledge and understanding of topics they have been learned in the current academic year and from previous academic years. The assessments cover a broad range of styles of question, including initial diagnostic testing to check for understanding prior to an assessment. The formal part includes knowledge tests, extended questions, key words and practice GCSE questions in Years 10 and 11. The results of these assessments allow teachers to measure the progress of all pupils, which can then be used to identify gaps in learning and inform of future teaching and planned interventions.

In science all assessments are challenging whilst meeting the needs of all pupils. In key stage 3 and 4 pupils will complete formative assessments at the end of each unit to check their knowledge and understanding. Assessments are differentiated to ensure all academic groups can demonstrate their understanding and have the opportunity to make outstanding progress through the curriculum. All teachers of science will ensure their classes are suitably ready for assessments and all content has been covered thoroughly, considering the needs of all pupils.

An additional key aspect to assessment and progress is the revision and recap of learning. This is completed prior to assessments and in particular the final end of year exams. In science we have set up a detailed program of revision, designed to structure and direct students to the best way of learning allowing long term progress. This can be seen by following the link below.

Curriculum Impact

The impact of our curriculum is clearly demonstrated by our exceptional results and progress scores.

“Across the department staff have very high expectations of learning, often posing challenging composite questions, relying on a collection of component knowledge.”

Science Subject Review March 2023
Double Award Science
9-4Progress Score
2018/ 1936%-0.9
2021/ 2253.5%-0.1

Pupils who achieved a grade 9-4 in science increased by 17.5% from 2019.

43.4% of all pupils in science performed better than the national expectation of them.

Triple Award
Biology9-8Progress Score
2018/ 19 11.5%-0.53
2021/ 2220%-0.45
Chemistry9-8Progress Score
2018/ 19 11.5%-0.58
2021/ 2220%-0.18
Physics9-8Progress Score
2018/ 19 7.7%-0.42
2021/ 2220%-0.05

40% of pupils in each discipline attained higher grades than the national expectation. 20% of pupils achieved an 8 or 9.

The impact is also evident through our extra-curricular provision. We run the STAN Science Academy for year 7 and 8 where up to 60 pupils experience additional science to build on their knowledge and skills. MEDVET for year 9 and 10 is attended by up to 30 students where they learn about possible future careers in the medical field and what their next steps could be. Numbers are always high in the year 9 options process as pupils realise the importance of science in their careers of the future. Trips to the Young Scientist Centre at UCLAN are also regularly run for all year groups.

“Pupils are very positive about their experiences in science.”

Science Subject Review March 2023

For further information regarding the Science curriculum please contact:

Mr Leek, email: or telephone school reception: (01772) 716912.

Together In One Body
Corpus Christi Catholic High School
St. Vincent’s Road, Fulwood, Preston PR2 8QY
Telephone: 01772 716912 Fax: 01772 718779 Email: