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GCSE Combined Science (2 GCSEs)

Mathematics - Year 7

Click here to return to our Science curriculum home page

Below you will find more specific information about the curriculum in Combined Science for students who have chosen this GCSE Science option, explaining to you what students will learn, when, why and how. There is also information about how parents/carers are able to support students in their learning, extra-curricular opportunities in this subject and how it links to other subjects and the wider world.

Subject Key Concepts                 

#1 DEVELOPMENT OF SCIENTIFIC THINKING 

#2 EXPERIMENTAL SKILLS AND STATEGIES 

#3 SCIENTIFIC VOCABULARY 

BIOLOGY

#1 CELL BIOLOGY    #2 ORGANISATION (ORGANS)    #3 INFECTION AND RESPONSE     #4 BIOENERGETICS 

#5 INHERITANCE, VARIATION AND EVOLUTION    #6 ECOLOGY    #7 BIOLOGICAL MOLECULES 

CHEMISTRY

#1 MATTER    #2 REACTIONS    #3 ENERGY 

#4 QUANTITATIVE     #5 INDIVIDUAL, SOCIAL AND SOCIETY 

PHYSICS

#1 FORCES    #2 ENERGY    #3 ATOMIC STRUCTURE AND RADIOACTIVITY 

 #4 PARTICLE MODEL    #5 SPACE 

Please click here for Subject Key Concepts.

Curriculum Overview for the Autumn Term

YEAR 10 Topic / Key Concepts
Specific Knowledge
Specific Skills
Autumn Biol
Microscopy revisited
Circulatory system
Human digestive system.
Required practical on onion cells, recap of magnification and resolution. Magnification calculations and microscope drawing.  Analysis of data. Organ dissection, biochemical tests and investigations into the factors affecting enzyme activity.
Chem
Structure and Bonding chapter 2
Nanoparticles (sep. sci.)
Organic chemistry chapter 7
Applying rules and principles to new situations. Considering why materials have the properties and therefore the uses that they do, and how this transfers into everyday life. Using data to draw conclusions. Representing molecules in 2D and 3D form. Orders of Magnitude. Appreciation of development and design in Science. How the Chemical Industry impacts on life and use of natural resources.
Phys
Atomic Structure,
Development of scientific theories
Radioactive decay - properties and decay equations
Use and dangers of radioactivity
Half life
Contamination and irradiation
Appreciation of the development of scientific theories
Problem solving
YEAR 11    
Autumn Biol
Recap of photosynthesis
Respiration
Cell division
Nervous system and homeostasis.
Investigating the respiration rate of yeast; making observations, anaylsing data and drawing conclusions. Investigating factors that affect reaction time in humans; identifying control variables and ensuring that data is valid, analaysing data and drawing conclusions.
Chem
Rates of Reaction chapter 6
Quantitative chemistry chapter 3
Maths skills - plotting line graphs. Division,  Drawing tangents; Following written instructions. Data analysis and interpretation. Literacy - Writing a method. Application of relevant maths skills in a Chemistry context. 
Phys
Wave properties
Wave equation
Electromagnetic Spectum - uses and dangers
Infra-red radiation
Reflection & refraction
Observing and measuring waves
Standard form
Prefixes
Rearranging equations

Useful documents:

Please click here for a PDF of curriculum overview.

While this information covers a broad range of areas, please do get in touch with the Subject Leader Mr Grove if you have any questions.

Please click on the questions below to find out more.

Which exam board will students be examined by?

AQA

How are groups organised?

The classes are organised into ability-based sets (4 sets in one half of the year group, 5 in the other half)

What characteristics does a successful student have in this subject?

Successful students are able to commit to learning and constantly revisiting factual content that they are then eager to apply to new situations. Students should enjoy working practically but should also be enthusiastic towards their learning about the world around them.

How will students learn at this level?

In a variety of ways: reading ahead / research / self-discovery, class discussion, teacher explanation, educational videos, teacher demonstration, class practical, self-evaluation and target setting.

How will students’ learning be assessed at this level?

Student will have two exams in each science.

Each exam is 1 hour 15 minutes in duration.

Questions will be a mixture of multiple-choice, structured, closed short answer and open response.

When do key assessments take place?

External exams take place in the summer of Year 11.

How can parents/carers support students’ learning?

  • Support your child to bring the correct equipment to lessons, including a scientific calculator.
  • Ensure your child has access to the appropriate revision guides.
  • Test your child’s knowledge of key facts. Engage them in conversation about what they have learnt and how it relates to the real world.

What equipment do students need for this subject?

Essential school equipment, especially a scientific calculator.

Students also need to bring their textbook to lessons (these are provided by the school).

How does this subject link to other subjects?

  • Very high mathematical content – see specification for exact skills required.
  • High levels of literacy are required to read, understand and answer questions.
  • Environmental issues relate to work covered in geography.

What websites or resources may be helpful to support students’ learning?

https://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464

https://www.aqa.org.uk/subjects/science/steps-to-success-in-science

https://www.doddlelearn.co.uk/app/login?

https://www.senecalearning.com/

https://www.bbc.com/bitesize/examspecs/z8r997h

What extra-curricular or enrichment opportunities are available for students in this subject at this level?

Helping out in Science club.

Invitation to Physics and Chemistry Olympiad lunch time sessions.

Many opportunities during Science week in March.

What sort of careers can this subject lead to?

The skills you will develop studying Science can be transferred to any career but the following careers are strongly linked to Science:

Medical professions, engineering, forensics, research science, sports science, sports psychology etc

What does student work look like in this subject at this level?

 

How does this subject support a broad and balanced curriculum, meeting the needs of all students, and developing traditional core skills?

  • Scientific ideas are taught in context with examples of how content fits in to everyday life. 
  • Foundation and Higher Tiers sat
  • All required practical activities are carried out across Biology, Chemistry and Physics.  Implicit practical skills are taught as part of the course with practical work being a regular component of lessons.

How does this subject promote creativity, critical thinking, practice, perseverance and resilience, and making links?

  • Designing own practical’s.
  • Students encouraged to pick out patterns in data and analyse and evaluate practical methods.
  • Regular exam question practice and feedback, especially higher level skills.  Students encouraged to produce revision materials for ongoing use.

How does this subject encourage enrichment and the development of cultural capital, deep learning, and inclusivity?

Exam prep session

Use of assessed tasks and DIRT and extensive task.