Tutoring for the Foundation papers of AQA Combined Science Trilogy (8464F) and Synergy (8465F), built from AQA’s own specifications and boundary documents.
Book a Free ConsultationLeading Tuition’s Foundation tier AQA GCSE Combined Science tutoring prepares students for the Foundation papers of Combined Science: Trilogy (8464F) and Combined Science: Synergy (8465F), which AQA grades from 1–1 to 5–5 on a 17-point scale. Trilogy is six papers of 70 marks and 75 minutes; Synergy is four papers of 100 marks and 105 minutes. We teach the content that carries no (HT only) marker and set paper targets from AQA’s own boundary tables.
Foundation AQA Combined Science tutoring for 8464F and 8465F
Our expert GCSE Combined Science tutors help Foundation tier students prepare for every Trilogy or Synergy paper, building each programme around the student’s own mock results and the specification their school teaches.
Book a Free Consultation Message us on WhatsAppAQA offers Combined Science as Trilogy and as Synergy, and its entries-and-codes tables give each a Foundation code: 8464F for Trilogy and 8465F for Synergy. The code decides which half of this page applies. The two specifications divide the same sciences into different papers, number their content differently, and mark Higher Tier only wording in different places. Our parent page on AQA GCSE Combined Science tuition for 8464 and 8465 explains how to tell which one a school teaches and how the required practicals were renumbered, so this page does not repeat it.
Every Foundation paper in either specification is a paper taken at Foundation Tier, and AQA’s tiering guide says a Combined Science student cannot mix tiers across papers: “they cannot take a mixture of Foundation and Higher tier papers in Combined Science.” A student on this page sits Foundation for every paper. Families choosing between tiers can read our Higher tier AQA GCSE Combined Science tutoring page.
AQA’s Trilogy specification says there are six papers: two biology, two chemistry and two physics. Each is a written exam of 1 hour 15 minutes, 70 marks and 16.7% of the GCSE, and each is sat at Foundation or Higher Tier. AQA scales every paper by 1, so the total scaled mark is 420 and grade boundaries are set on that total.
| Paper | What AQA says it assesses | Length | Marks | Share of GCSE |
|---|---|---|---|---|
| Biology Paper 1 | Biology topics 1–4: Cell Biology; Organisation; Infection and response; and Bioenergetics | 75 minutes | 70 | 16.7% |
| Biology Paper 2 | Biology topics 5–7: Homeostasis and response; Inheritance, variation and evolution; and Ecology | 75 minutes | 70 | 16.7% |
| Chemistry Paper 1 | Chemistry topics 8–12: Atomic structure and the periodic table; Bonding, structure, and the properties of matter; Quantitative chemistry; Chemical changes; and Energy changes | 75 minutes | 70 | 16.7% |
| Chemistry Paper 2 | Chemistry topics 13–17: The rate and extent of chemical change; Organic chemistry; Chemical analysis; Chemistry of the atmosphere; and Using resources | 75 minutes | 70 | 16.7% |
| Physics Paper 1 | Physics topics 18–21: Energy; Electricity; Particle model of matter; and Atomic structure | 75 minutes | 70 | 16.7% |
| Physics Paper 2 | Physics topics 22–24: Forces; Waves; and Magnetism and electromagnetism | 75 minutes | 70 | 16.7% |
Because each Trilogy paper belongs to one science and one topic set, we work a paper at a time. A session cycle covers a topic set, then a timed 75-minute paper on it, then a mark-by-mark review of where the 70 marks went. AQA says Chemistry Paper 2 questions “may draw on fundamental concepts and principles from Sections 5.1 to 5.3”, so those early chemistry sections stay in rotation after Paper 1 is finished.
AQA’s Synergy specification sets four papers instead. Each is a written exam of 1 hour 45 minutes, 100 marks and 25% of the GCSE. The total scaled mark is 400. Content of topics 4.1–4.4 will be assessed in Paper 1 and Paper 2. Content of topics 4.5–4.8 will be assessed in Paper 3 and Paper 4.
| Paper | What AQA says it assesses | Length | Marks | Share of GCSE |
|---|---|---|---|---|
| Paper 1 | Life and environmental sciences: Topics 4.1–4.4 (Building blocks; Transport over larger distances; Interactions with the environment; Explaining change) | 105 minutes | 100 | 25% |
| Paper 2 | The same Topics 4.1–4.4; AQA says it assesses most of the analysis and evaluation (AO3) skills, and most of the work on the required practicals, for the topics | 105 minutes | 100 | 25% |
| Paper 3 | Physical sciences: Topics 4.5–4.8 (Building blocks for understanding; Interactions over small and large distances; Movement and interactions; Guiding Spaceship Earth towards a sustainable future) | 105 minutes | 100 | 25% |
| Paper 4 | The same Topics 4.5–4.8; AQA says it assesses most of the analysis and evaluation (AO3) skills, and most of the work on the required practicals, for the topics | 105 minutes | 100 | 25% |
The pairing matters for planning. The same topics are examined twice, so we revise a topic block once and then sit both papers on it: the first to test knowledge and application, the second to test analysis, evaluation and the required practicals, which AQA says Paper 2 and Paper 4 assess most of. A Synergy paper is also longer than any Trilogy paper, so timed practice includes holding concentration across 105 minutes.
