Science

Term 1:

Students will learn the various scientific apparatus available to them and will be able to use them safely and accurately including the correct use of a bunsen burner.

Students will be able to state the importance of a healthy diet and the major food groups involved in this. Students will be able to describe the role of the different food groups in the human body. Students will be able to explain the causes of deficiency diseases. Students will develop their practical skills in testing the main food types. Students will be able to state the function of different organs in the digestive system and then describe the flow of food through the organ system. Students will be able to explain the adaptations of the small intestine that allow it to carry out its function. 

Students will be able to describe the particle model. Students will be able to state the changes of state between the three states of matter. Students will be able to draw and interpret temperature-time graphs. Students will be able to give definitions for boiling and melting points. This will allow students the ability to describe the difference between physical and chemical changes.

Enquiry Questions:

• How do we stay safe in a laboratory?
• How do we keep healthy?
• What is everything made of?

 

Term 2: 

Students will also use key ideas to look at how the motion of particles causes Brownian motion. Students will be able to explain the difference between energy and temperature. Students will be able to explain how gas particles cause pressure and how increasing the temperature will increase the pressure. Students will also be able to describe what is meant by atmospheric pressure. Students will then use calculations to determine the pressure applied by an object. Students will then link the particle model to density, once more using calculations, but this time to calculate the density of an object. Students should also be able to describe a method to determine the density of both regular and irregular objects. 

Students will be able to link ideas from KS2, looking at life cycles, to the seven life processes. From this students are able to describe the levels of organisation from organ systems to cells. Students should be able to identify the respiratory, circulatory and digestive system. Students should be able to state the function of major organs. Students should  be able to identify cell organelles and describe their function. Students should be able to explain the adaptations of specialised cells  (nerve, red blood, sperm, leaf, root) Students will use these principles to describe how to prepare a microscope slide to observe cell organelles. Students should be able to state the difference between unicellular and multicellular organisms. Students should be able to compare animal and plant cells. Students should be able to link diffusion to substances moving in and out of cells and finally students will be able to describe the process of aerobic respiration.

Enquiry Questions:

• How does matter behave?
• What are we made of?

 

Term 3: 

Students will learn to describe the seven life processes,  draw plant and animal cells and describe their structure and function. Students will also learn about microscopes and what they are used for. Students will be able to identify the levels of organisation, identify some specialised cells and their functions and describe the process of diffusion. In addition, students will be able to describe aerobic respiration and state its equations, and compare unicellular organisms and multicellular organisms.

Students will also learn about chemistry. They will learn to state how the atomic model was developed, state the differences between atoms, elements, compounds and mixtures and give chemical symbols for elements and compounds.  Students will be able to define solubility and give examples, define purity and give examples, carry out filtration, evaporation, distillation and chromatography. 

Enquiry Questions:

• What are we made of?
• How do we separate everyday substances?

 

Term 4: 

During this term, students will learn how to define energy, identify five of the six energy stores and identify the four methods for transferring energy from one energy store to another. Students will be able to understand the concept of conservation of energy, describe the terms conduction, convection and radiation and state the difference between a conductor and an insulator. They will also learn the different forces that can act on an object, distinguish between contact and non-contact forces and calculate the resultant force of an object.   

Enquiry Questions:

• Can you create more energy?

 

Term 5:

Students will  learn to state what the pH scale is and how to use it to measure acidity and alkalinity. They will learn the process of neutralisation, including the names of the salts produced from neutralisation and the word equations for some neutralisation reactions. Students will be able to describe the reactivity series and write equations for them. They will also be able to state the difference between exothermic and endothermic reactions and to describe how catalysts are used to speed up chemical reactions. 

Students will also learn about physics.

Enquiry Questions:

• How can we measure reactivity?
• What could happen if you kicked a football into space? 

 

Term 6: 

Students will be able to describe the structure of the DNA and how it has developed and describe and compare genetic and environmental variation. They will also be able to label the organs of the reproductive system and describe their functions. They will also learn the process of fertilisation, inheritance, gestation, the stages of birth, puberty and the menstrual cycle. 

