The department aims to provide for students with a broad range of interests in science.  Some students will pursue education in Physics through to Key Stage 5, degree level and perhaps beyond.  Our aim is to provide them with a solid background of understanding, and a high level of numerical skill and ability to formulate arguments rationally and logically.  Other students may enter higher education or employment with the need to utilize the skills and knowledge they have learnt in Physics whilst at school.  Some students are unlikely to pursue employment in a career related to Physics but will still benefit from a broad appreciation of the physical rules governing the way the world works, recognise the benefit of rational explanation and be encouraged to be curious about natural phenomena.  The Physics curriculum has been designed to cater for all students irrespective of the direction their future might take, giving them the knowledge and skills to form the next generation of scientists, engineers, professionals and informed, interested members of society.

At Key Stage 3 and beyond students are taught the following key scientific skills:

Scientific enquiry
  • Planning of practical investigations
  • Performing practical procedures and taking measurements
  • Systematically recording observations and measurements
  • Analysis of results to form conclusions
  • Recognition of the sources of experimental errors, and the purpose of taking repeat results and calculating averages
  • Evaluation of experiments
  • Use and manipulation of mathematical formulae
  • Knowledge and use of SI units
  • Use of prefixes eg kilo , centi etc
  • Estimation
  • Construction and interpretation of graphs (including gradient at KS3 and area at KS4)
  • Understanding exponential relationships (in KS4 and 5)
  • Identification of anomalous results and calculation of averages
  • Calculation of uncertainties (in KS5)
  • The meaning of command words
  • Use of subject specific terminology with an emphasis on common errors
  • Correct spelling, punctuation and grammar
  • Inclusion of a suitable level of detail, for example within scientific explanations or descriptions of practical procedures
  • The recognition of relevant knowledge and abstract ideas, including use of relevant equations to identify key terms
  • Sequencing of ideas
  • Providing logical justification and reasoning

Techniques to improve long term memory are being introduced including:

  • Production of revision summaries
  • Concept mapping
  • RAG analysis of learning objectives
  • Repeated revision and recall of formulae

Curriculum Structure & A-Levels

In Key Stages 4 and 5 the curriculum is predominantly dictated by the Edexcel GCSE and A Level specifications, but students’ work is extended beyond the precise scope of the specification in cases where the department believes that this will enhance students’ ability to apply their knowledge or to understand a concept. The decision is largely taken by the individual teacher, as he/she is in the best position to make this judgement based on the students in the class.

An example of this is the decision to teach about the ‘photon’ and ‘photon energy’ in Key Stage 4 to explain why ultra-violet light is able to ionize atoms rather than just rely on an unexplained statement that ‘ultra-violet has a high frequency’ or that it ‘carries more energy’. For students who will take Physics at A Level, having a clear grasp of photon energy and the intensity of a radiation makes understanding the photo-electric effect at Key Stage 5 easier (rather than having to correct a muddled understanding at a later date). Practical work includes the core practicals specified by the Edexcel to meet QCA requirements.

At A Level students study the Edexcel specification and have 2 teachers enabling them to experience slightly different teaching styles which can help to promote understanding. Each teacher is responsible for either Paper 1 content or Paper 2. Both are responsible for teaching the practical skills necessary for core practicals and for developing students’ ability to synthesise ideas, both assessed in Paper 3.

The A Level schemes of work are detailed, but not prescriptive, such that teachers new to teaching a topic have sufficient detailed guidance and commentary on how to link ideas that they are well supported in their teaching, but more experienced teachers are free to set activities of their own choice which can bring greater variety and allows them to tailor teaching to the students in a particular group. The aim is always to achieve a deep and secure understanding, but also to extend teaching either a little beyond the specification, or apply it to as wide a variety of situations as time allows to broaden students’ study and improve their ability to apply their learning to unfamiliar situations.

Promoting Learning & Assessment

In order to gauge student progress and provide opportunities for students to develop at all key stages their long-term memory, regular revision and testing is incorporated into the scheme of work. Sparxx Science is used to supplement learning, and is set as a homework task once a week in Years 7-11. In year 12 and 13 regular independent work is set through Uplearn, which provides regular ‘knowledge refresh’ opportunities.

Key Stage 3 Assessment

In Key Stage 3 approximately 12 lessons are devoted to every topic and students are assessed after 6 lessons and at the end of the topic with compulsory revision tasks prior to every assessment. The topic tests are supplemented by end of year exams, and as students progress through Key Stage 3 the end of year exams will test them on the whole curriculum studied to date. Sparx Science tasks, set as a weekly homework, test pupils’ recall of prior topics and help pupils to refresh and test their understanding on a regular basis.

Key Stage 4 Assessment

In Key Stage 4 a variety of assessment techniques is used; some assessing particular skills, others assessing a larger body of knowledge using past exam questions. Students experience full length examination papers at the end of Year 10, November of Year 11 and March of Year 11. A large body of revision questions has been developed to support students in their learning prior to the Year 10 exam and the final external examinations.

