Pearson Edexcel 11-16 Science Learning Pathway: Biology: An Alternative, Linear Approach To Teaching Science

Pearson Edexcel 11-16
Science Learning Pathway:

Biology
An alternative, linear approach to teaching Science

Pearson Edexcel 11-16 Science Learning Pathway: Biology
Contents
Introduction 3
11-16 Topic Overview plan for teaching Biology (Combined Science route) 5
11-16 Topic Overview plan for teaching Biology (Separate Science route) 7
Topic template description 9
Year 7 Biology Topics 10
© Pearson Education Ltd 2018 2

Introduction
What is our 11- 16 Science Learning pathway?
Our Pearson Edexcel Science (9-1) 11-16 Learning Pathway is an additional free resource
to support Edexcel centres with Science curriculum planning and provides a seamless
route to the delivery of science provision from Year 7 to 11.
The Learning Pathway consolidates and builds on learning from the Key Stage 2 and Key
Stage 3 programmes of study. It focuses on developing essential content and skills,
introducing and revisiting topics across 5 years to help teachers to create engaging
lessons and prepare learners for the demands of the new GCSE.
Each subject (Biology/Chemistry/Physics) contains three Big Ideas that run through from
year 7 to year 11. Under each of these Big Ideas there are interlinked topics that align
with the Key Stage 3 and 4 programmes of study. Each topic contains information on
prior learning and an overview of how the topic will build on that learning to show
progression. To facilitate learning, the topics also give teaching ideas that can be
expanded further and they also contain links to our current Exploring Science and GCSE
topic resources.
Big ideas
Biology Chemistry Physics
Cells and cellular processes Materials and their Energy

properties
Biological systems for life Chemical Changes Forces and fields
Organisms and their Our earth and its Matter and materials
interactions with the atmosphere
environment
How does this differ from our current 5 year scheme of work?
Our current 5 year scheme of work currently follows the route of our published
resources, using Exploring Science at Key Stage 3 followed by the published resources
for GCSE (with each topic in specification order) at Key Stage 4. This remains a standard
route to deliver science content at KS3 and KS4. However, our alternative 11-16 Science
Learning Pathway takes a more holistic view in its approach to delivering the Science
content. This approach would suit the needs of GCSE Science teachers who wish to
review their teaching of science across both Key Stages based on their experience of
teaching GCSE 9-1 Sciences to their first cohort.

The new learning pathway will:
1. At Key Stage 3: prepare your students for the demand of GCSEs whilst at the
same time continuing to provide an engaging curriculum taught over two years.
2. At GCSE: arranging content in teaching order which puts the most appropriate
and accessible topics first – especially important where students are being taught
GCSE topics from Year 9.
3. Highlights opportunities where students can develop practical, maths and enquiry
skills across both Key Stages to meet the assessment requirements of the new
exams
Which route do I choose/follow?
Both routes (published route and 11-16 Pathway) take the learner through a Science
journey from year 7 to 11, to meet the same end goal of providing the learner with a
positive and engaging experience of Secondary Science education and develop the
breadth and depth of learning required to meet the demands of the new GCSE. The route
you choose will depend on how you decide to organise your Science provision and the
aim here is to provide you with flexibility to your approach, depending on your needs.
Whichever route you choose our published resources will support the delivery of teaching
and learning.

11-16 Topic Overview plan for teaching Biology (Combined Science

route)
The table shows the topics contained in Biology to be taught over the five years for learners who are following the
Combined Science route. The references given below each topic give a link to the relevant topic areas within our
published resources (Exploring Science) and where the topics map to GCSE specification. The table also indicates
whether topics appear in paper 1 or paper 2 or both, from year 9 onward.
Year 7 Year 8 Year 9 Year 10 Year 11
Big ideas
Cells and cellular B7.1 Cell structure B8.2 Biological B9.2 Eukaryotic and B10.1 Cell division and B11.1 Plants and
processes (8 hours) reactions (10 hours) Prokaryotic cells ( 18 growth (8 hours) Photosynthesis (8
8Ca, 8Ce, 8Da 8Db, hours) GCSE topic 2 (2.1-2.9) hours)
(7Aa- Ks2), 7Ad, , 8Da
8Dc, 8Dd, 9Ba, 9Bb 9Ac, GCSE topics 1 (paper 1) GCSE topic 6 (6.1 –
(1.1-1.6, 1.15-1.17) 6.10, 6.12 – 6.13)
and leading up to 3 (paper 2)
(Paper 1 and 2)
B11.2 Respiration (4
hours)
GCSE topic 8 (8.9-
8.12)
(paper 2)
Biological systems B7.2 Reproduction (8 B8.1 Organ systems B9.3 Digestion and B10.2 The nervous B11.3 Hormones and
for life hours) (14 hours) Enzymes (14 hours) system (4 hours) Homeostasis (8 hours)
7Ba, 7Bb, 7Bc, 7Bd, 7Ce 8Ac, 8Cb, 8Cc, 8Ad GCSE topic 2 (2.13-2.14) GCSE topic 7 (7.1 –
7Be, 8Cd 8Ce, 8Da, 8Db, GCSE topics 1 (1.7- (paper 1) 7.9, 7.13 -7.17)
8Dc 1.12) (paper 2)
B7.3 Movement (6 (Paper 1 and 2) B10.3 Disease and B11.4 Gas exchange
hours) defence (8 hours) and circulation (6

7Ab, 7Ac, 7Ad, 7Ae GCSE topic 5 (5.1 – 5.6 & hours)
5.8) (paper 1) GCSE topic 8 (8.1 –
8.3, 8.6 – 8.8)
(paper 2)
Organisms and their B7.4 Ecosystems (8 B8.3 The producers B9.1 Evolution (8 B10.4 Genetics and B11.5 Ecosystems
interactions with the hours) (8 hours) hours) Variation (16 hours) and human (9 hours)
environment 7Dd, 7Dc, 7De, 8Ba, 8Ba, 9Ba, 9Bb, 9Bc, 7Da, 7Db, 7Dc, 9Aa, GCSE topic 3 (3.3 – 3.6 & GCSE topic 9 .1 – 9.6,
9Be, 9Bd 8Bb, 8Bc, 8Bd, 8Be 9Ab, 9Ad, 9Ae, 3.12 -3.16 & 3.19 – 3.23) 9.9 – 9.10, 9.12 – 9.15
8Ba, 9Bd, 9Be GCSE topic 4 (4.2 – 4.5, (paper 2)

4.6, 4.7, 4.20, 4.22 and
4.14) (paper 1)
B10.5 Non
communicable diseases
(4 hours)
GCSE topic 5 (5.23-5.25)
(paper 1)

11-16 Topic Overview plan for teaching Biology (Separate Science route)
The table shows the topics contained in Biology to be taught over the five years for learners who are following the
Separate Science route. The references given below each topic give a link to the relevant topic areas within our
published resources (Exploring Science) and where the topics map to GCSE specification. The table also indicates
whether topics appear in paper 1 or paper 2 or both, from year 9 onward.
Big Ideas Year 7 Year 8 Year 9 Year 10 Year 11
Cells and cellular B7.1 Cell structure B8.2 Biological B9.2 Eukaryotic and B10.1 Cell division and B11.1 Plants and
processes (8 hours) reactions (10 hours) Prokaryotic cells ( 18 growth (8 hours) Photosynthesis (10
8Ca, 8Ce, 8Da 8Db, hours) GCSE topic 2 (2.1-2.9) hours)
(7Aa- Ks2), 7Ad, 8Da
8Dc, 8Dd, , 9Ba, 9Bb 9Ac, GCSE topics 1 (paper 1) GCSE topic 6
(1.1-1.6, 1.15-1.17) (paper 2)
and leading up to 3
B11.2 Respiration (4
(paper 1 and 2)
hours)
GCSE topic 8 (8.9-
8.12)
(paper 2)
Biological systems B7.2 Reproduction (8 B8.1 Organ systems B9.3 Digestion and B10.2 The nervous B11.3 Hormones and
for life hours) (14 hours) Enzymes (17 hours) system (8 hours) Homeostasis (12
7Ba, 7Bb, 7Bc, 7Bd, 7Ce, 8Ac, , 8Cb, 8Cc, 8Ad GCSE topic 2 (2.13-2.14, hours)
7Be, 8Cd,8Ce, 8Da, 8Db, GCSE topics 1 (1.7- 2.10B-2.17B) GCSE topic 7
8Dc 1.12, and 1.13B, (paper 1) (paper 2)
1.14B)
B7.3 Movement (6 B10.3 Disease and B11.4 Gas exchange
hours) (paper 1 and 2) defence (14 hours) and circulation (7
7Ab, 7Ac, 7Ad, 7Ae GCSE topic 5 (5.1-5.22B) hours)
(paper 1) GCSE topic 8 (8.1-8.8)

(paper 2)
Organisms and their B7.4 Ecosystems (8 B8.3 The producers B9.1 Evolution (8 B10.4 Genetics and B11.5 Ecosystems
interactions with the hours) (8 hours) hours) Variation (24 hours) and human
environment 7Dd, 7Dc, 7De, 8Ba, 8Ba, 9Ba, 9Bb, 9Bc, 7Da, 7Db, 7Dc, 9Aa, GCSE topic 3 (3.1B-3.23) interactions (12 hours)
9Be, 9Bd 8Bb, 8Bc, 8Bd, 8Be 9Ab, 9Ad, 9Ae, GCSE topic 4 (4.1B-4.14) GCSE topic 9
8Ba, 9Bd, 9Be (paper 1) (paper 2)
B10.5 Non
communicable diseases
(4 hours)
GCSE topic 5 (5.23-5.25)
(paper 1)

Topic template description

Big Idea: There are three big ideas than run through Topic title: Indicative hours: This section will
each subject, from year 7 to year 11, all topic areas give you guided teaching hours to
underpin this big idea. deliver the content
Prior knowledge and skills required (KS2/KS3)
This section focus on the learning which will have been acquired from previous topics and/or previous Key Stage.
Topic Overview and progression and link to the programme of study
This gives a snapshot of the expected learning along with how it builds on previous learning and the links to other content areas in the pathway.
Apparatus and techniques developed Working Scientifically skills developed
This section indicates the coverage of apparatus This section indicates the coverage of working scientifically skills (scientific enquiry) across the
techniques within the suggested practical work content in the form of
1. Development of scientific thinking
2. Experimental skills and strategies
3. Analysis and evaluation
4. Scientific vocabulary, quantities units, symbols and nomenclature
Learning objectives Teaching ideas/ links to resources Indicative Success criteria
This section will give reference to the GCSE This section will indicate useful teaching ideas that can One of the assessment drivers that our
specification coverage (from year 9) and content be expanded further, including opportunities for maths papers are built on are assessment
objectives. For GCSE content, the objectives have e.g. ‘MS 2h’ and practical skills to be developed. Also objectives, AO1, 2 and 3, each focusing
been derived from the specification points however suggestions where learning could be extended. on particular skill areas. This section
please ensure you use this in conjunction with aims to give you guidance on the types
specification requirements. This section will also reference links to existing published of outcomes expected by learners
An indication with ’B’ for individual objectives or resources (topic areas within Exploring Science and aligned to the AO profiles. Please note
‘Biology only’ for whole sections will be given for GCSE) that this is not an exhaustive list.
Biology content only.
Those objectives which are emboldened are for more
able learners or Higher tier in GCSE.
Scientific terminology
Key words that important for learners to understand and use throughout teaching and learning
The template below is used for each topic area. There is a description under each section of the template so that
you can understand the purpose of it and embed into your teaching.

Year 7 Biology Topics

Big Idea: Cells and cellular processes Topic: B7.1 Cell structures Indicative hours: 8
Prior knowledge and skills required (KS2)
At key stage 2 students will have covered the different life process and explored the basic structures of animals and plants. They will have looked at why
organisms are classified as plants or animals based on specific characteristics.

This topic builds on and consolidates KS2 knowledge by using microscopy to explore the structure and function of the components of plant and animal cells so
that the differences between the cells can be explained. It then applies some of this knowledge to analyse the structural adaptations of some unicellular
organisms. The fundamental knowledge gained about cells in this topic is applied to many other key stage 3 topics and the level of knowledge on cells and
microscopy is advanced in the GCSE topic 1 content.
Apparatus and techniques Working Scientifically skills developed
developed
AT 1 – using appropriate apparatus to The development of scientific thinking – the use of models to show cell structure, the history of microscope
measure length technology.
AT 4 – viewing live organisms using a Experimental skills and strategies – introduction to the use of microscopes, preparation of microscope slides,
microscope practical activities on diffusion
AT 7 - Use of a microscopes, to make Analysis and evaluation – simple magnification calculations, analysis of data from diffusion practicals
observations of biological specimens Scientific vocabulary, quantities, units, symbols and nomenclature – key terms for structures within cells,
and produce labelled scientific drawings use of measurements in basic magnification calculations
Learning objectives Teaching ideas/ links to resources Indicative success criteria
Microscopy  Use a microscope to view prepared slides or organism e.g.  Label a diagram of a microscope
 Know the parts of a microscope Daphnia (AO1)
 Know how to prepare a light  Calculate total magnification (MS 2h)  Write a method for preparing a
microscope slide  Prepare and view microscope slides using stains e.g. cheek microscope slide (AO3)
 Know how to view a cells with methyl blue or onion cells with iodine  Explain how to obtain a clear image
microscope slide using a  Make microscope slides to view different hair types, compare using a microscope (AO2)
microscope salt and sugar  Produce labelled scientific drawings
 Make drawings from microscopy work from microscope slides (AO2)
 Show how 3D objects can appear very different when the 2D  Calculate the total magnification
cross section is taken at different angles using the eye piece and objective
lenses (AO2)
Opportunities for extension
 Basic magnification calculations (MS 2h)
 Research the work of Hooke and the development of
microscope technology
Exploring science

7Ad
Animal and plant cells  Build 2D and 3D models of animal and plant cells  Label diagrams of plant and animal
 Understand the structures and  Identify cellular structures from microscope images and cells (AO1)
functions of the components of diagrams  Explain the function of different cell
animal and plant cells  Relate the structures to the functions for the cell components components (AO1)
 Know how to identify cells as including cell nucleus, cell membrane, cytoplasm,  Evaluate models of animal and
animal or plant cells mitochondria, cell wall, permanent vacuole and chloroplasts plant cells (AO3)
 Know some specialised animal  View images of specialised plant and animal cells and  Compare animal and plant cells to
and plant cells identify the key features. explain the differences (AO2)
 Plasticine 3D modelling of specialised cells from 2D images  Identify cell components from
microscope images (AO2)
Opportunities for extension  Identify cell components for
 Identify whether a cell is from a plant or an animal using specialised cells (AO2)
features visible in the picture or from microscope
observations
Exploring science
7Ad
Unicellular organisms  Identify unicellular and multicellular organisms from images  Define the term unicellular (AO1)
 Know the meaning of the term  Identify cell structures from images of unicellular organisms  Explain why a unicellular organism
unicellular is different to a single cell (AO2)
 Be able to identify structural Opportunities for extension
components and their function Explore the classification problems with some unicellular organisms
in unicellular organisms e.g. Euglena
Exploring science
8Da
Nucleus, cytoplasm, cell membrane, mitochondria, cell wall, permanent vacuole, chloroplasts, chlorophyll, specialised, multicellular, unicellular, diffusion,
concentration, passive, organism, microscope, magnification, objective lens, eye piece lens
Big Idea: Biological systems Topic: B7.2 Reproduction Indicative hours: 8


