Aims and vision of St. Joseph’s College science department



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Aims and vision of St. Joseph’s College science department

Science is a varied and rapidly changing subject. Science has been taught as simply a collection of facts and procedures for too long in schools. We recognize that science is as much a way of thinking as simply a knowledge base. Science as a subject is challenging but also relevant to our pupils’ futures, whether or not they choose to follow science courses beyond the age of 16.


In the teaching of science at St Joseph’s College we strive to produce young citizens who are aware of the current developments in science and the potential implications of those developments. We also aim to provide them with opportunities to develop the key skills (e.g. thinking, practical, data handling, ICT, communication) that have a broader relevance to their lives.
We recognize that science is an exciting subject and the delivery of science lessons should reflect this. Science lessons at St. Joseph’s College;

  • Allow pupils to develop their practical skills and use these skills to test their predictions experimentally.

  • Allow pupils to think for themselves rather than simply being told ‘this is how it is’.

  • Allow pupils to experience a wide range of learning styles to help them understand abstract scientific concepts e.g. role play, creative writing, model making, presentations and group work.

  • Have assessment for learning (AfL) at their core.

  • Equip our students with an understanding of how science works so that they will be better placed to make future decisions relating to the applications and implications of science for society.


We aim to be a lead department in the school and within the LA in terms of teaching and learning!

Course structure

KS3




Year 7 will be following a new 2 year course linked to the new National Curriculum. Evaluation and refinement will be a key focus in this academic year. One important focus of this new course is How Science Works i.e. scientific process rather than simply content. Investigation will be central to the scheme with content taught through investigative approaches.

It is important that the language used when discussing investigative work (e.g. variables, accuracy, precision, reliability) relates to the definitions used in new AQA GCSE scheme. These definitions are available from the AQA science lab website.


The last 3 units in year 7 fall under an environment theme. Previously we have looked at cross curricular links with geography here.
Planning sheets and a course overview follow (unit titles are simply working titles at this point):-


YEAR 7

TERM 1

TERM 2

TERM 3

Introduction: Lab safety

Topic 1: Particles

Topic 2: Forces, effects and motion

Topic 3: Cells and tissues

Topic 4: Pure substances


Topic 5: Energy resources and transfers

Topic 6: Reproduction

Topic 7: Atoms, elements and compounds

Topic 8: Electricity

Topic 9: Environment and adaptation

Topic 10: Acids and alkalis

Topic 11: Magnets and electromagnets

YEAR 8

TERM 1

TERM 2

TERM 3

Topic 1: Going into space

Topic 2: Particles *extension

Topic 3: Human health and disease


Topic 4: Energy

Topic 5: Metals

Topic 6: Plant biology

Topic 7: Light



Topic 8: Rocks

Topic 9: Variation

Topic 10: Electricity and magnetism

Topic 11: Forces




NB The year 8 topics listed above are following the ‘old’ national curriculum. Academic year 2015-16 will see year 8 (current year 7) continue with the updated national curriculum and the development of new schemes of work. This document will be updated.

YEAR 8

Y8 will be following the 2 year KS3 curriculum outlined above.

An end of year examination based on the SAT is used to support TA levels derived from home learning activities and unit tests.
ASSESSMENT IN YEAR 7 AND YEAR 8
Home learning tasks, common to all form groups, will be set within each topic and key pieces of work will be levelled. All levelled work will be moderated within the department to ensure the reliability of our data.

Before each school assessment point (AP point) each student will sit a test on work covered to date.


Taking it further

Useful websites/articlesor books of interest/family visits:



  1. Jodrell Bank Observatory (near Holmes Chapel)

  2. Trentham Monkey Forest

  3. Chester Zoo

  4. Blue Planet Aquarium (Chester)

  5. Leicester Space Museum

  6. Manchester Science Museum

  7. Natural History Museum (London)

  8. Eureka (Halifax)

  9. BBC KS3 Bitesize website

  10. @Bristol Youtube Channel (https://www.youtube.com/user/atbristol)

