Science is a subject that fosters development of language, understanding of culture, and the attributes of critical thinking, analysis and independence. We believe all these things to be essential to the heart of what our students need at Holyhead. While a knowledge rich area of the curriculum, our students leave us with the ability to work practically, solve problems and think analytically with a degree of confidence. Science celebrates risk taking, reinforces the importance of health, safety and discipline; and offers a uniquely wide ranging base off which to springboard an awareness of careers, the duties of the private citizen, and role of technology in our society. Students studying science build resilience and abstract reasoning abilities along with numeracy and literacy skills. All of these are key to our mission at Holyhead, to create respectful, well rounded and well informed citizens for the future.

Mr A Mellor

Director of Learning for Science

Mr O Lee

Assistant Director of Learning

A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all students should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundation knowledge and concepts, students should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

Key Stage 3

We aim to ensure that all students:

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
are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

Enrichment opportunities

STEAM School
External speakers
Trips + Visits
Science days at University of Birmingham

Students will be taught to...

Scientific attitudes

pay attention to objectivity and concern for accuracy, precision, repeat-ability and reproducibility
understand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas, together with the importance of publishing results and peer review
evaluate risks.

Experimental skills and investigations

ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience
make predictions using scientific knowledge and understanding
select, plan and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent and control variables, where appropriate
use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety
make and record observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvements
apply sampling techniques.

Analysis and evaluation

apply mathematical concepts and calculate results
present observations and data using appropriate methods, including tables and graphs
interpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusions
present reasoned explanations, including explaining data in relation to predictions and hypotheses
evaluate data, showing awareness of potential sources of random and systematic error
identify further questions arising from their results.

Measurement

understand and use SI units and IUPAC (International Union of Pure and Applied Chemistry) chemical nomenclature
use and derive simple equations and carry out appropriate calculations
undertake basic data analysis including simple statistical techniques.

Biology

Students will be taught about…

Cells and organisation

cells as the fundamental unit of living organisms, including how to observe, interpret and record cell structure using a light microscope
the functions of the cell wall, cell membrane, cytoplasm, nucleus, vacuole, mitochondria and chloroplasts
the similarities and differences between plant and animal cells
the role of diffusion in the movement of materials in and between cells
the structural adaptations of some unicellular organisms
the hierarchical organisation of multicellular organisms: from cells to tissues to organs to systems to organisms

Nutrition and digestion

content of a healthy human diet: carbohydrates, lipids (fats and oils), proteins, vitamins, minerals, dietary fibre and water, and why each is needed
calculations of energy requirements in a healthy daily diet
the consequences of imbalances in the diet, including obesity, starvation and deficiency diseases
the tissues and organs of the human digestive system, including adaptations to function and how the digestive system digests food (enzymes simply as biological catalysts)
the importance of bacteria in the human digestive system
plants making carbohydrates in their leaves by photosynthesis and gaining mineral nutrients and water from the soil via their roots.

Gas exchange systems

the structure and functions of the gas exchange system in humans, including adaptations to function
the mechanism of breathing to move air in and out of the lungs, using a pressure model to explain the movement of gases, including simple measurements of lung volume
the impact of exercise, asthma and smoking on the human gas exchange system
the role of leaf stomata in gas exchange in plants.

Reproduction

reproduction in humans (as an example of a mammal), including the structure and function of the male and female reproductive systems, menstrual cycle (without details of hormones), gametes, fertilisation, gestation and birth, to include the effect of maternal lifestyle on the foetus through the placenta
reproduction in plants, including flower structure, wind and insect pollination, fertilisation, seed and fruit formation and dispersal, including quantitative investigation of some dispersal mechanisms.

Health

the effects of recreational drugs (including substance misuse) on behaviour, health and life processes.

Material cycles and energy

Photosynthesis

the reactants in, and products of, photosynthesis, and a word summary for photosynthesis
the dependence of almost all life on Earth on the ability of photosynthetic organisms, such as plants and algae, to use sunlight in photosynthesis to build organic molecules that are an essential energy store and to maintain levels of oxygen and carbon dioxide in the atmosphere
the adaptations of leaves for photosynthesis.

Cellular respiration

aerobic and anaerobic respiration in living organisms, including the breakdown of organic molecules to enable all the other chemical processes necessary for life
a word summary for aerobic respiration
the process of anaerobic respiration in humans and micro-organisms, including fermentation, and a word summary for anaerobic respiration
the differences between aerobic and anaerobic respiration in terms of the reactants, the products formed and the implications for the organism.