During the second part of the term, students will learn to identify circuit components and series and parallel circuits. They will also be able to explain how to measure current in series and parallel circuits. Students will learn to identify bar magnets, and magnetic fields and to explain the Earth’s magnetic field. 

Enquiry Questions: 

• What made me an individual?
• What would our world look like without electricity and magnetism?
   

Term 1: 

Students will be able to recall the ideas from variation. Students will be able to link natural selection to evolution and understand the importance of sharing scientific knowledge. Students will be able to evaluate data and construct graphs on data. Students will develop practical skills by investigating the distribution of plants using quadrats. Students will further develop their ability to draw conclusions from different data sources and apply them to reasons for natural selection and evolution. 

Students will be able to build on the knowledge of chemical reactivity, including physical and chemical changes, to explain how the modern periodic table was developed. Students will be able to compare the properties of metals and non-metals. Students will be able to write word equations and will be able to balance chemical equations when provided with a chemical reaction. Students will be able to describe the trends and properties of elements in groups 1, 7 and 0. Students will also be able to construct word equations for halogen displacement reactions.

Enquiry Questions:

• How are we adapted to survive?
• Why do we have the periodic table?

 

Term 2: 

Students will be able to recall the parts of the plant and their functions. Students will be able to link the parts of the plant and their function to the processes of pollination, reproduction, fertilisation, germination, seed dispersal and photosynthesis. Students will develop practical skills in linking the structure of seeds to their method of dispersal. Students will further develop their ability to draw conclusions from different data sources and apply them to pollination, growth, seed dispersal and photosynthesis. 

Students will be able to state the importance of a healthy diet and the major food groups involved in this. Students will be able to describe the role of the different food groups in the human body. Students will be able to explain the causes of deficiency diseases. Students will develop their practical skills in testing the main food types. Students will be able to state the function of different organs in the digestive system and then describe the flow of food through the organ system. Students will be able to explain the adaptations of the small intestine that allow it to carry out its function. 

Enquiry Questions:

• If plants were to die, what would happen?
• How do we keep healthy?

 

Term 3: 

During the first part of the term, students will continue to state the importance of a healthy diet and the major food groups involved in this. Students will be able to describe the role of the different food groups in the human body. Students will be able to explain the causes of deficiency diseases. Students will develop their practical skills in testing the main food types. Students will be able to state the function of different organs in the digestive system and then describe the flow of food through the organ system. Students will be able to explain the adaptations of the small intestine that allow it to carry out its function. 

During the second part of the term students will learn to state word and symbol equations for oxidation reaction: describe the Earth’s structure and atmosphere and describe sedimentary, igneous and metamorphic rocks. They will also learn the rock cycle and how to use the reactivity series to extract materials and recycle.  

Enquiry Questions: 

• How do we keep healthy?
• How do we extract materials?

 

Term 4: 

Students will be able to state the difference between a medium and a vacuum. They will be able to identify and label transverse and longitudinal waves, and define some of the key terms related with waves. Students will be able to explain the behaviour of light waves, including the processes of transmission, reflection, refraction and dispersion. They will also learn some uses of ultrasound and why certain animals use echolocation. 

Enquiry Questions:

• How do we use sound and light?

 

Term 5: 

Students will be able to describe the difference between physical and chemical changes, write word equations, and identify the elements in a chemical formula and the number of each element in the said formula. Students will be able to balance chemical equations and state the law of conservation of mass. They will be able to describe the processes of thermal decomposition, oxidation and displacement reaction. 

In addition, students will be able to state the organs that make up the circulatory system and their functions, state the importance of having a balanced diet and the importance of exercise on health. They will also learn the levels of the organisation, the difference between animal and plant cells and the diffusion process. Students will be able to identify the organs that make up the respiratory system; describe the process of gas exchange; explain the difference between aerobic and anaerobic respiration, and explain the impacts of smoking on health. 

Enquiry Questions: 

• How can we describe different chemical reactions? 
• Why is oxygen essential for life?

