Aqa intermediate maths papers

Beforethe grading scheme varied between examination boards, but typically there were "pass" grades of 1 to 6 and "fail" grades of 7 to 9. However the grades were not displayed on certificates. The CSE was graded on a numerical scale from 1 to 5, with 1 being the highest, and 5 being the lowest passing grade. Below 5 there was a U ungraded grade.

Aqa intermediate maths papers

Physical Chemistry Organic Chemistry A small number of pupils in year 10 and 11 follow the slightly reduced scheme of work, leading to Double Award certification. This includes atomic structure, bonding, energetics, kinetics and an introduction to organic chemistry.

The students develop thier mathematical skills, through problem solving and practical skills by following the practical endorsement programme. The full A level course enables students to develop the concepts and principles introduced in the Lower Sixth by studying further topics including equilibria, thermodynamics, aromatic chemistry and polymers, electrode potentials and inorganic reactions.

To be awarded the AS level Chemistry, the students sit two written exams of 1hour 30 mins at the end of the course.

Aqa intermediate maths papers

For A level Chemistry, the students sit three written exam papers, each two hours, at the end of the two year course.

All aspects of the course will be examined including practical skills. Beyond the Classroom There are many opportunities to attend a wide variety of outside lectures and visits.

In-house there is a symposium which hosts visiting speakers, including the Royal Society of Chemistry and there is a popular and thriving science club at key stage 3. We have had several Gold Awards and Silver Awards in recent years.

We aim for our students to think and work like professional designers and produce innovative and exciting products using a range of materials, skills, equipment and processes.

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Design and Technology Aims and Objectives Aims Pupils through problem solving and technological activities will build up their skills and give them the confidence to approach a rapidly changing world as active participants and discerning consumers in future design developments.

To give all pupils the opportunity and confidence to tackle and solve problems which relate to the needs of individuals. To create a learning environment where pupils will develop creativity, equality, cooperation and resourcefulness and actively participate in the project work. To encourage an open-minded and investigative approach when tackling problems.

To encourage clear communication techniques whether oral, written or graphical. To encourage the use of IT as a means of communication, learning and design tool. To develop pupils understanding of how they can control products and systems and how products can be further developed to improve them.

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To make pupils aware of safety, social, cultural and environmental issues. Key Stage Three During each year pupils, tackle a variety of Design and Make tasks as well as focused capability tasks to ensure that students develop the skills needed to operate in a fast developing modern economy where creative problem solving skills are at a premium, and to develop the skills needed for the modern GCSE Design syllabus.

Students have two periods of Design and Technology per week at Key Stage 3; where possible these are organised as double lessons.

They will undertake two projects: Mechanical grabber project Chaise Lounge These projects will give them the skills and knowledge they require to undertake the controlled assessment task and the written examination.This page contains links to past papers on exam board websites.

The main page for each specification is also linked to. Please update this page if you find updated information on the exam boards' websites or if specifications change.

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