  11. CGP KS3 Revision guides


KS4 Chemistry
In Year 9 students begin studying AQA Science Core, including module C1 and then either follow by studying GCSE Additional Science (unit C2) or GCSE Chemistry (unit 3 in addition to unit 1 & 2)

In Year 9 all students will study the following topics:



  1. C1 1.1 Fundamental ideas

  2. C1 1.2 Rocks and building materials

  3. C1 1.3 Metals and their uses

  4. C1 1.4 Crude oil and fuels

All Year 9 students will sit an exam (approx. week after Easter) covering all topics listed. At the end of this unit, students will be given a test based on past exam questions to allow an assessment of learning and it will highlight any areas that they need to improve. The outcome of this test will determine the route they will follow for the remainder of GCSE Science.


Taking it further

Useful websites for Chemistry GCSE are as follows:

http://www.my-gcsescience.com/
http://www.bbc.co.uk/schools/gcsebitesize
http://www.docbrown.info/page20/AQAscichemc12.htm

We encourage the students to bring in to school articles of interest on this topic.

The remaining part of Core includes:


  1. C1 1.5 Products from oil

  2. C1 1.6 Plant oils

  3. C1 1.7 Our changing planet

Unit 2 (Part of GCSE Additional Science and GCSE Chemistry)

  1. C2 2.1 Structure & bonding

  2. C2 2.2 Structure and properties

  3. C2 2.3 How much?

  4. C2 2.4 Rates & energy

  5. C2 2.5 Salts & electrolysis

Unit 3 (GCSE Chemistry only)

  1. C3 3.1 The Periodic Table

  2. C3 3.2 Water

  3. C3 3.3 Energy calculations

  4. C3 3.4 Analysis and synthesis

  5. C3 3.5 Organic chemistry

Assessment:

Unit 1 Written paper – Structured & Closed Questions 1 hour 25% of total GCSE marks

Unit 2 Written Paper – Structured & Closed Questions 1 hour 25% of total GCSE marks

Unit 3 Written Paper -– Structured & Closed Questions 1 hour 25% of total GCSE marks

Unit 4 Controlled Assessment - Investigative Skills Assignment 25% of total GCSE marks

KS4 Biology
Yr 9 Biology
All students will follow this pathway


  1. Adaptation for survival (chapter 4 B1 AQA biology text book)

  2. Energy in biomass (chapter 5 )

  3. Keeping healthy (chapter 1 )

  4. Medicine and drugs (chapter 3)

These to be completed by the time students take assessment to determine which route they will follow for remainder of Science GCSE (i.e around Easter time).

In the first half term, students will study “Adaptation for survival” as named above. This will include looking at the ways that plants and animals can survive in a range of habitats and what features they possess that will allow them to do so. At the end of this unit, students will be given a test based on past exam questions to allow an assessment of learning and areas that they need to improve on.


Homeworks (common to all groups)

  1. Complete practical write up of “how surface area affects cooling of organisms”

  2. Practice past paper questions

  3. Formal assessment of unit.

Students will also complete part of the next unit “Energy in biomass”, in which they will look at how energy is moved around food chains, discuss how the carbon cycle works and look at the effects of recycling. As previously, at the end of this unit, students will be given a test based on past exam questions to allow an assessment of learning and areas that they need to improve on.

Homeworks (common to all groups)

  1. Poster or essay to promote recycling, with reasons why this is important

  2. Practice past paper questions

  3. Formal assessment of unit

Whilst the above homeworks will be common to all students, individual teachers may set additional homework as they see fit to meet the needs of their classes or individual students.

These two units are commonly featured in the news (with articles such as the extinction of species, how Man is affecting specific environments etc) and parents can encourage students to read such items. Trips to places such as Chester Zoo or any wildlife establishment will have information or items of interest that will supplement these two units.