 

Term 6: 

Students will be able to understand the difference between contact and non-contact forces, including gravity. Students will learn how the Earth’s rotation and tilt lead to day and night, seasons, and the link between mass and gravitational field strength. They will learn about the Solar System and how transverse and longitudinal waves behave in a vacuum. 

During the second part of the term, students will learn how to calculate speed and the resultant force, how forces affect motion, and what distance and velocity-time graphs show. They will also learn how motion affects everyday objects such as cars and trains. 

Enquiry Questions:

• What else is out there?
• How can we explain motion?

Term 1: 

Students will be able to describe how the modern atomic model was developed by Dalton, Thomson, Rutherford and Bohr, including the experiments conducted. Students should be able to link this to atomic structure and use the periodic table to calculate the number of protons, neutrons and electrons. Students should use this to be able to draw electronic configurations of the first 20 elements. Students should be able to demonstrate knowledge of physical and chemical changes, linking this to the law of conservation of mass. Students should be able to apply this idea to balance chemical equations and calculate relative formula mass.

Students should build upon their understanding of forces and be able to calculate work done. They should be able to take this further, to an understanding of moments as the turning effect of a force and be able to carry out a practical in relation to this new concept. This will build in data collection and analysis skills.

Enquiry Questions:

• How is everything made?
• How do we lift heavy objects?

 

Term 2:

Students will be able to construct food chains and be able to differentiate between consumers, producers, prey and predators. Students will be able to state the needs of plants and explain the process of photosynthesis. Students will be able to state what is meant by both an ecosystem and biodiversity. Students will be able to describe both biotic and abiotic factors that impact an ecosystem. Students will be able to analyse how humans have a negative impact on ecosystems and will also analyse how humans are now trying to protect the natural ecosystem. Students will explore the different types of sampling and look specifically at the use of quadrats and the capture-recapture method as methods of predicting the population of an organism within an ecosystem.

Students will be able to recall separation techniques. Students will be able to link solubility, solutions and saturated solutions to separation techniques such as filtration, chromatography, evaporation and distillation. 

Students will develop practical skills in linking the appropriate separation technique to the investigated substances. Students will further develop their ability to draw conclusions from different data sources and apply these to ideas for pure and impure substances. 

Enquiry Questions:

• How can we impact an ecosystem?
• What is forensics?

 

Term 3:

Students will be able to recall separation techniques. Students will be able to link solubility, solutions and saturated solutions to separation techniques such as filtration, chromatography, evaporation and distillation. 

Students will develop practical skills in linking the appropriate separation technique to the investigated substances. Students will further develop their ability to draw conclusions from different data sources and apply these to ideas for pure and impure substances. 

Students will also be able to understand home energy transfers, calculate power, and compare fuel costs. Students will be able to compare power and energy and to understand what makes a home energy efficient. 

Enquiry Questions:

• What is forensics?
• How do we pay for our energy?

 

Term 4: 

Students will be able to understand how today’s atmosphere developed over time, recall how carbon atoms move through the ecosystems and describe the carbon cycle process and its importance to life on Earth. Students will be able to describe the greenhouse effect and explain how human activity is contributing to the greenhouse effect. They will be able to describe the possible effects of increased carbon dioxide and methane and explain the action we might take to reduce the risk and scale of these rises. Students will be able to explain the effects of acid rain; evaluate the role of particulates in damaging human health; and describe the main energy resources available for use on Earth, distinguishing between renewable and non-renewable energy resources. 

Enquiry Questions:

• What is the impact of human activity on our planet? 
• How do we defend ourselves?

 

Term 5: 

Students will be able to explain the importance of cell differentiation; describe the function of stem cells, and describe the human circulatory system. Students will be able to explain the structure of the heart and blood vessels, how red blood cells and plasma are adapted to their functions, and how white blood cells and platelets are adapted to their defence functions in the blood. They will also learn the effects of recreational drugs on behaviour, health and life processes. 

Students will also be able to explain the energy stores and transfers, the law of energy conservation, and work done as a transfer of energy. Students can compare plastic and elastic deformation and explain Hooke’s Law. 

