Entry Level Certificate
Specification
Science
For assessment September 2011 onwards
For certification June 2013 onwards
Entry Level Certificate in Science for assessment from September 2011 onwards
Qualification Accreditation Number: 600/1709/0
Every specification is assigned a national classification code indicating the subject area to which it belongs.
To obtain specification updates, access our searchable bank of frequently asked questions, or to ask us a
question, register with Ask AQA: aqa.org.uk/ask-aqa/register
You can also download a copy of the specification and support materials from our website:
sciencelab.org.uk/subjects
The Unit Award Scheme provides the facility for students to receive credit for each individual component
unit which they complete as they progress through the Entry Level Certificate course. Centres wishing to
enter candidates for the complementary Unit Award scheme units should check the evidence required at
http://web.aqa.org.uk/qual/uas.php
Copyright © 2010 AQA and its licensors. All rights reserved.
71290
The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number
3644723) and a registered charity (registered charity number 1073334). Registered address: AQA, Devas Street, Manchester M15 6EX.
Version 1.0
Entry Level Certificate
Specification
Science
5948
Our specification is published every year on our website (http://www.aqa.org.uk). We will let centres know in
writing about any changes to the specification. We will also publish changes on our website. The definitive version
of our specification will always be the one on our website, this may differ from printed versions.
You can get further copies of this specification from:
AQA Logistics Centre (Manchester)
Unit 2
Wheel Forge Way
Ashburton Park
Trafford Park
Manchester
M17 1EH
Or, you can download a copy from our website (www.aqa.org.uk).
Copyright © 2010 AQA and its licensors. All rights reserved.
AQA retains the copyright on all its publications, including the specifications. However, registered centres for AQA
are permitted to copy material from this specification booklet for their own internal use.
The Assessment and Qualifications Alliance (AQA), is a company limited by guarantee registered in England and
Wales (company number 3644723), and a registered charity (registered charity number 1073334).
Registered address:
AQA
Devas Street,
Manchester
M15 6EX
ELC Science for teaching from September 2011 onwards (Version 1.0)
Contents
1
Introduction
1a
Why choose AQA?
3
1b
Why choose Entry Level Science?
4
1c
How do I start using this Specification?
4
1d
How can I find out more?
5
2
The Specification
2a
Specification at a glance
6
2b
Summary of assessment
7
3
Subject Content
3a
Rationale
8
3b
Individual component content
8
4
Scheme of Assessment
4a
Aims
24
4b
Assessment Objectives
24
4c
Requirements
24
4d
Differentiating factors
26
4e
National criteria
26
4f
Previous learning requirements
26
4g
Equality, access and inclusion
26
4h
Progression
26
5
Administration
5a
Availability of assessment units and certification
27
5b
Entries
27
5c
Private candidates
27
5d
Access arrangements, reasonable adjustments and special consideration
27
5e
Examination language
28
5f
Qualification titles
28
5g
Certification and reporting results
28
5h
Re-sits
28
6
Internally Assessed Work Administration
6a
Authenticating that internally assessed work is genuine
29
6b
Malpractice
30
6c
Teacher standardisation
30
6d
Internal standardisation
31
6e
Annotation of internally assessed work
31
6f
Submitting confirmation of achievement
31
1
ELC Science for teaching from September 2011 onwards (Version 1.0)
6g
Factors affecting individual candidates
32
6h
Keeping candidates¶ work
32
7
Moderation
7a
Moderation procedures
33
7b
Procedures after moderation
33
Appendices
2
A
Grade descriptions
34
B
Spiritual, moral, ethical, social, legislative, sustainable development,
economic and cultural issues, and health and safety considerations
35
C
Record forms
36
D
Wider Key Skills ± Teaching, developing and providing opportunities for
generating evidence
37
E
Accrediting achievement of individual Entry Level Certificate
Components through the Unit Award Scheme
38
ELC Science for teaching from September 2011 onwards (Version 1.0)
1
1a
Introduction
Why choose AQA?
We are proud to be one oIWKH8QLWHG.LQJGRP¶VODUJHVWDZDUGLQJERGLHVZLWKPLOOLRQFDQGLGDWHVVLWWLQJWKHLU
examinations with us in any given year.
As an independent registered educational charity, we invest all our income in the running of our examinations
and in research and development to improve our qualifications and services. We focus on promoting education
for the benefit of the public, drawing on years of experience of setting and marking public exams.
We are committed to delivering a straightforward and simple teaching experience, in a manageable timescale.
:K\FKRRVH$4$¶V(QWU\/HYHO4XDOLILFDWLRQV"
We work closely with teachers to make sure the introduction of a new qualification is straightforward, providing
free resources to help them get ready to teach, and ongoing support throughout the life of the qualifications.
We refine and develop qualifications which:
can help candidates to achieve their full potential
DUHUHOHYDQWWRWRGD\¶VFKDOOHQJHV
are manageable for schools and colleges
facilitate progression
are affordable and value for money.
Other benefits of choosing our qualifications include:
access to subject departments
training for teachers, including practical teaching strategies and methods, presented by senior
examiners
support for internal assessments
24 hour support through our website and Ask AQA ± an on-line searchable bank of frequently asked
questions
a wide range of printed and electronic resources.
We are an educational charity focused on the needs of the learner. All our income is spent on improving the
quality of our Specifications, examinations and support services.
If you are already a customer we thank you for your support. If you are thinking of joining us we look forward to
welcoming you.
3
ELC Science for teaching from September 2011 onwards (Version 1.0)
1b
Why choose Entry Level Science?
The Entry Level Certificate is designed for use by candidates who are unlikely to reach Grade G at GCSE. It
can also be used to motivate candidates by providing a stepping stone to GCSE.
This unit based Specification meets the requirements of the key stage 4 programme of study for science. The
content has been arranged into six components to match the units used in the new GCSE Science. This will
facilitate co-teaching of the Entry Level and GCSE Sciences.
Each component has reference to both new GCSE Science A and new GCSE Science B to assist you in this.
The structure and the assessment requirements have been simplified. There are two components covering
each Science ± two from Biology, two from Chemistry and two from Physics. Candidates are required to submit
a portfolio comprising a Candidate Record Form, evidence from Teacher-Devised Assignments (TDAs) and
evidence from the Externally-Set Assessments (ESAs). Candidates are required to submit evidence from three
Teacher-Devised Assignments and three Externally-Set Assessments. These must be from at least three
components, one from each science.
The changes in content have been kept to a minimum and the administration of the specification has been
simplified. There is now no requirement for scaling of the marks and the total mark is the sum of the raw marks.
The Externally-Set Assessments can now be downloaded from e-AQA by your examinations officer, when
required.
This scheme of assessment allows attainment to be recognised at standards broadly consistent with National
Curriculum Levels 1, 2 and 3. The Specification provides excellent progression from the programme of study
for KS3 science and progression to GCSE studies in Science.
The skills, knowledge and understanding acquired will be relevant and transferable in both education and career
settings.
In addition, this qualification provides a worthwhile course for candidates of various ages and from diverse
backgrounds in terms of general education and lifelong learning.
1c
How do I start using this Specification?
You need to register at www.aqa.org.uk/askaqa.php to ensure that you receive regular updates and have
access to the various resources available.
Once you have decided to enter candidates you need to tell us so we can make sure that you get all the
material you need for the examinations. This is very important where examination material is sent to you
before the final entry deadline. You can let us know by filling in the DSSURSULDWHµ,QWHQWLRQWR(QWHU¶DQG
µ(VWLPDWHG(QWU\¶IRUPV,I\RXUFHQWUHLVUHJLVWHUHGRQH-AQA you will receive an email prompting you to
submit entry information on-line. If you are not e-AQA registered we will send copies to your exams
officer. Both forms can be downloaded from our website (www.aqa.org.uk/admin/p_entries.php).
If your centre has not used AQA for any examinations in the past, please contact our centre approval
team at [email protected]
4
ELC Science for teaching from September 2011 onwards (Version 1.0)
1d
How can I find out more?
You can choose to find out more about this Specification or the services that AQA offer in a number of ways.
You can find the latest information and specimen papers via our website - www.sciencelab.org.uk
Ask AQA
You have 24-hour access to useful information and answers to the most commonly asked questions at
www.aqa.org.uk/askaqa.php
If the answer to your question is not available, you can submit a query through Ask AQA for our team. We will
respond within 2 working days.
Speak to your subject team
You can talk directly to the Science subject team about this Specification either by emailing [email protected] or by calling 01483 477737.
Teacher Support Meetings
Details of our Teacher Support meetings are available on our website at www.aqa.org.uk/support/teachers.php
There is also a link to our fast and convenient on-line booking system for Teacher Support meetings at
events.aqa.org.uk/ebooking
Latest information online
You can find out more including the latest news, how to register for support and downloadable resources on our
website at www.aqa.org.uk
5
ELC Science for teaching from September 2011 onwards (Version 1.0)
2
2a
The Specification
Specification at a glance
Entry Level Science (5948)
Three levels of award are available: Entry 1, Entry 2 and Entry 3 with Entry 3 being the most demanding.
The specification comprises of six components. Each component has two assessments.
1. An Externally-Set Assessment (ESA) consisting of a short written test.
2. A Teacher-Devised Assignment (TDA) consisting of a short piece of practical work.
Candidates should be encouraged to study as many of the six components as they are able, to meet the KS4
Programme of Study requirements, but they need only submit evidence for 3 Teacher-Devised Assignments
and 3 Externally-Set Assessments.
The TDAs and ESAs do not need to be from the same components.
ELC SCIENCE
EXTERNALLY-SET ASSESSMENTS (ESA)
(Weighting 57%)
Candidates should submit evidence from three components
chosen from the list below.
One each from Biology, Chemistry and Physics.
Biology
Component 1 (Keeping Healthy)
Component 2 (Inheritance, Evolution and the Environment)
Chemistry
Component 3 (Materials from the Earth)
Component 4 (Oils, Earth and Atmosphere)
Physics
Component 5 (Energy transfer and efficiency)
Component 6 (Electricity and Waves)
ESAs are set by AQA and marked by the teacher using a mark
scheme provided by AQA. ESAs and mark schemes are
accessible via e-AQA.
PLUS
TEACHER-DEVISED ASSIGNMENTS (TDA)
(Weighting 43%)
Candidates must submit evidence from three components. They are not required
to be from the same components as the ESAs.
These are assessments of practical tasks set by the teacher and marked against
the marking criteria provided in the Specification.
6
ELC Science for teaching from September 2011 onwards (Version 1.0)
2b
Summary of assessment
Assessment is through completion of the Externally-Set Assessments (ESAs) and Teacher-Devised
Assignments (TDAs). These can be undertaken at a time convenient to the centre, and different candidates can
be assessed on different occasions.
