Science – General



Spiritual education in Science involves the search for meaning and purpose in natural and physical phenomena. It is the wonder about what is special about life – an awe at the scale of living things from the smallest micro-organism to the largest tree and the interdependence of all living things and materials of the Earth. It concerns the emotional drive to know more and to wonder about the world and aesthetically appreciate its wonders including for example the enormity of space and the beauty of natural objects or phenomenon, plants, animals, crystals, rainbows, the Earth from space etc.

Moral education in Science encourages students to become increasingly curious, to develop open mindedness to the suggestions of others and to make judgements on evidence not prejudice. Students realise that moral dilemmas are often involved in scientific developments. When considering the environment the use of further natural resources and its effect on future generations is an important moral consideration.

Social education involves group practical work which provides opportunities for students to develop team working skills and to take responsibility for their own and other people’s safety when undertaking practical work. Science has a major effect on the quality of our lives. Students are encouraged to consider the benefits and drawbacks of scientific and technological developments and the social responsibility involved.

Cultural education in Science involves thinking of scientific discoveries as much of a part of our culture as great music and films. Credit is given to scientific discoveries of other cultures. Science is also seen as a contemporary activity and developments are made all over the modern world. It is therefore an activity undertaken by a wide range of men and women in many different cultures both now and in the past. The interdependence of the world in environmental issues is central to science.


Examples of Spiritual, Moral, Social and Cultural Education in Science include:

Students gaining an insight into the chemical nature of natural changes in the lithosphere, hydrosphere, atmosphere and biosphere

Students debating the ethical issues surrounding current issues such as stem cell cloning to cure diseases

Learning about the future implications of the use of finite resources and landscape changes

Learning about theories concerning the creation of the universe and evolution of life with consideration of religious beliefs

Looking into the future options for the production of electricity, alternative fuels, and methods to reduce pollution with discussion of how these can improve people’s lives and the environment in general

Students investigating the historical impact of scientists from around the world in numerous famous discoveries


Teaching and Learning

The Department aims to promote a range of styles including; use of interactive whiteboard activities, video clips problem solving, investigative work, teacher talk, questions and answer sessions, data handling, group work and simple field work.  In addition there are supported Self Study sections contained in the Hodder Scheme of Work at Key Stage 3.

At Key Stage 4, similar teaching styles are used with each leading to greater complexity, developing on Key Stage 3. The Trilogy Combined Science course and the individual Biology, Chemistry and Physics courses all look to develop skills and understanding in a wide variety of contexts and promote self-study moving onto Key Stage 5 and beyond.

Assessment for learning                            

At KS3 the department assesses using a variety of tools to inform the progress of a student. Written assessments are carried out each half term and feed into the assessment of what skills and understanding have been embedded during a module of work. All of the work carried out by a student, from answering questions in lessons to written homework all give the member of staff information on a students progress against the criteria for each different level of attainment. A judgement is then made as to a students progress against their colour pathway.

In line with school policy each group also uses DIRT time to ensure that students act on feedback given to them by staff to further their grasp of the concepts.

At regular intervals Closing The Gap (CTG) sheets will appear in exercise books where more detailed feedback is provided and then next steps are outlined by the member of staff for the student. These will include “what went well” (WWW) and “even better if” (EBI) statements to highlight the key areas from that section of work.

Home Learning

Homework assignments, over a period of time, should reflect a variety of styles including;

  1. Practical & extended writing
  2. Questions and Answers,
  3. Data handling,                                   
  4. Research around a topic,
  5. Revision,
  6. Watching a particular television or online video clip
  7. Puzzles e.g.  Scientific word searches, crosswords etcetera,
  8. Completion of outstanding work.


Show my Homework – all home learning activities will be published by individual staff members on the Show My Homework website which can be found by following the link on the school’s homepage. Students and parents can access this through their accounts or by filtering the results.


Key Stage 4

GCSE Science Double Award – Trilogy

Programme of Study

Students follow the AQA Combined Science Trilogy syllabus.

Specification number: 8464


Unit 1

Unit 2

Unit 3


1. Cell biology

2. Organisation

3. Infection and response

4. Bioenergetics

5. Homeostasis and response

6. Inheritance, variation and evolution

7. Ecology


8. Atomic structure and the periodic table

9. Bonding, structure, and the properties of matter

10. Quantitative chemistry

11. Chemical changes

12. Energy changes

13. The rate and extent of chemical change

14. Organic chemistry

15. Chemical analysis

16. Chemistry of the atmosphere

17. Using resources


18. Forces

19. Energy

20. Waves

21. Electricity

22. Magnetism and electromagnetism

23. Particle model of matter

24. Atomic structure


Accreditation Structure






Biology 1

1–4: Cell Biology; Organisation; Infection and response; and Bioenergetics

Written examination

1 hour 15 minutes

Foundation & Higher Tier

70 marks


16.7% of GCSE

Biology 2

5–7: Homeostasis and response; Inheritance, variation and evolution and Ecology

Written examination

1 hour 15 minutes

Foundation & Higher Tier

70 marks


16.7% of GCSE

Chemistry 1

8–12: Atomic structure and the periodic table; Bonding, structure, and the properties of matter; Quantitative chemistry; Chemical changes and Energy changes.

Written examination

1 hour 15 minutes

Foundation & Higher Tier

70 marks


16.7% of GCSE

Chemistry 2

13-17 The rate and extent of chemical change; Organic chemistry; Chemical analysis; Chemistry of the atmosphere and Using resources.

Written examination

1 hour 15 minutes

Foundation & Higher Tier

70 marks


16.7% of GCSE

Physics 1

18-21: Energy; Electricity; Particle model of matter and Atomic structure

Written examination

1 hour 15 minutes

Foundation & Higher Tier

70 marks


16.7% of GCSE

Physics 2

22-24: Magnetism and electromagnetism; Particle model of matter and Atomic structure

Written examination

1 hour 15 minutes

Foundation & Higher Tier

70 marks


16.7% of GCSE

Containing Multiple choice, structured, closed short answer, and open response questions.

Additional Information

The new course is similar to the current core and Additional Science GCSEs, and a double award: equivalent to two GCSEs.

Unlike the present GCSE courses there is no controlled assessment which contributes to the examination grade. Instead there are 16 required practicals, which must be completed during the course but offer no contribution to the grade attained.

The department provides support from staff during the course both during lunch breaks and after school; we value the hard work from our students and always want to be on hand to assist where needed.

We also run revision sessions for internal tests, mock examinations and external examinations. These include Easter revision for GCSE.

This course will form the core science offer at FBA for all students not opting for triple science.

How Parents/ Carers can help

Your support, encouragement and interest can make a spectacular difference to your child’s motivation and ability to cope with the academic and organisational demands over the course of GCSE study, during revision and during the vital exam period.

If you have any further questions about this course, to whom do I speak?

Mr D Kiff : Head of Science

Miss H Blake : Head of Biology

Mrs A Thrower : Head of Chemistry

Mr C Newton : Head of Physics


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