Biology

Biology is the study of life and living organisms.  It looks at the world from a very small sub-microscopic level up to a global scale.  Biology investigates the ways in which organisms function to stay alive and how they interact with each other and the environment around them. 

Biology is a living subject and there are always new discoveries and developments being made especially in the areas of health and the environment.  Even as you read this there are thousands of chemical reactions taking place in your body which are keeping you alive. Why not study Biology and find out a bit more about them?

Half Term 1 - Infection

Students now have an understanding of the systems within the human body and within plants and are able to look in greater detail at how these systems may be affected by infection. Using their knowledge of cells from microscopy unit and interleaving their subject knowledge to look at the structure of viruses and bacteria.

Half Term 2 - Infection and Bioenergetics

Now students have the detailed subject knowledge of the systems to allow organisms to function they can look in greater depth at the process which support the life of these organisms. 

Interleaving from unit 1 on cells and microscopy and unit 2 on organisation. Now students are looking at Photosynthesis and respiration and metabolism.

Half Term 3 - Bioenergetics

Now students have the detailed subject knowledge of the systems to allow organisms to function they can look in greater depth at the process which support the life of these organisms. 

Interleaving from unit 1 on cells and microscopy and unit 2 on organisation. Now students are looking at Photosynthesis and respiration and metabolism.

Half Term 4 - Homeostasis

Students are able to develop their understanding and build on their knowledge of the systems within the body and look at more complex systems like the nervous system and the endocrine system.

Students need to use their prior knowledge and to learn how these systems interact to maintain normal body functions.

Half Term 5 - Homeostasis

Students are able to develop their understanding and build on their knowledge of the systems within the body and look at more complex systems like the nervous system and the endocrine system.

Students need to use their prior knowledge and to learn how these systems interact to maintain normal body functions.

Half Term 6 - Revision and PPE Evaluation

Students revise and pull together all their subject knowledge so far to apply it to exam questions and improve their exam technique looking at command words, markschemes and examiner reports.

Half Term 1 and 2 – Inheritance, Variation and Evolution

Students now have an understanding of the systems within the human body and within plants and are able to look in greater detail at how these systems may be affected by infection. Using their knowledge of cells from microscopy, we know dive deeper in to understanding the units of inheritance, where we find our genetic material and how these genetic characteristics can be passed on to offspring for the continuation of the species. We also look at how species can change over time and how Charles Darwin developed his theory of Evolution by natural selection. We discuss how variation is caused both by our genetics and the influence of the environment and how variation by mutation is the driving force of evolution.

Half Term 3 and 4 - Ecology

Students are able to develop their understanding of ecological systems and build on their knowledge of the chemical processes of Photosynthesis and respiration to describe how atoms and nutrients are recycled in Ecosystems. Students are able to develop plans for sampling their local environment using ecological sampling techniques, carry out their plans to measure the distribution and abundance of organisms in their habitat. Students are taught to have an understanding and appreciation for the need to preserve Biodiversity and ho human activities impact on the Biodiversity of different ecosystems.

Half Term 5 and 6 – Revisiting prior topics, revision and Exam skills

As we arrive at the end of our journey into understanding the biological world and process that allow organisms to survive, we revisit some of the key concepts that students need to have a secure understanding of. We ensure that the scientific methods used to carry out investigations are well understood and students are able to interpret data related to experimental evidence. Students are able to present data skilfully in tables and graphs,  draw conclusions and discuss limitations of investigations.

Students are well prepared for their examinations, they have a good understanding of how to approach the different commands given within an examination context and are able to express themselves in the extended writing style of questioning.

Half Term 1 and 2 – Inheritance, Variation and Evolution

Students now have an understanding of the systems within the human body and within plants and are able to look in greater detail at how these systems may be affected by infection. Using their knowledge of cells from microscopy, we know dive deeper in to understanding the units of inheritance, where we find our genetic material and how these genetic characteristics can be passed on to offspring for the continuation of the species. We also look at how species can change over time and how Charles Darwin developed his theory of Evolution by natural selection. We discuss how variation is caused both by our genetics and the influence of the environment and how variation by mutation is the driving force of evolution.

