AQA GCSE Combined Science
Explore your course, one topic at a time.
Explore your topics
27 topics · 225 subtopics
Biology10 topics · 71 subtopics
Cell biology
Eukaryotes and prokaryotes9 objectives- Animal and plant cells39 objectives
- Cell specialisation12 objectives
- Cell differentiation15 objectives
- Microscopy18 objectives
- Chromosomes6 objectives
- Mitosis and the cell cycle25 objectives
- Stem cells33 objectives
- Diffusion51 objectives
- Osmosis18 objectives
- Active transport15 objectives
Organisation
Principles of organisation12 objectives
12 of 72 shown
Chemistry13 topics · 93 subtopics
- Key ideas78 objectives
Atomic structure and the periodic table
Atoms, elements and compounds33 objectives- Mixtures12 objectives
- The development of the model of the atom (common content with physics)30 objectives
- Relative electrical charges of subatomic particles12 objectives
- Size and mass of atoms27 objectives
- Relative atomic mass6 objectives
- Electronic structure6 objectives
- The periodic table12 objectives
- Development of the periodic table15 objectives
- Metals and non-metals18 objectives
- Group 014 objectives
12 of 94 shown
Physics10 topics · 61 subtopics
- Key ideas78 objectives
Energy
Energy stores and systems39 objectives- Changes in energy60 objectives
- Energy changes in systems27 objectives
- Power57 objectives
- Energy transfers in a system18 objectives
- Efficiency15 objectives
- National and global energy resources33 objectives
Electricity
Standard circuit diagram symbols6 objectives- Electrical charge and current24 objectives
- Current, resistance and potential difference33 objectives
- Resistors39 objectives
12 of 61 shown
About this course
About AQA GCSE Combined Science
The AQA GCSE Combined Science: Trilogy specification is a double award qualification that provides a comprehensive introduction to the three core sciences: Biology, Chemistry, and Physics. Students develop a deep understanding of scientific concepts through a blend of theoretical knowledge and practical skills. The course is designed to be accessible and engaging, with clear learning objectives and a focus on how science works in everyday life and industry.
Throughout the two-year course, learners explore topics such as cell biology, organisation, infection and response in Biology; atomic structure, bonding, quantitative chemistry in Chemistry; and energy, electricity, forces in Physics. Each subject area is divided into discrete topics that build on prior learning from Key Stage 3, ensuring a solid foundation for progression to A-levels or vocational pathways.
The AQA specification emphasises the development of scientific thinking, experimental skills, and the ability to analyse and evaluate evidence. Required practical activities are integrated into the teaching, and questions on these practicals appear in the written exams. This ensures that students gain hands-on experience and understand the scientific method, preparing them for further study and the demands of modern scientific careers.
Assessment Structure
Assessment is entirely through written examinations, with no controlled assessment or coursework. Students sit six papers: two for Biology, two for Chemistry, and two for Physics. Each paper lasts 1 hour and 15 minutes, carries 70 marks, and contributes 16.7% towards the final GCSE grade. Papers are available at Foundation and Higher tiers, and questions include multiple-choice, structured, closed short answer, and open response. The exams assess knowledge, application of concepts, and practical skills linked to the required practical activities.
Why Choose AQA?
- AQA is the most popular exam board for GCSE Science in England, which means there is a vast array of high-quality, tailored teaching resources, revision guides, and past papers readily available both from AQA and third-party publishers. This supports students with diverse learning needs.
- The linear structure with all exams at the end of the course allows students to build their knowledge over two years without the pressure of modular assessments. The clear topic organisation enables systematic revision and a logical progression through the sciences.
- AQA’s practical endorsement is straightforward: 21 required practicals are embedded into the teaching and assessed in the written papers, removing the need for separate practical exams or portfolios. This reduces administrative burden while ensuring practical skills are valued.
Frequently Asked Questions
What is the difference between AQA Combined Science Trilogy and Synergy?
How many exams are there in AQA GCSE Combined Science Trilogy?
Is there any coursework or controlled assessment in AQA GCSE Combined Science?
Can I take the Foundation tier for AQA Combined Science Trilogy?
What are the required practicals in AQA GCSE Combined Science Trilogy?
