Embedded in Science is a unique language of communication that transcends society and culture. It incorporates elements of an international language and provides boys with clues to the problems and possibilities that arise when such global communication is required.


Numerical and spatial skills are integral to the development of scientific ideas, as are the various technologies that can be used to gather, model and interrogate data. Boys develop skills in the retrieval and evaluation of information both individually and in teams.

Patterns, structures and relationships are at the heart of scientific investigations and not only support the development of logical predictive strategies, but also open a range of aesthetic and creative elements that reveal the potential for alternative ways of viewing the world.

Boys establish a more global perspective on science and build understanding around geographical and historical issues that have shaped the development of the subject.

Science is a creative activity built on artistic, cultural, and intellectual work of others. It engages both the individual and groups of people in the pursuit of truth and beauty. It challenges and refines our conceptions of self and of others, building awareness of our own wellbeing, our capacity for enterprise and our recognition of both rights and responsibilities.

Early adolescence

Emerging from a Science curriculum that has been more about exploring the natural world, boys are now keen to make predictions and develop hypotheses to explain that world. Scientific models are being developed and there is a keen sense of doing Science rather than just hearing about it. To prepare for Science courses in later years there is a focus on the development of content whilst keeping boys engaged with process skills.

Boys develop strategies to link intuitive and scientific thinking. The importance of planning, precision, accuracy, reproducibility, recording, and interpreting can be established with boys who are simultaneously keen to question accepted practice and other people’s priorities. The use and multiple interpretations of evidence are developed, as are different dimensions of thinking. Boys at this stage are able to appreciate the value of a ‘scientific method’ whilst not becoming slaves to a single strategy for solving problems in everyday life.

Boys now face ideas that challenge their conventional view of the world and reconstruct their understanding of that world. The contribution of various people and cultures to the development of scientific ideas add a dimension of social construction to their emerging view of Science.


As a discipline Science has always cherished the pursuit of excellence. We believe in the development of potential through personal excellence, challenge, and working with others. We are committed to developing critical thinking skills and the building of a knowledge base that informs future action. At the same time, the Science Learning Area recognises and promotes the tentative nature of knowledge and the role of critical reflection, other world views, and the creative aspects of our intellect to reframe our understanding.

In Science boys are encouraged to express their own ideas and perspectives in an environment that is supportive and respects the dignity of the individual. We encourage and applaud initiative and promote truth and integrity as the keystones of scientific development. Boys are also encouraged to respect the opinions of others and their right to hold different views on issues. Where possible, the curriculum provides opportunities for all learners to develop, at their own pace, in an open, flexible learning environment.

The Science curriculum promotes awareness of our place in and impact on the environment. Concepts of diversity, sustainability and conservation are presented as key elements of Science and are valued as an integral part of our place in society.