What is the universe made of? How did life begin? Can we overcome all diseases?

At De Warenne, we explore these big questions and others through our science curriculum.

The role of science and scientists in our everyday lives is of increasing importance. Scientists are detectives, developing the history of our Universe through understanding the paths taken to build the complex world we now live in. They are also explorers and pioneers, discovering more and more complex materials that we now grow to rely on in our modern world. Learning science will ultimately deliver very real benefits to our daily lives. However, there is something even more enticing to learning science; it brings people together from all across the world to work collaboratively and push the boundaries of knowledge. You have to be a global citizen to be a scientist.

Our department challenges student’s preconceptions of the world around them and we strongly believe that Science is a subject that has something to offer every student. Our passionate, high-quality teaching means that students experience engaging lessons and receive feedback that moves them forward every lesson. The curriculum is sequenced into eleven strands, which form part of a curriculum narrative, which students follow from primary school through to their next steps in further education.

Science at De Warenne is taught in our recently updated school laboratories and classrooms, supported by our Science Technician, who ensures that teachers have the best resources available.

Department Staff

  • Mr S Belk - Head of Science
  • Mr J Mehat – Assistant Principal & Teacher of Science
  • Mr A King - Second in Science
  • Mr R Ward - Director of Science (DELTA)
  • Mr S Hines - Teacher of Science
  • Ms F Carr – Teacher of Science
  • Mr R Brookes – Teacher of Science & P.E.
  • Miss N Pratt - Science Technician

Key Stage 3 Science

Y7 (Key Stage 3)

Term 1: Organisms (Cells and movement), Matter (Particle model and separating mixtures), Energy (Energy costs and energy transfers)

Term 2: Genes (Variation and human reproduction), Reactions (Acids & alkalis and Metals & non-metals), Electricity (Potential difference and current), National Science Week

Term 3: Waves (Light and sound), Earth (Earth structure and the Universe), Ecosystems (Interdependence and plant reproduction)


Y8 (Key Stage 3)

Term 1: Energy, Space, Reactions

Term 2: Genes, Electromagnets, National Science Week

Term 3: Waves, Enquiry projects


Y9 (Key Stage 3)

Term 1: Organisms (Cells, organisation and diet), Matter (The nature of matter & separating techniques), Energy (Stores, transfers and resources)

Term 2: Matter (Bonding), Electricity (Circuits), National Science Week

Term 3: Ecosystems (Photosynthesis), Earth & beyond (The Earth and atmosphere), Practical projects.


All students are provided with Knowledge Organisers at the start of each topic they study in Science. They should ensure that they regularly self-quiz to ensure that they know key vocabulary and content. Students are also set GCSEPod Assignments where relevant, providing opportunity for them to further consolidate and enrich their learning. Teachers may also set additional homework that develops and reinforces other relevant skills to science.

KS3 Science students visited The Deep in Hull to see how plastic is affecting the Ocean and how De Warenne Academy can help the fight by introducing Plastic Free Friday.

Key Stage 4 Science

Our GCSE Science curriculum is taught over two years by subject specialist teachers to ensure the best outcomes for our students. We follow the AQA Combined Science specification as we believe this offers the best opportunity for our students to develop their subject knowledge, application and analysis skills. Each topic strand is linked intrinsically to prior knowledge and skills from KS3 and builds in terms of complexity, skills and application. Our aim is that all students should leave De Warenne Academy being able to understand and explain the scientific world around them and more importantly are equipped with the skills to problem solve and critically evaluate the ‘big’ questions.

The AQA Combined Science (Trilogy) specification is broken down into six separate exam papers, providing a balanced curriculum in Biology, Chemistry and Physics. The full specification can be found here.

Assessment of students’ understanding of the curriculum is constant and low stake. This is done through multiple-choice checkpoints and demonstrate tasks. The aim of this assessment is to feed directly into planning so that lessons are personalised to meet the needs of all students.

The specification includes 21 required practicals, which are delivered in class.

Y10 & 11 (Key Stage 4)

GCSE Final Assessment


Paper 1

Paper 2


Each paper 1 h 15 m, 70 marks

Each worth 16.7% of two GCSEs


Topics 1 – 4:

·         Cell biology

·         Organisation

·         Infection and response

·         Bioenergetics

Topics 5 – 7:

·         Homeostasis and response

·         Inheritance, variation and evolution

·         Ecology



Topics 8 – 12:

·         Atomic structure and the periodic table

·         Bonding, structure and the properties of matter

·         Quantitative chemistry

·         Chemical changes

·         Energy changes


Topics 13 – 17:

·         The rate and extent of chemical change

·         Organic chemistry

·         Chemical analysis

·         Chemistry of the atmosphere

·         Using resources



Topics 18 – 21:

·         Energy

·         Electricity

·         Particle model of matter

·         Atomic structure

Topics 22 – 24:

·         Forces

·         Waves

·         Magnetism

·         Electromagnetism



Continuing on from KS3, all students are provided with Knowledge Organisers at the start of each topic they study in Science, which is closely aligned to the curriculum narrative. KOs are carefully embedded into the curriculum structure to ensure that this meets the need for improving literacy and provides opportunities for retrieval practice. This also ensures that new key language is introduced, explained and modelled when building on prior learning within each strand. In KS4, students are also set weekly GCSEPod Assignments, providing opportunity for them to further consolidate and enrich their learning. Teachers will set additional homework that develops exam skills, supporting students in preparing for examination.


We have a number of opportunities for students to further enrich their learning.

STEM club and trips

STEM club runs Monday afterschool weekly for KS3 pupils, providing exciting opportunities to complete practical challenges. The club is supported by a group of “Science Leaders” who are student volunteers interested looking to mentor and support other students in science. The club is very popular, so students must sign up in advance in order to attend the weekly session.

We have also recently received funding to support our students in attending more STEM careers and learning opportunities outside of the classroom. The department is aiming to host at least one opportunity a month, targeted at different groups across the school.

Y11 revision

Y11 revision is held on Monday (X-band) and Thursday (Y-band) afterschool. All Y11 students are invited to attend this session run by experienced and specialist subject teachers. For some students, this session is a compulsory activity to ensure that no one is left behind and every opportunity is given to our students to close gaps in their knowledge.


All De Warenne students have access to GCSEPod, an online revision resource that has online videos (“Pods”) for most courses in school. This is particularly useful in science and can be used alongside homework to consolidate learning. Teachers will also set specific work for students to complete at home (“Assignments”) that will support their learning in lessons.

Students enjoy STEM club each week

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