University of Plymouth
Faculty of Education
PGCE (Secondary) Programme
Science Pathway
Subject Knowledge Profile
Trainee Teacher …………………………………
120905
Secondary Science PGCE (Biology, Chemistry & Physics)
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Secondary Science PGCE (Biology, Chemistry & Physics)
Science Subject Knowledge Profile
Curriculum aims
Learning and undertaking activities in science contribute to achievement of the curriculum aims
for all young people to become:
• successful learners who enjoy learning, make progress and achieve
• confident individuals who are able to live safe, healthy and fulfilling lives
• responsible citizens who make a positive contribution to society.
The importance of science
The study of science fires pupils’ curiosity about phenomena in the world around them and
offers opportunities to find explanations. It engages learners at many levels, linking direct
practical experience with scientific ideas. Experimentation and modelling are used to develop
and evaluate explanations, encouraging critical and creative thought. Pupils learn how
knowledge and understanding in science are rooted in evidence. They discover how scientific
ideas contribute to technological change – affecting industry, business and medicine and
improving quality of life. They trace the development of science worldwide and recognise its
cultural significance. They learn to question and discuss issues that may affect their own lives,
the directions of societies and the future of the world.
Instructions for completing the subject knowledge profile
Please refer to the course handbook (PH 4.3) but please remember this is not a test but an
audit. The audit is completed in a number of stages. You should audit your knowledge at the
start of the course, then update the audit with the help of the school subject mentor and your
tutor as you gain experience in observations and teaching.
Subject specific instructions
The key stage 3 and 4 programmes of study are intentionally minimalist documents. They have
been designed to be ‘fleshed out’ (developed and contextualised) within schools and by exam
boards. Therefore, it is imperative that you complete the examples you encounter for each
section.
Please use a traffic lighting system Green (competent), Amber (unsure) or Red (area to work
on), or use   .
This document contains key stage 5 biology, chemistry and physics. Most trainees should only
audit their specialism. Some people may wish to complete more than one, such as trainees that
have completed a subject knowledge enhancement course. Those trainees must complete the
subject they enrolled on but should also attempt to complete their first degree subject.
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Secondary Science PGCE (Biology, Chemistry & Physics)
Initial Review of ‘Post Interview-Pre PGCE’ preparation
Complete the following table by stating the subject knowledge you were asked to work on at
interview and remedial tasks completed since then
Areas for development
Work attempted since interview (Including
texts/sources/resources used)
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Secondary Science PGCE (Biology, Chemistry & Physics)
Key Stage 3
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Examples
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KS3 Range & Content
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Range & Content
Energy, electricity and forces
a energy(This includes the
properties and behaviour of light
and sound, renewable energy
resources and emerging
technologies such as fuel cells)
can be transferred usefully,
stored, or dissipated, but cannot
be created or destroyed.
b forces are interactions between
objects and can affect their
shape and motion (This includes
pressure effects, linear motion
and turning moments).
c electric current in circuits (This
includes current and voltage in
series and parallel circuits) can
produce a variety of effects
(Electrical devices are designed
to make use of a variety of
effects caused by electrical
currents, including heating,
chemical changes and magnetic
effects).
Chemical and material
behaviour
a the particle model provides
explanations for the different
physical properties and
behaviour of matter.
b elements (This includes the
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development and organisation of
elements in the Periodic Table)
consist of atoms that combine
together in chemical reactions to
form compounds (This includes
the different properties of
compounds due to the number
and type of atoms and their
arrangement).
c elements and compounds show
characteristic chemical
properties and patternsin their
behaviour (This can be
exemplified by the reactions of
metals and non-metals, and acids
and bases).
Organisms, behaviour and
health
a life processes are supported by
the organisation of cells into
tissues, organs and body
systems.
b the human reproductive cycle
includes adolescence,
fertilisation and foetal
development.
c conception, growth,
development, behaviour and
health can be affected by diet,
drugs and disease (This includes
the importance of healthy eating
and complemented by regular
exercise, and the effect of drugs
such as alcohol, tobacco and
cannabison mental and physical
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health. It also includes the effects
of bacteria and viruses, such as
those associated with sexually
transmitted infections).
d all living things show variation
(This includes inherited and
environmental variation and
variation through genetic
engineering and selective
breeding) , can be classified and
are interdependent, interacting
with each other and their
environment.
e behaviour (This includes human
and animal (psychology and
ethology)) is influenced by
internal and external factors and
can be investigated and
measured.