Assessment and exam guidance
Assessment Objectives
Demonstrate knowledge and understanding of scientific ideas and scientific techniques and procedures
Apply knowledge and understanding of scientific ideas and scientific enquiry, techniques and procedures
Analyse information and ideas to interpret and evaluate, make judgements and draw conclusions, and develop and improve experimental procedures
Exam Structure
Biology Paper 1: topics 1–4 (Foundation)
1h 15m
Duration
70
Marks
16.7%
Weighting
Biology Paper 1: topics 1–4 (Higher)
1h 15m
Duration
70
Marks
16.7%
Weighting
Biology Paper 2: topics 5–7 (Foundation)
1h 15m
Duration
70
Marks
16.7%
Weighting
Biology Paper 2: topics 5–7 (Higher)
1h 15m
Duration
70
Marks
16.7%
Weighting
Chemistry Paper 1: topics 8–12 (Foundation)
1h 15m
Duration
70
Marks
16.7%
Weighting
Chemistry Paper 1: topics 8–12 (Higher)
1h 15m
Duration
70
Marks
16.7%
Weighting
Chemistry Paper 2: topics 13–17 (Foundation)
1h 15m
Duration
70
Marks
16.7%
Weighting
Chemistry Paper 2: topics 13–17 (Higher)
1h 15m
Duration
70
Marks
16.7%
Weighting
Physics Paper 1: topics 18–21 (Foundation)
1h 15m
Duration
70
Marks
16.7%
Weighting
Physics Paper 1: topics 18–21 (Higher)
1h 15m
Duration
70
Marks
16.7%
Weighting
Physics Paper 2: topics 22–24 (Foundation)
1h 15m
Duration
70
Marks
16.7%
Weighting
Physics Paper 2: topics 22–24 (Higher)
1h 15m
Duration
70
Marks
16.7%
Weighting
Tips and common mistakes
Common Exam Mistakes
Pitfalls to avoid in your exams
- •Saying that plant cells have no cell membrane because they have a cell wall: the error is confusing the two structures; the correction is that plant cells have both a cell membrane and a cell wall outside it.
- •Stating that prokaryotic cells have a small nucleus: the error is misapplying the definition; the correction is that prokaryotic cells have no nucleus at all and their DNA is free in the cytoplasm.
- •Describing the cytoplasm as empty space: the error is overlooking its role; the correction is that the cytoplasm is where most chemical reactions take place and where organelles are located.
- •Saying bacterial cells have no genetic material at all. Correction: they do have genetic material, but it is a single DNA loop not enclosed in a nucleus, and plasmids may also be present.
- •Confusing the cell wall with the cell membrane, or placing the wall inside the membrane. Correction: the membrane is the selectively permeable boundary around the cytoplasm, and the wall surrounds the membrane on the outside.
- •Describing plasmids as the main genetic material or as a nucleus. Correction: plasmids are small additional DNA rings, separate from the single main DNA loop, and are not a nucleus.
- •Claiming all bacteria have plasmids. Correction: plasmids may be present, so use language such as there may be one or more plasmids rather than stating they are always present.
- •Mixing units, such as comparing 5 µm with 0.05 mm without converting. Correction: convert both values to the same unit, for example both to metres, before comparing.
Top Examiner Tips
Expert advice for exam success
- •When listing the shared features of eukaryotic cells, name all three: cell membrane, cytoplasm and genetic material enclosed in a nucleus.
- •If asked to compare plant and animal cells, start with the features they share and then give the plant-only structures such as the cell wall and permanent vacuole.
- •Use the term partially permeable when describing the cell membrane, and link it to controlling what enters and leaves the cell.
- •When asked to compare cell types, structure your answer as paired points, for example eukaryotic cells have a nucleus whereas prokaryotic cells do not, and eukaryotic cells are much larger than prokaryotic cells.
- •Use precise terms: write single DNA loop and plasmids rather than vague phrases such as DNA floating around, and name the wall as a cell wall outside the cell membrane.
- •If a question asks why a bacterium can still carry out life processes without a nucleus, link each structure to its job: cytoplasm for reactions, membrane for control of entry and exit, wall for support, DNA loop and plasmids for genetic information.
- •Show every conversion step, including the unit you are converting to, so the examiner can follow your reasoning even if the final value is slightly out.
- •When asked for an order of magnitude, give a factor such as about 10 times or about 100 times, and support it by quoting the powers of ten you compared.
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