QEGS Biology Curriculum Maps
QEGS Year 9 Biology Curriculum Map |
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|---|---|---|---|---|---|---|
| Focus | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Topic | Cell structure | Cell transport | Cell cycle | The heart & circulation, breathing & gas exchange | Non-communicable diseases | Non-communicable diseases |
| Key concepts/ideas | This topic builds upon topics covered at KS3 (Cells), looking at the two main types of cells (Eukaryotic or Prokaryotic) | This topic looks at how substances enter or leave cells via diffusion, osmosis and active transport processes and exchange surfaces. | This topic covers cell division | This topic covers blood components, blood vessel types and the heart | This topic considers health in general and its overall sub-parts of physical and mental well-being/communicable vs non-communicable diseases | This topic considers health in general and its overall sub-parts of physical and mental well-being/communicable vs non-communicable diseases |
| Key skills | Microscope usage and maths skills re units of size and expression of small numbers. | Investigative scientific skills into the diffusion and osmosis processes. Maths skills into SA:V ratios. | Interpreting scientific news reports to express valid opinions and balanced arguments on technological processes. | Practical skills in handling animal organs and dissection apparatus safely. Model making of blood vessel types. | Interpreting graphical data on disease level within different population demographics. | Interpreting graphical data on disease level within different population demographics. |
| Key terms/vocab | Eukaryotic, prokaryotic, nucleus, organelles, cytoplasm, ribosomes, mitochondria, chloroplast, vacuole, membrane, cell wall, plasmids, flagellum, electron microscope, magnification, resolution, specialised, differentiate, palisade cell, adaptations. | Diffusion, osmosis, active transport, concentration gradient, dilute, partially permeable membrane, passive process, concentrated, particles, respiration, energy, surface area, volume, ratio, alveoli, villi. | Nucleus, chromosomes, mitosis, daughter cells, growth, repair, asexual reproduction, replicates, duplicates, stem cell, undifferentiated, specialised, embryonic, cloned, bone marrow, ethical, embryos, meristem, therapeutic cloning. | Artery, vein, capillary, pressure, valves, lumen, elastic fibres, double circulatory system, heart, circuit, ventricle, atrium, gas exchange, pulmonary vein, pulmonary artery, cardiac muscle, coronary artery, vena cava, pacemaker, trachea, bronchi, bronchioles, alveoli, plasma, platelets, white blood cells, pathogens, aorta. | Health, communicable disease, non-communicable disease, coronary heart disease, cardiovascular disease, stent, statins, valves, transplant, cholesterol, rejection, surgery, anaesthetic, artificial heart, risk factor, obesity, diabetes, insulin, alcohol, smoking, carcinogens, ionising radiation, cancer, cirrhosis, placenta, tumour, malignant, benign. | Health, communicable disease, non-communicable disease, coronary heart disease, cardiovascular disease, stent, statins, valves, transplant, cholesterol, rejection, surgery, anaesthetic, artificial heart, risk factor, obesity, diabetes, insulin, alcohol, smoking, carcinogens, ionising radiation, cancer, cirrhosis, placenta, tumour, malignant, benign. |
| Independent learning/wider reading | BBC bitesize | BBC bitesize | BBC bitesize | BBC bitesize | BBC bitesize | BBC bitesize |
| Assessment | Microscope Required Practical task and question set. | Synoptic 1 – to include work covered in Y9 so far. | Cell division topic test. Class debate on Stem cell usage in our society. | Synoptic 2 – to include work covered in Y9 so far. | End of year 9 exam | End of year 9 exam |
| Careers links/Future Learning | Microbiologist, biomedical science, medicine and healthcare, horticulture, Medicine and healthcare, horticulture, farming, Medicine, medical research, science writer, horticulture, farming, law, conservation, Medicine, nursing, sports coach, fitness instructor, healthcare, Medicine, nursing, healthcare, dietitian, fitness instructor. | Microbiologist, biomedical science, medicine and healthcare, horticulture, Medicine and healthcare, horticulture, farming, Medicine, medical research, science writer, horticulture, farming, law, conservation, Medicine, nursing, sports coach, fitness instructor, healthcare, Medicine, nursing, healthcare, dietitian, fitness instructor. | Microbiologist, biomedical science, medicine and healthcare, horticulture, Medicine and healthcare, horticulture, farming, Medicine, medical research, science writer, horticulture, farming, law, conservation, Medicine, nursing, sports coach, fitness instructor, healthcare, Medicine, nursing, healthcare, dietitian, fitness instructor. | Microbiologist, biomedical science, medicine and healthcare, horticulture, Medicine and healthcare, horticulture, farming, Medicine, medical research, science writer, horticulture, farming, law, conservation, Medicine, nursing, sports coach, fitness instructor, healthcare, Medicine, nursing, healthcare, dietitian, fitness instructor. | Microbiologist, biomedical science, medicine and healthcare, horticulture, Medicine and healthcare, horticulture, farming, Medicine, medical research, science writer, horticulture, farming, law, conservation, Medicine, nursing, sports coach, fitness instructor, healthcare, Medicine, nursing, healthcare, dietitian, fitness instructor. | Microbiologist, biomedical science, medicine and healthcare, horticulture, Medicine and healthcare, horticulture, farming, Medicine, medical research, science writer, horticulture, farming, law, conservation, Medicine, nursing, sports coach, fitness instructor, healthcare, Medicine, nursing, healthcare, dietitian, fitness instructor. |
QEGS Year 10 Biology Curriculum Map |
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|---|---|---|---|---|---|---|
| Focus | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Topic |
Trilogy:
B2 - Organisation of animal & plants
Triple: Structure & Bonding – Ionic (Inc Group 0, group 1 and group 7 from Periodic Table topic) |
Trilogy:
B2 - Organisation – the digestive system
Triple: Structure & Bonding – Covalent And Nanoparticles |
Trilogy:
B3 - Infection & response
Triple: Electrolysis |
Trilogy:
B4 – Bioenergetics
Triple: Metals |
Trilogy:
B5 - Nervous system
Triple: Atmosphere |
Trilogy:
B7 – Ecology
Triple: Earth’s Resources |
| Key concepts/ideas |
Trilogy:
This topic looks at circulatory and gas exchange systems in animals and the transport systems in plants.