Interactions and interdependencies

Relationships in an ecosystem

the interdependence of organisms in an ecosystem, including food webs and insect pollinated crops
the importance of plant reproduction through insect pollination in human food security how organisms affect, and are affected by, their environment, including the accumulation of toxic materials.

Genetics and evolution

Inheritance, chromosomes, DNA and genes

heredity as the process by which genetic information is transmitted from one generation to the next
a simple model of chromosomes, genes and DNA in heredity, including the part played by Watson, Crick, Wilkins and Franklin in the development of the DNA model
differences between species
the variation between individuals within a species being continuous or discontinuous, to include measurement and graphical representation of variation
the variation between species and between individuals of the same species means some organisms compete more successfully, which can drive natural selection
changes in the environment may leave individuals within a species, and some entire species, less well adapted to compete successfully and reproduce, which in turn may lead to extinction
the importance of maintaining biodiversity and the use of gene banks to preserve hereditary material.

Chemistry

Students will be taught about…

The particulate nature of matter

the properties of the different states of matter (solid, liquid and gas) in terms of the particle model, including gas pressure
changes of state in terms of the particle model.

Atoms, elements and compounds

a simple (Dalton) atomic model
differences between atoms, elements and compounds
chemical symbols and formulae for elements and compounds
conservation of mass changes of state and chemical reactions.

Pure and impure substances

the concept of a pure substance
mixtures, including dissolving
diffusion in terms of the particle model
simple techniques for separating mixtures: filtration, evaporation, distillation and chromatography
the identification of pure substances.

Chemical reactions

chemical reactions as the rearrangement of atoms
representing chemical reactions using formulae and using equations
combustion, thermal decomposition, oxidation and displacement reactions
defining acids and alkalis in terms of neutralisation reactions
the pH scale for measuring acidity/alkalinity; and indicators
reactions of acids with metals to produce a salt plus hydrogen
reactions of acids with alkalis to produce a salt plus water
what catalysts do.

Energetics

energy changes on changes of state (qualitative)
exothermic and endothermic chemical reactions (qualitative).

The Periodic Table

the varying physical and chemical properties of different elements
the principles underpinning the Mendeleev Periodic Table
the Periodic Table: periods and groups; metals and non-metals
how patterns in reactions can be predicted with reference to the Periodic Table
the properties of metals and non-metals
the chemical properties of metal and non-metal oxides with respect to acidity

Materials

the order of metals and carbon in the reactivity series
the use of carbon in obtaining metals from metal oxides
properties of ceramics, polymers and composites (qualitative).

Earth and atmosphere

the composition of the Earth
the structure of the Earth
the rock cycle and the formation of igneous, sedimentary and metamorphic rocks
Earth as a source of limited resources and the efficacy of recycling
the carbon cycle
the composition of the atmosphere
the production of carbon dioxide by human activity and the impact on climate.

Physics

Students will be taught about…

Energy

Know the energy transfers
Identify useful and wasted energy
Apply the conservation of energy
Calculate Efficiency
Understand Conduction, convection and radiation
Calculate GPE and kinetic energy
Calculate and understand Specific heat capacity
Understand and calculate Power
Learn how Renewables and non renewables work

Forces

Understand contact and non-contact forces
Identify scalars and vectors and use this to find resultant forces
Identify forces as arrows with size and direction
Calculate weight from mass and explain the difference
Calculate work done due to a force
Understand Hooke's law and how springs work with elasticity
Understand and calculate moments
Understand and calculate pressure
Understand Brownian motion and gas pressure

Space

Modelling the solar system throughout its history
day/night and seasons
Understand how orbits work
Understand the phases of the moon
Modelling the universe
Explain the universe from its beginning

Waves

Understand longitudinal and transverse waves
Label the parts of a wave
Calculate frequency, wavelength and wave speed
Understand reflection and refraction
Know the electromagnetic spectrum and its uses in society
Understand infrared radiation

Electricity

Learn circuit symbols, terms and units
Understand current, voltage and resistance and ohm’s law
Learn the rules about series and parallel circuits
Understand and calculate electric power
Understand the effects of resistance in a wire
Understand the inside of a plug
Explain mains electricity and its link to the National Grid

Matter

the differences in arrangements, in motion and in closeness of particles explaining changes of state, shape and density, the anomaly of ice-water transition
atoms and molecules as particles.
conservation of material and of mass, and reversibility, in melting, freezing, evaporation, sublimation, condensation, dissolving
similarities and differences, including density differences, between solids, liquids and gases
the difference between chemical and physical changes.
Cooling and heating curves

Key Stage 4

In Key Stage 4, students study either the AQA GCSE Combined Science course or the separate AQA GCSE Biology, Chemistry and Physics courses. These qualifications count towards the 'Science element' of the English Baccalaureate.