Yr10 Biology

The below is a list of topics (and approximate number of lessons) to be studied with chapter references to the AQA biology GCSE text book


Evolution and Speciation (5 lessons)

B1 7.1 & B7.2 Different ideas about evolution

B1 7.3 Natural Selection

B1 7.4 Evolutionary relationships

B2 6.1 Origins of life and fossils

B2 6.4 Speciation


Variation and Inheritance (9 lessons)

B1 6.1, 6.2 & 6.3 Inheritance and variation

B1 6.4 & 6.5 Cloning

B1 6.6 genetic engineering

B2 5.1 Mitosis

B2 5.2 Meiosis

B2 5.3 Stem cells

B2 5.4 & 5.5 structure of DNA and genetic crosses

B2 5.5 &5.6 Inherited conditions

B2/B1 ethics lesson


Cells, tissues and Organisms (4 lessons)

B2 1.1 Plant and animal cells

B2 1.2 & 1.3 Bacteria cells and specialised cells hwk

B2 1.4 Diffusion

B1.5 & 1.6 Organs and systems (can do here or move into enzymes section when doing digestion)


Organisms in the environment (4 lessons)

B2 2.1 Photosynthesis (Testing for starch experiment)

B2 2.2 Limiting factors and how plant use glucose

B2 2.3 & 2.4 How plants use glucose and making the most of photosynthesis

B2 2.5 & 2.6 Factors that affect distribution of organisms (plants and animals)
Enzymes (5 lessons)

B2 3.1 enzymes (basic introduction and practical on lipids)

B2 3.2 factors that affect enzyme action

B2 3.3 & 3.4 enzymes in digestion/ speeding up digestion ( Visking tube prac)

B2 3.5 & 3.6 making use of enzymes and HI tech enzymes (alginate beads?)

Respiration (3 lessons)

B2 4.1 aerobic respiration

B2 4.2 effect of exercise on body

B2 4.3 anaerobic respiration


Additional information

  • Further information about content can be accessed via www.aqa.org.uk

  • Support can be accessed via subject teachers on request.

  • Topics are assessed on a regular basis, with home learning given according to school policy. Topic tests are given usually after two topics, students will be given plenty of opportunity to revise for these assessments.

  • Coursework will be carried out in consultation with the other core science teachers during the course of year 10


Yr11 additional science (biology)

The below is a list of topics (and approximate number of lessons) to be studied with chapter references to the AQA biology GCSE text book


Cells, tissues and Organisms (4 lessons)

B2 1.1 Plant and animal cells

B2 1.2 & 1.3 Bacteria cells and specialised cells hwk

B2 1.4 Diffusion

B1.5 & 1.6 Organs and systems (can do here or move into enzymes section when doing digestion)
Enzymes (5 lessons)

B2 3.1 enzymes (basic introduction and practical on lipids)

B2 3.2 factors that affect enzyme action

B2 3.3 & 3.4 enzymes in digestion/ speeding up digestion ( Visking tube prac)

B2 3.5 & 3.6 making use of enzymes and HI tech enzymes (alginate beads?)
Respiration (3 lessons)

B2 4.1 aerobic respiration

B2 4.2 effect of exercise on body

B2 4.3 anaerobic respiration


Organisms in the environment (5 lessons)

B2 2.1 Photosynthesis (Testing for starch experiment)

B2 2.2 Limiting factors and how plant use glucose

B2 2.3 & 2.4 How plants use glucose and making the most of photosynthesis (Mike’s Hwk on photosynthesis)

B2 2.5 & 2.6 Factors that affect distribution of organisms (plants and animals)
Evolution and Speciation (3 lessons)

B2 6.1 Origins of life and fossils

B2 6.4 Speciation
Variation and Inheritance (6 lessons)

B2 5.1 Mitosis

B2 5.2 Meiosis

B2 5.3 Stem cells

B2 5.4 & 5.5 structure of DNA and genetic crosses

B2 5.5 &5.6 Inherited conditions

B2/B1 ethics lesson
Additional information


  • Further information about content can be accessed via www.aqa.org.uk

  • Support can be accessed via subject teachers on request.

  • Topics are assessed on a regular basis, with home learning given according to school policy. Topic tests are given usually after two topics, students will be given plenty of opportunity to revise for these assessments.

