Biology

What?

Module: Cell Biology (AQA 8461/64, spec ref. 4.1)

Students learn about cells (incl. with reference to specialised cells, microscopy, types of cells, chromosomes, cell cycle and how molecules are transport across cell membranes)

All lessons are interleaved, with starter quizzes at the start of each lesson testing students’ retrieval of prior lesson knowledge (both disciplinary and substantive)

Students are challenged to design an investigation to measure the actual diameter of an onion skin cell, as part of a required practical.

Students are challenged to interpret percentage change of mass of plant tissue, and write extended response about it.

Why?

This builds on students’ prior knowledge of cells and tissues at KS3/Yr7 and is the first module they will be assessed on in future examinations.

How?  

Core knowledge:  

Animal and plant cells including structure and function of the sub - cellular structures. Eukaryotes and prokaryotes.

Use a light microscope to draw and label a selection of animal and plant cells. Understanding of different microscopes and the use of the magnification equation.

How cell differentiation leads to cell specialisation, mitosis. Stem cells. Diffusion, osmosis and active transport – the differences between and where they occur.

How well?

What should they be able to do? 

Data: 

• Calculate variables using magnification = image size / actual size
• Convert between units (mm, µm, nm)

Practical:

• Do scientific drawings of animal and plant cell
• Correctly setup and operation of light microscope (RPA1)

How do they know they have done this well?

Through self / peer assessment / peer discussion tasks / diagnostic quizzes / knowledge retrieval quizzes / teacher feedback.

Learning checkpoints and assessment: 

Progress check exam questions in the lessons / plenary tasks / recap quiz of previous lesson knowledge.

Where next?

4.2 Organisation – students then build their knowledge of cells/tissues further as they explore the structure and function of the human digestive system, blood, blood vessels and the heart (circulatory system).

What?

Module: Infection & Response (AQA 8461/64, spec ref. 4.3)

Students will learn to understand different types of diseases and how the human body defends against them, including with the discovery and development of antibiotics, painkillers and vaccines. Students should be able to explain the production and uses of monoclonal antibodies, plant diseases and how plants defend against disease.*

*(triple science content)

Why?

This builds on students’ prior knowledge of diseases in Yr9 specifically with reference to cell structure, organ systems, and microscopes.

How?  

Core knowledge:  

• Communicable infectious diseases, including Viral, bacteria, fungal and protists.
• Non-specific and specific human defence systems against disease.
• How vaccinations work.
• Antibiotics and painkillers and antibiotic resistance.
• Clinical trials and the development of drugs
• Making and using monoclonal antibodies, their benefits and disadvantages.
• Plant diseases and their defences.

How well?

What should they be able to do?

Data:

• Interpret results of drug testing and trials
• Interpret graphs showing primary/secondary immune responses
• Interpreting epidemiological COVID-19 data in context
• Calculation of cross-sectional area of agar plate

Practical:

• Prepare an uncontaminated culture of bacteria
• Plan and carry out investigation into the effect of antiseptics or antibiotics on bacterial growth (RPA5)

How do they know they have done this well?

Through self / peer assessment / peer discussion tasks / diagnostic quizzes / knowledge retrieval quizzes / teacher feedback.

Learning checkpoints and assessment:

Progress check exam questions in the lessons / plenary tasks / recap quix of previous lesson knowledge.

Where next?

The students will develop their knowledge of infection and immunity in Year 12, where they look at the intricacies of humoral and cell-mediate immunity. The following topic from this topic is 4.4 Bioenergetics, where they learn about photosynthesis and respiration.

What?

Module: Bioenergetics (AQA 8461/64, spec ref. 4.4)

Students learn to explain photosynthesis as endothermic, describe uses of glucose, explain the effects of limiting factors and measure, calculate, extract and plot appropriate graphs showing the rate of photosynthesis. Students should plan and carry out an investigation into a limiting factor’s effect, and interpret graphs showing the effect of limiting factors on photosynthesis. (HT) – students should understand and use inverse proportion / inverse square law, and relate limiting factors to the cost efficiency of greenhouse management. Students should also be able to explain aerobic and anaerobic respiration, and explain how the body responds to exercise, including with reference to oxygen debt. Finally, students should be able to explain the importance of metabolism.