Half Term 3 and 4 - Ecology

Students are able to develop their understanding of ecological systems and build on their knowledge of the chemical processes of Photosynthesis and respiration to describe how atoms and nutrients are recycled in Ecosystems. Students are able to develop plans for sampling their local environment using ecological sampling techniques, carry out their plans to measure the distribution and abundance of organisms in their habitat. Students are taught to have an understanding and appreciation for the need to preserve Biodiversity and ho human activities impact on the Biodiversity of different ecosystems.

Half Term 5 and 6 – Revisiting prior topics, revision and Exam skills

As we arrive at the end of our journey into understanding the biological world and process that allow organisms to survive, we revisit some of the key concepts that students need to have a secure understanding of. We ensure that the scientific methods used to carry out investigations are well understood and students are able to interpret data related to experimental evidence. Students are able to present data skilfully in tables and graphs, draw conclusions and discuss limitations of investigations.

Students are well prepared for their examinations, they have a good understanding of how to approach the different commands given within an examination context and are able to express themselves in the extended writing style of questioning.

Combined Biology

Two written exams on either Higher or Foundation tier. Each paper is 1 hour 15 minutes and 70 marks. Each paper counts towards 16.6% of the final Combined Science grade. The papers will contain a mixture of multiple choice, data analysis and structured and open response questions. 

Students will complete six required practical investigations in Biology  throughout the course which will be assessed in the final written exams.

Triple (Separate) Biology

Two written exams on either Higher or Foundation tier. Each paper is 1 hour 45 minutes and 100 marks. Each paper counts towards 50% of the final Biology grade. The papers will contain a mixture of multiple choice, data analysis and structured and open response questions. 

Students will complete eight required practical investigations in Biology  throughout the course which will be assessed in the final written exams.

Biology can lead to A Levels in Biology, Chemistry, Physics, Applied Science, Geography, Psychology and Sociology. 

It can also support BTEC qualifications in a variety of subjects and apprenticeships.

Half Term 1 - Molecules of life

Cell structure and division 

Why we sequence the scheme of work this way 

At the start of the A Level course, it is vital that the fundamental concepts are revisited and expanded on to ensure a secure foundation to be successful. This means looking at cell structure and microscopy in greater detail and linking how organelles within a cell operate together to perform essential functions. It is also important to look at how cells divide for growth and reproduction and to learn new practical skills to observe these events.

Another fundamental concept is the idea of structure and how the structure of molecules not only relates to their function but also provides explanations for how external factors may affect their functioning. This understanding of molecular structure and how molecules behave underpins the remaining topics taught in this course and therefore it is essential to cement these ideas at the beginning of the course and to allow for interleaving as we move through the content.

Half Term 2 -  Nucleic acids

Transport across cell membranes

Why we sequence the scheme of work this way 

In half term 2, we continue with the idea of molecular structure and look in detail at the structure of ATP, water, DNA and RNA. This builds on prior knowledge of how molecules form and the chemical reactions that allow bonds to form between monomers coming together. Students need to understand the structure of cell membranes before learning about how molecules are able to cross the membranes to allow for transport into and out of cells. 

Half Term 3 - DNA, genes and Protein synthesis

Exchange and Transport systems

Why we sequence the scheme of work this way 

Now that the fundamental understanding of the structure of biological molecules is secure, we can move on to more complex examples of molecules within living organisms. It is really important for students to understand the complexities of protein synthesis and how the DNA code informs the structure of proteins. This is essential information before moving on the genetic diversity in half term 4.

During half term 3 , we also look at the transport systems of plants and animals and students gain a good understanding of how and why organ systems are structured in such a way and how their structure makes them effective exchange surfaces. This builds on the knowledge taught in half term 2 about how molecules can cross cell membranes.

Half Term 4 - Genetic diversity and Biodiversity

Exchange and Transport systems

Why we sequence the scheme of work this way 

We continue into half term 4 looking at transport systems. We also start to look at ecosystems and studying living organisms within ecosystems. Another key concept in the Biology A Level course is to look at how important biodiversity is and the levels at which we measure biodiversity including genetic, species and ecosystem diversity. We teach this area of the specification at this point as it leads on from the knowledge gained from looking at the structure of DNA and how the genetic code is translated into usable proteins that are essential to the survival of living organisms.

