Auckland College
Independent School

Science

Studying science provides the foundations for understanding the material world. Scientific understanding is changing our lives and is vital to the world’s future prosperity – and all students will be taught essential aspects of the knowledge, methods, processes and uses of science. They will 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 inter-linked and are of universal application.

The Science at Auckland College encourages all learners to be inspired, motivated and challenged by following a broad, coherent and worthwhile course of study. It provides our students with experience of how science works, stimulates their curiosity and encourages them to engage with science in their everyday lives. It will provide students with insight into how the natural world works and help them make informed choices about not just further study and career choices but real-life decisions such as politics, interpersonal interactions, and household decisions such as changing energy supplier. In a world where false information is increasingly passed off as fact, these skills are even more important and essential to help produce well-rounded, informed citizens.

 

Key Stage 3

At Auckland College students in Key Stage 3 have five 1-hour lessons of Science per week. During their study of Science we help them to develop an understanding of the key concepts of science, which will allow students to use these in unfamiliar situations and to use scientific methods of investigation. This will help them to make successful, disciplined enquiries and use ideas to solve relevant problems within Science. We have a fully equipped science lab which allows us to carry out relevant investigations and experiments safely.

 

Key Stage 4

Combined Science
Separate Science
Entry Level

The Combined Science provides students with two GCSEs in Science having successfully completed all units. The course takes place over two years beginning in Year 10 with students taking examinations at the end of Year 11.

Key ideas of study 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 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 of many theories and of scientific methods of inquiry.

The school follows the EDUQAS syllabus and following new changes, the course is 100% exam based (so no coursework) with significant emphasis placed on practical activities completed during the course.

 

Combined Science units are composed of:

Concepts in Biology (25%)- A unit focused purely on Biological topics.

Concepts in Chemistry (25%)- A unit focused purely on Chemistry topics.

Concepts in Physics (25%)- A unit focused purely on Physics topics.

Applications in Science (25%)- largely focusing on practical techniques such as evaluating and describing methods, manipulating data, identifying variables and suggesting how to make investigations more reliable. This unit includes questions on the previous three units also.

Each exam is 1h 45mins long and is worth 90 marks each.

 

 

Separate Science covers the same topics in Combined Science, as well as a couple of additional topics for each Biology, Chemistry, and Physics module. For each topic module, there is an additional practical paper assessing practical techniques such as evaluating and describing methods, manipulating data, identifying variables and suggesting how to make investigations more reliable.

 

Chemistry:

Concepts in Chemistry (75%, 2h15mins)- A mix of short answer questions, structured questions, and extended writing and data response questions, with some set in a practical context.

Applications in Chemistry (25%, 1h15mins)- This paper is split into sections A and B. One is a mix of short answer questions, structured questions, extended writing and data response questions, all set in a practical context. The other involves a resource booklet containing an unseen article will provide the basis for a mix of short answer questions, structured questions and data response questions.

 

Biology:

Concepts in Biology (75%, 2h15mins)- A mix of short answer questions, structured questions, and extended writing and data response questions, with some set in a practical context.

Applications in Biology (25%, 1h15mins)- This paper is split into sections A and B. One is a mix of short answer questions, structured questions, extended writing and data response questions, all set in a practical context. The other involves a resource booklet containing an unseen article will provide the basis for a mix of short answer questions, structured questions and data response questions.

Physics:

Concepts in Physics (75%, 2h15mins)- A mix of short answer questions, structured questions, and extended writing and data response questions, with some set in a practical context.

Applications in Physics (25%, 1h15mins)- This paper is split into sections A and B. One is a mix of short answer questions, structured questions, extended writing and data response questions, all set in a practical context. The other involves a resource booklet containing an unseen article will provide the basis for a mix of short answer questions, structured questions and data response questions.

There is also a Functional Skills Entry Level qualification for any students for whom the GCSE syllabus is unsuitable.

The entry level pathway is composed of three units- Biology, Chemistry, and Physics, each composed of 12 end-of-unit tests taken at the science teacher’s discretion. In addition, students will complete can-do tasks as they complete practicals, covering a range of measurement and practical skills. Students will complete an assessed practical task, which is set by the science teacher.