Triple: This topic looks at how metals and non-metals bond together by transferring electrons. It builds on electronic structure studied in year 9 and the idea that all atoms want to have a stable electronic structure like the Noble Gases. The reactivity of group 1 and group 7 are looked at here in relation to how easily they lose or gain electrons and form ions. Numerous examples of ionic compounds are studied to enable students to recognise lowest ratios of ions in a giant ionic lattice. |
Trilogy:
This topic looks at how we break down and absorb our food using enzymes.
Triple: This topic builds upon group 7 understanding studied in the previous lessons, looking at how non-metal atoms share electrons to form covalent substances. This includes understanding the difference in properties of simple covalent molecules and giant covalent structures. Allotropes of carbon are compared in terms of bonding, structures, properties and uses. For the triple chemistry course students also understand what nanoparticles are and how their properties differ from the properties of the same materials in bulk. Their uses and possible dangers are also evaluated. |
Trilogy:
The topic focuses on lifestyle and how that can affect both our physical and mental health
Triple: This topic builds on students understanding of the structure and properties of ionic compounds. Students will understand the process of electrolysis, the difference in products formed when melts or aqueous solutions are electrolysed and be able to identify products formed when different aqueous solutions are electrolysed. This topic also links to Earth’s Resources topic as the extraction of aluminium uses electrolysis. |
Trilogy:
This topic covers the two main areas of respiration and photosynthesis.
Triple: This topic covers how the properties of metals relate to the bonding within them and how we extract metals from ores in the Earth’s crust. Due to the environmental impact of mining, students look at why we should recycle metals and investigate new ways of extracting copper from low grade ores. In the triple chemistry course students also look at corrosion of metals, the conditions needed for rusting of iron/steel to occur and the different ways that we can prevent corrosion. |
Trilogy:
This topic looks at how our nervous system is used to respond to changes in our environment.
Triple: This topic links to Crude Oil and the burning of fossil fuels and covers the theories about how the Earth’s early atmosphere formed and what happened to enable today’s atmosphere to develop. Students will be able to identify the pollutant gases that arise from the combustion of fossil fuels, how they are produced, the environmental impact they have on the environment and ways to reduce the amount of pollutant gases released into the atmosphere. |
Trilogy:
This topic looks at how organisms compete for resources and how they are adapted to survive in different habitats
Triple: This topic links in with extraction of metals and crude oil already covered in year 10. Students look at how we use resources from the Earth and how we can try to conserve finite resources by reusing and recycling. Waste Water Treatment and how we can obtain potable water is also studied by students. |
| Key skills |
Trilogy:
Application of understanding of exchange surfaces to new examples.
Triple: Draw dot-cross diagrams to show the transfer of electrons in various ionic compounds and apply understanding of ionic bonding to explain properties of ionic compounds. |
Trilogy:
Practical skills in handling different apparatus, safe use of chemicals and interpreting results
Triple: Draw dot-cross diagrams to show the shaving of electrons in simple covalent molecules. Compare allotropes of carbon in terms of how the carbon atoms are bonded and arranged with their uses. Compare surface area to volume ratio of nanoparticles and bulk materials. |
Trilogy:
Linking our health, both mental and physical with our lifestyle.
Triple: Practical skills demonstrated when electrolysing different solutions, testing for chlorine gas and making observations. REQUIRED PRACTICAL |
Trilogy:
Practical skills in handling different apparatus, safe use of chemicals and interpreting results
Triple: Practical skills in extracting copper from copper oxide. Identifying link between reactivity of the metal and how it is extracted. |
Trilogy:
Practical skills, especially on maths and the graphing side.
Triple: Analysing data from tables and graphs. Linking cause and effect. |
Trilogy:
Quadrat practical, maths skills in presenting data and linking other subjects, such as Chemistry and Geography with Biology
Triple: Practical skills involving simple distillation of sea water to obtain pure water and analysing the ions present in the water before and after the distillation REQUIRED PRACTICAL |
| Key terms/vocab |
Trilogy:
Xylem,
Phloem,
Meristem,
Stomata,
Guard cells,
Spongy mesophyll,
Palisade mesophyll,
Epidermal tissues,
Aorta,
Vena cava,
Pulmonary artery,
Pulmonary vein,
Valves,
Artery,
Vein,
Capillary,
Diffusion,
Active transport,
Surface area.
Triple: Electron, Transfer, Ion, Anion, Cation, Electrostatic Attraction, Giant Ionic Lattice, Empirical Formula, Solubility, Alkali Metals, Halogens, Halides. |
Trilogy:
Diffusion,
Osmosis,
Active transport,
Enzyme,
Carbohydrase,
Amylase,
Protease,
Lipase,
Lipids,
Bile,
Emulsify.
