Studying A-level Biology will give you a broad understanding of how the living world functions, from the key biochemical reactions that maintain all life on Earth to the way in which organisms interact with each other and the environment. You will also discover how biotechnology is in the process of changing the way we think about life and the opportunities and questions that genetic engineering propose to us.
A Biology A-level will give you opportunities in a wide range of areas. It is a gateway to further scientific study at degree level and life science careers. Since the course requires analytical thought, the ability to see how systems interact, the ethical implications of our actions and statistical analysis, it is does not restrict you to a scientific career. Securing a Biology A-level will give you skills that are valued in many professional careers.
The A-level Biology course is broken down into the following units and assessments.
AS Biology
Unit 1 Content – Biology of disease
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1- Causes of disease |
2 – Enzymes and the Digestive system |
3 – Cell Biology |
|
4 – Lungs and Lung disease |
5 – Heart and Heart disease |
6 – Immunity |
Unit 2 Content – The variety of living organisms
|
1- Causes of disease |
2 – Enzymes and the Digestive system |
3 – Cell Biology |
|
4 – Lungs and Lung disease |
5 – Heart and Heart disease |
6 – Immunity |
AS Examinations – 1411
Unit 1 – Biology and disease – January 2011
Examination paper – 1 hour 15 minutes – 33.3% of the total AS marks and 16.7% of the total A Level marks
Unit 2 – The variety of living organisms – June 2011
Examination paper – 1 hour 45 minutes – 46.7% of the total AS marks and 23.3% of the total A Level marks
Unit 3 – Internal Assessment Investigative and practical skills in AS Biology – January 2011
School Marked, Practical Assessment, ISA – 20% of total AS marks and 10% of total A Level marks
A2 Biology
Unit 4 Content – Populations and environment
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1- Populations |
2 – ATP |
3 – Photosynthesis |
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4 – Respiration |
5 – Ecosystems |
6 – Nutrient Cycles |
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7 – Succession |
8 – Speciation |
Unit 5 Content – Control in cells and organisms
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1- Nerve receptors |
2 – Hormones / nervous system |
3 – Muscles |
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4 – Homeostasis |
5 – Menstrual cycle |
6 – Protein synthesis |
|
7 – Gene expression |
8 – Genetic engineering |
A2 Examinations – 2411
Unit 4 – Populations and environment – January 2012
Examination paper – 1 hour 30 minutes – 16.7% of the total A Level marks
Unit 5 – Control in cells and in organisms – June 2012
Examination paper – 2 hours 15 minutes – 23.3% of the total A Level marks
Unit 6 – Internal Assessment Investigative and practical skills in A2 Biology – January 2012
School Marked, Practical Skills Assessment, Investigative Skills Assignment – 10% of the total A Level marks
AS + A2 = A Level
The AQA website can be found at:
http://www.aqa.org.uk/qual/gce/biology_new.php
For the full AQA A-level Biology curriculum visit:
http://www.aqa.org.uk/qual/gce/pdf/AQA-2410-W-SP-10.PDF
HOMEWORK
The students are set 2 homework tasks per week. These are designed to take at least an hour each, but there is also an expectation that extra reading is carried out during the course. This extra reading around the subject is essential, if the student wishes to make good progress in Biology. The homework tasks range from writing up practical assessments, completing their own set of notes or answering a set of exam questions. Homework is marked and graded according to AS standards, allowing the boys to be aware of their current level of attainment.
DIFFERENTIATION (Very Able Students and Students with Special Educational Needs)
The boys are provided with sets of notes for A Level Biology and these have been specifically designed with differentiation in mind, since they go into greater depth than is strictly necessary for the course specification. The text book recommended by AQA is used to deliver the bare minimum of understanding. This means that the students are aware of more challenging concepts in Biology and are given the opportunity to develop their knowledge and understanding to a greater degree. Students also have access to scientific journals such as New Scientist and Scientific American in order to broaden their understanding of the latest developments in the subject.
By providing the students with notes, the lessons are not held up with waiting for or relying on boys to write their own, and the lessons can concentrate on teaching and learning.