The environment, Earth and
universe
a geological activity (This includes
the rock cycle processes, rock
formation and weathering) is
caused by chemical and physical
processes.
b astronomy and space science
provide insight into the nature
and observed motions of the sun,
moon, stars, planets and other
celestial bodies.
c human activity and natural
processes can lead to changes in
the environment.
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Secondary Science PGCE (Biology, Chemistry & Physics)
Key Stage 3 How Science Works (Skills)
KS3 Concept
Examples encountered or taught in school (Class, topic
&date)
Scientific thinking
a Using scientific ideas and
models to explain phenomena
and developing them creatively
to generate and test theories.
b Critically analysing and
evaluating evidence from
observations and experiments.
Applications and implications of
science
a Exploring how the creative
application of scientific ideas can
bring about technological
developments and consequent
changes in the way people think
and behave.
b Examining the ethical and
moral implications of using and
applying science.
Cultural understanding
a Recognising that modern
science has its roots in many
different societies and cultures,
and draws on a variety of valid
approaches to scientific practice.
Collaboration
a Sharing developments and
common understanding across
disciplines and boundaries.
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Secondary Science PGCE (Biology, Chemistry & Physics)
KS3 Processes
Examples encountered or taught in school (Class, topic
&date)
Practical and enquiry skills
Pupils should be able to:
a use a range of scientific
methods and techniques to
develop and test ideas and
explanations.
b assess risk and work safely in
the laboratory, field and
workplace.
c plan and carry out practical and
investigative activities, both
individually and in groups.
Critical understanding of
evidence
Pupils should be able to:
a obtain, record and analyse data
from a wide range of primary and
secondary sources, including ICT
sources, and use their findings to
provide evidence for scientific
explanations.
b evaluate scientific evidence and
working methods.
Communication
Pupils should be able to:
a use appropriate methods,
including ICT, to communicate
scientific information and
contribute to presentations and
discussions about scientific
issues.
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Secondary Science PGCE (Biology, Chemistry & Physics)
How does an organism produce new
cells?
a. organisms are
interdependent and
adapted to their
environments
Main processes of the cell cycle.
b. variation within
species can lead to
evolutionary changes
and similarities
and differences
between species can
be measured and
classified
Structure of genetic code and
mechanism for protein synthesis.
c. the ways in which
organisms function are
related to the genes in
their cells
What are genes and how do they
affect development, appearance and
health?
d. chemical and
electrical signals enable
body systems to
respond to internal
and external changes,
in order to maintain
the body in an optimal
state
e. human health is
affected by a range of
environmental and
inherited factors,
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Organisms and health
In their study of
science, the following
should be covered:
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Key stage 4
Define gene, allele, chromosome &
gamete.
Comparisons of mitosis and meiosis.
How do genes control growth and
development within the cell?
How do new organisms develop from a
single cell?
Embryo development, cell
specialisation in plants and animals.
How and why do people find out about
their genes?
What decisions do people make with
this information?
How can and should genetic
information be used?
The process of genetic engineering, and
should this be allowed?
The argument for somatic genetic
engineering in humans.
What is cloning, and should it be
allowed?
What are stem cells, and why could
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they be useful in treating some
diseases?
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by the use and misuse
of drugs and by
medical treatments.
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How do our bodies resist infection?
The contribution of Semmelweiss in
controlling infection.
Why are we encouraged to have
vaccinations (including the principle of
herd immunity)?
What are vaccines, and how do they
work?
Define ‘pathogen’
What are ‘superbugs’?
What are antibiotics, and why can they
become less effective?
How do drug companies make sure a
new drug is as safe as possible?
How are new drugs developed and
tested?
How can my lifestyle affect my health?
What factors increase the risk of heart
disease?
The effect of statins on CVD.
What is cholesterol? How are HDLs and
LDLs involved in CVD? The role of
mono-unsaturated and polyunsaturated fats.
State that blood pressure
measurements consist of diastolic and
systolic information in mmHg.
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key stage 4
programme of study
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Explain the difference between fitness
and health.
How did life on Earth begin and
evolve?
What is a species?
How are organisms classified?
How do some species survive?
What determines where particular
species live and how many of them
there are?
To suggest how organisms are adapted
to the conditions in which they live to
suggest the factors for which organisms
are competing in a given habitat to
suggest reasons for the distribution of
animals or plants in a particular
habitat.
Organisms have features (adaptations)
which enable them to survive in the
conditions in which they normally live.
Animals and plants may be adapted for
survival in the conditions where they
normally live eg deserts, the Arctic.