On the grade range, AQA’s wording is the same in both specifications: “A student taking Foundation Tier assessments will be awarded a grade within the range of 1–1 to 5–5. Students who fail to reach the minimum standard for grade 1–1 will be recorded as U (unclassified) and will not receive a qualification certificate.” Every target we set is a double grade such as 4-4 or 5-5, read against the double-grade columns in the boundary tables below.
AQA’s tiering guide, written after the first examinations of these specifications in 2018, adds the demand mix. It says 30% of the marks on each tiered paper are common to both tiers, that those questions are written at standard demand, and that they are part of the 40% of marks targeted at standard demand on each tier. Its poster for Trilogy puts the other part of a Foundation paper at 60% low demand, equivalent to 252 marks, with the 40% standard-demand part equivalent to 168 marks. Those marks are AQA’s, quoted for the Trilogy total of 420.
Further statements bear on how practice is set. Both specifications say that in Foundation Tier papers questions assessing maths requirements will not be lower than that expected at Key Stage 3. And the tiering guide lists the things AQA tells teachers to look at when choosing a tier, including how comfortable students are with maths questions in a scientific context and how confident they are with the required practicals and the working scientifically elements.
What this changes in our programme: practice questions are sorted by the demand level AQA describes, so a student sees whether marks are being lost on the standard-demand questions that carry 40% of the paper or on the low-demand ones that carry the other 60%, and the maths and practical skills are practised in science contexts rather than as separate drills.
Foundation tier Trilogy or Synergy: start from the right papers
Our expert GCSE Combined Science tutors help students at Foundation tier work through the papers for their own specification, using their school mocks to decide where the first sessions go.
Book a Free Consultation Message us on WhatsAppAQA’s Trilogy specification states its marker: “Content that is only applicable to Higher Tier is indicated by (HT only) either next to the topic heading where it applies to the whole topic or immediately preceding each paragraph or bullet point as applicable.” We read the specification’s font data across every page as well as its text. Bold type in it marks column headings such as Content and Key opportunities for skills development, not tiers, so the marker is the wording (HT only). The physics section on the National Grid uses the lead-in “Higher tier only:” once, and the rates of reaction section says “For the Higher Tier, students are also required to use quantity of reactants in terms of moles and units for rate of reaction in mol/s.” Those are included below.
The tables follow the specification’s own sections. The middle column is AQA’s wording, shortened where a paragraph runs long; the right-hand column is the unmarked wording in the same place, which is the ceiling for a Foundation student on that topic. Where a whole subsection heading carries the marker, nothing beneath it is left unmarked, and the table says so.
| Specification section (8464) | Marked Higher Tier only, in AQA’s words | Same topic, wording not marked (HT only) |
|---|---|---|
| 4.4.1.2 Rate of photosynthesis | “These factors interact and any one of them may be the factor that limits photosynthesis.” … “explain graphs of photosynthesis rate involving two or three factors and decide which is the limiting factor.” … “inverse proportion – the inverse square law and light intensity in the context of photosynthesis.” … “Limiting factors are important in the economics of enhancing the conditions …” | “explain the effects of temperature, light intensity, carbon dioxide concentration …” |
| 4.4.2.2 Response to exercise | “Blood flowing through the muscles transports the lactic acid to the liver where it is converted back into glucose.” … “Oxygen debt is the amount of extra oxygen the body needs after exercise to react with the accumulated lactic acid and remove it from the cells.” | “If insufficient oxygen is supplied anaerobic respiration takes place in muscles.” |
| 4.5.3.2 Control of blood glucose concentration | “If the blood glucose concentration is too low …” … “explain how glucagon interacts with insulin in a negative feedback cycle to control blood glucose (sugar) levels in the body.” | “explain how insulin controls blood glucose (sugar) levels in the body.” |
| 4.5.3.3 Hormones in human reproduction | “explain the interactions of FSH, oestrogen, LH and progesterone, in the control of the menstrual cycle.” … “extract and interpret data from graphs showing hormone levels during the menstrual cycle.” | “Follicle stimulating hormone (FSH) causes maturation of an egg in the ovary.” |
| 4.5.3.5 The use of hormones to treat infertility to 4.5.3.6 | Whole subsections, each heading marked (HT only): “The use of hormones to treat infertility”; “Feedback systems” | None: the headings carry the marker |
| 4.6.1.4 Genetic inheritance | “construct a genetic cross by Punnett square diagram and use it to make predictions using the theory of probability.” | “complete a Punnett square diagram and extract …” |
| 4.6.2.4 Genetic engineering | “describe the main steps in the process of genetic engineering.” … “enzymes are used to isolate the required gene; this gene is inserted into a vector …” | “describe genetic engineering as a process …” |
Chemistry follows. A tutor can set these biology rows beside a child’s mock results in a free consultation, so the first sessions start from the marks actually lost.
