[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-207815-en":3,"doc-seo-207815-105":30,"detail-sidebar-cat-0-en-105":90},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},207815,1649267921044,"Ava Thompson","https://us-avatar.wpscdn.com/avatar/1800007509477c92dfb?_k=1786009248482753345",4,"Exam","GCSE Biology, Chemistry and Physics Subject Content - June 2015","GCSE Biology, Chemistry and Physics subject criteria define the knowledge, understanding and skills required for GCSE science specifications. The framework supports progression from Key Stage 3 while clarifying that previously covered content should not be repeated unnecessarily. It sets subject aims focused on foundations for understanding the material world, key scientific ideas and interlinked models, and the expectation that every effect has one or more causes. It also outlines how working scientifically is developed through assessment cycles, including hypothesis, experimentation, observation, theory and quantitative analysis.","Biology, Chemistry and Physics  \nGCSE subject content  \nJune 2015  \nContents  \nSubject Content 4  \nIntroduction 4  \nSubject aims and learning outcomes 4  \nWorking scientifically 7  \nBiology 9  \nCell biology 10  \nTransport systems 11  \nHealth, disease and the development of medicines 12  \nCoordination and control 13  \nPhotosynthesis 15  \nEcosystems 16  \nInheritance, variation and evolution 17  \nChemistry 20  \nAtomic structure and the Periodic Table 20  \nStructure, bonding and the properties of matter 22  \nChemical changes 23  \nEnergy changes in chemistry 25  \nThe rate and extent of chemical change 26  \nOrganic chemistry 27  \nChemical analysis 27  \nChemical and allied industries 29  \nEarth and atmospheric science 31  \nPhysics 33  \nEnergy 34  \nForces 35  \nForces and motion 36  \nWaves in matter 37  \nLight and electromagnetic waves 38  \nElectricity 39  \nMagnetism and electromagnetism 41  \nParticle model of matter 42  \nAtomic structure 43  \nSpace physics 44  \nAppendix 1 46  \nAppendix 2 48  \nAppendix 3 49  \nAppendix 4 50  \nSubject Content  \nIntroduction  \nThese GCSE subject criteria set out the knowledge, understanding, and skills for GCSE specifications in biology, chemistry and physics to ensure progression from key stage 3 national curriculum requirements and the possibility of development into A level. They provide the framework within which awarding organisations create the detail of the subject specifications.  \nSubject aims and learning outcomes  \nThis document sets out the learning outcomes and content coverage required for GCSEsin the sciences. In subjects such as the sciences, where topics are taught in progressively greater depth over the course of key stage 3 and key stage 4, GCSE outcomes may reflect or build upon subject content which is typically taught at key stage 3. There is no expectation that teaching of such content should be repeated during the GCSE course where it has already been covered at an earlier stage.  \nGCSE study in the sciences provides the foundations for understanding the material world. Scientific understanding is changing our lives and is vital to the world’s future prosperity, and all students should be taught essential aspects of the knowledge, methods, processes and uses of science. They should be helped to appreciate how the complex and diverse phenomena of the natural world can be described in terms of a small number of key ideas relating to the sciences which are both inter-linked, and are of universal application. These key ideas include  \n􀂃 the use of conceptual models and theories to make sense of the observed diversity of natural phenomena  \n􀂃 the assumption that every effect has one or more cause  \n􀂃 that change is driven by differences between different objects and systems when they interact  \n􀂃 that many such interactions occur over a distance without direct contact  \n􀂃 that science progresses through a cycle of hypothesis, practical experimentation, observation, theory development and review  \n􀂃 that quantitative analysis is a central element both of many theories and of scientific methods of inquiry.  \nThese key ideas are relevant in different ways and with different emphases in the three subjects: examples of their relevance are given for each subject in the separate sections below for biology, chemistry and physics.  \nGCSE specifications in the three sciences studied concurrently should enable students to:  \n􀂃 develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics  \n􀂃 develop understanding of the nature, processes and methods of science, through different types of scientific enquiries that help them to answer scientific questions about the world around them  \n􀂃 develop and learn to apply observational, practical, modelling, enquiry and  \nproblem-solving skills, both in the laboratory, in the field and in other learning environments  \n􀂃 develop their ability to evaluate claims based on science through critical an","cbCailJ3TQKay4IV","https://ap.wps.com/l/cbCailJ3TQKay4IV","pdf",1150981,1,52,"English","en",105,"# Subject Content\n## Introduction\n## Subject aims and learning outcomes\n## Working scientifically\n## Biology\n## Chemistry\n## Physics\n## Appendix 1\n## Appendix 2\n## Appendix 3\n## Appendix 4","[{\"question\":\"What are the main aims of studying GCSE science in biology, chemistry and physics?