  • Coursework will be completed (worth 25% of GCSE) in consultation with other additional science teachers

Yr11 triple 2014-15
The below is a list of topics (and approximate number of lessons) to be studied with chapter references to the AQA biology GCSE text book
Organisms in the environment (5 lessons)

B2 2.1 Photosynthesis (Testing for starch experiment)

B2 2.2 Limiting factors and how plant use glucose

B2 2.3 & 2.4 How plants use glucose and making the most of photosynthesis

B3 1.9 Transpiration and exchange in leaves (use of potometers)

B2 2.5 & 2.6 Factors that affect distribution of organisms (plants and animals)


Enzymes (5 lessons)

B2 3.1 enzymes (basic introduction and practical on lipids)

B2 3.2 factors that affect enzyme action

B2 3.3 & 3.4 enzymes in digestion/ speeding up digestion ( Visking tube prac)

B2 3.5 & 3.6 making use of enzymes and HI tech enzymes (alginate beads?)

B3 1.7 exchange in the gut


Respiration (3 lessons)

B2 4.1 aerobic respiration

B2 4.2 effect of exercise on body

B2 4.3 anaerobic respiration


Energy and biomass (4 lessons)

B1 5.1 & 5.2 pyramids of biomass and energy transfer

B1 5.3 decay (decay prac)

B1 5.4 carbon cycle

B3 4.8 & 4.9 sustainable food production
Exchange of materials (3 lessons)

B3 1.1 osmosis

B3 1.2/1.3 active transport / sports drink dilemma

B3 1.4 & 1.5 structure of lungs and breathing


Transporting materials (3 lessons)

B3 2.1 heart

B3 2.2 & 2.3 blood

B3 “medicine” lesson (to include artificial heart and lungs and blood)


Homeostasis (4 lessons)

B3.1 & 3.2 homeostasis introduction and Kidney

B3 3.3 & 3.4 Dialysis and transplants

B3 3.5 body temperature

B3.7 & 3.8 glucose control and diabetes
Human Impact on environment (2 lessons)

B3 4.6 & 4.7 Biofuels and Biogas

Round up of other topics in this area
Additional information


  • Further information about content can be accessed via www.aqa.org.uk

  • Support can be accessed via subject teachers on request.

  • Topics are assessed on a regular basis, with home learning given according to school policy. Topic tests are given usually after two topics, students will be given plenty of opportunity to revise for these assessments.


KS4 Physics
Physics Curriculum Overview

Physics is the study of everything and how it moves, energy and communication. We currently follow the AQA specification and exams. Students will progress topic by topic building on prior knowledge. For all students studying physics a good understanding of maths, and the correct integration of key terminology will go a long way towards success.



Year 9 (all students)

  • Topics Covered

    • P1.1 Heat transfer and the rate of heat transfer

    • P1.2 Energy and Efficiency

    • P1.3 The usefulness of electrical appliances

    • P1.4 Generating Electricity

    • P1.5 Waves and there uses for communication

  • Ways they are assessed

    • All topics will be assessed with a selection of summative and formative home leaning, as well as graded passed paper questions to inform progress.

    • A mock exam will be completed Easter time to determine if students will study triple, dual science or applied science.

  • Independent learning and support

    • Students studying in year 9 will need support with key words and comprehension, students could complete the following independent work to help them progress rapidly in science.

      • Design a heat sink for a computer processer and explain the design features in terms of increasing the rate of heat transfer.

      • Write a report in terms of energy on a car engine, what type of energy do we put into a car, what are the useful and un-useful types of energy give out? Explain why nothing is 100% and comment on how to improve the efficiency of a car engine.

      • Students could help you save money at home, share with them your electricity bills and see if they can work out how much electricity you’re using. Students could design and carry out an experiment by switching off lights/TV and monitoring bills.

      • Students can write a report on the advantages and disadvantages of renewable and non-renewable energy.

      • Design a poster/leaflet about the EM spectrum listing uses for each section.

Year 10 Triple

  • Topics Covered

    • P2.1 Forces and there effects

    • P2.2 The kinetic energy of objects

    • P2.3 Current in electrical circuits

    • P2.4 Mains electricity and power

    • P2.5 Radiation and the dangers

    • P2.6 Fission and Fusion

  • Ways they are assessed

    • All topics will be assessed with a selection of summative and formative home leaning, as well as graded passed paper questions to inform progress.