There are six components of content.
Entry Level Science candidates should submit 3 ESAs and 3 TDAs, one ESA and one TDA for each of the
sciences. The ESAs and TDAs do not have to be from the same components. Therefore candidates can, if
they wish, submit a different assessment for each of the six components.
Candidates should be encouraged to study as many of the components as they are able. This will facilitate
progression to GCSE Science, if appropriate. It will also enable teachers to co-teach Entry Level and GCSE
Science candidates of different abilities.
Each of the two components available for Biology, Chemistry and Physics correlates closely with the content of
sections in the AQA GCSE Science Specifications. This content is assessed by the Externally-Set
Assessments. In addition, the assessment criteria for the Teacher-Devised Assignments are designed to
address the same range of knowledge, understanding and skills as those tested by the Controlled Assessment
Unit of GCSE science, but with lower demand. This commonality between Entry Level Science and GCSE
Science also enables the qualifications to be co-taught. If it is thought desirable, candidates can be entered for
both qualifications in the same series.
Centres wishing to enter candidates for the complementary Unit Award Scheme should check the
outcomes/evidence required and the procedures for making and recording assessments at
http:/web.aqa.org.uk/qual/uas.php
7
ELC Science for teaching from September 2011 onwards (Version 1.0)
3
3a
Subject Content
Rationale
It is recognised that GCSE Science is too demanding for some candidates. ELC Science is designed as a
qualification that offers candidates who are unlikely to achieve grade G in GCSE Science the opportunity to
achieve a certificated award. This specification has been designed to build on work undertaken at Key Stage 3.
To assist centres in meeting the statutory requirements, Entry Level Science is derived from GCSE Science,
with components that together cover a substantial proportion of the programme of study, but in less depth and
RIIHULQJUHOHYDQWPRGHUQFRQWH[WVIRUFDQGLGDWHV7KLVLQFOXGHVWKHUHOHYDQWDVSHFWVRIµ+RZ6FLHQFH:RUNV¶,W
is intended that it can be used in conjunction with any GCSE Science Specification, particularly those offered by
AQA.
3b
Individual component content
The Specification content is defined by the following components.
Biology
Component 1
Component 2
Keeping Healthy
Inheritance, Evolution and the Environment
Chemistry
Component 3
Component 4
Materials from the Earth
Oils, Earth and Atmosphere
Physics
Component 5
Component 6
Energy transfer and efficiency
Electricity and Waves
Structure of each component
Each component contains a number of sections.
The Component Description indicates the content of the component by posing questions that are addressed
in the component.
Details of Content specifies the subject content of the component. Common wording with AQA GCSE Science
facilitates co-teaching with Entry Level Certificate.
Additional Guidance contains statements to indicate the extent and depth of treatment required for ELC.
The Specification reference refers to the corresponding section of GCSE Science Specification A and
Specification B. This is intended to facilitate co-teaching with GCSE.
The Teacher-Devised Assignments, which are practically based, have the same marking criteria for each of
components 1±6; therefore they are stated once, later in this section.
The Suggested Activities for the Teacher-Devised Assignment give topics which would be suitable for the basis
of a TDA, but teachers are encouraged to make their own choice of topic where this fits better with their scheme
of work.
The Procedure for Making and Recording Assessments and Evidence
Each component is assessed by means of an Externally-Set Assessment.
In addition, skill areas 11 - 15 are assessed by the teacher through observation, inspection and discussion of
the Teacher-Devised Assignments.
8
ELC Science for teaching from September 2011 onwards (Version 1.0)
Evidence to be offered for the Entry Level Certificate
The ESAs are completed by the candidate and marked by the teacher.
The recorded work of the candidate should be submitted for skill areas 11 - 15. This work should be annotated
by the teacher to indicate which skill area has been met and which mark has been awarded.
Teachers using Entry Level Science for the Unit Award Scheme will find details of the evidence required in
Appendix E.
6LJQSRVWLQJRIµ+RZ6FLHQFH:RUNV¶
2SSRUWXQLWLHVWRGHYHORSFDQGLGDWHV
NQRZOHGJHDQGXQGHUVWDQGLQJRIµ+RZ6FLHQFH:RUNV¶DUHVLJQSRVWHGE\
the following icons.
This icon identifies parts of the content which lend themselves to investigative work of the type needed for
Teacher-Devised Assignments. These sections are about obtaining valid and reliable scientific evidence.
This icon identifies parts of the content which lend themselves to consideration of using scientific evidence,
for example, how scientific evidence can contribute to decision making and how scientific evidence is limited.
ICT Skills
In undertDNLQJDFWLYLWLHVWRGHYHORSWKHLUNQRZOHGJHDQGXQGHUVWDQGLQJRIµ+RZ6FLHQFH:RUNV¶FDQGLGDWHV
should be given opportunities to:
collect data from primary and secondary sources, using ICT sources and tools
present information, develop arguments and draw conclusions using ICT tools.
Opportunities to use ICT sources and tools occur throughout the content of this Specification. They are
signposted in the subject content by the icon shown, and are listed below under four headings.
Use the Internet (and other primary and secondary sources) to find information or data about:
± nutrient and energy needs of different people
± the use of hormones to control fertility
± environmental issues
± uses of limestone metals and alloys
± reserves of metal ores and recycling of metals
± uses and recycling of polymers
± uses of vegetable oils
± the formation of the Earth and its atmosphere
± comparing different energy sources for electricity generation
± environmental impacts of using different energy sources
± heating and insulating buildings
± communication using electromagnetic radiation.
Use sensors and data loggers to capture data in practical work:
± measuring reaction times
± heat transfer.
Use spreadsheets or databases for data analysis, for modelling or to explore patterns:
± products of the burning of fuels, and their impacts on the environment.
Use electronic resources, eg software simulations, video clips:
± extraction of plant oils
± plate tectonics
± FKDQJHVLQWKH(DUWK¶VDWPRVSKHUH
± kinetic theory and particles.
9
ELC Science for teaching from September 2011 onwards (Version 1.0)
Skill areas to be assessed in each component by the teacher
The following skill areas must be assessed by the teacher for each Teacher-Devised Assignment. Each of the
skill areas, 11-15, at Entry 2 subsumes the equivalent skill area at Entry 1; similarly Entry 3 subsumes those at
Entry 2.
Evidence for success in these skill areas may take a variety of formats. In some cases where the evidence is
ephemeral, eg observing safe practice, it may take the form of teacher annotation. In other cases it may take
the form of a written response by the candidate, or by means of the candidate completing a work sheet or flow
chart.
In successfully completing this component the candidate will have demonstrated ability in the following skill
areas:
Entry Level
Skill
area
10
Description
1
2
3
11
Designing an
experiment
Indicates how a
problem can be
investigated, and
identifies the
techniques or
equipment that can
be used to
investigate the
problem, eg by
identifying the
relevant variables
or by selecting
equipment from a
list
Indicates how a
problem can be
investigated, and
identifies the
techniques or
equipment that can
be used to
investigate the
problem, and
describes the way in
which the techniques
or equipment can be
used to produce
results, eg by
completing a flow
chart for the method
Indicates how a problem
can be investigated, and
identifies the techniques
or equipment that can be
used to investigate the
problem, and describes
the way in which the
techniques or equipment
can be used to produce
results. In addition,
makes a simple
prediction about the
outcome, eg by a
statement such as "I
think that thick rubber
bands will be stronger
than thin rubber bands"
12
Making
measurements
or
observations
Handles equipment
and materials
safely to make
observations, eg by
wearing safety
goggles when
appropriate
Handles equipment
and materials safely,
and uses the
equipment to make
simple
measurements or
observations, eg by
using a microscope
to draw a cell, or by
correctly reading the
display on a meter
Handles equipment and
materials safely, and
uses the equipment to
make simple
measurements or
observations, showing
recognition of the need
for the results to be
meaningful, eg by
checking and reporting
measurements, or by
carrying out repeats or
calculating a mean
13
Recording data
Records the results
of an experiment,
eg by writing down
the results
Records the results
of an experiment,
using a table or
framework that has
been provided, eg by
filling in the data in a
table that has been
provided already
complete with the
correct headings and
units
Records the results of an
experiment, using a table
or framework that has
been produced by the
candidate, eg by drawing
a table in which the
candidate has decided
on the correct headings
and units for each
column in the table
ELC Science for teaching from September 2011 onwards (Version 1.0)
Entry Level
Skill
area
Description
1
2
3
14
Presenting
data
Selects an
appropriate method
of displaying the
data, eg bar chart,
pie chart or line
graph, eg by
selecting from a list
the most
appropriate
method, such as
the use of a bar
chart for categoric
data
Selects an
appropriate method
of displaying the
data, eg bar chart,
pie chart or line
graph, and display
the results using a
framework that has
been provided, eg
after selecting the
most appropriate
methods, the
candidate is provided
with a blank graph in
which the axes have
been scaled and
labelled, and is able
to accurately plot the
data
Selects an appropriate
method of displaying the
data, eg bar chart, pie
chart or line graph, and
display the results using
a framework that has
been produced by the
candidate, eg the
candidate can
independently select the
correct form of display,
and can decide on
suitable scales and
labels for the axes of a
graph or bar chart, and
then correctly plot the
data
15
Identifying
patterns and
relationships
State simply what
has been found out
in the experiment,
eg tea cools faster
in a metal cup than
it does in a plastic
cup
State what has been
found out in the
experiment, and
describe a simple
relationship in the
results or draw a
simple conclusion,
eg noticing that tea
cools faster in a
metal cup than it
does in a plastic cup,
leading to the
conclusion that
plastic is a better
insulator than metal
State what has been
found out in the
experiment, and describe
a simple relationship in
the results or draw a
simple conclusion, and
make a relevant
comment about the
success or otherwise of
the experiment, eg by
referring to any
anomalous results, or by
stating that any repeats
always gave the same
value, or by referring
back to the prediction
11
ELC Science for teaching from September 2011 onwards (Version 1.0)
Component 1: Biology ± Keeping Healthy
Component Description
How do diet, exercise and the use of drugs affect human health?
What are the causes of diseases and what defences do humans have against them?
How do hormones affect processes within the human body?
Details of Content
Outcome
Candidates should show
knowledge and understanding of
the content statement.
1
Reflex actions are automatic and
rapid.
2
Specification
reference
Science
A
Science
B
Examples include the response of
the pupil in the eyes to bright light,
and the knee jerk reaction.
Knowledge of the reflex arc is not
required.
B1.2.1
3.4.1.1
A healthy diet contains the right
balance of the different foods you
need and the right amount of
energy.
Knowledge of different food types
is limited to carbohydrates, fats
and proteins and examples of
sources of each. Knowledge of the
effects of an unbalanced diet is
limited to a person being
overweight or underweight. No
knowledge of deficiency diseases
is required.