Enquiry Questions:

• How do we defend ourselves?
• How did the Egyptians build the pyramids?

 

Term 6: 

Students will be able to describe the atomic structure, static electricity and charge flow, including how to calculate charge flow. Students will be able to identify circuit symbols, compare current and potential differences in series and parallel circuits and understand the resistance of a wire. Students will also be able to describe magnetic fields and explain what electromagnets are.

Enquiry Questions:

• How does electricity work?

Students are introduced to various key concepts in biology, chemistry and physics and develop their understanding of how these ideas can help describe diverse and complex natural phenomena.

 

Why study this course?

GCSE study in the sciences provides the foundation for understanding the material world. Scientific

understanding is changing our lives and is vital to the world’s future prosperity, and all learners should

be taught essential aspects of scientific knowledge, methods, processes and uses. They

should be helped to appreciate how the complex and diverse phenomena of the natural world can be

described in terms of a small number of key ideas relating to the sciences, which are both interlinked

and of universal application. 

These key ideas include:

• the use of conceptual models and theories to make sense of the observed diversity of natural phenomena

• the assumption that every effect has one or more causes

• that change is driven by differences between different objects and systems when they interact

• that many such interactions occur over a distance and over time without direct contact

• that science progresses through a cycle of hypothesis, practical experimentation, observation, theory development and review

• that quantitative analysis is a central element both of many theories and of scientific methods of inquiry.

 

What does this course lead on to?

This course leads to A levels and apprenticeships in a wide variety of areas such as A-level physics, A-level biology, an Applied science course and Science apprenticeships. These will allow you to become a scientist without going to university. You’ll gain technical knowledge and key workplace skills in a laboratory setting.There are currently two types of science apprenticeships you can do: laboratory scientist and laboratory technician.

 

Term 1: 

Depending on their course, students will be able to demonstrate understanding of: 

If they are doing the combined science: purity and separation, bonding and property of materials. 

If they are doing the triple course: purity and separation, bonding, properties of materials and pressure.

Enquiry Questions:

Combined: What is a pure substance, and how do we separate impure substances? How are all the substances around us made? How do the properties of materials determine their use of the material?

Triple: What is a pure substance, and how do we separate impure substances? How are all the substances around us made? How do the properties of materials determine their use of the material? What causes pressure, and how do we use knowledge of pressure?

 

Term 2: 

Students doing the combined and triple course will be able to demonstrate an understanding of motion, Newton’s laws, and forces in action. They will also be able to demonstrate an understanding of the cell (supplying the cell) and the size challenges. 

Enquiry Questions:

What causes things to move and how do we measure their motion? Why are Newton’s laws so important? How do forces affect objects? How are cells supplied with what they need? How are organisms adapted to perform living processes effectively?

 

Term 3: 

Students doing the combined and triple course will be able to introduce chemical reactions. Students will be able to demonstrate an understanding of energetics. Students will be able to name and explain different types of chemical reactions. And students will be able to demonstrate an understanding of electrolysis. Students doing the triple course will learn about these topics in more detail.

Enquiry Questions: 

How are new substances formed? Why do some reactions get hot and others get cold? What are some different reactions in chemistry and why is it important that we know about them? How is electricity used to separate substances?

 

Term 4: 

Depending on their course, students will be able to demonstrate understanding of: 

If they are doing the combined science: static and charge; simple circuits; and magnets and magnetic fields. They will also demonstrate an understanding of the nervous and endocrine systems and how to maintain internal environments. 

If they are doing the triple course: static and charge; and simple circuits. They will also be able to demonstrate an understanding of magnets and magnetic fields; and the uses of magnetism.

Enquiry Questions: 

Combined: What causes static electricity? How are electrical circuits made, and how do we use our knowledge to make the most effective circuits? How do magnetic fields affect our everyday lives? How does our body respond to environmental changes, and why is it important that we do? Why do we have hormones, and how do they work? Why is it important to maintain internal environmental levels in our body?

Triple: What causes static electricity? How are electrical circuits made, and how do we use our knowledge to make the most effective circuits? How do magnetic fields affect our everyday lives? What are the uses of magnetism?