Why do some species become extinct,
and does it matter?
How did humans evolve?
How are our nervous systems
organised?
What is the importance of biodiversity?
The effects of deforestation.
Transport into and out of cells (Types,
definitions & examples).
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Enzyme function (Examples, lock and
key theory, pH & temp effects &
denaturing).
Plant growth responses.
Photosynthesis.
The word equation for photosynthesis.
How commercial greenhouses
maximise the growth of crops.
The Control of the Internal
Environment
Definition of a hormone.
What hormones are involved in the
menstrual cycle? Where are they
secreted and what do they do?
What is homeostasis?
Principle of negative feedback.
Why is homeostasis important for a
cell?
How is body temperature kept
constant?
Detection of temperature change;
Co-ordination of responses to stimuli
via the central nervous system.
Responses to fall or rise in body
temperature.
How does the body control water
balance?
Kidney function for excretion and
water balance.
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Secondary Science PGCE (Biology, Chemistry & Physics)
State and use the word equation for
respiration with oxygen (aerobic
respiration).
Explain that during hard exercise, the
oxygen supply is insufficient to meet
energy demands so anaerobic
respiration takes place in addition to
aerobic respiration.
How is information passed through
the nervous system?
Structure of motor neurons
Transmission of electrical impulses
including synapse.
What are reflex actions? How are they
characterized?
Defining receptors.
How do humans develop more complex
behaviour?
Formation of neuron pathways and
learning through repetition.
What do we know about the way in
which the brain co-ordinates our
senses?
Mapping brain function, Models for
understanding memory.
How do we use/abuse medical and
recreational drugs?
How do drugs affect our nervous
systems?
To evaluate claims made about the
effect of cannabis on health and the
link between cannabis and addiction to
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hard drugs to explain how the link
between smoking tobacco and lung
cancer gradually became accepted
To evaluate the different ways of trying
to stop smoking.
Drugs can be beneficial but may harm
the body.
Thalidomide is a drug that was
developed as a sleeping pill. It was also
found to be effective in relieving
morning sickness in pregnant women.
However, it had not been tested for
this use. Unfortunately, many babies
born to mothers who took the drug
were born with severe limb
abnormalities. The drug was then
banned, but more recently is being
used successfully to treat leprosy.
The overall impact of legal drugs on
health is much greater than the impact
of illegal drugs, because far more
people use them.
Drugs change the chemical processes in
people’s bodies so that they may
become dependent or addicted to
them and suffer withdrawal symptoms
without them. Heroin and cocaine are
very addictive.
Nicotine is the addictive substance in
tobacco smoke. Tobacco smoke
contains carcinogens.
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Tobacco smoke also contains carbon
monoxide which reduces the oxygencarrying capacity of the blood. In
pregnant women this can deprive a
foetus of oxygen and lead to a low
birth mass.
Alcohol affects the nervous system by
slowing down reactions and helps
people relax, but too much may lead to
lack of self-control, unconsciousness or
even coma, eventually damaging the
liver and brain.
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Defining and using the terms; atom,
element, compound, molecule,
mixture, atomic mass and atomic
number.
a. chemical change
takes place by the
rearrangement of
atoms in substances
How to balance equations?
b. there are patterns in
the chemical reactions
between substances
Why is crude oil important as a source
of new materials such as plastics and
fibres?
c. new materials are
made from natural
resources by chemical
reactions
d. the properties of a
material determine its
uses.
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Chemical and material
behaviour
In their study of
science, the following
should be covered:
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What different properties do different
materials have?
What are monomers and polymers?
What are the patterns in the properties
of elements?
Classifying elements by their position in
the Periodic Table;
patterns in Group 1; patterns in Group
7;
Using symbols and equations to
represent chemical reactions.
How do chemists explain the patterns
in the properties of elements?
Flame tests and spectra and their use
for identifying elements and studying
atomic structure.
Classifying elements by their atomic
structure; linking atomic structure to
chemical properties.
How do chemists explain the properties
of compounds of Group 1 and Group 7
elements?
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Ions; linking ion formation to atomic
structure; properties of ionic
compounds of alkali metals and
halogens.
What types of chemicals make up the
atmosphere and hydrosphere?
What types of chemicals make up the
Earth’s lithosphere?
Relating the properties of chemicals to
their giant structure using examples
found in the Earth’s lithosphere.
Which chemicals make up the
biosphere?
What chemicals make up the
biosphere?
Composition of chemicals found in the
biosphere and the natural cycles of
elements between the spheres.
How can we extract useful materials
from minerals?