Triple: Covalent, Molecule, Intermolecular Forces, Allotrope, Diamond, Graphite, Graphene, Fullerenes, Delocalised Electrons, Nanoparticles. |
Trilogy:
Coronary heart disease (CHD),
Stents,
Statins,
Risk factor,
Benign tumour,
Malignant tumour.
Triple: Electrolysis, Electrolyte, Electrode, Anode, Cathode, Oxidation, Reduction, Molten, Aqueous, Half equation. |
Trilogy:
Photosynthesis,
Respiration,
Limiting factor,
Aerobic respiration,
Anaerobic respiration,
Fermentation,
Oxygen debt,
Metabolism.
Triple: Ore, Native, Carbon Reduction, Electrolysis, Phytomining, Bioleaching, Cryolite, Recycling, Corrosion, Sacrificial Protection. |
Trilogy:
Homeostasis,
Stimulus,
Receptors,
Coordination centres,
Effectors,
Reflex action.
Triple: Composition, Carbon Sink, Greenhouse Gases, Global Warming, Climate Change, Peer Review, Bias. |
Trilogy:
Ecosystem,
Interdependence,
Abiotic factors,
Biotic factors,
Adaptations,
Producer,
Quadrat,
Transect.
Triple: Finite, Renewable, Sustainable Development, Potable, Distillation, Desalination, Effluent, Aerobic, Anaerobic, Reverse Osmosis, Life Cycle Assessment. |
| Independent learning/wider reading | Trilogy and Triple: Short video tutorials - freesciencelessons .co.uk | Trilogy and Triple: Short video tutorials - freesciencelessons .co.uk | Trilogy and Triple: Short video tutorials - freesciencelessons .co.uk | Trilogy and Triple: Short video tutorials - freesciencelessons .co.uk | Trilogy and Triple: Short video tutorials - freesciencelessons .co.uk | Trilogy and Triple: Short video tutorials - freesciencelessons .co.uk |
| Assessment |
Trilogy:
Synoptic 1 – topics to include work covered in Y9 and Y10 so far
Triple: Synoptic 1 – topics to include work covered in Y9 and Y10 so far |
Trilogy:
Synoptic 2 – topics to include work covered in Y9 and Y10 so far
Triple: Fractional Distillation of Crude Oil PPQ |
Trilogy:
End of year exam – covers all Year 1/paper 1 topics
Triple: End of year exam – covers mainly paper 1 with Crude Oil and Atmosphere added. |
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| Careers links/Future Learning | Trilogy and Triple: Sports physiotherapy, nutritionist, horticulture & farming, Food technology, nutritionist, Medicine, epidemiology, nursing & healthcare, Sports physiotherapy, nutritionist, horticulture & farming Physiotherapy, medicine and healthcare, Ecologists, nature conservation, marine biologist | Trilogy and Triple: Sports physiotherapy, nutritionist, horticulture & farming, Food technology, nutritionist, Medicine, epidemiology, nursing & healthcare, Sports physiotherapy, nutritionist, horticulture & farming Physiotherapy, medicine and healthcare, Ecologists, nature conservation, marine biologist | Trilogy and Triple: Sports physiotherapy, nutritionist, horticulture & farming, Food technology, nutritionist, Medicine, epidemiology, nursing & healthcare, Sports physiotherapy, nutritionist, horticulture & farming Physiotherapy, medicine and healthcare, Ecologists, nature conservation, marine biologist | Trilogy and Triple: Sports physiotherapy, nutritionist, horticulture & farming, Food technology, nutritionist, Medicine, epidemiology, nursing & healthcare, Sports physiotherapy, nutritionist, horticulture & farming Physiotherapy, medicine and healthcare, Ecologists, nature conservation, marine biologist | Trilogy and Triple: Sports physiotherapy, nutritionist, horticulture & farming, Food technology, nutritionist, Medicine, epidemiology, nursing & healthcare, Sports physiotherapy, nutritionist, horticulture & farming Physiotherapy, medicine and healthcare, Ecologists, nature conservation, marine biologist | Trilogy and Triple: Sports physiotherapy, nutritionist, horticulture & farming, Food technology, nutritionist, Medicine, epidemiology, nursing & healthcare, Sports physiotherapy, nutritionist, horticulture & farming Physiotherapy, medicine and healthcare, Ecologists, nature conservation, marine biologist |
QEGS Year 11 Biology Curriculum Map |
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|---|---|---|---|---|---|---|
| Focus | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Topic |
Trilogy:
Ecology – organising and ecosystem and biodiversity and ecosystems.
Triple: Ecology – organising and ecosystem and biodiversity and ecosystems. |
Trilogy:
Homeostasis and response – hormonal coordination. Triple: Homeostasis and response – hormonal coordination & homeostasis in action. |
Trilogy:
Inheritance, variation and evolution – Reproduction. Triple: Inheritance, variation and evolution – Reproduction. |
Trilogy:
Variation and evolution
Genetics and evolution. Triple: Variation and evolution Genetics and evolution. |
Trilogy:
Revision ahead of the final GCSE examinations. Triple: Revision ahead of the final GCSE examinations. |
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| Key concepts/ideas |
Trilogy:
Looks at feeding relationships and interactions between predator and prey and how materials like water and carbon are cycled and the role of decay in this.
