Mrs. A. Strong Head of Science

Miss. K. Evans KS3 Science

Mr. R. James Teacher of Science

Miss. E. Harman Teacher of Science

Mr. J. Baxter Teacher of Science

Mrs. E. Obrien Head of Design Technology

Mrs. C. Ross Teacher of Technology

Mr. R. Tremelling Teacher of Technology

Mr. D. Spear Teacher of Digital Technology

Mrs. S. Mead Teacher of Digital Technology

Science and Technologoy

“Creativity is the secret sauce to science, technology, engineering and math.”

– Ainissa Ramirex


“Science and everyday life cannot and should not be separated.”

– Rosalind Franklin

Subject Intent

The intent of the science department is to convey to learners that science underpins everything. At Hawthorn High School we study:

  • Biology to understand life and the natural world around them. Biology allows us to understand how live evolves, survives and changes through complex processes and mechanisms. Biology encourages us to seek out reasons for strange, surprising and sometimes unusual observation.
  • Chemistry to understand the nature of substances: how they are composed, their behaviour, and their physical and chemical properties. Chemistry allows us to identify unknown substances, monitor concentrations and synthesise new chemicals. Above all, Chemistry is about finding solutions to the problems that concern us and our surroundings.
  • Physics to understand the fundamental principles that govern all Energy and Matter in the universe. Physics gives us the tools to understand nature from the scale of subatomic particles up to the intergalactic scale of the universe


“Design is not just what it looks like, Design is how it works”.

– Steve Job

“Technology is anything that wasn’t around when you were born.’’

– Alan Kay (Computer Scientist

Subject Intent

Emerging Technology is the lesson where pupils will gain the experiences, knowledge and skills to solve the problems of tomorrow. A practical subject that is underpinned by the theoretical understanding of forces, materials and  processes; how these have been applied in the past and how their innovative application in the future will continue to drastically alter the lives of future generations.

Wellbeing – Nutrition

“To keep the body in good health is a duty, otherwise we shall not be able to keep our mind strong and clear.”

― Buddha

Subject Intent

Nutrition is the lesson where pupils will learn the importance of a Healthy Diet and how this affects their daily lives and their future health.  Taught by a mixture of practical and theory lessons, this will include the importance of hygiene, knowledge of ingredients including their safe handling and storing as well as gaining the practical skills required to prepare and cook healthy meals.

Subject Intent ICT

The intent of the I.C.T department is to give students the skill set for future jobs that might not have been invented yet. At Hawthorn High School we:

  • Use computers to give learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. It allows us to nurture a culture of critical thinkers and problem solvers using a scientific and mathematical approach to learning. Computers are changing every part of our lives at an ever-increasing rate – why not drive the future

The importance of science and technology in our modern world cannot be overstated. Developments in these areas have always been drivers of change in society, underpinning innovation and impacting on everyone’s lives economically, culturally and environmentally. As such, the Science and Technology Area of Learning and Experience (Area) will be increasingly relevant in the opportunities young people encounter and the life choices that they make.

Ready access to vast amounts of data requires all learners to be able to assess inputs critically, understand the basis of information presented as fact, and make informed judgements that impact their own behaviours and values. They need to develop the ability to meaningfully ask the question, ‘Just because we can, does that mean we should?’

What matters in this Area has been expressed in six statements which support and complement one another, and should not be viewed in isolation. Together they contribute to realising the four purposes of the curriculum.

Through robust and consistent evaluation of scientific and technological evidence, learners can become ethical, informed citizens of Wales and the world, who will be able to make informed decisions about future actions. Healthy, confident individuals, ready to lead fulfilling lives as valued members of society are informed by knowledge of their bodies and the ecosystems around them, and of how technological innovations can support improvements in health and lifestyle.

Ambitious, capable learners, ready to learn throughout their lives should engage with scientific and technological change. The knowledge and deep understanding gained through experiencing what matters in science and technology can help learners live independent and fulfilling lives that sees them contributing to society and culture in a variety of ways. Learners who are enterprising, creative contributors, ready to play a full part in life and work embrace such challenges, as they are encouraged to take risks, to innovate and evaluate, and learn to develop solutions. Thus, they can become more resilient and purposeful learners across all areas of learning and experience.

This Area draws on the disciplines of biology, chemistry, computer science, design and technology, and physics to enhance learners’ knowledge and understanding of the world.