B1.1.1
3.4.1.1.
3
People who exercise regularly are
usually fitter than people who take
little exercise.
The concept of fitness is limited to
the rate at which the pulse rate
returns to normal for a person after
exercise.
B1.1.1
3.4.1.1
4
Drugs affect our body chemistry.
Medical drugs are developed and
tested before being used to relieve
illness or disease.
Drugs change the chemical
SURFHVVLQSHRSOH¶VERGLHVVRWKDW
they may become dependent or
addicted to them and suffer
withdrawal symptoms without
them.
B1.3.1
3.5.1.1
Some people use drugs
recreationally. Some of these
drugs are legal, some illegal.
12
Additional Guidance
Knowledge of specific drugs is
limited to the fact that cannabis is
an illegal drug.
5
Bacteria and viruses may
reproduce rapidly inside the body
and may produce poisons (toxins)
that make us feel ill. Viruses
damage cells in which they
reproduce.
No recall of specific illnesses is
required.
B1.1.2
3.5.1.2
6
White blood cells help to defend
against bacteria by ingesting them,
and red blood cells are
responsible for transporting
oxygen around the body.
Knowledge of the production of
antibodies is not required.
B1.1.2
3.5.1.2
ELC Science for teaching from September 2011 onwards (Version 1.0)
7
Antibiotics, including penicillin, are
medicines that help to cure
bacterial disease by killing infective
bacteria inside the body, but cannot
be used to kill viruses.
The names of any antibiotics other
than penicillin are not required.
B1.1.2
3.5.1.1
8
Many processes within the body
are coordinated by chemical
substances called hormones.
Hormones are secreted by glands
and are transported to their target
organs by the bloodstream.
No knowledge of the names of specific
hormones is required.
B1.2.2
3.4.1.1
9
Several hormones are involved in
the menstrual cycle of a woman,
including some that are involved in
promoting the release of an egg.
No further details of the menstrual
cycle are required.
B1.2.2
10
The uses of hormones in controlling
fertility include:
- giving oral contraceptives that
contain hormones to inhibit
eggs from maturing
- JLYLQJµIHUWLOLW\GUXJV¶WR
stimulate eggs to mature.
No knowledge of the names of the
hormones involved, or the mechanism
by which they work is required.
B1.2.2
Candidates may be required to
evaluate the benefits of, and the
problems that may arise from, the use
of hormones to control fertility.
Suggested Activities for the Teacher-Devised Assignment
Investigate the effect of exercise on pulse rate.
Compare the speed of the catching reflex of two people.
Demonstrate the knee jerk reaction.
&RPSDUHWKHHQHUJ\UHOHDVHGE\EXUQLQJDµORZIDW¶FULVSZLWKDQRUPDORQH
Use pre-inoculated agar in Petri dishes to evaluate the effect of disinfectants and antibiotics.
13
ELC Science for teaching from September 2011 onwards (Version 1.0)
Component 2: Biology ± Inheritance, Evolution and the
Environment
Component Description
What is the role of the genes in the reproduction process?
What is the difference between sexual and asexual reproduction?
What determines where particular species live?
The theory of evolution.
Details of Content
Outcome
Additional Guidance
Candidates should show knowledge
and understanding of the content
statement.
Specification
reference
Science
A
Science
B
1
Plants often compete with each
other for light and space, and for
water and nutrients from the soil.
Candidates will not be required to
recall any specific examples
B1.4.1
3.3.2.1
2
Animals often compete with each
other for food, mates and territory.
Candidates will not be required to
recall any specific examples
B1.4.1
3.3.2.1
3
Animals and plants may be adapted
for survival in the conditions where
they normally live.
Examples may include polar
bears in the Arctic, or cacti in
deserts.
B1.4.1
3.3.2.1
4
Animals and plants are subjected to
environmental changes. Such
changes may be caused by living or
non-living factors.
An example of a living factor is a
change in a competitor.
B1.4.2
3.5.3.1
B1.5.1
3.3.1.2
5
An example of a non-living factor
is a change in the average
temperature or rainfall.
Radiation from the Sun is the source
of energy for living organisms.
3.3.2.2
Green plants and algae absorb a
small amount of the light that
reaches them. The transfer from
light energy to chemical energy
occurs during photosynthesis. This
energy is stored in the substances
that make up the cells of the plants.
6
14
&DUERQGLR[LGHZDWHUĺVXJDU
oxygen
Candidates should know the
word equation for photosynthesis
Living things remove materials from
the environment for growth and
other processes. These materials
are returned to the environment
either in waste materials or when
living things die and decay.
Materials decay because they are
broken down (digested) by
microorganisms. Microorganisms
are more active and digest materials
faster in warm, moist, aerobic
conditions.
The names of particular
microorganisms are not required.
B1.6.1
3.3.2.2
3.3.2.3
ELC Science for teaching from September 2011 onwards (Version 1.0)
7
The nucleus of a cell contains
chromosomes. Chromosomes carry
genes that control the
characteristics of the body.
Candidates should know that a
cell consists of a nucleus that
controls the actions of the cell,
and cytoplasm.
B1.7.1
3.4.1.3
8
The information that results in plants
and animals having similar
characteristics to their parents is
carried by genes, which are passed
on in the sex cells from which the
offspring develop.
The term gametes is not
required.
B1.7.1
3.3.2.1
B1.7.2
3.4.1.3
B1.7.2
3.5.2.3
B1.8.1
3.3.2.1
Sexual reproduction involves the
joining of male and female sex cells.
The mixture of genetic information
from two parents leads to variety in
the offspring.
9
In asexual reproduction, only one
individual is needed as a parent.
There is no mixing of genetic
information and so no genetic
variation in the offspring. These
genetically identical individuals are
known as clones.
New plants are produced quickly
and cheaply by taking cuttings from
older plants.
10
'DUZLQ¶VWKHRU\RIHYROXWLRQVWDWHV
that all species of living things have
evolved from simple life-forms that
first developed more than three
billion years ago.
Evidence to support this theory of
evolution is limited to fossil
evidence and the similarity of
characteristics between species.
Suggested Activities for the Teacher-Devised Assignment
Investigate whether or not two characteristics are linked, eg finger length and height.
Investigate the link between seed size and plant size.
Investigate how alike the plants grown from runners are, eg mint or strawberry.
Investigate whether rainwater in a city is more acidic than rainwater in the country.
Compare the growth of plants when seeds are planted at different densities.
Compare the water quality of running water and still water.
Investigate the rate of photosynthesis in pond weed.
Investigate the use of choice chambers, eg with woodlice.
15
ELC Science for teaching from September 2011 onwards (Version 1.0)
Component 3: Chemistry ± Materials from the Earth
Component Description
How do rocks provide building materials?
How are metals used?
What do humans use crude oil for?
What are the environmental effects of using fuels?
Details of Content
Outcome
Candidates should show knowledge
and understanding of the content
statement.
1
All substances are made of atoms.
A substance that is made of only
one sort of atom is called an
element. There are about 100
different elements. Elements are
shown in the periodic table.
2
When elements react, their atoms
join with other atoms to form
compounds.
Chemical reactions can be
represented by word equations.
3
Limestone, mainly composed of the
compound calcium carbonate, is
quarried and can be used as a
building material.
Additional Guidance
Specification
reference
Science
A
Science
B
Candidates should understand
that most of the elements are
metals.
C1.1.1
3.3.1.3
Candidates should be able to
recognise simple compounds of
metals and non-metals from their
names, eg sodium chloride,
magnesium oxide.
C1.1.3
3.3.1.4
No knowledge of the production
process is required.
C1.2.1
3.4.2.1
Candidates may be required to
evaluate the social, economic
and environmental impacts of
recycling metals.
C1.3.1
3.3.1.3
Limestone is heated with clay to
make cement. Cement is mixed
with sand to make mortar and with
sand and aggregate to make
concrete.
4
Ores contain enough metal to make
it economical to extract the metal.
Unreactive metals, such as gold, are
found in the Earth as the metal
itself, but most metals are found as
compounds that require chemical
reactions to extract the metal.
We should recycle metals to save
resources.
16
5
Most iron is converted into steels.
Steels are alloys since they are
mixtures of iron with carbon and
other metals.
C1.3.2
3.4.2.1
6
Most metals in everyday use are
alloys. Pure iron, copper, gold and
aluminium are too soft for many
uses and so are mixed with small
amounts of other elements to make
them harder for everyday use.
C1.3.2
3.4.2.1
ELC Science for teaching from September 2011 onwards (Version 1.0)
7
8
Copper has properties that make it
useful for electrical wiring and
plumbing.
The properties of copper are
limited to its ability to conduct
electricity easily and the ease
with which it can be worked.
Low density and resistance to
corrosion make aluminium a useful
metal.
No knowledge of the extraction
process of aluminium is required.
Crude oil is a mixture of a very large
number of compounds, and may be
found in deposits underground, eg
the oil fields under the North Sea.
Crude oil may be separated into
fractions by distillation.
This process, which takes place in a
refinery, can be used to produce a
range of useful fuels and oils.
9
Most fuels, including coal, contain
carbon and/or hydrogen and may
also contain some sulfur. When they
burn energy is released.
C1.3.3
3.4.2.1
C1.4.1
3.3.1.3
C1.4.3
3.4.2.2
C1.4.3
3.5.3.3
Candidates will not be required to
recall the name of any of the
fractions.
Candidates may be required to
evaluate the impact on the
environment of burning fossil
fuels.
The gases released into the
atmosphere when a fuel burns
completely include carbon dioxide,
water (vapour), and sulfur dioxide if
the fuel contains sulfur.
Carbon dioxide causes global
warming and sulfur dioxide causes
acid rain.
10
When fuels burn in a limited supply
of air a poisonous, odourless gas
called carbon monoxide is
produced. Solid particles (soot) may
also be produced.
Suggested Activities for the Teacher-Devised Assignment
Investigate the strength of different mixes of concrete.
Investigate the strength of different alloys or steels.
Investigate the effects of acids on metals.
Investigate the gases produced when a fuel is burned.
Investigate the viscosity of different oils.
17
ELC Science for teaching from September 2011 onwards (Version 1.0)
Component 4: Chemistry ± Oils, Earth and Atmosphere
Component Description
How can plant oils be used?
What are the changes in the Earth and its atmosphere?
Details of Content
Outcome
1
Candidates should show knowledge
and understanding of the content
statement.
Crude oil is a raw material used to
make polymers such as
poly(ethene), poly(propene) and
PVC.
Common names of these
polymers will be accepted.
Knowledge of the names of other
polymers is not required.
Polymers are waterproof and
resistant to chemicals, so they have
many useful applications.
Applications include packaging
materials and moulded
containers.