Biodiversity and ecosystems looks at the impact of the human population explosion on the Earth’s resources and the impact of pollution and global warming on biodiversity. Triple: Organising an ecosystem looks at feeding relationships and interactions between predator and prey and how materials like water and carbon are cycled and the role of decay in this. Triple biologists also look at factors that affect the rate of decay. Biodiversity and ecosystems looks at the impact of the human population explosion on the Earth’s resources and the impact of pollution and global warming on biodiversity. |
Trilogy:
Hormonal coordination looks at what a hormone is and examples of endocrine glands and the hormones that they produce. Triple: Hormonal coordination looks at what a hormone is and examples of endocrine glands and the hormones that they produce. Triple students study plant hormones and responses and the uses of plant hormones. Homeostasis in action – in this unit, students look at how body temperature is controlled, the removal of waste products and the role of the human kidney in homeostasis. The treatment of kidney failure by dialysis and transplant are also covered. |
Trilogy:
This topic looks at the advantages and disadvantages of sexual and asexual reproduction and meiosis as the type of cell division used to produce gametes. Triple: This topic looks at the advantages and disadvantages of sexual and asexual reproduction and meiosis as the type of cell division used to produce gametes. |
Trilogy:
Variation and evolution looks at variation caused by both genes and environmental factors, and the role of mutation and variation in evolution by natural selection.
Genetics and evolution looks at the evidence for evolution and the causes of extinction. Triple: Variation and evolution looks at variation caused by both genes and environmental factors, and the role of mutation and variation in evolution by natural selection. Genetics and evolution looks at the history of genetics including the work of Mendel. |
Trilogy:
The focus of this term is to ensure that revision of required practicals and key concepts is provided in a structured way within lesson time Triple: The focus of this term is to ensure that revision of required practicals and key concepts is provided in a structured way within lesson time. |
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| Key skills |
Trilogy:
Interpreting graphs and processes in diagrams. Evaluation of the environmental impact of human activity on biodiversity. Links with both GCSE chemistry and geography content. Triple: Interpreting graphs and processes in diagrams. Evaluation of the environmental impact of human activity on biodiversity. Links with both GCSE chemistry and geography content. |
Trilogy:
Evaluate information provided and make recommendations, taking into account personal, social, economic and ethical issues. Appreciate that issues around contraception cannot be answered by science alone. Triple: Evaluate information provided and make recommendations, taking into account personal, social, economic and ethical issues. Appreciate that issues around contraception cannot be answered by science alone. Evaluate the treatment of kidney disease. |
Trilogy:
Constructing (H) and interpreting (F) genetic diagrams to apply knowledge to predict the inheritance of unfamiliar genetic disorders. Evaluate the ethical, social and economic issues raised by screening for genetic disorders. Triple: Constructing (H) and interpreting (F) genetic diagrams to apply knowledge to predict the inheritance of unfamiliar genetic disorders. Evaluate the ethical, social and economic issues raised by screening for genetic disorders. Interpretation of a diagram of the structure of DNA. |
Trilogy:
Use the theory of evolution by natural selection in an explanation. Explain the benefits and risks of selective breeding and genetic engineering and consider related ethical issues.
Interpret data relating to the fossil record and how scientific methods and theories develop over time. Triple: Use the theory of evolution by natural selection in an explanation. Explain the benefits and risks of selective breeding, genetic engineering and cloning and consider related ethical issues. Interpret data relating to the fossil record and how scientific methods and theories develop over time. |
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| Key terms/vocab |
Trilogy:
Biomass, producers, primary consumers, secondary consumers, predator, prey, decomposers, detritivores, condensation, precipitation, evaporation, transpiration, respiration, photosynthesis, combustion, biodiversity, pesticide, herbicide, fertiliser, acid rain, nitrogen oxides, sulfur dioxide, deforestation, peat bogs, greenhouse effect, global warming, migration. Triple: Biomass, producers, primary consumers, secondary consumers, predator, prey, decomposers, detritivores, condensation, precipitation, evaporation, transpiration, respiration, photosynthesis, combustion, biodiversity, pesticide, herbicide, fertiliser, acid rain, nitrogen oxides, sulfur dioxide, deforestation, peat bogs, greenhouse effect, global warming, migration. |
Trilogy:
Hormone, endocrine system, adrenal glands, thyroid gland, pancreas, adrenaline, insulin, pituitary gland, ADH, FSH, LH, ovaries, oestrogen, progesterone, testosterone, type 1 diabetes, type 2 diabetes, glucagon, liver, thyroxine, negative feedback, ovulation, menstrual cycle, contraception, infertility, in vitro fertilisation. Triple: Hormone, endocrine system, adrenal glands, thyroid gland, pancreas, adrenaline, insulin, pituitary gland, ADH, FSH, LH, ovaries, oestrogen, progesterone, testosterone, type 1 diabetes, type 2 diabetes, glucagon, liver, thyroxine, negative feedback, ovulation, menstrual cycle, contraception, infertility, in vitro fertilisation. Tropisms, phototropism, gravitropism, auxin, gibberellins, ethene. Thermoregulatory centre, vasodilation, vasoconstriction, urea, ADH, selective reabsorption, dialysis, transplant, rejection. |
Trilogy:
Sexual reproduction, asexual reproduction, meiosis, variation, gametes, fertilisation, chromosomes, chromatids, DNA, genome, gene, allele, homozygous, heterozygous, dominant, recessive, phenotype, genotype, Punnett square, sex chromosomes, cystic fibrosis, polydactyly, carrier, genetic engineering, embryo screening, amniotic fluid. Triple: Sexual reproduction, asexual reproduction, meiosis, variation, gametes, fertilisation, chromosomes, chromatids, DNA, genome, gene, allele, homozygous, heterozygous, dominant, recessive, phenotype, genotype, Punnett square, sex chromosomes, cystic fibrosis, polydactyly, carrier, genetic engineering, embryo screening, amniotic fluid. |
