[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-623529-105":59,"doc-detail-623529-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","discussion-3-meeting-the-challenge-of-combined-science","Discussion 3 - meeting the challenge of Combined Science","","Discussion 3 addresses how to meet the challenge of teaching AQA Combined Science alongside ELC for potential 1-3 Foundation learners. It identifies key issues around accessing content and RPs, using ELC assessments for formative motivation, planning practical lessons to cover required practicals and teacher-devised assessments, and building engaging lessons using working scientifically. It also outlines decisions for entry and awarding in March 2018, compares two co-teaching approaches, and provides steps for long-, medium-, and individual-lesson planning with mapped learning outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/discussion-3-meeting-the-challenge-of-combined-science/623529/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/discussion-3-meeting-the-challenge-of-combined-science/623529.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What issues need to be considered for potential 1-3 Foundation learners when teaching Combined Science?","Question",{"text":112,"@type":113},"The document highlights issues with accessing content and RPs, using achievable assessments to motivate students via ELC formative assessment, efficiently covering required practicals and teacher-devised assessments, creating engaging lessons using working scientifically, and ensuring students can access performance points and be entered for both ELC and GCSE in March 2018.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the two co-teaching approaches for planning a combined course route?",{"text":117,"@type":113},"Approach 1 uses ELC as a motivating tool to support Combined Science, so the teaching order of Combined Science trilogy topics must be organized. Approach 2 makes ELC the main course and adds Combined Science as top-up, teaching ELC learning outcomes in the ELC specification order.",{"name":119,"@type":110,"acceptedAnswer":120},"What planning steps does the document recommend before delivering lessons?",{"text":121,"@type":113},"It recommends designing a long-term plan by looking at ELC and Combined together, producing a medium-term plan that maps working scientifically, RPs and maths development alongside focused content, and then planning individual lessons using schemes of work, teaching support resources, and personal teaching resources.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},623529,1792502298,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Discussion 3: meeting the challenge of Combined Science  \nWhat are the issues for the potential 1-3 Foundation learner?  \n􀁸 Accessing content and RPs – progression of content from the ELC outcomes through the Foundation tier.  \n􀁸 Achievable assessments to motivate students – use ELC assessments as part of your formative assessments.  \n􀁸 Using practical lessons efficiently to cover both the required practicals and need to cover the Teacher Devised Assessments.  \n􀁸 Creating engaging lessons – use the working scientifically statements as a starting point and teach topics through these, embedding these important skills.  \n􀁸 Students need to access performance points – make decisions on entry and awarding in March 2018 as students can be entered for both ELC and GCSE  \nPlanning a bespoke route through for your students  \nThere are a number of questions to consider before you start planning your co-teaching course:  \n􀁸 Are you using ELC as a motivating tool to support Combined (Approach 1) , or is ELC the main course and you are topping up with Combined (Approach 2)?  \n􀁸 Approach 1: how are you organising the teaching order of the Combined Science Trilogy topics?  \n􀁸 the same order of the specification  \n􀁸 reordered to match students’ ability to deal with abstract ideas  \n􀁸 bear in mind, some of the ELC learning outcomes appear in different places in the combined course, eg outcomes 4, 7, 8 and 9.  \n􀁸 Approach 2: is the order you want to teach the learning outcomes of the ELC course the same as in the ELC specification?  \nSteps to follow  \n1. Look at ELC and Combined together and design your long-term plan.  \n2. Produce a medium-term plan with the working scientifically, RPs and maths development mapped in along with the content you are focusing on.  \n3. Plan individual lessons using the schemes of work, our teaching support resources and your own teaching resources.  \nAQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.  \n1 of 30  \nActivity 1: long-term plan   \n􀁸 Choose either: Approach 1 – Combined Science: Trilogy + ELC or Approach 2 – ELC with top-up of Combined Science: Trilogy  \n􀁸 Look at part 1:  \n􀁸 Do you agree with this?  \n􀁸 Would you change anything?  \n􀁸 What is the best order to teach the topics in for your students?  \n􀁸 Then have a look at part 2 – how would you organise this?  \nApproach 1 – Combined Science: Trilogy + ELC  \nPart 1  \n\n| Combined Science: Trilogy |  | ELC |  |  | Order to teach |\n| --- | --- | --- | --- | --- | --- |\n| Spec ref | Title | Spec ref | Learning Outcome | Main content |  |\n| 5.1.1 | A simple model | 3.3.1 | LO 1\u003Cbr>LO 2 | Atoms, elements, compounds, periodic table, word equation |  |\n| 5.1.2 | Periodic table | 3.3.1 | LO 1\u003Cbr>LO 2 | Atoms, elements, compounds, periodic table, word equation |  |\n| 5.1.1.2 | Mixtures | 3.3.3 | LO 5 | Mixtures and separation techniques |  |\n| 5.8.1 | Purity, formulations and chromatography |  |  |  |  |\n| RP 12 | Paper chromatography | 3.3.3 | LO 6 | TDA: investigate coloured inks or food dyes using paper chromatography |  |\n| 5.2.2 | Bonding, structure and properties | 3.3.2 | LO 3 | States of matter, melting points |  |\n|  |  | 3.3.4 | LO 8 | Bonding and properties of metals |  |\n| 5.2.3 | Structure and bonding of carbon | 3.3.2 | LO 4 | Diamond and graphite – structure and properties |  |\n| 5.4.1 | Reactivity of metals | 3.3.4 | LO 7\u003Cbr>LO 9 | Extraction of metals from their ores based on reactivity\u003Cbr>Alloys – steel (not covered |  |\n\nAQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.  \n2 of 30  \n|  |  |  |  | in Combined) |  |\n| --- | --- | --- | --- | --- | --- |\n| 5.10.2 | Life cycle assessment and recycling | 3.3.4 | LO 7 | Recycling metals an","cbCaiaJbja0xoH9h","https://ap.wps.com/l/cbCaiaJbja0xoH9h","pdf",450061,"English","# Activity 1: long-term plan\n## Choose either approach 1 or approach 2\n## Order to teach topics in part 1 and part 2\n# Planning a bespoke route through for your students\n## Key questions before you start co-teaching\n## Approach 1: teaching order for Combined Science trilogy topics\n## Approach 2: teaching order to match ELC learning outcomes\n# Steps to follow\n## Long-term plan\n## Medium-term plan\n## Individual lessons planning","[{\"question\":\"What issues need to be considered for potential 1-3 Foundation learners when teaching Combined Science?\",\"answer\":\"The document highlights issues with accessing content and RPs, using achievable assessments to motivate students via ELC formative assessment, efficiently covering required practicals and teacher-devised assessments, creating engaging lessons using working scientifically, and ensuring students can access performance points and be entered for both ELC and GCSE in March 2018.\"},{\"question\":\"What are the two co-teaching approaches for planning a combined course route?\",\"answer\":\"Approach 1 uses ELC as a motivating tool to support Combined Science, so the teaching order of Combined Science trilogy topics must be organized. Approach 2 makes ELC the main course and adds Combined Science as top-up, teaching ELC learning outcomes in the ELC specification order.\"},{\"question\":\"What planning steps does the document recommend before delivering lessons?\",\"answer\":\"It recommends designing a long-term plan by looking at ELC and Combined together, producing a medium-term plan that maps working scientifically, RPs and maths development alongside focused content, and then planning individual lessons using schemes of work, teaching support resources, and personal teaching resources.\"}]","Discussion 3 - meeting the challenge of Combined Science | PDF",1792468738,76]