What is an ore?
Relating the structure and properties of
metals to suitable methods of
extraction.
Using ionic theory to explain
electrolysis. Discussing issues relating
to extraction and recycling.
The scale and importance of the
chemical industry.
To consider and evaluate the
environmental, social and economic
effects of exploiting limestone and
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producing building materials from it.
Many metals in everyday use are alloys.
Pure copper, gold, and aluminium are
too soft for many uses and so are
mixed with small amounts of similar
metals to make them harder for
everyday use.
What is a smart alloy?
The properties and uses of transition
metals?
Acids, alkalis and their reactions.
Neutralisation explained in terms of
ions.
Thermal decomposition of Calcium
carbonate
Planning, carrying out and controlling
chemical synthesis
Planning chemical syntheses.
Procedures for making pure inorganic
products safely. Comparing alternative
routes to the same product.
Calculating reacting quantities and
yields.
Measuring purity by simple titration.
Controlling the rate of change.
How do we get fuels from crude oil?
Crude oil is a mixture of a very large
number of compounds.
What is a hydrocarbon?
Defining, uses, representing; Alkanes &
Alkenes.
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What is fractional distillation?
What is cracking?
How can plant oils be used?
To evaluate the benefits, drawbacks
and risks of using vegetable oils to
produce fuels.
The reasons for using food additives.
Chemical analysis can be used to
identify additives in foods.
Artificial colours can be detected and
identified by chromatography.
To evaluate the use, benefits,
drawbacks and risks of ingredients and
additives in foods.
The importance of recycling metals
and the products of oil
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Energy and Energy transfers
a. energy transfers can
be measured and their
efficiency calculated,
which is important in
considering the
economic costs and
environmental effects
of energy use
The difference between temperature
and heat.
b. electrical power is
readily transferred and
controlled, and can be
used in a range of
different situations
What types of electromagnetic
radiation are there and what are their
properties?
c. radiations, including
ionising radiations, can
transfer energy
d. radiations in the
form of waves can be
used for
communication.
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Energy, electricity and
radiations
In their study of
science, the following
should be covered:
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Secondary Science PGCE (Biology, Chemistry & Physics)
What is the unit for energy?
How is power defined?
What is the unit for power?
How light energy is transferred in a
photocell?
What is radiation?
Basic structure of an atom.
What can happen when radiation hits
an object?
Assessing the safety of mobile phones
& sunbathing.
Which types of electromagnetic
radiation harm living tissues and why?
How does electromagnetic radiation
make life on Earth possible?
Why are some materials radioactive?
What are the health risks from
radioactive materials?
What are the uses of radioactive
materials and how can they help to
cure cancer?
How can electricity be generated?
What can be done with nuclear waste?
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What is half life and how can it be
used?
How can we describe motion?
Calculation of speed; velocity; graphical
representations of speed and velocity.
What are forces?
The identification of forces and
‘partner’ forces.
What is the connection between forces
and motion?
Resultant forces and change in
momentum; relating momentum to
road safety measures.
How can we describe motion in terms
of energy changes?
Work done; changes in energy; GPE;
KE; losses due to air resistance and
friction.
Electric current
Electric current as a flow of charge;
how the charge moves.
What determines the size of the
current in an electric circuit?
Voltage; current and resistance; series
and parallel circuit; working out
resistance.
How do parallel and series circuits
work?
Voltage and how it behaves in a series
circuit; current and how it behaves in a
parallel circuit.
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How is mains electricity produced?
Calculating mains energy transfer?
Including voltages and currents; how
generators work; ac and dc.
How much electrical energy do we use
at home?
The relationship between power,
voltage and current; calculating the
energy transferred and the efficiency of
the transfer.
Calculating the cost of energy
transferred from the mains.
The uses of step-up and step-down
transformers in the National Grid.
To compare and contrast the particular
advantages and disadvantages of using
different energy sources to generate
electricity.
What are waves?
Transverse and longitudinal waves,
frequency, wavelength, amplitude,
wave speed.
Why do scientists think that light and
sound are waves?
Reflection, refraction, effect of the
medium; behaviour of water waves
related to sound and light waves.
Do all types of electromagnetic
radiation behave in the same way?
Wavelength and frequency of the parts
of the electromagnetic spectrum;
properties and uses of each part of the
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electromagnetic spectrum.
How is information added to a wave?
Analogue and digital signals to carry
information; the quality of each type of
signal.
Recalling and using the wave formula.