Specification
reference
Science
A
Science
B
C1.5.2
3.4.2.1
2
Many polymers are not
biodegradable, so they are not
broken down by microbes. This can
lead to problems with waste
disposal.
C1.5.2
3.5.3.1
3
Vegetable oils are important foods
and fuels as they provide a lot of
energy.
C1.6.1
3.3.3.2
Oils do not dissolve in water. They
can be used to make emulsions.
18
Additional Guidance
4
Vegetable oils have higher boiling
points than water and so can be
used to cook foods at higher
temperatures than by boiling. Using
oil produces quicker cooking and
different flavours but increases the
energy that the food produces when
it is eaten.
5
7KH(DUWK¶VFUXVWDQGWKHXSSHUSDUW
of the mantle are cracked into a
number of large pieces, called
tectonic plates.
6
Convection currents within the
(DUWK¶VPDQWOHFDXVHWKHSODWHVWR
move at speeds of a few
centimetres per year. The
movements can be sudden and
disastrous. Earthquakes and/or
volcanic eruptions occur at the
boundaries between these plates.
C1.6.2
Examples of emulsions are
limited to salad dressings and ice
cream.
C1.6.1
Candidates should be familiar
with a simple model of the Earth,
consisting of a crust, mantle and
core.
C1.7.1
3.3.1.2
C1.7.1
3.3.1.2
ELC Science for teaching from September 2011 onwards (Version 1.0)
7
During the first billion years of the
(DUWK¶VH[LVWHnce, there was intense
volcanic activity. This released the
gases that formed the early
atmosphere and water vapour that
condensed to form the oceans. The
early atmosphere was mainly carbon
dioxide.
8
Plants and algae produced the
oxygen that is now in the
atmosphere, by a process called
photosynthesis.
C1.7.2
Candidates will be required to know
the word equation:
3.3.1.2
C1.7.2
C1.7.2
3.3.1.2
C1.7.2
3.3.1.2
C1.7.2
3.5.3.1
Carbon dioxide + water Æsugar +
oxygen
Most of the carbon from the carbon
dioxide in the early atmosphere
gradually became locked up in rocks
as carbonates and fossil fuels.
9
The proportions of different gases in
WKH(DUWK¶VDWPRVSKHUHDUHDERXW
four-fifths (80%) nitrogen and about
one fifth (20%) oxygen, with small
proportions of other gases, including
carbon dioxide, water vapour and
noble gases.
10
Nowadays, the release of carbon
dioxide by burning fossil fuels
increases the level of carbon dioxide
in the atmosphere.
Candidates may be required to
evaluate the effect of human
activities on the atmosphere.
Suggested Activities for the Teacher-Devised Assignment
Show that carbon dioxide is produced when a fossil fuel is burned.
Do an experiment to find the amount of oxygen in air.
Show that aquatic plants produce oxygen in daylight.
Investigate how the viscosity of oil changes with temperature.
Compare the biodegradability of different plastics.
Investigate the time taken for oil and water mixtures to separate after shaking.
Investigate the amount of energy released when oily foods (eg crisps) are burned.
19
ELC Science for teaching from September 2011 onwards (Version 1.0)
Component 5: Physics ± Energy Transfer and Efficiency
Component Description
How is energy transferred by heating?
What affects the rate of transfer of energy by heating?
What is meant by the efficient use of energy?
How can we insulate our homes?
Details of Content
Outcome
Candidates should show knowledge
and understanding of the content
statement.
1
All bodies emit and absorb infrared
radiation.
Additional Guidance
Specification
reference
Science
A
Science
B
P1.1.1
3.5.3.2
P1.1.1
3.5.3.2
Candidates should be able to
recognise simple diagrams to
model the difference between
solids, liquids and gases.
P1.1.2
3.5.3.2
The hotter an object is, the more
infrared energy it radiates in a given
time.
2
Dark, matt surfaces are good
absorbers and good emitters of
infrared radiation. Light, shiny
surfaces are poor absorbers and
poor emitters of infrared radiation.
Light, shiny surfaces are good
reflectors of infrared radiation.
3
The use of kinetic theory to explain
the different states of matter.
The particles of solids, liquids and
gases have different amounts of
energy.
4
The transfer of energy by
conduction, convection, evaporation
and condensation involves
particles.
No knowledge of the mechanism
of how this transfer takes place
will be required.
P1.1.3
3.5.3.2
5
The factors that affect the rate of
evaporation and condensation.
Candidates should know that
evaporation causes a cooling
effect.
P1.1.3
3.5.3.2
6
The rate at which an object
transfers energy by heating
depends on:
Candidates should be able to
explain animal adaptations in
terms of energy transfer, for
example relative ear size of
animals in cold and warm
climates.
P1.1.3
3.5.3.2
surface area and volume
the material from which the
object is made
the nature of the surface with
which the object is in contact.
20
ELC Science for teaching from September 2011 onwards (Version 1.0)
7
The bigger the temperature
difference between an object and its
surroundings, the faster the rate at
which energy is transferred by
heating.
8
Heating and insulating buildings.
Candidates should be familiar with
different methods of conserving
energy in the home.
U-values measure how effective a
material is as an insulator.
Knowledge of the U-values of
specific materials is not required, nor
is the equation that defines the Uvalue.
The lower the U-value, the better the
material is as an insulator.
9
When energy is transferred, only part
of it may be usefully transferred, the
UHVWLVµZDVWHG¶.
P1.1.3
3.5.3.2
P1.1.4
3.5.3.2
P1.2.1
3.5.3.2
P1.2.1
3.5.3.2
Wasted energy is eventually
transferred to the surroundings,
which become warmer. The wasted
energy becomes increasingly spread
out and so becomes less useful.
10
The greater the percentage of the
energy that is usefully transformed in
a device, the more efficient the
device is, eg the comparison
between filament lamps and
fluorescent tubes.
No calculations involving efficiency
will be required.
Candidates may be required to
describe the intended energy
transfers and the main energy
wastages that occur in a range of
appliances.
Suggested Activities for the Teacher-Devised Assignment
Investigate which cools more quickly, tea in a white cup or tea in a black cup.
Investigate the rate at which water cools.
Investigate which is the better material for a saucepan handle ± metal or plastic.
Investigate different materials that could be used for lagging.
Investigate rates of evaporation from water-soaked cloth of different areas.
21
ELC Science for teaching from September 2011 onwards (Version 1.0)
Component 6: Physics ± Electricity and Waves
Component Description
How do we use electricity in the home?
How should we generate the electricity we need?
What are the uses and hazards of the waves that form the electromagnetic spectrum?
What are the uses and dangers of emissions from radioactive substances?
Details of Content
Outcome
Candidates should show knowledge
and understanding of the content
statement.
Specification
reference
Science
A
Science
B
1
The domestic electricity meter
measures the amount of electrical
HQHUJ\XVHGLQ³XQLWV´NLORZDWWhours).
No calculations of kilowatt-hours
will be required, nor will any
calculations involving the cost of
electricity be required.
P1.3.1
3.4.3.1
2
The amount of electrical energy a
device transfers depends on how
long the appliance has been
switched on and its power.
The power of an appliance is
measured in watts (W) or kilowatts
(kW).
No calculations of the amount of
electrical energy will be required.
Candidates should be aware that
heating devices generally have a
higher power rating than other
electrical devices.
P1.3.1
3.4.3.1
3
In some power stations an energy
source is used to heat water. The
steam produced drives a turbine
that is coupled to an electrical
generator.
No knowledge of the internal
construction of these units will be
required.
P1.4.1
3.4.2.3
4
Energy sources include:
the fossil fuels coal, oil and gas,
which are burned to heat water
or air
uranium and plutonium, when
energy from nuclear fission is
used to heat water.
P1.4.1
3.4.2.3
P1.4.1
3.4.2.3
5
22
Additional Guidance
Renewable energy sources include:
biofuels, that can be burned to
heat water
water and wind that can be used
to drive turbines directly
solar cells that can be used to
produce electricity directly from
WKH6XQ¶VUDGLDWLRQ
geothermal energy. In some
volcanic areas, hot water and
steam rise to the surface. The
steam can be tapped and used
to drive turbines.
No knowledge of the fission
process required.
Examples include hydroelectric
schemes, wind, waves and tides.
Candidates should be aware of
the advantages and limitations of
the use of solar cells.
ELC Science for teaching from September 2011 onwards (Version 1.0)
6
7
Using different energy resources has
different effects on the environment.
This is limited to the release of
substances into the atmosphere,
noise and visual pollution, the
production of waste materials, and
the destruction of wildlife habitats.
Candidates should be able to
compare and contrast the particular
advantages and disadvantages of
using different energy sources to
generate electricity.
This is limited to a comparison
between fossil fuels, nuclear and
renewable resources.
Waves transfer energy. Waves may
be either transverse or longitudinal.
Candidates should know the order of
electromagnetic waves within the
spectrum, in terms of energy,
frequency and wavelength.
Electromagnetic waves are
transverse and form a continuous
spectrum. All types of
electromagnetic waves travel at the
same very high speed through a
vacuum (space).
P1.4.1
3.4.2.3
P1.4.1
3.5.3.1
P1.5.1
3.4.3.2
P1.5.1
3.4.3.2
Knowledge of the magnitude of the
speed will not be required.
Sound waves are longitudinal and
mechanical waves may be either
transverse or longitudinal.
8
Radio waves, microwaves, infrared
and visible light can be used for
communication.
Candidates will be expected to be
familiar with situations in which such
waves are typically used, eg
radio waves ± television and radio
(including Bluetooth)
microwaves ± mobile phones and
satellite television
infrared ± remote controls
visible light ± photography.
9
Reflection.
P1.5.2
The angle of incidence is equal to the
angle of reflection.
P1.5.3
Echoes are reflections of sounds.
10
Scientists are able to find out about
the Universe by measuring the
different types of radiation given out
E\WKH6XQDQGRWKHUVWDUV7KHµ%LJ
%DQJ¶WKHRU\VWDWHVWKDWWKHXQLYHUVH
began from a very small initial point.
Candidates will be expected to know
that a process known as red-shift, in
which the apparent wavelength of
radiation from stars changes as they
move away from us, has helped to
VXSSRUWWKHµ%LJ%DQJ¶WKHRU\
P1.5.4
3.3.1.1
Suggested Activities for the Teacher-Devised Assignment
Investigate which materials are the best electrical conductors.
Investigate solar garden lamps, (eg how long do they stay on?)
What affects how much electricity we use at home?
Testing visual acuity to different colours of light.
Investigate the shielding of a mobile phone.
InvesWLJDWHWKHUDQJHRYHUZKLFKDµ%OXHWRRWK¶GHYLFHLVHIIHFWLYH
23
ELC Science for teaching from September 2011 onwards (Version 1.0)
4
4a
Scheme of Assessment
Aims
Entry Level Certificate courses based on this Specification should encourage candidates 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
acquire scientific skills, knowledge and understanding necessary for progression to further learning.