AQA Level 1/Level 2 GCSE (9-1) in Combined Science (Trilogy): Qualification aims and objectives

Courses based on this specification should encourage students to:

Science should be taught in progressively greater depth over the course of Key Stage 3 and Key Stage 4. GCSE outcomes may reflect or build upon subject content which is typically taught at Key Stage 3. There is no expectation that teaching of such content should be repeated during the GCSE course where it has already been covered at an earlier stage.

GCSE study in combined 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 should be taught essential aspects of the knowledge, methods, processes and uses of science. They should be helped to 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. These key ideas 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 cause
that change is driven by differences between different objects and systems when they interact
that many such interactions occur over a distance and over time 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 both of many theories and of scientific methods of inquiry

These key ideas are relevant in different ways and with different emphases in the three subjects as part of combined science: examples of their relevance are given for each subject in the introductions: Biology subject content, Chemistry subject content and Physics subject content.

GCSE specifications in combined award science should enable students to:

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 scientific enquiries that help them to answer scientific questions about the world around them
develop and learn to apply observational, practical, modelling, enquiry and problem-solving skills, both in the laboratory, in the field and in other learning environments
develop their ability to evaluate claims based on science through critical analysis of the methodology, evidence and conclusions, both qualitatively and quantitatively.

Biology, chemistry and physics should be studied in ways that help students to develop curiosity about the natural world, insight into how science works, and appreciation of its relevance to their everyday lives. The scope and nature of such study should be broad, coherent, practical and satisfying, and thereby encourage students to be inspired, motivated and challenged by the subject and its achievements.

AQA Level 1/Level 2 GCSE (9-1) in Biology

Biology should be taught in progressively greater depth over the course of Key Stage 3 and Key Stage 4. GCSE outcomes may reflect or build upon subject content which is typically taught at Key Stage 3. There is no expectation that teaching of such content should be repeated during the GCSE course where it has already been covered at an earlier stage.

GCSE study in biology 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 should be taught essential aspects of the knowledge, methods, processes and uses of science. They should be helped to 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. These key ideas 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 cause
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 both of many theories and of scientific methods of inquiry.

These key ideas are relevant in different ways and with different emphases in biology, chemistry and physics. Examples of their relevance to biology are given below.

The GCSE specification in biology should enable students to:

develop scientific knowledge and conceptual understanding of biology
develop understanding of the nature, processes and methods of biology through different types of scientific enquiries that help them to answer scientific questions about the world around them
develop and learn to apply observational, practical, modelling, enquiry and problem-solving skills, both in the laboratory, in the field and in other learning environments
develop their ability to evaluate claims based on biology through critical analysis of the methodology, evidence and conclusions, both qualitatively and quantitatively.

Biology should be studied in ways that help students to develop curiosity about the natural world, insight into how science works, and appreciation of its relevance to their everyday lives. The scope and nature of such study should be broad, coherent, practical and satisfying, and thereby encourage students to be inspired, motivated and challenged by the subject and its achievements.

AQA Level 1/Level 2 GCSE (9-1) in Chemistry

Chemistry should be taught in progressively greater depth over the course of Key Stage 3 and Key Stage 4. GCSE outcomes may reflect or build upon subject content which is typically taught at Key Stage 3. There is no expectation that teaching of such content should be repeated during the GCSE course where it has already been covered at an earlier stage.

GCSE study in chemistry 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 should be taught essential aspects of the knowledge, methods, processes and uses of science. They should be helped to 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. These key ideas 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 cause
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 both of many theories and of scientific methods of inquiry.

These key ideas are relevant in different ways and with different emphases in biology, chemistry and physics: examples of their relevance to chemistry are given below.

