Biology

Head of Department

Mr D Prideaux, BSc (Hons), PGCE

Statement of Intent

The science curriculum at DHSG is designed to support our learners in their development to become scientifically literate citizens of the 21st century. We aim to engage their curiosity; to help them learn how to ask the right questions about the world around them and the society we live in. We will support them in developing the skills and knowledge required to investigate their questions and then to interpret and critically evaluated the answers they find. We achieve this through the study of the three traditional scientific disciplines of Biology, Chemistry and Physics, all of which are underpinned by practical principles and investigation and will include learning about how scientists work.

We ensure that students have a firm scientific knowledge and skill base to progress with confidence through the Key Stages and finally progress into the wider world with the scientific tools required to pursue their individually chosen further study and future career pathways. We will teach our students how to use mathematics in science and not assume the transference of maths skills whilst ensuring our curriculum is assessable to all.

In Biology, we encourage students to gain a deep appreciation and understanding of living organisms at every level:

at the cellular level, where the importance of the building block of life, and how it meets the different demands imposed upon them, is studied;
at the organism level, and how the different organ systems in both plants and animals produce viable organisms that meet the challenges of survival;
at the ecosystem level, where different organisms interact to produce the complex and interdependent food webs found on Earth today.

This is achieved at each Key Stage:

Lower years: Adherence to the National Curriculum for Science (Biology);
Middle years: AQA GSCE Biology or AQA Combined Sciences Trilogy (Biology);
Upper years: OCR Biology A.

A Level Course Outline

A stimulating and enjoyable course that includes opportunities for practical activities, both in the laboratory and on fieldwork. The syllabus includes consideration of examples from the development of biological principles through to the most modern gene technologies. The OCR Specification follows on from GCSE Biology or GCSE Triple Science and will build on knowledge, understanding and skills to prepare students for scientific careers.

Higher Education and Career Opportunities

Biology is an essential entry requirement for courses such as Medicine, Veterinary Science, Ophthalmology, Biomedical Sciences, Dentistry, Microbiology, Biological Sciences, Environmental Sciences, and Nursing. It also leads onto Teaching, Sport and Leisure, and Physiotherapy.

Course Content

Examination Board	OCR	Full details of the specification and assessment criteria can be found on the OCR website Biology A - H020, H420
In terms of the course content there are four modules for the AS version of the course and six for the A Level, as listed below. All modules are assessed in the summer via a written examination with a practical endorsement for the A Level version of the course. The AS content is also covered in the A Level content and allows for co-teaching.
AS Level	Unit 1	Breadth in Biology – 50%
	Unit 2	Depth in Biology – 50%
A Level	Unit 1	Biological processes – 37%
	Unit 2	Biological diversity – 37%
	Unit 3	Unified Biology – 26%
	Unit 4	Practical Endorsement – Reported separately

Curriculum Programmes of Study

Year	Cycle	Content
Year 12	Cycle 1 14 weeks	The basic components of living systems Microscopy and magnification Prokaryotes and eukaryotes Ultrastructure of plant and animal cells The structure of the plasma membrane PAG 5 – Effect of temperature on membranes Active transport, diffusion and osmosis PAG 8 – Water potential The biological significance of water The Biochemistry of carbohydrates, proteins and lipids PAG 9 – Qualitative testing Cells and biochemistry 8 week assessment Enzyme action Factors affecting enzyme activity PAG 4 – Effect of temperature on amylase PAG 6 – Chromatography The need for specialized exchange surfaces Gas exchange in insects, fish and mammals Blood and blood vessels Tissue fluid The heart PAG 2 - Dissection
	Cycle 2 11 weeks	The cell cycle Mitosis and meiosis DNA, membranes, gas exchange and transport in animals 8 week assesment Transport of oxygen and the Bohr effect Transport in plants PAG 5 - Potometer Phloem loading and translocation Plant adaptations to water availability Assessment – all work to this point Levels of organization Animal and plant pathogens Transmission of communicable disease Cellular and humoral immunity
	Cycle 3 13 weeks	Classification and phylogeny Types of variation Evidence for evolution Adaptation to environment Chi square, Spearman Rank, Standard deviation, t-test Assessment on classification, biodiversity and disease Biodiversity and genetic biodiversity Sampling and sampling techniques PAG 1 – Lung tissue drawing AS mock papers Field trip to Wembury – PAG 3 Populations and sustainability Competition and predator-prey relationships Succession Conservation or preservation Ecosystems and ecosystem management Biomass transfers through an ecosystem
Year 13	Cycle 1 14 weeks	Review Ecology and energy flows Ecology assessment – ch 11, 23, 24 Weekly assessments on AS work Mutation and variation Control of gene expression and body plans Variation and inheritance Monohybrid and dihybrid inheritance. Hardy-Weinberg equation Evolution and speciation DNA sequencing and analysis Using DNA in PCR, electrophoresis and genetic engineering PAG 10 - RASMOL Cloning in plants Biotechnology and bioremediation Culturing of microorganisms and PAG 7 Module 6 assessment Temperature control The pancreas and the adrenal glands
	Cycle 2 11 weeks	Blood glucose control Mock papers 2 and 3 Excretion Urine and diagnosis The liver The structure of the nervous system Reflexes The action potential and the synapse The control of heart rate PAG 11 – Daphnia The brain Autotrophic nutrition The significance of ATP Aerobic and anaerobic respiration Respiration and photosynthesis assessment PAG 12 – Elodea Plant response to stress Plant hormones
	Cycle 3 4 weeks	Tropisms in plants Muscle structure and function PAG review Revision

Devonport High School For Girls