Chemistry at TGGS

Current Teaching Staff:
Dr Tracey Sweet - Head of Department
Dr Jo Cattell; Mrs Helen Greenaway and Mr Andrew Walker

Subject Overview

Our curriculum has a strong emphasis on the two strands of working scientifically: to know and apply.  To “know” is to carry out scientific skills accurately and fluently.  To “apply” is to describe and explain the principles to carry out skills and strategies.  The principles of working scientifically are delivered through the core concepts of chemistry, including, particles and matter; reactions; energy and the Earth.   These areas are developed at KS3 so that students enter KS4 with proficiency of knowledge and skills.  At KS4 we follow the AQA Combined Science Trilogy and Chemistry GCSE courses which provide students access to interesting and relevant content of chemistry with logical progression.  These qualifications provide opportunities for progression to A level chemistry.

SMSC

Spiritual: developed through students reflecting on their own beliefs and perspectives on various aspects covered in the curriculum, for example, climate change and the evolution of the atmosphere.  Students are encouraged to learn about the world around them though investigations, problem solving and reflecting on their learning experiences.

Morals and ethics: the chemistry curriculum provides students with opportunities to consider moral and ethical issues and to appreciate the viewpoints of others on issues such as climate change; atmospheric pollution and fuel cell technology.  Students are encouraged to write their own risk assessments for practical work and consider the implications of disposal of chemicals after reactions.

Social: students are encouraged to develop collaborative working practices during investigations and group work.  Students organise and participate in competitions as such, Chemistry Olympiad, as well as organising activities to celebrate events for Chemistry Week and British Science Week.

Cultural: students understand that different scientists from different areas of the world contributed to the development of scientific discoveries and theories. Students learn that today scientists are working together on Global issues such as climate change; disease and energy sources. 

British Values

The rule of law: students are taught the need for rules regarding safe working in the laboratory.  They learn the importance of the need to protect their and other peoples’ safety and we encourage personal responsibility.

Democracy: students are given the opportunities to express their views and we emphasise that everyone’s contributions are equally valid when working in a team.

Individual liberty: students are encouraged to develop opinions on matters connected to chemistry. We recognise that other peoples’ opinions need not necessarily match our own, but we support the right that everyone is free to hold these personal beliefs.

Respect and tolerance: students learn that scientific understanding transcends boundaries, and all scientific contributions are equally valid and are all needed to form an understanding of our World.  Sometimes religious beliefs compete with scientific understanding and students are taught to consider and respect the ethical implications of many scientific processes and form their own opinions.

Reading

Opportunities are created in lessons for students to read news, journal articles or research findings and analyse and evaluate.  Teachers make a point of teaching and encouraging students to use Tier 2 and Tier 3 vocabulary in their written work.

Students are encouraged to read books around the subject to develop their enjoyment in learning including by reading books and scientific articles from Education in Chemistry amongst other examples.

Oracy

Teachers make a point of teaching and encouraging students to use Tier 2 and Tier 3 vocabulary in their discussions.  Extensive questioning and “Think, Pair, Share” activities in lessons gives students to opportunity to articulate their ideas and develop their knowledge and understanding of scientific vocabulary.

Careers

At the beginning of a new topic and throughout the scheme of learning, references are made to the application chemistry in real-life contexts and potential careers that could be followed in particular fields of science and chemistry applications.  A range of career opportunities including chemical, manufacturing and pharmaceutical industries and in areas such as forensics, environmental protection and healthcare are open to students studying chemistry.  The problem solving skills are useful for many other areas, too, such as law and finance.

Character skills

Students have many opportunities to develop leadership and team work skills throughout the key stages through the practical application of chemistry.  There are also opportunities to become Chemistry Ambassadors and lead events to celebrate Chemistry week; British Science week as well as representing the school in competitions and Open evenings.  In lessons, students are challenged and are encouraged to demonstrate resilience and determination when approaching the problem solving aspects of chemistry.  They are given opportunities to investigate concepts with independence and creativity which gives them a sense of achievement and pride in their work.  Our approach to teaching and learning results in a fun, engaging and high quality chemistry education that provides students with the foundations and knowledge for understanding the world.  Through our teaching and extra-curricular opportunities students gain the understanding that chemistry has, and continues to change our lives, and that it is vital to the world’s future prosperity.  

KS3 - Years 7-9

KS4 - Years 10-11