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What do we know about the Earth and
space?
a. the effects of human
activity on the
environment can be
assessed using
living and non-living
indicators
b. the surface and the
atmosphere of the
Earth have changed
since the Earth’s origin
and are changing at
present
c. the solar system is
part of the universe,
which has changed
since its origin
and continues to show
long-term changes.
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Environment, Earth
and universe
8 In their study of
science, the following
should be covered:
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Secondary Science PGCE (Biology, Chemistry & Physics)
Why do mountains come in chains, in
particular places?
Can we predict earthquakes, especially
those that are likely to cause most
damage?
To explain why the theory of crustal
movement (continental drift) was not
generally accepted for many years after
it was proposed.
The layers of the Earth.
How have the Earth’s continents
moved, and with what consequences?
What is global warming, and what can
be done to prevent or reduce it?
What is the evidence for global
warming, why might it be occurring,
and how serious a threat is it?
To evaluate methods used to collect
environmental data and consider their
validity and reliability as evidence for
environmental change.
What will happen to the Earth and the
Sun?
What is known about stars and
galaxies?
To compare and contrast the particular
advantages and disadvantages of using
different types of telescope on Earth
and
in space to make observations on and
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deductions about the universe.
What is the Doppler effect?
The importance of galaxy red-shift.
To make informed judgements about
the economic, social and ethical issues
concerning cloning and genetic
engineering, including GM crops.
What chemicals make up air, and
which ones are pollutants?
The composition of the atmosphere
and the structure and properties of
chemicals found in the atmosphere and
hydrosphere.
Where do pollutants come from?
What chemical reactions produce air
pollutants?
How air pollution is harmful to humans
and the environment.
What happens to pollutants in the
atmosphere?
How can we improve air quality?
What choices can we make personally,
locally, nationally or globally to
improve air quality?
* [You will need to refer to the specification used by your placement schools by downloading it
from the examboard website. www.aqa.org.uk; www.edexcel.org.uk; www.ocr.org.uk.]
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Secondary Science PGCE (Biology, Chemistry & Physics)
KEY STAGE 4 How Science Works (Skills)
How Science Works
Examples encountered or taught in school (Class, topic
&date)
1.1 Data, evidence, theories and
explanations
Pupils should be taught:
a. how scientific data can be
collected and analysed.
b. how interpretation of data,
using creative thought,
provides evidence to test
ideas and develop theories.
c. how explanations of many
phenomena can be developed
using scientific theories,
models and ideas.
d. that there are some questions
that science cannot currently
answer, and some that science
cannot address.
1.2 Practical and enquiry skills
Pupils should be taught to:
a. plan to test a scientific idea,
answer a scientific question,
or solve a scientific problem.
b. collect data from primary or
secondary sources, including
using ICT sources and tools.
c. work accurately and safely,
individually and with others,
when collecting first-hand
data.
d. evaluate methods of
collection of data and consider
their validity and reliability as
evidence.
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How Science Works
Examples encountered or taught in school (Class, topic
&date)
1.3 Communication skills
Pupils should be taught to:
a. recall, analyse, interpret,
apply and question scientific
information or ideas.
b. use both qualitative and
quantitative approaches.
c. present information, develop
an argument and draw a
conclusion, using scientific,
technical and mathematical
language, conventions and
symbols and ICT tools.
1.4 Applications and
implications of science
Pupils should be taught:
a. about the use of
contemporary scientific and
technological developments
and their benefits, drawbacks
and risks.
b. to consider how and why
decisions about science and
technology are made,
including those that raise
ethical issues, and about the
social, economic and
environmental effects of such
decisions.
c. how uncertainties in scientific
knowledge and scientific ideas
change over time and about
the role of the scientific
community in validating these
changes.
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Secondary Science PGCE (Biology, Chemistry & Physics)
Post 16
You must complete the KS5 audit for your assigned PGCE specialism. However, you may wish to
complete others to ascertain your ability to offer other AS/A level subjects.
AS – Regular text
A2 – Bold text
A level Biology – knowledge and understanding
60% of the A level course will consist of the following K&U
[The remainder of both AS and A level specifications allows both for:
• further consideration of applications and implications of science and the development
of scientific ideas
• the introduction of different areas of study.
AS and A level specifications must include a range of contemporary and other contexts.]
1.1 Biology specifications must ensure that there is an appropriate balance between plant biology,
animal biology and microbiology and include an appreciation of the relevance of sustainability to all
aspects of scientific developments.
1.2 Living organisms, including plants, animals and micro-organisms, interact with each other and with
the non-living world. The living world can be studied at population, organism, cell and molecular levels.