At key stage 2 students will have covered the differences in the life cycles of mammals, amphibians, insects and birds. They will have studies the process of
reproduction in plants and animals and looked at the changes that take place as humans develop into old age. They will have looked at the idea of sexual and
asexual reproduction. They will have covered the changes during puberty and reproduction in humans during PSHE topics.
This topic builds on and consolidates KS2 knowledge and understanding of puberty and reproduction covered in science and PSHE. It also uses knowledge
gained in the cells topic where the specialised cells covered include the egg and sperm cell. They will cover the changes that take place during puberty,
including the stages of the menstrual cycle, which lead to the maturation of the reproductive organs. The structure and function of the male and female
reproductive systems are covered so that the role of gametes in fertilisation can be understood. The gestation process and birth are covered including the
role of the placenta. The topic provides the basic understanding of reproduction needed for the GCSE content.
developed
The development of scientific thinking – the consequential order of the stages leading up to the birth of a
human. The role of the placenta and how the environment can influence the development of a foetus
Analysis and evaluation - interpret data on the thickness of the uterus wall during the different stages of the
menstrual cycle
Scientific vocabulary –scientific terms for the structures in the reproductive system and those needed to maintain
pregnancy
Puberty  list the changes that occur to males and females during  Identify the development of
 Know the changes that occur in puberty from a video clip secondary sexual characteristics for
males and females during  Illustrate the changes to the thickness of the uterus wall and males and females (AO1)
puberty relate this to the stages of the menstrual cycle  Interpret diagrams on the thickness
 Understand the role and the  Produce a flow chart for the stages of the menstrual cycle of the uterus wall and relate this to
stages of the menstrual cycle  Draw a lifecycle for a human the stages of the menstrual cycle
Opportunities for extension (AO3)
 Interpret percentile growth charts to illustrate the stage of  Explain when during the menstrual
puberty that the growth spurt occurs in males and females cycle a woman is most likely to get
(MS 4a) pregnant (AO2)
 Link stages of the menstrual cycle to changes in oestrogen
and progesterone levels and describe the role of testosterone
Exploring science
7Be
fertilisation  Match the structures to the functions for the male and  Label diagrams of the male and
 Know the structures and female reproductive systems female reproductive system (AO1)
functions of the male and  Use electron microscopy images of the egg and sperm cell to  Explain the structural adaptations of
female reproductive organs show the structures an egg cell and sperm cell (AO1)
 Understand the structural  Annotate a diagram of the female reproductive system to  Describe the changes that take
adaptations of the sperm and show where fertilisation occurs and the changes that occur to place in the egg cell after
egg cell the zygote as it implants and develops into an embryo fertilisation (AO1)

 Know how fertilisation occurs  Distinguish between internal and external fertilisation with  Identify animals that use internal or
and the importance of examples external fertilisation from data on
implantation  Use images of monozygotic and dizygotic twin pregnancies to the number of eggs released (AO3)
 Know how identical and non- explain how identical and non-identical twins develop  Explain the difference between
identical twins occur Opportunities for Extension identical and non-identical twins
 Compare the relative sizes of the egg and sperm cell (AO2)
 Suggest how males and females could have fertility issues
 Research different fertility treatments
Exploring Science
7Ba, 7Bb, 7Bc
Gestation and birth  Sequentially order the stages of development from  Order diagrams showing the
 Know the stages of growth fertilisation to newborn through models or diagrams different stages of development of
from embryo to newborn  Research chemicals that can cross the placenta including the baby (AO2)
 Understand the structures alcohol and foetal alcohol syndrome  Label the structures that maintain
involved in maintaining the  Research the gestation periods of different animals or the foetus and give a description of
foetus analyse given data and link this to parental care of young their role (AO1)
 Know how some substances  Link the stages of birth to description of what occurs at each  Explain why mothers need to avoid
can enter and affect the foetus step and list the benefits of breast milk consuming certain substances
 Know the stages of the birthing Opportunities for Extension during pregnancy (AO1)
process  Plan a menu for a pregnant woman justifying the inclusion of  Order the stages of the birthing
 Understand the importance of different components and why some substances should be process (AO1)
breast milk for newborn babies avoided.  Explain the benefits of breast milk
 Research health implications for premature babies (AO1)
Exploring Science  Analyse data on gestation periods
7Bc, 7Bd for different animals and suggest
reasons for the differences (AO3)
 Analyse data/a graph showing the
effect on birth weight of smoking
(AO3)
Puberty, hormones, adolescence, menstrual cycle, ovulation, periods, gametes, fertilisation, egg cell, sperm cell, offspring, , testes, scrotum, sperm ducts,
vas deferens, glands, urethra, bladder, foreskin, ovary, oviduct, fallopian tube, cilia, uterus, womb, cervix, vagina, menstruation, menopause, sexual
intercourse, erection, semen ejaculation, implantation, pregnant, amniotic fluid, amnion, placenta, umbilical cord, blood, drugs, premature, labour,
contractions, naval, afterbirth, mammary glands, antibodies
Big Idea: Biological systems Topic: B7.3 Movement Indicative hours: 6

At key stage 2 students will have looked at the structure of the circulatory system and the impact that diet, drugs, exercises and lifestyle have on the way
their bodies function.


This topic builds on KS2 knowledge and the content covered in 7.1 by looking at how cells group together to form tissues which group together to form organ
systems. The structure and function of the skeleton is studied and used to explain movement including the structure of joints and how they lead to
movement of limbs. This provides some basic knowledge which is expanded during the organ topic in year 8 and digestion in year 9.
developed
AT 1 – using appropriate apparatus to The development of scientific thinking – the use of models to show the structure of the skeleton and joints, the
measure temperature effect on the body of different diet and how economic stability and mental health can impact on health. The
AT 2 – Safe and appropriate use of a problems surrounding organ donation and diseases that affect joints
Bunsen burner Experimental skills and strategies – measure the energy content of food using basic calorimetry
AT 7 - Use of a microscopes, to make Analysis and evaluation – Comparison of energy values in foods, energy content of meals and determining
observations of biological specimens whether a balanced diet is achieved.
and produce labelled scientific drawings Scientific vocabulary, quantities, units, symbols and nomenclature – the key scientific terminology, the use
of C to measure temperature
Formation of organ systems  View different tissue types using a microscope to illustrate  Label the main organs of the body
 Know how tissues are formed some differences and give a function for each (AO1)
 Know how organs and organ  Brainstorm the different organs of the body and group them  Name some different types of tissue
systems form into organ systems in some of the main organs (AO1)
Opportunities for extension  List the organs in the circulatory
 Explore the history of organ donation and discuss the idea of system, digestive system, urinary
an opt in or opt out organ donor register system and nervous system (AO1)
Exploring science
7Ab, 7Ac, 7Ae
Movement  Use a model of a skeleton to show bone structures, the  Label the main bones of a skeleton
 Know the main bones in the different types of joint and explain how antagonistic muscles (AO1)
skeleton work  Sort the different joints of the body
 Know the structure of joints  Build 2D models of the skeleton into categories of fixed joints, hinge
 Understand the action of  Build models 2D or 3D models of joints joints, ball and socket joints
muscles  Dissection of chicken legs to show joint structure  Explain how a bent leg is
 Know about artificial  Colouring of antagonistic muscle pairs straightened at the knee and then
replacements of joints  Use X-ray images to show joints bent again or the movement of a
 View microscope slides of bone sections different joint (AO2)
 Use EM images of muscle tissue to show presence of  Identify antagonistic muscle pairs
mitochondria from diagrams of joints (AO3)
 Give the function of ligaments,
Opportunities for extension tendons and cartilage (AO1)
 Looking at microscope slides of muscles to show fibres and  Explain how a damaged tendon
explain how they function affects a person’s movement (AO2)
 Research the effects of diseases such as arthritis or  Explain the importance of

osteoporosis on joints and bones mitochondria in movement (AO2)
Exploring science
7Ac, 7Ad
Cells, tissues, organs, organ system, brain, trachea, lungs, heart, diaphragm, liver, kidneys, bladder, gullet, oesophagus, stomach, small intestine, large
intestine, rectum, circulatory, digestive, urinary, nervous, bone, skeleton, muscle, tendons, ligaments, cartilage, joints, hinge, ball and socket, backbone,
vertebrate, locomotion, antagonistic, mitochondria

Big Idea: Organisms and their interactions with Topic: B7.4 Ecosystems Indicative hours: 8
the environment
At key stage 1 students will have encountered the idea of food chains and looked at components of ecosystems. At key stage 2 students will have used
classification keys to group and identify living things. They will also have looked at how environmental change can affect an ecosystem.
This topic acts as a building block for knowledge by revisiting and extends the knowledge gained in the earlier key stages. It also prepares them for the year
9 topic on evolution as well as the GCSE topics on evolution and ecosystems. They will study food chains and food webs to show interdependence,
competition and energy flow. They will look at how external factors can affect the organisms in these ecosystems including toxins and environmental
changes. They will study the idea of biodiversity and how organisms are classified into the five kingdoms.
developed
AT 1 – using appropriate apparatus to The development of scientific thinking – the effect of human activities on habitats and the organisms in them
measure temperature, pH, light Experimental skills and strategies – random sampling of habitats
intensity Analysis and evaluation – construction of food webs and analysis of predator-prey relationships. Analysis of
AT 6 - Application of appropriate specific habitats and ecosystems to evaluate daily and seasonal changes, the effect of changes to the environment
sampling techniques to investigate the and the effects of humans
distribution and abundance of Scientific vocabulary, quantities, units, symbols and nomenclature – the key scientific terminology, the use
organisms in an ecosystem via direct of C for temperature, pH scale and light intensity
use in the field

Energy Flow  Give students the food sources for different animals in an  Label the organisms to describe
 Know the components in food ecosystem so they can deduce the food web their role in food chains and food
chains and food web  Study predator-prey relationships using computer simulations webs (AO2)
 Know how energy flow is available on line  Explain how energy flow is shown in
represented  Build pyramids of number using Lego bricks a food web (AO1)
 Use examples such as DDT or mercury to explain  Draw to scale pyramids of number
 Understand how bioaccumulation for food chains (AO2)
interdependence affects Opportunities for extension  Give reasons for the patterns seen
numbers of organisms in a food  Calculate the percentage of energy transferred at different in predator-prey relationships from
web tropic levels (MS 1c) data/graphs (AO3)
 Know how to draw pyramids of  Convert pyramids of number into pyramids of biomass  Define the term bioaccumulation
number  Investigate some parasitic and mutualistic relationships to (AO1)
 Know about bioaccumulation illustrate interdependence  Explain the impact of
Exploring science bioaccumulation on animals at
7Dd, 7De higher trophic levels in food webs
(AO2)
External influences on ecosystems  Use species that change the colour of their coats in  Describe how a habitat can vary

 Know the impact of daily and winter and summer and deciduous trees to illustrate depending on the time of day (AO1)
seasonal changes on an seasonal changes to habitats  For a given habitat make
ecosystem  Study bird migration patterns suggestion on how it might vary
 Understand how environmental  Study examples of nocturnal animals to illustrate daily during a different season (AO2)
change can affect organisms in changes  Explain why birds migrate (AO2)
an ecosystem  Measure the soil pH, light intensity and temperature of  Use data on soil pH, light intensity
 Understand how human different habitats e.g. using data loggers throughout a and temperature to explain why the
influence can affect the walk in a nature reserve organisms present in habitats differ
organisms in an ecosystem  Use an increasing human population to explain how (AO3)
humans influence ecosystems in terms of space and food  Explain the consequences on
requirements ecosystems of a growing human
Opportunities for extension population (AO2)
 Compare the use of natural and chemical fertilisers  Explain why biofuels can cause food
Exploring science shortages (AO2)
7Dc, 9Bd, 9Be
Biodiversity and classification  Use different techniques to sample habitats (MS 2d)  List the five kingdoms (AO1)
 Use classification keys  Field work and use of keys to identify organisms captured  Describe the characteristics of the
 Know how organisms are  Use keys to identify tree types from leaves organisms in the five kingdoms
classified  Compare the idea of monoculture fields in farming with wild (AO1)
 Know the characteristics of the habitats to consider biodiversity  Identify organisms using simple
five kingdoms  Research history of binomial nomenclature for organisms keys (AO3)
 Know about biodiversity  Identify organisms from the different kingdoms based on  Identify the genus and species from
features visible in images or by microscopy a binomial name (AO3)
 Explain how the binomial names
Opportunities for extension show organisms that are closely
 Construction of simple keys to use to recognise animals or related (AO2)
plants  Define the term biodiversity (AO1)
 Construct a key that can be used to
Exploring science identify an organisms (AO2)
8Ba  Compare two habitats and explain
why one has a greater biodiversity
(AO3)
Food chain, energy flow, food webs, predator, prey, interdependence, producer, primary consumer, secondary consumer, tertiary consumer, carnivore,
herbivore, omnivore, pyramids of number, pyramids of biomass, bioaccumulation, pesticides, herbicides, fertilisers, yield, nocturnal, deciduous, endangered,
extinct, quadrat, pitfall trap, sweep net, biodiversity, genus, species, kingdoms, animals, plants, fungi, protoctists, prokaryotes, classification