4b
Assessment Objectives
Candidates should be able to:
Assessment Objective 1 (AO1)
Assessment Objective 2 (AO2)
demonstrate the ability to design an investigation, make measurements,
present data, and identify patterns and relationships
show knowledge and understanding of science and how science works
as set out in the Specification and apply it where appropriate.
The table below shows the approximate weighting of each of the assessment objectives.
Weightings %
Assessment
Objectives
Teacher-Devised
Assignments
Externally-Set
Assessments
AO1
43
-
AO2
-
57
43
57
Overall weighting of
components (%)
4c
Requirements
Six assessment components are available, one for each of the teaching components:
Biology
Component 1
Component 2
Keeping Healthy
Inheritance, Evolution and the Environment
Chemistry
Component 3
Component 4
Materials from the Earth
Oils, Earth and Atmosphere
Physics
Component 5
Component 6
24
Energy transfer and Efficiency
Electricity and Waves
ELC Science for teaching from September 2011 onwards (Version 1.0)
Candidates should submit evidence for at least three components, with at least one chosen from Biology
(components 1-2), Chemistry (components 3-4) and Physics (components 5-6). Candidates should submit
three Externally-Set Assessments (ESAs) and three Teacher-Devised Assignments (TDAs). The ESAs
and TDAs do not have to be from the same components.
The three Externally-Set Assessments have a weighting of 57% of the total mark and the three TeacherDevised Assignments have a weighting of 43%.
Candidates can take up to 45 minutes to complete an ESA. The total maximum mark for each ESA is 20
marks. Candidates are not permitted to use reference materials when completing an ESA. The assessments
must be completed under supervised conditions (High Control).
Any teacher assistance given has to be limited to the use of strategies designed to improve accessibility such
as:
the re-phrasing of tasks or questions which have not been understood
the explanation of terms or phrases used in tasks and questions where such an explanation does not, in
itself, provide the information which the candidate must supply
the provision of feedback in relation to inappropriate or inadequate answers given by the candidate where
such feedback does not, in itself, provide the information which the candidate must supply.
All assessments will be marked by the teacher, in accordance with mark schemes and instructions provided by
AQA, and will be subsequently moderated by AQA.
The Teacher-Devised Assignments must be carried out under supervision (Limited Control). The assignments
PXVWEHWDNHQXQGHUFRQGLWLRQVLQZKLFKWKHWHDFKHUFDQDXWKHQWLFDWHWKDWWKH\DUHWKHFDQGLGDWH¶VRZQZRUN
There is no set time limit for a TDA, and the maximum total mark for each TDA is 15 marks. AQA will monitor
contextualisation and teachers are encouraged to contact their dedicated Coursework Adviser for queries
regarding contextualisation, eg using washing powders to test effectiveness of enzymes.
All assignments must be taken under conditions in which the teacher can authenticate that they are the
FDQGLGDWH¶VRZQZRUN7KHFDQGLGDWH¶VZRUNPXVWEHUHFRUGHGDQGDQQRWDWHGE\WKHWHDFKHULQDFFRUGDQFH
with instructions provided by AQA, and will be subsequently moderated by AQA.
Portfolio of work
At the end of the course candidates must submit a portfolio of work. This portfolio comprises a Candidate
Record Form, the evidence from the Teacher-Devised Assignments and the Externally-Set Assessments.
The final mark is aggregated from the marks for the 3 TDAs and 3 ESAs giving a total mark out of 105. The
level of award (Entry 1, Entry 2 or Entry 3) will be based on the candidates mark out of 105.
AQA will review the relationship between total mark thresholds and the level of award at an annual award
meeting.
The level of award for the Entry Level Certificate will be approximately as follows. AQA reserves the right to
amend the thresholds at the annual award meeting.
Marks out of 105
Advisory Award
30
Entry Level 1
50
Entry Level 2
75
Entry Level 3
Candidates may still be awarded a certificate even if one or more of the components is not submitted. A score
of zero must be entered for a missing component.
25
ELC Science for teaching from September 2011 onwards (Version 1.0)
4d
Differentiating factors
This Specification has been written to facilitate co-teaching with GCSE Science. The Subject content section
includes Specification references for GCSE Science A and Science B.
4e
National criteria
This Entry Level Specification complies with:
The Arrangements for the Statutory Regulation of External Qualifications in England, Wales and Northern
Ireland: Common Criteria
The requirements for qualifications to provide access to Levels 1 and beyond of the National
Qualifications Framework.
4f
Previous learning requirements
This Specification builds on the knowledge, understanding and skills acquired in programmes of study at Key
Stage 3 of the National Curriculum. It is advisable for candidates to have had experience of the Programme of
Study for KS3 Science. However, this is not a requirement. It is recommended that candidates have acquired
literacy and numeracy skills of at least Level 1, as these will be used in all components.
4g
Equality, access and inclusion
Entry level qualifications enable learners to gain the most from life, learning and work.
Entry Level qualifications often need to assess a wide range of competences. This is because they are
general qualifications designed to prepare candidates for a wide range of occupations and further study.
The revised qualification was reviewed to see whether any of the skills or knowledge needed by the
subject presented a possible difficulty to any candidates, whatever their ethnic background, religion,
sex, age, disability or sexuality. If there were difficulties, the situation was reviewed again to make sure
that such tests of specific competences were only included if they were important to the subject. The
findings were discussed with groups who represented the interests of a diverse range of candidates.
Arrangements are made for candidates with special needs to help them access the assessments as
long as the competences being tested are not changed. Because of this, most candidates will be able
to access any part of the assessment. More details are given in Section 5d.
4h
Progression
The scheme of assessment allows attainment to be recognised at a standard broadly consistent with National
Curriculum Level 1, and beyond. As an approved Entry Level Qualification, the Specification provides excellent
progression to GCSE studies particularly in Science, Additional Science or Additional Applied Science.
The skills and knowledge acquired will be relevant and transferable in both educational and career settings.
The qualification, therefore, increases flexibility for candidates and makes a distinct contribution to the quality
and coherence of qualifications on an identified progression pathway.
In addition, it provides a worthwhile course for candidates of various ages and from diverse backgrounds in
terms of general education and lifelong learning.
26
ELC Science for teaching from September 2011 onwards (Version 1.0)
5
Administration
For centres wishing to use the Unit Award Scheme, separate registration and entry from that for the Entry
Level Certificate are required ± see Appendix E.
Centres may join the Unit Award Scheme at any time of year.
5a
Availability of assessment units and certification
For security purposes, Externally-Set Assessments will be available on e-AQA.
The assessments are not timetabled, but are done at a time chosen to suit the centre. Each candidate may take
an ESA whenever the teacher deems that the candidate is ready.
The assessments and mark schemes should be kept under secure conditions when not in use.
Three sets of Externally-Set Assessments will be available. These ESAs are valid for the life time of the
Specification but will be subject to review if a problem is identified.
Certification for this Specification is available once per year in the June series. The opportunity to certificate will
be available from June 2013.
Work is combined to create a single unit and centres should submit this one mark for certification.
5b
Entries
Please check the current version of Entry Procedures and Codes for up-to-date entry procedures.
Entries should be submitted by 21 February each year. The total mark (out of 105) for each candidate should
be submitted to AQA by 15 May each year.
The Subject Code for entry for this Entry Level Certificate is 5948.
5c
Private candidates
This specification is not available to private candidates.
5d
Access arrangements, reasonable adjustments and special
consideration
We have taken note of the equality and discrimination legislation and the interests of minority groups in
developing and administering this Specification.
We follow the guidelines in the Joint Council for Qualifications (JCQ) document: Access Arrangements,
Reasonable Adjustments and Special Consideration: General and Vocational Qualifications. This document
gives guidance to centres on how these arrangements should be administered. This is published on the JCQ
website (www.jcq.org.uk) or you can follow the link from our website (www.aqa.org.uk).
Access arrangements
We can arrange for candidates with special needs to access an assessment. These arrangements must be
made before the examination. For example, we can produce a Braille paper for a candidate with sight
problems.
27
ELC Science for teaching from September 2011 onwards (Version 1.0)
Reasonable adjustments
An access arrangement which meets the needs of a particular disabled candidate would be a reasonable
adjustment for that candidate. For example a Braille paper would be a reasonable adjustment for a Braille reader
but not for a candidate who did not read Braille. The Equality Act 2010 requires us to make reasonable
adjustments to remove or lessen any disadvantage affecting a disabled candidate.
Special consideration
We can give special consideration to candidates who have had a temporary illness, injury or serious problem
such as death of a relative, at the time of the examination. We can only do this after the examination.
The Examinations Officer at the centre should apply online for access arrangements and special consideration
by following the e-AQA link from our website (www.aqa.org.uk).
5e
Examination language
We will only provide components for this specification in English.
5f
Qualification titles
The qualification based on this Specification has the following title:
AQA Certificate in Science at Entry 1
AQA Certificate in Science at Entry 2
AQA Certificate in Science at Entry 3
Candidates who fail to reach the minimum standard for a Level will be unclassified and will not receive a
qualification certificate.
5g
Certification and reporting results
:KHUHDFDQGLGDWH¶VSHUIRUPDQFHLVVXIILFLHQWWRPHHWWKHOHYHOUHTXLUHPHQWVDQ(QWU\/HYHOTXDOLILFDWLRQ
certificate is awarded. Centres will be informed of the existing grade boundary with the disclaimer that we
reserve the right to change it.
7KHFDQGLGDWH¶VILQDOPDUNLVDQDJJUHJDWLRQRIWKHPDUNVIRUWKHLQGLYLGXDOFRPSRQHQWV7KHOHYHORIDZDUG
(QWU\(QWU\RU(QWU\ZLOOEHEDVHGRQWKHFDQGLGDWH¶VWRWDOPDUk.
5h
Re-sits
Candidates can re-sit the qualification as many times as they want within the life time of the Specification.
Candidates may not make more than one attempt at the same Externally-Set Assessment for a component.
However, they may attempt the second or third assessment for a component, from the other Sets available, if
they fail to complete the first assessment satisfactorily. ESAs must not be returned to candidates, but must be
kept in a secure place in the centre. If teachers wish to allow their candidates to practise an ESA, then one of
the specimen ESAs should be used for this purpose.
Candidates may make more than one attempt at a Teacher-Devised Assessment for a component. However, to
maintain standards, once a candidate has received feedback from their teacher on a particular TDA, an
alternative TDA must be used for that component.
