Specification Entry Level Certificate in Science 2016

Entry Level
Certificate in
Science
Specification
Pearson Edexcel Entry Level Certificate in Science (NSC0)
First certification from June 2017 Issue 1
Contents
1 Introduction 2
Why choose the Pearson Edexcel Entry Level Certificate in Science? 2
Supporting you in planning and implementing this qualification 3
Qualification at a glance 4
2 Subject content and assessment information 5

Biology 7
Chemistry 12
Physics 19
Assessment Objectives 26
3 Administration and general information 27

Entries 27
Level of achievement 27
Access arrangements, reasonable adjustments, special consideration and
malpractice 27
Student recruitment and progression 29
Appendix 1: Assessment record and authentication sheet 33

Appendix 2: Calculators 35
Appendix 3: Working scientifically 36
Appendix 4: Codes 37
1 Introduction
Why choose the Pearson Edexcel Entry Level

Certificate in Science?
We’ve listened to feedback from all parts of the science community and taken this
redevelopment as an opportunity to redesign the Entry Level Certificate so it complements
the GCSE (9-1) Sciences, and supports every student in their enjoyment of science and
success in their studies.
Our Entry Level Certificate in Science has specifically been designed to closely match the
programme of study and provide a progression route to GCSE Combined Science. The
certificate supports advancement in science by cementing core understanding and
maximising engagement with the subject.
Co-teachability with GCSE Combined Science – key aspects of the GCSE Combined
Science qualification are reflected in the Entry Level Certificate to help with co-teachability,
such as careful selection of practicals and alignment of topics within the two qualifications.
This ensures learners can retain the option to attempt the GCSE examinations should they
progress well through the Entry Level course.
Assessments designed to encourage progression to GCSE – assessments prepare

students for GCSE by drawing on key elements such as the assessment of practical skills
while retaining the flavour of Entry Level with assessments can be taken at any time during
the course.
2 Pearson Edexcel Entry Level Certificate in Science – Specification

– Issue 1 – September 2016 © Pearson Education Limited 2016
Supporting you in planning and implementing
this qualification
Planning
● Our Getting Started guide gives you an overview of the new ELC qualification to help you
to get to grips with the changes to content and assessment and to help you understand
what these changes mean for you and your students.
● We will give you an editable course planner and scheme of work that you can adapt to
suit your department.
Teaching and learning

There will be lots of free teaching and learning support to help you deliver the new
qualification including:
● a free teacher guide which will include information on language used at each level, more
on the assessment of practical skills and general information on the structure of the
qualification
● free practical support to help prepare for the changes to practical assessment.
Preparing for exams

We provide a range of support to help you prepare your students for the assessments,
including:
● sample assessment materials to support formative assessment practice
● sample practical questions with commentary to help support the inclusion of practical skills
in the assessments.
Get help and support

Our subject advisor service, led by Stephen Nugus and Julius Edwards will ensure that you
receive help and guidance and allows you to share ideas and information with other teachers.
You can sign up to receive enewsletters from Kathryn Booth to keep up to date with
qualification updates and product and service news ([email protected]).
Find all of this and more at quals.pearson.com/ELC.
Pearson Edexcel Entry Level Certificate in Science – Specification 3

Qualification at a glance
Content and assessment overview

The Pearson Edexcel Entry Level Certificate in Science consists of six externally-set tests.
Content overview
Each of the six externally-set tests will focus on a specific area of content from the
specification, shown as follows.
Paper 1: Biology 1A – Cells, genetics, inheritance and modification
Cells, Genetics, Inheritance and modification
Paper 2: Biology 1B – Health, disease and the development of medicines
Disease, Prevention and medicines, Health
Paper 3: Chemistry 1A – Atoms, compounds and states of matter
Atomic structure, The periodic table, Ionic bonding, Covalent bonding, Metallic bonding,
States of matter
Paper 4: Chemistry 1B – Separating mixtures, breaking down substances, acids

and metals
Methods of separating and purifying substances, Breaking down ionic compounds, Acids,
Metals
Paper 5: Physics 1A – Forces, movement and energy
Motion, Forces, Energy
Paper 6: Physics 1B – Waves and radiation
Waves, Electromagnetic spectrum, Atoms, Radiation
Information for each test
Externally-set tests, administered and marked by the centre and moderated by

Pearson.
There is no set time for when each test is completed or how long the student
takes to complete each test. Please see page 25 for more information.
16.67% of the qualification
25 marks
Assessment overview
Students should answer all questions.
The papers consist of: multiple-choice, closed response, graphical and short-open
response questions, and calculations.
Calculators may be used in the test. Information on the use of calculators during the
examinations for this qualification can be found in Appendix 2: Calculators.

2 Subject content and assessment
information
The Pearson Edexcel Entry Level Certificate in Science and the Pearson Edexcel Entry Level in
Further Science covers the majority of the Key Stage 4 programme of study in science.
Qualification aims and objectives

The aims and objectives of this qualification are to enable students to:
● acquire a body of basic scientific knowledge and an understanding of some important

scientific ideas consistent with the programme of study
● develop basic experimental and investigative abilities
● develop a basic understanding of some of the important technological and environmental

applications of science and the economic, ethical and social implications consistent with
the programme of study
● develop an interest in science leading to further study at a higher level, e.g. the Edexcel
GCSE in Combined Science.
Working scientifically
When studying the content across the biology, chemistry and physics topics, students should
also develop the understanding and experience of working scientifically. This is detailed in
full in Appendix 3: Working scientifically.
Co-teaching with GCSE

This qualification is designed to be co-taught with the Pearson Edexcel Level 1/Level 2
GCSE (9-1) in Combined Science. The common topic areas from the Edexcel Level 1/Level 2
GCSE (9-1) in Combined Science are B1, C1 and P1. In the content section we have added a
column to show the reference to where the content links to the Edexcel GCSE in Combined
Science (CS ref), where applicable.
Suggested practicals
Suggested practicals have been given at the end of relevant topics. These are not
compulsory practicals but are suggested activities to improve students’ practical skills. The
majority of these practicals are linked to the core practicals in the Pearson Edexcel Level
1/Level 2 GCSE (9-1) in Combined Science specification. These links are shown next to the
relevant suggested practical to aid co-teaching.