| Specification section (8464) | Marked Higher Tier only, in AQA’s words | Same topic, wording not marked (HT only) |
|---|---|---|
| 5.1.1.1 Atoms, elements and compounds | “write balanced half equations and ionic equations where appropriate.” | “write formulae and balanced chemical equations for the reactions in this specification.” |
| 5.2.2.1 The three states of matter | “Limitations of the simple model above include that in the model there are no forces …” … “explain the limitations of the particle theory …” | “predict the states of substances at different temperatures given appropriate data” |
| 5.3.2.1 Moles to 5.3.2.4 | Whole subsections, each heading marked (HT only): “Moles”; “Amounts of substances in equations”; “Using moles to balance equations”; “Limiting reactants” | None: the headings carry the marker |
| 5.3.2.5 Concentration of solutions | “explain how the mass of a solute and the volume of a solution is related to the concentration of the …” | “calculate the mass of solute in a given volume of solution of known concentration …” |
| 5.4.1.4 Oxidation and reduction in terms of electrons | Heading marked (HT only), then “Oxidation is the loss of electrons and reduction is the gain of electrons.” | None: the heading carries the marker |
| 5.4.2.1 Reactions of acids with metals | “explain in terms of gain or loss of electrons, that these are redox reactions” … “identify which species are oxidised and which are reduced in given chemical equations.” | “Acids react with some metals to produce salts and hydrogen.” |
| 5.4.2.5 Strong and weak acids | Heading marked (HT only), then “A strong acid is completely ionised in aqueous solution.” … “use and explain the terms dilute and concentrated (in terms of amount of substance) …” | None: the heading carries the marker |
| 5.4.3.1 The process of electrolysis | “Throughout Section 4.4.3 Higher Tier students should be able to write half equations for the reactions occurring at the electrodes …” | “Passing an electric current through electrolytes causes the ions to move to the electrodes.” |
| 5.4.3.5 Representation of reactions at electrodes as half equations | Heading marked (HT only), then “Reactions at electrodes can be represented by half equations, for example:” | None: the heading carries the marker |
| 5.5.1.3 The energy change of reactions | Heading marked (HT only), then “calculate the energy transferred in chemical reactions using bond energies supplied.” | “draw simple reaction profiles (energy level diagrams) for exothermic …” |
| 5.6.1.1 Calculating rates of reactions | “For the Higher Tier, students are also required to use quantity of reactants in terms of moles …” … “calculate the gradient of a tangent to the curve on these graphs as a measure of rate of reaction at …” | “calculate the mean rate of a reaction from given information about the quantity of …” |
| 5.6.2.4 The effect of changing conditions on equilibrium to 5.6.2.7 | Whole subsections, each heading marked (HT only): “The effect of changing conditions on equilibrium”; “The effect of changing concentration”; “The effect of temperature changes on equilibrium”; “The effect of pressure changes on equilibrium” | “5.6.2.1 Reversible reactions” |
| 5.10.1.4 Alternative methods of extracting metals | Heading marked (HT only), then “evaluate alternative biological methods of metal extraction, given appropriate information.” | None: the heading carries the marker |
Trilogy Foundation papers, biology to physics
Our expert GCSE Combined Science tutors help Foundation students across all six Trilogy papers, keeping each session inside the content AQA leaves unmarked and spending the time on the marks a student actually loses.
Book a Free Consultation Message us on WhatsAppOf the chemistry rows, the quantitative block deserves its own note. AQA marks the subsections of 5.3.2 from Moles to Limiting reactants as Higher Tier only, so the calculations a Foundation Combined Science student is set in chemistry come from the unmarked sections, including the concentration wording in 5.3.2.5 and the rate calculation in 5.6.1.1. Students entered for the separate GCSE instead follow our Foundation tier AQA GCSE Chemistry tutoring page for the 8462F specification, which is organised differently.
