In this course, students are prepared for AQA GCSE Biology (8461), AQA GCSE Chemistry (8462) and AQA GCSE Physics (8463), which are three separate GCSE qualifications. The following units in Biology, Chemistry and Physics are studied sequentially across Years 10 and 11.
Year 10
| Unit | Content |
| Biology September to February | In this unit on cells and cellular processes, students learn how living organisms transport the vital materials for key reactions into and out of cells. They study in detail the key reactions that occur within cells, including respiration and photosynthesis. Key knowledge developed: - Knowing examples of materials transported in and out of living cells and tissues
- Knowing the exchange structures of multicellular organisms
- Knowing the photosynthesis equation and the limiting factors of photosynthesis
- Knowing the transport systems in plants that move water, sugar and mineral ions
- Knowing the chemical formulae for processes of aerobic and anaerobic respiration in animals, plants and yeast
- Knowing the effects of exercise in the short and long term
- Understanding factors that influence the rate of diffusion osmosis and active transport
- Understanding how plants are adapted on macroscopic and microscopic levels to maximise photosynthesis
- Understanding how the rate of transpiration for a plant is influenced by its environment
- Understanding the links between energy from respiration to the energy required for many living processes
- Understanding how organ systems transport the reactants and products of forms of respiration in humans
Key skills developed: - How to find and interpret patterns in different forms of data
- How to work scientifically and plan practical activities
- How to analyse data critically, learning to find mean averages and to identify anomalies
- How to measure and calculate rates of reaction including rates of photosynthesis, osmosis and transpiration
- How to construct graphs with positive and negative values on the y axis
- How to work out percentage change and to use graphs to make predictions about biological samples
Assessment: Learning in this unit is assessed summatively, in assessments containing questions that require short- and long-form answers based on scientific knowledge and on the ability to work scientifically. Content from this part of the course is assessed in the February exams and end-of-year assessments of Year 10, and in the Year 11 December mocks. These assessments contribute to the student's predicted grade. |
| Chemistry September to February | At the beginning of Year 10, students learn the major processes used in the extraction of metals from ores. This part of the course is focused on electrochemistry and ions. Subsequently, students study energy changes by developing their knowledge of exothermic and endothermic reactions. Key knowledge developed: - Knowing how metals are extracted
- Knowing the acronym REDOX
- Knowing the forms of ions made by metals and non-metals
- Knowing the terms exothermic and endothermic
- Understanding the reactivity series
- Understanding why some substances are conductive
- Understanding why reactions are exothermic or endothermic
- Understanding how chemical cells work
Key skills developed: - How to calculate relative formula mass
- How to calculate the number of atoms in a substance
- How to write a half equation
- How to conduct an experiment using electrolysis
- How to evaluate methods of using data
- How to use the reactivity series in order to predict experimental outcomes
- How to draw energy level diagrams
- How to calculate bond energy
- How to draw and interpret a bond energy profile
- How to evaluate fuel cells effectively
Assessment: Learning in this unit is assessed summatively, in assessments containing questions that require short- and long-form answers based on scientific knowledge and on the ability to work scientifically. Content from this part of the course is assessed in the February exams and end-of-year assessments of Year 10, and in the Year 11 December mocks. These assessments contribute to the student's predicted grade. |
| Physics September to February | Students' Year 10 Physics programme starts with a focus on how particle models can be used to describe motion and internal energy. Students learn about the relationship between potential difference, current and resistance. They learn to use calculations and graph-work to explain how forces cause objects to change their motion. Key knowledge developed: - Knowing the properties and relative motion of each state of matter
- Understanding specific heat capacity and specific latent heat
- Knowing the shape of IV graphs of a fixed resistor, filament lamp and diode
- Knowing definitions and examples of scalars and vectors, including displacement and velocity
- Understanding how internal energy can be changed
- Understanding how current, potential difference and resistance vary in series and parallel circuits
- Understanding Newton's laws of motion
- Understanding conditions that cause objects to accelerate
- Understanding how an object reaches its terminal velocity
- Understanding how atmospheric pressure varies with altitude
Key skills developed: - How to measure mass and volume to calculate density
- How to plan an investigation to calculate specific heat capacity
- How to determine the uncertainty of results
- How to draw circuit diagrams
- How to plan an investigation to measure the resistance in differing lengths of wire
- How to calculate the resistance of series and parallel circuits
- How to plan an investigation obtaining the results needed to plot IV graphs from different resistors
- How to identify different variables within an experiment
- How to interpret and draw distance-time and velocity-time graphs
- How to extrapolate data using a line of best fit
- How to plan an investigation to measure the impact of a force on the acceleration of an object