\",\"answer\":\"Students build foundations for understanding the material world. The course develops essential knowledge, methods and uses of science while helping learners appreciate how natural phenomena can be explained through key inter-linked ideas.\"},{\"question\":\"Should Key Stage 3 science content be repeated during the GCSE course?\",\"answer\":\"There is no expectation that teaching should repeat Key Stage 3 content already covered earlier in the curriculum.\"},{\"question\":\"How is working scientifically expected to be developed and assessed?\",\"answer\":\"Awarding organisations should identify assessment strategies that develop and assess working scientifically through assessment cycles linked to subject content, including hypothesis, practical experimentation, observation, theory development and review.\"}]","GCSE Biology, Chemistry and Physics Subject Content - June 2015 | PDF",1788601233,131,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":85,"head_meta":87,"extra_data":89,"updated_unix":28},"gcse-biology-chemistry-and-physics-subject-content-june-2015","",{"@graph":36,"@context":84},[37,53,67],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/exam/",3,{"item":52,"name":13,"@type":43,"position":11},"https://docshare.wps.com/document/gcse-biology-chemistry-and-physics-subject-content-june-2015/207815/",{"url":52,"name":13,"@type":54,"author":55,"headline":13,"publisher":57,"fileFormat":60,"inLanguage":23,"description":14,"dateModified":61,"datePublished":61,"encodingFormat":60,"isAccessibleForFree":62,"interactionStatistic":63},"DigitalDocument",{"name":9,"@type":56},"Person",{"url":41,"name":58,"@type":59},"DocShare","Organization","application/pdf","2026-09-05",true,{"@type":64,"interactionType":65,"userInteractionCount":4},"InteractionCounter",{"@type":66},"ViewAction",{"@type":68,"mainEntity":69},"FAQPage",[70,76,80],{"name":71,"@type":72,"acceptedAnswer":73},"What are the main aims of studying GCSE science in biology, chemistry and physics?","Question",{"text":74,"@type":75},"Students build foundations for understanding the material world. The course develops essential knowledge, methods and uses of science while helping learners appreciate how natural phenomena can be explained through key inter-linked ideas.","Answer",{"name":77,"@type":72,"acceptedAnswer":78},"Should Key Stage 3 science content be repeated during the GCSE course?",{"text":79,"@type":75},"There is no expectation that teaching should repeat Key Stage 3 content already covered earlier in the curriculum.",{"name":81,"@type":72,"acceptedAnswer":82},"How is working scientifically expected to be developed and assessed?",{"text":83,"@type":75},"Awarding organisations should identify assessment strategies that develop and assess working scientifically through assessment cycles linked to subject content, including hypothesis, practical experimentation, observation, theory development and review.","https://schema.org",{"og:url":52,"og:type":86,"og:title":13,"og:site_name":58,"og:description":14},"article",{"robots":88,"canonical":52},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":91},[92,96,100,103,108,113,118,123,128,131,135],{"id":20,"doc_module":4,"doc_module_name":46,"category_name":93,"show_sort_weight":94,"slug":95},"Story & Novel",90,"story-novel",{"id":47,"doc_module":4,"doc_module_name":46,"category_name":97,"show_sort_weight":98,"slug":99},"Literature",80,"literature",{"id":11,"doc_module":4,"doc_module_name":46,"category_name":12,"show_sort_weight":101,"slug":102},70,"exam",{"id":104,"doc_module":4,"doc_module_name":46,"category_name":105,"show_sort_weight":106,"slug":107},5,"Comic",60,"comic",{"id":109,"doc_module":4,"doc_module_name":46,"category_name":110,"show_sort_weight":111,"slug":112},6,"Technology",50,"technology",{"id":114,"doc_module":4,"doc_module_name":46,"category_name":115,"show_sort_weight":116,"slug":117},7,"Healthcare",40,"healthcare",{"id":119,"doc_module":4,"doc_module_name":46,"category_name":120,"show_sort_weight":121,"slug":122},8,"Research & Report",30,"research-report",{"id":124,"doc_module":4,"doc_module_name":46,"category_name":125,"show_sort_weight":126,"slug":127},9,"Religion & Spirituality",20,"religion-spirituality",{"id":126,"doc_module":4,"doc_module_name":46,"category_name":129,"show_sort_weight":126,"slug":130},"World Cup","world-cup",{"id":132,"doc_module":4,"doc_module_name":46,"category_name":133,"show_sort_weight":132,"slug":134},10,"Lifestyle","lifestyle",{"id":136,"doc_module":4,"doc_module_name":46,"category_name":137,"show_sort_weight":104,"slug":138},19,"General","general"]