LEVEL 3 BTEC or AAQ
Applied Science
Science in action, learning through discovery, experiment, and real-world application.
At St Paul’s, Applied Science is about understanding how science shapes everyday life. You’ll explore the worlds of biology, chemistry, and physics through practical investigation, hands-on experiments, and real-life case studies that bring theory to life.
You arrive as you are, and you’re celebrated for it. You leave ready to take on the world.
— Sixth Form student
You can choose between two qualification routes, depending on how much science you want to include in your programme of study.
| Qualification | Type | Level | Equivalent To | Overview |
|---|---|---|---|---|
|
BTEC National Diploma in Applied |
Vocational |
Level 3 |
2 A Levels |
A broader and more in-depth course covering biology, chemistry, and physics alongside physiology and investigative work. Ideal if you want science to be your main focus. |
|
AAQ (Advanced Applied Qualification) in Applied Science – Extended Certificate |
Applied |
Level 3 |
1 A Level |
A single-A-Level-sized course exploring the principles of chemistry, physics, and biology through practical and applied learning. Designed to complement other A Levels or BTECs. |
Note: “Extended Certificate” refers to the full single-A-Level version of this qualification. The Diploma covers roughly twice as much content and counts as two A Levels.
Why Choose Applied Science at St Paul’s?
Our Applied Science department combines expert teaching with a supportive atmosphere where every student can thrive.
- Smaller class sizes mean more tailored attention and personalised support.
- Passionate, specialist teachers bring science to life through practical experiments and real-world investigations that spark curiosity.
- A community that knows and values every student, ensuring no one is left behind as you develop both knowledge and hands-on skills.
- A subject that opens doors to future study and careers in healthcare, environmental science, forensics, and a wide range of scientific fields.
- A place where you can grow in confidence, learn through experience, and take pride in your progress and achievements.
Where Applied Science Can Take You
Both pathways open doors to university study, higher apprenticeships, and careers in healthcare, forensics, laboratory science, environmental research, and biotechnology.
You’ll leave St Paul’s with a strong foundation in scientific understanding, and the confidence to apply it in the real world.
I thought about leaving, but I realised no one else would care about me the way St Paul’s does. Here, I’m not starting over, I’m moving forward.
— Student Name
What You’ll Study
You’ll deepen your understanding of how science works in practice, developing the analytical, practical, and investigative skills that universities and employers value.
BTEC National Diploma Units
- Principles and Applications of Science
- Practical Scientific Procedures and Techniques
- Science Investigation Skills
- Physiology of the Human Body
AAQ (Extended Certificate) Units
Unit 1: Principles and Applications of Science
Unit 2: Principles and Applications of Chemistry
Unit 3: Principles and Applications of Physics
Unit 4: Practical Scientific Procedures and Techniques
Unit 6: Contemporary Issues in Science
Full details for both qualifications can be found in the official Pearson exam specification.
You arrive as you are, and you’re celebrated for it. You leave ready to take on the world.
— Sixth Form student
......
Applied Science Exam Results
...
PASS RATE
...
achieved
A* to C
...
achieved
A* to B
...
achieved
A* to A
Entry Requirements
This course does not have additional entry requirements beyond our standard entry requirements.
These requirements are in place to help set you up for success and make sure you have the right foundation to enjoy the challenge of Sixth Form study.
I thought about leaving, but I realised no one else would care about me the way St Paul’s does. Here, I’m not starting over, I’m moving forward.
— Student Name
Hear From Our Students
Applied Science at St Paul’s showed me how what we learn connects to the real world. The support from my teachers gave me the confidence to succeed and aim higher than I thought possible.
Teaching the BTEC level 3 course is really exciting. To have the opportunity to deliver across a broad range of topics and embed so many skills and techniques into every lesson really does help to build scientists and thinkers of the future.
I have learnt so many new things in the labs and I had no idea about how much the way you can do a practical can change the results. I am now much more careful when I do a practical as I know I can make it work really well!
The lessons are full of practicals, OneNote helps keep me really organised and helps me to revise as everything is there from all the lessons of the year we get to do a bit of every type of Science
Mrs S Willson-Morris
SUBJECT LEADER FOR BTEC SCIENCE
Thank you so much for your interest in Applied Science as one of your BTECs. We have a fabulous team of energetic and enthusiastic specialists at St Paul’s ready to support you on your journey.