&DQGLGDWHV¶JUDGHVDUHEDVHGRQWKHZRUNWKH\VXEPLWIRUDVVHVVPHQW
28
ELC Science for teaching from September 2011 onwards (Version 1.0)
6 Internally Assessed Work Administration
These regulations apply to all internally assessed work whether Externally-Set Assessments or TeacherDevised Assignments.
6a
Authenticating that internally assessed work is genuine
The Head of a centre is required to provide supervision. The precise means of supervision will inevitably differ
from centre to centre, but it is expected that the teacher will be involved in on-going discussion with the
FDQGLGDWHDWDOOVWDJHVRIWKHZRUN&DQGLGDWHV¶ZRUNIRUDVVHVVPHQWPXVWEHXQGHUWDNHQXQGHUFRQGLWLRQV
which allow the teacher to supervise the work and enable the work to be authenticated. If it is necessary for
some assessed work to be done outside the centre, sufficient work must take place under direct supervision to
allow the teacher to monitor progress, prevent plagiarism DQGDXWKHQWLFDWHHDFKFDQGLGDWH¶VZKROHZRUNZLWK
confidence.
The work assessed must be solely that of the candidate concerned. Any assistance given to an individual
candidate which is beyond that given to the group as a whole must be recorded on the Candidate Record Form.
Candidates must sign the Candidate Record Form to confirm that the work they have handed in is their
own.
Teachers and assessors must confirm on the Candidate Record Form that the work marked is only
that done by that candidate and was conducted in line with the conditions in the Specification
(authentication declaration).
Centres must give a mark of zero if candidates cannot confirm the work handed in for assessment is
their own.
You should attach the completed Candidate Record Form for each candidate to his or her work. All teachers
who have marked the work of any candidate entered for each component must sign the declaration that the
work is genuine.
If you have doubts about signing the authentication declaration, you should follow these guidance points.
If you believe that a candidate had additional assistance and this is acceptable within the guidelines for
WKHUHOHYDQW6SHFLILFDWLRQ\RXVKRXOGDZDUGDPDUNZKLFKFRYHUVRQO\WKHFDQGLGDWH¶VDFKLHYHPHQW
without any help. (You should sign the authentication declaration and give information on the relevant
form).
,I\RXFDQQRWVLJQWKHDXWKHQWLFDWLRQGHFODUDWLRQWKHFDQGLGDWH¶VZRUNFDQQRWEHDFFHSWHGIRU
assessment.
If, during the external moderation process, there is no evidence that the work has been authenticated, we will
award a mark of zero.
29
ELC Science for teaching from September 2011 onwards (Version 1.0)
6b
Malpractice
You should let candidates know about our malpractice regulations.
Candidates must not:
submit work that is not their own
lend work to other candidates
give other candidates access to, or the use of, their own independently-sourced research material (this
does not mean that candidates cannot lend their books to another candidate, but that candidates should
EHVWRSSHGIURPFRS\LQJRWKHUFDQGLGDWHV¶UHVHDUFK
include work copied directly from books, the internet or other sources without acknowledgement of the
source
hand in work typed or word-processed by someone else without acknowledgement.
These actions are considered malpractice, for which a penalty (for example being disqualified from the
qualification) will be applied.
If malpractice is suspected, your Examinations Officer should be consulted about the procedure to be followed.
Where you suspect malpractice in internal assessments after the candidate has signed the declaration of
authentication, your Head of Centre must submit full details of the case to us at the earliest opportunity. The
form JCQ/M1 should be used. Copies of the form can be found on the JCQ website (www.jcq.org.uk).
Malpractice in internal assessments discovered prior to the candidate signing the declaration of authentication
QHHGQRWEHUHSRUWHGWRXVEXWVKRXOGEHGHDOWZLWKLQDFFRUGDQFHZLWK\RXUFHQWUH¶VLQWHUQDOSURFHGXUHV:H
would expect you to treat such cases very seriously.
6c
Teacher standardisation
We will hold standardising meetings for teachers each year, usually in the autumn term. At these meetings we
will provide support in explaining tasks in context and using the marking criteria. These materials will also be
available online.
All centres must send a representative to one of the meetings in the first year of entry. If you have told us you
are a new centre, either by sending us an intention to enter or an estimate of entry, or by contacting the subject
team, we will contact you to invite you to a meeting.
Attendance is also mandatory in the following cases:
where there has been a serious misinterpretation of the Specification requirements
where the nature of the Teacher-Devised Assignments made by a centre has been inappropriate
where there have been significant differences between recommendations made by the centre and
awards made by AQA in the previous year.
At these meetings support will be provided for centres in the development of appropriate assessment tasks and
assessment procedures. For teachers who are unable to attend the standardisation meetings AQA will provide
access to the standardisation materials online.
AQA will carry out random sampling of centres as part of the moderation process over a 3 year period. This will
ensure maintenance of standards over time.
30
ELC Science for teaching from September 2011 onwards (Version 1.0)
6d
Internal standardisation
Centres must have consistent standards for all candidates. One person must be responsible for ensuring that
work has been assessed to the same standard, and they need to sign the Centre Declaration Sheet to confirm
that internal standardisation has taken place. These forms can be accessed at
http://www.aqa.org.uk/admin/p_course.php
Internal standardisation may involve:
all teachers assessing some sample assessments and identifying differences in standards
discussing any differences in assessment at a training meeting for all teachers involved in the
assessment
referring to reference and archive material, such as the commentaries from our standardising meetings.
6e
Annotation of internally assessed work
It is a requirement of the Specification that teachers assessing internally assessed work clearly show how the
marks have been awarded in line with the marking guidance provided by AQA. This helps our advisers to see
as precisely as possible where the teacher has identified that candidates have met the criteria in the
Specification.
6f
Submitting confirmation of achievement
The total mark for each candidate must be sent to us and the moderator (on the mark forms provided), by
Electronic Data Interchange (EDI) or electronically by the date given (see www.aqa.org.uk/deadlines.php).
Our moderator will contact you to let you know which pieces of work must be sent to them as part of the sample
(please see section 7a for more guidance on sending in samples).
An individual Candidate Record Form must be completed for each candidate.
This individual Candidate Record Form (CRF) should be used to record the components completed, the marks
for each Assessment Objective and the total mark for the assessments as a whole. The CRF should be
DWWDFKHGWRHDFKFDQGLGDWH¶VIROGHURIDVVLJQPHQWV
The Centre Mark Sheet (CMS) showing all candidates entered by the centre for ELC Science is sent to centres
by 30 April in the year of certification. Centres need to indicate the final marks on the CMS. The top copy of
the three-part CMS should be sent to AQA, and parts two and three to the moderator, as soon as possible and
by no later than 15 May.
The requirements for those centres also making entries for the Unit Award Scheme can be found at
http://web.aqa.org.uk/qual/uas.php
Copies of all forms and details regarding submission can be found at
http://www.aqa.org.uk/admin/p_course.php
31
ELC Science for teaching from September 2011 onwards (Version 1.0)
6g
Factors affecting individual candidates
You should be able to accept the occasional absence of candidates by making sure they have the chance to
make up missed internal assessments. You may organise an alternative supervised time session for candidates
who are absent at the time the centre originally arranged.
Where special help which goes beyond normal learning support is given, use the Candidate Record Form to
inform us that this help can be taken into account.
Candidates who move from one centre to another during the course sometimes need additional help to meet the
requirements of a scheme of internally assessed work. How this can be dealt with depends when the move
takes place. If it happens early in the course the new centre should be responsible for the internally assessed
work. If it happens late in the course it may be possible to accept the assessments made at the previous centre.
Centres should contact us as early as possible for advice about appropriate arrangements in individual cases.
6h
Keeping candidates¶ work
From the time the work is marked, your centre must keep the work of all candidates, with Candidate Record
Forms attached, under secure conditions, to allow the work to be available during the moderation period or
should there be an Enquiry about Results.
32
ELC Science for teaching from September 2011 onwards (Version 1.0)
7 Moderation
7a
Moderation procedures
Internally DVVHVVHGZRUNLVPRGHUDWHGE\LQVSHFWLQJDVDPSOHRIFDQGLGDWHV¶ZRUNVHQWIURPWKHFHQWUHWRD
moderator appointed by us. The centre marks must be sent to us and the moderator by the deadline given (see
www.aqa.org.uk/deadlines.php).
Centres entering fewer candidates than the minimum sample size (20) should send the second copy of the
Centre Mark Form together with the work and candidate record forms of all of their candidates to the moderator
by 15 May. Centres entering larger numbers of candidates should send only the second and third copies of the
&HQWUH0DUN)RUPWRWKHPRGHUDWRU7KHPRGHUDWRUZLOOWKHQVHOHFWZKLFKFDQGLGDWHV¶ZRUNPXVWEHVHQWDVSDUW
of the sample sent in for moderation, and inform the centre accordingly.
)ROORZLQJWKHPRGHUDWLRQRIWKHVDPSOHZRUNWKHPRGHUDWRU¶VPDUNVDUHFRPSDUHGZLWKWKHFHQWUHPDUNVWR
FKHFNZKHWKHUDQ\FKDQJHVDUHQHHGHGWREULQJWKHFHQWUH¶VDVVHVVPHQWVLQOLQHZLWKRur agreed standards. In
some cases the moderator may need to ask for the work of other candidates in the centre. To meet this request,
centres must keep the internally assessed work and Candidate Record Forms of every candidate entered for the
examination under secure conditions, and they must be prepared to send it to us or the moderator when it is
UHTXHVWHG$Q\FKDQJHVWRPDUNVZLOOQRUPDOO\NHHSWKHFHQWUH¶VUDQNRUGHUEXWZKHUHPDMRUGLIIHUHQFHVDUH
found, we reserve the right to change the rank order.
Moderation will take place in May.
7b
Procedures after moderation
When the results are published, we will give centres details of the final levels for the internally assessed work.
You will receive a report at the time the results are issued giving feedback on the accuracy of the assessments
made and the reasons for any adjustments to the marks.
:HPD\NHHSVRPHFDQGLGDWHV¶ZRUNIRUDZDUGLQJDUFKLYHRUVWDQGDUGLVLQJSXUSRVHVDQGZLOOLQIRUP\RXLIWKLVLV
the case.
The following post-result services will be available:
clerical re-check
re-moderation
re-moderation with report.
33
ELC Science for teaching from September 2011 onwards (Version 1.0)
Appendices
A
Grade descriptions
Grade descriptions are provided to give a general indication of the standards of achievement likely to have been
shown by candidates who were awarded particular grades. The descriptions should be considered in relation to
the content outlined in the specification ± they are not designed to define that content.
The grade awarded will depend on how well the candidate has met the assessment objectives (see section 4c).
If a candidate has performed less well in some areas this may be balanced by better performance in others.
Entry 1
Communication skills
Candidates working at this level can communicate simple ideas using every day language.
