GCSE Science
Pupils will follow a course leading either to the award of two GCSE grades (Science and Additional Science) or three GCSE grades (Separate Sciences). Whichever course they follow they will study all three Science subjects (Biology, Chemistry and Physics), the only difference being whether they are awarded two or three GCSE grades at the end of the course. Whether a pupil follows the double or triple award course will be decided on the basis of their KS3 mark in Year 9 and their subsequent progress during Years 10 and 11.
Science and Additional Science
The common core syllabus for Science and the Separate Sciences includes the following subject areas:
| Biology (B1) | Chemistry (C1) | Physics (P1) |
| Human body | Rocks | Heat transfer |
| Health | Metals | Energy efficiency |
| Drugs | Crude oil | Electricity |
| Infectious diseases | Polymers | Generating electricity |
| Habitats | Plant oils | Electromagnetic waves |
| Variation | Earth and atmosphere | Radioactivity |
| Selection | | Universe |
| Environment | | |
The common core syllabus for Additional Science and Separate Science includes the following subject areas:
| Biology (B2) | Chemistry (C2) | Physics (P2) |
| Animals and Plants | Atomic structure | Movement |
| Cells | Bonding | Speed |
| Photosynthesis | Moles | Kinetic energy |
| Food chains | Rate of reaction | Momentum |
| Plant and animal waste | Energetics | Static electricity |
| Enzymes | Ions | Current |
| Homeostasis | | Mains electricity |
| Inheritance | | power |
| | Radioactive decay |
| | Nuclear reactions |
What skills/attributes are being developed and examined?
Throughout the GCSE course a range of skills, including practical ones, will be included in the schemes of work. These include thinking skills of reasoning, information processing and creative thought. Pupils will be encouraged to not only learn factual material, but, more importantly, how to apply the knowledge. Skills of scientific enquiry – formulating hypothesises, testing them, and analysing the results - are also key to success in science. Whichever course the student follows another section from the specification on “How Science Works” will be incorporated into the course. This section includes:
- The thinking behind the doing
- Fundamental ideas
- Observation as a stimulus to investigation
- Designing an investigation
- Making measurements
- Presenting data
- Using data to draw conclusions
- Societal aspects of scientific evidence
- Limitations on scientific evidence
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What can parents expect to see in classwork and homework specifically?
Classwork will be very diverse – using both teacher- and pupil-centred work. Practical work plays a key role, particularly for those pupils who have stronger kinaesthetic skills. Homework will be used to consolidate the learning which has taken place in the lesson, as well as to extend all pupils or to allow them work independently on research projects. Practice questions, practical write-ups, research projects and preparation for their next lesson are all suitable homework activities.
What can parents do to help in this subject at this stage?
Parents can help in the follow ways. Firstly by ensuring that pupils build a solid base, which is particularly important in year 10. For example, any work missed through absence is caught up immediately. Secondly, any problems raised in a pupil’s organiser or by the department directly are discussed with their sons. Parents can greatly help in their son’s progress by working with the department, especially when pupils encounter any problems during the course.
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Setting and course schedule
Pupils are placed in Double Science sets at the start of year 10 based on their Key Stage 3 test results and their internal topic test marks in year 9. Initially the total marks scored on the SATs papers is used along with their average in their end-of-topic tests from year 9 to rank the pupils. More weighting is given to the SATs mark than the end-of-topic tests. Pupils will be in the same set for all three sciences – other arrangements cannot be timetabled.
Final Examinations
Candidates must enter for either Foundation Tier for GCSE grades G to C, or Higher Tier for GCSE grades C to A*. Please note that, in accordance with the requirements of the Qualifications Curriculum Authority, awards outside the targeted range will not be available. Candidates achieving less than the minimum mark on the higher tier will be ungraded and recorded as `U'. It is therefore essential for candidates to be entered for the tier of the examination most suited to their ability. It is recommended that candidates likely to just attain a grade C are entered for the foundation tier.
The final GCSE examinations in Year 11 will comprise of written papers in each subject. Science and Additional Science will be examined separately as outlined below.
