Saint Augustine's Priory School

Education for Life

Sciences at St Augustine's

Age 4 - 11

Key Stage 1 & 2

Science in both Key Stage 1 and Key Stage 2 is based on the National Curriculum. Much of the science is taught within a cross-curricular framework, using a range of strategies to support different learning styles. In this way we aim to make Science relevant to the students and to encourage the development of critical thinking and enquiring minds. Science Club, based on the 'Salters' Company Science Club', is now offered once a week from Upper II (KS2) upwards - offering a fun and interactive introduction to science practicals (such as the science of bath bombs, how to make ice cream and using liquid nitrogen).

Age 11 - 14

Key Stage 3

At Key Stage 3 students learn to observe and investigate the world around them and to try to make sense of what they see. They investigate by designing and carrying out experiments either alone or in groups. They learn to co-operate and to be responsible to the group. They learn to respect evidence and to put together arguments and opinions based on evidence. They evaluate what they have done and try to improve it.

The Heinemann Science Scheme is used. There is a Pupil's book for each of the three years, divided up into Biology, Chemistry and Physics sections. Throughout the Key Stage, all students follow a thinking skills course in Science called CASE. Information about the content of the course in each of the years is available on the relevant pages

Science is taught as a single subject in Form III and Lower IV, with each class being taught all three sciences by the same teacher.

In Form III, students work in their form groups for science, and have six periods a week of science lessons. The lessons include work on safety and the use of scientific equipment, and teach students basic observation skills which will help them during the rest of the course.

In Lower IV, students continue to work in their form groups for science, and continue to have six periods a week of science lessons.

In Upper IV , the same course is continued, but Biology, Chemistry and Physics are assigned individual lessons within the timetable, and are taught by the respective subject specialist.

The course consists of the following modules:

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Age 14 - 16

Key Stage 4

At Key Stage 4, the students can choose which of the subject disciplines they wish to pursue. The respective subject specialist teacher will teach each of the three sciences independently. There are four lessons each week for each of the respective disciplines. The courses are based on terminal exams in Upper V and coursework in each subject. The weighting of these different components is: Written paper (taken at the end of Upper V) 80% Coursework 20%

GCSE Biology

Syllabus: AQA GCSE Biology

Biology is one of three separate sciences offered by St. Augustine's Priory. The GCSE can be taken at Higher or Foundation level. All students study at Higher level initially, with some transferring to Foundation after the mock examinations.

Areas of Study

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GCSE Chemistry

Syllabus: AQA GCSE Chemistry (4421)

Areas of Study

Chemistry 1 Written Paper - 25%

Chemistry 2 Written Paper - 25%

Chemistry 3 Written Paper - 25%

Investigative Skills Assignment - 25%

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GCSE Physics

Syllabus: AQA GCSE Physics

Areas of Study

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Age 16 - 18

Key Stage 5

At AS level and A2, the students can choose which of the subject disciplines they wish to pursue. The respective subject specialist teacher will teach each of the three sciences independently. There are eight lessons each week for each of the respective disciplines.

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A Level Biology

Syllabus AS: OCR AS GCE Biology
Syllabus A2: OCR A GCE Biology

Aims

How will I study?
The learning experience is highly varied: teaching of factual information is supplemented by group discussion, tutorials, video and use of newspaper and journal articles. Most of the course is supported by practical work and environmental fieldwork which is an essential part of the course.

General information
There is a wide range of career paths available following an A Level in Biology. It may be used as a supporting subject or as a specialist requirement for entry to courses in subjects such as: environmental science, biochemistry, microbiology, food science and medical sciences. Course requirements are a grade B in Science or a grade C in Biology at GCSE. Maths and English GCSE are highly desirable.

AS Biology

Three units are taught at AS, assessed by final examinations. In addition there is a practical examination to assess planning and practical skills. There is no coursework in the AS year.

The percentages given in brackets after each module title denotes how much of the AS-level that module is worth. If continued to A2, these percentages must be halved to give their value of the full A-level.

If AS Biology is continued into A2, it is worth 50% of the total.

A2 Biology

Two units are taught at A2, assessed by final examinations. In addition there is a synoptic examination, assessing knowledge and understanding from both the AS and A2 courses, and there is a practical examination to assess planning and practical skills. There is no coursework in the A2 year.