Trilogy:
Variation, genes, mutation, natural selection, selective breeding, genetic engineering, genetically modified (GM) crops,
Fossils, extinction, resistance, MRSA, classification, species, archaea, domain, evolutionary trees. Triple: Variation, genes, mutation, natural selection, selective breeding, genetic engineering, genetically modified (GM) crops, cloning, clone, tissue culture, embryo cloning, adult cell cloning. Mendel, monohybrid inheritance, speciation, fossils, extinction, resistance, MRSA, classification, species, archaea, domain, evolutionary trees. |
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| Independent learning/wider reading |
Trilogy and Triple:
Short video tutorials: -
www.freesciencelessons .co.uk/ |
Trilogy and Triple:
Short video tutorials: -
www.freesciencelessons .co.uk/ |
Trilogy and Triple:
Short video tutorials: -
www.freesciencelessons .co.uk/ |
Trilogy and Triple:
Short video tutorials: -
www.freesciencelessons .co.uk/ |
Trilogy and Triple:
Short video tutorials: -
www.freesciencelessons .co.uk/ |
|
| Assessment | Trilogy and Triple: Y11 October mock – short Year 1 paper | Trilogy and Triple: Year 11 mock examinations – full paper 1. | Trilogy and Triple: Year 11 mock examinations – full paper 2. | |||
| Careers links/Future Learning |
Trilogy:
Ecologist, environmental scientist, farming, Medicine, nursing, healthcare, Medicine, nursing, geneticist, genetic counsellor, Medicine, biomedical scientist, laboratory technician. Triple: Ecologist, environmental scientist, farming, Medicine, nursing, healthcare, horticulturist, Medicine, nursing, geneticist, genetic counsellor, forensic scientist, Medicine, biomedical scientist, laboratory technician. |
Trilogy:
Ecologist, environmental scientist, farming, Medicine, nursing, healthcare, Medicine, nursing, geneticist, genetic counsellor, Medicine, biomedical scientist, laboratory technician. Triple: Ecologist, environmental scientist, farming, Medicine, nursing, healthcare, horticulturist, Medicine, nursing, geneticist, genetic counsellor, forensic scientist, Medicine, biomedical scientist, laboratory technician. Trilogy: Ecologist, environmental scientist, farming, Medicine, nursing, healthcare, Medicine, nursing, geneticist, genetic counsellor, Medicine, biomedical scientist, laboratory technician. |
Trilogy:
Ecologist, environmental scientist, farming, Medicine, nursing, healthcare, Medicine, nursing, geneticist, genetic counsellor, Medicine, biomedical scientist, laboratory technician. Triple: Ecologist, environmental scientist, farming, Medicine, nursing, healthcare, horticulturist, Medicine, nursing, geneticist, genetic counsellor, forensic scientist, Medicine, biomedical scientist, laboratory technician. |
Trilogy:
Ecologist, environmental scientist, farming, Medicine, nursing, healthcare, Medicine, nursing, geneticist, genetic counsellor, Medicine, biomedical scientist, laboratory technician. Triple: Ecologist, environmental scientist, farming, Medicine, nursing, healthcare, horticulturist, Medicine, nursing, geneticist, genetic counsellor, forensic scientist, Medicine, biomedical scientist, laboratory technician. |
Trilogy:
Ecologist, environmental scientist, farming, Medicine, nursing, healthcare, Medicine, nursing, geneticist, genetic counsellor, Medicine, biomedical scientist, laboratory technician. Triple: Ecologist, environmental scientist, farming, Medicine, nursing, healthcare, horticulturist, Medicine, nursing, geneticist, genetic counsellor, forensic scientist, Medicine, biomedical scientist, laboratory technician. |
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QEGS Year 12 Biology Curriculum Map |
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| Focus | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Topic |
Teacher 1:
Biological molecules
3.1.1 Monomers and polymers
3.1.2 Carbohydrates
3.1.3 Lipids
Teacher 2: 3.2.1 Cell structure 3.2.2 All cells arise from other cells (incl. RP2) |
Teacher 1:
3.1.4 Proteins (incl. RP1)
3.1.5 Nucleic acids
3.1.6 - 3.1.8 - ATP, nucleic acids and water
3.3.3 Digestion and absorption Teacher 2: 3.2.3 Transport across cell membranes (incl. RP 3 and 4) |
Teacher 1:
3.4.1 DNA, genes and chromosomes
3.4.2 Protein synthesis
3.4.3 Genetic diversity as a result of mutation or meiosis Teacher 2: 3.2.4 Cell recognition and the immune system |
Teacher 1:
3.4.4 Genetic diversity and adaptation (incl. RP6)
3.4.5 Species and taxonomy Teacher 2: 3.3.1 Surface area to volume ratio 3.3.2 Gas exchange |
Teacher 1:
3.4.6 Biodiversity within a community
3.4.7 Investigating diversity Teacher 2: 3.3.4 Mass transport (incl. RP 5) |
Teacher 1:
Start Y13 work on Inheritance
3.7 Genetics, populations, evolution and ecosystems Teacher 2: Start work on year 13 topic: 3.7.4 Populations in ecosystems (Incl.RP12) |
| Key concepts/ideas |
Teacher 1:
Topic builds upon key content from Y9 and Y10, looking at macromolecules such as carbohydrates and lipids Teacher 2: Students are introduced to different methods of studying cells, the structure of prokaryotic cells, eukaryotic cells and viruses and the cell cycle/mitosis. |
Teacher 1:
Topic focusing on protein structure with the example of enzymes and applies it to digestion linking it in to the other topics of cell membranes and cell organelles Teacher 2: Students are introduced to the fluid-mosaic structure of the cell surface membrane and cell transport |
Teacher 1:
Topic looks at DNA & chromosome structure, looking at how genes are transcribed and translated during protein synthesis (links in with cell organelles and protein structure topics) Teacher 2: Students learn about the specific and non-specific immune response, and how several different types of red blood cell play a role in this. |
Teacher 1:
Follows on from meiosis topic looking at how meiosis and sexual reproduction leads to genetic diversity and how this drives natural selection Teacher 2: Students look at organisms ability to exchange substances with their environment including the exchange surfaces of plants, insects, fish and mammals. |
Teacher 1:
Looks at how biodiversity is measured and affected by human activities and building upon natural selection, looking at how it creates species and diversity, with phylogenetics and classification. Teacher 2: During this topic, students take an in depth look at mammalian and plant transport systems. |
Teacher 1:
Topic builds upon the work done in previous topics on meiosis, DNA structure and variation. Looks at the main types of genetic diagrams, such as monohybrid and dihybrid crosses.