Statements of what matters

Being curious and searching for answers is essential to understanding and predicting phenomena.

Curiosity about science and technology leads us to ask questions about the world around us. By being encouraged to use logic, evidence and creativity, learners will be supported to inquire into and apply scientific knowledge to further understanding of how our world works. Developing and testing models will also help them make sense of its complexity. With evidence derived from observations, new theories can be developed, and existing ideas may be refined or challenged.

Learners need to be able to evaluate scientific claims to help make informed decisions that affect our environment and well-being. The choices we make depend on many factors, including moral viewpoints and personal beliefs. However, rigorous and robust evidence-based research provides a solid foundation on which to base decisions. As ethically informed citizens, learners will need to consider the impact of our actions and of scientific and technological developments, locally and elsewhere in Wales, as well as in the wider world, asking ‘Just because we can, does that mean we should?’

Design thinking and engineering offer technical and creative ways to meet society’s needs and wants.

By applying their experiences, skills and knowledge, learners can design and shape innovative engineered solutions. Being part of a user‑centred design process will encourage them to use creativity to develop ideas, manage and mitigate risks, and minimise complexities. When engineering products, services and systems, they will need to understand and control the interactions between materials, structures, components and users. The application of engineering processes allows learners to develop accuracy, precision, dexterity and craftsmanship. By designing and engineering outcomes in response to needs and wants, learners can become enterprising problem solvers.

The world around us is full of living things which depend on each other for survival.

By recognising the diversity of living things and how they interact with their environment, learners can develop an understanding of how these have evolved over significant periods of time. All living things require specific conditions and resources to survive and they may have to compete with other organisms to do so. Humans form part of the living world and our decisions and actions, along with natural selection, can have a significant impact on the diversity of life. Knowing about the structures and functions of living things enables learners to understand how these things grow, develop and reproduce successfully. Developing an understanding of the factors which affect the health and success of organisms allows us to make informed decisions, including about the prevention and treatments of diseases.

Matter and the way it behaves defines our universe and shapes our lives.

The universe and all living things are made up of matter. The behaviour of matter determines the properties of materials and allows us to use natural resources, as well as to create new substances. Understanding the nature of matter can help learners to appreciate the impact that chemistry has on the world around them, as well as how it contributes to advances in science and technology. Chemical reactions happen continuously in our environment as well as in living things. Learning how to control and apply these reactions has benefits to individuals and industry.

Forces and energy provide a foundation for understanding our universe. 

Forces and energy can be used to describe the behaviour of everything from the smallest building blocks of matter to the motion of planets and stars. Understanding forces and energy helps us to predict and control the behaviour of our environment. These ideas can be modelled and expressed formally, providing a consistent mathematical framework to describe physical systems. This has enabled some of society’s greatest scientific breakthroughs and engineering achievements. An understanding of forces and energy can help learners overcome future challenges and use our planet’s resources efficiently and sustainably, helping them become responsible citizens of Wales and the world.

Computation is the foundation for our digital world.

Computation involves algorithms processing data to solve a wide range of real-world problems. Computational processes have changed the way we live, work, study and interact with each other and our environment. They provide the foundation for all software and hardware systems, but learners should also be aware of the limitations of what computers can achieve. To create and use digital technologies to their full potential, learners need to know how they work. They also need to understand that there are broad legal, social and ethical consequences to the use of technology. This can help learners to make informed decisions about the future development and application of technology.

During Key Stage 3 all students will study Computer Science and ICT. Pupils are given the opportunity to learn a variety of ICT skills whilst working on projects that cover multimedia, graphic design, spreadsheet modelling and data manipulation. All pupils will also be provided the opportunity to discover the fundamentals of Computer Science and programming. Pupils programming work will mainly be completed using VB, edublocks and Python. At the end of the KS3 course students are able to confidently use a range of software form both Microsoft Office and the Google suite, develop websites, use modern storage techniques, create animations and write computer programs.

All KS3 pupils will be given the opportunity to further develop their enthusiasm for programming through extra-curricular clubs. A weekly programming club is run by our digital leaders and all KS3 pupils are welcome. Every year we also enter the Techno Camps robotics competition. Last year we were very proud of our KS3 team who competed against thirty other schools to come out as the 2019 winners!

Science and Technology – GCSE and WJEC Level 1/2 Qualifications offered

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Science – AS and A Level Qualifications offered

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