 

Term 5:

Depending on their course students will be able to demonstrate understanding of: 

If they are doing the combined science: predicting chemical reactions. 

If they are doing the triple course: the nervous and endocrine systems, and how to maintain internal environments. 

Enquiry Questions: 

Combined: How can we predict what products form in chemical reactions?

Triple: How does our body respond to environmental changes, and why is it important that we do? Why do we have hormones, and how do they work? Why is it important to maintain internal environmental levels in our body?

 

Term 6: 

Depending on their course students will be able to demonstrate understanding of: 

If they are doing combined science: explain the role of microorganisms in the cycling of materials through an ecosystem; describe the importance of interdependence and competition in a community, and explain some of the benefits and challenges of maintaining local and global biodiversity. 

If they are doing the triple course: predicting chemical reactions, identifying products of chemical reactions, and monitoring chemical reactions. 

Enquiry Questions:

Combined: How do all living things on the Earth affect each other?

Triple: How can we predict what products form in chemical reactions? How and why do we analyse chemical reactions? How and why do we monitor reactions?

 

Exam Board Links:

Combined science

Biology A

Chemistry A

Physics A

 

Students are introduced to various key concepts in biology, chemistry and physics and develop their understanding of how these ideas can help describe diverse and complex natural phenomena.

 

Why study this course?

GCSE study in the sciences provides the foundation for understanding the material world. Scientific

understanding is changing our lives and is vital to the world’s future prosperity, and all learners should

be taught essential aspects of scientific knowledge, methods, processes and uses. They

should be helped to appreciate how the complex and diverse phenomena of the natural world can be

described in terms of a small number of key ideas relating to the sciences, which are both interlinked

and are of universal application. 

These key ideas include:

• the use of conceptual models and theories to make sense of the observed diversity of natural phenomena

• the assumption that every effect has one or more causes

• that change is driven by differences between different objects and systems when they interact

• that many such interactions occur over a distance and over time without direct contact

• that science progresses through a cycle of hypothesis, practical experimentation, observation, theory development and review

• that quantitative analysis is a central element both of many theories and of scientific methods of inquiry.

 

What does this course lead on to?

This course leads on to A-levels and apprenticeships in a wide variety of areas such as A-level physics, A-level biology, an Applied Science course and science apprenticeships. These will allow you to become a scientist without going to university. You’ll gain technical knowledge and key workplace skills in a lab setting.There are currently two types of science apprenticeships you can do: laboratory scientist and laboratory technician.

 

Term 1: 

Depending on their course students will be able to demonstrate understanding of: 

If they are doing the combined science: nervous system, endocrine system, maintaining internal environments, types of chemical reactions, and electrolysis.

If they are doing the triple course: nervous system, endocrine system, maintaining internal environments, types of chemical reactions, and electrolysis. They will also be able to demonstrate an understanding in simple circuits and magnets and magnetic fields.

Enquiry Questions: 

Combined:  How does our body respond to environmental changes, and why is it important that we do? Why do we have hormones, and how do they work? Why is it important to maintain internal environmental levels in our body? What are some different reactions in chemistry, and why is it important that we know about them? How is electricity used to separate substances? 

Triple:  How does our body respond to environmental changes, and why is it important that we do? Why do we have hormones, and how do they work? Why is it important to maintain internal environmental levels in our body? What are some different reactions in chemistry, and why is it important that we know about them? How is electricity used to separate substances?  How are electrical circuits made, and how do we use our knowledge to make the most effective circuits? How do magnetic fields affect our everyday lives?

 

Term 2: 

Depending on their course, students will be able to demonstrate understanding of: 

If they are doing the combined science: wave properties and ecosystems, including maintaining the environment. 

If they are doing the triple course: wave properties and wave interactions, nervous system, endocrine system, maintaining internal environments and ecosystems, including maintaining the environment. They will also be able to demonstrate an understanding of types of chemical reactions, electrolysis, predicting chemical reactions, identifying products of chemical reactions, and monitoring and controlling chemical reactions. 

