• Head of Department
• Overview of the Department
• Key Stage 3
• GCSE
• A Level
• Extra Curricular

Overview of Department

 Physics involves the study of how the world around us works. This study ranges from an analysis of the fundamental particles which make up the protons, neutrons and electrons in the atom to the universe. This is achieved by finding out about and understanding Energy, Forces, Mechanics, Waves, Sound, Light, Electricity, Magnetism, Radioactivity and the Earth in Space. Physics occupies a central position in science linking disciplines from mathematics to medicine and affects every aspect of our lives. The subject at AS and A – Level builds on the knowledge and understanding Physics represented in the G.C.S.E. Science: Double Award or G.C.S.E. Science: Physics. The study of science at KS3 is the foundation for progress in Physics at G.C.S.E and AS and A-Level. It is the aim of the Physics department to ensure that the curriculum followed by the students allows students to build successfully upon appropriate knowledge they have acquired and constructs they have developed. Therefore the text books which are selected have been and will be chosen allow students to add to their knowledge in a sequential manner where links with previously learned material is made explicit and the text offers opportunities to revise material studied in previous years. This is one of the strengths of the Spotlight Science Programme, which is used for Years 8 to 10. The schemes of work are written with the aim of ensuring that the students have ample opportunity to develop their skills and knowledge in a planned coherent manner. The members of the department use appropriate questioning to ascertain the prior constructs students have acquired at the start of a new topic so that any inappropriate or incorrect constructs can be detected and challenged so that the student realises that the constructs are inadequate and can be replaced or modified through discussion with the teacher or peers or appropriate experimental work. The members of the department determine the success of students in acquiring new knowledge through the development of appropriate constructs by means of a variety of assessment instruments including questioning, homework, class tests and end of term examinations so that necessary interventions can be made. The curriculum at Years 11 and 12 is developed fully from that studied in Key Stage 3. The schemes of work and the Workbooks, which have been developed, have been planned to make explicit the links with work covered in Years 8 to 10 and to guide the student clearly to and through more complex concepts and more detailed quantitative analysis of topics which had been encountered with less detailed quantitative analysis or only qualitatively previously. The development of topic revision workbooks based on past examination questions and material from the Internet allows students to attempt questions of increasing complexity and the opportunity to prepare successfully for subsequent study at AS and A2 Level. Students’ skills in investigative work are developed gradually through repeated opportunities to engage in practical work throughout Years 8 to 10 with the opportunities to utilise ICT in investigative work and gain accreditation at Key Stage 3 ICT in Science. Students’ skills are developed further through regular practical work in Years 11 and 12. The assessment component in GCSE Physics involves the students undertaking and being assessed upon one complete investigation or parts of two investigations during Year 12. This allows the students to develop their skills throughout Years 11 and 12 to reach the highest standards of attainment in investigative work at GCSE. The students in Years 11 and 12 are prepared for the demands of AS and A2 study through the opportunity to develop their skills in independent learning and acquire the necessary knowledge through the use of the student workbooks. These guide the student through their textbook, advise what notes should be made after reading through the text, and identify clearly the appropriate questions which should be attempted, and complements the opportunities for learning through the teacher guiding, teaching and explaining, having been informed by formative assessment. The AS curriculum at Year 13 is developed from that studied at GCSE. The workbooks, which have been developed for Modules 1, 2 and 3, have been compiled to make explicit the demands of the syllabus in each module and the extensive links with work covered in GCSE to guide the student to and through the more rigorous analysis of topics encountered previously. The workbooks allow the students to build upon their skills at reading texts and with appropriate guidance, making notes and answering questions. The questions, which have been chosen for inclusion in the workbooks, allow for revision of related concepts in GCSE and gradually become more complex to allow the student develop more elaborate constructs and gain confidence in his ability to succeed at AS Level. The workbooks contain repeated references to Internet Sites which contain summaries of the topics covered in the different modules, the opportunity to take online tests to determine their understanding of the concepts and information to supplement that available through their textbooks and classwork. The A2 curriculum at Year 14 is in part, developed from that studied at Year 13 and GCSE. The workbooks, which have been developed for Modules 4, 5 and 6, have been compiled to support the student in the manner described for the AS curriculum again identifying clear links with concepts studied previously. The workbooks allow the students to develop further their skills in independent learning and the students are encouraged to work in a co-operative manner supporting each other’s learning. Students’ skills in investigative work are developed further throughout Year 13. As the students have the opportunity to engage in regular practical work, some of which involves repeating experiments, performed in GCSE, but now requiring the collection of accurate data with subsequent detailed mathematical analysis of the data, whereas previously qualitative analysis would have sufficed. The students gain experience in using more accurate and sensitive instruments and in determining the magnitude of uncertainty in measurements. As the students proceed through Year 13 the frequency with which they engage in practical work increases to a final intensive phase in the weeks prior to their AS Module Practical examination so that they reach the highest standards of attainment in AS Level. The students skills in investigative work is further developed throughout Year 14 in a similar way to that in Year 13 with increased emphasis on the determination of the magnitude of uncertainty in measurements and the uncertainty in data calculated using a number of different measurements. Students have the opportunity of repeating experiments they may have undertaken in Year 13 for the purpose of revision or more practice.