| Specification section (8464) | Marked Higher Tier only, in AQA’s words | Same topic, wording not marked (HT only) |
|---|---|---|
| 6.1.2.2 Efficiency | “describe ways to increase the efficiency of an intended energy transfer.” | “The energy efficiency for any energy transfer can be calculated using the equation:” |
| 6.2.4.3 The National Grid | “Higher tier only: Students should be able to select and use the equation: potential difference across primary coil × current in primary coil = potential difference across secondary coil × current in secondary coil as given on the equation sheet.” | “explain why the National Grid system is an efficient way to transfer energy.” |
| 6.4.2.3 Half-lives and the random nature of radioactive decay | “calculate the net decline, expressed as a ratio, in a radioactive emission after a given number of half-lives.” | “explain the concept of half-life and how it is related to the random nature …” |
| 6.5.1.4 Resultant forces | “describe examples of the forces acting on an isolated object or system” … “use free body diagrams to describe qualitatively examples where several forces lead to a resultant force on an object …” … “A single force can be resolved into two components acting at right angles to each other.” … “use vector diagrams to illustrate resolution of forces, equilibrium situations and determine the resultant of two forces …” | “calculate the resultant of two forces that act in a straight line.” |
| 6.5.4.1.3 Velocity | “explain qualitatively, with examples, that motion in a circle involves constant speed but changing velocity.” | “explain the vector–scalar distinction as it applies to displacement, distance, velocity and speed.” |
| 6.5.4.1.4 The distance–time relationship | “If an object is accelerating, its speed at any particular time can be determined by drawing a tangent …” | “The speed of an object can be calculated from the gradient of its distance–time …” |
| 6.5.4.1.5 Acceleration | “The distance travelled by an object (or displacement of an object) can be calculated from the area under a velocity–time …” … “interpret enclosed areas in velocity–time graphs to determine distance travelled (or displacement)” … “measure, when appropriate, the area under a velocity–time graph by counting squares.” | “The acceleration of an object can be calculated from the gradient of a velocity–time …” |
| 6.5.4.2.1 Newton's First Law | “The tendency of objects to continue in their state of rest or of uniform motion is called inertia.” | “apply Newton’s First Law to explain the motion of objects moving with a uniform …” |
| 6.5.4.2.2 Newton's Second Law | “inertial mass is a measure of how difficult it is to change the velocity of an object” … “inertial mass is defined as the ratio of force over acceleration.” | “estimate the speed, accelerations and forces involved in large accelerations for everyday road transport.” |
| 6.5.4.3.4 Factors affecting braking distance 2 | “estimate the forces involved in the deceleration of road vehicles in typical situations on a public road.” | “explain the dangers caused by large decelerations” |
| 6.5.5 Momentum | Heading marked (HT only), then “In a closed system, the total momentum before an event is equal to the total momentum after the event.” … “use the concept of momentum as a model to describe and explain examples of momentum in an event …” | None: the heading carries the marker |
| 6.6.2.2 Properties of electromagnetic waves 1 | “Different substances may absorb, transmit, refract or reflect electromagnetic waves in ways that vary with wavelength.” … “Some effects, for example refraction, are due to the difference in velocity of the waves in different substances.” … “use wave front diagrams to explain refraction in terms of the change of speed …” | “construct ray diagrams to illustrate the refraction of a wave at the boundary between …” |
| 6.6.2.3 Properties of electromagnetic waves 2 | “Radio waves can be produced by oscillations in electrical circuits.” … “When radio waves are absorbed they may create an alternating current with the same frequency as the radio wave itself, …” | “Changes in atoms and the nuclei of atoms can result …” |
| 6.6.2.4 Uses and applications of electromagnetic waves | “give brief explanations why each type of electromagnetic wave is suitable for the practical application.” | “Electromagnetic waves have many practical applications.” |
| 6.7.2.2 Fleming's left-hand rule to 6.7.2.3 | Whole subsections, each heading marked (HT only): “Fleming's left-hand rule”; “Electric motors” | “6.7.2.1 Electromagnetism” |
What this changes in our programme: for each row we teach the unmarked wording to full depth and stop at the marked wording. A Trilogy student works on calculating efficiency but not on describing ways to increase it; on the gradient of a distance–time graph but not on drawing a tangent to an accelerating object’s graph; and on the unmarked electromagnetism subsection but not on Fleming’s left-hand rule. A tutor can go through the whole list against a child’s mock papers in a free consultation.