Enquiry Questions:  

Combined: What are waves, and why are they important in physics? How do all living things on the Earth affect each other?

Triple:  What are waves, and why are they important in physics? How do all living things on the Earth affect each other? How does our body respond to environmental changes, and why is it important that we do? Why do we have hormones, and how do they work? Why is it important to maintain internal environmental levels in our body?  How do the properties of materials determine their use of the material? How are new substances formed? Why do some reactions get hot and others get cold?  How can we predict what products formed in reactions? How and why do we analyse reactions?  How and why do we monitor reactions? What causes a reaction to occur quickly or slowly, and why is it important to know this? How do waves interact with each other?

 

Term 3: 

Depending on their course students will be able to demonstrate understanding of: 

If they are doing combined science: predicting chemical reactions; inheritance and natural selection and evolution. Students will also demonstrate an understanding of work done, power, and efficiency. 

If they are doing the triple course: controlling chemical reactions and equilibria; radioactivity; and ecosystems and monitoring and maintaining the environment. 

Enquiry Questions: 

Combined: How can work done be calculated for various scenarios? How can we predict what products form in chemical reactions? Why do we look the way we do? Why are some people born with genetic disorders? How have humans developed the way they have? What is power, and how is it measured?

Triple: What causes a reaction to occur quickly or slowly, and why is it important to know this? How can some reactions be reversed? What are radioactive substances, and can you explain if and why they are dangerous? How do all living things on the Earth affect each other? 

 

Term 4: 

Depending on their course students will be able to demonstrate understanding of: 

If they are doing combined science: controlling chemical reactions and equilibria, and physics on the move and powering earth. 

If they are doing the triple course: inheritance and natural selection and evolution; work done and power and efficiency; and improving processes and products, organic chemistry, and interpreting and interacting with Earth systems. 

Enquiry Questions: 

Combined: What causes a reaction to occur quickly or slowly, and why is it important to know this? How can some reactions be reversed? How is the Earth powered?

Triple: Why do we look the way we do? Why are some people born with genetic disorders? How have humans developed the way they have? How can work done be calculated for various scenarios? What is power, and how is it measured? Why is carbon such an important element?

 

Term 5: 

Depending on their course students will be able to demonstrate understanding of: 

If they are doing combined science: improving processes and products, organic chemistry, and interpreting and interacting with Earth systems; and feeding the human race and monitoring and maintaining health.

If they are doing the triple course: monitoring and maintaining health; improving processes and products; organic chemistry, and interpreting and interacting with Earth systems; and physics on the move, powering Earth and beyond Earth. 

Enquiry Questions:

Combined: How can we try to solve the food security issues in the world? What causes a person to be healthy or not? How can we keep ourselves healthy?Why is carbon such an important element?

Triple: What causes a person to be healthy or not? How can we keep ourselves healthy? Why is carbon such an important element? How is the Earth powered? What else is in the universe, and how do we learn about it? 

Term 6: 

During term 6, students will be revising all the topics seen during the last two years and getting ready to do their GCSE exams.

 

Exam Board Links:

Combined science

Biology A

Chemistry A

Physics A

 

Learners will cover topics such as scientific principles associated with the application of biology, chemistry and physics; experimental and practical techniques associated with applied science; or the roles and skills of scientists, and the public and media perception of science.

 

Why study this course?

This qualification will provide learners with a broad understanding of vocationally-related sciences to support progress to higher education. It is suitable for studying alongside substantial academic science qualifications, such as A-level sciences or other Level 3 vocational qualifications. This qualification can also prepare learners to take up employment in the applied science sector, either directly after achieving the qualification or via higher education. Studying this qualification will enable learners to develop their knowledge and understanding of scientific principles, as well as those scientific practical skills recognised by higher education institutions and employers to be most important. The qualification also offers learners an opportunity to develop transferable skills such as problem-solving, research and communication as part of their applied learning.

 

What does this course lead on to?

This qualification is supported by a range of universities, and taken alongside other qualifications, it can fulfil the entry requirements for a number of science-related higher education courses, including biomedical, forensic and sports science, as well as nursing. In addition, the qualification is eligible for UCAS points.