The GCSE specification in chemistry should enable students to:

develop scientific knowledge and conceptual understanding through chemistry
develop understanding of the nature, processes and methods of science through different types of scientific enquiries that help them to answer scientific questions about the world around them
develop and learn to apply observational, practical, modelling, enquiry and problem-solving skills, both in the laboratory, in the field and in other learning environments
develop their ability to evaluate claims based on chemistry through critical analysis of the methodology, evidence and conclusions, both qualitatively and quantitatively.

Chemistry should be studied in ways that help students to develop curiosity about the natural world, insight into how science works, and appreciation of its relevance to their everyday lives. The scope and nature of such study should be broad, coherent, practical and satisfying, and thereby encourage students to be inspired, motivated and challenged by the subject and its achievements.

AQA Level 1/Level 2 GCSE (9-1) in Physics

Physics should be taught in progressively greater depth over the course of Key Stage 3 and Key Stage 4. GCSE outcomes may reflect or build upon subject content which is typically taught at Key Stage 3. There is no expectation that teaching of such content should be repeated during the GCSE course where it has already been covered at an earlier stage.

GCSE study in physics 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 should be taught essential aspects of the knowledge, methods, processes and uses of science. They should be helped to 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. These key ideas include:

the use of models, as in the particle model of matter or the wave models of light and of sound
the concept of cause and effect in explaining such links as those between force and acceleration, or between changes in atomic nuclei and radioactive emissions
the phenomena of ‘action at a distance’ and the related concept of the field as the key to analysing electrical, magnetic and gravitational effects
that differences, for example between pressures or temperatures or electrical potentials, are the drivers of change • that proportionality, for example between weight and mass of an object or between force and extension in a spring, is an important aspect of many models in science
that physical laws and models are expressed in mathematical form.

These key ideas are relevant in different ways and with different emphases in biology, chemistry and physics: examples of their relevance are given below for physics.

GCSE specifications in Physics should enable students to:

develop scientific knowledge and conceptual understanding of physics
develop understanding of the nature, processes and methods of physics
develop and learn to apply observational, practical, modelling, enquiry and problem-solving skills, both in the laboratory, in the field and in other learning environments
develop their ability to evaluate claims based on physics through critical analysis of the methodology, evidence and conclusions, both qualitatively and quantitatively.

Physics should be studied in ways that help students to develop curiosity about the natural world, insight into how science works, and appreciation of its relevance to their everyday lives. The scope and nature of such study should be broad, coherent, practical and satisfying, and thereby encourage students to be inspired, motivated and challenged by the subject and its achievements.

AQA-8464-SP-2016.PDF

Combined Science (Trilogy)

AQA-8461-SP-2016.PDF

Biology

AQA-8462-SP-2016.PDF

Chemistry

AQA-8463-SP-2016.PDF

Physics

Key Stage 5

In Key Stage 5, students can study AQA GCE A Levels in Biology, Chemistry and Physics. They can also study either the Pearson Edexcel Level 3 National Certificate or the Pearson Edexcel Level 3 National Diploma in Applied Science.

AQA Level 3 GCE A Level in Biology

Course Overview

Biology involves the study of a wide range of exciting topics, ranging from molecular biology to the study of ecosystems and microorganisms. Biology is never far from the headlines, whether it’s advancements in sequencing the human genome which means finding treatments for many life limiting diseases is closer than ever before, the effects our growing population has on the Earth and the need to manage the conflict between human needs and conservation, as well as our developing understanding of how stem cells become specialised. Biologists are concerned with all these issues and many more. They work in the fields of cell biology, medicine, food production and ecology and the work they do is vital to us all. Biology A-level is a great choice for anybody interested in a career in health and clinical professions, such as Medicine, Dentistry, Veterinary Science, Physiotherapy, Pharmacy, Audiology, Optometry, Nursing, Zoology, Marine Biology, or Forensic Science. The skills you will learn are transferable and many students go on to professions such as Computing, Accountancy and Teaching.

Skills needed

The Biology A-level course helps you to develop a number of skills which you will need to master in order to succeed. These skills include learning how to collect data and evaluate it, how to investigate facts and use deduction, how to put over your point of view effectively and how to take responsibility for your own learning.