Big Idea: Biological systems Topic: B8.1 Organ systems Indicative hours: 14
At key stage 2 students will have covered the idea of organ systems with the basic idea of the circulatory system including the heart and blood. They have
also looked at factors which affect the functioning of the body including diet, exercise, drugs and lifestyle. They revisited the idea that cells group together to
form tissues which group together to form organs and these form organ systems in the year 7 topic on movement.
This topic builds on and consolidates KS2 knowledge and content covered in the movement topic of year 7. It looks at the body’s requirements for energy
intake and the reasons behind the intake of a balanced diet as well as the consequences of imbalances in the diet, including obesity, starvation and deficiency
diseases. It covers the gas exchange system and the role of the blood as a transport medium. Finally it examines the effect of exercise, asthma and smoking
on the human gas exchange system as well as other drugs including stimulants and depressants on body function. The topic leads into to part of topic 1 for
the GCSE in Biology and topic 5 and 8 in Combined science and Biology at GCSE.
developed
AT 1 – use of apparatus to measure The development of scientific thinking – the impact of dietary components on the body, the benefits and
temperature, volume, mass, time drawbacks of food labelling, use of models to demonstrate ventilation
AT 2 – safe use of heating devices Experimental skills and strategies – developed through practical work on calorimetry and reaction times
AT 3 – measurement of a biological Analysis and evaluation – data analysis from experimental data collected and also epidemiology data related to
process smoking, exercise and asthma as well as effect of drugs on the body, including reaction time
AT 8 – use of qualitative reagents to Scientific vocabulary, quantities, units, symbols and nomenclature – scientific terms used throughout the
identify biological molecules topic
Food groups and deficiency  Examine food labels from different foods  List the components of a balanced
diseases  Basic calorimetry by burning foods to compare energy diet and give the roles in the body
content of the different food groups (AO1)
 Know the sources and functions  Test foods for starch, reducing sugars, protein and fat  Describe the food tests and results
of the main food groups  Calculating energy content and nutritional intakes for (AO3)
 Understand how to measure different meals  Analyse data on RDA for different
energy content in foods  Research the main deficiency diseases age groups and explain the
 Know how to test foods for differences (AO3)
different food groups Opportunities for extension  Explain the causes of rickets,
 Know the main deficiency  Explain why a specific individual might need a modified diet scurvy, night-blindness,
diseases  Use BMI calculations to show levels of obesity (MS 1a) kwashiorkor, obesity and starvation
Exploring science  Analyse data on the increase in
8Ac, 8Da, 8Db, 8Dc levels of rickets and explain the
trend (AO3)
 Analyse data on obesity levels in

the UK and explain the impact of

the trend (AO3)
Ventilation  lung and heart dissection to show the different structures  Label the human gas exchange and
 Know the structure of the gas  simulation of lung function with a bell jar and balloons describe the structures than enable
exchange system in humans  Demonstrate the presence of carbon dioxide in exhaled air gas exchange to occur (AO1)
 Understand the process of (using lime water and cobalt chloride paper)  Explain inhalation and exhalation in
inhalation and exhalation  Contrast the human gas exchange system with other animals terms of volume and pressure
 Understand gas exchange at and plants changes (AO1)
the alveolus  Measure the peak flow readings of different groups e.g.  Evaluate data on peak flow
 Understand how the blood different sexes or asthmatics readings from different individuals
transports oxygen and dietary  Show simulations of gas exchange at an alveolus (AO3)
components  Prepare and or view images of blood smears  Explain how oxygen and dissolved
 Understand the effect of  Match the component of the blood to its function, images of nutrients are transported in the
exercise, asthma and smoking plasma can be used. blood (AO1)
on the gas exchange system  Show images of smokers lungs and videos of a smoking  Describe how exercise can improve
machine the function of the gas exchange
 Show data on smoking related diseases (MS 4a) system (AO2)
 Research the effect of exercise on lung function  Evaluate data on smoking related
 Breathing through straws after short period of exercise to diseases (AO3)
demonstrate effect of asthma  Explain the effect of asthma on the
Opportunities for extension body (AO1)
 Show and interpret spirometer output data
Exploring science
8Cb, 8Cc, 8Cd, 8Ce
Effect of drugs on the body  Brainstorm the different types of drug  Identify if common drugs are
 Know the different categories  Measure reaction times using a ruler and/or online tests stimulants, depressants, addictive,
of drug  Present data on reaction times for different groups of people medicines and/or recreational drugs
 Understand the effects of  Test the effect of caffeine on heart rate in Daphnia (AO2)
common stimulants and  Research the effects of alcohol on the body and  Explain the effects of stimulants and
depressants on the body recommended intake levels depressants on reaction time (AO2)
 Know how to test reaction Opportunities for extension  Write a plan to compare the
times  Research the effects of performance enhancing drugs in reaction times of two groups of
sport people (AO3)
Exploring science  Analyse data on the effect of a drug
7Ce on reaction time
 Discuss whether alcoholics should
be allowed a liver transplant (AO2)
diet, nutrients, carbohydrates, starch, sugar, fats, oils, lipids, proteins, iodine, Benedict’s reagent, biuret, vitamins, minerals, fibre, energy, joules, kilojoules,
growth, repair, health, deficiency disease, rickets, scurvy, night-blindness, kwashiorkor, obesity and starvation, breathing, ventilation, inhalation, exhalation,

ribcage, mucus, cilia, gas exchange, diffusion, surface area, trachea, bronchus, bronchioles, alveoli, capillaries, red blood cell, haemoglobin, arteries, veins,
heart disease, heart attack, carbon monoxide, tar, nicotine, asthma, drug, medicine, addictive, alcohol, caffeine, cannabis, cocaine, heroin, recreational,
nervous system, stimulants, depressants, reaction time, solvents, impulses

Big Idea: Cells and cellular processes Topic: B8.2 Biological reactions Indicative hours: 10
At key stage 2 students will have covered the idea of the life processes and that these require the release for energy. The have also covered the idea that
plants produce their own food through photosynthesis. The students might have touched on the idea that diffusion is the mechanism for the movement of
substances into and out of cells.
This topic builds on and consolidates KS2 knowledge and content covered in the cell structures topic by covering respiration, photosynthesis and diffusion. It
covers the ideas from the programme of study for the role of diffusion in the movement of materials in and between cells, the role of the reaction and word
equation for photosynthesis, the adaptation of leaves for photosynthesis as well as the process and word equations for aerobic and anaerobic respiration
including fermentation. The topic provides the basis for the GCSE content covered in topic 1 for diffusion, topic 6 for photosynthesis and topic 7 for
respiration.
developed
AT 1 – measurement of time, pH, The development of scientific thinking – applications of everyday science in the production of food and drinks,
length, temperature and volume the potential applications through construction of biospheres
AT2 – use of heating devices Experimental skills and strategies – developed through investigation on food production, diffusions, respiration
AT 3 – use of apparatus to measure a rates and practical work related to photosynthesis
biological process Analysis and evaluation – analysis and interpretation of experimental data
AT 4 – safe use of living organisms Scientific vocabulary, quantities, units, symbols and nomenclature – key words used throughout the topic
AT 5 – measurement of rate of reaction
Unicellular organisms and diffusion  View images of bacteria and/or protoctists  Label a bacterial cell and describe the
 Know the structural features of  Make live yoghurt and demonstrate the pH drop due to functions of each feature (AO1)
bacteria the accumulation of lactic acid  Explain the function of different features
 Understand how bacteria grow  Brainstorm substances that can enter or leave cells by in an example of a protoctist (AO2)
and how they can be used diffusion  Explain why some protoctists are difficult
 Know the features of  Use analogies such as a ball rolling down a hill to to classify (AO2)
protoctists explain diffusion as a passive process  List substances that enter and leave cells
 Know substances that diffuse  Demonstrate diffusion through experimental work e.g. by diffusion (AO1)
into and out of cells diffusion of acid into phenolphthalein stained agar  Explain which substances enter and leave
 Understand how diffusion cubes, potassium permanganate in water (MS 5c) different cell types in plants and animals
occurs Opportunities for extension as well as different locations in the plant
 Investigate factors which affect the rate of diffusion and animal (AO2)
 Research the work of Pasteur  Interpret experimental data on diffusion
Exploring science and factors which affect it (AO3)
8Da, 8Db, 8Dc, 8Dd
Respiration  Demonstration of the combustion reaction linked to  Write the word equation for aerobic
 Know the equation for aerobic respiration e.g. icing sugar respiration, anaerobic respiration and
respiration, anaerobic  View mitochondria on electron micrograph images fermentation (AO1)

respiration and fermentation  Investigate the effect of temperature or pH on the rate  Evaluate data on respiration rates in
 Understand the process of of respiration in yeast, germinating peas or small yeast (AO3)
respiration and why it is an invertebrates e.g by inflating a balloon/height of the  Explain why aerobic respiration occurs in
essential reaction bubbles humans and its effect on the body (AO1)
 Know some roles of yeast in  Investigate the effect of exercise on heart rate and  Explain the trend on a graph showing
food and drink production breathing rate and plot graphs of the results (MS 4c) heart rate or breathing rate before,
 View budding yeast using a microscope during and after exercise (AO3)
 Show effect of yeast in cooking e.g. proving bread  Compare and contrast aerobic and
Opportunities for extension anaerobic respiration in humans (AO2)
 Compare abundance of mitochondria in different cell  List products made by fermentation (AO1)
types  Explain how microorganism are used to
Exploring science produce food and drink products (AO2)
8Ca, 8Ce, 8Db
Photosynthesis  Extract chlorophyll from leaves  Write the word equation for
 Know the word equation for  Test leaves for starch after exposure to light/dark photosynthesis (AO1)
photosynthesis  Investigate limiting factors on photosynthesis  Explain why photosynthesis is essential for
 Understand why  View images of single cell photosynthetic organisms life (AO1)
photosynthesis is essential for  Make 2D or 3D models of cross section of a leaf  Interpret data on the presence of starch in
life  Nail varnish leaf peels to view stomata and compare leaves grown in different conditions (AO3)
 Understand the adaptations of the density on different leaves or surface of the leaf  Describe the factors which affect the rate
a leaf for photosynthesis  Investigate the effect of different conditions on water of photosynthesis (AO1)
 Know the limiting factors for loss from a leaf  Explain how life in a biosphere could be
photosynthesis  Design a biosphere that could support life maintained by its different features (AO2)
 Know what happens to the Opportunities for extension  Label the structural features of a leaf that
products of photosynthesis  Investigate the effect of sunlight on surface area of allow it to function (AO1)
leaves  Explain why a large surface area, waxy
 Investigate the idea of different wavelengths of light cuticle, palisade layer, chloroplasts,
and coloured leaves xylem, stomata are required for
 Link photosynthesis and respiration together in the photosynthesis in a leaf (AO1)
carbon cycle  Explain the results of testing leaves grown
Exploring science in different conditions for starch (AO1)
9Ba, 9Bb  Compare the surface area of leaves grown
in different conditions (AO3)
Bacteria, Pasteur, binary fission, chromosome, flagella, slime capsule, lactic acid, pasteurisation, protoctists, unicellular, amoeba, algae, chlorophyll,
mitochondria, vacuoles, cilia, diffusion, concentration, membrane, aerobic, anaerobic, fermentation, respiration, glucose, carbohydrates, combustion, energy,
excessive post-exercise oxygen consumption, oxygen debt, cramp, ethanol, brewing, asexual reproduction, yeast, budding, photosynthesis, reactants,
products, , chloroplasts, phloem, vessels, stomata, guard cells, biosphere


Big Idea: Organisms and their interactions with Topic: B8.3 The producers Indicative hours: 8
the
environment
At key stage 2 students will have covered the idea of the importance of plants to our ecosystems and that they absorb energy from the sun to make food.
The students will have already covered the ecosystems topic in year 7 as well as overlapping content on the photosynthesis reaction and some of the
features of plants and plant cells in year 8. This topic brings together some of these processes to look at the producers in detail.
This topic builds on and consolidates KS2 and prior KS3 knowledge and covers the content of the programme of study including how plants make
carbohydrates in their leaves by photosynthesis and gaining mineral nutrients and water from the soil via their roots. It looks at reproduction in plants,
including flower structure, wind and insect pollination, fertilisation, seed and fruit formation and dispersal. It looks at the issue of human food security and
how fertilisers, pesticides and other chemicals impact on crop yield and the surrounding environment including the importance of insects as pollinators.
developed
AT 1 – use of apparatus for The development of scientific thinking – the impact of scientific understanding on classification, the power and
measurements limitations of science through the impact of chemicals on farming and the environment and the effect of selective
AT 4 - safe and ethical use of living breeding on biodiversity as well as the possible benefits of organic farming
organisms Experimental skills and strategies – developed through practical work on germination and growth of seeds
Analysis and evaluation – analysis and interpretation from practical work and data and information on the impact
of chemicals in the environment
Scientific vocabulary, quantities, units, symbols and nomenclature – use of key words throughout the topic
Plant structures and classification  View plants from different groups to observe the  Explain the classification of
 Know the classification classification features examples of different types of
methods for plants  View different types of plants to view the features seen for plants (AO2)
 Know the main structures of the main structures e.g. spider plants, cacti, plants from  Label the main structures of a plant
plants bulbs (AO1)
 Understand how plants take in  Demonstrate celery in food colouring  Explain how water is taken into a
water, carbon dioxide and  View nail varnish peelings from leaves to show stomata plant and transported to the leaves
absorb light Opportunities for extension for photosynthesis (AO1)
 Know the products made by  The five kingdom method of classification  Explain how the plant obtains light
plants  Consider the binomial method of naming species and carbon dioxide (AO1)
Exploring science
8Ba, 9Ba, 9Bb, 9Bc
Plant reproduction  View plants that show sexual and asexual reproduction e.g.  Explain how a specific example for
 Know the difference between strawberries a plant shows sexual and asexual
sexual and asexual  Illustrate variation as a results of sexual reproduction reproduction (AO2)
reproduction through different varieties of fruit or vegetables  Explain the benefits and limitations
 Understand when plants  Dissection of flowers to show the reproductive features e.g. of sexual and asexual reproduction
reproduce sexually and when lilies (AO1)

they reproduce asexually  Use diagrams to show fertilisation in the ovary of a plant  Label the reproductive organs of a
 Understand fertilisation and  Brainstorm methods of seed dispersal plant (AO1)
seed dispersal  View inside of partially germinated beans  Explain how pollination and
 Understand germination Opportunities for extension fertilisation occur in plants (AO1)
 Consider how the property of seeds allow seed banks to be  Explain how seeds are dispersed
effective (AO1)
 Consider the work that Mendel did with pea plants from  Describe how germination occurs
aspect of pollination and variation and list the factors that trigger it to
Exploring science occur (AO1)
8Bb, 8Bc, 8Bd, 8Be,  Explain why seedbanks are
effective (AO2)
Human impacts  Research the uses of plants in medicine from the past and  List some products and uses of
 Know some of the uses of current plants (AO2)
plants and the products they  Use varieties of different fruits and comparison with bananas  Explain the term biodiversity (AO1)
produce to illustrate biodiversity  Describe examples of habitats that
 Understand the idea of  Illustrate the non-medical uses of plants from images e.g. show a wide range of biodiversity
biodiversity cotton, dyes, different construction materials and those that show little
 Know how plants and insects  Test the effect of different chemicals on germination of seeds biodiversity (AO2)
show interdependence  Test the effect of fertilisers on growth of seedlings  Explain how plants and insects show
 Understand how farmers  Brainstorm or research organic farming methods interdependence (AO1)
increase crop yields Opportunities for extension  Give examples of how farmers
 Understand the consequences  Research whether organically farmed food is better for us increase crop yields (AO1)
of farming on the environment Exploring science  Explain how different varieties of
 Know some methods for 8Ba, 9Bd, 9Be fruit are produced (AO2)
organic farming  Interpret data on chemicals that
affect germination and/or chemicals
that affect growth in plants (AO3)
 Describe the effect of pesticides on
the interdependence of plants and
insects (AO2)
Classification, kingdoms, flowering plants, conifers, mosses, ferns, genus, species, biodiversity, xylem, phloem, root hair cells, stomata, cuticle, palisade
layer, epidermis, chlorophyll, extinct, sexual, asexual, variation, genetically, inherited, runners, tubers, pollination, pollen, stigma, style, ovary, ovule, carpel,
anther, filament, stamen, pollen tube, fertilisation, zygote, embryo, seed, bulb, germinate, egest, faeces, dormant, lipids, fats, oils, carbohydrates, protein,
cellulose, polymer, nitrates, interdependence, yield, fertilisers, pesticides, acid rain, herbicides, varieties, cross-breeding, selective breeding, organic


