Science - Summary of Assessment & Course

GCSE Science involves 3 units, externally assessed (45 minutes for both Foundation and
Higher Tier), plus an internally assessed, untiered assessment, covering biology, chemistry
and physics.

GCSE Additional Science involves another 3 units, externally assessed, plus internal
assessment.

WJEC GCSE SCIENCE (Everyone)
External Units (% weighting)
Biology 1
(25%)
Chemistry 1
(25%)
Physics 1
(25%)
Internal Assessment
 (25%)

WJEC GCSE ADDITIONAL SCIENCE (not being sat by those studying single science)
External Units (% weighting)
Biology 2
(25%)
Chemistry 2
(25%)
Physics 2
(25%)

Internal Assessment
(25%)

Criteria for GCSE

All GCSE qualifications are reported on an eight-point scale from A* to G, where A* is the
highest grade. Candidates who fail to reach the minimum standard for a grade to be awarded
are recorded as U (unclassified) and do not receive a qualification certificate.

Rationale

The specifications within this suite are based on an approach which is practically-based,
emphasising the role of experimentation in ascertaining the validity of knowledge. The
specifications have an emphasis on:

a. evaluating evidence and the implications of science for society;
b. explaining, theorising and modelling in science.

Assessment of Practical Work

The internal assessment of practical work is intended to be an integral part of the course and
part of normal classroom practice. It is carried out within the centre and is intended to be
manageable and simple to administer. The core component of the Internal Assessment scheme in all specifications is the practical task. As the way in which scientists achieve an understanding of nature is in experimental work, this is seen as fundamental to both the teaching and assessment of candidates in science.

Prior Learning and Progression

Although there is no specific requirement for prior learning, these specifications build upon
the Programmes of Study for Science at Key Stage 3.

AIMS

The specifications give students opportunities to:

• develop their interest in, and enthusiasm for, science;
• develop a critical approach to scientific evidence and methods;
• acquire and apply skills, knowledge and understanding of how science works and its
essential role in society;
• appreciate the unique contribution of science to the objective understanding of the
material world;
• acquire scientific skills, knowledge and understanding necessary for progression to
further learning.

The spiritual, moral, ethical and cultural dimension

The specification provides a framework and includes specific content through which
individual courses may address spiritual, moral, ethical, social and cultural issues.

Opportunities for use of ICT

This specification is designed to provide a range of opportunities for the use of ICT. The
programmes of study in the specification content provide opportunities for the use of ICT in
the delivery of the course. In addition, the centre-based element will provide further
opportunities for candidates to use ICT in scientific investigations.

Skills, Knowledge and Understanding

These Science specifications involve the following skills, knowledge and understanding of
how science works:

(i) data, evidence, theories and explanations
(ii) practical and enquiry skills
(iii) communication skills
(iv) application and implications of science

ASSESSMENT OBJECTIVES

All candidates must demonstrate the following assessment objectives in the context of the
prescribed skills, knowledge and understanding. Within the assessment objectives, candidates
are required to use communication skills, including ICT, use scientific conventions (including
chemical equations) and mathematical language (including formulae), where appropriate.

Internal Assessment

The Internal Assessment scheme in this suite of qualifications is designed to promote a
variety of good educational practice. The key component is the Practical Task, the intention
of which is to encourage centres to engage in a wide variety of practical laboratory and field
work. Initially, the board has provided a list of suitable assessed practicals. For each practical
a specific candidate worksheet is provided together with a list of laboratory or field
requirements, teacher guidance and a marking scheme. Each Practical Task is to be completed
wholly within class time and in approximately two hours.

SUBJECT CONTENT

It is envisaged that a variety of approaches to the teaching of the content is used. In view of
the need to consider the issues, uncertainties and value judgements inherent in some areas of
science, a didactic approach may not be appropriate. Case studies, individual projects or
discussion groups may be more suitable as a means of exploring such issues