Assessment: Learning in this unit is assessed summatively, in assessments containing questions that require short- and long-form answers based on scientific knowledge and on the ability to work scientifically. Content from this part of the course is assessed in the February exams and end-of-year assessments of Year 10, and in the Year 11 December mocks. These assessments contribute to the student's predicted grade. |
| Biology February to July | Students develop their knowledge of human organ systems, with a particular focus on the cardiovascular system. They further their understanding of diseases, their causations and relevant forms of treatment. Key knowledge developed: - Knowing examples of communicable diseases, their causes and their symptoms in humans and plants
- Knowing the structural and functional differences between arteries, veins and capillaries
- Understanding how communicable diseases are transmitted via pathogens and how their spread can be prevented
- Understanding human and plant defences against pathogens
- Understanding how vaccines are used to prevent infection
- Understanding the organisational hierarchy of organisms, whereby cells form tissues, tissues form organs, organs form organ systems and multiple organ systems make an organism
- Understanding the links between respiration and the structures of the lungs and heart
- Understanding the link between lifestyle choices and the development of non-communicable diseases such as CHD, diabetes and cancer
- Understanding how monoclonal antibodies are created
Key skills developed: - How to interpret a range of data including those relating to immune response, hormonal response and nutrient level
- How to calculate the size of bacterial population using πr2
- How to calculate percentage change
- How to develop and critique practical methodology in order to achieve more accurate results
- How to design an experiment to test reaction speed
- How to identify correlations and causal relationships from data
Assessment: Learning in this unit is assessed summatively, in assessments containing questions that require short- and long-form answers based on scientific knowledge and on the ability to work scientifically. Content from this part of the course is assessed in the Year 10 end-of-year assessments and in the Year 11 December mocks. These assessments contribute to the student's predicted grade. |
| Chemistry February to July | Students learn the fundamentals of organic chemistry, including the nomenclature of hydrocarbons and the different forms of bonding. They also learn about a wide range of uses to which hydrocarbons are put. Students learn about the evolution of the Earth's atmosphere, and how human activity and expansion has had an impact on the world. Key knowledge developed: - Knowing how to define hydrocarbons, including key functional groups such as alkanes and alkenes
- Knowing the forms of combustion and the products that combustion creates
- Knowing that hydrocarbon chains are separated from crude oil through the process of fractional distillation
- Knowing the main pollutants of the atmosphere and their effects
- Understanding carbon footprint and ways to reduce it
- Understanding that longer chain hydrocarbons require more energy to break their bonds owing to stronger intermolecular forces
- Understanding the function of and need for cracking
- Understanding the function of and need polymerisation
- Knowing the composition of the Earth's atmosphere
Key skills developed: - How to calculate percentage change
- How to explain the changes in gas composition over time
- How to use data in order to explain the greenhouse effect
Assessment: Learning in this unit is assessed summatively, in assessments containing questions that require short- and long-form answers based on scientific knowledge and on the ability to work scientifically. Content from this part of the course is assessed in the Year 10 end-of-year assessments and in the Year 11 December mocks. These assessments contribute to the student's predicted grade. |
| Physics February to July | Students learn about the major types of ionising radiation and their properties, and learn to calculate an isotope's half-life from extracted data. They build upon their prior knowledge on waves, studying the structure and properties of transverse and longitudinal waves, mathematically and practically. Key knowledge developed: - Knowing examples, properties and forms of ionising radiation
- Knowing the definitions of atoms and isotopes
- Knowing the structure of waves
- Knowing the properties of transverse and longitudinal waves
- Knowing the uses of sound and ultrasound
- Understanding how to complete nuclear equations
- Understanding how half-life impacts a substance
- Understanding the differences between contamination and irradiation
- Understanding the difference between nuclear fission and fusion
- Understanding how waves are reflected and refracted
- Understanding the relationship between frequency and wavelength when calculating wave speed
- Understanding how seismic waves are used to determine the structure of the Earth
Key skills developed: - How to draw a graph of the half-life of a substance
- How to calculate half-life from data
- How to draw ray diagrams
- How to carry out practical activities in order to calculate wave speed
- How to measure the speed of sound
Assessment: Learning in this unit is assessed summatively, in assessments containing questions that require short- and long-form answers based on scientific knowledge and on the ability to work scientifically. Content from this part of the course is assessed in the Year 10 end-of-year assessments and in the Year 11 December mocks. These assessments contribute to the student's predicted grade. |
Year 11
| Biology September to April | In the final sequence of biological topics, students learn how our internal environment is maintained in response to external factors through homeostatic and nervous action. Students learn how genetic variation is determined by our DNA and inherited within families. They learn about genotypes and phenotypes, and develop an understanding of how organisms have evolved over time. Finally, students learn about factors that can have an impact on the stability and biodiversity of ecosystems. Key knowledge developed: - Understanding how the nervous system interacts with the brain and the eye