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Science
Candidates will sit six examinations, two in each subject. These examinations will be objective tests that consist of matching / multiple choice questions. Both the foundation and higher tier exams last 30 minutes each. Each of these papers carries a weighting of 12.5%. Formal teacher-assessed investigative tasks are carried out over the two years of the course and form 25% of the final mark. It is the combination of specification components B1, C1 and P1 that produces the award of the Science GCSE.
Biology 1a - 30 minutes (36 marks) 12.5% | Biology 1b - 30 minutes (36 marks) 12.5% |
| Chemistry 1a - 30 minutes (36 marks) 12.5% | Chemistry 1b - 30 minutes (36 marks) 12.5% |
| Physics 1a - 30 minutes (36 marks) 12.5% | Physics 1b - 30 minutes (36 marks) 12.5% |
| Science Centre - Assessed unit (Investigative Skills Assignment + Practical Skills Assessment) 25% |
Additional Science
Candidates will sit three examinations, one in each subject. Both the foundation and higher tier exams last 45 mins each. Each of these papers carries a weighting of 25%. Formal teacher-assessed investigative tasks are carried out over the two years of the course and form 25% of the final mark. It is the combination of specification components B2, C2 and P2 that produces the award of the Additional Science GCSE.
| Biology 2 - 45 minutes (45 marks) 25% |
| Chemistry 2 - 45 minutes (45 marks) 25% |
| Physics 2 - 45 minutes (45 marks) 25% |
| Science Centre - Assessed unit (Investigative Skills Assignment + Practical Skills Assessment) 25% |
GCSE Centre assessment
The criteria for each subject are the same. For the ISA the student will perform an experiment and collect relevant data. Once the data has been collected the student will then sit an externally set paper based on both the data collected by the student and also by data provided by the examining body. The PSA mark is generated by continual assessment of the student’s practical skills throughout the GCSE course. Separate ISAs and PSAs are required for Science and Additional Science.
Tests / Internal examinations
GCSE diagnostic and summative tests are constructed from GCSE-style examination questions and occur regularly. End-of-topic tests will be taken, generally, every half-term in each of the three Science subjects. Three comprehensive examinations will also take place for each Science subject, at Christmas in Year 10, Summer in Year 10 and Christmas in Year 11. For information about individual biology, chemistry and physics testing, specifically in relation to A-level progression, please refer to the information provided by the separate departments below.
Resetting Arrangements
Resetting will occur after both the Christmas examinations and Summer examinations in year 10. Pupils will be reset mainly on the basis of their performance in these exams. Borderline cases will then be assessed using the student’s scores in the internal tests taken throughout the year. The average mark across all three subjects will be used. Resetting at the end of Year 10 will be particularly important as it will determine the level of entry for which each pupil is prepared. It is anticipated that no-one will be entered for the Foundation tier examinations. If performance is particularly poor, however, entry to the Foundation tier will occur.
Revision
Before commencing revision pupils must have obtained a copy of the GCSE specification which is available from AQA website (www.aqa.org.uk). Revision needs to be a combination of learning the key facts and applying them to solving problems. We suggest that pupils incorporate these two parts into their revision timetable. Revision is personal and many pupils prefer different techniques. Initially more time should be spent revising: key words – their meaning and definitions, key facts and principles and then assimilating these ideas into harder concepts. Pupils could write topic summaries and construct concept or mind maps that will help them link key ideas of each topic together.
Once pupils are familiar with the basic ideas they should spend more time answering questions. A good starting point is questions they have done for homework. Answers can then be checked against the corrected homework answers in their books. But real learning and understanding is tested when the science is applied to unfamiliar situations. To provide the necessary variety it would be advisable to do the past examination questions in the textbooks and to purchase a revision guide that contains tasks to do as well as information.
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Pupil Target Setting
The end of topic tests are diagnostic which pupils will use to highlight areas of weakness and, in conjunction with the teacher, set personal targets. They will need to use these targets to improve their understanding of weak areas. In addition, there will be summative tests to determine a pupil’s progress at key points in the course, such as the end of Year 10. As he progresses through GCSE, each pupil will compile a revision file, which will contain a record of his test marks, his personal targets and his summative tests.