Revision plans are shared ahead of these exams with weekly activities which are fully resourced, and a google Sites webpage signposts other useful resources to support learning, such as a playlist of recommended youtube videos. Teacher assessment of the Year 10 exam provides feedback to allow students to make significant improvements to their exam paper, building skills and a deeper knowledge and understanding of the Physics Paper 1 content prior to their mock exam in November of Year 11. As in KS3, Year 10 and 11 pupils are set weekly Sparx Science tasks to help them retain previous knowledge.

Key Stage 5 Assessment

In Key Stage 5 testing is undertaken in the first 2 weeks to check on students’ knowledge following the summer holiday work set, in Term 2 (November) of Year 12 and they sit a mock exam in Term 5 (June) of Year 12. A further mock exam is given in Term 1 of Year 13, after students have had Term 6 and the summer to progress through the use of recommended past paper questions, and then in Term 3 and Term 4 of Year 13. This is supplemented by other smaller tests and regular recall checks throughout year 12 and 13.

In every case, students are given their marked work and a set of hints to allow them to improve their work further. In Key Stage 5 pupils are directed to spend a portion of their independent learning time working on tasks set through Uplearn, which allows them to regularly identify and address gaps in their knowledge, and refresh prior topics on a regular basis.

Support & Progress Monitoring

The progress of all students is monitored in termly Data Analysis and Departmental meetings, during which a strategy for support is identified. Support to help students make progress is also provided by additional help in lessons, use of lunchtimes, plus targeted support sessions during Term 6 when the timetables are lighter, after school on a fortnightly basis at GCSE and A level, as well as Easter holiday revision sessions for both Year 11 and Year 13.

Support to help students make progress is also provided by additional help in lessons, use of lunchtimes, plus targeted support sessions during Term 6 when the timetables are lighter, after school support sessions on a fortnightly basis at GCSE and A level, as well as Easter holiday revision sessions for both Year 11 and Year 13.

Student Support and Inclusion

SEN students are supported in Physics by placing them in an easily accessible position in the classroom to enable the teacher to check-in with them during lessons. Careful thought is given to the students they are placed near, to ensure that they can learn effectively. SEN students are identified on seating plans to ensure that they are familiar with these students from an early stage. Instructions are generally displayed (eg on the board, on the google classroom or in a google slides presentation) as well as given verbally to help SEN students remember what needs to be done.

A number of students use Chromebooks to type their classwork especially when they have difficulty with writing for extended periods or their handwriting is difficult to read. This means that if they are allowed use of word processing in external exams, they become confident in typing during classes and in assessments. Where students have additional time for examinations, they are also given additional time in class assessments so they become familiar with the pace at which they need to work.

Those students with physical disabilities are encouraged to participate in practical work by planning to identify which elements of the work can be safely undertaken and by utilising classroom assistants. This has allowed students to access A level practical work, and in the past a student’s classroom assistant has been trained in the use of specialist measuring equipment enabling a student with significant physical disabilities to undertake a practical exam with help.

Literacy is incorporated into classroom teaching by emphasising the use of key words during discussion, when using written resources and when assessing and feeding-back to students. Our GCSE textbook helpfully identifies most key words in bold, and contains a useful glossary for students to access. At A level students are issued with a key word sheet at the start of the course which not only identifies the key words needed for each unit, but also identifies incorrect words often used by students.

Where incorrect use of key words is likely, this is identified to students eg the common misuse of ‘amplitude’ and ‘displacement’. Students’ development of writing skills for example writing practical methods, criticising arguments, comparing and contrasting are encouraged through the use of extension questions from the text books, incorporation of a variety of written tasks in module tests and exams, and teaching about command words and their meaning. Literacy errors are identified in marked work and this might be accompanied by a request to speak to the teacher to explain a subtle point or a spelling or grammatical correction.

GCSE Physics students attained an average Grade of 7.16 in 2025, while those taking Combined Science achieved an average of 5.88. 

At A Level the department has secured ALPS scores of 5 in the last three years.  

The Physics Department is a consistently highly attaining department. The impact of which also manifests itself in these other ways:

  • There is a high take-up of Physics at A level, with external students choosing to move to the Math to study Physics.  
  • All students have passed their Practical Endorsement at A level due to the dogged determination of their teachers and the setting of additional tasks, without any reduction in the high standards expected.
  • Students apply their mathematical skills effectively in numerical work.
  • Students can express their ideas clearly, using key terminology.
  • Performance at GCSE is consistently amongst the highest in this highly achieving school.
  • When students leave the school they are equipped with the analytical, planning and organisational skills needed to progress into further education and the word of work.

Studying physics provides an excellent foundation for a wide array of job opportunities by equipping you with highly valued analytical and problem-solving skills that are transferable across multiple high-demand industries, including technology, finance, and engineering.