Science
Back to Subjects ListKey Stage 3
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Course |
Exploring Science: Working Scientifically |
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Overview |
Ultimately, Science is about understanding the world around us. Students learn to think for themselves, gathering and using evidence to explain their observations. Students develop skills in thinking for themselves, making predictions and explaining complex ideas in a logical and concise manner. In Key Stage 3 all students study Biology, Chemistry and Physics topic for equal lengths of time, in rotation. Practical skills are developed throughout the course and a range of skills are incorporated into schemes of work, including use of apparatus, graph drawing and data interpretation. |
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How will I be assessed |
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What will I learn |
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Skills and Knowledge |
There are a variety of different sets of skills the students will develop such as:
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Further Support |
Key Stage 4
| Course | Edexcel iGCSE Single Science |
| Overview | The aims and objectives of this qualification are to enable students to: • Learn about unifying patterns and themes in science and use them in new and changing situations • Acquire knowledge and understanding of scientific facts, terminology, concepts, principles and practical techniques • Apply the principles and concepts of science, including those related to the applications of science, to different contexts • Evaluate scientific information, making judgements on the basis of this information • Appreciate the practical nature of science, developing experimental and investigative skills based on correct and safe laboratory techniques • Analyse, interpret and evaluate data and experimental methods, drawing conclusions that are consistent with evidence from experimental activities • Recognise the importance of accurate experimental work and reporting as scientific methods in science • Select, organise and present relevant information clearly and logically using appropriate vocabulary, definitions and conventions • Develop a logical approach to problem solving in a wider context • Select and apply appropriate areas of mathematics relevant to science as set out under each topic |
| How will I be assessed | You will sit 3 exams – Chemistry, Biology, Physics Each paper is assessed through a 1-hour and 10-minute written examination paper set and marked by Pearson. The total number of marks is 60. A mixture of different question styles, including multiple-choice questions, short-answer questions, calculations and extended open-response questions. A calculator may be used in the examinations. |
| What will I learn | Biology 1. The nature and variety of living organisms 2. Structures and functions in living organisms 3. Reproduction and inheritance 4. Ecology and the environment 5. Use of biological resources Chemistry 1. Principles of chemistry 2. Inorganic chemistry 3. Physical chemistry 4. Organic chemistry Physics 1. Forces and motion 2. Electricity 3. Waves 4. Energy resources and energy transfers 5. Solids, liquids and gases 6. Magnetism and electromagnetism 7. Radioactivity |
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| Further Support | Published Resources: https://qualifications.pearson.com/content/dam/pdf/pearson-edexcel-toolkit/PearsonINT_Edexcel_IGCSE.pdf |
| Course | AQA Entry Level Certificate Science |
| Overview | This qualification is designed to enable students to engage, explore, enjoy and succeed in Science. ELC Science gives students who are unlikely to achieve a grade in GCSE Science the opportunity to achieve a certificated award. Students will be graded as either Entry Level 1, Entry Level 2 or Entry Level 3. |
| How will I be assessed | There are two different types of assessment. 1. Externally set assignments (ESAs) which consist of a short-written test. 2. Teacher-devised assignments (TDAs) which consist of a short piece of practical work. Externally Set Assignments (ESA) What's assessed? Students should submit evidence from at least three of the six components. At least one each from Biology, Chemistry and Physics. If completing the double award, Students should submit evidence from all six components. How it's assessed? Externally set assignment: 45 minutes Each test is worth 20 marks - weighting 57% These assignments are set by AQA and marked by the teacher using a mark scheme provided by AQA. Teacher Devised Assignments (TDA) What's assessed? Students must submit evidence for three components. They are not required to be the same components as the ESAs. but they must be one each from biology, chemistry and physics. These are assessments of practical tasks set by the teacher and marked against the marking criteria provided in the Scheme of assessment. Students completing the double award must submit evidence from all six components How it's assessed? Each piece of coursework is worth 15 marks - weighting 43% |
| What will I learn | The specification comprises of six components. Each component has two assessments: one externally set, and one internally set. Biology 1. Component 1- Biology: The human body 2. Component 2 - Biology: Environment, evolution and inheritance Chemistry 3. Component 3 - Chemistry: Elements, mixtures and compounds 4. Component 4 - Chemistry: Chemistry in our world Physics 5. Component 5 - Physics: Energy, forces and the structure of matter |
| Skills and Knowledge | Students can recall, understand and apply knowledge from a wide range of the specification. Students have an understanding of basic life processes (e.g., growth, reproduction) and understand how living things may be subjected to competition and environmental changes. Students use their knowledge and understanding of physical phenomena to link cause and effect in simple explanations (e.g., the amount of electrical energy a device transfers depends on how long it is switched on for, and its power). Practical skills: Students can put forward ideas for investigations and make simple predictions about outcomes. They can make observations with some degree of detail and make measurements using appropriate apparatus. They can carry out scientific investigations safely and with some confidence, and record their results, create tables for data and label drawings or diagrams. They can identify and carry out a method of fair testing where this is necessary. Students can make some comparisons between observations or measurements. If appropriate, they can find patterns in their results. Students can draw simple conclusions from the evidence found |
| Further Support | Textbook: AQA GCSE Foundation: Combined Science Trilogy and Entry Level Certificate Student Book |