There are fundamental similarities as well as differences between plants, animals and micro-organisms.
AS
A2
Population
Biodiversity
Ecosystems
Organism
Exchange and transport
Control systems
Cell
Cells
Cellular control
Molecular
Biological molecules
Energy for biological
processes
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1.3 Biodiversity
a) The variety of life, both past and present, is extensive, but the
biochemical basis of life
is similar for all living things.
b) Biodiversity refers to the variety and complexity of life and
may be considered at different levels.
c) Biodiversity can be measured, for example within a habitat or
at the genetic level.
d) Classification is a means of organising the variety of life based
on relationships between organisms and is built around the
concept of species.
e) Originally classification systems were based on observable
features but more recent approaches draw on a wider range of
evidence to clarify relationships between organisms.
f) Adaptations of organisms to their environments can be
behavioural or physiological as well as anatomical.
g) Adaptation and selection are major components of evolution
and make a significant contribution to the diversity of living
organisms.
1.4 Exchange and transport
a) Organisms need to exchange substances selectively with their
environment and this takes place at exchange surfaces.
b) Factors such as size or metabolic rate affect the requirements
of organisms and this gives rise to adaptations such as
specialised exchange surfaces and mass transport systems.
c) Substances are exchanged by passive or active transport
across exchange surfaces.
d) The structure of the plasma membrane enables control of the
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passage of substances in and out of cells.
1.5 Cells
a) Organisms usually consist of one or more cells.
b) Prokaryotic and eukaryotic cells can be distinguished on the
basis of their structure and ultrastructure.
c) In complex multicellular organisms cells are organised into
tissues, tissues into organs and organs into systems.
d) During the cell cycle genetic information is copied and passed
to daughter cells.
e) Daughter cells formed during mitosis have identical copies of
genes while cells
produced as a result of meiosis are not genetically identical.
1.6 Biological molecules
a) Biological molecules are often polymers and are based on a
small number of chemical elements.
b) In living organisms nucleic acids (DNA and RNA),
carbohydrates, proteins, lipids, inorganic ions and water all have
important roles and functions related to their properties.
c) Enzymes are proteins with a mechanism of action and other
properties determined by their tertiary structure.
d) Enzymes catalyse a wide range of intracellular reactions as
well as extracellular ones.
1.7 Ecosystems
a) Ecosystems range in size from the very large to the very
small.
b) Energy flows through ecosystems and the efficiency of
transfer through different trophic levels can be measured.
c) Micro-organisms play a key role in recycling chemical
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elements.
d) Ecosystems are dynamic systems, usually moving from
colonisation to climax communities in a process known as
succession.
e) The dynamic equilibrium of populations is affected by a
range of factors.
f) Humans are part of the ecological balance and their activities
affect it both directly and indirectly.
g) Sustainability of resources depends on effective
management of the conflict between human needs and
conservation.
1.8 Control systems
a) Homeostasis is the maintenance of a constant internal
environment.
b) Negative feedback helps maintain an optimal internal state
in the context of a dynamic equilibrium. Positive feedback also
occurs.
c) Stimuli, both internal and external, are detected leading to
responses.
d) Coordination may be chemical or electrical in nature.
1.9 Cellular control
a) The sequence of bases in the DNA molecule determines the
structure of proteins, including enzymes.
b) Enzymes catalyse the reactions that determine structures
and functions from cellular to whole-organism level.
c) Transfer of genetic information from one generation to the
next can ensure continuity of species or lead to variation within
a species and eventual formation of new species.
d) Reproductive isolation can lead to accumulation of different
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genetic information in populations potentially leading to
formation of new species.
e) Sequencing projects have read the genomes of organisms
ranging from microbes and plants to humans. This allows the
sequences of the proteins that derive from the genetic code to
be predicted.
f) Gene technologies allow study and alteration of gene
function in order to better understand organism function and
to design new industrial and medical processes.
1.10 Energy for biological processes
a) ATP provides the immediate source of energy for biological
processes.
b) In cellular respiration, glycolysis takes place in the cytoplasm
and the remaining steps in the mitochondria.
c) ATP synthesis is associated with the electron transfer chain in
the membranes of mitochondria and chloroplasts.
d) In photosynthesis energy is transferred to ATP in the lightdependent stage and the ATP is utilised during synthesis in the
light-independent stage.