All lessons are interleaved, with starter quizzes at the start of each lesson testing students’ retrieval of prior lesson knowledge (both disciplinary and substantive)

Students are challenged to design an investigation to measure the actual diameter of an onion skin cell, as part of a required practical.

Students are challenged to interpret percentage change of mass of plant tissue, and write extended response about it

Why?

This builds on students’ prior knowledge of cells and tissues at KS3/Yr8 where they learned about botany. The students will specific add to their knowledge base of botany by learning about limiting factors in relation to photosynthesis. This is also built upon further in KS5 where students learn about plant cloning technology, eg. Micropropagation (part of the Yr12/13 transport systems in plants topic).

How?  

Core knowledge:  

• Photosynthesis equation and uses of glucose from photosynthesis.
• Limiting factors and inverse square laws
• Measuring the rate of photosynthesis
• How plants use Glucose
• Comparing Anaerobic and aerobic respiration.
• How the body reacts to exercise.
• Importance of metabolism

How well?

What should they be able to do?

Data:

• Interpret graphs to identify limiting factors
• Draw graph showing effect of factor on rate of photosynthesis
• Calculate stroke volume and cardiac output
• Interpret data showing breathing rate and cardiac output

Practical:

• Plan and carry out investigation of effect of limiting factor on rate of photosynthesis
• Plan and carry out investigation of effect of exercise on heart rate
• Carry out a spirometry test to measure lung function

How do they know they have done this well?

Through self / peer assessment / peer discussion tasks / diagnostic quizzes / knowledge retrieval quizzes / teacher feedback.

Learning checkpoints and assessment:

Progress check exam questions in the lessons / plenary tasks / recap quiz of previous lesson knowledge.

Where next?

4.5 HOMEOSTASIS AND RESPONSE:

4.5.1 Homeostasis

4.5.2 The human nervous system

4.5.3.1 Human endocrine system

4.5.3.2 Control of blood glucose concentration

What?

Module: Inheritance, Variation & Evolution (AQA 8461/64, spec ref. 4.6)

Students learn about different types of reproduction, DNA structure, how proteins are produced on the molecular/genetic level, the effects of DNA mutations (triple science only), theories of evolution (with specific reference to Darwin and Wallace), the different types of variation and genetic engineering, embryo screening, fossils and extinction are also explored.

Why?

This builds on students’ prior knowledge of animals at KS3/Yr7 as well building upon their knowledge of reproduction.

How?  

Core knowledge:  

• Differences between the two types of reproduction and meiosis.
• Meiosis, DNA structure, basic Monohybrid crosses
• Monohybrid crosses of inherited disorders and sex determination. Ethical issues of genetic screening
• Variation cause by genes and the environment.
• The theory of Evolution by natural selection
• Students should be able to explain the impact of selective breeding of food plants and domesticated animal
• Students should be able to describe genetic engineering as a process which involves modifying the genome of an organism by introducing a gene from another
• organism to give a desired characteristic.
• Students should be able to explain the potential benefits and risks of genetic engineering in agriculture and in medicine and that some people have objections.
• Students should be able to describe the evidence for evolution including fossils and antibiotic resistance in bacteria Students should be able to describe factors
• which may contribute to the extinction of a species
• Linnaean and Carl Woese systems of classification
• Ecosystems and factors that affect them.

How well?

What should they be able to do?

Data:

• Use direct proportion and simple ratios to express genetic cross outcomes
• Interpret Punnett square diagrams
• (HT) Construct Punnett square diagrams Reading skills
• Extract and interpret fossil data from charts, graphs and tables
• Do scientific drawings of animal and plant cell
• Correctly setup and operation of light microscope (RPA1)

How do they know they have done this well?

