Entry Level Science

This hands on practical science course is aimed at those student who may need extra confidence in Science before taking GCSE. The Entry Level Course consists of 39 units 13 for each of Biology Chemistry and Physics.
Each topic takes one week and involves a small test at the end and a series of can do tasks and practical investigations. By completing these the student gain points which lead to Bronze, Silver or Gold award certificates.

Key Topics Scientific Skills
Biology Items Title   Given information I can match an animal to where it lives or when it lived.
B.1 Dead or Alive   I can add results to a bar chart.
B.2 Babies   I can carry out a simple survey of a habitat.
B.3 Extinction   I can carry out a test to show the presence of carbon dioxide.
B.4 Casualty   I can collect (scientific) information about an endangered or extinct species.
B.5 Healthy Eating   I can do a test to compare the quantity of Vitamin C in fruit juices.
B.6 Control Systems   I can extract a sample of copper from its ore.
B.7 Gasping for Breath   I can find the location of ten earthquakes or volcanoes and put them on a map.
B.8 Creepy Crawlies   I can identify some common metals: iron (using a magnet), copper, aluminium and lead (by sight and touch).
B.9 Fooling your Senses   I can make a chromatogram.
B.10 Food Factory   I can make a leaflet to warn old people of the dangers of hypothermia.
B.11 Drugs in Society   I can make a paint sample and prove that it works.
B.12 My Genes   I can make a poster to warn about the dangers of CO poisoning.
B.13 Body Wars   I can make and then test a sample of concrete for its strength.
      I can make measurements to test a property of a fibre or fabric.
      I can measure a person’s breathing rate or pulse.
Chemistry Items Title   I can measure length / distance accurately.
C.1 Acids and Alkalis   I can measure reaction time.
C.2 Cooking and Cleaning   I can measure the effect of caffeine on heart rate.
C.3 Colours and Smells   I can measure the speed
C.4 Heavy Metal?   I can measure time accurately (e.g. to time a chemical reaction).
C.5 Fibres and Fabrics   I can produce a poster on the safe use of mobile phones.
C.6 Clean Air?   I can read a domestic electricity meter.
C.7 Strong Stuff   I can read data from a graph.
C.8 Restless Earth   I can record my daily protein intake.
C.9 How Fast? How Slow?   I can safely carry out a food test for glucose.
C.10 Sorting Out   I can safely carry out a food test for starch.
C.11 CSI Plus   I can separate a simple mixture (e.g. iron filings/aluminium, salt/sand).
C.12 Fuels   I can take a set of fingerprints.
C.13 What’s Added to Our Food?   I can use a measuring cylinder to measure volume.
      I can use a newtonmeter to measure force.
      I can use a plotting compass to map a magnetic field.
Physics Items Title   I can use a thermometer to measure temperature accurately.
P.1 Getting the Message   I can use Universal Indicator solution to find pH.
P.2 Our Electricity Supply   I can write a message in mirror writing.
P.3 Attractive Forces    
P.4 Pushes and Pulls    
P.5 Let There be Light!    
P.6 Final Frontier    
P.7 Alternative Energy    
P.8 Deep Impacts    
P.9 Driving Along    
P.10 Hot Stuff!    
P.11 Nuclear Power    
P.12 Full Spectrum    
P.13 Medical Rays    


KS3 Science

KS3 science aims to ensure that all pupils:

* Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
* Develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
* Help pupils to become equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
* In year 7 and year 8 students follow the Activate program. This program is designed to cover the new tougher KS3 National Curriculum and prepare students for the new linear tougher GCSE exams from 2016.
* Maths, literacy and working scientifically are embedded throughout to develop key skills
* Incorporates formative and summative auto-marked assessments, progress tasks and trackers, plus course-work style-tasks and exam-style papers
* Prepares students for GCSE with exam-style questions with GCSE command words and Quality of Written Communication (QWC) questions incorporated throughout
* The content has also been increased at KS3 to include more challenging areas that will be necessary to prepare students for the new GCSE in 2016
* Students are assessed using a banding system. At LCA we then apply a Science progress level to the student. This is similar but not the same as the old NC Level as has been developed to provide a good indicator of how well the student is progressing towards the new GCSE criteria. New yr 7 students will undertake a baseline assessment at the start of yr7 to establish themselves on the new system. Current yr 8 have already been assessed and students may notice a slight dip in level as we move to the new level system which is harder and is linked to the new GCSE Grade boundaries.