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The Synergy specification is organised by topics 4.1 to 4.8 instead of by subject, and it prints columns headed GCSE science subject content, Details of the science content, and Scientific, practical and mathematical skills. AQA says “Content of all three columns is assessable”, and it uses the same marker, “(HT only)”, in each of them. A list built from the content columns alone would therefore miss items that sit in the third column, so the tables below carry every column and say which one each item is in. The subject label is ours.
| Specification section (8465) | Subject | Where in the specification | Marked Higher Tier only, in AQA’s words | Same topic, wording not marked (HT only) |
|---|---|---|---|---|
| 4.1.1.1 A particle model | Chemistry and physics | Content columns | “Explain the limitations of the particle model in relation to changes of state when particles are represented by inelastic spheres.” … “Limitations of the simple model include that there are no forces between the spheres, and that atoms …” | “Recall and explain the main features of the particle model …” |
| 4.1.4.4 Radio waves and 4.1.4.5 | Physics | Content columns | Whole subsections, each heading marked (HT only): “4.1.4.4 Radio waves”; “4.1.4.5 Reflection and refraction of electromagnetic waves” | — |
| 4.2.1.1 Respiration | Biology | Third column (skills) | “Write a balanced symbol equation for respiration, given the formula of glucose.” | — |
| 4.2.1.7 The human endocrine system | Biology | Content columns | “Explain the roles of thyroxine and adrenaline in the body including thyroxine as an example of a negative feedback system.” … “Adrenaline is produced by the adrenal gland.” … “Thyroxine from the thyroid gland stimulates the basal metabolic rate.” … “The control of thyroxine levels involves negative feedback.” | “Describe the principles of hormonal coordination and control by the human endocrine system.” |
| 4.2.1.7 The human endocrine system | Biology | Third column (skills) | “Interpret and explain simple diagrams of negative feedback control.” | — |
| 4.2.2.5 Photosynthesis | Biology | Third column (skills) | “Write a balanced symbol equation for photosynthesis given the formula of glucose.” | — |
| 4.2.2.6 Factors affecting the rate of photosynthesis | Biology | Content columns | “Explain the interaction of these factors in limiting the rate of photosynthesis.” … “The rate of photosynthesis may be limited by:” low temperature; shortage of carbon dioxide; shortage of light … “Increasing any one of the factors speeds up photosynthesis until the rate is limited by the factor which is in shortest supply.” | “The rate of photosynthesis depends on:” |
| 4.2.2.6 Factors affecting the rate of photosynthesis | Biology | Third column (skills) | “Use data to relate limiting factors to the cost effectiveness of adding heat, light or carbon dioxide to greenhouses.” | — |
| 4.2.2.6 Factors affecting the rate of photosynthesis | Biology | Third column (skills) | “Understand and use inverse proportion – the inverse square law – …” | — |
| 4.3.1.5 Insulin and diabetes | Biology | Content columns | “Explain how glucagon interacts with insulin to control blood sugar levels in the body.” … “If the blood glucose concentration is too low, the pancreas produces glucagon …” | “Explain how insulin controls blood sugar levels in the body.” |
| 4.3.1.6 Human reproductive hormones | Biology | Content columns | “Explain the interactions of FSH, LH, oestrogen and progesterone in the control of the menstrual cycle.” | “Describe the roles of hormones in human reproduction, including the menstrual cycle.” |
| 4.3.1.6 Human reproductive hormones | Biology | Third column (skills) | “Extract and interpret data from graphs showing hormone levels during the menstrual cycle.” | — |
| 4.3.1.8 Treatments for infertility | Biology | Content columns | Heading marked (HT only), then “Explain the use of hormones in modern reproductive technologies to treat infertility.” | None: the heading carries the marker |
| 4.3.2.3 Half-life | Physics | Third column (skills) | “Calculate the net decline, expressed as a ratio, in a radioactive emission after a given number of half-lives.” | — |
| 4.4.1.3 The greenhouse effect | Physics | Content columns | “Recall that different substances may absorb, transmit or reflect these waves in ways that vary with wavelength.” | “Describe the greenhouse effect in terms of the interaction of radiation with matter.” |
| 4.4.3.3 Single gene inheritance | Biology | Third column (skills) | “Construct a Punnett square diagram to make predictions based on simple probability.” | — |
| 4.4.4.6 Genetic engineering | Biology | Content columns | “Describe the main steps in the process of genetic engineering.” | “Explain some of the possible benefits and risks, including practical and ethical considerations …” |
The physical sciences list follows. If the school teaches Synergy, a free consultation is the quickest way to compare both lists with a student’s own Paper 1 to Paper 4 mock marks.