Teacher 2: During this topic, students explore the use of systematic and random field techniques to investigate biodiversity. |
| Key skills |
Teacher 1:
Practical skills such as creating serial dilutions, manipulation of core laboratory apparatus Teacher 2: Using a microscope. Interpreting micrographs. Microscopy maths (calculating magnification and sizes of structure, using a graticule and stage micrometre). |
Teacher 1:
Required practical of enzyme rates and how biochemistry is the key content upon which the Biology is founded Teacher 2: Practical skills such as producing a dilution series, creating and using a calibration curve and using a colorimeter |
Teacher 1:
Comprehension skills of linking separate topics into a more synoptic approach to the course, essential for the Year 2 content Teacher 2: Making links between different defence mechanisms and how they work together to produce the immune response. Ethical considerations surrounding the use of vaccines and monoclonal antibodies. |
Teacher 1:
Required practical looking at how antibiotics affect bacterial growth and the rise of bacterial resistance Teacher 2: Calculating surface area to volume ratio. Dissection of specimens, for example insect tracheoles, fish gills, lungs. |
Teacher 1:
Use of quadrats and sampling techniques Teacher 2: Dissection of a mammalian heart. Interpreting dissociation curves |
Teacher 1:
Application of basic content to unfamiliar examples, looking to link in previous topics in a more synoptic way Teacher 2: Use of field techniques to collect qualitative and quantitative data. Use of statistical tests to analyse data. |
| Key terms/vocab |
Teacher 1:
Monomer, polymer, glycosidic, alpha and beta glucose, glycerol, fatty acids, condensation reaction, ester bond, hydrogen bonds, bases, nucleotides, phosphodiester bond Teacher 2: Prokaryotic, eukaryotic, nucleus, mitochondrion, chloroplast, endoplasmic reticulum, Golgi apparatus, lysosome, ribosomes, cell wall, vacuole, cell surface membrane, plasmid, slime capsule, attachment protein, interphase, prophase, metaphase, anaphase, telophase, cytokinesis, centriole, spindle fibres, centromere, chromatid, binary fission. |
Teacher 1:
Amino acid, peptide bond, R-group, primary structure, secondary structure, alpha helix, beta pleated sheet, tertiary structure and quaternary structure. Active site, denature, optimum, inhibitor, allosteric site, E/S complex Teacher 2: Cell surface membrane, phospholipid bilayer, channel protein, carrier protein, diffusion, facilitated diffusion, osmosis, water potential, dynamic equilibrium, turgid, plasmolysis, active transport, co-transport |
Teacher 1:
Gene, allele, chromosome, chromatid, DNA polymerase, mRNA, tRNA, anticodon, codon, prophase, metaphase, anaphase and telophase, meiosis, gametes, haploid, diploid, cytokinesis Teacher 2: Antigen, antibody, phagocytosis, cell-mediated response, humoral response, lymphocyte, lysozyme, antigen-presenting cell, antibodies, endocytosis, monoclonal antibodies, plasma cell, memory cell, vaccination, active immunity, passive immunity |
Teacher 1:
Natural selection, disruptive, directional, stabilising selection, Simpson's index of diversity Teacher 2: Antigen, antibody, phagocytosis, cell-mediated response, humoral response, lymphocyte, lysozyme, antigen-presenting cell, antibodies, endocytosis, monoclonal antibodies, plasma cell, memory cell, vaccination, active immunity, passive immunity |
Teacher 1:
Biodiversity, phylogenetics, classification, binomial, phyla, kingdom, class, order, family, genus, species, Teacher 2: Haemoglobin, dissociation, atrium, ventricle, valve, artery, vein capillary, coronary, diastole, systole, transpiration, translocation, cohesion-tension theory |
Teacher 1:
Allele, phenotype, genotype, homozygous, heterozygous, dominant, recessive, gamete, F1 generation Teacher 2: Random sampling, bias, intraspecific, interspecific, normal distribution, mean ,median, mode, standard deviation, |
| Independent learning/wider reading | Teacher 1 and 2: Use the Biological review magazines from the library, TED talks, university webinars and live seminars, New Scientist (available in the school library) Scientific American, Nature and any scientific articles in newspapers (e.g. Guardian for Ben Goldacre and George Monbiot). There is a Biology reading list on the TEAMS page as well. | Teacher 1 and 2: Use the Biological review magazines from the library, TED talks, university webinars and live seminars, New Scientist (available in the school library) Scientific American, Nature and any scientific articles in newspapers (e.g. Guardian for Ben Goldacre and George Monbiot). There is a Biology reading list on the TEAMS page as well. | Teacher 1 and 2: Use the Biological review magazines from the library, TED talks, university webinars and live seminars, New Scientist (available in the school library) Scientific American, Nature and any scientific articles in newspapers (e.g. Guardian for Ben Goldacre and George Monbiot). There is a Biology reading list on the TEAMS page as well. | Teacher 1 and 2: Use the Biological review magazines from the library, TED talks, university webinars and live seminars, New Scientist (available in the