The Science department operates out of 5 wet labs, 2 demonstration labs and 3 preparation rooms. The labs have all been renovated recently incorporating a dry carpeted work area and separate wet bench area. They have all been made student friendly either with murals that cover the entire room or posters that cover the walls.

Laboratory 1
Laboratory 2
Laboratory 3
Laboratory 4
Laboratory 5
Laboratory 6

There are 11 teaching staff and 2 laboratory assistants. Science is a compulsory subject, so the junior years have 6 or 7 classes catering to the whole of each form. In the senior years there are classes conducted in Biology, Chemistry, Physics, Earth & Environmental Science and Senior Science – 90 to 100 students normally enter these courses in year 11.

Since the new senior syllabuses were introduced, there have been 12 band 6 and 47 band 5 results at the College in the various Science subjects. These are high quality results of which the department is very proud. Over these years, 52% of students in Science subjects have received marks in the top half of their courses. Some courses are as high as 75%. This is an excellent statistic for a school in our area.

The Science subjects have been divided into 10 Reportable Areas that relate to the knowledge and skill outcomes as set down by the Board of Studies. These 10 areas very effectively describe the full range of ability expected of a Science student. Progress in these 10 different areas is tracked using a computer system that has been designed to meet the needs of students in this school. Students are issued with copies of this Academic profile at parent teacher nights and other regular intervals during the year.

Science in this school uses an educational philosophy which alerts students to improvements in their ability. There is a teaching focus on detecting students’ best performance in each area and then subsequent improvements over the 2 year stages in their education. Results are passed on to teachers in following years to be used for the ongoing development of students.

There is also a heavy focus on skills that are cross curricular and reflect life long learning. A very novel set of items has been prepared by teachers at the school over a number of years, which allows students to demonstrate their true abilities. Skills are also assessed when students submit a carefully structured ‘Take Home Investigation’ task which requires each boy to invent and undertake a Scientific enquiry.

Teachers in this subject pride themselves on having invested a great amount of time in developing carefully prepared assessment items and teaching skills which allow an accurate determination of the strengths and challenges in each students’ learning.

Classroom practice also incorporates some innovative aspects. Students do not keep a tidy, perfectly presented exercise book but, rather, complete in-class tasks using a process diary that is known as a ‘rough copy’ book. It is believed that students learn much more by doing things rather than copying down neatly presented facts. There is obviously a heavy reliance on learning through experimentation but much work has also been done by teachers in this subject area in an attempt to develop classroom teaching practices that employ an Inquiry based approach. This style of teaching requires students to think deeply about what they are learning rather than simply remembering important information.

Students are provided with all texts through an extensive Science bookhire set. The Junior text has been chosen because it presents work in small sections that are easily manageable with accompanying homework sets and chapter reviews that test knowledge acquisition and a significant skills focus – communication, information and scientific thinking. It also has computer skills tasks for all students and extension work for the more able students. HSC courses are supported by extensive Senior bookhire sets which have been chosen because they have excellent accompanying question sets, matched practical manuals and excellent fully worked answer resources.

Science Testing Policy dictates that teachers incorporate 3 ‘book checks’into test time. These are 1 minute opportunities for students to access the text or study notes. The tests and marking schemes have been designed with this practice in mind. This is yet another attempt to allow students to experience greater success and achievement which we believe allows them to connect better with the subject and pay it more attention.

The Board of Studies Standards Referenced regime has been embraced in Science with tasks very carefully designed and modified to demonstrate differing academic and thinking ability. Tasks are graded using computer based analysis tools with informative reports issued to students. Parents are given a comprehensive explanation about ‘Grading in Science’ at parent teacher nights.

The Homework Policy clearly shows how, in Scienc,e we regard homework as of great importance. Texts have been chosen because homework appropriate for each lesson accompanies each section in the text and can be tailored to meet the differing abilities of the students. This supports a predictable routine for both students and parents. Students are expected to complete homework and this is where the skills of neatness and organisation are required to be demonstrated.

Inquiry based learning
Reportable areas in Science
Homework Policy
Testing Policy
Grading in Science
‘Rough copy’ book

Mr. Greg Kitchner
Science Coordinator