Biology

GCSE Biology/ GCSE Combined Science (Biology) Year 11


Units Taught
Unit 5 – Homeostasis
Unit 7 – Ecology


Main Skills developed
• develop scientific knowledge and conceptual understanding through the specific discipline of biology
• develop understanding of the nature, processes and methods of science, through different types of scientific enquiries that help them to answer scientific questions about the world around them
• develop and learn to apply observational, practical, modelling, enquiry and problem-solving skills, both in the laboratory, in the field and in other learning environments
• develop their ability to evaluate claims based on science through critical analysis of the methodology, evidence and conclusions, both qualitatively and quantitatively.
How can parents help to support learning
• Ensure students complete all homework
• Create a quiet space at home for students to revise
• Quiz students following homework and prior to class assessments
• Encourage students to apply their learning in everyday scenarios by asking questions e.g. why is the grass underneath the tree a yellowish colour but the grass in the middle of the lawn is green? Should we buy the butter that claims to lower cholesterol?
• Where possible visit attractions with a scientific link e.g. Yorkshire Wildlife Park
Useful websites


BBC Bitesize
https://www.bbc.co.uk/bitesize/subjects/z9ddmp3
Seneca Learning
https://senecalearning.com/en-GB/
Oak Academy
https://classroom.thenational.academy/subjects-by-key-stage/key-stage-4/subjects/biology
AQA Spec – Combined Science
https://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464
AQA Spec – Biology (Separate Science)
https://www.aqa.org.uk/subjects/science/gcse/biology-8461


SMSC and British Values
• Encouraging pupils to reflect on the wonder of the natural world
• Awareness of the ways that science and technology can affect society and the environment.
• Consideration of the moral dilemmas that can result in scientific developments.
• Showing respect for differing opinions, on creation for example.
• Co-operation in practical activity.
• Raising awareness that scientific developments are the product of many different cultures
• The opportunity to debate topics such as the environment and share information surrounding reproduction and making informed choices.
A Level Biology – Year 12
Units Taught
Unit 1 Biological molecules
Unit 2 Cells
Unit 3 Organisms exchange substances with their environment
Unit 4 Genetic information, variation and relationships between organisms


Main Skills developed
• develop essential knowledge and understanding of different areas of the subject and how they relate to each other
• develop and demonstrate a deep appreciation of the skills, knowledge and understanding of scientific methods
• develop competence and confidence in a variety of practical, mathematical and problem solving skills
• develop their interest in and enthusiasm for the subject, including developing an interest in further study and careers associated with the subject
• understand how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society.
How can parents help to support learning
• Ensure students complete all homework
• Create a quiet space at home for students to revise
• Quiz students following homework and prior to class assessments
• Where possible visit attractions with a scientific link e.g. Thackeray Medical Museum in Leeds


Useful websites
Seneca Learning
https://senecalearning.com/en-GB/
AQA Spec
https://filestore.aqa.org.uk/resources/biology/specifications/AQA-7401-7402-SP-2015.PDF
Khan Academy
https://www.khanacademy.org/science/high-school-biology
Physics and Maths Tutor
https://www.physicsandmathstutor.com/biology-revision/a-level-aqa/
Studywise
https://studywise.co.uk/a-level-revision/biology/


SMSC and British Values
• Encouraging pupils to reflect on the wonder of the natural world
• Awareness of the ways that science and technology can affect society and the environment.
• Consideration of the moral dilemmas that can result in scientific developments.
• Showing respect for differing opinions, on creation for example.
• Co-operation in practical activity.
• Raising awareness that scientific developments are the product of many different cultures
• The opportunity to debate topics such as vaccinations, evolution and natural selection.

A Level Biology – Year 13


Units Taught
Unit 5 Energy transfers in and between organisms (A-level only)
Unit 6 Organisms respond to changes in their internal and external environments (A-level only)
Unit 7 Genetics, populations, evolution and ecosystems (A-level only)
Unit 8 The control of gene expression (A-level only)


Main Skills developed
• develop essential knowledge and understanding of different areas of the subject and how they relate to each other
• develop and demonstrate a deep appreciation of the skills, knowledge and understanding of scientific methods
• develop competence and confidence in a variety of practical, mathematical and problem solving skills
• develop their interest in and enthusiasm for the subject, including developing an interest in further study and careers associated with the subject
• understand how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society.
How can parents help to support learning
• Ensure students complete all homework
• Create a quiet space at home for students to revise
• Quiz students following homework and prior to class assessments
• Where possible visit attractions with a scientific link e.g. Thackeray Medical Museum in Leeds


Useful websites
Seneca Learning
https://senecalearning.com/en-GB/

AQA Spec
https://filestore.aqa.org.uk/resources/biology/specifications/AQA-7401-7402-SP-2015.PDF

Khan Academy
https://www.khanacademy.org/science/high-school-biology

Physics and Maths Tutor
https://www.physicsandmathstutor.com/biology-revision/a-level-aqa/

Studywise
https://studywise.co.uk/a-level-revision/biology/


SMSC and British Values
• Encouraging pupils to reflect on the wonder of the natural world
• Awareness of the ways that science and technology can affect society and the environment.
• Consideration of the moral dilemmas that can result in scientific developments.
• Showing respect for differing opinions, on creation for example.
• Co-operation in practical activity.
• Raising awareness that scientific developments are the product of many different cultures
• The opportunity to debate topics such as the use of genetic engineering and stem cells.