How is the Science curriculum at Cathedral Grammar designed to engage and inspire students? What role does hands-on experimentation play in your approach to teaching Science?
The Science curriculum at Cathedral Grammar School reflects the design of the New Zealand Curriculum in covering the four central fields of science inquiry – The Living World (Biology, Ecology), the Physical World (Physics), the Material World (Chemistry), Planet Earth and Beyond (Geology, Astronomy) as well as focusing on the overarching strand of the Nature of Science which examines what science is and how scientists work.
Integral to our approach at the Cathedral Grammar School is combining age-appropriate understanding of concepts and systems with hands-on activities that illustrate and reinforce the material being taught. In this process, where possible, students model the methods used by scientists by using the background information they have been taught to develop hypotheses which can then be tested to determine whether reliable proof that supports their hypothesis can be demonstrated. For example, when studying simple machines and how they utilise the physics formula Work = Force x Distance, students build pulley systems to determine the force required to lift given weights and design small ‘carrot cars’ which can be raced (from a ramp) to examine the effect of changing the size of the car’s wheels.
How do you integrate real-world scientific issues into classroom learning?
At Cathedral Grammar, real-world scientific issues are woven directly into the curriculum through hands-on experiments, discussion of current events, and class trips to places such as Travis Wetlands. Where appropriate we use local data to link classroom learning with global issues like biodiversity loss or water conservation. This not only deepens students’ understanding but also highlights the relevance of science in their daily lives, encouraging them to think critically about how scientific principles apply to the world around them.
What exciting projects or initiatives are currently happening in the Science department?
Our school has recently begun an exciting initiative called "Enviroschools” where students are empowered to design and implement sustainable practices within the school environment. The program, which runs nation-wide, has a future-focused approach to learning and focuses on action that addresses issues of sustainability in our local (and global) environment. It also links to te ao Māoriby acknowledging and utilising the insights, knowledge and ways of being that tangata whenua have with our land. When we are imagining and taking actions towards a sustainable future in our community, we are guided by the history, knowledge, tikanga, traditions and aspirations of local hapū. At the same time, the programme stresses respect for diversityas a cornerstone for a society that is fair, peaceful and cooperative. Cultural traditions and practices from all people are experienced, valued and appreciated in learning spaces, honouring practices led by that community. One of the first projects undertaken as part of being an Enviroschool has been creation and maintenance of a worm farm. Students running the worm farm monitor and analyse food waste patterns, and encourage all students (and teachers) to recycle food waste that is suitable for the worms.
What skills do students develop through their Science education at The Cathedral Grammar School?
Through Science education at Cathedral Grammar, students develop a broad set of skills essential for both academic and personal growth. They learn how to think analytically, solve problems, and communicate scientific ideas effectively, both verbally and in writing. Experimentation fosters skills in observation, data collection, and interpretation, while teamwork encourages collaboration and project management. Importantly, students develop curiosity and resilience, learning to embrace challenges and setbacks as part of the scientific process. These skills not only serve them in Science but across other disciplines and future endeavours, preparing them for a wide range of careers.
How do you foster scientific curiosity and critical thinking in students?
We encourage scientific curiosity and critical thinking by having students actively engage with questions and explore their own hypotheses. Rather than simply memorising facts, students are asked to examine processes by designing experiments and interpreting results. We challenge them to question assumptions, evaluate evidence, and consider alternative explanations.
What role does Science play in preparing students for future learning and careers?
Science plays a pivotal role in preparing students for future learning and careers by cultivating foundational skills like problem-solving, critical thinking, and data analysis. It instils a mindset of curiosity and inquiry, encouraging students to approach challenges with an open and analytical mindset. Science also fosters interdisciplinary learning, as it often overlaps with subjects like mathematics, technology, and engineering, paving the way for STEM (Science, Technology, Engineering, and Mathematics) careers. Whether students ultimately pursue careers in research, healthcare, environmental science, or tech, the skills and knowledge they gain in Science classes form a strong foundation for future studies and professional success.
Are there any upcoming events or opportunities for students to showcase their scientific learning?
Each year our Year 7 students take part in the annual Canterbury-Westland Science Fair, where students present their projects on topics that range from environmental science to technological innovations. The projects are entirely each student’s own work and showcase their ability to identify a researchable question, to design and conduct an investigation, and to then analyse their findings and make good sense of them. The Science Fair provides a platform for students to showcase their independent work to parents, teachers, and the local community and helps develop their presentation and communication skills while also fostering confidence and a sense of pride in their work.
What are some unique or hands-on experiences students can expect in your classes?
We are fortunate at Cathedral Grammar to have a well appointed Science Lab with a wide range of materials that help ensure students engage in many rich hands-on learning opportunities. These range from our stocks of chemicals that enable students to make materials as different as hydrogen gas and soap to our life-size human anatomy model, known to students as ‘Bob’, who performs the duty of having their (we don’t know Bob’s gender . . .) internal organs taken apart and artfully reassembled with regularity. We have good quality microscopes that enable students to get close-up views of normally indiscernible features of our world such as the hairs on a fly’s legs and cells of onions. We have several EPro8 kits, similar to large scale Meccano sets, which enable students to construct a wide range of creations from racing cars to mechanical drum kits to electric motor driven Pac-men, and in so doing learn about working as a team, creating devices and seeing how their design concepts translate into real-world movement.
What skills do you think are most important for students to develop in science?
Science is an opportunity for students to learn about the nature of the world around them while also growing their abilities as creative, analytical thinkers who can match ideas to actions. It is our hope that our students will learn that success is as much about asking the right question as having the right answer.
Do you have a favourite science experiment or demonstration to do with students?
While our students enjoy many of our experiments and demonstrations, such as making ‘elephant toothpaste’, making soap or using red cabbage as a pH indicator, a favourite is always making ice-cream using ice cubes and salt. Students seem to enjoy the end result but as a teacher, I find pleasure in seeing students learn about how salt interferes with the melting/freezing process that is constantly happening at the surface of the ice cubes so that the ice continues to melt (and in so doing absorbs heat) which means the overall temperature of the ice cubes/slush mixture drops below zero degrees Celsius – thus enabling the ice-cream to form.