 

Term 1:

This is predominantly a theoretical unit in which learners develop their knowledge and understanding of key concepts in science and how they are applied in the medical, healthcare, food, environmental, chemical, pharmaceutical, material and automotive industries.

Students will be able to demonstrate their knowledge of the cell structure and transport mechanisms: and the heart, including its structure and how pacemakers work. Students will also be able to demonstrate their knowledge of the atomic structure, the periodic table and different ways of calculating the amount of substance. In addition, students will develop their knowledge and understanding of useful energy and efficiency; and electricity and circuits. 

Enquiry Questions:

Biology:

• What are the structures of different types of cells?
• How do our cells receive complex molecules?
• How does our heart function?

Chemistry:

• Why is atomic structure important?
• How does the periodic table help us to understand the world?
• What are moles?
• How are titrations useful?

Physics:

• What are efficiency and U-values?
• How is electricity generated?
• What do we understand by circuits?

 

Term 2: 

This is a continuation of the unit started in term 1. Again, this is predominantly a theoretical unit in which learners develop their knowledge and understanding of key concepts in science and how they are applied in the medical, healthcare, food, environmental, chemical, pharmaceutical, material and automotive industries.

Students will be able to demonstrate their knowledge of the importance of homeostasis in the body: differences between breathing and cellular respiration; and the process of photosynthesis and food chain productivity.  Students will be also able to demonstrate their knowledge of bonding and structure; and enthalpy changes. In addition, students will develop their knowledge and understanding of dynamics.

Enquiry Questions:

Biology:

• How do we regulate our bodies?
• How do our cells release ATP?
• How do plants provide oxygen? 

Chemistry:

• How can we describe the bonding in materials?
• How can we describe the properties of materials?
• How can enthalpy changes be used to define reactions and look at bond strengths?

Physics:

• How do Newton’s laws explain the world around us?
• What are momentum and inertia?
• How do suvat equations allow us to calculate motion?

 

Term 3: 

This unit is designed to introduce learners to new experimental techniques, to reinforce methods met previously and to enable learners to apply these methods to new situations. Experimental work should be set in an applied and vocational context.

In this unit, learners will demonstrate their knowledge and understanding of the scientific basis of a range of analytical and experimental techniques; the use of standard procedures to ensure that the results of the analysis can be replicated; the production and application of risk assessments; how to analyse errors quantitatively and use this analysis to determine whether experimental results are within tolerance of theoretical or expected values; correct recording of observations made and data obtained; how to analyse results and complete relevant calculations; how to apply graphical skills correctly and accurately; and how to draw conclusions, complete error analyses and evaluations. 

Students will do this with biology and chemistry topics during this term. 

Enquiry Questions:

Biology: 

• What are the scientific principles associated with physiological measurement? 
• How do we measure the rate of respiration in organisms?

Chemistry: 

• How do we measure the strength of acids and write scientific reports?

 

Term 4: 

During this term, learners will demonstrate their knowledge and understanding of the scientific basis of a range of analytical and experimental techniques; the use of standard procedures to ensure that the results of the analysis can be replicated; the production and application of risk assessments; how to analyse errors quantitatively and use this analysis to determine whether experimental results are within tolerance of theoretical or expected values; correct recording of observations made and data obtained; how to analyse results and complete relevant calculations; how to apply graphical skills correctly and accurately; and how to draw conclusions, complete error analyses and evaluations. They will do this with physics topics. 

In addition, students will start unit 3, Science in the modern world. The aim of this unit is to build on the applied contexts explored by learners to enable them to analyse and evaluate scientific information, develop critical thinking skills and understand the use of the media to communicate scientific ideas and theories. Learners will understand how science is used in organisations and the roles and responsibilities of their scientifically-qualified staff.

Enquiry Questions:

• How do we measure the rate of respiration in organisms?
• How do we measure the light dependent stage of photosynthesis?
• How is science portrayed in the media? 
• How do we write applied scientific reports?