Key topics: Working Scientifically Skills Developed Literacy Skills Developed Numeracy Skills Developed


* Asking scientific questions
* Planning Investigations
* Recording Data
* Analysing Data
* Evaluating Data

Ask questions to develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience

Select plan and carry out the most appropriate types of scientific enquires to test predictions including identifying independent dependent and control variables

Using appropriate techniques apparatus and materials during fieldwork and laboratory work, paying attention to health and safety

Present observations and data using appropriate methods including tables and graphs

Evaluate data showing awareness of potential sources of random and systematic error

Evaluate the reliability of methods and suggest possible improvement

Use of scientific terms

Adopting an appropriate writing style

Presenting ideas in structured sentences

Summarising and presenting

Calculating means

Constructing and interpreting graphs to find relationships

GCSE Science

The majority of students will study either a double science pathway, gaining GCSE certification in Science A and Additional Science A . Soem students will achieve a 3rd award of Further Additional Science. The science subjects will be taught within the allocated science lessons to years 9, 10 & 11 and therefore not impact on option choices for other subjects.


All three science awards include elements of independent study (coursework) and exams, leading to two or three separate GCSE awards.
Each GCSE subject has a 25% coursework element incorporating a detailed and independent practical investigation into contemporary scientific topic, time has been set aside to develop these skills through both key stage 3 & 4. The rest of the marks (75%) are made up with exams sat at the end of year. Pupils study the OCR 21st Century Science Suite A syllabus.


Key Topics: Key skills taught across all 3 GCSE's

GCSE Science - Students learn about

B1 You and your genes. The module covers genetics, inherited and environmental characteristics, cloning, gene therapy.
B2 Keeping Healthy. The module covers; how our bodies fight disease, vaccines and vaccine policies, the heart and circulation
B3 Life on Earth. The module covers; food chains, energy transfers, carbon cycle, evolution, natural selection, selective breeding, biodiversity and sustainability.

C1 Air Quality. The module covers; The evolution of our atmosphere, Pollution and Pollutants, Reducing Pollution, complete and incomplete combustion.
C2 Material choices. The module covers; natural and synthetic materials, polymers and polymerisation, modifying polymers and nanotechnology.
C3 Chemicals in our lives: Risks and benefits. The module covers; minerals and natural resources, properties, uses and manufacture of salts, alkali production and Life cycle assessments.

P1 The Earth in the Universe. The module covers; space and the Big Bang, geology and continental drift theory, properties of waves.
P2 Radiation and life. The module covers; properties and uses of the electromagnetic spectrum, Carbon Cycle & Climate Change, digital and analogue waves.
P3 Sustainable Energy. The module covers; energy efficiency & reducing energy demands, generating electricity, calculating power and energy costs.
GCSE Additional Science - Students learn about

B4 The processes of life. The module covers; plant, animal and microbial cell structure, enzymes, aerobic and anaerobic respiration, photosynthesis, diffusion, osmosis and active transport.
B5 Growth and development. The module covers; the development of organisms, mitosis vs meiosis, fertilisation, stem cells, differentiation in plants.
B6 Brain and Mind. The module covers; the Central Nervous systems, reflexes and conditioning and memory

C4 Chemical Patterns. The module covers; The development and patterns of the Periodic table, atomic structure, properties and uses of Group 1 & Group 7 elements, writing and balancing chemical equations and ionic Bonding.
C5 Chemicals of the Natural environment. The module covers; Chemicals of the Atmosphere, Lithosphere & Hydrosphere, precipitation reactions, Ions and Electrolysis.
C6 Chemical Synthesis. The module covers; Chemicals and hazards, neutralisation, percentage yield, relative atomic mass, titrations and factors affecting the rates of reaction.

P4 Explaining Motion. The module covers; forces and motion, motion graphs, momentum, changes in momentum, safety features, work done and energy transferred.
P5 Electrical Circuits. The module covers; static electricity, electrical circuits, electromagnetic induction & generators and transformers.
P6 Radioactive Materials. The module covers; dangers & uses of radiation, nuclear fusion vs nuclear fission and nuclear energy.


Further Additional Science - - Students learn about

B7 Further Biology. The module covers; the muscular and skeletal systems, circulation, learning from ecosystems, fermentation and the developments of modern technologies.