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A Level Chemistry

Syllabus AS: OCR AS GCE Chemistry (Salters) (3887)
Syllabus A2: OCR A GCE Chemistry (Salters) (7887)

Overview

These OCR specifications lead to qualifications at Advanced Subsidiary GCE and Advanced GCE in Chemistry (Salters). Candidates take three Units of Assessment for Advanced Subsidiary and a further three for A2. Advanced Subsidiary and A2 combined constitute the full Advanced GCE specification. There is coursework in both Advanced Subsidiary and A2.

The specifications relate to the Salters Advanced Chemistry course, an innovative approach to teaching and learning advanced Chemistry that was developed by an extensive team of teachers and subject experts and trialled in a wide range of schools and colleges before publication.

The course has many characteristic features. The most notable is the fact that chemical principles are developed in the context of the applications of chemistry. Other notable features are the introduction of important ideas gradually, rather than all in one go, the wide range of types of activities and the emphasis on the development of key skills.

The 'drip-feed' approach to teaching and learning chemical principles allows candidates to revisit a particular topic several times during the course, each time taking their knowledge and understanding a step further.

The coursework in the Advanced Subsidiary specification (Unit 2852) is made up of two components. The first is an open-book paper in which candidates are supplied with two (or more) scientific articles on a related topic. Candidates are required to research the topic and produce a 1000 word report addressing the issues listed on the question paper, together with a 50 word summary of their report. This allows candidates to demonstrate research and communication skills in the context of their knowledge and understanding of chemistry. The second component is an assessment of the separate experimental and investigative skills, which may be done through activities within the course. Together these two components allow candidates to build up the skills necessary to tackle the coursework in A2 (Unit 2855). This is a single extended practical investigation (Individual Investigation (Salters Chemistry)) through which the four experimental and investigative skills are assessed.

All modules in these specifications cover content identified in the QCA Subject Criteria for Chemistry (QCA 1999), such that the specification content in the criteria for AS comprises approximately 60% of the AS specification, and that for AS and A2 combined comprises approximately 60% of the Advanced GCE specification. The remaining content is chosen to provide a balanced and up-to-date study of the theory and practice of modern chemistry in which chemical principles are developed in a coherent way.

These specifications are fully supported by the Salters Advanced Chemistry course materials, written and developed by the University of York Science Education Group in collaboration with OCR and with sponsorship from The Salters. Institute of Industrial Chemistry, The Association of the British Pharmaceutical Industry, BP Chemicals, British Steel, Esso UK, Zeneca Agrochemicals, The Royal Society of Chemistry and Shell UK. Six sections of teaching and learning materials support the Advanced Subsidiary GCE specification and a further seven sections support A2.

A structured visit to a chemical industry is a highly recommended part of the course. This aspect of the course is supported by a further teaching section called 'Visiting the Chemical Industry' in the course materials. It is recommended that candidates use relevant parts of this section to support their work throughout the course.

These specifications have been developed for candidates who wish to continue with a study of chemistry. The Advanced Subsidiary specification builds on from grade CC in GCSE Science: Double Award and grade C in GCSE Chemistry and these qualifications should be seen as a prerequisite for progression to Advanced Level courses.

Assessment is by means of three Units of Assessment for Advanced Subsidiary and six Units of Assessment for Advanced GCE.

Advanced Subsidiary GCE: Candidates take Units 2850, 2851 or 2848, and 2852.

Advanced GCE: Candidates take Units 2850, 2851 or 2848, 2852, 2853 or 2849, 2854 and 2855.

AS Chemistry
Candidates take three Units of Assessment, Units 2850, 2851 or 2848, and 2852.

Unit 2850: Chemistry for Life (1 hour 15 minutes) (75 marks)

(Teaching sections: The Elements of Life and Developing Fuels)

Unit 2848: Chemistry of Natural Resources (1 hour 30 minutes) (90 marks)

(Teaching sections: From Minerals to Elements, The Atmosphere and The Polymer Revolution )

The question papers for Units 2850 and 2848 have a common format. Each paper consists of structured questions, in which introductory information is followed by a series of related questions.

The papers consist of a mixture of types of question: some require relatively short responses but there are some questions on each paper (approximately 10%) that require more extended answers. All questions on these examination papers are compulsory. Quality of written communication is assessed in Unit 2848 within those parts of the questions which require more extended answers.

Unit 2852 Component 01: Open-Book Paper (2 weeks) (45 marks)
This component, though classed as coursework, is externally marked by OCR. All candidates take the same question paper over a two week period during the second or third term of the AS course.