school library) Scientific American, Nature and any scientific articles in newspapers (e.g. Guardian for Ben Goldacre and George Monbiot). There is a Biology reading list on the TEAMS page as well. | Teacher 1 and 2: Use the Biological review magazines from the library, TED talks, university webinars and live seminars, New Scientist (available in the school library) Scientific American, Nature and any scientific articles in newspapers (e.g. Guardian for Ben Goldacre and George Monbiot). There is a Biology reading list on the TEAMS page as well. | Teacher 1 and 2: Use the Biological review magazines from the library, TED talks, university webinars and live seminars, New Scientist (available in the school library) Scientific American, Nature and any scientific articles in newspapers (e.g. Guardian for Ben Goldacre and George Monbiot). There is a Biology reading list on the TEAMS page as well. |
| Assessment |
Teacher 1:
Small carbohydrates topic assessment followed by main biological molecules topic assessment Teacher 2: Cell structure end of topic assessment. All cells arise from other cells end of topic assessment. |
Teacher 1:
Enzyme topic assessment Teacher 2: Cell membranes end of topic assessment |
Teacher 1:
Jan mocks (part of full paper 1) followed by protein synthesis topic test Teacher 2: January mock exams Immunity end of topic assessment. |
Teacher 1:
Meiosis & diversity assessment Teacher 2: Gas exchange end of topic assessment |
Teacher 1:
Biodiversity assessment, followed by summer mocks (full AS paper 1) Teacher 2: Mass transport end of topic assessment |
Teacher 2: Summer mock exams (all paper 1 content to be assessed) |
| Careers links/Future Learning | Biochemist | Biochemist | Biochemist | Biochemist | Biochemist | Biochemist |
QEGS Year 13 Biology Curriculum Map |
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| Focus | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Topic | Teacher 1: 3.7.1 (Inheritance) Teacher 2: 3.5.1 Photosynthesis (incl. RP7 & 8) | Teacher 1: 3.7.2 (Populations) & 3.7.3 (Evolution) Teacher 2: 3.5.3 Energy & ecosystems 3.5.4 Nutrient cycles | Teacher 1: 3.5.2 (Respiration – incl RP9) then 3.8.1 (Gene mutation) Teacher 2: 3.6.1 Stimuli & response (Incl.RP10) 3.6.2 Nervous coordination | Teacher 1: 3.8.2-3.8.4 (Gene expression, human genome and Gene technology) Teacher 2: 3.6.3 Muscles 3.6.4 Homeostasis (Incl.RP11) | Teacher 1: Re-teach, revision and recap Teacher 2: Revise/exam skills | |
| Key concepts/ideas | Teacher 1: This builds upon the GCSE inheritance topic, where we look deeper into how characteristics are inherited. This covers the simple monohybrid crosses through to the crosses involving sex-linkage, autosomal linkage, multiple alleles and epistasis. Teacher 2: In this topic, students take an in depth look at the photosynthesis reactions. They learn about how the light dependent and light independent reactions work and explore the concept of ‘electron transfer’. | Teacher 1: This carries on from the last topic, looking at the population as a group of organisms of the same species occupying a particular space at a particular time that can potentially interbreed. This covers the concepts of gene pool and allele frequency and uses the Hardy–Weinberg principle which provides a mathematical model, that predicts that allele frequencies will not change from generation to generation. This then leads onto speciation & evolution. Individuals within a population of a species may show a wide range of variation in phenotype. This is due to genetic and environmental factors. The primary source of genetic variation is mutation. Predation, disease and competition for the means of survival result in differential survival and reproduction, ie natural selection. The effect of this differential reproductive success on the allele frequencies within a gene pool = stabilising, directional and disruptive selection. Teacher 2: During this topic, students look at how energy travels up the food chain, and how this af-fects productivity. They also look at how nutrients are recycled within the environment, applying their knowledge to explain farming techniques. | Teacher 1: Look at the bioenergetics topic, following on from photosynthesis. This looks at the steps in both aerobic and anaerobic respiration and where they take place within the cell and mitochondria. Gene mutation recaps the process of protein synthesis and mutations from Year 1 topics. It builds upon the idea that changes in the base sequence can affect the protein function as well as create new alleles (driving force for speciation & evolution) Teacher 2: This topic begins by looking at how animals and plants respond to stimuli. Students then move on to explore the nervous response, starting with how receptors detect simuli and then moving on to how impulses are transmitted through the nervous system. | Teacher 1: Cells are able to control their metabolic activities by regulating the transcription and translation of their genome. Although the cells within an organism carry the same coded genetic information, they translate only part of it. There are many factors that control the expression of genes and, thus, the phenotype of organisms. Some