- Mrs M Thorp - Assistant Principal: Science
- Mr R Freeman - Second in Science (Physics)
- Mrs M Vernon – Teaching and Learning Lead (Biology)
- Dr F Gleisener - Lead Practitioner of Physics and Chemistry
- Ms U Ekpenyong
- Ms R Haycock
- Ms B Wilkinson (Biology)
- Mrs L Spikings (Biology)
- Mr J Shaw (Physics)
- Mr A Smith (Biology)
- Mr J Fieldman - Senior Science Technician
- Mr G Price – Science Technician
Science at Skegness Academy looks at the world through enquiring eyes, encouraging pupils to investigate for themselves and explain why things happen in the world around them. Students develop a variety of analytical and life skills such as how to hypothesise, predict, observe, measure, record, conclude, evaluate and justify the conclusions they make.
Students become adept at making their own judgements on claims which are made in the media and elsewhere, using a variety of sources of information. We hope that all students will become independent investigators and thinkers who can take a critical look at the world around them and determine how science shapes their lives.
Click here to see the Big Ideas of Science at the Skegness Academy.
Our curriculum is spiral and the ‘big ideas’ are key concepts in science which underpin the content of the curriculum. In addition, literacy and numeracy skills are developed throughout the science curriculum as proficiency in both fields is required for pupils to excel in science learning.
The science curriculum is completed by the contextualisation of scientific concepts in order to improve student engagement, widen students’ awareness of the applications of science throughout society and to provide opportunities for pupils to begin exploring their ability to apply concepts to unfamiliar contexts; embracing the creative nature of science.
We aim for students to be inspired by the science curriculum and their aspirations for the future will be elevated through the promotion of science-related careers and science skills, which are beneficial to employment in a wide range of fields including observational skills, data presentation and data analysis.
Key Stage 3 (Years 7, 8 and 9)
During years 7 & 8, students will learn the key scientific principles using the ARC scheme of work. At Skegness Academy, we adapt the scheme of work and resources to suit the needs of all individual students.
The four key elements of science education underpinning the Science Mastery curriculum:
- Factual and conceptual understanding
- Mathematics, practical and enquiry skills
- Language and communication
- Application of knowledge and skills
The ARC curriculum starts in years 7 and 8 with the fundamental knowledge all pupils must know in order to understand the substantive knowledge necessary to build a big picture of the world around them and begin to develop their skills in thinking like a scientist. In this curriculum links between the KS3 and KS4 National Curriculum were identified and larger units were developed that are rooted in the fundamentals of the KS4 curriculum. This approach ensures that pupils engage with the fundamental knowledge in more depth prior to Year 10, revisiting and consolidating key concepts from KS3 in order to prevent the prevalence of misconceptions as they begin KS4.
Key Stage 4 (Years 10 and 11)
In year 10, the students build on the content and skills and begin preparation for GCSE's. At Skegness Academy, all students start following the AQA Combined Science: Trilogy specification or the AQA Separate Sciences. This will allow every student to gain two GCSE's in Science by completing elements of Biology, Chemistry and Physics; or One GCSE in each of the sciences respectively. The Trilogy course is comprised of six examinations, each with an equal weighting of 16.7%. Each separate science GCSE is comprised of three examinations with an equal weighting of 33.3%.
In year 11, the students are completing either the three separate sciences (GCSE Biology, GCSE Chemistry and GCSE Physics) or the Combined Science: Trilogy award following the AQA syllabus. Students complete the content and skills up to February half term and then focus on reviewing the material in preparation for their exams which commence in May.
More information for the AQA Combined: Trilogy can be found here: http://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464
More information for the AQA separate sciences can be found here: https://www.aqa.org.uk/subjects/science/gcse/biology-8461
Key Stage 5 (Years 12 and 13)
Students who continue their science studies into Key Stage 5 will complete the BTEC Level 3 National Extended Certificate in Applied Science. This course is is equivalent in size to 1 A Level and leads to a range of career and future study opportunities.
The applied science sector is diverse and wide-ranging, including, for example, biomedical, forensic, physical and chemical sciences. There are approx. 5.8 million people employed in applied science occupations in the UK. This equates to approximately 20% of the workforce. The applied science sector has a crucial role to play in delivering economic growth in the UK and allowing companies to compete in a rapidly enlarging global market.
Everyone taking this qualification will study three mandatory units:
● Principles and Application of Science I
● Practical Scientific Procedures and Techniques
● Science Investigation Skills.
Additionally, there is one optional unit called electrical circuits and their application. There are two externally set examined units, portfolio based assessments plus a practical assessment.
The Pearson BTEC Level 3 National Extended Certificate in Applied Science is intended to be an Applied General qualification for post16 students wanting to continue their education through applied learning and who aim to progress to higher education, and ultimately to employment, possibly in the applied science sector. The qualification is equivalent in size to one A level and makes up a third of a typical study program, normally alongside other A level or vocational qualifications at level 3. Students wishing to take this qualification will have completed a level 2 program of learning with GCSE or vocational qualifications.