Candidates describe or respond appropriately to simple features of objects, living things and events based on
their every day experiences. They can communicate their findings in simple ways (eg discussion, making
drawings, and simple charts) and can respond to simple questions about a topic they have studied.
Practical skills
Candidates can use simple equipment safely and can carry out simple scientific investigations, under instruction.
They can describe the steps in an experiment where they were given help. They can state what they found out in
an experiment.
Subject content
Candidates can recall and understand simple limited parts of the Specification, eg a good diet and exercise is
needed to keep the body healthy or that materials have a range of properties (eg texture, appearance) and these
properties determine the uses of the materials.
Entry 2
Communication skills
Candidates working at this level can communicate using simple scientific terms.
Practical skills
Candidates can suggest simple experiments to find out answers to given problems. They respond to suggestions
about how to find things out and can make suggestions about how to collect data to answer questions. They can
use apparatus to undertake a given experiment, and are able to work safely. With little help they can do all of an
experiment and state whether the result is what they expected. They can record their results in given formats.
They can use simple equipment safely and make observations or simple measurements related to their task.
They can observe and compare objects, living things and events. They describe their observations using
scientific vocabulary and record them, using simple tables when appropriate.
Subject content
Candidates at this level can recall, understand and apply knowledge from a range of the specification, eg they
are familiar with different ways of conserving energy in the home and can compare the efficiency of different
methods. Candidates use their knowledge about living things to describe the basic conditions (eg a supply of
food, water, air, light) that animals and plants need in order to survive. They recognise that living things grow
and reproduce.
Entry 3
Communication skills
Candidates communicate in a scientific way what they have found out and suggest improvements in their work.
They can obtain information from data provided, assimilate it and communicate ideas and conclusions in short,
coherent sentences.
34
ELC Science for teaching from September 2011 onwards (Version 1.0)
Practical skills
Candidates can put forward ideas for investigations and make predictions about outcomes. They can make
observations with some degree of detail and make measurements using appropriate apparatus.
They can carry out scientific investigations safely and with some confidence, and record their results, create
tables for data and label drawings or diagrams. Candidates can make some comparisons between observations
or measurements and if appropriate find patterns in their results. They can draw simple conclusions from the
evidence found. They can recognise a method of fair testing where this is necessary.
Subject content
Candidates can recall, understand and apply knowledge from a wide range of the specification, eg candidates
have an understanding of basic life processes (eg growth, reproduction) and understand how living things may
be subjected to competition and environmental changes.
Candidates use their knowledge and understanding of physical phenomena to link cause and effect in simple
explanations (eg the amount of electrical energy a device transfers depends on how long it is switched on for,
and its power).
They make relevant observations and measure quantities, such as length or mass, using a range of simple
equipment. Where appropriate, they carry out a fair test with some help, recognising and explaining why it is fair.
They record their observations in a variety of ways. They can give explanations for observations and for simple
patterns in recorded measurements.
B
Spiritual, moral, ethical, social, legislative, sustainable
development, economic and cultural issues, and health
and safety considerations
We have taken great care to make sure that any wider issues (for example, spiritual, moral, ethical, social, legal,
sustainable development, economic and cultural issues), including those relevant to the education of candidates
at Key Stage 4, have been taken into account when preparing this specification. They will only form part of the
assessment requirements where they are relevant to the specific content of the specification and have been
identified in Section 3: Subject content.
Spiritual
Through candidates sensing the natural, material and physical world they live in, reflecting on their part in it,
exploring questions such as when life starts and where life comes from, and experiencing a sense of awe and
wonder at the natural world.
Moral and Ethical
Through helping candidates see the need to draw conclusions using observation and evidence rather than
preconception or prejudice, and through discussion of the implications of the uses of scientific knowledge,
including using the recognition that such uses can have both beneficial and harmful effects. Exploration of
values and ethics relating to applications of science and technology is possible.
Social
Through helping candidates recognise how the formation of opinion and the justification of decisions can be
informed by experimental evidence, and drawing attention to how different interpretations of scientific evidence
can be used in discussing social issues.
Cultural
Through helping candidates recognise how scientific discoveries and ideas have affected the way people think,
feel, create, behave and live, and drawing attention to how cultural differences can influence the extent to which
scientific ideas are accepted, used and valued.
European Dimension
We have taken the 1988 Resolution of the Council of the European Community into account when preparing this
specification and associated specimen components.
35
ELC Science for teaching from September 2011 onwards (Version 1.0)
Environmental Education
We have taken the 1988 Resolution of the CouQFLORIWKH(XURSHDQ&RPPXQLW\DQGWKH5HSRUWµ(QYLURQPHQWDO
5HVSRQVLELOLW\$Q$JHQGDIRU)XUWKHUDQG+LJKHU(GXFDWLRQ¶LQWRDFFRXQWZKHQSUHSDULQJWKLV
Specification and associated specimen components.
Health and safety
Teaching about health and safety during practical science forms an integral part of any science course and there
DUHRSSRUWXQLWLHVWRUDLVHFDQGLGDWHV¶DZDUHQHVVRIKHDOWKDQGVDIHW\LQDOOFRPSRQHQWV+RZHYHUPRUHJHQHUDO
teaching requirements about health and safety are as applicable to science as other subjects.
When working with equipment and materials, in practical activities and in different environments, including those
that are unfamiliar, candidates should be taught:
about hazards, risks and risk control
to recognise hazards, assess consequent risks and take steps to control risks to themselves and others
to use information to assess the immediate and cumulative risks
to manage their environment to ensure the health and safety of themselves and others
to explain the steps they take to control risks.
Centres are reminded of requirements to make their own risk assessments under COSHH regulations in relation
to the many materials and processes involved in teaching this subject.
Citizenship
This Specification allows treatmenWRIDVSHFWVRIFLWL]HQVKLSWKURXJKWKHFRQWULEXWLRQPDGHWRFDQGLGDWHV¶PRUDO
ethical, social and cultural development through opportunities to teach about the European dimension and
through opportunities to promote an understanding of, and responsible attitudes towards, environmental issues.
Avoiding bias
We have taken great care to avoid bias of any kind when preparing this Specification and specimen papers.
Use of Organisms
Nothing in this Specification requires candidates or teachers to kill animals. Live animals brought into the
laboratory for study should be kept unstressed in suitable conditions and should wherever possible, be returned
unharmed to their habitats. Studies of animals and plants in their habitats should aim at minimal disturbance.
C
Record forms
Copies of the instructions for completing the CMFs DQGVXEPLWWLQJZRUNXQGHUWKHKHDGLQJ³,QVWUXFWLRQVIRU
Centre-DVVHVVHGZRUN´FDQEHDFFHVVHGYLDWKHIROORZLQJOLQNwww.aqa.org.uk/coursework
36
ELC Science for teaching from September 2011 onwards (Version 1.0)
D
Wider Key Skills ± Teaching, developing and providing
opportunities for generating evidence
Introduction
The Key Skills Qualification requires candidates to demonstrate levels of achievement in the Key Skills of
Communication, Application of Number and Information and Communication Technology.
The Wider Key Skills of Improving own Learning and Performance, Working with others and Problem Solving are
DOVRDYDLODEOH7KHDFTXLVLWLRQDQGGHPRQVWUDWLRQRIDELOLW\LQWKHVHµZLGHU¶.H\6NLOOVLVGHHPHGKLJKO\GHVLUDEOH
for all candidates.
The units for each key skill comprise three sections:
What you need to know
What you must do
Guidance.
Candidates following a course of study based on this Specification for Science can be offered opportunities to
develop and generate evidence of attainment in aspects of the Key Skills of:
Communication
Application of Number
Information and Communication Technology
Working with Others
Improving own Learning and Performance
Problem Solving.
Areas of study and learning that can be used to encourage the acquisition and use of Key Skills, and to provide
opportunities to generate evidence, are provided in the Teacher Resource Bank for this Specification.
The above information is given in the context of the knowledge that Key Skills at levels 1 and 2 will be replaced
by Functional Skills.
The replacement of Key and Basic Skills with Functional Skills
The Key and Basic Skills qualifications will gradually be replaced by the Functional Skills which will be available
in centres from September 2010. All Examination Officers in centres offering AQA Key Skills, Wider Key Skills
and Basic Skills have been sent a letter outlining the details of the end dates of these subjects. Copies of the
letters have also been sent to the Head of Centre and Key Skills or Basic Skills coordinator. This is a brief
outline of that information. It is correct as at August 2010.
Key Skills Levels 1, 2 and 3 Test and Portfolio
The final opportunity for candidates to enter for a level 1, 2 or 3 Key Skills test or portfolio will be June
2011 with last certification in 2012. Centres are asked to ensure that their funding is still available after
accreditation ends on 31 August 2010. An exception is that Key Skills in Apprenticeship Frameworks will
be extended until March 2011. This will allow providers and employers the choice of offering either
Functional Skills or Key Skills until 31 March 2011.
For further information see http:/nationalemployerservice.org.uk/news/story/extension-of-key-skills-forappenticeships/
Key Skills Level 4
The last series available to candidates entering for the Key Skills Level 4 test and portfolio was June
2010 with the last certification in the June 2012 series.
Basic Skills Adult Literacy Levels 1 and 2, Adult Numeracy Levels 1 and 2
AQA Basic Skills qualifications will now be available until the June 2012 series.
Wider Key Skills
The AQA Wider Key Skills qualifications in their present form will continue to be available until June
2011. However, funding may be limited after June 2010.
37
ELC Science for teaching from September 2011 onwards (Version 1.0)
E
Accrediting achievement of individual Entry Level Certificate
Components through the Unit Award Scheme
The Unit Award Scheme provides the facility for candidates to receive credit for each individual component which
they complete as they progress through the Entry Level Certificate course.
In formally recognising the smaller steps of achievement which each completed component represents, the Unit
Award Scheme serves to encourage and motivate candidates for whom the final award of the Entry Level
Certificate may seem a distant goal. Also, those candidates who cannot, for whatever reason, produce enough
work across the required number of units to be entered for an Entry Level Certificate may still receive formal
recognition through the Unit Award Scheme for any components that they have completed. The components in
the Entry Level Certificate correspond to units in the Unit Award Scheme.
Candidates at centres which are registered to participate in the Unit Award Scheme will obtain a Unit Award
Statement for each component that they complete. The Statement reproduces the title outcomes of the
component at the particular level of attainment (in this case, Entry Level). A candidate could thus obtain a series
of Unit Award Statements for each AQA component-based Entry Level Certificate that he/she is following.
To receive accreditation for an individual component under the Unit Award Scheme, a candidate must
demonstrate achievement of all the skills for that component.
This is different to the requirement for the evidence required for Entry Level Certificate where candidates are not
required to provide evidence for all the outcomes listed, but are encouraged to complete as much as possible, as
failure to do so may prevent them demonstrating the qualities needed to reach Entry 1, Entry 2 or Entry 3.