Big Idea: Organisms and their interactions with Topic: B9.1 Evolution Indicative hours: 8
the environment
At key stage 2 students will have covered the idea that fossils provide evidence about living things that inhabited the Earth millions of years ago. They have
also started to investigate variation with the idea that that living things produce offspring of the same kind, but normally offspring vary and are not identical
to their parents. This leads to the idea of identifying how animals and plants are adapted to suit their environment in different ways and that adaptation may
lead to evolution. They have started to build their knowledge on ecosystems from the year 7 topic and the impact of humans on the environment for the year
8 topic on producers.
This topic builds on and consolidates KS2 knowledge and content covered in year 7 and 8 by addressing key areas of the programme of study. The topic
covers the differences between species and how the variation between individuals within a species can be continuous or discontinuous as well as looking at
ways to measure and graphically represent variation. This is enhanced to look at how natural selection is driven by the variation between species and
between individuals of the same species meaning some organisms compete more successfully. The idea that changes in the environment may leave
individuals within a species, and some entire species, less well adapted to compete successfully and reproduce, which in turn may lead to extinction is also
addressed. The idea of how conservation methods can be used to maintain biodiversity and how gene banks preserve hereditary material. The topic links
topic 3, 4 and 9 in the GCSE.
developed
AT 1 – use of apparatus to make The development of scientific thinking – the development of theories over time with evidence for and against
measurements the theory of evolution by natural selection, the impact of human activities on population number and how
AT 6 – sampling organism in a habitat technology can be used to try and prevent extinction.
Experimental skills and strategies – developed through practical work on the distribution of variation features in
a group and the sampling of organisms in a habitat
Analysis and evaluation – data analysis from experimental data collected including representing variation
graphically and the use of specific maths concepts, including mean, mode and median.
Scientific vocabulary, quantities, units, symbols and nomenclature – scientific terms used throughout the
topic
Variation and adaptations  Show images of different organisms of the same species  Give a definition of a species (AO1)
 Show some examples of hybrids  Explain why hybrids are not species
 Know the definition of a species  Categorise, using a Venn diagram, features as caused by (AO2)
 Understand the types of inheritance, the environment or both  Identify the cause of variation for
variation shown by organisms  Measure the distribution of variation features in a group (MS different features (AO2)
 Understand the causes of 2c)  Explain the difference between
variation  Plot the appropriate graphs for the type of variation discontinuous and continuous
 Know how to represent types investigated (MS 2c, 4a, 4c) variation (AO1)

of variation graphically  Show images of different organisms and relate their variation  Present data on discontinuous and
 Understand how interspecific features to adaptations e.g beak shapes, eye location continuous data graphically (AO2)
variation leads to adaptations  Evaluate data on variation including
Opportunities for extension mean, mode and median (AO3)
 Research the idea of nature verses nurture illustrated with  Explain how sexual reproduction
identical twins separated at birth leads to variation (AO1)
Exploring science  Analyse different organisms and
7Da, 7Db, 7Dc, 9Aa, 9Ab explain the adaptations they show
(AO3)
Evolution and natural selection  Feeding games, examples available on the internet, to  Explain why many organisms
 Know the process of natural illustrate the idea of survival of the fittest produce more offspring that can
selection  Research the work of Charles Darwin and the evidence he survive to adulthood (AO2)
 Understand how natural collected from the Galapagos islands  Describe the stages of the theory of
selection leads to evolution  Use examples to show evolution of organisms from a evolution (AO1)
 Know the evidence for common ancestor e.g. giraffe, horse, humans  Give examples of evidence that
evolution  Sequence the key stages of the evolutionary process support the theory of evolution
 Make fossils using plaster of Paris (AO2)
 Show images of fossils over time  Explain why the fossil record is
 Research the work of Lamarck and the role of counter incomplete and how this can be
argument used as a counter argument (AO2)
Opportunities for extension  Describe the changes that have
 Use of phylogenetic trees to show evolutionary relationships occurred in specific organisms as
Exploring science they have evolved from a common
9Ae, ancestor (AO2)
 Interpret phylogeny trees (AO3)
Extinction  Brain storm the factors that can affect population sizes  List factors that affect population
 Know how different factors  Fieldwork to identify organisms in habitats sizes for specific habitats (AO2)
affect population sizes  Use the red list to illustrate endangered species  Explain how different organisms in a
 Understand how extinction  Research an organism that has become extinct habitat can be sampled (AO2)
occurs  Use ideas such as wildlife sanctuaries, captive breeding  Explain how competition affects
 Understand the importance of programmes and seed banks to illustrate conservation survival (AO1)
biodiversity methods  Evaluate population numbers (AO3)
 Understand some methods Opportunities for extension  Explain the positive and negative
used to try and prevent  Use the genetic diversity as a benefit for evolution impacts of human activities on
extinction Exploring science population numbers (AO2)
9Ad, 9Ae  Explain why genetic diversity is
important for evolution (AO1)
 Describe different conservation
methods (AO2)

Species, variation, adaptation, continuous, discontinuous, inherited, environmental, resources, classification, reproduction, gametes, fertilisation, sexual
reproduction, zygote, offspring, hybrids, bar chart, histogram, normal distribution, scatter graph, correlation, mean, mode, median, probability, natural
selection, survival of the fittest, evolution, gradual change, Darwin, Wallace, Lamarck, evidence, fossils, endangered, extinction, phylogenetic, competition,
disease, environmental change, human activities, biodiversity, cloning, seed banks, conservation, pooters, pitfall traps, sweep nets

Big Idea: Cells and cellular processes Topic: B9.2 Eukaryotic and prokaryotic cells Indicative hours: 18
Prior knowledge and skills required (KS2 & 3)
At key stage 2 students will have covered the basic ideas of life processes, the makeup of organisms and inheritance. In year 7 they have examined cells in
detail for the first time and have also looked at how inheritance can influence variation in year 9.
This topic builds on and consolidates prior knowledge and overlaps key stage 3 knowledge on DNA with some of the key concepts of biology including cell
structures and the movement of substances into and out of cells from GCSE. It covers the key stage 3 programme of study by covering chromosomes, genes
and DNA and the part played by Watson, Crick, Wilkins and Franklin in the development of the DNA model. The coverage of prokaryotic and eukaryotic cells
overlaps the key stages and the topic builds on this idea with microscope technology and covering the details on the movement of substances by diffusion,
active transport and osmosis. The topic has two core practicals on microscopes and osmosis in potatoes and both include a number of key maths skills. The
knowledge gained from this topic is relevant to future GCSE topics and is examined in both papers.
developed
AT 1 – use of apparatus to make The development of scientific thinking – the applications of science through the development of microscope
measurements technology and the benefits and drawbacks of different types of microscope
AT 3 – measurement of a biological Experimental skills and strategies – developed through practical work on the preparation of microscope slides
process and investigating osmosis in potatoes
AT 7 – use of a microscope, Analysis and evaluation – data analysis from experimental data collected including magnification calculations,
magnification calculation and scientific isotonic concentrations and percentage changes in mass
drawings Scientific vocabulary, quantities, units, symbols and nomenclature – scientific terms used throughout the
topic
DNA  Show images of karyotypes to show chromosomes  Define the terms chromosome,
 Know where DNA is found in a  Illustrate sex determination on karyotypes gene, DNA (AO1)
eukaryotic cell  Show chromosome maps  Describe the function of the nucleus
 Know the terms chromosomes,  Show the X-ray crystallography image (AO1)
genes and DNA  Make models of DNA  Explain what is shown on a
 Know the overall structure of  Research the history of the discovery of DNA and the karyotype (AO2)
DNA. awarding of Nobel prizes  Describe the structure of DNA (AO1)
 Understand the roles played by Opportunities for extension  Evaluate a model of DNA (AO3)
Watson, Crick, Franklin and  Extract DNA from fruit  Explain the roles of Watson, Crick,
Wilkins in the discovery of the  Analyse data on the abundance of base pairs in DNA Franklin and Wilkins in the
structure of DNA Exploring science discovery of DNA (AO1)
9Ac
Cell structures and microscopy  View images and use a light microscope to view animal,  Define the term eukaryotic and
GCSE Specification 1.1 – 1.6 plant and bacterial cells to identify subcellular structures prokaryotic (AO1)
 Know the terms eukaryotic and  View images of specialised cells  Identify the cell type given a
prokaryotic  Analyse different prokaryotic and eukaryotic cells to make microscope image (AO2)

 Understand the functions of the comparisons on the similarities and differences  Label the subcellular structures of
sub-cellular structures  View microscope images of different objects and ask animal, plant and bacterial cells
commonly found in animal, students to identify the object e.g. pollen, lice from diagrams and explain their
plant and bacterial cells.  Show 2D cross sections of everyday objects and ask functions (AO1)
 Understand the adaptive students to identify them e.g. items in a shopping bag  Explain how specialised cells are
features of egg cells, sperm  Research the history of microscopes and Hooke adapted to their function (AO1)
cells and ciliated epithelial cells  View unknown cell types and get students to justify whether  Write a method to prepare a
 Know how to prepare a it is a plant or an animal cell based on the subcellular microscope slide (AO3)
microscope slide and use a structures  Describe how to use a light
light microscope to examine a  Order different images by increasing magnification microscope (AO1)
slide.  Make drawings of microscope images and magnification  Calculate total magnification from
 Know how to make drawings of calculations (MS 2h) the eye piece and objective lens
plant and animal cells using a  Prepare microscope slides of different cell types and view (AO1)
light microscope. them  Calculate the actual sizes of cell
 Understand magnification  Compare and contrast a similar cell type viewed using a light structures (AO1)
calculations and electron microscope  Make scientific drawings from
 Understand the benefits and  Use video clips on powers of ten or scale of objects on earth microscope images and label them
drawbacks of light and electron to understand the pre-fixes (MS 1b) (AO1)
microscopes Opportunities for extension  Explain why some cell structures
 Know the SI prefixes milli-,  Research how an electron microscope works can be seen with an electron
micro-, nano- and pico-.  View a range of specialised animal and plant cells and microscope but not with a light
 Core Practical: Investigate suggest a function based on subcellular components e.g. microscope (AO2)
biological specimens using muscle cells, companion cells, palisade cells
microscopes, including Active teach
magnification calculations and CB1a, CB1b, CB1c, CB1d
labelled scientific drawings SB1a, SB1b, SB1c, SB1d
from observations
Movement of substances  Demonstrate the diffusion e.g. copper sulfate crystals in List substances transported into and out of
GCSE specification 1.15 – 1.17 different temperatures of water or lead nitrate and cells (AO1)
 Know substances that are potassium iodide in a petri dish of deionised water Define diffusion, osmosis and active
transported into and out of  Investigate the rate of diffusion using different sized agar transport (AO1)
cells cubes stained with phenolphthalein in acid Evaluate results from a diffusion practical
 Understand how diffusion  Investigate factors affecting rates of diffusion e.g. (AO3)
occurs in terms of movement temperature (MS 2c & 4c)
of particles  Use the analogy of a ball being moved up and down a hill to Explain the effects of osmosis on cells and
 Understand how substances explain the differences between diffusion/osmosis and active tissues (AO2)
are transported by active transport Describe how to investigate osmosis in
transport  Investigate osmosis in potatoes in different concentration of potatoes (AO1)
 Understand the movement of a solution Design results tables and draw appropriate

water by osmosis.  Analyse data on osmosis to calculate % change in mass (MS graphs to present data from investigations
 Core Practical: Investigate 1c, 4d) on diffusion and osmosis (AO2)
osmosis in potatoes. Evaluate the results of the investigation of
 Understand how to calculate Opportunities for extension osmosis in potatoes (AO3)
percentage gain and loss of Calculate surface area to volume ratios and relate this to diffusion Use data to find isotonic concentration and
mass in osmosis. times (MS 5c) calculate percentage change in mass (AO3)
Active teach Make predictions on the effect of hypertonic
CB1h and hypotonic solutions on different cells
SB1i e.g. blood cells or onion cells (AO3)
DNA, gene, chromosome, inheritance, X-ray crystallography, nucleus, cytoplasm, ribosome, mitochondria, cell membrane, cell wall, cellulose, chloroplast,
chlorophyll, vacuole, organelle, eukaryote, prokaryote, chromosomal DNA, plasmid DNA, flagella, sperm cells, acrosome, ciliated epithelial cells, microscope,
magnification, resolution, electron, milli, micro, nano, pico, osmosis, diffusion, active transport, turgid, plasmolysed, hypertonic, hypotonic and isotonic.