The two week period is chosen by the Centre between dates specified by OCR. The question paper requires candidates to make use of knowledge and understanding of the learning outcomes of Modules 2850 and 2848 of this specification to interpret scientific information and data. The questions paper contains two (or more) articles on a topic of current chemical interest. These may include scientific information in the form of graphs, diagrams and tables of data. Whilst the articles themselves may be set in a context which is unfamiliar to candidates, the chemistry that they are asked to use should be familiar to them.

Candidates are required to research the topic of the articles and write a 1000 word report concerning the issues listed on the question paper. They are required to list their sources of reference and acknowledge where they have made use of information from these sources in their report. This should include reference to the articles in the question paper. They are also required to write a 50 word summary of their report. Quality of written communication is assessed on this paper.

Unit 2852 Component 02: Experimental Skills
The experimental and investigative skills developed by candidates are assessed through coursework. The assessment criteria are similar for both AS and Advanced GCE and cover four skill areas. For Advanced Subsidiary (Unit 2852, Component 02), candidates are assessed on the four skill areas separately using a number of activities, many of which can be drawn directly from the course materials.

A2 Chemistry
Candidates seeking an A level Award take the A2 course having completed the AS. The AS is worth half of the full A level, and so the percentages given for modules of the AS course must be halved to give their value for the full A level, so that Chemistry for life is worth 15%, Minerals to Medicines is worth 20%, and the coursework is worth 15%. The percentages given for these A2 modules are their value to the full GCE, and do not need to be halved.

Unit 2849: Chemistry of Materials (1 hour 30 minutes) (90 marks)

(Teaching sections: What's in a Medicine?, Designer Polymers, Engineering Proteins and The Steel Story)

Unit 2854: Chemistry by Design (2 hours) (120 marks)

(Teaching sections: Aspects of Agriculture, Colour by Design, The Oceans, Medicines by Design and Visiting the Chemical Industry)

Unit 2855: Individual Investigation (Salters Chemistry)
The experimental and investigative skills developed by candidates are assessed through coursework. The assessment criteria are similar for both AS and Advanced GCE and cover four skill areas. The differences reflect the progression from AS to Advanced GCE and the synoptic nature of part of the A2 assessment. In A2, candidates are assessed on the four skill areas in the context of a single extended practical investigation.

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A Level Physics

Syllabus AS: EDEXCEL AS GCE Physics
Syllabus A2: EDEXCEL A GCE Physics

Overview
These qualifications are intended to provide, through well designed studies of theoretical and practical physics, a worthwhile educational experience for all candidates, whether or not they go on to study physics at a higher level. Candidates will recognise the usefulness, and limitation, of scientific method and appreciate its applicability in other disciplines and everyday life. Candidates will be suitably prepared for employment and/or further studies beyond AS or A2. The study of physics at AS and A2 should also be seen as making a contribution towards life-long learning and an understanding of technological advances and their impact on modern day society.

Candidates take three units of assessment for AS and a further three for A2. AS and A2 combined constitute the full A level qualification. Experience of the role of experimental work is important in any course in physics and is recognised in these specifications by the inclusion of a practical examination, at both AS and A2, based on assessment of experimental skills. Optional units are offered at AS giving candidates the opportunity to explore an area of physics in depth.

These qualifications have been developed for candidates who wish to continue with a study of physics after GCSE. Some candidates may wish to follow a physics course for only one year in order to broaden their curriculum. The AS Physics specification has been designed to meet the needs of such candidates. Others continue for a further year extending their course to A2. The course prepares such candidates to progress into further or higher education, to follow courses in physics, engineering, one of the other sciences or related subjects, or to enter employment where a knowledge of physics would be useful. The course also provides an interesting and stimulating experience for the candidate who does not wish to pursue the subject further.

AS Physics
Candidates take three units of assessment, including an experimental skills component, for AS. The weighting of the module towards the AS is given as a percentage in brackets after the title. Click on the title of a unit to find out what the unit contains.

A2 Physics
Candidates take a further three units of assessment, including an experimental skills component at A2, if they are seeking an A level award. The A2 course builds on the content of the AS course, and the AS course is worth 50% of the total A level. The weighting of each of the AS modules towards an AS award is halved to give their weighting towards the A level.

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The Science Club

The Science Club is based on the "Salters’ Company Science Clubs” scheme of work and complements the science studied at Key Stage 2 and 3. The main focus of this club is to give the pupils an opportunity to expand their understanding of key concepts in the curriculum and to develop their investigation skills in science practicals. The club is held after School on Mondays and Thursdays.

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