Enrichment opportunities

Students in Year 13 attend the ‘Biology Live!’ event, where guest speakers in the field of Biology present their research and examiners help with different exam skills for the summer. You will also take part in a field trip to the Lickey Hills where you can put your environmental skills in action.There is the opportunity to attend Masterclasses at the University of Birmingham to further develop your understanding of key areas of Biology. Another fantastic opportunity is to use Future Learn, a website with online learning modules run and recognised by some great universities where you can pick an area of interest to study in more detail. We also have mentors come in from local universities to help you with your studies and future plans.

Sixth Form entry requirements

5 GCSE 4-9/A*-C Grades including a Grade 4 in both English and Mathematics.

Specific minimum GCSE entry requirements

(Grade C = 4/low-mid 5; Grade B = high 5 - 6; Grade A = 7) Grade 6 in Mathematics, Grade 7-7 in Combined Science or a Grade 7 in Biology GCSE (High Grade 6 will be considered).

AQA Level 3 GCE A Level in Chemistry

Course Overview

A-level Chemistry can lead you on to a wide range of careers including the in the cosmetics industry, Medicine, Pharmacy, Engineering, Accountancy and Forensics.

The course is split into Organic (study of molecules), Inorganic (behaviour of inorganic compounds) and Physical Chemistry.

Fancy learning a new language? It is called the IUPAC naming of compounds; names which can get very long indeed! Students on this course will develop a real sense of understanding of scientific techniques through the rigorous practicals, including titrations and preparation of organic molecules. Students will become better equipped at answering some of the biggest questions facing our society today; Are fuel cells the future? What else can we achieve with nanotechnology? How can we stop wrinkles? How do you clean a river polluted with chemicals? Can cancer be cured?

Skills needed

The ability to find connections between different ideas and concepts is essential in the Organic part of A-level Chemistry.

In addition students would need to be able to link concepts they learn with the practical activities.

Having a good aptitude in mathematics is essential in achieving success with A-level Chemistry.

Logical thinking and problem solving abilities are key skills that enable learners to access the higher grades.

Students will develop a set of core skills respected by employers, such as logical processing, analytical and problem solving skills. Students will develop resilience throughout this course along with the personal discipline needed to impress future university tutors and employers.

Enrichment opportunities

Students attend Warwick University’s Chemistry Department to make their own aspirin drugs or benzoic acid food preservative. They can participate in ‘Spectroscopy in a suitcase’ workshops led by University lecturers and which enable students to solve crime scenes using mass spectrometry, NMR data and infrared technology. Students may also attend Masterclass chemistry lectures held at the University of Birmingham and Aston University. Students are given a lot of support in their career choices, and in particular those wishing to study Medicine and engineering have likewise been given support by providng them with relevant courses, and interview practice.

Sixth Form entry requirements

5 GCSE 4-9. Grades including a Grade 4 in both English and Mathematics.

Specific minimum

GCSE entry requirements (Grade C = 4/low-mid 5; Grade B = high 5 - 6; Grade A = 7) Grade 6 in Mathematics, Grade 7-7 in Combined Science or a Grade 7 in Chemistry GCSE (high Grade 6 results will be considered). You will also need to study either Core Mathematics or A-level Mathematics to study A-level Chemistry due to the demanding mathematical requirements of this course.

AQA Level 3 GCE A Level in Physics

Course Overview

A-level Physics will allow you to appreciate how fundamental science works and to study optional topics including Astrophysics, Medical physics or Applied physics. A-level Physics builds on the concepts and skills developed in the Physics studied at GCSE. Particle physics introduces you to the fundamental properties and nature of matter, radiation and quantum phenomena.

The principles and applications of mechanics, materials and waves are also studied. This course provides a foundation for studying a variety of subjects at university including: Engineering, Optometry, Radiography, Medicine and Physics. Physics is also useful for those who want careers in Engineering, Electronics, Meteorology, Astronomy, Space Exploration and Nanotechnology industries. Some of you may even choose to become teachers of Physics!

Skills needed

Analytical and problem solving skills are central to your theory and practical lessons in this course. Joining a debate club, playing chess, attempting logic puzzles or playing video games that require a strong element of problem solving, are just some ways you can help develop your ability to solve problems in Physics!

You should be comfortable with mathematical concepts and how to apply them. Physicists like to use computer technology to assist in manipulating data, so deducing formulas on spreadsheets is a useful skill to learn whilst studying this course.

Enrichment opportunities

Students are given mentoring opportunities from students at local universities and can attend Masterclasses to enrich their learning of physics. There are opportunities for students to participate in whole school STEM events as well as those run by companies and universities. Year 12 and 13 students will also attend a prestigious A-level focused physics lecture with the opportunity to learn about new research and updates in the subjects.