    • Students will carry out assessed practical’s and sit a Mock paper towards the end of the year

  • Independent learning and support

    • Students can research about Newton and how he explained his three laws of motion write a biography and learn about the man and scientist.

    • Students can examine the motion of a sky diver as he falls out of a plan, how fast does he go? What’s terminal velocity? Why does he slow down?

    • Students can design a poster for year 7’s explaining what current and voltage are, and the trends in series and parallel.

    • Write a report and watch the BBC documentary on Chernobyl, what went wrong? And what were the lasting effects on the people and countryside?

    • Write a letter to a relative that proves to them they are a star! Research why we were all once part of a star, how did this happen? How are elements made?

Year 11 Triple

  • Topics covered

    • P3.1 The medical application of physics

    • P3.2 Pressure and circular motion

    • P3.3 Electromagnetic Induction and transformers

  • Ways they are assessed

    • All topics will be assessed with a selection of summative and formative home leaning, as well as graded passed paper questions to inform progress.

    • Students will carry out assessed practicals and sit a Mock paper towards the end of the year.

  • Independent learning and support

    • Students can create and information sheet for a hospital about X-rays and Ultrasounds, explaining the process and any dangers associated.

    • Write a report on car breaks, how they work and how the force is transferred from your foot to your tyres.

    • Explain in terms of particles why Felix Baumgartner balloon shrunk when it was close to space? Draw pictures to show the science.

    • Look at the design features of a transformer, why are they nearly 100% efficient? Explain why DC would not work in a transformer.

Year 10 Core

  • Topics Covered

    • P1.1 Heat transfer and the rate of heat transfer

    • P1.2 Energy and Efficiency

    • P1.3 The usefulness of electrical appliances

    • P1.4 Generating Electricity

    • P1.5 Waves and there uses for communication

  • Ways they are assessed

    • All topics will be assessed with a selection of summative and formative home leaning, as well as graded passed paper questions to inform progress.

  • Independent learning and support

    • Design a heat sink for a computer processer and explain the design features in terms of increasing the rate of heat transfer.

    • Write a report in terms of energy on a car engine, what type of energy do we put into a car, what are the useful and un-useful types of energy give out? Explain why nothing is 100% and comment on how to improve the efficiency of a car engine.

    • Students could help you save money at home, share with them your electricity bills and see if they can work out how much electricity you’re using. Students could design and carry out an experiment by switching off lights/TV and monitoring bills.

    • Students can write a report on the advantages and disadvantages of renewable and non-renewable energy.

    • Design a poster/leaflet about the EM spectrum listing uses for each section.

Year 11 Additional

  • Topics Covered

    • P2.1 Forces and there effects

    • P2.2 The kinetic energy of objects

    • P2.3 Current in electrical circuits

    • P2.4 Mains electricity and power

    • P2.5 Radiation and the dangers

    • P2.6 Fission and Fusion

  • Ways they are assessed

    • All topics will be assessed with a selection of summative and formative home leaning, as well as graded passed paper questions to inform progress.

    • Students will carry out assessed practical’s and sit a Mock paper towards the end of the year

  • Independent learning and support

    • Students can research about Newton and how he explained his three laws of motion write a biography and learn about the man and scientist.

    • Students can examine the motion of a sky diver as he falls out of a plan, how fast does he go? What’s terminal velocity? Why does he slow down?

    • Students can design a poster for year 7’s explaining what current and voltage are, and the trends in series and parallel.

    • Write a report and watch the BBC documentary on Chernobyl, what went wrong? And what were the lasting effects on the people and countryside?

    • Write a letter to a relative that proves to them they are a star! Research why we were all once part of a star, how did this happen? How are elements made?


KS5 Chemistry
The AQA chemistry specification is designed to encourage candidates to:


  • Gain hands-on practical and data analysis skills

  • Appreciate How Science Works and its relevance beyond the laboratory

  • Develop an enthusiasm for chemistry

  • Demonstrate a synoptic understanding

  • Study chemistry in a contemporary context

Whilst studying this course, each student will come to understand how scientists investigate scientific phenomena in order to explain the world around us. Students will improve their scientific problem-solving skills by developing an understanding of the procedures associated with the testing of ideas and the interpretation and validation of evidence. Students will ultimately have an understanding of science’s place and contribution in the wider world.