Sample assessment materials
A sample test and mark scheme for some of these tests can be found in the Pearson Edexcel
Entry Level Certificate in Science Sample Assessment Materials (SAMs) document as well as
on our website. This published SAMs document will contain:
● Paper 2: Biology 1B – Health, disease and the development of medicines
● Paper 4: Chemistry 1B – Separating mixtures, breaking down substances, acids and

metals
● Paper 6: Physics 1B – Waves and radiation
Specimen papers
Specimen tests and mark schemes will be published and available on our website in October
2016 for:
● Paper 1: Biology 1A – Cells, genetics, inheritance and modification
● Paper 3: Chemistry 1A – Atoms, compounds and states of matter
● Paper 5: Physics 1A – Forces, movement and energy
Live materials
The live tests and mark schemes for this qualification will be published in October 2016 for:
● Paper 1: Biology 1A – Cells, genetics, inheritance and modification
● Paper 3: Chemistry 1A – Atoms, compounds and states of matter
● Paper 5: Physics 1A – Forces, movement and energy
The live tests and mark schemes for the remainder of the papers will be available from
February 2017:
● Paper 2: Biology 1B – Health, disease and the development of medicines
● Paper 4: Chemistry 1B – Separating mixtures, breaking down substances, acids and

metals
● Paper 6: Physics 1B – Waves and radiation
Photocopiable tests and mark schemes will be provided by Edexcel on the secure area of the
website (www.edexcel.com).

Biology
Paper 1: Biology 1A – Cells, genetics, inheritance and

modification
Content
Students should: CS ref
1A.1 Describe the functions of the: 1.1
a nucleus
b cell membrane
c cytoplasm
in animal cells
1A.2 Describe the functions of the: 1.1
a nucleus
b cell membrane
c cytoplasm
d chloroplast
in plant cells
1A.3 Describe how growth takes place in organisms by: 2.5
a cell division in animals and plants
b cell elongation in plants
1A.4 Describe the importance of cell differentiation in the development of 2.6

specialised cells
1A.5 Describe how the following specialised cells are adapted to their function: 1.2
a sperm cells
b egg cells
c nerve cells
d muscle cells
1A.6 Recall the function of: 2.8
a embryonic stem cells to differentiate into all cell types
b adult stem cells to maintain and repair the body
1A.7 Recall the functions of the following nerve cells: 2.13
a sensory neurones
b relay neurones in the spinal cord
c motor neurones
1A.8 Describe the role of neurotransmitters in allowing an impulse to cross a 2.13

synapse
1A.9 Recall the function of the myelin sheath to insulate neurones 2.13

A.10 Describe the processes involved in a reflex arc, including: 2.14
a receptor cells detecting a stimulus
b the path taken by the impulse through sensory, relay and motor
neurones
c the impulse arriving at the effector
1A.11 Recall the structure of DNA as: 3.4
a two strands
b coiled to form a double helix
1A.12 Recall that: 3.5

3.13
a DNA is found in a cell’s nucleus, packaged into chromosomes
b each chromosome contains several genes
c a gene is a section of a DNA molecule
d a gene contains the information needed to make a protein
1A.13 Define the terms allele, dominant and recessive 3.13
1A.14 Use genetic diagrams and Punnett squares to show monohybrid 3.14
inheritance
1A.15 Recall that a person’s sex is determined at fertilisation by the inheritance 3.15
of an X chromosome from the mother, and either:
a an X chromosome (in girls) or
b a Y chromosome (in boys)
from the father
1A.16 Recall that differences in characteristics within organisms in a species is 3.20

called variation
1A.17 Describe genetic variation as the variation that arises because organisms 3.20
inherit different combinations of alleles from their parents
1A.18 Recall that genetic variation mostly occurs because of small changes to 3.22
the structure of DNA, known as a mutation
1A.19 Describe environmental variation as the variation that arises because an 3.20
organism’s environment makes it develop different characteristics
1A.20 Explain Darwin’s theory of evolution by natural selection 4.2
1A.21 Describe the process of selective breeding, including: 4.8
a producing wheat that is resistant to disease
b producing cows with a high yield of milk
1A.22 Describe genetic engineering as a process that involves modifying the DNA 4.10
of an organism to introduce desirable characteristics
1A.23 Describe the benefits and risks of genetic engineering 4.14

● Investigate reaction times.
● Investigate animal and plant cells using a light microscope (links to CS 1.6).

Paper 2: Biology 1B – Health, disease and the development of
medicines
Content
1B.1 Describe the difference between communicable and non-communicable 5.2

diseases
1B.2 Describe a pathogen as a disease-causing organism 5.4
1B.3 Recall that pathogens can be bacteria, fungi, protists or viruses 5.4
1B.4 Describe bacteria as single-cell organisms, with a: 1.1
a circular chromosome of DNA, instead of a nucleus
b flagellum, for movement
1B.5 Describe fungi as organisms that:
a may be single-celled (yeast) or multi-cellular (mushrooms)
b digest food outside the organism and then absorb it
1B.6 Describe viruses as non-living particles that:
a contain genetic material
b can only reproduce inside living cells
1B.7 Describe some common infections, including: 5.5
a cholera (bacteria) – causes diarrhoea
b tinea (fungus) – causes athlete’s foot
c malaria (protist) – causes damage to blood and liver
d influenza (virus) – causes fever and cold-like ‘flu’ symptoms
1B.8 Describe how pathogens are spread, including: 5.6
a cholera (bacteria) – water
b tinea (fungus) – direct contact, or through contaminated surfaces
c malaria (protists) – mosquito vector
d influenza (virus) – airborne
1B.9 Describe methods for reducing or preventing the spread of pathogens, 5.6
including:
a simple hygiene, such as washing hands
b treatment of water
c control of vectors
1B.10 Describe how sexually transmitted infections (STIs) are spread through 5.8
sexual contact, including:
a Chlamydia (bacteria)
b HIV (virus)