Sixth Form entry requirements

5 GCSE 4-9/A*-C Grades including a Grade 4 in both English and Mathematics.

Specific minimum GCSE entry requirements

(Grade C = 4/low-mid 5; Grade B = high 5 - 6; Grade A = 7) Grade 7 in Mathematics, Grade 7-7 in Combined Science or a Grade 7 in Physics GCSE (high Grade 6 may be considered).

You will also need to study A-level Mathematics to study A-level Physics due to the demanding mathematical requirements of this course.

Pearson Edexcel BTEC Level 3 National Extended Certificate in Applied Science

Course Overview

This course is ideal if you want to study Science as part of your KS5 choices. There are plenty of practical activities to help develop your understanding of scientific techniques. You will learn to carry out practical laboratory tasks, plan investigations, collect, analyse and present data as well as review and refine the methodology of practical and laboratory-based work. You will also study aspects of Biology, Chemistry and Physics as well as work on your English, Mathematics and IT skills. Training in Science, Technology, Engineering and Mathematics (STEM) is vital in the UK and global economy today and the skills and knowledge you will learn on this course could really get you ahead in the job market. The extended certificate in Applied Science is intended for students who want to continue their education through applied learning and who aim to progress to higher education and ultimately to employment in the Applied Science sector. The qualification is equivalent in size to one A-level and it has been designed as part of a two-year programme. With an Extended Certificate in Applied Science you will be able to progress into careers such as Radiography, Biomedical science, Forensics Science, Biological Sciences, Zoology, Biotechnology, Nursing, Nutrition Studies, Agricultural Science, Marine Biology, Sports Science and many more.

Skills needed

The Extended Certificate in Applied Science BTEC requires a good level of self-organisation and time management skills along with the ability to carry out practical techniques and data analysis. There is academic content that you will need to learn and understand in order to complete assignments as well as both practical and written examinations. The emphasis throughout the course focuses on the practical application of skills so whether you decide to study further, go on to work or an apprenticeship this course will be your passport to success in the next stage of your career.

Enrichment opportunities

We have a visit by ‘Spectroscopy in a suitcase’ run by university lecturers who let us to use their £15000 technology to solve crime scenes using mass spectrometry, NMR data and infrared technology. You can also visit the University of Birmingham for Masterclasses in Chemistry, Biology and Physics courses that relate to your course.

Sixth Form entry requirements

5 GCSE 4-9/A*-C Grades including a Grade 4 in both English and Mathematics.

Pearson Edexcel BTEC Level 3 National Extended Diploma in Applied Science

Course Overview

This course is an excellent foundation to pursue a science course at university or if you want a practical career in the sciences. There are plenty of practical activities to help develop your understanding of scientific techniques. You will learn to carry out practical laboratory tasks, plan investigations, collect, analyse and present data as well as review and refine the methodology of practical and laboratory-based work. You will also study aspects of Biology, Chemistry and Physics as well as work on your English, Mathematics and IT skills. Training in Science, Technology, Engineering and Mathematics (STEM) is vital in the UK and global economy today and the skills and knowledge you learn on this course could really get you ahead in the job market. The Extended Diploma in Applied Science is intended for students who want to continue their education through applied learning and who aim to progress to higher education and ultimately to employment in the Applied Science sector. The qualification is equivalent in size to 3 A-levels and it has been designed as part of a two-year programme. With an Extended Diploma in Applied Science you will be able to progress into careers such as Radiography, Biomedical Science, Forensics Science, Biological Sciences, Zoology, Biotechnology, Nursing, Nutrition Studies, Agricultural Science, Marine Biology, Sports Science and many more.

Skills needed

The Extended Diploma in Applied Science BTEC requires a good level of self-organisation and time management skills along with the ability to carry out practical techniques and data analysis. There is academic content that you will need to learn and understand in order to complete assignments as well as both practical and written examinations. The emphasis throughout the course focuses on the practical application of skills so whether you decide to study further, go on to work or an apprenticeship this course will be your passport to success in the next stage of your life.

Enrichment opportunities

There will be outside speakers and visits which will take place where the application of the techniques will be explored further. Students will also be invited to particpate in the Healthcare Society this will also give them the opportunity to get an indepth insight into the vast opportunities that are available with this course.