Big Idea: Biological systems Topic: B9.3 Digestion and enzymes Indicative hours: 14
At key stage 2 students will have covered the basic components of diets and the functioning of the parts of the digestive system. Already at key stage 3 they
have looked at how organ systems are formed and the requirements of a balanced diet and food testing.
This topic builds on and consolidates KS2 knowledge and content covered in year 7 and 8 by addressing key areas of the programme of study with the
emphasis on the action of enzymes within digestion. It covers the key stage 3 programme of study which introduces enzymes and covers the importance of
bacteria in the human digestive system. It then covers the key stage 4 content of enzymes, factors affecting the rate of enzymatic reactions and
carbohydrates, proteins, nucleic acids and lipids as key biological molecules. The topic covers key ideas on the lock and key hypothesis and the effect of
temperature, pH and substrate concentration for combined science topic 1. Biology GCSE students also need to revisit the idea of food testing and
calorimetry for GCSE topic 1.
developed
AT 1 – use of apparatus to make The development of scientific thinking – the development of theories with the lock and key hypothesis, the
measurements possible benefits of functional foods which could influence bacteria in digestion, the industrial use of enzymes
AT 2 – Safe use of heating devices Experimental skills and strategies – developed through practical work on the action of enzymes, food testing
AT 3 - measurement of biological and calorimetry
changes and/or processes Analysis and evaluation – data analysis from experimental data collected including rate calculation for enzyme
AT 5 – measurement of rates of activity
reaction Scientific vocabulary, quantities, units, symbols and nomenclature – scientific terms used throughout the
AT 8 – use of qualitative reagents topic
Digestion  Use body models to show the organisation of the digestive  Label the organs of the digestive
 Know the structure of the system system (AO1)
digestive system  Use of dissection of rats or specific organs  Give the functions of the different
 Understand the function of the  Model the action of the digestive systems physical, chemical organs of the digestive system
different organs of the and biological breakdown of foods using lab equipment and (AO1)
digestive system tights for the small intestine  Explain how a given disease could
 Understand the importance of  Use food labels or containers of probiotic food sources for affect the digestion process (AO2)
bacteria in digestion discussion  Explain the role of bacteria during
Opportunities for extension digestion (AO1)
 Research the evidence for the benefit of prebiotic and  Analyse data on the effectiveness of
probiotics foods probiotic and prebiotic food
Exploring science products (AO3)
8Ad
Enzymes  Use visking tubing to illustrate absorption into the blood  Describe the role of enzymes (AO1)
 Understand the role of  Use modelling to show how enzymes break bonds between  Explain why digestion is needed for
enzymes in biological reactions subunits the absorption of food into the blood

 Understand how enzymes are  Prolonged chewing on white bread to show action of saliva (AO2)
involved in the digestive  Show diagrams of the structure of carbohydrates, proteins  Explain the breakdown of starch,
system and lipids and how they can be broken down into subunits proteins and lipids by enzymes
 Core practical investigating the effect of pH on enzyme (AO1)
GCSE Specification points 1.7 – action (MS 2b, 2d, 4d)  Describe how the effect of pH on
1.12  Investigate the role of lipases and proteases in experimental amylase can be investigated
 Know the role of enzymes, work e.g. digestion of egg white including the identification of
including carbohydrases,  Use potato as a source of catalase to investigate factors that controlled variables (AO1)
proteases and lipases, in the affect enzyme action  Interpret data on the effect of pH on
breakdown and synthesis of  Model the lock and key hypothesis and how denaturing amylase digesting starch (AO3)
carbohydrates, proteins and affects the shape of the active site  Interpret data from experiments on
lipids  Show enzyme activity data for temperature, pH and different enzymes to explain the
 Core Practical: Investigate the substrate concentration effect of different factors on enzyme
effect of pH on enzyme activity  Use raw data to calculate rates of reaction for enzymes (MS action (AO3)
 Understand the mechanism of 4d)  Write a method to investigate the
action for enzymes Opportunities for extension effect of a factor on enzyme activity
 Understand the effect of  Research the induced fit hypothesis (AO3)
temperature, pH and substrate  Applications of enzyme technology in industry  Explain the action of enzymes using
concentration on enzyme Exploring science the lock and key hypothesis (AO1)
activity 8Ad  Explain the effect of temperature,
 Know how to calculate rates of Active teach pH and substrate concentration on
reaction CB1e, CB1f, CB1g enzyme action (AO1)
SB1e, SB1g, SB1h  Compare the activity of pepsin and
proteases (AO3)
 Calculate rates of enzyme activity
(AO2)
Dietary components  Test different foods for the presence of starch, reducing  Describe how to use chemical
GCSE Specification 1.13B and sugars, proteins and fats reagents to test for dietary
1.14B  Make predictions from food labels of the results of food tests components (AO1)
 Core Practical: Investigate the  Burn foods to heat water to demonstrate calorimetry  Interpret results of food tests (AO3)
use of chemical reagents to  Use food labels to calculate energy contents of meals  Identify the health and safety risks
identify starch, reducing Opportunities for extension of the food tests and how to reduce
sugars, proteins and fats  Research how the food tests work risk (AO2)
 Explain how calorimetry is used Active teach  Explain how calorimetry is used to
to measure energy content of SB1f measure energy content (AO1)
foods  Interpret data on energy content of
food (AO3)
(Biology only) (Biology only) (Biology only)
Digestion, soluble, insoluble, saliva, ingestion, oesophagus, stomach, small intestine, pancreas, large intestine, rectum, liver, faeces, anus, egestion,

bacteria, probiotics, prebiotics, enzymes, biological catalysts, substrates, products, active site, lock and key hypothesis, denatured, collisions, optimum,
limiting factor, lipids, lipases, fatty acids, glycerol, starch, amylase, carbohydrase, glucose, proteins, amino acids, proteases, pepsin, polymers, monomers,
synthesis, breakdown, absorption, villi, microvilli, chemical reagents, Benedicts, Buiret, Iodine, emulsion, ethanol, calorimetry

Big Idea: Biological systems Topic: B10.2 The nervous system Indicative hours: Combined 4 hours
Biology 8 hours
At key stage 3 students will have covered the idea of organ systems and within cells covered specialised cells such as neurones. They will have covered the
impact of drugs on the body and this will include the idea that they affect reaction times.
This topic explores an area of biology that hasn’t been covered in detail before. The combined science content covers the programme of study by looking at
the principles of nervous coordination and control in humans, the relationship between the structure and function of the human nervous system and a reflex
arc. The biology content builds on that by exploring the structure of the brain, the methods used to investigate brain function and the problems encountered
when treating damage to the brain or nervous system. The biology content covers the structure of the eye, defects of the eye and how these can be
corrected.
AT 1 – using appropriate apparatus to make The development of scientific thinking – power and limitations of science for the detection and
measurements treatments of diseases of the nervous system and eyes.
AT7 – using a microscope to view slides Experimental skills and strategies – testing of reactions and controlled variables
Analysis and evaluation – interpretation of images of scans and data on transmission speeds of
neurones
Scientific vocabulary, quantities, units, symbols and nomenclature – specific key words and
nomenclature
Nervous system 2.13 – 2.14  Brainstorm reflexes of the body  List the senses and sense organs of the
 Know the structure of the nervous system  Investigate the density of touch body (AO1)
 Know the structure and function of sensory, receptors (MS 2d, 2b)  Draw and label a sensory neurone, relay
relay and motor neurone  Investigate the effect of taste and smell neurone and motor neurone (AO1)
 Know the structure and function of a reflex with taste tests  Describe how an electrical impulses
arc  Investigate reaction times (MS 2c) travels from a receptor to effector in a
 Know the role of the myelin sheath  View nervous tissue using a microscope reflex arc (AO1)
 Know the function of neurotransmitters at a Opportunities for extension  Explain how information is transmitted
synapse  Research the effects of different drugs across a synapse (AO1)
on neurotransmitters  Explain the role of reflex arcs in the body
Active teach (AO2)
CB2e, CB2f  Explain the difference in transmission
SB2g, SB2i speed for myelinated and unmyelinated
neurones (AO3)

The Brain (Biology only) 2.11B – 2.12B  Look at tests for left and right hand  Label the main parts of the brain (AO1)
 The main parts of the brain brain dominance  Describe the functions of the main parts of
 Know how CT and PET scanning  Research the function of the different the brain (AO1)
overcome the difficulties of accessing parts of the brain  Describe why PET scanning and CT
brain tissue  Brainstorm diseases that affect the brain scanning can be used to detect problems
 Know the limitations of treating damage and their causes in the brain (AO1)
and disease in the brain and the nervous  View images from CT and PET scans  Explain why it is difficult to treat diseases
system of the brain, damage to the brain and
Opportunities for extension other nervous tissue (AO1)
Research the impact of spinal injuries in  Explain how spinal injuries affect function
different regions of the spinal column of muscles (AO2)
Active teach
SB2e, SB2f
The eye (Biology only) 2.15B – 2.17B  View optical illusions  Label the main components of the eye
 Know the structure and function of the  Test peripheral colour vision (AO1)
components of the eye  Investigate the iris response to different  Describe the functions of the different
 Know the effect of cataracts, long- levels of light components of the eye (AO1)
sightedness, short-sightedness and colour  Dissect an eye  Describe the iris response and
blindness  Use a lens to magnify text on a accommodation (AO1)
 Know how to correct cataracts, long- microscope slide  Draw light rays on an eye diagram to
sightedness and short-sightedness  Investigate the effect of concave and show how short-sightedness and long-
convex lenses sightedness occur (AO2)
 Use Ishihara colour plate tests  Explain the cause of colour blindness
 Research cataracts and how they are (AO1)
treated  Explain how cataracts, long-sightedness
and short-sightedness can be corrected
 Research the effects of other diseases of
the eye including the effect of diabetes
Active teach
SB2h
Spinal cord, electrical impulses, stimulus, receptor, sensory neurone, relay neurone, motor neurone, effector, response, sense organs, central nervous
system, neurotransmission, Dendron, axon, cell body, myelin sheath, synapse, neurotransmitter, reflex arc, cerebral cortex, cerebral hemispheres,
cerebellum, medulla oblongata, CT scan, PET scan, radioactive, retina, fovea, ciliary, iris, pupil, suspensory ligaments, cornea, accommodation, circular,
radial, refraction

Big Idea: Cells and cellular processes Topic: B10.1 Cell division and growth Indicative hours: Combined 8 hours
Biology 8 hours
At key stage 3 students will have covered the idea of growth as a life process and the requirement of protein for growth. They have covered the development
of a zygote into an embryo in reproduction.
This topic explores how growth occurs in animals and plants through cell division and cell differentiation in animals and cell division, cell differentiation and
elongation in plants including how percentile charts can be used to track growth. It looks at the process of mitosis in detail and how cancer can develop. It
explores stem cells including the advantages and disadvantages of their use in medicine. The programme of study requires an understanding of stem cells
and meristems. The topic gives students a foundation in nuclear division for when meiosis is covered later in the year. For biology students the concept of cell
specialisation aids the understanding of protein synthesis.
AT 1 – using appropriate apparatus to make The development of scientific thinking – the power and limitations of science as well as the technological
measurements applications of science through stem cells
AT7 – using a microscope to view slides Analysis and evaluation – analysis and interpretation of percentile data and mitosis images
nomenclature
Mitosis 2.1 – 2.3  Modelling the stages of mitosis e.g. pipe cleaners  Recognise stages of mitosis from images
 Know the stage of mitosis and that it or string and order images showing the sequential
is part of the cell cycle  Root tip squash steps (AO3)
 Know what happens during  View prepared slides or light microscope images  Describe how a cell divides by mitosis
interphase of mitosis (AO1)
 Know the role of mitosis in growth,  Use of a mnemonic to order the stages of mitosis  Explain the importance of mitosis for
repair and asexual reproduction Opportunities for extension growth, repair and asexual reproduction
 Explain the importance interphase for the (AO1)
functioning of the organism  Describe the processes that occur during
Active teach interphase (AO1)
CB2a  Explain the importance of interphase for
SB2a an organism (AO2)
Growth 2.4 – 2.7  View meristem regions of plants and compare cell  Explain how growth occurs in animals
 Know how growth occurs in animals size with elongated plant cells and plants (AO1)
and plants  Measure heights and find percentiles from growth  Explain the importance of cell elongation
 Know how to interpret percentile charts (MS 1c, 4a) in plants (AO1)
charts  Interpret given data on height or weight using  Find percentiles from data on height or
 Know the importance of cell percentile charts (MS 1c, 4a) weight (AO3)
specialisation  Describe why tumours develop (AO1)
 Know that cancer occurs as a result Opportunities for extension  Explain the difference between
of uncontrolled cell division  Research the causes of cancer and the different malignant and benign tumours (AO2)

types of tumour
Active teach
CB2a, CB2b, CB2c,
SB2a, SB2b, SB2c
Stem cells 2.8 – 2.9  Brainstorm different specialised cell types  List different specialised cells (AO1)
 Know the functions of stem cells in  Construct the arguments for and against the use  Explain the differences between adult
embryos, animals and meristems of embryonic stem cells and embryonic stem cells (AO1)
 Know the importance of cell  Research the history of the use of stem cell  Explain the role of stem cells in
specialisation transplants differentiation and cell specialisation
 Know the benefits and risks of the  Research the current applications of stem cells in (AO1)
use of stem cells in medicine medicine  List some uses of stem cells in medicine
(AO1)
Opportunities for extension  Explain the benefits and risks of the use
 Explain the role of genes and protein synthesis in of stem cells in medicine
the specialisation of cells
Active teach
CB2b, CB2d
SB2b, SB2d
Cell cycle, diploid, interphase, mitosis, prophase, metaphase, anaphase, telophase, cytokinesis, spindle fibres, equator, poles, asexual reproduction, daughter
cells, growth, repair, cancer, tumours, malignant, benign, percentile, specialisation, differentiation, undifferentiated, elongation, meristems, stem cells,
embryonic, rejection