1B.11 Describe how STIs can be reduced or prevented by: 5.8
a avoiding unprotected sexual activity
b regular testing for infections
1B.12 Describe how physical barriers of the human body provide protection from 5.12
pathogens, including the skin (preventing pathogens entering the body)
and mucus (trapping pathogens)
1B.13 Describe how chemical defences of the human body provide protection 5.12
from pathogens, including hydrochloric acid (in the stomach) and
lysozymes (in tears, preventing infections through the eye)
1B.14 Describe the role of the immune system of the human body in defence 5.13
against disease, including the role of:
a white blood cells that ingest pathogens
b white blood cells that produce antibodies
c memory white blood cells in preventing reinfection
1B.15 Recall that antibiotics can only be used to treat bacterial infections 5.16
1B.16 Describe how the process of developing new medicines has many stages, 5.20
including:
a discovery and development
b preclinical and clinical testing
1B.17 Recall that many non-communicable human diseases, such as cancer, are 5.23
caused by the interaction of a number of factors, such as diet, lifestyle and
genetics
1B.18 Describe cancer as the result of changes in cells that lead to uncontrolled 2.4
cell division
1B.19 Describe the effect of exercise and diet on obesity 5.24
1B.20 Describe the use of BMI (body mass index) as a measure of obesity and 5.24
perform simple BMI calculations
1B.21 Describe the harmful effects of smoking on the: 5.24
a lungs, leading to lung cancer
b heart and circulatory system, leading to cardiovascular diseases
1B.22 Recall that cardiovascular disease can be treated by: 5.25
a life-long medication
b surgical procedures
c lifestyle changes
Suggested practical
● Investigate antimicrobial properties of plants.

Chemistry
Topics common to Paper 3: Chemistry 1A and

Paper 4: Chemistry 1B
Content
0.1 Recall the formulae of elements and simple compounds in this 0.1
specification
0.2 Write word equations 0.2
0.3 Describe the use of hazard symbols on containers to: 0.5
a indicate the dangers associated with the contents
b inform people about safe working precautions with these substances

in the laboratory
0.4 Recognise the risks in a practical procedure and suggest suitable 0.6
precautions for a range of practicals, including those mentioned in the
specification

Paper 3: Chemistry 1A – Atoms, compounds and states of
matter
Content
Atomic structure
1A.1 Describe the structure of an atom as: 1.2
a a nucleus containing protons and neutrons
b a nucleus surrounded by electrons arranged in shells (of the first 20

elements of the periodic table)
1A.2 Describe the nucleus of an atom as very small compared to the overall 1.5
size of the atom
1A.3 Recall the relative charge and relative mass of: 1.3
a a proton
b a neutron
c an electron
1A.4 Recall that most of the mass of an atom is concentrated in the nucleus 1.6
1A.5 Describe atoms of a given element as having the same number of protons 1.8
in the nucleus and that this number is unique to that element and known
as the atomic number
1A.6 Recall the meaning of the term mass number of an atom 1.7
1A.7 Recall that atoms of the same element with different numbers of neutrons 1.9
are called isotopes
The periodic table

1A.8 Describe how Mendeleev arranged the elements, known at that time, in a 1.13
periodic table by using properties of these elements and their compounds
1A.9 Describe how Mendeleev used his table to predict the existence and 1.14
properties of some elements not then discovered
1A.10 Describe that in the periodic table elements: 1.17
a are arranged in order of increasing atomic number, in rows called

periods
b with similar properties are placed in the same vertical columns

called groups
1A.11 Identify elements as metals or non-metals according to their position in 1.18

the periodic table
1A.12 Describe most metals as shiny solids that have high melting points, high
density and are good conductors of electricity, whereas most non-metals
have low boiling points and are poor conductors

The periodic table (continued)
1A.13 Explain how the arrangement of electrons in an element is related to its 1.20
position in the periodic table
1A.14 Recall that when elements react, their atoms join with other atoms to
form compounds
Ionic bonding
1A.15 Describe how ionic bonds are formed: 1.21
a between a metal atom and a non-metal atom
b by the transfer of electrons to produce positive and negative ions,

including the use of dot-and-cross diagrams
1A.16 Describe the formation of ions in ionic compounds from their atoms, 1.24
limited to compounds of elements in groups 1 and 7
1A.17 Describe the structure of an ionic compound as a giant structure of 1.27

positive and negative ions
1A.18 Describe the properties of ionic compounds limited to: 1.33
a high melting points and boiling points, because energy is needed to

overcome the strong forces between the ions
b solubility in water
c whether or not they conduct electricity as solids, when molten and

in aqueous solution
Covalent bonding
1A.19 Describe how a covalent bond is formed when a pair of electrons is shared 1.28
between two non-metal atoms
1A.20 Recall that covalent bonding usually results in the formation of simple 1.29
molecules
1A.21 Describe the formation of simple molecular, covalent substances using 1.31a,
dot-and-cross diagrams, including:
b, c
a hydrogen
b hydrogen chloride
c water
(double bonds are not required)
1A.22 Describe the properties of typical covalent, simple molecular compounds 1.34
limited to:
a low melting points and boiling points, because of weak forces

