Environmental Science A-level

5+ GCSEs at Grade 4 or above, all from the core subjects, including English Language and Grade 5 in Maths plus an Average GCSE score of Grade 5.

You will be initially introduced to the course through a series of classic case studies and concepts that are at the heart of environmental conservation. This learning is generally building on their previous GCSE or wider knowledge and therefore provides an opportunity for you to develop your transferable skills such are independent research, fact file building and presentation skills.

From this point onward, the course focuses on the scientific processes that cause the environmental changes that we are witnessing. This will involve building and applying your GCSE sciences and math knowledge to real life setting. These skills are key for taking knowledge learnt in one area and then applying it to a similar field. During this phase of the course you will develop the skills which will help you in higher education or in the environmental field of work. You will need to read, digest and refine scientific papers and work to suit your needs. Flipped learning is used to hone your application skill with the support of your lecturers.

The course also focuses on the practical aspect of the subject by providing the skills necessary to undertake a scientific investigation and analyse the results. This is done through theory sessions, practical sessions and lab-based practise. As a student you will take part in field work and work alongside local conservation groups in order to gain the experience and learn what is really involved with on the ground conservation.

In A-Level Environmental Science, students will be assessed through both formative and summative methods.

Formative assessments take place regularly in class and are designed to monitor students’ understanding and progress. These include topic tests, typically lasting 40 minutes, which assess knowledge and application of recently covered content. Short quizzes are also used to reinforce key concepts and identify areas for review. In addition, class discussions allow students to explore ideas more deeply, develop critical thinking skills, and articulate their understanding verbally.

Summative assessment is conducted through two external AQA examinations at the end of the course. Paper 1 and Paper 2 are each three hours long and contribute 50% each to the final A-Level grade. These written exams test students’ knowledge across the full breadth of the specification, including scientific concepts, data analysis, and evaluative skills.

In the first year there are two trips.

1. City Bank /  river Churn.

One key activity will be a freshwater invertebrate study, where students will sample aquatic organisms to assess water quality and biodiversity. This hands-on experience helps students apply theoretical knowledge about indicator species and freshwater ecosystems in a real-world context. In addition to the river study, students will use sweep nets in areas of long grass to collect and identify terrestrial invertebrates. This activity supports the development of fieldwork skills, including sampling techniques, data recording, and species identification, which are essential for understanding ecological relationships and environmental monitoring.

2. Royal Agricultural University

Students will have the opportunity to take part in two practical sessions at the Royal Agricultural University, led by university lecturers. One practical will investigate biodiversity levels in managed versus unmanaged grassland, comparing ‘No-Mow’ areas to regularly mown sections to assess the impact of land management on species diversity. The second session focuses on the ecological importance of hedgerows, teaching students how to assess hedgerow health and structure in the field. Through hands-on data collection and analysis, students will gain valuable insight into habitat management and the role of field surveys in environmental monitoring.

There is also an optional International trip to Tenerife that runs every year in the summer term- this has an additional cost of between (£400 -£600). This is an Earth Sciences trip so open to Geographers and Geologists as well.

Aside from these trips there are plenty of in class practical making the most of the green spaces and woodlands around us.

You should expect some small costs for course booklets and past paper packs in Year 2 - around £2 pound per booklet.

If you choose to take the overseas trip there will also be costs involved with this ( £400 - £600).

1. Cirencester College is offering ‘Bring Your Own Device’ guidelines, in order to encourage digital literacy and make the most of how digital devices can support learning in the classroom and independent study. Please find below some specific guidance for this subject but do be aware that each subject will have it’s own guidance. If you are taking more than one course (eg A levels, GCSE etc), check the guidance for each subject carefully. If you do decide to invest in a device, consider something that will cover the requirements of all the courses you are taking. Also, bear in mind that some students change their mind about the courses they are studying within the first few weeks of year one; after this time programmes of study should be settled.
2. In this subject, students can get by without anything more than a phone. Pen and paper will do for most purposes if BYOD is not feasible. Note, there may be times when not having a device other than a phone is limiting in some way; but these can generally be navigated by using a machine (desktop / laptop) at home or in a study space in college. Students will need to have an organised and flexible approach to manage this. There are a number of laptops available for short-term loan at college, but availability on any given day is not guaranteed.
3. A device with a larger screen than a phone would make some ‘things’ easier eg downloading and completing a revision paper, research task, creating a powerpoint. We also find that the ability to hand-write with a touch screen /stylus is useful for drawings, writing equations and formulae etc. For this reason, if students are investing in a device, we’d recommend a tablet with stylus or a touch-screen laptop. A tablet with stylus rather than a laptop is sufficient and probably relatively inexpensive (compared to a laptop).
4. Windows machines are preferable to Apple (macOS) in STEM subjects. Lecturers use windows and will use this platform to demonstrate processes, tasks etc in the classroom. We find the range of machines (incl. touchscreen) and software available, alongside budget considerations make windows the preferred option. However, it is entirely possible to use a Mac instead if that is your preference; you may just end up with questions about how to manage software in the mac ecosystem which can take a bit more time to resolve.

AQA