Small children ask naturally scientific questions... How? Why? What if...? Our aim as science teachers is to nurture this inherent curiosity and fascination with the world and help our pupils to retain it as much as possible - even during the turmoil of adolescence (when the question normally changes to ‘why me?').

There are many ways to catch the imagination using science. We really are composed of atoms, many of which were created several billion years ago as a super nova exploded. The atoms have all been used before, so perhaps we have within us atoms which once belonged to a dinosaur, or a bacterium or a three-toed sloth - it's more obvious in some cases than others. When we drink a glass of water, there's a good chance that quite a few of its molecules have already passed through the bodies of several other people. In science, the ‘wow' factor should never be far away.

We live in a world dominated by science, in both a positive and negative way. Many of the advances of the last century have been science-based. Unfortunately this also applies to many of the problems we now face. Scientific method is neutral, intellectual and a very useful way of making sense of the world. However the ethics of using particular aspects of science are complicated, open to debate and stimulate strong views. We try to make sure that, while we are guiding pupils through the details of their KS3, GCSE or A level courses we are also raising consciousness about the science issues of the day and lifting the level of debate.

Nowhere is the truth that a truly creative education is about far more than the creative and performing arts better illlustrated. We pride ourselves both on the quality and originality of our teaching and we were particularly proud that over 50% achieved A*/A at GCSE in 2006 and 2007 and only just less than that in 2008.

In the sixth form, pupils have a choice; some give up science but others elect to take one or more of the single sciences at AS or A2 and our record of subsequent university entry is good. Judging from letters we get back from the universities, most of our candidates also go on to do well in their degree exams; indeed a number become highly respected academics.

As well as teaching -- and we're passionate about our subjects -- we learn. Young minds have fresh ideas. Science should be a place where it's the idea that counts, not the reputation of the person who says it. We take great pleasure in the originality of our pupils and in their humanity. Their visions might take them in different directions; for example two of our current pupils who both want to take science further, are poles apart. One wants to design weapons, the other prosthetic limbs. Both can support their decision intelligently. Both deserve and receive our support and encouragement.

John Atkinson, head of science