Big Idea: Biological systems Topic: B10.3 Disease and defence Indicative hours: Combined 8 hours
Biology 14 hours
At key stage 3 students will have covered the role of bacteria in digestion and have covered the structural features of bacteria in the eukaryotic and
prokaryotic topic in year 9.
This topic is closely linked to the key stage 4 programme of study. It explores the relationship between health and disease and the causes and symptoms of
some communicable diseases including sexually transmitted infections. It identifies bacteria, viruses, fungi and protists as pathogens in animals and plants
and how the spread of disease can be prevented. It progresses to look at the human body defences against pathogens and the role of the immune system.
For biology candidates it also explores the defence mechanisms of plants, Finally the topic looks at the use and development of medicines.
AT 1 – using appropriate apparatus to make The development of scientific thinking – the applications of technology through new drugs and
measurements monoclonal antibodies
AT2 – use of a Bunsen Experimental skills and strategies – testing the effect of antimicrobial chemicals on microbial growth
AT4 – safe use of microorganisms Analysis and evaluation – core practical data as well as epidemiology data on diseases through pedagogy
nomenclature
Pathogens and disease 5.1 – 5.8  Practical work using swabs in different environmental  Define the terms health, pathogen
 Know the terms health, disease, areas to isolate bacteria and fungi by culturing on and communicable disease and list
pathogen and communicable agar plates the types of pathogen (AO1)
 Know the different types of pathogen  Simulations using sodium hydroxide and indicator to  Describe the causes and symptoms
 Know the cause, symptoms and ways show the spread of STIs of cholera, tuberculosis, Chalara
to reduce spread of the following  Research the history of cholera and the work of ash dieback, malaria, HIV, stomach
communicable diseases: cholera, Pasteur in the identification of microorganisms and ulcers, Ebola, Chlamydia, HIV (AO1)
tuberculosis, Chalara ash dieback, the causative agents of disease  Explain how the spread of cholera,
malaria, HIV, stomach ulcers, Ebola,  Research the causes and symptoms of cholera, tuberculosis, Chalara ash dieback,
Chlamydia, HIV tuberculosis, Chalara ash dieback, malaria, HIV, malaria, HIV, stomach ulcers, Ebola,
 Know the lifecycle of a virus(B) stomach ulcers, Ebola, Chlamydia, HIV Chlamydia and HIV can be reduced
 Research the treatment of HIV and its link to AIDS (AO1)
Opportunities for extension  Explain how diseases caused by
 Gram stain bacteria to show the different structural similar microorganisms or spread in
shapes similar ways can be treated and
Active teach their spread prevented (AO2)
CB5a, CB5d, CB5e, CB5f or SB5a, SB5d, SB5e, SB5f, SB5i  Describe the lysogenic and lytic
pathway for a virus (AO1)(B)
Defence against disease in humans  Brainstorm the physical and chemical defences of the  Describe the physical and chemical
5.12 – 5.15B human body barriers in the human body (AO1)
 Know the physical and chemical  List some diseases that humans are vaccinated  Explain how the specific immune

defences of the human body against and identify the reasons why these are system defends the body against
 Know the role of the specific immune protected against infection and its response to
system  Model the action of antibodies with plasticine immunisation (AO1)
 Know the bodies response to  Analyse graphical data on antibody levels in the  Explain the differences between the
immunisation blood during a primary and secondary immune primary and secondary immune
 Know the advantages and response response from data on antibody
disadvantages of immunisation (B) Opportunities for extension concentration in the blood (AO3)
 Research the causes of outbreaks of specific diseases  Explain the advantages including
e.g. measles linked to MMR herd immunity and disadvantages
Active teach of immunisation (AO1) (B)
CB5f, CB5g or SB5i, SB5j
Defence against disease in plants 5.9B –  Brainstorm different plant extracts used in medicinal  Devise a plan to test the
5.11B & 5.17B – 5.19B (Biology only) products effectiveness of antimicrobial
 Know the physical defences and  Calculating areas for zones of inhibition from chemicals on microbial growth,
chemical defences of plants experimental and given data (MS 3d) identify and describe how the can
 Know that chemicals produced by  Research the history of the identification of different be controlled (AO1)
plants are used as medicines medicines e.g. aspirin  Analyse data on the effects of
 Know the different ways that plant  Core practical testing the effects antiseptics, antimicrobial chemicals on microbial
diseases are detected and antibiotics or plant extracts on microbial growth (MS growth (AO3)
identified 3d, 2c)  Calculate the areas of zones of
 Core practical: Investigate the effects  The use of positive and negative controls in inhibitions (AO2)
of antiseptics, antibiotics or plant experimental work  Explain how the core practical could
extracts on microbial cultures. Opportunities for extension identify antibiotic resistance (AO3)
 Know aseptic techniques  Extract chemicals from plants to test on microbial  Explain the importance of a positive
growth and negative control in the core
 Research ideas behind homeopathy practical (AO2)
Active teach
SB2g, SB5h, Sb5k
Medicines 5.16 & 5.20 – 5.22B  Order the stages of the development of medicines  Explain the use of antibiotics in
 Know the uses of antibiotics in  Analyse data on the success rates of medicines treating communicable diseases
medicine entering different stages of development (AO1)
 Know how new drugs are discovered,  Order the stages of monoclonal antibody production  Describe how medicines are
developed and tested Opportunities for extension identified, developed and tested
 Know the production and use of  Research the different mechanisms of action for before use (AO1)
monoclonal antibodies (B) antibiotics  Explain how monoclonal antibodies
Active teach are produced (AO1)
CB5h or SB5k, SB5l  Explain the use of monoclonal
antibodies in, diagnoses, treatments
and pregnancy test and the
advantages of their use (AO1)

Scientific terminology: Health, disease, communicable, infection, pathogen, virus, fungi, bacteria, protist, cholera, tuberculosis, Chalara ash dieback,
malaria, HIV, AIDs, stomach ulcers, Ebola, Chlamydia, vectors, lytic, lysogenic, lysozyme, mucus, cilia, antigens, lymphocytes, antibodies, immunisation,
vaccine, vaccination, herd immunity, primary and secondary response, antibiotics, resistance, clinical, zone of inhibition, aseptic, antiseptic, antimicrobial,
monoclonal antibodies, myeloma, hybridoma

Big Idea: Organisms and their interactions with Topic: B10.4 Genetics and variation Indicative hours: Combined 16 hours
the environment Biology 24 hours
At key stage 3 students will have covered the basis of variation and evolution by natural selection. They have also studied the structure and role of DNA.
Topic 10.1 introduced the idea of nuclear division with mitosis which allows them to make comparisons between the two processes of mitosis and meiosis.
This topic is closely linked to the key stage 4 programme of study. Specifically it covers the genome as the entire genetic material of an organism and how its
interaction with the environment influences the development of the phenotype of an organism and the potential impact of genomics on medicine. The
inheritance section covers the idea that most phenotypic features result from multiple alleles but examines in detail the inheritance patterns for single gene
inheritance and single gene crosses with dominant and recessive phenotypes, sex determination in humans and the inheritance of ABO blood groups and sex-
linked disorders for biology. It goes onto look at genetic variation in populations of a species and how the process of natural selection leads to evolution as
well as the evidence for evolution. It then covers how technological advances have led to developments in classification as well as covering selective breeding
of plants and animals and genetic engineering.
.
AT 1 – using appropriate apparatus to make The development of scientific thinking – the use of a model to show DNA structure and modelling
measurements of genetic inheritance. The power and limitations of science through applications of genetic
engineering and manipulation
Analysis and evaluation – data on DNA base pairings and monohybrid inheritance
nomenclature
Genetics 3.1B – 3.18B  Use examples of plants e.g. strawberries that  Explain the advantages and
 Know about asexual and sexual reproduction reproduce sexually and asexually disadvantages of sexual and asexual
(B)  Model meiosis and fertilisation to illustrate reproduction (AO1)
 Know the outcomes of meiosis haploid and diploid chromosome numbers  Compare the outcomes of meiosis
 Know the structure of DNA and how it can be  Show data on the research that led to the with mitosis and explain the
extracted from fruit double helix model of DNA differences (AO2)
 Know protein synthesis (B)  Extract DNA from soft fruits e.g. strawberries  Describe the double helix structure
 Know the effect of mutations to DNA or kiwi of DNA (AO1)
 Know the work of Mendel (B)  Model protein synthesis using different beads  Explain data on base composition of
 Know how to show monohybrid inheritance for amino acids DNA (AO3)
using diagrams  Harry Potter genetics simulation available on  Describe the stages of protein
 Know how sex is determined at fertilisation the internet synthesis and the effect of
 Know the inheritance of ABO blood groups  Use coins or dice to predict percentage mutations in coding and non-coding
and sex-linked disorders (B) outcomes for genetic inheritance (MS 1c, 2e) DNA (AO1)
 Use Russian royal family as an example for  Explain how Mendel showed the
sex-linked inheritance (MS 1c, 2e) inheritance of recessive traits in pea
Opportunities for extension plants (AO2)

 Research the ABO blood groups  Predict the outcome of crosses for
monohybrid inheritance and
Active teach interpret family pedigrees (AO2 &
CB3a, CB3bi, CB3bii, CB3c, CB3d, AO3)
SB3a, SB3b,SB3ci, SB3cii, SB3d, SB3e, SB3f, SB3g,  Use a Punnett square to explain sex
SB3h, SB3i is determined at fertilisation (AO1)
 Explain the inheritance of blood
groups and sex-linked disorders with
genetic diagrams (AO2)
Variation 3.19 – 3.23  Analyse the frequency of variation features in  Use a Venn diagram to show
 Know the causes of variation in organisms the class (MS 2c, 2f) characteristics controlled by
 Know the effect of mutations on phenotype  Draw graphs of variation data to explain genetics, environment or both
 Know about the human genome project histograms and bar charts (MS 2c, 2g) (AO2)
 Use the redundant genetic code to illustrate  Interpret data on the continuous
the effect of mutations and discontinuous variation (AO3)
 Construct balanced arguments for and against  Describe the differences between
idea of analysing human genomes for disease continuous and discontinuous
alleles variation (AO2)
Opportunities for extension  Define genetic and environmental
 Investigate correlations between different variation (AO1)
variation features e.g arm length and height  Explain the benefits and drawbacks
 Research the methods involved in the human of the human genome project (AO1)
genome project  List the effects that mutations can
Active teach have on phenotype
CB3e, CB3f
SB3j, SB3k
Evolution 4.1B – 4.7  Research the role of Darwin and Wallace  Outline the work of Darwin and
 Know the work of Darwin and Wallace in  Use simulations of competition for food sources Wallace (AO1)
relation to the theory of natural selection (B) using web resources or different tweezers and  Explain the role of variation,
 Know the theory of evolution by natural different seeds/foods selection pressure, survival of the
selection  Compare images of human fossils and stone fittest and reproduction in evolution
 Know the evidence for human evolution tools to analyse differences and suggest a (AO1)
based on fossils and stone tools sequential order  Describe the evolution of specific
 Know how the pentadactyl limb provides  Compare pentadactyl limb structures from a animals from a common ancestor
evidence for evolution (B) range of animals and explain the difference (AO2)
 Know why a three domain classification has  Use phylogenetic trees and cladograms to  Explain how antibiotic resistant
been suggested show evolutionary relationships bacteria provide evidence for
 Use antibiotic resistance articles from the news evolution (AO1)
to illustrate the evidence for evolution  Describe the fossil evidence for
 Classify organisms by the three domain and human evolution including stone

five kingdom method tools (AO1)

Opportunities for extension  Describe how the pentadactyl limb
 Contrast the theory of natural selection from suggest a common ancestor (AO2)
Darwin and Wallace with the work of Lamarck  Give reasons for the suggestion of a
three domain structure for
Active teach classification rather than the five
CB4a, CB4b, CB4c kingdom method (AO1)
SB4a, SB4b, SB4c, SB4d
Genetic modification 4.8 – 4.14  Brainstorm examples of selective breeding  Explain how named organisms can
 Know how selective breeding is done  Show images of cultured cells and equipment be selectively breed to produce
 Know the process of tissue culture and its used to manipulate them specific characteristics (AO2)
advantages(B)  Model the role of restriction enzymes creating  Describe how tissues can be
 Know the main stages of genetic complementary sticky ends cultured and the conditions needed
engineering  Research the use of fertilisers and biological for growth (AO1)
 Know the advantages and disadvantages of control in farming  Use examples to describe the
GM organisms (B)  Debate the benefits and risks of selective advantages of tissue culture for
 Know the agricultural solutions to a growing breeding and genetic engineering plant breeding and medical research
human population (B) Opportunities for extension (AO2)
 Know the practical and ethical risks and  Research the current status of growing  Define genetic engineering (AO1)
benefits of genetic engineering and selective genetically modified crops in the UK and other  Describe the role of restriction
breeding related to agriculture and medicine countries enzymes, sticky ends, ligase and
Active teach vectors in genetic engineering
CB4d, CB4e  Evaluate the impact of introducing
SB4e, SB4f, SB4g, SB4h, SB4i toxin genes into crop plants (AO1)
 Evaluate the effects of using of
fertilisers and biological control as
increase food supply (AO1)
 Produce balanced arguments for
and against the use of selective
breeding and genetic engineering in
agriculture and medicine using
specific examples (AO2)
Sexual, asexual, fertilisation, reproduction, clone, variation, meiosis, daughter cells, haploid, diploid, gametes, zygote, embryo, mitosis, genome, DNA,
chromosomes, bases, adenine, thymine, cytosine, guanine, uracil, complementary, nucleotide, double helix, hydrogen bond, gene, allele, transcription,
translation, genetic code, RNA polymerase, genetic variant, messenger RNA, nuclear pore, ribosome, transfer RNA, polypeptide, mutation, genetic disorder,
homozygous, heterozygous, dominant, recessive, genotype, phenotype, Punnett square, family pedigree, codominant, carrier, sex-linked, blood group,
human genome project, discontinuous, continuous, normal distribution, binominal, genus, species, Evolution, Ardi, Lucy, stone tools, handy man, natural
selection, survival of the fittest, common ancestor, antibiotic resistance, pentadactyl limb, classification, kingdoms, domain, artificial, selective breeding,

genetic engineering, restriction enzymes, sticky end, ligase, vector, recombinant, disease, toxin, yield, tissue culture, extinction, differentiation, biological
control, fertilisers

Big Idea: Organisms and their interactions Topic: B10.5 Non communicable diseases Indicative hours: Combined 4 hours
with the environment Biology 4 hours
At key stage 3 students will have covered organ systems and have some knowledge of the heart and circulatory system. They have also covered the
requirements of a healthy diet and the function of different food groups in the body. Biology candidates will have covered calorimetry and have an
understanding of energy contents from food.
This topic links to the programme of study idea of the impact of lifestyle factors on the incidence of non-communicable diseases. It looks at the causes of
non-communicable disease. It looks briefly at the effect of alcohol on liver disease before exploring cardiovascular disease in more detail particularly in
relation to smoking, diet and exercise. Students are expected to know how BMI and waist to hip ratio can be used to assess obesity and risk of developing
cardiovascular disease. They are also required to evaluate the use of lifelong medication, surgery and lifestyle changes for cardiovascular disease.
AT 1 – using appropriate apparatus to make The development of scientific thinking – the applications of medicine and surgery in treating
measurements cardiovascular disease
Analysis and evaluation – calculations of and interpretation of data on BMI and waist:hip
nomenclature
Causes of non-communicable disease 5.23 –  Calculate BMI and waist to hip ratios for given  List facts that contribute to non-
5.24 data (MS 1a, 1d) communicable diseases
 Know some of the factors that can  Show graphical categorisation of BMI values  Explain the causes of obesity (AO1)
contribute to non-communicable diseases  Compare BMI and waist to hip ratio for different  Explain how alcohol causes liver
 Understand the effect of exercise, diet, body types (MS 1c) disease (AO1)
alcohol and smoking on disease  Discuss the inaccuracies of BMI as an indicator  Explain the effects of smoking on
 Know how to calculate BMI of obesity the body (AO1)
 Know how to calculate waist:hip ratio  Show images of diseases lungs, cross sections of  Calculate BMI and waist:hip ratio
arteries and liver sections (AO2)
 Show data for the occurrence of diseases in  Evaluate data on BMI and waist:hip
different population groups e.g. age, sex (MS ratio and the impact of the data on
2c, 4a) the health of the individual (AO3)
Research recommended levels of exercise, dietary and
alcohol intake
Active teach
CB5a, CB5b or SB5a, SB5b,
Cardiovascular and liver disease  Brainstorm the causes of cardiovascular disease  Explain how specific medications are
5.24 – 5.25  Research different medications given for used to reduce the risk of
 Understand the use of life-long medication cardiovascular diseases and link them to a cardiovascular disease (AO2)

for cardiovascular disease reason for being prescribed  Explain how different types of
 Understand the impact of surgery on  Test blood pressure and measure peak flow surgery could reduce the risk of
cardiovascular disease  Research different surgical procedures for cardiovascular (AO2)
 Understand the impact of lifestyle change people with heart disease e.g bypass,  Explain how a person can reduce
on cardiovascular disease transplants their risk of developing
 Produce fact sheets for people with cardiovascular disease (AO1)
cardiovascular disease suggesting changes they
can make to their lifecycle
 Research the effect of huge weight loss through
diet and exercise and how it improves health
e.g. for celebrities
 Research values for high and low blood pressure
Active teach
CB5c or SB5c
Non-communicable, lifestyle, genetic, environmental, deficiency, drug, liver, cirrhosis, alcohol, obesity, cardiovascular disease, body mass index, waist: hip
ratio, smoking, artery, stroke, heart attack, clot