between molecules (intermolecular forces)
b poor conduction of electricity

Covalent bonding (continued)
1A.23 Recall that covalent bonding sometimes results in the formation of giant 1.32
molecules
1A.24 Describe the properties of giant covalent compounds, limited to: 1.32
a high melting and boiling point
b poor conduction of electricity (except graphite)
c insoluble in water
1A.25 Recall that graphite and diamond are different forms of carbon and that 1.35
they are examples of giant covalent substances
1A.26 Describe the uses of graphite in electrodes or as a lubricant, and diamond 1.36
in cutting tools, and relate them to their properties
1.37
1A.27 Describe, using poly(ethene) as the example, that simple polymers consist 1.39
of large molecules containing chains of carbon atoms
Metallic bonding
1A.28 Describe the properties of metals, including: 1.40
a the ability to conduct electricity, because of free moving electrons
b malleability, because layers of metal atoms can slide over each

other
States of matter
1A.29 Describe the arrangement and movement of particles in each of the three 2.1
states of matter: solid, liquid and gas
1A.30 Recall the names used for the interconversions between the three states 2.2
of matter
1A.31 Describe the changes in arrangement and movement of particles during 2.3
these interconversions
1A.32 Recognise that these interconversions are physical changes, unlike 2.2
chemical reactions that result in chemical changes
Suggested practical
● Investigate the typical properties of simple and giant covalent compounds and ionic
compounds, such as solubility and electrical conductivity.

Paper 4: Chemistry 1B – Separating mixtures, breaking down
substances, acids and metals
Content
Methods of separating and purifying substances

1B.1 Recall that a mixture contains two or more substances that are not
chemically combined
1B.2 Describe the experimental techniques for separation of mixtures by: 2.7
a simple distillation
b fractional distillation
c filtration
d crystallisation
e paper chromatography
1B.3 Describe an appropriate experimental technique to separate a mixture, 2.8

knowing the properties of the components of the mixture
1B.4 Interpret a paper chromatogram to: 2.10a,
a distinguish between pure and impure substances b
b identify substances by comparison with known substances
1B.5 Describe how waste and ground water can be made drinkable, including 2.12a
the need for sedimentation, filtration and chlorination
Breaking down ionic compounds

1B.6 Describe electrolysis as a process in which electricity decomposes ionic 3.23

compounds in the molten state or dissolved in water
1B.7 Recall the formation of the products in the electrolysis, using inert 3.25a,
electrodes, of some electrolytes, including:
d, e
a copper chloride solution
b water acidified with sulfuric acid
c molten lead bromide (demonstration)
1B.8 Predict the products of electrolysis of other binary, ionic compounds in the 3.26
molten state
● Investigate the composition of inks using simple distillation and paper chromatography
(links to CS 2.11).
● Investigate the electrolysis of copper sulfate solution (links to 3.31).

Acids
1B.9 Recall that a neutral solution has a pH of 7, acidic solutions have lower pH 3.2
values and alkaline solutions higher pH values
1B.10 Recall the effect of acids and alkalis on indicators, including litmus, 3.3
pH indicator paper/universal indicator solution
1B.11 Recall that acids are neutralised by: 3.11a,

b, d
a metals
b metal oxides
c metal carbonates
to produce salts
1B.12 Recall that:
a hydrochloric acid produces chloride salts
b nitric acid produces nitrate salts
c sulfuric acid produces sulfate salts
1B.13 Describe the chemical test for: 3.12
a hydrogen
b carbon dioxide (using limewater)
1B.14 Describe the process of preparing a soluble salt from an acid and an 3.15
insoluble reactant, including:
a excess of the reactant is added
b the excess reactant is removed
c the solution remaining is only salt and water
d the salt is obtained by evaporation/crystallisation
● Measure the pH of everyday substances and common laboratory reagents using
pH indicator paper/universal indicator (links to CS 3.6).
● Carry out tests for hydrogen and carbon dioxide.

Metals
1B.15 Deduce the relative reactivity of some metals by their reactions with 4.1
water, acids and salt solutions
1B.16 Recall that: 4.4
a most metals are extracted from ores found in the Earth’s crust
b unreactive metals are found in the Earth’s crust as the uncombined

elements
1B.17 Explain why the method used to extract a metal from its ore is related to 4.7
its position in the reactivity series and the cost of the extraction process,
illustrated by:
a heating with carbon (including iron)
b electrolysis (including aluminium)
(knowledge of the blast furnace and the aluminium electrolysis cell are not
required)
1B.18 Describe the uses of metals in relation to their properties, including:
a aluminium
b copper
c gold
d steel
1B.19 Describe the advantages of recycling metals, including economic 4.10

implications and how recycling can preserve both the environment and the
supply of valuable raw materials

Physics
Content
Motion
1A.1 Recall that all forces have size and direction, including friction which acts
in the opposite direction to a moving object
1A.2 Be able to use: 2.6

distance
average speed =
time
1A.3 Be able to relate speed to the steepness of the gradient on a distance-time 2.7
graph
1A.4 Recall that large acceleration means large speed changes or small times or 2.13
both

change in speed
acceleration =
time taken
1A.6 Be able to relate acceleration to the steepness of the gradient on a 2.10

speed-time graph
1A.7 Be able to relate the distance travelled to the area under a speed-time 2.10
graph
1A.8 Understand relative speeds for everyday contexts such as walking, 2.12
running, cycling, for a car, for a train, for an airplane and the speed of
sound
● Be able to measure speed in a laboratory and in everyday situations (links to CS 2.19).
● Measure the speed of sound in air by direct methods.