 

Term 5: 

During this term, students will be completing unit 3, Science in the modern world. The aim of this unit is to build on the applied contexts explored by learners to enable them to analyse and evaluate scientific information, to develop critical thinking skills and to understand the use of the media to communicate scientific ideas and theories. Learners will understand how science is used in organisations and the roles and responsibilities of their scientifically-qualified staff.

Enquiry Questions: 

• How is science portrayed in the media?

 

Term 6: 

Students will start to learn about the human body. This is predominantly a theoretical unit in which learners develop their knowledge and understanding of human anatomy and physiology. However, the applications of these ideas in the health and sports science industries can be explored through practical work.

Enquiry Questions: 

• How does the human body work?

 

 

Learners will cover topics such as scientific principles associated with the application of biology, chemistry and physics; experimental and practical techniques associated with applied science; or the roles and skills of scientists and the public and media perception of science.

 

Why study this course?

This qualification will provide learners with a broad understanding of vocationally-related sciences to support progress to higher education. It is suitable for studying alongside substantial academic science qualifications, such as A-level sciences or other Level 3 vocational qualifications. This qualification can also prepare learners to take up employment in the applied science sector, either directly after achieving the qualification or via higher education. Studying this qualification will enable learners to develop their knowledge and understanding of scientific principles, as well as those scientific practical skills recognised by higher education institutions and employers to be most important. The qualification also offers learners an opportunity to develop transferable skills such as problem-solving, research and communication as part of their applied learning.

 

What does this course lead on to?

This qualification is supported by a range of universities, and taken alongside other qualifications, it

can fulfil the entry requirements for several science-related higher education courses, including

biomedical, forensic and sports science, and nursing. In addition, the qualification is eligible for

UCAS points.

 

Term 1: 

In biology, students will learn about how oxygen is transported in the blood. The aim of this unit is that learners develop an understanding of human anatomy and physiology, building on their knowledge and understanding of the National Curriculum KS4 Science subject content gained in previous studies. Learners will be able to build on their knowledge of breathing and cellular respiration from Unit 1, and rate of respiration and physiological measurements from Unit 2, when assessed on oxygen transportation and measuring oxygen saturation levels. Knowledge and understanding gained in Unit 3 about the roles and responsibilities of different professionals and scientists will inform learners about where physiological measurements can be applied in the health sector.

In chemistry, students will learn about organic chemistry. This unit is designed to introduce learners to the importance of preparative organic chemistry in various contexts, from pharmaceuticals, dyes, flavours and fragrances, to solvents and bio-diesel. The importance of yield, rate, purity of the compound made, and characterisation using spectroscopic techniques will also be established. Learners will understand the structures of functional groups, their reactions, and the importance of isomerism. 

Enquiry Questions: 

Biology 

• How is oxygen transported in the blood?

Chemistry:  

• Why are molecular structure, functional groups and isomerism important?
• How do we use analytical techniques to identify functional groups?
• Can you describe the reactions of functional groups?

 

Term 2: 

This unit is designed to introduce learners to the importance of preparative organic chemistry in a wide range of contexts, from pharmaceuticals, dyes, flavours and fragrances, to solvents and bio-diesel. The importance of yield, rate, purity of the compound made and characterisation using spectroscopic techniques will also be established. Learners will acquire a good understanding of the variety of practical synthetic methods that are available to preparative chemists. 

Enquiry Questions:

• How do we prepare organic compounds such as aspirin?

 

Term 3 and 4:

During the following two terms, learners will have an opportunity to undertake the role of a research scientist, following standard procedures to complete a scientific investigation.

Many industries employ scientists who are involved in research and investigation. They test out new ideas and report their findings to a suitable audience, fellow scientists, and the public. These scientists are responsible for developments in industries that provide services and products, such as pharmaceuticals, automotive, construction, food production, radiology and countless others. The context of the investigation will enable learners to use their knowledge and skills in carrying out a scientific investigation that relates to science in the real world.

Learners will carry out an original, extended practical investigation that draws together the knowledge, skills and understanding that they have developed in other units.

Enquiry Questions:

What will I investigate?