Big Idea: Cells and cellular processes Topic: 11.1 Plants and photosynthesis Indicative hours: Combined 8 hours
Biology 10 hours
At key stage 3 students will have covered photosynthesis and the structure of plants, including how they are adapted to obtain water and gases needed for
photosynthesis as well as absorbing light.
This topic builds on key stage 3 knowledge addressing the programme of study which involves photosynthesis as the key process for food production and
therefore biomass for life, the process of photosynthesis and the factors affecting the rate of photosynthesis as well as the need for a transport system in
plants. The topic covers the GCSE content for topic 6 through a detailed look at photosynthesis and the structures within plants. It includes some maths
calculations for rates of transpiration as well as the inverse square law for photosynthesis for higher candidates. For GCSE biology candidates it includes the
adaptations of plants to extreme environments, the role of plant hormones and their commercial applications.
AT 1 – using appropriate apparatus to make The development of scientific thinking – an understanding of how theories develop over time with
measurements the role of auxins and explaining everyday applications of science in commercial use of plant hormones
AT 3 – use of apparatus to measure a biological Experimental skills and strategies – the effect of light intensity on the rate of photosynthesis
process Analysis and evaluation – interpretation of data from investigations including the inverse square law
AT 4 – safe and ethical use of plants for photosynthesis and rate calculations for transpiration
AT 5 – measuring rates of reaction Scientific vocabulary, quantities, units, symbols and nomenclature – specific key words and
AT7 – using a microscope to view slides nomenclature
Photosynthesis 6.1 – 6.6  Show images of the different types of  Write the word equation for
 Know that photosynthetic organisms are photosynthetic organisms photosynthesis (AO1)
producers  Test leaves left in the light or dark for starch  Write a method to investigate the effect
 Know the photosynthesis reaction  Investigate the rate of photosynthesis using of light intensity on the rate of
 Understand how factors affect pondweed measuring pH change with sodium photosynthesis (AO3)
photosynthesis hydrogencarbonate indicator or measure rate  Identify variables that need to be
 Core practical: Investigate the effect of of oxygen production controlled (AO2)
light intensity on the rate of  Show data on the effect of different factors  Evaluate data on the effect of light
photosynthesis on the rate of photosynthesis (MS 2g, 4a) intensity and distance from the lamp on
 Use algal balls to investigate the effect of the rate of photosynthesis (AO3)
light intensity  Explain the effect of light, temperature
 Use web based simulators to collect data on and carbon dioxide concentration on the
factors affecting the rate of photosynthesis rate of photosynthesis (AO1)
 Plot graphs to show that rate of
photosynthesis is directly proportional to light

intensity and indirectly proportional to

distance from the lamp (MS 3a, 2g, 4c)
 Investigate the effect of different coloured
light on the rate of photosynthesis
Active teach
CB6a, CB6b
SB6a, SB6b
Plant structures and water uptake  Show images of root hairs or onion/garlic  Explain how a root hair cell is adapted to
6.7 – 6.10, 6.12 -6.13 roots with magnifying glasses absorb water and mineral ions (AO1)
Biology only 6.11B  View cross sections of roots, stems or leaves  Explain why active transport is needed
 Understand the adaptations of root hair to show vascular bundles for mineral ions (AO2)
cells  View celery left in dyed water  Explain the structures of xylem and how
 Understand the adaptations of xylem and  View EM images of xylem and light water is transported around a plant
phloem microscope images of phloem tissue and (AO1)
 Understand the factors that affect water companion cells  Explain how changes in light intensity,
uptake  Use potometers to investigate transpiration air movement and temperature affect
 Know how to calculate rates of rates transpiration rates (AO1)
transpiration  Show data from investigations on  Evaluate experimental data on
 Know how sucrose is transported by transpiration (MS 4a, 3d) transpiration (AO3)
translocation  Investigate water loss from leaves under  Calculate rates of transpiration from
 Understand the adaptations of a leaf for different conditions experimental data (AO2)
photosynthesis and gas exchange (B)  Leaf peel from underside of leaves to view  Explain the role of stomata (AO1)
stomata  Explain the structure of phloem and how
 Extract chlorophyll from leaves sucrose is transported around a plant
 Use online simulations to see effect of (AO1)
changing different variables on rate of  Explain how a leaf is adapted for
transpiration photosynthesis (AO1)
 View evidence for the role of phloem
transporting sucrose
 View the different pathways through the root
Active teach
CB6c, CB6d
SB6c, SB6d, SB6e
Plant adaptations and plant hormones  Show images or examples of xerophytes  List adaptation that a plant can have to
(Biology only) 6.14B – 2.16B  Investigate phototropism using seedlings survive in extreme environments (AO1)
 Understand the adaptations of plants to  Show the results of investigations on auxins  Explain how a specific example of a plant
extreme environments in plant shoot growth is adapted to survive (AO2)

 Understand the role of auxin in  Germinate a bean seed to show tropic  Explain how auxins cause phototropism
phototropism and gravitropism responses and gravitropism (AO1)
 Know the commercial uses of plant  Take cuttings to show root growth with  Evaluate data investigating the effect of
hormones in weed killers, auxins auxins on shoot growth and direction of
germination, rooting powers, fruit Opportunities for extension growth (AO3)
and flower formation, seedless fruit  Research the stages of fruit ripening  Explain how auxins or gibberrellins are
and fruit ripening  Research factors that affect germination used commercially for weedkillers,
germination, rooting powers, fruit and
Active teach flower formation, seedless fruit and fruit
SB6e, SB6f, SB6g ripening (AO1)
Protists, protoctists, algae, plants, producer, biomass, photosynthesis, chloroplasts, chlorophyll, palisade cells, endothermic, glucose, sucrose, stomata,
guard cells, limiting factors, inversely proportional, inverse square law, light, temperature, carbon dioxide, optimum, hydrogencarbonate indicator, heat
shield, mineral ions, concentration gradient, osmosis, active transport, root hair cell, diffusion, transpiration, xylem, lignin, stomata, potometer, evaporation,
translocation, phloem, sieve tubes, companion cells, cuticle, epidermis, spongy mesophyll, phototropism, gravitropism, auxins, elongation, gibberellins,
ethene, selective weedkiller, rooting powders, photoperiodism, xerophyte

Big Idea: Cells and cellular processes Topic: B11.2 Respiration Indicative hours: Combined 4 hours
Biology 4 hours
At key stage 3 students will have covered respiration including aerobic and anaerobic respiration. They have also covered the role of mitochondria as a sub-
cellular organelle as well as the movement of substances into and out of cells by diffusion and osmosis.
This topic builds on key stage 3 knowledge addressing the programme of study which involves the importance of cellular respiration including the processes
of aerobic and anaerobic respiration. The topic only covers combined science content so there is no addition content for GCSE Biology. It includes the core
practical using respirometers to investigate rates of respiration at different temperatures and some calculations for heart rate, stroke volume and cardiac
output.
AT 1 – using appropriate apparatus to make The development of scientific thinking – an understanding of how aerobic and anerobic respiration
measurements leads to different energy outputs and how this can be applied to athletes
AT 3 – use of apparatus to measure a biological Experimental skills and strategies – the effect of temperature on rate of respiration and the use of
process live organisms
AT 4 – safe and ethical use of animals Analysis and evaluation – interpretation of data from investigations including rate calculations and
AT 5 – measuring rates of reaction cardiac output calculations
nomenclature
Respiration 8.9 – 8.12  Demonstrations to show the release of energy by  Write the word equation for aerobic
 Know the equations for aerobic and the respiration/combustion reaction and anaerobic respiration (AO1)
anaerobic respiration  Complete the core practical using respirometers  Write a method to investigate the
 Understand the differences between (MS 2c, 2g) rate of respiration using a
aerobic and anaerobic respiration  Show data on respiration rates under different respirometer (AO3)
 Understand how the two process interact conditions (MS 4a)  Identify controlled variables for
to allow a person to exercise  Test the effect of exercise on heart rate using a respirometer (AO2)
 Understand how to collect experimental  Research how recovery rate is an indicator of  Explain the hazards of using a
data to measure respiration rates fitness respirometer (AO1)
 Core Practical: Investigate the rate of  Interpret graphs on heart or breathing rate  Evaluate data on rates of respiration
respiration in living organisms before, during and after exercise (MS 4a) under different conditions (AO3)
 Know how to calculate heart rate, stroke Opportunities for extension  Explain the involvement of aerobic
volume and cardiac output  Interpret heart traces under different conditions and anaerobic respiration during
 Explain why specific cell types have more high intensity exercise (AO1)
mitochondria than others  Use data to calculate the difference
Active teach in cardiac output between rest and
CB8c, CB8d, exercise (AO2)
SB8d, SB8e

Respiration, exothermic, aerobic, anaerobic, , glucose, oxygen, carbon dioxide, water, mitochondria, lactic acid, oxygen debt, post exercise oxygen
consumption, respirometer, soda lime, capillary, cardiac output, heart rate, stroke volume, breathing rate, fitness

Big Idea: Biological systems Topic: B11.3 Hormones and homeostasis Indicative hours: Combined 8 hours
Biology 12 hours
At key stage 3 students will have covered the idea that hormones control puberty and the development of secondary sexual characteristics including the
menstrual cycle. They have an understanding of dietary components and respiration which link into the action of some of the hormones. They have already
covered diffusion, osmosis and active transport in GCSE topics.
This topic builds on key stage 3 knowledge addressing the programme of study which involves the principles of hormonal coordination and control in humans,
hormones in human reproduction, hormonal and non-hormonal methods of contraception and homeostasis. The topic covers different hormones and their
effect on the body as well as thermoregulation and osmoregulation. The topic is limited on practical work but covers some important health issues as well as
ethics through kidney donation and the maths skill of BMI calculations.
AT 1 – using appropriate apparatus to make The development of scientific thinking – the power and limitations of science and ethical issues
measurements around kidney donation
Analysis and evaluation – interpretation of data on the correlation between obesity and type 2 diabetes
nomenclature
Hormones 7.1 – 7.3  Brainstorm different hormones  Label the endocrine glands of the body (AO1)
 Know the endocrine glands of the body  Label body diagrams to show location of  Know the hormone produced by the pituitary
and the hormones they produce endocrine glands and the hormones they gland, thyroid gland, pancreas, adrenal
 Understand the effect of adrenalin produce glands, ovaries and testes (AO1)
 Understand the effect of thyroxine  Measure heart rate in different conditions  Explain how adrenaline causes the fight or
and its negative feedback regulation e.g. before and after a competitive task flight response (AO1)
 Measure blood pressure  Explain how thyroxine controls metabolic rate
Research the effects on the body if the hormones  Explain the effect on the body if the
are not produced at the correct level hormones are under or overproduced (AO2)
Active teach
CB7a, CB7b
SB7a, SB7b
The Menstrual cycle, contraception and  Show diagrams of the hormone levels in  Explain the role of oestrogen and
infertility 7.4 – 7.8 the blood, uterus lining thickness and progesterone in the stages of the menstrual
 Know the stages of the menstrual cycle process in the ovary cycle (AO1)
 Understand how oestrogen and  Show different methods of contraception if  Explain the role of FSH and LH in the
progesterone control the menstrual cycle appropriate menstrual cycle (AO1)
 Understand how FSH and LH control  Research the effectiveness of different  Explain why progesterone remains high after
the menstrual cycle methods of contraception (MS 1c) fertilisation (AO2)
 Understand how barrier and hormonal  Show data on the causes of infertility  Describe the differences between hormonal
contraception works and their benefits  Research different infertility treatments and barrier methods of contraception (AO1)

and drawbacks  Show diagrams illustrating the differences  Evaluate the benefits and drawbacks of
 Understand how IVF and clomifene in the types of multiple pregnancy and the different methods of contraception (AO3)
are used as infertility treatments dangers associated with them  Explain how IVF and clomifene are used to
Opportunities for extension treat infertility (AO1)
 Research the history of IVF treatments
and how their success rates have changed
Active teach
CB7c, CB7d,
SB7c, SB7d
Glucose regulation and diabetes  Test urine sample for glucose Explain how insulin lowers blood glucose levels (AO1)
7.9, 7.13 – 7.17  Research the history of the discovery of  Explain how glucagon increases blood glucose
 Understand how insulin lowers blood diabetes levels (AO1)
glucose levels  Calculate BMI from data (MS 3d)  Describe the cause of type 1 diabetes and
 Understand how glucagon increases  Show BMI charts to show the how it is treated (AO1)
blood glucose levels categorisation of BMI  Evaluate data on height and mass to suggest
 Know the causes of type 1 and type 2  Use data on BMI linked to cases of type 2 a possible risk of developing type 2 diabetes.
diabetes and how they are treated diabetes or age related to incidence of  Explain the treatment for type 2 diabetes
 Understand the correlation between type 2 diabetes (MS 4a) (AO1)
obesity and type 2 diabetes, including Opportunities for extension  List advice to people to avoid developing type
BMI calculations  Calculate sugar intakes of different foods 2 diabetes (AO2)
and how starchy foods increase blood
glucose levels
 Research the long term side effects of
diabetes type 1 and type 2
Active teach
CB7e, CB7f
SB7e, SB7f
Thermoregulation and osmoregulation  Demonstrate evaporation from the skin  Explain the importance of osmoregulation
7.10B, 7.11B, 7.12B (Biology only)  Show thermal images of the body under and thermoregulation (AO1)
 Understand the importance of different circumstances  Explain the response of the body to an
thermoregulation and osmoregulation  Kidney dissections and models of the body increase in internal temperature (AO1)
 Understand how thermoregulation to show the organisation of the urinary  Explain the response of the body to a
occurs system decrease in internal temperature (AO1)
 Know the structure of the urinary  Demonstrate how diameter changes in  Label a diagram of the urinary system
system tubes increases pressure  Explain how urea is produced from blood
 Understand the stages of urine  Research organ donation and kidney entering the nephron (AO1)
production in the nephron dialysis  Explain the ADH levels in the blood of
 Understand how ADH regulates Opportunities for extension someone who is dehydrated (AO3)
water content  Research the idea of living organ  List the treatments for kidney failure (AO1)
 Know the treatments for kidney failure donations  Describe how and where urea is made