Forces
1A.9 Recall that (unbalanced) forces cause a change of: 2.14

a position
b speed
c shape
1A.10 Recall that the forces acting on an object are balanced or zero when the 2.14
object:
a is not moving
b moves at constant speed
1A.11 Recall that forces cause objects to speed up or slow down 2.15
weight of an object in Newton (N) = its mass in kilogram (kg) × 10
the stopping distance of a vehicle = the thinking distance + the braking

distance
1A.14 Recall that the stopping distance of a vehicle is changed by the: 2.29
a mass of the vehicle
b speed of the vehicle
c driver’s reaction time
d condition of the vehicle’s brakes and tyres
e state of the road
1A.15 Recall that a driver’s reaction time is increased when using drugs 2.30
(medicines and alcohol) or when being distracted
Energy
a simple Sankey diagrams
b energy transfer diagrams
1A.17 Recall that energy cannot be created or destroyed 3.4
1A.18 Understand that energy can be transferred from one form to another, 3.5
including when:
a a vehicle slows down
b water is heated by an electric kettle
c a moving object hits another object

Energy (continued)
1A.19 Understand that energy can be wasted or lost to the surroundings when 3.7
an object:
a gets hot
b has a resistance force acting on it
1A.20 Recall that energy lost to the surroundings is not useful energy 3.7
1A.21 Understand that every time energy is transferred, some energy is always 3.8
lost to the surroundings
1A.22 Describe how to reduce unwanted energy transfers, including using 3.9
lubrication or thermal insulation

 useful energy output 
efficiency =   × 100%
 total energy input 
1A.24 Describe the main energy sources that we can use on Earth, including: 3.13
a fossil fuels
b nuclear fuel
c biofuel
d wind
e hydroelectric
f the tides
g the Sun
1A.25 Classify sources of energy as either renewable or non-renewable
1A.26 Explain why both renewable and non-renewable sources are used 3.14

Content
Waves
1B.1 Recall that waves transfer energy and information 4.1
1B.2 Describe a wave using the terms: 4.3

a frequency
4.4
b wavelength
c amplitude
d wave speed
1B.3 Be able to use: 4.6

wave speed = frequency × wavelength
1B.4 Recall that waves change direction and speed at a boundary (refraction) 4.10
Electromagnetic spectrum
1B.5 Recall that electromagnetic waves travel at the same speed in a vacuum 5.7
1B.6 Recall the order of electromagnetic spectrum: 5.10
radio waves, microwaves, infrared, visible, ultraviolet, x-rays and gamma

rays
1B.7 Describe the pattern in the frequency, wavelength and energy of waves in 5.10
electromagnetic spectrum:
radio waves (long wavelength, low frequency, low energy) to gamma

rays (very short wavelength, very high frequency, very high energy)
1B.8 Recall that electromagnetic waves travel more slowly in some 5.9
materials than in others
1B.9 Describe the harmful effects on people of excessive exposure to 5.21

electromagnetic radiation, including:
a microwaves – internal heating of body cells
b infrared – skin burns
c ultraviolet – damage to surface cells and eyes, leading to skin

cancer and eye conditions
d x-rays and gamma rays – mutation or damage to cells in the body

Electromagnetic spectrum (continued)
1B.10 Describe some uses of electromagnetic radiation 5.22

a radio waves – broadcasting, communications and satellite
transmissions
b microwaves – cooking, communications and satellite transmissions
c infrared – cooking, thermal imaging and television remote controls
d visible light – vision, photography and illumination
e ultraviolet – security marking (detecting forged bank notes),

fluorescent lamps and disinfecting water
f x-rays – observing the internal structure of objects, airport security

scanners and medical x-rays
g gamma rays – sterilising food and medical equipment, and the

detection of cancer and its treatment
Suggested practical
● Investigate refraction in glass blocks in terms of the interaction of electromagnetic waves
with matter (links to CS 5.9).
Atoms
1B.11 Describe the structure of an atom as: 6.1
a a positively charged nucleus made up of protons and neutrons
b negatively charged electrons surrounding the nucleus
c most of the mass in the nucleus
1B.12 Understand that atoms of each element have the same number of protons 6.3
in their nuclei
1B.13 Recall that each element has a different number of protons in the nuclei of 6.3
its atoms and that this is called the atomic number
1B.14 Recall that atoms of the same element, with different numbers of 6.4
neutrons, are called isotopes
1B.15 Recall that the total number of protons and neutrons in an atom is called
the atomic mass
1B.16 Recall that: 6.5
a protons have a mass of 1 and a charge of +1
b neutrons have a mass of 1 and no charge
c electrons have a charge of −1
1B.17 Recall that in an atom the number of protons equals the number of 6.6
electrons and so the atom has no overall charge (is neutral)

Radiation
1B.18 Recall that when an unstable atom decays it emits an alpha particle, 6.10
a beta particle or gamma rays and this is called radioactive decay
1B.19 Recall that radioactive decay is random 6.10
1B.20 Recall that when: 6.18

a an alpha particle is emitted from a nucleus, the atom has become a
different element 6.20
b a beta particle is emitted from a nucleus, the atom has become a 6.21
different element
c a gamma ray is emitted from a nucleus, the atom stays the same
element
1B.21 Recall that the number of radioactive decays in a second is called the
activity of a radioactive source
1B.22 Describe how the activity of a radioactive source decreases with time 6.23
1B.23 Describe how the activity of a radioactive source can be shown on a graph
that never gets to zero
1B.24 Understand that the half-life of a radioactive isotope is the time it takes 6.25
for the activity to halve
1B.25 Recall that radioactive isotopes can cause cells in the body to: 6.29
a be damaged
b die
c mutate
1B.26 Describe methods to minimise the exposure to radioactive isotopes, 6.29

including:
a no direct contact
b increased distance from source
c reduced time of exposure
1B.27 Recall that irradiation is when alpha, beta or gamma radiation passes 6.32
through an object, and contamination is when an object becomes in
contact with a radioactive source
Suggested practical
● Simulation of radioactive decay of different sources (link to CS 10.17).