Should you have any questions at all about Applied Science, or the possible career paths beyond College, please do not hesitate to contact me.
Send me a message
We’d love to hear from you, whether you want to talk about subject choices, entry requirements, or your future career ideas.
Are you ready to explore how science connects to life, health, and the environment?
Start your Applied Science journey at St Paul’s.
Whatever course you choose, you’ll be joining a community where every student is known and loved. Our mission is not just to help you succeed academically, but to help you grow as a person, supported and celebrated every step of the way.
Applied ScienceCourse Content
Take a look at the modules and topics you will learn while studying Applied Science and how these are assessed.
| UNIT 1Principles and Applications of Science | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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WEIGHT |
25% |
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FORMAT |
Examination |
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AO1: Demonstrate knowledge of scientific facts, terms, definitions and scientific formulae
AO2: Demonstrate understanding of scientific concepts, procedures, processes and techniques and
their application
AO3: Analyse, interpret and evaluate scientific information to make judgements and reach
conclusions
AO4: Make connections, use and integrate different scientific concepts, procedures, processes
or techniques
| UNIT 2Practical Scientific Procedures and Techniques | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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|
WEIGHT |
25% |
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|
LENGTH |
Assignment |
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AO1: Learners will interpret outcomes of their quantitative analytical
procedures and techniques to make sound judgements on the accuracy of them. They will place
the accuracy of their results in the context of those obtained by other learners in a meaningful and
quantitative way.
Learners will be able to coherently discuss problems/issues with the quantitative
procedures and techniques used and develop a strong rationale for suggestions made to improve
accuracy and precision in order to obtain reliable and valid outcomes (or for justifying the
appropriate steps already taken should no problems be identified).
Learners will provide sound discussion of inherent hazards and risks associated with the analytical
techniques and procedures, for example justifying why certain aspects are carried out in a
particular way on safety grounds.
AO2: Learners will interpret outcomes of their calorimetry to make sound
judgements on accuracy.
Learners will be able to use appropriate mathematical terminology
(for example rapid increase, decrease, approximately constant, etc.) to describe the patterns
and trends in the shapes of cooling curves. They will be able to use the cooling curve of a substance
to evaluate how close their values for the melting points are to literature and to class values,
explaining where specific errors or problems with the given method or equipment may have led to
inaccuracy.
Learners could, for example, discuss the way in which the substance was cooled and
the resulting changes to the curve. Learners will explain why it may be necessary to make changes
to procedures in order to reduce levels of uncertainty.
AO3: Learners will articulate strong links between outcomes and techniques used in order to give a rationale for specific improvements that could be made to the
chromatographic techniques. They will articulate what would happen if a particular change were to
be made. They will demonstrate awareness that some chromatograms may show the spots rising
at an angle or have spots that are too big or smeared out rather than being distinct.
AO4: Learners will draw upon all areas of practical work carried out to
critically reflect on strengths and weaknesses of their own performance and skill development
drawing on feedback, for example from peers, teachers and industry. Drawing on others’ feedback
is crucial for developing balanced progression goals.
| UNIT 3Science Investigation Skills | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
|
WEIGHT |
33% |
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|
FORMAT |
Practical Task & Examination |
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AO1 Demonstrate knowledge and understanding of scientific concepts, procedures, processes
and techniques and their application in a practical investigative context
AO2 Interpret and analyse qualitative and quantitative scientific information to make reasoned
judgements and draw conclusions based on evidence in a practical investigative context
AO3 Evaluate practical investigative procedures used and their effect on the qualitative
and quantitative scientific information obtained to make reasoned judgements
AO4 Be able to make connections between different scientific concepts, procedures, processes
and techniques to make a hypothesis and write a plan for a practical investigation
| UNIT 8Physiology of the Human Body | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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|
WEIGHT |
17% |
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|
LENGTH |
Assignment |
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In this unit you will:
AO1: Understand the impact of disorders of the musculoskeletal system and their
associated corrective treatments
AO2: Understand the impact of disorders on the physiology of the lymphatic system and
the associated corrective treatments
AO3: Explore the physiology of the digestive system and the use of corrective treatments
for dietary-related diseases.