 Know how and where urea is made  Research idea of operations performed  Explain how dialysis is used to treat kidney
with the body at a low temperature failure (AO2)
Active teach
SB7g, SB7h, SB7i
Hormone, endocrine glands, adrenal glands, adrenalin, thyroid gland, thyroxine, pituitary gland TSH, FSH, LH, growth hormone, hypothalamus, pancreas,
insulin, glucagon, ovaries, testes, oestrogen, progesterone, testosterone, metabolic rate, negative feedback, fight or flight, glycogen, menstrual cycle,
puberty, menopause, pregnancy, menstruation, period, ovulation, fertilisation, uterus lining, gonadotrophic, corpus luteum, contraception, barrier, IVF,
assisted reproductive technology, clomifene, diabetes, , homeostasis, type 1, type 2, liver, BMI, correlation, hypothermia, hyperthermia, thermoregulation,
shivering, erector muscles, epidermis, evaporation, radiation, insulation, vasoconstriction, vasodilation, sweat, sweat gland, osmoregulation, urinary system,
kidney, bladder, ureter, urethra, urea, nephron, glomerulus, Bowman’s capsule, proximal convoluted tubule, loop of Henle, distal convoluted tubule,
collecting duct, permeability, ADH, ultrafiltration, glucose, active transport, osmosis, kidney failure, kidney dialysis, organ donation

Big Idea: Biological systems Topic: B11.4 Gas exchange and circulation Indicative hours: Combined 6 hours
Biology 7 hours
At key stage 3 students will have covered ventilation and organ systems. They have also covered the process of diffusion at GCSE level and have a good
understanding of how cells and tissues group together to form organ systems.
This topic builds on key stage 3 knowledge and that addressed already at key stage 3 as well as addressing the programme of study areas for the need for
transport systems in multicellular organisms and the relationship between the structure and functions of the human circulatory system. The topic starts with
the idea that organisms need a transport system if they have a small surface area to volume ratio and the substances that need to be exchanged. It looks at
the adaptations of the exchange surface of the lungs and the structure and function of the different blood components, blood vessels and the heart and how
they form the circulatory system.
AT 1 – using appropriate apparatus to make The development of scientific thinking – the use of a model to demonstrate the need for a
measurements transport system
AT 3 – use of apparatus to measure a biological Experimental skills and strategies – the effect of surface area:volume on diffusion rate
process Analysis and evaluation – interpretation of data from investigations including rate calculations and
AT 7 – Use of a microscope surface area:volume ratio calculations
nomenclature
Gas exchange  Brainstorm substances that cells need and waste  List substances that enter and leave
GCSE Specification 8.1 – 8.3 products animal and plant cells (AO1)
8.4B – 8.5B  Calculate surface area : volume ratios for  Calculate surface area:volume
 Know the substances that are transported different sized shapes and estimates for ratios (AO2)
into and out of cells different sized organisms (MS 1c, 5c)  Evaluate data on surface
 Know how to calculate surface area to  Measure peak flow readings area:volume ratio to explain why
volume ratios  Dissections of the lungs large organisms need an exchange
 Understand the need for exchange surfaces  Demonstration of diffusion in different sized agar surface and transport system (AO3)
and transport systems in multicellular cubes dyed with indicator  Explain how alveoli are adapted for
organisms  Computer simulations of alveoli function effective gas exchange (AO1)
 Understand how alveoli are adapted to their  Use examples of exchange surfaces e.g.  List the factors that affect the rate
function elephants ears, leaves, to illustrate the of diffusion (AO1)
 Know the factors affecting diffusion and properties of exchange surfaces (MS 1c, 5c)  Show using Fick’s law why an
how they are linked by Fick’s law B  Calculations using Fick’s law (MS 3a) increase in surface area and
Opportunities for extension concentration gradient increase
 Research the effect of lung diseases on alveoli diffusion but a decrease in diffusion
function distance reduces it (AO2)
Active teach
CB8a

SB8a, SB8b
Circulation 8.6 -8.8  View images of the components of blood  List the components of the blood
 Understand the structure and function of  Heart dissections or use of models of the heart (AO1)
the components of the blood  Test the elasticity of blood vessels (compare  Explain the structural features and
 Understand how the structure of blood strength of artery / vein by adding weights to a function for red and white blood
vessels is related to function mass hanger hung from them on a clamp stand) cells, plasma and platelets (AO1)
 Understand the structure of the heart and  View blood smears using microscopes  Explain the effect on the body of
circulatory system  View slides showing blood vessels with a some defects of the blood or heart
microscope e.g. sickle cell/HIV/heart attack
 Magnification calculations from microscope (AO2)
images of blood cells or vessels (MS 2h)  Label a diagram of the heart and
 Write stories describing the journey of a blood explain why the left side has a
cell round the body thicker muscular wall (AO1)
Opportunities for extension  Describe how the blood vessels of
 Test blood pressure and explain the diastolic and the body are connected (AO1)
systolic readings  Calculate the diameter of blood
 Research the effect of some heart conditions and vessels or blood cells from
diseases on function microscope work (AO2)
Active teach
CB8c, CB8d
SB8c, SB8d
Multicellular, exchange, circulatory system, surface area : volume ratio, diffusion, metabolic rate, alveoli, concentration gradient, surface area, rate of
diffusion, directly proportional, Fick’s law, blood, red blood cells, erythrocytes, haemoglobin, white blood cells, phagocytes, lymphocytes, antibodies, plasma,
platelets, fibrin, arteries, veins, capillaries, pressure, pulse, valves, atrium, ventricle, septum, tendons, pulmonary artery, pulmonary vein, vena cava, aorta,
carotid artery, oxygenated, deoxygenated, cardiac muscle, coronary artery, heart attack

Big Idea: Organisms and their interactions with Topic: B11.5 Ecosystems and human Indicative hours: Combined 9 hours
the environment interactions Biology 12 hours
At key stage 3 students will have covered aspects of ecosystems in different topics including the basics of energy transfers and levels of organisms, the effect
of pollutants and human interactions. AT GCSE they have already covered respiration and photosynthesis which leads into the carbon and nitrogen cycles as
well as eutrophication.
This topic builds on key stage 3 knowledge addressing a large section of the programme of study which includes the levels of organisation within an
ecosystem, abiotic and biotic factors which affect communities, the importance of interactions between organisms in a community and materials cycles
including the role of microorganisms. It also covers the importance of biodiversity, methods of identifying species and measuring distribution, frequency and
abundance of species within a habitat and positive and negative human interactions with ecosystems.
AT 1 – using appropriate apparatus to make The development of scientific thinking – the everyday applications of science through food
measurements preservation and composting, the implications of biotic factors, abiotic factors and human
AT 6 - Application of appropriate sampling techniques influences on ecosystems
to investigate the distribution and abundance of Experimental skills and strategies – the abundance and distribution of organisms in an
organisms ecosystem
Analysis and evaluation – interpretation of data from fieldwork and analysis of data from decay
including rates of decay calculations
Scientific vocabulary, quantities, units, symbols and nomenclature – specific key words
and nomenclature
Ecosystems 9.1 - 9.6, 9.7B and 9.8B  Show examples of different ecosystems  Recognise from a given ecosystem the
 Know the levels of organisation for an to illustrate the levels of organisation organisms comprising the population
ecosystem  Use examples of interdependence and community (AO2)
 Understand the effect of biotic and abiotic through predator-prey relationship and  Explain how temperature, light, water,
factors internet based simulations pollutants, competition and predation
 Know about interdependence, parasitism and  Show images of human and animal affect communities (AO1)
mutualism parasites  Explain interdependence, parasitism
 Understand how to sample an environment  Measure abiotic factors in a habitat and mutualism (AO1)
using a quadrat  Fieldwork to estimate population sizes in  Estimate the number of organisms in a
 Core Practical: Investigate the relationship a field (MS 2d, 1d) given area from data collected using
between organisms and their environment using  Fieldwork to show a belt transect(MS 2d) random placement of a quadrat (AO1)
field-work techniques, including quadrats and  Show food webs and uses calculations of  Interpret belt transect data and explain
belt transects efficiency transfer to illustrate why food the distribution of organisms (AO3)
 Understand energy transfer in food chains (B) chain lengths are limited (MS 1c)  Explain why the length of food chains
 Construct food webs from individual food are limited (AO1)
chains  Construct pyramids of biomass for a
Opportunities for extension food chain (AO2)
 Show examples e.g. chicken / fish  Calculate the efficiency of energy

farming, to show ways to limit energy transfers in a food chain (AO2)

loss at trophic levels
Active teach
CB9a, CB9b, CB9c, CB9d
SB9a, SB9b, SB9c, SB9d, SB9f,
Human interactions and influences  Videos of how fish farming works  Explain the positive and negative
9.9 – 9.10 9.11B  Video on the effect of non-indigenous effects of fish farming, non-indigenous
 Understand the impact of fish farming, non- species in our environment species and eutrophication (AO1)
indigenous species and eutrophication on  Construct the process of eutrophication  Explain the effect on biodiversity of
ecosystems and biodiversity based on knowledge of photosynthesis, fish farming, non-indigenous species
 Understand the impact of conservation of animal respiration and decomposition and eutrophication (AO1)
species and reforestation on biodiversity  Show examples of conservation projects  Explain how eutrophication occurs
 Know factors that affect food security (B)  Show examples of reforestation process (AO1)
 Use stories of animal and plant  Explain the effect on biodiversity of
populations affected by habitat conservation projects and reforestation
destruction (AO1)
 Brainstorm factors that affect food  Analyse an article on an endangered
security species to identify the cause (AO3)
 Use images of areas in drought and  Describe how an increasing human
famine population, increased meat and fish
 Show video on biofuel use and consumption, impact of pests and
production pathogens and environmental change
can affect food security (AO1)
Opportunities for extension  Describe how biofuels can decrease the
 Study a specific endangered animal to availability of land for farming (AO1)
explain the cause of its population
decrease
Active teach
CB9e, CB9f
SB9g, SB9h, SB9i
Material cycles and decomposition  Brainstorm knowledge of water cycle  Explain the water cycle and how
9.12 – 9.15, 9.16B – 9.19B  Use examples from survival programmes desalination can produce potable water
 Understand the carbon cycle and water cycle to illustrate the need for desalination (AO1)
 Understand the role of bacteria in the nitrogen  Construct the carbon cycle from  Explain the stages of the carbon cycle
cycle, crop rotation and fertilisers and how they knowledge of photosynthesis, respiration (AO1)
affect nitrate availability for plants and decomposition  Explain the nitrogen cycle (AO1)
 Understand the use of indicator species for  Use historical ideas of crop rotation  Explain how fertilisers and crop
water and air pollution (B)  Show images of the roots of leguminous rotation increase the availability of
 Understand the effect of temperature, water plants nitrates (AO1)

content and oxygen on decomposition (B)  Fieldwork to identify indicator species  Analyse data on the presence of
 Understand how to calculate rates of decay (B) (MS 2d) indicator species to draw conclusions
 Show data on the distribution of on water or air quality (AO3)
indicator species down a river  Explain methods that are used to
 Investigate factors affecting food prevent the decomposition of foods
decomposition (AO2)
 Show images of composting to illustrate  Explain the effect of temperature,
how factors are controlled water content and oxygen availability
 Show data on decomposition to calculate on composting
rates of decay (MS 3d)  Calculate the rates of decay (AO1)
 Research the types of plant material that
effectively composts
Active teach
CB9g, CB9h, CB9i
SB9e, SB9j, SB9k, SB9l, SB9m
Ecosystem, community, populations, organism, resources, habitat, abundance, quadrat, belt transect, biotic, abiotic, pollutants, disease, predators, prey,
environmental, competition, interdependence, parasitism, mutualism, biomass, energy transfer, food web, food chain, efficiency, trophic level, pyramid of
biomass, fish farming, indigenous, native, reforestation, captivity, conservation, endangered, food security, yield, sustainability, biofuels, biodiversity,
fertiliser, eutrophication, water cycle, condensation, evaporation, precipitation, potable, desalination, distillation, respiration, photosynthesis, combustion,
decomposition, decomposers, fossil fuels, carbon cycle, nitrogen cycle, nitrates, nitrogen fixing bacteria, nitrifying bacteria, denitrifying bacteria, crop
rotation, indicator species, blackspot fungus, lichens, blood worms, sludge worms, freshwater shrimp, stonefly, preservation, compost rate of decay,


Pearson Edexcel 11-16 Science Learning Pathway: Biology: An Alternative, Linear Approach To Teaching Science

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Pearson Edexcel 11-16 Science Learning Pathway: Biology: An Alternative, Linear Approach To Teaching Science

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Pearson Edexcel 11-16

Science Learning Pathway:

An alternative, linear approach to teaching Science

© Pearson Education Ltd 2018 2

Biology Chemistry Physics

Cells and cellular processes Materials and their Energy

Biological systems for life Chemical Changes Forces and fields

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The new learning pathway will:

Which route do I choose/follow?

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11-16 Topic Overview plan for teaching Biology (Combined Science

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8Ba, 9Bd, 9Be GCSE topic 4 (4.2 – 4.5, (paper 2)

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Big Ideas Year 7 Year 8 Year 9 Year 10 Year 11

(paper 1) GCSE topic 8 (8.1-8.8)

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8Ba, 9Bd, 9Be (paper 1) (paper 2)

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Topic template description

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Year 7 Biology Topics

Topic Overview and progression and link to the programme of study

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Big Idea: Biological systems Topic: B7.2 Reproduction Indicative hours: 8

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Prior knowledge and skills required (KS2)

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Big Idea: Biological systems Topic: B7.3 Movement Indicative hours: 6

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Topic Overview and progression and link to the programme of study

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osteoporosis on joints and bones mitochondria in movement (AO2)

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Learning objectives Teaching ideas/ links to resources Indicative success criteria

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Year 8 Biology Topics

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the UK and explain the impact of

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Year 9 Biology Topics

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Year 10 Biology Topics