GCSE

 GCSE Triple Award Science.

All the students in Years11 and 12 who study Triple Award Science are prepared over the two years for G.C.S.E. Examination in Physics. The examinations and assessment board chosen by the Physics Department as the provider of the Specification to be studied and the assessment instruments is CCEA NI (Northern Ireland Council for the Curriculum Examinations and Assessment). This specification is designed to promote continuity, coherence and progression within the study of Physics. The specification builds on the knowledge, understanding and skills developed within the Key Stage 3 Northern Ireland Curriculum Programme of Study for Science. The main aims of the course are to encourage students to: Acquire a systematic body of scientific knowledge and skills needed to apply this in new and changing situations in a range of domestic, industrial environmental contexts; Acquire an understanding of scientific ideas, how they develop, the factors which affect their development and their power and their limitations; Plan and carry out a range of investigations, considering and evaluating their own data and that obtained from other sources, using ICT where appropriate; Evaluate in terms of their scientific understanding, the benefits and drawbacks of scientific and technological developments, including those related to the environment, personal health and quality of life, considering ethical issues where appropriate and Select, organise and present information clearly and logically, using appropriate scientific terms and conventions, using ICT where appropriate. Assessment and Examination Structure Formative assessment occurs through homework given to students during work on topics. Furthermore at the end of each topic there is a short written test so that the teacher and student are aware of where the student needs assistance and to engage in further study. Students also sit formal Christmas and Summer (House) examinations each year. The grade achieved and an effort grade or comment by the teacher are reported to parents in the twice yearly report. Coursework. The scheme for coursework assessment is based on the Programme of Study for Experimental and Investigative Science AT Key Stage 4. Students are assessed in three skill areas. These are a) Planning an experimental procedure b) Obtaining evidence c) Interpreting and evaluating This can consist of either one whole investigation in which the student attempts all three skill areas or the student undertaking two investigations in which one or two skill areas are attempted. The minimum requirement is one whole investigation from which all marks counts. This coursework accounts for 25% of the total marks available for the subject. Although the work is assessed internally it is subject to external moderation and therefore marks awarded are subject to change. GCSE written examination. At the end of the two year course students sit two written examination papers consisting of structured questions with opportunities for some extended prose writing These are two 1 hour 45 minute examinations and each accounts for 37.5% of the marks available and they are marked externally. The GCSE grade awarded is determined by performance in the coursework and in the written examination papers. GCSE Double Award Science. All the students in Years 11 and 12 who study Double Award Science are prepared over the two years for G.C.S.E. Examination in Double Award Science. Students study topics in Physics, Chemistry and Biology to gain an award worth two GCSE grades. These students are allocated two thirds of the time Triple Award Students are given for their study of the three science subjects. The examinations and assessment board chosen by the Physics Department as the provider of the Specification to be studied and the assessment instruments is CCEA NI (Northern Ireland Council for the Curriculum Examinations and Assessment). The main aims of the course are as detailed above for TripleAward Science Assessment and Examination Structure Formative assessment occurs through homework given to students during work on topics. Furthermore at the end of each topic there is a short written test so that the teacher and student are aware of where the student needs assistance and to engage in further study. Students also sit formal Christmas and Summer (House) examinations each year. The grade achieved and an effort grade or comment by the teacher are reported to parents in the twice yearly report. Coursework. The scheme for coursework assessment is based on the Programme of Study for Experimental and Investigative Science AT Key Stage 4. Students are assessed in three skill areas. These are d) Planning an experimental procedure e) Obtaining evidence f) Interpreting and evaluating The students are awarded two marks for each of the three skill areas. This must consist of one whole investigation in which the student attempts all three skill areas and the marks should be drawn from not more than four pieces of work. The minimum requirement is two whole investigations each covering all three skill areas. from which all marks counts. This coursework accounts for 25% of the total marks available for the Double Award Science. Although the work is assessed internally it is subject to external moderation and therefore marks awarded are subject to change. GCSE written examination. There are two schemes of assessment available. These are Non-Modular and Modular. The non-modular option consists of three 1 hour 45 minute examinations at the end of Year 12 each of which is worth 25% of the total marks and the coursework component which is worth 25% of the marks available. The modular option consists of three 45 minute examinations at the end of Year 11 each of which is worth 8.3% of the total marks and three 1 hour 30 minute examinations at the end of Year 12 each of which is worth 16.7% of the total marks and the coursework component which is worth 25% of the marks available. The GCSE grade awarded is determined by performance in the coursework and in the written examination papers.

Extra Curricular

• Participation in the Irish Physics Olympiad competition

 • Participation in the British Physics Olympiad competition

 • Participation in the European Union Science Olympiad competition