Through self / peer assessment / peer discussion tasks / diagnostic quizzes / knowledge retrieval quizzes / teacher feedback.

Learning checkpoints and assessment: 

Progress check exam questions in the lessons / plenary tasks / recap quiz of previous lesson knowledge.

Where next?

4.7 Ecology, where the students build upon their knowledge of evolution with specific reference to learning about taxonomy (classifying of organisms), with an expanding appreciation of historical approaches to classification.

What?

Module: Ecology (AQA 8461/64, spec ref. 4.7)

In the AQA Ecology module for GCSE Biology, students learn a variety of key concepts. The curriculum typically covers ecosystems, population dynamics, biodiversity, and the impact of human activities on the environment. The module aims to develop a comprehensive understanding of ecological principles and their applications.

Interleaving is a teaching technique incorporated into the module to enhance learning. Instead of focusing on one topic exclusively, interleaving involves integrating multiple concepts within the same study session. This approach helps students grasp connections between different ecological elements and fosters a more robust understanding of the subject matter.

Throughout the module, students are challenged through various means. They engage in practical activities, such as fieldwork or experiments, to observe ecological phenomena firsthand. Analyzing and interpreting data, often presented in graphs or charts, encourages critical thinking and application of theoretical knowledge. Additionally, discussions and case studies prompt students to consider the real-world implications.

Why?

Studying the AQA module of Ecology in GCSE Biology during year 11 is crucial for several reasons. Firstly, it provides students with a foundational understanding of the interdependence of living organisms and their environments. This knowledge is pivotal in comprehending broader ecological concepts, including the intricate web of relationships that sustain life.

Moreover, the module delves into environmental issues, offering students insights into topics like climate change. Understanding the ecological principles behind climate change equips students with the awareness needed to contribute to sustainable practices and address environmental challenges in the future.

From an exam skills perspective, the AQA Ecology module sharpens critical thinking and analytical abilities. Students develop skills in data interpretation, as the module often includes graphs and diagrams representing ecological patterns. This fosters a holistic approach to problem-solving, preparing students not just for exams but also for real-world scenarios where the ability to analyze environmental data is increasingly vital.

How?  

Core knowledge:  

• How animals and plants are adapted to the environment in which they live

• Measure the population size of a common species in a habitat

• Use sampling techniques to investigate the effect of a factor on the distribution of this species

• The carbon cycle

• The water cycle

• Biodiversity is the variety of all the different species of organisms on earth, or within an ecosystem

• Rapid growth in the human population and an increase in the standard of living mean that increasingly more resources are used and more waste is produced, causing pollution

• Humans reduce the amount of land available for other animals and plants by building, quarrying, farming, and dumping waste

• Large-scale deforestation in tropical areas has occurred to: provide land for cattle and rice fields and to grow crops for biofuel

• Students should be able to describe some of the biological consequences of global warming

• Students should be able to describe both positive and negative human interactions in an ecosystem and explain their impact on biodiversity.

How well?

What should they be able to do?

Data:

• Record observations of organisms

• Extract and interpret data from charts, graphs and tables regarding abiotic/biotic factors and communities

• Plot and draw appropriate graphs selecting appropriate scales for the axes, regarding abundance of organisms

• Interpret graphs used to model predator-prey cycles

Practical:

• Plan and carry out investigation of effect of a factor on the distribution of a common species in a habitat (RPA7)

How do they know they have done this well?

• Through self / peer assessment / peer discussion tasks / diagnostic quizzes / knowledge retrieval quizzes / teacher feedback.

Learning checkpoints and assessment: 

• Progress check exam questions in the lessons / plenary tasks / recap quiz of previous lesson knowledge.

Where next?

• Exams revision and retrieval of knowledge of previously taught topics in KS4 Biology
• There are links to A-Level Biology content as well (e.g. Year 12 AS Genetic information, variation and relationships between organisms, Year 13 A2 Genetics, populations, evolution and ecosystems)