are external, environmental factors, others are internal factors. The expression of genes is not as simple as once thought, with epigenetic regulation of transcription being increasingly recognised as important. Humans are learning how to control the expression of genes by altering the epigenome, and how to alter genomes and proteomes of organisms. This has many medical and technological applications. Teacher 2: This topic begins by looking at how animals and plants respond to stimuli. Students then move on to explore the nervous response, starting with how receptors detect simuli and then moving on to how impulses are transmitted through the nervous system. | Teacher 1: We go through the key concepts and topics again, linking this into the more synoptic paper 3 assessment, focusing on the 25 mark essay. Teacher 2: Once all content has been taught, any remaining lesson time is spent revisiting key areas of content and working on exam technique, in particular preparing for the synoptic paper 3. | |
| Key skills | Teacher 1: Use of genetic diagrams and Use of the chi-squared test to compare the goodness of fit of observed phenotypic ratios with expected ratios Teacher 2: Chromatography, applying knowledge of oxida-tion and reduction. | Teacher 1: Use of the Hardy-weinberg equation Teacher 2: Calculating net productivity in plants and animals. Linking processes together into a cycle. | Teacher 1: Planning an investigation into aerobic respiration in yeast Teacher 2: Ethical considerations surrounding the use of live specimens in RP10. | Teacher 1: Interpret data provided from investigations into gene expression. Evaluate appropriate data for the relative influences of genetic and environmental factors on phenotype. Link the underlying concepts with real-world advancements in gene technology and editing. Looking at both the ethical and legal implications of the new technology and the impacts on our species and planet Teacher 2: Production of a dilution series and use of colorimetric techniques to produce a calibration curve to be used to identify an unknown concentration. | Teacher 1: Essay writing – using their synoptic knowledge to link various sub-topics from across the full course to support a broad key idea Teacher 2: Essay writing – using their synoptic knowledge to link various sub-topics from across the full course to support a broad key idea | |
| Key terms/vocab | Teacher 1: Monohybrid, Dihybrid, genotype, phenotype, allele, gene, homozygous, heterozygous, loci, chromosome, autosome, epistasis, linkage Teacher 2: Calvin cycle, electron carrier, grana, light-dependent, light-independent, oxidation, reduc-tion, photolysis, photophosphorylation, stroma, thylakoid, coenzyme, ATP, aerobic, anaerobic, ATP synthase, citrate, cristae, electron transport chain, glycolysis, krebs cycle, link reaction, mitochondria, oxidative phosphorylation | Teacher 1: Gene pool, allele frequency, heterozygous, homozygous Teacher 2: Biomass, consumer, gross production, monoculture, net production, producer, saprobiont, trophic level, ammonification, biodiversity, denitrification, decomposition, eutrophication, leaching, legume, mutualism, mycorrhizae, nitrogen fixation | Teacher 1: Phosphorylation, ATP, ADP, decarboxylation, link reaction, Krebs cycle, electron transfer chain, chemiosmosis, addition, deletion, substitution, allele, gene, mRNA, tRNA Teacher 2: Auxin, gravitropism, IAA, phototropism, stimulus, tropism, kinesis, taxis, auto-nomic nervous system, central nervous system, baroreceptor, central nervous system, chem-oreceptor, medulla oblongata, noradrenaline, parasympathet-ic nervous system, reflex, sino-atrial node, sympathetic nerv-ous system, cone cell, rod cell, iodopsin, Pacinian corpuscle, visual acuity, axon, dendrite, effector, impulse, action po-tential, myelin sheath, node of Ranvier, neuron, synapse, neu-rotransmitter, depolarisation, hyperpolarisation, refractory period, repolarisation, saltatory conduction | Teacher 1: Epigenetics, transcription factors, methylation, acetylation, stem cells, pluripotent, unipotent, multipotent. Recombinant DNA, vector, plasmid, gene machine, PCR, electrophoresis, In vivo, In vitro, restriction endonucleases, sticky ends, probes. Teacher 2: A band, fast twitch, H zone, I band, M line, muscle fibre, myofibril, neuromuscular junction, sarcolemma, sarcomere, sarcoplasm, slow twitch, z line, actin, myosin, tropomyosin, t-tubules, endocrine, homeostasis, hormone, negative feedback, positive feedback, adrenaline, alpha cells, beta cells, diabetes, glucagon, gluconeogenesis, glycogenolysis, insulin, lipogenesis, ADH, Bowman’s capsule, cortex, distal convoluted tubule, glomerular filtrate, glomerulus, hypothalamus, loop of Henle, medulla, nephron, pituitary gland, proximal convoluted tubule, selective reabsorption, ultrafiltration, urea | ||
| Independent learning/wider reading | Teacher 1: Selfish Gene - Dawkins | |||||
| Assessment | Teacher 1: End of topic tests Teacher 2: End of topic tests | Teacher 1: End of topic tests Teacher 2: End of topic tests | Teacher 1: Mocks – paper 1 & paper 2 Teacher 2: End of topic tests Mocks | Teacher 2: End of topic tests Mocks | ||
| Careers links/Future Learning | ||||||