Biology

Key Stage 4 Biology

Curriculum Overview

Students at Key Stage 4 have two periods a week studying GCSE Biology either as a separate AQA qualification or part of the Trilogy Combined Science qualification.

 Year 10

In “Cell Biology” students learn about cell structure and the use of microscopes, different cell types, cellular transport and cellular respiration.

In “Organisation” students learn about the digestive system, enzymes, and the circulatory and gas exchange systems, including the effect of exercise.

In “Health and disease” students learn about communicable and non-communicable diseases, including plant diseases, the body’s defences against disease and treatments for these diseases.

In “Plant biology” students learn the structure of leaves, the process and role of photosynthesis, and transport in plants.

In “Ecology” students learn about the structures of ecosystems, including element and energy flow and the role of decay.  They study the feeding relationships within an ecosystem and the adaptations of the organisms in relation to abiotic and biotic factors.  Students study practical ecology techniques.  They also learn about the effect of pollution on biodiversity and also consider positive interactions humans can have in an ecosystem.

Students will develop their practical skills through a range of tasks.

Year 11

In “Homeostasis and response” students learn about plant and human hormones.  They study the control of body temperature, blood glucose levels and water balance.  Students learn about the menstrual cycle and fertility technologies.  They also learn about the brain and the nervous system, including reflex actions and the eye.

In “Inheritance, variation and evolution” students learn about reproduction on a cellular level and the structure of DNA.  They consider how proteins are made and the effect of mutations.  Students learn to predict inheritance theoretically and study the work of pioneers of inheritance and evolutionary theories.  They consider how variation links with natural selection and the evidence to support this theory.  Finally students study biotechnologies.

Students will develop their practical skills through a range of tasks.

Assessment at GCSE

– Paper 1: 50% of qualification. 105 minute written examination in which students are required to demonstrate their knowledge and understanding of Topics 1-4 and the associated experimental and data skills.

– Paper 2: 50% of qualification. 105 minute written examination in which students are required to demonstrate their knowledge and understanding of Topics 5-7 and the associated experimental and data skills.

 Further Reading/Resources

– The BBC Bitesize website summarises the GCSE knowledge and includes useful explanatory videos and activities to check understanding, as well as sample past paper questions. https://www.bbc.co.uk/bitesize/examspecs/zpgcbk7

– The Freesciencelessons YouTube channel has a range of videos covering a wide range of GCSE Biology topics with clear explanations and animations. https://www.youtube.com/channel/UCqbOeHaAUXw9Il7sBVG3_bw/playlists

Key Stage 5 Biology

(Current International Baccalaureate students)

Curriculum Overview

Students at Key Stage 5 follow the IB Biology course as part of the IB Diploma.

Year 12

In “Molecular biology” students learn about the molecules that contribute to metabolism, including the actions of enzymes and the processes of protein synthesis, respiration and photosynthesis. This is extended in the “Nucleic acids” and “Metabolism and Bioenergetics” topics for higher level students.

In “Cell biology” students learn about cell structures, origins, transport and division.

In “Human physiology” students learn about the systems of the body including the digestive, circulatory, immune, gas exchange, nervous, hormonal and reproductive systems. In higher level “Physiology” students learn about movement and the role of the kidneys, as well as extending their understanding of the immune and reproductive systems.

In “Plant biology” students learn about plant transport, growth and reproduction.

In the independent investigation, students design a protocol to investigate any biological question. They spend at least 10 hours collecting and analysing data, before evaluating their research.

Year 13

In “Ecology” students learn about ecosystems, including energy flow and carbon cycling, as well as climate change.

In “Evolution and biodiversity” students learn about natural selection, evolutionary relationships and classification.

In “Neurobiology and behaviour” students learn about neural development and the brain, and perception of stimuli, with high level students also covering innate and learned behaviour and the effect of drugs on the nervous system.

In “Genetics” students learn about the structures and processes of inheritance, including predicting inheritance patterns, and study biotechnologies. Higher level students extend these concepts and also study gene pools and speciation.

 Assessment at IB

• Paper 1: Core content                                                    20% SL                  20% HL

Multiple choice questions covering the core and additional higher level content, as appropriate.

• Paper 2: Core content                                                     40% SL                  36% HL

Data-based, short-answer and a choice of extended-response questions from the core and additional higher level content, as appropriate.

• Paper 3: Practical and options                                         20% FL                  24% HL

Section A – Written answers covering experimental skills and techniques, analysis and evaluation, using unseen data linked to the core and additional higher level content, as appropriate.

Section B – Short-answer and extended-response questions from the appropriate option.

• Internal assessment: Independent investigation             35% SL                  25% HL

A 6-12 page write-up of an investigation taking about 10 hours, with a purposeful research question to demonstrate personal engagement, exploration of the context, analytical and evaluative skills and scientific communication.

Further Reading/Resources

– An excellent resource for clear explanations, extension information, and super-condensed summaries is the BioNinja website. They even have an app!  https://ib.bioninja.com.au/

– Some example individual investigations from the IBO support site.  https://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=d_4_biolo_tsm_1408_1_e&part=8&chapter=1