Assessment information
The assessment for each paper is a test out of 25 marks.
Test
● Students must answer all questions.
● The test may include multiple-choice, closed response, graphical and short-open response
questions, and calculations.
● The test will include questions that target mathematics, at the level of Key Stage 3
mathematics.
● The test will include questions that target practical skills.
● Calculators may be used in the test. Information regarding the use of calculators during
the tests for this qualification can be found in Appendix 2: Calculators.
● There is no set time for when each test is completed or how long the student takes to
complete each test. Please see page 4 for more information.
● The test can be sat in normal classroom conditions but other examination procedures
apply, regarding invigilation and safeguards against communication between students.
● Students have the opportunity to retake the tests as many times as they like. However,
no feedback or guidance on their original answers should be provided.
● There must be a gap of at least two weeks before they can retake the tests.
Master copies
● Centres will be able to download a clean master copy of each test and mark scheme from
the secure area of the website (www.edexcel.com).
● These master copies must be kept confidential and must be kept under secure conditions
at all times.
● Teachers will need to download a clean copy of the tests to photocopy and give to the
students for them to complete each test.
● The tests and mark schemes will remain valid for the lifetime of the qualification.
Marking and moderation
● The tests are to be marked by the teacher according to the published mark scheme and
moderated by Pearson.
● It is recommended that students take as many of the six tests as possible. However,
students do not need to take all tests for this qualification. The minimum requirement is
for the students to complete one test.
● The best marks for each test should be selected and submitted as the final marks. We will
then moderate the work.
● The final marks awarded for the tests must be submitted to Pearson on the form in
Appendix 1: Assessment record and authentication sheet, by May in the year of
certification.
● The student’s overall level of achievement will be based on the total marks from the tests
submitted to us for moderation.
● The student’s total mark out of 150 establishes the level they have achieved. See the
Level of achievement section in this document for further information.

Assessment Objectives
% in Entry
Level
Students must: Certificate
AO1 Demonstrate knowledge and understanding of scientific ideas, 45

scientific techniques and procedures
AO2 Apply knowledge and understanding of scientific ideas, enquiry, 40

techniques and procedures
AO3 Analyse, interpret and evaluate evidence, draw conclusions and 15

develop experimental procedures
Total 100%
Breakdown of Assessment Objectives
Assessment Objectives Total for all

Assessment
Paper AO1 % AO2 % AO3 % Objectives
Paper 1: Biology 1A – Cells, 6–9⅓ 6–7⅓ 1⅓–3⅓ 16⅔%

genetics, inheritance and
modification
Paper 2: Biology 1B – Health, 6–9⅓ 6–7⅓ 1⅓–3⅓ 16⅔%

disease and the development
of medicines
Paper 3: Chemistry 1A – 6–9⅓ 6–7⅓ 1⅓–3⅓ 16⅔%

Atoms, compounds and
states of matter
Paper 4: Chemistry 1B – 6–9⅓ 6–7⅓ 1⅓–3⅓ 16⅔%

Separating mixtures,
breaking down substances,
acids and metals
Paper 5: Physics 1A – Forces, 6–9⅓ 6–7⅓ 1⅓–3⅓ 16⅔%

movement and energy
Paper 6: Physics 1B – Waves 6–9⅓ 6–7⅓ 1⅓–3⅓ 16⅔%

and radiation
Total for Entry Level 45 40 15 100%

Certificate
NB Totals have been rounded either up or down.

3 Administration and general information
Entries
Details of how to enter students for the examinations for this qualification can be found in
our UK Information Manual. A copy is made available to all examinations officers and is
available on our website: qualifications.pearson.com
Level of achievement
Marks for the externally-set tests are combined to give a maximum total mark of 150.
The student’s total mark out of 150 then establishes the level they have achieved as shown
in the table below.
The level of achievement is given below.
Level Minimum total marks required
Fail Below 30
Entry Level 1 30/150
The first certification is from 2017.
Access arrangements, reasonable adjustments,

special consideration and malpractice
Equality and fairness are central to our work. Our equality policy requires all students to
have equal opportunity to access our qualifications and assessments, and our qualifications
to be awarded in a way that is fair to every student.
We are committed to making sure that:
● students with a protected characteristic (as defined by the Equality Act 2010) are not,
when they are undertaking one of our qualifications, disadvantaged in comparison to
students who do not share that characteristic
● all students achieve the recognition they deserve for undertaking a qualification and that
this achievement can be compared fairly to the achievement of their peers.
Language of assessment
Assessment of this qualification will be available in English. All student work must be
in English.

Access arrangements
Access arrangements are agreed before an assessment. They allow students with special
educational needs, disabilities or temporary injuries to:
● access the assessment
● show what they know and can do without changing the demands of the assessment.
The intention behind an access arrangement is to meet the particular needs of an individual
student with a disability, without affecting the integrity of the assessment. Access
arrangements are the principal way in which awarding bodies comply with the duty under the
Equality Act 2010 to make ‘reasonable adjustments’.
Access arrangements should always be processed at the start of the course. Students will
then know what is available and have the access arrangement(s) in place for assessment.
Reasonable adjustments
The Equality Act 2010 requires an awarding organisation to make reasonable adjustments
where a person with a disability would be at a substantial disadvantage in undertaking an
assessment. The awarding organisation is required to take reasonable steps to overcome
that disadvantage.
A reasonable adjustment for a particular person may be unique to that individual and
therefore might not be in the list of available access arrangements.
Whether an adjustment will be considered reasonable will depend on a number of factors,

including:
● the needs of the student with the disability
● the effectiveness of the adjustment
● the cost of the adjustment; and
● the likely impact of the adjustment on the student with the disability and other students.
An adjustment will not be approved if it involves unreasonable costs to the awarding

organisation, or affects timeframes or the security or integrity of the assessment. This is
because the adjustment is not ‘reasonable’.
Special consideration
Special consideration is a post-examination adjustment to a student's mark or grade to
reflect temporary injury, illness or other indisposition at the time of the examination/
assessment, which has had, or is reasonably likely to have had, a material effect on a
candidate’s ability to take an assessment or demonstrate their level of attainment in
an assessment.
Further information
Please see our website for further information about how to apply for access arrangements
and special consideration.
For further information about access arrangements, reasonable adjustments and special
consideration, please refer to the Joint Council for Qualifications (JCQ) website:
www.jcq.org.uk