- Understanding the principles of homeostasis, which include thermoregulation, water regulation, maintenance of blood sugar, and its dependence on human growth hormone and thyroxine
- Understanding how fertility can be controlled and what treatments can be used for infertility
- Understanding how an organism's genotype influences its development of phenotypes
- Knowing the process of meiosis in which gametes are formed
- Understanding techniques in which genetics can be used to control outcomes including through selective breeding and genetic engineering
- Understanding how complex organisms evolve from simple life forms through the process of evolution by natural selection
- Understanding what evidence supports Darwin's theory of evolution by natural selection, including the development of antibiotic resistance
- Understanding how organic materials are cycled through the natural world including the role of decomposers and detritus feeders
- Understanding the impact of a human population explosion on land, air and water pollution
- Understanding how greenhouse gases cause climate change and the impacts of this change on ecosystems
- Understanding how we can maintain and improve biodiversity
- Understanding how food production can be made more sustainable
Key skills developed: - How to interpret data
- How to develop and critique practical methodology in order to achieve more accurate results
- How to calculate percentage changes
- How to create graphs with several data sources
- How to calculate the range, mean, median and mode
- How to draw pyramids of biomass
- How to use Punnett squares to predict the outcomes of genetics crosses
- How to interpret pedigree analysis charts to predict the inheritance of characteristics
- How to represent values as fractions, percentages and ratios
- How to conduct experiments that record decay
Assessment: Learning in this unit is assessed summatively, in assessments containing questions that require short- and long-form answers based on scientific knowledge and on the ability to work scientifically. Content from this part of the course is assessed in the Year 11 December mocks and the in-class assessments that take place in March. These assessments contribute to the student's predicted grade. |
| Chemistry
September to April | Students study the availability, use and cycling of the Earth's materials. They learn different forms of rate reactions and chemical analysis. Students conclude this series of lessons by completing a variety of calculation, graph and practical-based activities. Key knowledge developed: - Knowing examples of fertilizers
- Understanding how fertilizers are produced
- Knowing what sustainable development is and how it is achieved
- Knowing examples of renewable and finite resources
- Knowing the definition of a formulation
- Knowing examples of gas tests
- Knowing how to evaluate the environmental impacts of different materials
- Understanding how a dynamic equilibrium is achieved
Key skills developed: - How to evaluate data effectively
- How to determine an unknown concentration using titrations
- How to identify unknown substances via ion tests
- How to use practical activities in order to conduct experimental analysis
- How to calculate RFM, Rf values and concentration
- How to use chromatography to analyse chemical mixtures
- How to calculate rates of reaction
- How to use tangents on a graph
- How to apply Le Chatelier's principle
Assessment: Learning in this unit is assessed summatively, in assessments containing questions that require short- and long-form answers based on scientific knowledge and on the ability to work scientifically. Content from this part of the course is assessed in the Year 11 December mocks and the in-class assessments that take place in March. These assessments contribute to the student's predicted grade. |
| Physics September to April | Students develop their ability to calculate, predict and explain an object's motion using information on forces, mass and acceleration. Students consolidate their prior knowledge of waves by studying the electromagnetic spectrum, its uses and its dangers. Finally, students learn about magnets and their uses in processes that are essential to modern life. Key knowledge developed: - Knowing the definitions of stopping distance, braking distance, thinking distance and reaction time
- Knowing the order of the electromagnetic spectrum by decreasing wavelength
- Knowing the uses and dangers of the different frequencies of the electromagnetic spectrum
- Knowing which materials are ferromagnetic and the positions of the poles on a magnet
- Knowing the components required for an electromagnet
- Knowing components of the life history of a star
- Understanding the effect of centre of mass on balance
- Understanding Fleming's left-hand rule and the motor effect
- Understanding how generators function
- Understanding red shift
- Understanding circular orbits
Key skills developed: - How to design an investigation measuring reaction time
- How to use an equation to calculate the momentum of an object
- How to apply the conservation of energy to predict the motion of objects before or after a collision or explosion
- How to use infrared thermometers to measure the temperature of solids
- How to identify variables from a hypothesis
- How to design an investigation to measure the emission and absorption of infrared radiation.
- How to create an electromagnet
- How to calculate magnetic flux
- How to calculate the change of potential difference in transformers
- How to explain the stability of a star
Assessment: Learning in this unit is assessed summatively, in assessments containing questions that require short- and long-form answers based on scientific knowledge and on the ability to work scientifically. Content from this part of the course is assessed in the Year 11 December mocks and the in-class assessments that take place in March. These assessments contribute to the student's predicted grade. |
