We encourage practical and theoretical engagement in the subject and support students in understanding the importance of science to the economy and society today. Students develop science skills in all three disciplines – biology, chemistry and physics.
Head of department: Miss R HooperEmail: RHooper@stanborough.herts.sch.uk
My role is known as “Leading House Ambassador” and this involves helping and aiding the new house captains throughout the year in the main house events and helping with any problems they may have. I have prepared for this role by getting involved in the House Captain interviews and helping to select a few of the applicants for the role. I also have set out my ideas of how I can make the House Captains lives as easy as possible. I have already planned out my ideas for the upcoming year so I am prepared and ready to carry them out. I hope I can bring each House Captain together to feel like a team and to hopefully expand my leadership skills further. I feel like what I’ll enjoy about the role the most is being able to watch and support others, seeing them achieve what they wanted at the end of the House events. One thing I really enjoy doing is helping others and this role is perfect for that. I also love seeing the students enjoy themselves in the House events and seeing what they get out of it. My new role at means I aspire to be a role model and ambassador for our school and work with the students and teachers. I plan to consistently work with my cluster to the best of my ability, meaning I meet them twice a month and communicate regularly via group emails. I will also be working with students lower down the school on events and to improve communication of ideas, ensuring we all get a say. I am planning a new system for the school giving students a chance to show off what they are good at. Whether it’s history, French, dance or maths, they will get to focus on their talents and utilise them for big events. I will enjoy working with the other year groups to create something amazing and guide/encourage confidence in the student ideas. Also seeing students enjoy themselves (even if we get stupidly stressed) would make me so proud. My role is as a Head of School, as Leading House Ambassador. In my role, I will be heading up the charity cluster which is an honour, especially for a cause which I’m so passionate about, and I will be attached to the year 9 school council which will allow me to get to hear the opinions of younger students, and hopefully bridge the gap between us. From a young age I’ve had a very keen interest in mental health and it’s a cause very close to my heart. Through running the charity cluster, I’m looking forward to having a prominent role in school fundraising, especially for such a fantastic mental health organisation. By the time I leave in Year 13, I hope to have made my mark at Stanborough with regards to mental health, through raising awareness, uniting all in tackling it, and by getting more young people talking about it. My role also includes ‘in-lesson’ support coordination, which I’m pleased to be taking on as I think it’s a great way to strengthen the relationship between the lower school and post-16, with benefits for both. I’ll be leading the extra-curricular cluster and helping to organise events, clubs and a new student-penned newspaper. I’ve prepared for this role by talking to other students about the type of activities that they would like to see the school offer outside of lessons, as well as talking to teachers about the kinds of things we can do to make it happen. I’m actually a very competitive person and I guess that I work best under pressure. Much like during my time as one of Ashridge’s House Captains, I hope to see more people getting involved in things around the school and local community. I think that the most enjoyable part of being a Head of School will be discussing things with the different people that I am hoping to meet, both students and teachers. Throughout my time at Stanborough, I have been involved in leadership roles which have prepared me to take on this role. So far, this role is definitely a step-up from anything that I’ve done before but it’s the challenge that makes it so interesting! I think I will most enjoy building good relationships with the teachers but also, most importantly, the students. Through these relationships, I am looking forward to passing on the experiences and knowledge I have gained from the last 6 years, to then aid others in achieving their potential. In my eyes, one of the most rewarding things is seeing the successes of others and so this will definitely be the most enjoyable aspect for me. D5317B Essen, Germany, the church choir sings on the occasion of the change of concerts Hochschulchoere
What will students study?
In KS3:
In Year 7 and 8 students study a variety of topics that broaden their understanding and curiosity for science. During their three hour lessons per week students cover separate chemistry, biology and physics topics, to prepare and give them the basic understanding of key concepts that will be developed further at KS4.
In biology students cover topics that include: cells, food, health and fitness, ecosystems, inheritance and variation and energy for life.
In chemistry students cover: the particle model of matter, acids and alkalis, simple chemical reactions, the periodic table and the earth and the atmosphere.
In physics students cover topics relating to: energy, forces, electricity and magnetism, light and sound and heat and space.
Throughout the Key Stage 3 curriculum the development of skills for practical work are introduced and developed to support students in becoming more independent enquirers and to prepare them for the practical skills elements of KS4.