For Unit Award Scheme purposes, it is not necessary for the candidate to submit work done in response to an
externally-set task, although such evidence may be submitted as part of the other evidence which is specified for
that unit. The unit will be awarded within the Unit Award Scheme provided that all outcomes have been fully
achieved and appropriate evidence has been produced to demonstrate this achievement.
Unit Award Statements can be issued shortly after the component has completed a unit and can be included
ZLWKLQDVWXGHQW¶V3URJUHVV)LOHRUHTXLYDOHQW
When a candidate ceases to use the Scheme, he/she will receive, from AQA, a Letter of Credit which lists the
titles of all the units he/she has achieved and for which Unit Award Statements have been issued. If a candidate
has been credited with units from Entry Level qualifications, these will therefore be listed on the Letter of Credit,
together with any other units which he/she may have gained.
Centres wishing to use the Unit Award Scheme must be specifically registered for that purpose with the Unit
Award Scheme department in Harrogate. Separate registration and entry from that for the Entry Level
Certificate are required, as centres may choose to enter candidates for:
the Entry Level Certificate only or
the Entry Level Certificate and the Unit Award Scheme or
the Unit Award Scheme only.
Centres may join the Unit Award Scheme at any time of the year.
To register to participate in the Unit Award Scheme, a centre must complete a Centre Registration Form and
DWWHQGDGD\¶VWUDLQLQJIURP$4$RQKRZWRXVHWKH6FKHPH$4$PDNHVDFKDUge for this training.
Further information can be found at: http://web.aqa.org.uk/qual/uas.php
If in doubt, contact the Unit Award Scheme department at the address below for advice.
AQA
Unit Award Scheme Department
31-33 Springfield Avenue
Harrogate
HG1 2HW
Tel: 01423 534235
Fax: 01423 564875
e-mail: [email protected]
38
ELC Science for teaching from September 2011 onwards (Version 1.0)
The Unit Award Scheme
Outcomes to be Assessed for the Unit Award Scheme
Component 1: Biology ± Keeping Healthy
Outcome
In successfully completing this unit, the candidate will have shown knowledge of:
1
how reflex actions are automatic and rapid.
2
a healthy diet containing a balance of carbohydrates, fats and proteins and the right amount of
energy.
3
the faster return of pulse rate to normal in people who are fitter because they exercise
regularly.
4
KRZGUXJVFDXVHFKDQJHVWRWKHFKHPLFDOSURFHVVHVLQSHRSOH¶VERGLHVDQGWKHSRVVLELOLW\RI
addiction and withdrawal symptoms.
5
the possibility that bacteria and viruses can reproduce rapidly inside the body and produce
poisons that make us ill.
6
how white blood cells help to defend against bacteria by ingesting them.
7
how antibiotics, including penicillin, are medicines that help to cure bacterial but not viral
disease.
8
how at least two processes within the body are co-ordinated by hormones which are secreted
by glands and transported in the blood.
9
how hormones are involved in the menstrual cycle of a woman, including the release of an
egg.
10
DWOHDVWWZREHQHILWVDQGDWOHDVWWZRSUREOHPVRIXVLQJRUDOFRQWUDFHSWLYHVDQGµIHUWLOLW\GUXJV¶.
Component 2: Biology ± Inheritance, Evolution and the
Environment
Outcome
In successfully completing this unit, the candidate will have shown knowledge of:
1
how plants compete with each other for light and space, and for water and nutrients from the
soil.
2
how animals compete with each other for food, mates and territory.
3
how animals and plants are adapted for survival in the conditions where they normally live.
4
how animals and plants are subjected to environmental changes, such changes being caused
by living or non-living factors.
5
how green plants and algae transfer energy from the Sun's radiation to chemicals by
photosynthesis and storing these chemicals in their cells.
6
how living things remove materials from the environment for growth and other processes, and
return these when they die and decay and are broken down by microorganisms.
7
how the nucleus of a cell contains chromosomes which carry genes that control the
characteristics of the body.
8
how sexual reproduction involves the joining of male and female sex cells, the mixture of
genetic information from two parents leading to variety in the offspring.
9
how asexual reproduction needs only one individual as a parent and so there is no genetic
variation in the offspring, known as clones.
10
the theory of evolution stating that all species of living things have evolved from simple lifeforms that first developed more than three billion years ago.
39
ELC Science for teaching from September 2011 onwards (Version 1.0)
Component 3: Chemistry ± Materials from the Earth
Outcome
In successfully completing this unit, the candidate will have shown knowledge of:
1
how all substances are made of atoms, how elements have one sort of atom, and that there
are about 100 elements, most of which are metals.
2
how atoms join with other atoms to form compounds when elements react.
3
how limestone is mainly calcium carbonate and is quarried for use as a building material and
to make cement, which is used to make mortar and concrete.
4
how metals are obtained from ores, the need to use chemical reactions except for very
unreactive metals, and the importance of recycling metals.
5
most iron being converted into steels, which are alloys.
6
most metals, including iron, copper, gold and aluminium, being used in alloys because pure
metals are too soft for many applications.
7
the properties of copper that make it useful for electrical wiring and plumbing, and that
aluminium has low density and resistance to corrosion.
8
crude oil as a mixture of many compounds that is found underground and its separation into
fractions by distillation at a refinery to produce useful fuels and oils.
9
the gases released when a fuel burns completely including carbon dioxide, water (vapour) and
sulfur dioxide and their environmental impacts.
10
the poisonous gas carbon monoxide and solid particles (soot) being produced when fuels
burn in a limited supply of air.
Component 4: Chemistry ± Oils, Earth and Atmosphere
Outcome
40
In successfully completing this unit, the candidate will have shown knowledge of:
1
crude oil as a raw material used to make polymers, eg poly(ethene), poly(propene) and PVC,
that these raw materials have many useful applications because they can be moulded, are
waterproof and resist chemicals.
2
many polymers not being biodegradable which leads to problems with waste disposal.
3
vegetable oils as important foods and fuels because they provide a lot of energy, and how
they do not dissolve in water and so can be used to make emulsions.
4
vegetable oils having higher boiling points than water so they can be used to cook foods
quickly, producing different flavours and more energy.
5
WKHFUDFNLQJRIWKH(DUWK¶VFUXVWDQGXSSHUSDUWRIWKHPDQWOHLQWRODUge pieces called tectonic
plates.
6
convection currents in the mantle that cause tectonic plates to move slowly and produce
earthquakes and/or volcanic eruptions.
7
YROFDQLFDFWLYLW\GXULQJWKHILUVWELOOLRQ\HDUVRIWKH(DUWK¶VH[LVWHQFHWKDWUHOHDVHGthe gases
that formed the early atmosphere and water vapour that condensed to form the oceans.
8
plants and algae producing the oxygen that is now in the atmosphere by photosynthesis and
how carbon from carbon dioxide became locked up in rocks as carbonates and fossil fuels.
9
WKHSURSRUWLRQVRIQLWURJHQDQGR[\JHQLQWKH(DUWK¶VDWPRVSKHUHDQGWKHSUHVHQFHRIVPDOO
amounts of other gases.
10
the release of carbon dioxide by burning fossil fuels increasing the level of carbon dioxide in
the atmosphere.
ELC Science for teaching from September 2011 onwards (Version 1.0)
Component 5: Physics ± Energy transfer and efficiency
Outcome
In successfully completing this unit, the candidate will have shown knowledge of:
1
how all bodies emit and absorb infrared radiation, and how the hotter an object is the more
infrared radiation it radiates in a given time.
2
how dark, matt surfaces are good absorbers and good emitters of infrared radiation, while
light, shiny surfaces are poor absorbers, poor emitters and good reflectors of infrared
radiation.
3
the use of kinetic theory to explain the different states of matter, and that the particles of
solids, liquids and gases have different amounts of energy.
4
the transfer of energy by conduction, convection, evaporation and condensation involving
particles.
5
at least two factors that affect the rate of evaporation and condensation.
6
the rate at which an object transfers energy by heating depending on surface area, the
material from which the object is made and the nature of the surface.
7
how the bigger the temperature difference between an object and its surroundings, the faster
the rate at which energy is transferred by heating.
8
heating and insulating buildings, and how U-values measure how effective a material is as an
insulator.
9
how, when energy is transferred, only part of it may be usefully transferred, the rest being
'wasted' and transferred to the surroundings, and becoming less useful.
10
how the greater the percentage of the energy that is usefully transformed in a device, the
more efficient the device is, eg filament lamps and fluorescent tubes.
Component 6: Physics ± Electricity and Waves
Outcome
In successfully completing this unit, the candidate will have shown knowledge of:
1
how the domestic electricity meter measures the amount of electrical energy useGLQ³XQLWV´
(kilowatt-hours).
2
how the amount of electrical energy a device transfers depends on how long the appliance
has been switched on and its power, measured in watts (W) or kilowatts (kW).
3
how some power stations use an energy source to heat water, the steam produced driving a
turbine that is coupled to an electrical generator.
4
at least three energy sources, including the fossil fuels coal, oil and gas, which are burned to
heat water or air, and uranium and plutonium, when energy from nuclear fission is used to
heat water.
5
at least five renewable energy sources including biofuels, water and wind, solar cells and
geothermal energy.
6
how the use of different energy resources has different effects on the environment.
7
at least two advantages and at least two disadvantages of using different energy sources to
generate electricity.
8
waves such as electromagnetic waves that are transverse and how they all travel at the same
very high speed through a vacuum, and mechanical waves such as sound waves that are
longitudinal.
9
how radio waves, microwaves, infrared and visible light are used for communication.
10
how scientists are able to find out about the Universe by measuring the different types of
radiation given out by the Sun and other stars.
41
Entry Level Certificate
Specification
Science
For assessment September 2011 onwards
For certification June 2013 onwards
Entry Level Certificate in Science for assessment from September 2011 onwards
Qualification Accreditation Number: 600/1709/0
Every specification is assigned a national classification code indicating the subject area to which it belongs.
To obtain specification updates, access our searchable bank of frequently asked questions, or to ask us a
question, register with Ask AQA: aqa.org.uk/ask-aqa/register
You can also download a copy of the specification and support materials from our website:
sciencelab.org.uk/subjects
The Unit Award Scheme provides the facility for students to receive credit for each individual component
unit which they complete as they progress through the Entry Level Certificate course. Centres wishing to
enter candidates for the complementary Unit Award scheme units should check the evidence required at
http://web.aqa.org.uk/qual/uas.php
Copyright © 2010 AQA and its licensors. All rights reserved.
71290
The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number
3644723) and a registered charity (registered charity number 1073334). Registered address: AQA, Devas Street, Manchester M15 6EX.