| Specification section (8465) | Subject | Where in the specification | Marked Higher Tier only, in AQA’s words | Same topic, wording not marked (HT only) |
|---|---|---|---|---|
| 4.5.2.1 Chemical equations | Chemistry | Content columns | “and half equations.”, which completes the outcome “write formulae and balanced chemical equations” | “Use the names and symbols of common elements and compounds …” |
| 4.5.2.4 Amounts in moles and 4.5.2.5 | Chemistry | Content columns | Whole subsections, each heading marked (HT only): “4.5.2.4 Amounts in moles”; “4.5.2.5 Calculations based on equations” | — |
| 4.5.2.6 Concentrations of solutions | Chemistry | Content columns | “Explain how the mass of a solute and the volume of the solution is related to the concentration of the …” | “Many chemical reactions take place in solutions.” |
| 4.6.1.2 Resolving forces | Physics | Content columns | Heading marked (HT only), then “Describe examples of the forces acting on an isolated solid object or system; describe, using free body diagrams …” | None: the heading carries the marker |
| 4.6.3.5 The motor effect and 4.6.3.6 | Physics | Content columns | Whole subsections, each heading marked (HT only): “4.6.3.5 The motor effect”; “4.6.3.6 Electric motors” | — |
| 4.7.1.2 Distance, speed and time | Physics | Content columns | “If an object is accelerating, its speed at any particular time can be determined by drawing a tangent …” | “The speed of an object can be calculated from the gradient of its distance–time …” |
| 4.7.1.3 Circular motion | Physics | Content columns | Heading marked (HT only), then “Explain with examples that motion in a circular orbit involves constant speed but changing velocity (qualitative only).” | None: the heading carries the marker |
| 4.7.1.4 Free fall | Physics | Content columns | “The following equation applies to uniform motion:”, followed by the equation printed there, v2 − u2 = 2as | — |
| 4.7.1.4 Free fall | Physics | Third column (skills) | “Interpret enclosed areas in such graphs to determine distance travelled (or displacement).” … “Measure, when appropriate, the area under a velocity– time graph by counting squares.” | — |
| 4.7.1.4 Free fall | Physics | Third column (skills) | “Apply this equation, which is given on the Physics equation sheet.” | — |
| 4.7.1.6 Newton’s Second Law | Physics | Content columns | “Explain that inertial mass is a measure of how difficult it is to change the velocity of an object and …” … “The tendency of objects to continue in their state of rest or of uniform motion is called inertia.” | “Apply Newton’s Second Law in calculations relating forces, masses and accelerations.” |
| 4.7.1.8 Momentum | Physics | Content columns | Heading marked (HT only), then “Momentum is a property of moving objects.” | None: the heading carries the marker |
| 4.7.1.10 Stopping distances | Physics | Third column (skills) | “Estimate the forces involved in typical situations on a public road.” | — |
| 4.7.2.9 The National Grid | Physics | Content columns | “Students should be able to select and use the equation: potential difference across primary coil × current in primary coil = potential difference across secondary coil × current in secondary coil as given on the equation sheet.” | “Recall that, in the national grid, electrical power is transferred at high voltages from …” |
| 4.7.3.1 Reactions of acids | Chemistry | Third column (skills) | “Explain, in terms of gain or loss of electrons …” … “Identify which species are oxidised and which are reduced in given chemical reactions.” | — |
| 4.7.3.4 The pH scale and neutralisation | Chemistry | Content columns | “Use the formulae of common ions to write balanced ionic equations.” | “Recall that acids form hydrogen ions when they dissolve in water …” |
| 4.7.3.5 Strong and weak acids | Chemistry | Content columns | Heading marked (HT only), then “Use and explain the terms dilute and concentrated (amount of substance) and weak …” | None: the heading carries the marker |
| 4.7.4.1 Factors that affect reaction rates | Chemistry | Content columns | “The quantity of reactant or product can be measured by the mass in grams, by a volume in cm3 ((HT only) or by an amount in moles).” … “The units of rate of reaction may be given as g/s, cm3/s ((HT only) or mol/s).” | “The rate of a chemical reaction can be found by measuring the quantity of …” |
| 4.7.4.1 Factors that affect reaction rates | Chemistry | Third column (skills) | “Calculate the gradient of a tangent to the curve on these graphs as a measure of rate of reaction at …” | — |
| 4.7.4.5 Bond breaking and bond forming | Chemistry | Content columns | Heading marked (HT only), then “Calculate energy changes in a chemical reaction by considering bond making and bond breaking energies.” | None: the heading carries the marker |
| 4.7.4.10 Factors affecting the position of equilibrium | Chemistry | Content columns | Heading marked (HT only), then “Predict the effect of changing reaction conditions on equilibrium position.” | None: the heading carries the marker |
| 4.7.5.1 A reactivity series for metals | Chemistry | Third column (skills) | “Write ionic equations for displacement reactions.” | — |
| 4.7.5.2 Electrolysis | Chemistry | Third column (skills) | “Write half equations for the reactions occurring at the electrodes during electrolysis.” | — |
| 4.7.5.3 Electrolysis of aqueous solutions | Chemistry | Third column (skills) | “Write half equations for the reactions occurring at the electrodes during electrolysis.” | — |
| 4.7.5.5 Electron transfer reactions | Chemistry | Content columns | Heading marked (HT only), then “Explain reduction and oxidation in terms of gain or loss of electrons …” | None: the heading carries the marker |
| 4.8.2.3 Metal extraction by biological methods | Chemistry | Content columns | Heading marked (HT only), then “Evaluate alternative biological methods of metal extraction (bacterial and phytoextraction).” | None: the heading carries the marker |
| 4.8.2.7 Energy efficiency | Physics | Content columns | “Calculate energy efficiency for any energy transfer, (HT only) and describe ways to increase efficiency.” | “The energy efficiency for any energy transfer can be calculated using the equation:” |
What this changes in our programme: Synergy students meet the particle model in topic 4.1 and again in the physical sciences, but the limitations of the particle model are marked Higher Tier only. In the same way, the glucagon, thyroxine and adrenaline material in 4.2 and 4.3 is marked Higher Tier only, the electrolysis content stops short of half equations, and the force content stops short of resolving forces. Because the third column carries marked items too, our tutors work from the full text of every column rather than the content column alone.