A* Grade
| Recall | Application | Inferring | Describing |
| A* | Candidates recall extensive knowledge from all areas of the syllabus. | Candidates confidentally use detailed knowledge in a full range of applications relating to scientific systems or phenomena. | Candidates confidently use detailed knowledge and understanding to predict and identify patterns in data and draw conclusions by combinging data from more than one source. | Candidates routinely draw together and communicate knowledge from a number of areas of the syllabus to solve an individual problem. Candidates routinely use scientific and mathematical conventions in support of arguments and use a wide range of scientific and technical vocabulary. |
| A | Candidates recall a wide range of knowledge from all areas of the syllabus. | Candidates use detailed knowledge in a full range of applications relating to scientific systems or phenomena. | Candidates can use scientific knowledge and understanding to predict and identify patterns in data and draw conclusions by combinging data from more than one source. | Candidates draw together and communicate data from more than one area of the syllabus. Candidates routinely use scientific and mathematical conventions in support of arguments and use a wide range of scientific and technical vocabulary. |
Separate Sciences (Biology, Chemistry and Physics)
The extra syllabus for the Separate Sciences includes the following subject areas:
| Biology (B3) | Chemistry (C3) | Physics (P3) |
| Diffusion and Osmosis | Periodic Table | Forces II |
| Transport | Acids and Bases | Light and Sound |
| Exercise | Water | Electromagnetism |
| The Kidney | Energetics II | Stars |
| Microorganisms | Chemical Analysis | |
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Pupils will need to cover the same material as for Science and Additional Science and also the extra topics shown above.
Details regarding internal assessment, setting arrangements, internal examinations, resetting arrangements, revision guidelines, target setting and revision Files, coursework, progression to A Level and grade descriptors are the same as those for double award.
Assessment at GCSE
Each pupil will take a total of twelve written papers for the award of three Science GCSEs. Each subject has a three papers, which are common for all candidates doing Triple or Double Award Science. For the award of triple science, each pupil takes an additional, extension paper for each science. All papers are offered at two levels, although it is assumed that all Triple Award pupils will be taking the Higher Tier papers. The examination layout for each of the separate sciences is shown below.
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Biology
| Biology 1a - 30 minutes (36 marks) 12.5% | Biology 1b - 30 minutes (36 marks) 12.5% |
| Biology 2 - 45 minutes (45 marks) 25% |
| Biology 3 - 45 minutes (45 marks) 25% |
| Centre-assessed unit in biology (Investigative Skills Assignment + Practical Skills Assessment) 25% |
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Chemistry
| Chemistry 1a - 30 minutes (36 marks) 12.5% | Chemistry 1b - 30 minutes (36 marks) 12.5% |
| Chemistry 2 - 45 minutes (45 marks) 25% |
| Chemistry 3 - 45 minutes (45 marks) 25% |
| Centre-assessed unit in chemistry (Investigative Skills Assignment + Practical Skills Assessment) 25% |
Physics
| Physics 1a - 30 minutes (36 marks) 12.5% | Physics 1b - 30 minutes (36 marks) 12.5% |
| Physics 2 - 45 minutes (45 marks) 25% |
| Physics 3 - 45 minutes (45 marks) 25% |
| Centre-assessed unit in physics (Investigative Skills Assignment + Practical Skills Assessment) 25% |
Progression beyond GCSE
By November of Year 11 we will be able to give a good indication as to a pupil’s suitability as an A level candidate. Final recommendations for A level will be made in the Spring Term of Year 11. These will be based on the criteria outlined below for each subject. It should be noted that all of a pupil’s work in both years 10 and 11 will be taken into account. Therefore, as well as an aptitude for the subject, a consistent level of application throughout GCSE is also key to A level recommendations in Science.
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Biology
Each end-of-topic test will contain at least one question that is designed to assess essential Advanced Level biology skills. These questions are intended to provide an indication of a pupil’s suitability for Advanced Level biology courses. There will also be questions within the Year 10 Christmas, Year 10 Summer and Year 11 Mock examinations that will also assess these skills.