Half Term 5 - Cells and immune system

Mass transport in animals and plants

Why we sequence the scheme of work this way 

In half term 5, we are now in position to look at the intricacies of the immune response to foreign particles. Students need to have a deep understanding of cell structure and the structure of blood tissue and therefore, this unit of work is taught at this point in the course and not earlier. We also teach the need for the bulk transport of materials around living organisms and explore the mechanisms that can achieve the mass transport of materials in animals and plants.

Half Term 6 - Maths skills

Revision

Why we sequence the scheme of work this way 

In the final half term of the Year 12 year, we focus on some skills and in particular the Maths skills requirement in this course. This includes the statistical tests that students need to be familiar with and the basis maths skills needed such as calculating standard deviation, percentage error and uncertainties when using different apparatus. This is not necessarily a stand alone unit but we find that it helps to provide an emphasis on the maths requirement by having some dedicated lessons to the maths component of the course. We also look at revision skills and revisit some of the practical skills that the students have become familiar with while completing the 6 required practicals for Year 12. 

Half Term 1 - Photosynthesis

• Respiration
• Populations in Ecosystems
• Inherited Changes

Why we sequence the scheme of work this way 

This second year of the A Level course builds on the fundamental topics taught previously and we start with teaching the Biochemistry of photosynthesis and respiration which links to molecular structure and enzyme action. This topic poses some challenges and teaching it at the beginning of the year provides opportunities for revisiting and interleaving. We also look at the idea of populations in different ecosystems and how this links to the idea of diversity and expands on the basic understanding of sampling covered at GCSE level. Moving on from this unit to the idea of inheritance and how inheriting different traits leads to changes within populations of the same species creates a seamless flow between different units of content. Teaching this unit at this point allows for future units of work to build on the understanding of the role genetics plays many aspects of biology.  

Half Term 2 - Energy and ecosystems

• Nutrient cycles
• Populations and evolution

Why we sequence the scheme of work this way 

In the second half term, we focus on energy and energy transfer in the context of ecosystems and build on the fundamental biochemical understanding of photosynthesis and respiration. This allows students to link the ideas from different units in a synoptic manner and the subject of Biology can be viewed in a holistic way. Students are then taught about how populations within ecosystems change and understanding genetic changes lead to a deeper understanding of the process of evolution by the mechanism of natural selection. 

Half Term 3 - Response to Stimuli 

Gene expression

Why we sequence the scheme of work this way 

In this half term 3, we start to delve deeper into the world of genetics and try to cement a good understanding of how genes control characteristics and how environment can play a role in the outward expression of our genetic code. These abstract ideas can be challenging and therefore, we approach this part of the specification when students have completed the units that cover a lot of biochemistry so that students are used to thinking about the molecular level and have been introduced to many different types of molecules that have different functions in living organisms. The second part of the content taught in this half term is about how our bodies respond to the external environment, this content  perhaps more intuitive for students and therefore is taught alongside some of the more challenging aspects to allow student to see that Biology links to many aspects of living organisms.

Half Term 4 - Nervous coordination and muscles

• Gene expression
• Recombinant DNA technology
• Homeostasis

Why we sequence the scheme of work this way 

Half term 4 builds on the response unit of work and looks at the finer details of how nervous transmission causes the human body to coordinate muscle movement. The fundamental concepts of protein structure and transport across membranes that was taught in Year 12 plays a role in the understanding of the transmission of action potentials in neurons and therefore it is a good opportunity to revisit and recap these key concepts. Some more content is taught on using DNA in the recombinant DNA unit of work building on the gene expression work so students are familiar with the structure of the genome and the terminology associated with this. Finally, teach Homeostasis, this unit of work is covered in the GCSE specification so it is familiar to the students but covered in a greater level of detail at A Level. 

Medicine, Dentistry, Veterinary, Biological Science careers will all require Biology.