At AS Level, candidates are given a solid grounding in the fundamental aspects of chemistry. The specification introduces the chemical reactivity of atoms and molecules and provides an understanding of their structures. The development and use of the periodic table is explained. The introduction of Practical Skills Assignments (PSA) into the specification allows teachers to credit candidates for work done in routine class practicals. Assessment is linked to work done during the course rather than traditional testing.
AS Outline
Unit 1 : Foundation Chemistry
Assessment:
Written Paper: 1 hour 15 minutes

Weighting: 33% of total AS Level marks

17% of total A Level marks
4 - 6 short answer questions plus one or two longer structured questions.
Unit 2: Chemistry in Action

Assessment:
Written Paper: 1 hour 45 minutes

Weighting: 47% of total AS Level marks

23% of total A Level marks
6 - 8 short answer questions plus two longer questions.
Unit 3: Investigative and Practical Skills - Internal Assessment

Assessment:
Internal Assessment: 20% of total AS Level marks

Weighting: 10% of total A Level marks


Teacher Assessment of practical skills (PSA) 12 marks.

Teacher Assessment of investigative assignment (ISA) 38 marks.


A2 Outline
At A2 Level, the specification develops the concepts of physical chemistry introduced at AS. Candidates will study kinetics, equilibria, organic chemistry and spectroscopic techniques. Candidates will continue to be assessed through PSA, gaining credit for class practical work.
Unit 4: Kinetics, Equilibria and Organic Chemistry

Assessment
Written Paper: 1 hour 45 minutes

Weighting: 20% of total A Level marks


6 - 8 short answer questions plus one or two longer structured questions.

Unit 5: Energetics, Redox and Inorganic Chemistry

Assessment
Written Paper: 1 hour 45 minutes

Weighting: 20% of total A Level marks


5 - 7 short answer questions plus two or three longer structured questions.
Unit 6: Investigative and Practical Skills - Internal Assessment

Assessment
Internal Assessment:

Weighting: 10% of total A Level marks

Teacher Assessment of practical skills (PSA) marks.

Teacher Assessment of investigative assignment (ISA) 38 marks.


The Chemistry Department aims to develop each student’s interest for the subject and encourage further study. It will also highlight potential careers within chemistry.


KS5 Biology
Year 12 AS level Biology

Students will follow the OCR course for their AS in biology. The below is a list of topics and approximate number of lessons that will be taught


F211 (Cells, exchange and transport)

Unit 1 (Cells)

Cells and cell structure (6 lessons)

Transport across membranes (6 lessons)

Cell division (4 lesson)



Unit 2 Exchange and transport

Lungs and lung function (6 lessons)

Structure of heart and blood vessels (8 lessons)

Plant transport (6 lessons)


F212 (Molecules, Food , Health and Biodiversity)

Unit 1 Biological molecules

Biological molecules (proteins, carbohydrates, fats and water) (10 lessons)

Structure of DNA and protein synthesis (6 lessons)

Enzyme structure and function (10 lessons)



Unit 2 Food and health

Diet and food production (4 lessons)

Infectious diseases (6 lessons)

Smoking and heart disease (4 lessons)



Unit 3 Biodiversity

Variation and classification (6 lessons)

Evolution (4 lessons)

Environmental issues (4 lessons)


Additional information

  • Further information on the course can be found at www.ocr.org.uk

  • Support from teachers is available on request

  • Students will be given a target grade and then assessed at regular intervals (usually every half term) on a formal basis to determine progress in relation to their target grade. Students will be given ample warning to prepare for these tests.