| Biology Criteria | Method of assessment |
| 1 | Ability to cope easily with the content of the Higher tier of GCSE and to grasp new concepts quickly, retaining them to obtain a high grade at GCSE. | - All essential skills marks from Years 10 and 11
- Quality of classwork
- Homework marks
- Marks secured in mock examinations: December of Year 10, Summer of Year 10 and January of Year 11
|
| 2 | A-level students must have the motivation, commitment and enthusiasm to study the subject further. They must also have the time management skills, independent learning skills and be able to demonstrate a willingness to participate fully in lessons. | - All essential skills marks from Years 10 and 11
- Good use of the organiser
- Profile
|
| 3 | A-level students must have the ability to sustain the level of effort and industry required and meet deadlines for work, both within the class and when working independently. | - Homework grades and record
- Quantity of classwork produced
- Review
- Profile
|
| 4 | Confident use of the Essential Skills for biology are necessary, including: - Ability to deal with chemical equations and formulae with confidence
- Ability to explain and apply biological concepts such as homeostatic feedback, limiting factors and genetics
- Ability to handle mathematical concepts confidently
- Ability to interpret data in graphical form, including intercepts and gradients
- Ability to identify and bring together several areas of knowledge and understanding to solve problems and provide explanations
- Ability to apply scientific facts and principles to suggest the likely outcome of events
| - All essential skills marks from Years 10 and 11
- Marks secured in mock examinations: December of Year 10, Summer of Year 10 and January of Year 11
|
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Chemistry
Each end-of-topic test will contain at least one question that is designed to assess essential Advanced Level chemistry skills. These questions are intended to provide an indication of a pupil’s suitability for Advanced Level chemistry courses.
| Chemistry Criteria | Method of assessment |
| 1 | Ability to cope easily with the content of the higher tier of GCSE and to grasp new concepts quickly and retain them. | - All essential skills marks from Years 10 and 11
- Quality of classwork
- Homework marks
- Marks secured in mock examinations: December of Year 10, Summer of Year 10 and January of Year 11
|
| 2 | A-level students must have the motivation, commitment and enthusiasm to study the subject further. They must also have the time management skills, independent learning skills and be able to demonstrate a willingness to participate fully in lessons. | - All essential skills marks from Years 10 and 11
- Good use of the organiser
- Profile
|
| 3 | A-level students must have the ability to sustain the level of effort and industry required and meet deadlines for work, both within the class and when working independently. | - Homework grades and record
- Quantity of classwork produced
- Review
- Profile
|
| 4 | Confident use of the Essential Skills for chemistry are necessary, including: - Ability to deal with chemical equations and formulae with confidence
- Ability to explain and apply concepts in depth such as Le Chatelier's principle, redox reactions and the mole
- Ability to handle mathematical and physical science concepts confidently
- Ability to interpret data in graphical form, including intercepts and gradients
- Ability to identify and bring together several areas of knowledge and understanding to solve problems and provide explanations
- Ability to apply scientific facts and principles to suggest the likely outcome of events
- A willingness to work independently including carrying out wider reading
- Ability to answer complex chemical problems
| - All essential skills marks from Years 10 and 11
- Marks secured in mock examinations: December of Year 10, Summer of Year 10 and January of Year 11
|
Physics
| Physics Criteria | Method of assessment |
| 1 | Ability to cope easily with the content of the higher tier of GCSE and to grasp new concepts quickly and retain them. | - All internal test marks from Years 10 and 11
- Quality of classwork
- Homework marks
|
| 2 | A-level students must have the motivation, commitment and enthusiasm to study the subject further. They must also have the time management skills, independent learning skills and be able to demonstrate a willingness to participate fully in lessons. | - Good use of the organiser
- Profile
|
| 3 | A-level students must have the ability to sustain the level of effort and industry required and meet deadlines for work, both within the class and when working independently. | - Homework grades and record
- Quantity of classwork produced
- Review
|
| 4 | Confident use of the Essential Skills for physics are necessary, including: - Ability to identify and bring together several areas of knowledge and understanding to solve problems and provide explanations
- Ability to apply scientific facts and principles to suggest the likely outcome of both known and unknown events
- Ability to recall all physical equations on the double science course
- Ability to recall and apply the correct physical equation to solve a simple (one stage) problem
- Ability to recall and apply the correct physical equations to solve a more complex (more than one stage) problem
- Ability to recall and use the equation of a straight line to calculate intercepts
- Ability to calculate the gradient of a straight line
- Ability to change the subject of an equation by algebraic manipulation of the terms
- Ability to recall and apply Pythagoras' theorem
| - Test marks from Year 11
|
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