Synergy Foundation papers, topic block by topic block
Our expert GCSE Combined Science tutors help Synergy students at Foundation tier revise each topic block once and then sit both papers on it, using the full specification text.
Book a Free Consultation Message us on WhatsAppAQA’s specifications schedule the exams for Trilogy and Synergy every May/June, and its grade-boundary documents for the June series in the tables below each list 8464F and 8465F separately. The tables give the maximum mark and the boundary AQA printed for every double grade a Foundation student can be awarded, 5-5 down to 1-1, exactly as the documents print them. They are marks on the total scaled mark, not percentages, and each specification has its own table. Please do not read across from one specification to the other.
| AQA series | Maximum mark | 5-5 | 5-4 | 4-4 | 4-3 | 3-3 | 3-2 | 2-2 | 2-1 | 1-1 |
|---|---|---|---|---|---|---|---|---|---|---|
| June 2022 | 420 | 242 | 222 | 203 | 175 | 148 | 121 | 94 | 67 | 40 |
| June 2023 | 420 | 270 | 250 | 230 | 202 | 174 | 146 | 118 | 91 | 64 |
| June 2024 | 420 | 266 | 245 | 225 | 198 | 171 | 144 | 117 | 90 | 63 |
| June 2025 | 420 | 271 | 251 | 231 | 202 | 173 | 145 | 117 | 89 | 61 |
| June 2026 | 420 | 276 | 257 | 238 | 208 | 178 | 149 | 120 | 91 | 62 |
| AQA series | Maximum mark | 5-5 | 5-4 | 4-4 | 4-3 | 3-3 | 3-2 | 2-2 | 2-1 | 1-1 |
|---|---|---|---|---|---|---|---|---|---|---|
| June 2022 | 400 | 240 | 223 | 207 | 181 | 155 | 129 | 103 | 77 | 51 |
| June 2023 | 400 | 251 | 231 | 212 | 185 | 158 | 131 | 104 | 77 | 50 |
| June 2024 | 400 | 255 | 235 | 216 | 189 | 162 | 136 | 110 | 84 | 58 |
| June 2025 | 400 | 255 | 234 | 214 | 188 | 162 | 136 | 110 | 84 | 58 |
| June 2026 | 400 | 252 | 233 | 215 | 189 | 163 | 137 | 111 | 85 | 60 |
Across the five series the Trilogy Foundation 4-4 boundary ranges from 203 to 238 marks out of 420, which is 48.33% to 56.67% of the total (203 ÷ 420 and 238 ÷ 420). The Synergy Foundation 4-4 boundary ranges from 207 to 216 marks out of 400, which is 51.75% to 54.00% (207 ÷ 400 and 216 ÷ 400). The sources are AQA’s grade-boundary documents, linked from AQA’s GCSE grade boundaries page.
What this changes in our programme: we do not give a student a single target mark for the course. We set a target band that spans the boundary movement above, track the total across a full set of papers rather than one paper in isolation, because AQA sets boundaries on the total scaled mark, and ask for the school’s mock total before choosing the first topic.
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AQA publishes a Physics Equations Sheet for Trilogy (8464) and Synergy (8465). The sheet we read is headed “FOR USE IN JUNE 2027 ONLY”, and AQA’s news page of 1 September 2026 says the content of the sheets for 2027 “hasn’t changed, and they are the same ones which were used in 2026”. The sheet states “HT = Higher Tier only equations”. It prints the transformer equation, momentum, and the force on a conductor carrying a current with an HT marker, and it prints equations such as kinetic energy, elastic potential energy, gravitational potential energy, power, efficiency, charge flow, potential difference, density and wave speed without one. The Trilogy specification’s appendix agrees on which of these are Higher Tier only.