  • Students will also be assessed using three pieces of coursework (which can be repeated)



Year 13 A2 level Biology

Students will follow the OCR course for their A2 in biology. The below is a list of topics and approximate number of lessons that will be taught


F214 (Communication, Homeostasis and Energy)

Unit 1 (Communication and homeostasis)

Temperature regulation (4 lessons)

The Nervous system (6 lessons)

Unit 2 Excretion

Liver and Kidney structure and function (8 lessons)



Unit 3 Photosynthesis and respiration

Photosynthesis (6 lessons)

Respiration (5 lessons)
F215 (Control, genomes, and environment)

Unit 1 Cellular control

DNA, protein synthesis and cell division (6 lessons)

Control of gene expression (10 lessons)

Population genetics (4 lessons)



Unit 2 Biotechnology

Biotechnology and cloning (6 lessons)

Gene technologies (6 lessons)

Unit 3 Ecosystems and sustainability

Ecosystems and population studies (6 lessons)

Sustainability and biotourism (4 lessons)

Unit 4 Responding to the environment

Plant hormones (3 lessons)

Brain and nervous system (4 lessons)

Muscle structure and function (4 lessons)



Behaviour (3 lessons)
Additional information

  • Further information on the course can be found at www.ocr.org.uk

  • Support from teachers is available on request

  • Students will be given a target grade and then assessed at regular intervals (usually every half term) on a formal basis to determine progress in relation to their target grade. Students will be given ample warning to prepare for these tests.

  • Students will also be assessed using three pieces of coursework (which can be repeated)


KS5 Physics
Year 12

  • Topics covered

    • 1.1 Matter and radiation

    • 1.2 Quarks and leptons

    • 1.3 Quantum Phenomena

    • 1.4 Electric Current

    • 1.5 Direct Current Circuits

    • 1.5 Alternating Currents

    • 2.1 Forces in equilibrium

    • 2.2 Motion

    • 2.3 Motion and Force

    • 2.4 Work, energy and power

    • 2.5 Materials

    • 2.6 Waves and Optics

  • Ways they are assessed

    • All topics will be assessed with a selection of summative and formative home leaning, as well as graded passed paper questions to inform progress.

    • Students will carry out assessed practical’s and sit a Mock papers both at Christmas and towards the end of the year

  • Independent learning and support

    • It is suggested that students purchase the AQA AS text book (ISBN 978-0-7487-8282-6) to help with the content of the course an independent learning tasks.

    • Independent learning can range from consolidation of notes, past papers and revision mind maps. To reports and biography’s on famous scientist and discovery’s, applying motion calculations to real world examples and designing and carrying out their own experiments.

    • More comprehensive list to be put on the VLE


Year 13

  • Topics covered

    • 4.1 Force and momentum

    • 4.2 Motion in a circle

    • 4.3 Simple Harmonic Motion

    • 4.4 Gravitational Fields

    • 4.5 Electric Fields

    • 4.6 Capacitors

    • 4.7 Magnetic Fields

    • 4.8 EM induction

    • 5.1 Radioactivity

    • 5.2 Nuclear energy

    • 5.3 Thermal Physics

    • 5.4 Gasses

    • 5.5b Optional topic (Turning points in physics)

      • Discovery of an electron

      • Wave particle duality

      • Special Relativity

  • Ways they are assessed

    • All topics will be assessed with a selection of summative and formative home leaning, as well as graded passed paper questions to inform progress.

    • Students will carry out assessed practical’s and sit a Mock papers both at Christmas and towards the end of the year

  • Independent learning and support

    • It is suggested that students purchase the AQA A2 text book (ISBN 978-0-7487-8281-9) to help with the content of the course an independent learning tasks.

    • Independent learning can range from consolidation of notes, past papers and revision mind maps. To reports and biography’s on famous scientist and discovery’s, applying knowledge of fields to real world examples and designing and carrying out their own experiments.

    • More comprehensive list to be put on the VLE


KS5 Applied Science
This course is a broad-based qualification in Science which may be used to give an understanding of how science is applied in a variety of contexts.
AS Applied Science
At AS students study Science at Work, Chemical and Physical Analysis at Work as portfolio units and Monitoring the Activity of the Human Body which is assessed in a module exam and is largely a biology-based examination.
Science at Work

The intention is that this unit will provide students with an introduction to the importance of how science impacts on the society in which they live. It has been designed to focus on important aspects of science used in the work place and the involvement of science in organisations, to enable students to understand the significance of the work they are studying.