In KS4:
KS4 starts at the beginning of Year 9. Students follow one of two pathways for science, both of which are examined by AQA. These pathways are ‘Trilogy’ or ‘Separate Science’. Trilogy is a double GCSE so students attain two GCSE grades at the end of Year 11. Separate Science awards three GCSEs (one per science discipline).
Trilogy (two Science GCSEs)
Trilogy is a course suitable for all students and covers a range of topics in biology, chemistry and physics. It allows students to engage with science and develop skills required to study science at a higher level. Topics covered include:
Biology : cell biology, organisation, infection and response, bioenergetics, homeostasis and response, inheritance, variation and evolution and ecology.
Chemistry : atomic structure and the periodic table, bonding, structure, and the properties of matter, quantitative chemistry, chemical changes, energy changes, the rate and extent of chemical change, organic chemistry, chemical analysis, chemistry of the atmosphere and using resources.
Physics : energy, electricity, particle model of matter, atomic structure, forces, waves, magnetism and electromagnetism.
Each science discipline has seven required practicals that students must complete in order to develop their investigative skills which are assessed in the exams at the end of Year 11.
My role is known as “Leading House Ambassador” and this involves helping and aiding the new house captains throughout the year in the main house events and helping with any problems they may have. I have prepared for this role by getting involved in the House Captain interviews and helping to select a few of the applicants for the role. I also have set out my ideas of how I can make the House Captains lives as easy as possible. I have already planned out my ideas for the upcoming year so I am prepared and ready to carry them out. I hope I can bring each House Captain together to feel like a team and to hopefully expand my leadership skills further. I feel like what I’ll enjoy about the role the most is being able to watch and support others, seeing them achieve what they wanted at the end of the House events. One thing I really enjoy doing is helping others and this role is perfect for that. I also love seeing the students enjoy themselves in the House events and seeing what they get out of it. My new role at means I aspire to be a role model and ambassador for our school and work with the students and teachers. I plan to consistently work with my cluster to the best of my ability, meaning I meet them twice a month and communicate regularly via group emails. I will also be working with students lower down the school on events and to improve communication of ideas, ensuring we all get a say. I am planning a new system for the school giving students a chance to show off what they are good at. Whether it’s history, French, dance or maths, they will get to focus on their talents and utilise them for big events. I will enjoy working with the other year groups to create something amazing and guide/encourage confidence in the student ideas. Also seeing students enjoy themselves (even if we get stupidly stressed) would make me so proud. My role is as a Head of School, as Leading House Ambassador. In my role, I will be heading up the charity cluster which is an honour, especially for a cause which I’m so passionate about, and I will be attached to the year 9 school council which will allow me to get to hear the opinions of younger students, and hopefully bridge the gap between us. From a young age I’ve had a very keen interest in mental health and it’s a cause very close to my heart. Through running the charity cluster, I’m looking forward to having a prominent role in school fundraising, especially for such a fantastic mental health organisation. By the time I leave in Year 13, I hope to have made my mark at Stanborough with regards to mental health, through raising awareness, uniting all in tackling it, and by getting more young people talking about it. My role also includes ‘in-lesson’ support coordination, which I’m pleased to be taking on as I think it’s a great way to strengthen the relationship between the lower school and post-16, with benefits for both. I’ll be leading the extra-curricular cluster and helping to organise events, clubs and a new student-penned newspaper. I’ve prepared for this role by talking to other students about the type of activities that they would like to see the school offer outside of lessons, as well as talking to teachers about the kinds of things we can do to make it happen. I’m actually a very competitive person and I guess that I work best under pressure. Much like during my time as one of Ashridge’s House Captains, I hope to see more people getting involved in things around the school and local community. I think that the most enjoyable part of being a Head of School will be discussing things with the different people that I am hoping to meet, both students and teachers. Throughout my time at Stanborough, I have been involved in leadership roles which have prepared me to take on this role. So far, this role is definitely a step-up from anything that I’ve done before but it’s the challenge that makes it so interesting! I think I will most enjoy building good relationships with the teachers but also, most importantly, the students. Through these relationships, I am looking forward to passing on the experiences and knowledge I have gained from the last 6 years, to then aid others in achieving their potential. In my eyes, one of the most rewarding things is seeing the successes of others and so this will definitely be the most enjoyable aspect for me. 