The same news page says Ofqual’s updated conditions will require exam boards, from 2028, to “not set questions that can be answered solely by transferring information from the formulae or equations sheets”. AQA adds that this applies only to standard demand questions in its GCSE Science papers where learners are currently asked to ‘write down the equation that links’. A Foundation student’s physics practice therefore centres on choosing the right equation from the sheet, substituting, rearranging and giving units, rather than on memorising the sheet. Our separate Foundation tier AQA GCSE Physics tuition page covers the equations of the 8463F specification in the same way.
For maths, AQA’s wording is that maths questions in Foundation Tier papers will not be lower than Key Stage 3. In practice we practise rearranging an equation, reading a graph and handling units inside science questions, not as stand-alone drills.
Physics equations and Foundation maths in science
Our expert GCSE Combined Science tutors help Foundation tier students use the Physics Equations Sheet and the maths expected at Key Stage 3, in the exam-style questions their Trilogy or Synergy papers set.
Book a Free Consultation Message us on WhatsAppA programme starts from the student’s school mock papers and the specification code the school teaches. The first session sorts the marks lost on each paper into recall, calculation, graph or data work, practical and extended answers, and then maps them to the tables above: Higher Tier only wording is left out of the course map, and the unmarked wording in the same place is taught to full depth.
For Trilogy, sessions run paper by paper, with a timed 75-minute paper after each topic set and a mark-by-mark review. For Synergy they run through the life and environmental sciences topics first and the physical sciences topics second, with a paired sitting of Paper 1 and Paper 2, then of Paper 3 and Paper 4. Physics sessions use the Physics Equations Sheet from the first physics session, because that is what the paper provides, and every physics paper is practised with it. Targets are set as a band against the boundary tables for the student’s own specification.
The tutoring is one-to-one with an expert tutor, which means the pace follows the student’s mocks rather than a class scheme. The official specifications are linked for reference at AQA GCSE Combined Science: Trilogy 8464 and AQA GCSE Combined Science: Synergy 8465.
AQA lists the Foundation entry code for Combined Science: Trilogy as 8464F and for Combined Science: Synergy as 8465F. The school chooses the specification, so the code on the entry confirmation or the exam timetable settles it. Trilogy students sit six papers of 70 marks, and Synergy students sit four papers of 100 marks.
AQA's specifications say a student taking Foundation Tier assessments will be awarded a grade within the range of 1–1 to 5–5 on a 17-point scale that runs from 1–1 to 9–9. They also say students who fail to reach the minimum standard for grade 1–1 will be recorded as U (unclassified) and will not receive a qualification certificate.
In Trilogy, AQA marks 5.3.2.1 Moles, 5.3.2.2 Amounts of substances in equations, 5.3.2.3 Using moles to balance equations and 5.3.2.4 Limiting reactants as (HT only) in their headings. In Synergy, 4.5.2.4 Amounts in moles and 4.5.2.5 Calculations based on equations carry the same marker. Chemistry sessions for a Foundation entry therefore concentrate on the unmarked wording in 5.3 and 4.5, including balanced symbol equations and concentration measured as mass per given volume of solution.
On AQA's published tables the Trilogy Foundation 4-4 boundary was 231 out of 420 in June 2025 and 238 out of 420 in June 2026. The Synergy Foundation 4-4 boundary was 214 out of 400 in June 2025 and 215 out of 400 in June 2026. Boundaries are set on the total scaled mark across all papers, not on any one paper.
AQA's news page of 1 September 2026 says the Department for Education and Ofqual confirmed that students taking exams in 2025, 2026 and 2027 will not need to memorise the physics equations for Trilogy and Synergy, and that the Physics Equations Sheet is an insert with the physics papers. The sheet marks Higher Tier only equations with HT. AQA also says that from 2028 it will not set questions answerable solely by transferring information from the sheets.
No. AQA's tiering guide says students had to sit the same tier in all the exam papers for a specification, for example they cannot take a mixture of Foundation and Higher tier papers in Combined Science. Its poster repeats that combined science students must sit the same tier for all papers. For Trilogy that means all six papers are Foundation papers, and for Synergy all four.
AQA's Synergy specification says content of topics 4.1–4.4 will be assessed in Paper 1 and Paper 2. Content of topics 4.5–4.8 will be assessed in Paper 3 and Paper 4. Each paper is 105 minutes and 100 marks, 25% of the GCSE, and Papers 2 and 4 assess most of the AO3 skills and most of the work on the required practicals.
Book a free consultation to talk through your child’s mock results and their 8464F or 8465F papers with an expert Combined Science tutor. Leading Tuition is rated 4.8 out of 5 on Trustpilot from 59 reviews, read on 3 October 2026. See also our Higher tier AQA GCSE Combined Science tutoring.
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