This unit should also help candidates see the relationship between what they learn, and what they may experience in a working environment.

The importance of health and safety, both in a working and educational environment is introduced to support both the practical work and the way in which organisations may impact upon society and the environment

Practical techniques and procedures give candidates the opportunity to carry out experimental work within a vocational context. This practical work also gives an opportunity to put into practice risk assessment and some of the health and safety laws and regulations they have researched.

Examples of some experimental work might be:

 titrations for acid/base calculations;

 testing quality of products (quality assurance);

 biological action of enzymes;

 food testing procedures


Analysis at Work

The intention is that this unit will provide students with an introduction to the importance of testing and analysis within many industries and work places. It begins by focusing on the more obvious methods of testing, and then considers the importance of analysing procedures for quality control and improving efficiency.

This unit should also help candidates learn how to do simple tests in the laboratory and to be able to link them to realistic testing methods within one of the industries they have been researching.
Qualitative analysis is carried out which allows candidates to build on their skills, knowledge and understanding from GCSE Science or Applied Science with specific regard to simple test-tube reactions for the anions and cations.

Students have experience of simple titrations that involve making and using standard

solutions. They carry out straightforward acid-base, redox titrations.

The titrations performed have a vocational slant. Suggested exercises include finding the:

 concentration of commercial vinegars;

 % of iron in ‘iron tablets’;

 % of copper in brass samples;

 hardness of water using a solution of EDTA.


Candidates need to be aware of the principles behind colorimetry and to have tried a colorimetric procedure. This might be to find the percentage of copper in a sample of brass, or to determine the percentage of iron in samples of iron filings.

They need to be aware of the great importance of colorimetric techniques in industry and in hospital laboratories.


Monitoring the activity of the human body

Within this examined unit, students study topics on:




  1. Respiration

  2. Structure and function of the circulatory and respiratory system

  3. Use of physiological measurements

  4. Methods of taking physiological measurements

  5. Imaging method

  6. Regulations and ethics related to diagnosis, monitoring and treatment


A2 Applied Science

At A2 students study Investigating the Scientists’ Work, Synthesising Organic Compounds as portfolio units and Working Waves which is assessed in a module exam and is largely a physics-based examination.


Synthesising Organic Compounds

This unit draws on the scientific knowledge, skills and understanding provided by the study of G620: Science at work, G621: Analysis at work and G622: Monitoring the activity of the human body.

It is important that students become familiar with and confident in using standard chemical substances and laboratory equipment. Correct nomenclature and terminology need to be embodied within the delivery, whilst the underpinning chemical principles need to be introduced gradually as the unit progresses, using practical sessions to support the theory wherever possible.

Practical work is an integral part of the unit and the skills required for the preparation and analysis of the organic compounds can be developed through a practical based approach to the underpinning theory. This allows candidates with all learning styles the opportunity to understand the basic chemistry requirements for the unit.

The principal aim of the unit is to give candidates a sufficient grounding in theoretical and practical organic chemistry to allow them to appreciate the work and contribution made by the organic chemist to modern day living and realise the diversity of their work.
Investigating the Scientists’ Work

The intention is that this unit will provide students with time to work on projects that reflect the activities of scientists in the workplace. It has been designed to allow candidates scope to draw on knowledge, understanding and skills gained from other units, as well as knowledge which will be gained specifically for this investigation. The investigation needs to, as far as possible, replicate a real working situation and be subject to constraints of deadlines, support and resources. The topic chosen needs to have some vocational/real life context.


Working Waves

Within this examined unit, students study topics on:




  1. Waves

  2. Thermal imaging and other applications of Infrared

  3. How optical fibres carry data

  4. Communication systems – mobiles and broadband

  5. X-ray and gamma ray imaging and therapy

A large amount of past paper material is available to support in the preparation for the examinations.

All coursework units and internally moderated and then a sample is submitted to OCR for final moderation. Class teachers work hard to guide the students in the completion of their coursework and guidance is given along the way.

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