C7 Further Chemistry. The module covers; The chemical industry health and safety, green chemistry, alkanes and alkenes, uses and properties of alcohols, exothermic, endothermic reactions and quantitative chemistry

P7 Further Physics. The module covers; Studying the Universe, using lenses
and telescopes, behaviour of waves and the life cycle of stars.

Students learn the following skills in 6 areas

Data: their Importance and limitations
• use data rather than opinion if asked to justify an explanation
• outline how a proposed scientific c explanation has been (or might be) tested, referring appropriately to the role of data.
• suggest reasons why a given measurement may not be the true value of the quantity being measured.
• suggest reasons why several measurements of the same quantity may give different values
• when asked to evaluate data, make reference to its repeatability and/or reproducibility.
• calculate the mean of a set of repeated measurements
• from a set of repeated measurements of a quantity, use the mean as the best estimate of the true value
• explain why repeating measurements leads to a better estimate of the quantity.
• from a set of repeated measurements of aquantity, make a sensible suggestion about the range within which the true value probably lies and explain this
• when discussing the evidence that a quantity measured under two different conditions has (or has not) changed, make appropriate reference both to the difference in means and to the variation within each set of measurements.
• identify any outliers in a set of data
• treat an outlier as data unless there is a reason for doubting its accuracy
• discuss and defend the decision to discard or to retain an outlier.

Cause Effect Explanations -
• in a given context, suggest how an outcome might alter when a factor is changed.
• identify, in a plan for an investigation of the effect of a factor on an outcome, the fact that other factors are controlled as a positive design feature, or the fact that they are not as a design flaw
• explain why it is necessary to control all the factors that might affect the outcome other than the one being investigated.
• suggest and explain an example from everyday life of a correlation between a factor and an outcome
• identify where a correlation exists when data are presented as text, as a graph, or in a table.
• identify, and suggest from everyday experience, examples of correlations between a factor and an outcome where the factor is (or is not) a plausible cause of the outcome
• explain why an observed correlation between a given factor and outcome does not necessarily mean that the factor causes the outcome.
• suggest factors that might increase the chance of a particular outcome in a given situation, but do not invariably lead to it
• explain why individual cases do not provideconvincing evidence for or against a correlation.
• evaluate critically the design of a study to test if a given factor increases the chance of a given outcome, by commenting on sample size and how well the samples are matched.
• identify the presence (or absence) of a plausible mechanism as reasonable grounds for accepting (or rejecting) a claim that a factor is a cause of an outcome.

Developing Scientific Explanations
• recognise that an explanation may be incorrect even if the data agree with it.
• identify where creative thinking is involved in the development of an explanation.
• recognise data or observations that are accounted for by, or conflict with, an xplanation
• give good reasons for accepting or rejecting a proposed scientific explanation
• identify the better of two given scientific explanations for a phenomenon, and give reasons for the choice..
• draw valid conclusions about the implications of given data for a given scientific explanation

The Scientific Community
• describe in broad outline the ‘peer review’ process, in which new scientific claims are evaluated by other scientists
• recognise that there is less confidence in new scientific claims that have not yet been evaluated by the scientifi c community than there is in well-established ones.
• identify the fact that a finding has not been reproduced by another scientist as a reason for questioning a scientific c claim
• explain why scientists see this as important.
• show awareness that the same data might be interpreted, quite reasonably, in more than one way• suggest plausible reasons why scientists in a given situation disagree(d).
• discuss the likely consequences of new data that disagree with the predictions of an accepted explanation
• suggest reasons why scientists should not give up an accepted explanation immediately if new data appear to conflict with it..

Making Decisions about Science and Technology
• in a particular context, identify the groups affected and the main benefits and costs of a course of action for each group
• suggest reasons why different decisions on the same issue might be appropriate in view of differences in social and economic context.
• use data (for example, from a Life Cycle Assessment) to compare the sustainability of alternative products or processes. .
• in contexts where this is appropriate, show awareness of, and discuss, the official regulation of scientific c research and the application of scientific knowledge.
• distinguish questions which could in principle be answered using a scientific approach, from those which could not.
• where an ethical issue is involved:
• say clearly what this issue is
• summarise different views that may be held.

• Explain why it is impossible for anything to be risk free
• Identify examples of risks which arise from new technologies
• Discuss a given risk taking into account the chances of it happening and consequences
• Distinguish between perceived and calculated risk.


Full Curriculum Statements can be downloaded from HERE.



Cookies make it easier for us to provide you with our services. With the usage of our services you permit us to use cookies.