Biology

Powerful Knowledge

Knowledge is taught via sequenced units built on KS4. There is a focus on the 4 strands of our science curriculum - Knowledge, Scientific Literacy, Scientific Numeracy and Practical skills.

Knowledge at KS5 follows the AQA specification and particular emphasis is placed on mastering the following concepts

• Biochemistry: The structure and properties of Biological molecules within cells across the three domains.
• Cells: Structure & function of cell types; general and specialised eukaryotic cells as well as prokaryotic cells. Cellular processes that utilise both intracellular organelles and coordination of different cell types.
• Exchanging & responding to the environment: Exchange in single celled organisms, insects, fish and humans. Mass transport in both plants and animals. Nervous coordination and homeostatic mechanisms in animals.
• Genetics & Diversity: Mechanisms of genetic inheritance and its control, gene technology as well as the impact of genetics and variations within populations on diversity. 
• Energy transfers: Energy transfers within cells (respiration and photosynthesis) as well as energy transfers within ecosystems.
• Skills: Numeracy in the form of statistical data handling, calculating averages, percentages and percentage differences, standard deviations and error. Practical skills to support and consolidate scientific concepts (knowledge and understanding), to develop investigative skills and to build and master practical skills.

Literacy

New vocabulary is taught through the use of:

• Knowledge Organisers
• Key Words at the beginning of majority of lessons
• Use of key terminology throughout the lesson
• Assessment of key terminology using tasks throughout lessons including PPQ, questioning, extended responses and justifications.

Sequencing clear explanations using retained knowledge and applying understanding from established models to new and novel contexts.

Modelling the planning, structuring and writing of extended response answers including essays.

School Context

While Stowupland High school is classified by postcode as an urban school we have a strong rural element. Students need horizons widening and explicit links made with a multicultural Britain whilst linking learning to surrounding industry that uses Biology. In teaching

• WSH: reference to medical careers and medical issues.
• Colchester Zoo: both outreach and preserving biodiversity.
• Environment Agency: reference to biodiversity and energy transfer
• UCS/UEA/Anglia Ruskin

Assessment

Students are assessed by:

•  A series of low stakes tests designed to embed factual understanding and recall previously learnt knowledge.
• Regular opportunities to practice essay writing techniques in relation to current topics of study. 
• Assessment of students work completed on a oneto-one basis with students (completed on pink sheets or using folder review)
• Summative end of unit tests designed to showcase how learning from the unit is tested in terminal exams and to provide clear next steps in learning by diagnosing gaps using exam board mark schemes.
• Monitoring of practical skills using the CPAC framework against a set of required practical tasks.

Careers

• WSH
• Colchester Zoo (lectures)
• Environment Agency
• UCS/UEA/Anglia Ruskin