Malpractice
Candidate malpractice
Candidate malpractice refers to any act by a candidate that compromises or seeks to
compromise the process of assessment or which undermines the integrity of the
qualifications or the validity of results/certificates.
Candidate malpractice in controlled assessments discovered before the candidate has signed
the declaration of authentication form does not need to be reported to Pearson.
Candidate malpractice found in controlled assessments after the declaration of authenticity

has been signed, and in examinations must be reported to Pearson on a JCQ Form M1
(available at www.jcq.org.uk/exams-office/malpractice). The completed form can be
emailed to [email protected] or posted to Investigations Team, Pearson,
190 High Holborn, London, WC1V 7BH. Please provide as much information and supporting
documentation as possible. Note that the final decision regarding appropriate sanctions lies
with Pearson.
Failure to report candidate malpractice constitutes staff or centre malpractice.
Staff/centre malpractice
Staff and centre malpractice includes both deliberate malpractice and maladministration of
our qualifications. As with candidate malpractice, staff and centre malpractice is any act that
compromises or seeks to compromise the process of assessment or undermines the integrity
of the qualifications or the validity of results/certificates.
All cases of suspected staff malpractice and maladministration must be reported

immediately, before any investigation is undertaken by the centre, to Pearson on a
JCQ Form M2(a) (available at www.jcq.org.uk/exams-office/malpractice). The form,
supporting documentation and as much information as possible can be emailed to
[email protected] or posted to Investigations Team, Pearson,
190 High Holborn, London, WC1V 7BH. Note that the final decision regarding
appropriate sanctions lies with Pearson.
Failure to report malpractice itself constitutes malpractice.
More detailed guidance on malpractice can be found in the latest version of the document
General and Vocational Qualifications Suspected Malpractice in Examinations and
Assessments Policies and Procedures, available at www.jcq.org.uk/exams-office/malpractice.
Student recruitment and progression

Pearson follows the JCQ policy concerning recruitment to our qualifications in that:
● they must be available to anyone who is capable of reaching the required standard
● they must be free from barriers that restrict access and progression
● equal opportunities exist for all students.
Prior learning and other requirements

There are no prior learning or other requirements for this qualification.

Progression
Students can progress from this qualification to:
● GCSEs in Combined Science, Biology, Chemistry, Physics
● vocational Level 1 or Level 2 qualifications such as Applied Science.

Appendices
Appendix 1: Assessment record and authentication sheet 33

Appendix 2: Calculators 35
Appendix 3: Working scientifically 36
Appendix 4: Codes 37

Appendix 1: Assessment record and
authentication sheet
Pearson Edexcel Entry Level Certificate in Science (NSC0)
Centre name: Centre number:
Candidate name: Candidate number:
Mark
Test
awarded
Paper 1: Biology 1A – Cells, genetics, inheritance and modification

/25
Paper 2: Biology 1B – Health, disease and the development of medicines

/25
Paper 3: Chemistry 1A – Atoms, compounds and states of matter

/25
Paper 4: Chemistry 1B – Separating mixtures, breaking down substances,

acids and metals /25

/25

/25
Total marks /150

Teacher declaration
I declare that the work submitted for assessment has been carried out without assistance
other than that which is acceptable according to the rules of the specification.
Teacher name:
Teacher signed: Date:
Candidate declaration
I certify that the work submitted for assessment is my own. I have clearly referenced any
sources used in the work. I understand that false declaration is a form of malpractice.
Candidate signed: Date:

Appendix 2: Calculators
Students may use a calculator in assessments for this qualification, and centres are
responsible for making sure that calculators used by their students meet the requirements
highlighted in the table below.
Students must be told these regulations beforehand and they must be familiar with them
before their assessments for this qualification.
Students must have a calculator with them for their examinations which they may use.
Calculators must be: Calculators must not:
● of a size suitable for use on a desk ● be designed or adapted to offer any of these
● either battery or solar powered facilities:

o language translators
● free of lids, cases and covers that
have printed instructions or o symbolic algebraic manipulation
formulae. o symbolic differentiation or integration
o communication with other machines or

The candidate is responsible for: the internet
● the calculator’s power supply ● be borrowed from another candidate during

an examination for any reason*
● the calculator’s working condition
● have retrievable information stored in them,
● clearing anything stored in the
and this includes:
calculator.
o databanks
o dictionaries
o mathematical formulae
o text.
*An invigilator may give a student a replacement calculator.

Appendix 3: Working scientifically
Through the content across biology, chemistry and physics, students should be taught so
that they develop understanding and experience of:
1 The development of scientific thinking:

a the ways in which scientific methods and theories develop over time
b using a variety of concepts and models to develop scientific explanations and
understanding
c appreciating the power and limitations of science and considering ethical issues
which may arise
d explaining everyday and technological applications of science
e evaluating risks in practical science
2 Experimental skills and strategies

a using scientific theories and explanations to develop hypotheses
b planning experiments to make observations, test hypotheses or explore phenomena
c applying a knowledge of a range of apparatus to select those appropriate for experiments
d carrying out experiments appropriately, having due regard to the correct manipulation of
apparatus, the accuracy of measurements and health and safety considerations
e making and recording observations and measurements using a range of apparatus and
methods
f evaluating methods and suggesting possible improvements and further investigations
3 Analysis and evaluation
Applying the cycle of collecting, presenting and analysing data, including:

a presenting observations and other data using appropriate methods
b translating data from one form to another
c carrying out and representing mathematical and statistical analysis
d representing distributions of results and making estimations of uncertainty
e interpreting observations and other data, including identifying patterns and
trends, making inferences and drawing conclusions
f presenting reasoned explanations, including relating data to hypotheses
g being objective, evaluating data in terms of accuracy, precision, repeatability and
reproducibility
4 Vocabulary, units, symbols and nomenclature

a developing their use of scientific vocabulary and nomenclature
b recognising the importance of scientific quantities and understanding how they
are determined
c using SI units and IUPAC chemical nomenclature unless inappropriate
d using prefixes and powers of ten for orders of magnitude (e.g. tera, giga, mega,
kilo, centi, milli, micro and nano)
e interconverting units
f using an appropriate number of significant figures in calculations