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Secondary Science PGCE (Biology, Chemistry & Physics)
Chemistry – knowledge and understanding
60% of the A level course will consist of the following K&U
[The remainder of both AS and A level specifications allows both for:
• further consideration of applications and implications of science and the development
of scientific ideas
• the introduction of different areas of study.
AS and A level specifications must include a range of contemporary and other contexts.]
2.1 Chemistry specifications must ensure that there is an appreciation of the relevance of
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sustainability to all aspects of scientific developments.
2.2 Formulae, equations and amounts of substance
a) Empirical and molecular formulae.
b) Balanced chemical equations (full and ionic).
c) The Avogadro constant and the amount of substance (mole).
d) Relative atomic mass and relative isotopic mass.
e) Calculation of reacting masses, mole concentrations, volumes
of gases, per cent yields and atom economies.
f) Simple acid–base titrations.
g) Non-structured titration calculations, based solely on
experimental results.
2.3 Atomic structure
a) Structure and electronic configuration of atoms (up to Z = 36)
in terms of main energy levels and s, p and d orbitals.
b) Ions and isotopes. Use of mass spectrometry in determining
relative atomic mass and relative abundance of isotopes.
2.4 Bonding and structure
a) Interpretation of ionic and covalent bonding in terms of
electron arrangements. Examples of simple covalent, giant
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covalent, ionic and metallic structures.
b) Permanent and induced dipole–dipole interactions between
molecules, including hydrogen bonding. Electronegativity and its
application to bond type. Interpretation of the physical
properties of materials in terms of structure and bonding.
c) Shapes of simple molecules and ions with up to six outer pairs
of electrons (any combination of bonding pairs and lone pairs).
Interpretation in terms of electron pair repulsion theory.
2.5 Energetics
a) Enthalpy changes, including standard enthalpy changes of
reaction, formation and combustion. Average bond enthalpies.
b) Use of Hess’s law to calculate enthalpy changes.
c) Use of energetics, including entropy, to predict the feasibility
of reactions.
2.6 Kinetics
a) A qualitative understanding of collision theory. Activation
energy and its relationship to the qualitative effect of
temperature changes on rate of reaction.
b) The role of catalysts in providing alternative routes of lower
activation energy.
c) Determination and use of rate equations of the form: Rate =
k[A]m[B]n, where m and n are integers. Using orders of reactions
where appropriate, which may give information about a ratedetermining/limiting step.
2.7 Equilibria
a) The dynamic nature of equilibria. For homogeneous reactions,
the qualitative effects of temperature, pressure and
concentration changes on the position of equilibrium.
b) Equilibrium constants, Kc. Calculation of Kc and reacting
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quantities.
c) The effect of temperature changes on Kc.
d) The Bronsted–Lowry theory of acid–base reactions. The ionic
product of water, Kw; pH and its calculation for strong acids and
strong bases.
e) Dissociation constants of weak acids, Ka. Calculation of pH for
weak acids. Buffer solutions and their applications.
2.8 Redox
a) Oxidation states and their calculation.
b) Oxidation and reduction as electron transfer, applied to
reactions of s, p and d block elements.
c) Electrode potentials and their applications.
2.9 Inorganic chemistry and the periodic table
a) The organisation of elements according to their proton
number and electronic structures. Classification of elements into
s, p and d blocks.
b) The characteristic reactions of the elements and compounds
of a metallic group and a non-metallic group. Trends in
properties of elements and compounds within these groups.
c) Trends in properties of elements across a period including:
i. melting point
ii. ionisation energy.
d) The transition metals as d block elements forming one or
more stable ions that have incompletely filled d orbitals. At
least two transition metals, chosen from titanium to copper, to
illustrate:
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i. the existence of more than one oxidation state for each
element in its compounds.
ii. the formation of coloured ions in solution and simple
precipitation reactions of these.
iii. reactions with ligands to form complexes and reactions
involving ligand substitution.
iv. the catalytic behaviour of the elements and their
compounds.
2.10 Organic chemistry
a) Functional groups. Structural isomers and stereoisomers
(limited to geometric (E–Z) isomerism as a result of restricted
rotation about a carbon–carbon double bond and optical
isomerism as a result of chirality in molecules with a single
chiral centre).
b) Reactions classified as addition, elimination, substitution,
oxidation, reduction, hydrolysis, addition polymerisation and
condensation polymerisation.
c) Mechanisms classified as radical substitution, electrophilic
addition, nucleophilic substitution, electrophilic substitution and
nucleophilic addition.
d) Single and double covalent bonds, bond polarity and bond
enthalpy as factors influencing reactivity, illustrated by reference
to appropriate reactions.
e) The structure of, and the bonding in, benzene.
f) Organic synthesis, including characteristic reactions of
alkanes, alkenes, halogenoalkanes, alcohols, arenes, aldehydes,
ketones, carboxylic acids, esters, amines, amino acids and
amides.