Appendix 4: Codes
Type of code Use of code Code
Regulated Each qualification title is allocated an The QN for this

Qualifications Ofqual Regulated Qualifications qualification is:
Framework (RQF) Framework (RQF) code.
603/0396/7
codes
The RQF code is known as a Qualification
Number (QN). This is the code that
features in the DfE Section 96 and on the
LARA as being eligible for 16–18 and
19+ funding, and is to be used for all
qualification funding purposes. The QN
will appear on students’ final certification
documentation.
Subject codes The subject code is used by centres to Entry Level – NSC0
enter students for a qualification.
Centres will need to use the entry codes
only when claiming students’
qualifications.
sb140916Z:\LT\PD\EDEXCEL ENTRY LEVEL\9781446939734_ENTRY_LEVEL_SCIENCE.DOC.1–42/0

Edexcel, BTEC and LCCI qualifications
Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding
body offering academic and vocational qualifications that are globally recognised and
benchmarked. For further information, please visit our qualifications website at
qualifications.pearson.com. Alternatively, you can get in touch with us using the details on
our contact us page at qualifications.pearson.com/contactus
About Pearson
Pearson is the world's leading learning company, with 35,000 employees in more than
70 countries working to help people of all ages to make measurable progress in their lives
through learning. We put the learner at the centre of everything we do, because wherever
learning flourishes, so do people. Find out more about how we can help you and your
learners at qualifications.pearson.com
References to third party material made in this specification are made in good faith. Pearson
does not endorse, approve or accept responsibility for the content of materials, which may
be subject to change, or any opinions expressed therein. (Material may include textbooks,
journals, magazines and other publications and websites.)
All information in this specification is correct at time of publication.
ISBN 978 1 446 93973 4
All the material in this publication is copyright

© Pearson Education Limited 2016
For information about Edexcel, BTEC or LCCI qualifications
visit qualifications.pearson.com
Edexcel is a registered trademark of Pearson Education Limited
Pearson Education Limited. Registered in England and Wales No. 872828

Registered Office: 80 Strand, London WC2R 0RL
VAT Reg No GB 278 537121

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Entry Level

2 Subject content and assessment information 5

3 Administration and general information 27

Appendix 1: Assessment record and authentication sheet 33

Why choose the Pearson Edexcel Entry Level

Assessments designed to encourage progression to GCSE – assessments prepare

2 Pearson Edexcel Entry Level Certificate in Science – Specification

Teaching and learning

Preparing for exams

Get help and support

Find all of this and more at quals.pearson.com/ELC.

Pearson Edexcel Entry Level Certificate in Science – Specification 3

Content and assessment overview

Paper 1: Biology 1A – Cells, genetics, inheritance and modification

Cells, Genetics, Inheritance and modification

Paper 2: Biology 1B – Health, disease and the development of medicines

Disease, Prevention and medicines, Health

Paper 3: Chemistry 1A – Atoms, compounds and states of matter

Paper 4: Chemistry 1B – Separating mixtures, breaking down substances, acids

Paper 5: Physics 1A – Forces, movement and energy

Motion, Forces, Energy

Paper 6: Physics 1B – Waves and radiation

Waves, Electromagnetic spectrum, Atoms, Radiation

Information for each test

Externally-set tests, administered and marked by the centre and moderated by

16.67% of the qualification

Students should answer all questions.

4 Pearson Edexcel Entry Level Certificate in Science – Specification

Qualification aims and objectives

● acquire a body of basic scientific knowledge and an understanding of some important

● develop a basic understanding of some of the important technological and environmental

Co-teaching with GCSE

Pearson Edexcel Entry Level Certificate in Science – Specification 5

● Paper 4: Chemistry 1B – Separating mixtures, breaking down substances, acids and

● Paper 3: Chemistry 1A – Atoms, compounds and states of matter

● Paper 5: Physics 1A – Forces, movement and energy

● Paper 3: Chemistry 1A – Atoms, compounds and states of matter

● Paper 5: Physics 1A – Forces, movement and energy

● Paper 4: Chemistry 1B – Separating mixtures, breaking down substances, acids and

6 Pearson Edexcel Entry Level Certificate in Science – Specification

Paper 1: Biology 1A – Cells, genetics, inheritance and

Students should: CS ref

1A.1 Describe the functions of the: 1.1

1A.2 Describe the functions of the: 1.1

1A.3 Describe how growth takes place in organisms by: 2.5

a cell division in animals and plants

b cell elongation in plants

1A.4 Describe the importance of cell differentiation in the development of 2.6

1A.6 Recall the function of: 2.8

a embryonic stem cells to differentiate into all cell types

b adult stem cells to maintain and repair the body

1A.7 Recall the functions of the following nerve cells: 2.13

b relay neurones in the spinal cord

1A.8 Describe the role of neurotransmitters in allowing an impulse to cross a 2.13

Pearson Edexcel Entry Level Certificate in Science – Specification 7

A.10 Describe the processes involved in a reflex arc, including: 2.14

a receptor cells detecting a stimulus

c the impulse arriving at the effector

1A.11 Recall the structure of DNA as: 3.4

b coiled to form a double helix

1A.12 Recall that: 3.5

b each chromosome contains several genes

c a gene is a section of a DNA molecule