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2.11 Modern analytical techniques
a) The use of mass spectrometry, infrared spectroscopy, nuclear
magnetic resonance spectroscopy and chromatography in
analysis, including techniques for the elucidation of structure.
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Secondary Science PGCE (Biology, Chemistry & Physics)
Physics – knowledge and understanding.
60% of the A level course will consist of the following K&U
[The remainder of both AS and A level specifications allows both for:
• further consideration of applications and implications of science and the development
of scientific ideas
• the introduction of different areas of study.
AS and A level specifications must include a range of contemporary and other contexts.]
3.1 All physics specifications should require students to develop:
• their knowledge of SI units
• an understanding of the distinction between vector and scalar quantities
• an awareness of the order of magnitude of physical quantities
• an awareness of the limitations of physical measurements.
3.2 All physics specifications must ensure that there is an appropriate balance between mathematical
calculations and written explanations of principles.
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3.3 Mechanics
a) Vectors resolution into two components at right angles
addition rule for two vectors calculations limited to two
perpendicular vectors
b) Kinematics graphical representation of uniform accelerated
motion use of kinematic equations in one dimension with
constant velocity or acceleration interpretation of speed and
displacement graphs for motion
c) Dynamics use of F = ma when mass is constant one- and twodimensional motion under constant force independent effect of
perpendicular components with non-uniform acceleration
d) Energy calculation of work done for constant forces, including
force not along the line of motion calculation of exchanges
between gravitational potential energy and kinetic energy
e) Momentum definition, equation principle of conservation of
momentum calculations for one-dimensional problems
f) Circular motion application of F = ma = mv2/r to motion in a
circle at constant speed
g) Oscillations simple harmonic motion quantitative treatment,
limited to a = –(2πf)2x and the solution x = A cos 2πft velocity
as gradient of displacement–time graph qualitative treatment
of free and forced vibrations, damping and resonance
3.4 Electric circuits
a) Current electric current as rate of flow of charge, I = Δq/Δt
b) DC circuits conservation of charge and energy in simple
circuits relationships between currents, voltages and resistances
in series and parallel circuits potential divider circuits
c) Emf and potential definition of emf and concept of internal
resistance difference potential difference in terms of energy
transfer
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d) Resistance definition resistivity. Ohm’s law as a special case
power dissipated
e) Capacitance definition energy of a capacitor quantitative
treatment of discharge curves.
3.5 Waves qualitative treatment of polarisation and diffraction
path difference, phase and coherence graphical treatment of
superposition and standing waves.
3.6 Matter
a) Molecular kinetic ideal gases; pV = NkT theory absolute zero
effect of temperature on average molecular kinetic energy
energy of an ideal gas
b) Internal energy idea of internal energy energy required for
temperature change = mcΔθ
3.7 Quantum and nuclear physics
a) Photons photon model to explain observable phenomena
evidence supporting the photon model
b) Particles evidence supporting the quantum model for particles
a study of particle diffraction would provide suitable depth of
treatment
c) Nuclear decay connections between nature, penetration and
range of ionising particles evidence for existence of nucleus
activity of radioactive sources modelling with constant decay
probability leading to exponential decay; idea of half life
nuclear changes in decay
d) Nuclear energy E = mc2 applied to nuclear processes
appreciation that E = mc2 applies to all energy changes simple
calculations relating mass difference to energy change.
Descriptions of fission and fusion processes.
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3.8 Fields
a) Force fields concept and definition gravitational force and
field for point (or spherical) masses electric force and field for
point (or spherical) charges in a vacuum uniform electric field
similarities and differences between electric and gravitational
fields
b) B-fields force on a straight wire and force on a moving
charge in a uniform field with field perpendicular to current or
motion
c) Flux and concept and definition electromagnetic Faraday’s
and Lenz’s laws induction emf as equal to rate of change of
magnetic flux and simple calculations
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Secondary Science PGCE (Biology, Chemistry & Physics)
Subject Knowledge Targets
Induction
National Curriculum ref.
Targets
Teaching and Learning 1
National Curriculum ref.
Targets
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Secondary Science PGCE (Biology, Chemistry & Physics)
Teaching and Learning 2
National Curriculum ref.
Targets
Practical Teaching 2
National Curriculum ref.
Targets
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