Biology Scheme of Work

Pearson Edexcel
International GCSE Biology (2017)

How to use the Scheme of Work
This Scheme of Work (SoW) has been made available on a word document rather than PDF, allowing you to edit the document in a way that suits your
teaching style and learner needs.
International GCSEs have 120 - 140 guided learning hours.
Guidance provided within the course planners, schemes of work and lesson plans are suggested approaches which can be adapted by centres to
suit their particular context.
The following SoW is based on 2 hours of teaching time per week over 60 weeks and can be adjusted to how centres will use time for practical
activities differently; you should edit this planner to suit your teaching approach.
The course planner, in the Getting Started Guide, provides a high level view of how you could approach the topics to cover the specification content across
two years.
The columns in this lesson plan indicate:

● An overview of the time allocated to lessons
● Which section of the specification this lesson (or group of lessons) relates to
● The learning outcomes of those lessons.
● The activities and resources that could be used to support the teaching of this lesson
● Transferable skills support, see below for further information
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Why transferable skills?
In recent years, higher education institutions and global employers have consistently flagged the need for students to develop a range of transferable skills to
enable them to respond with confidence to the demands of undergraduate study and the world of work.
To support the design of our qualifications, we have mapped them to a transferable skills framework. The framework includes cognitive, intrapersonal skills
and interpersonal skills and each skill has been interpreted for each specification to ensure they are appropriate for the subject. Further information on
transferable skills is available on the website. Pearson materials, including this scheme of work will support you in identifying and developing these skills in
students.
In the final two columns of this scheme of work we have indicated which transferable skills are explicitly assessed, and also where there are opportunities for
them to be developed through teaching. Our intention is that teachers can use these columns to increase opportunities for transferable skills development in
learners.
Other course planning support

You will find other support for planning the course in the Teacher Support Materials. There are free downloadable resources that you can access here.
Teaching resource exemplars

The scheme of work contains suggestions for resources that you can use to support your teaching. These are suggestions only of material you may find
useful and you are encouraged to use a wide range of resources that suit the needs of your students.
Other teaching resources

● Student Books – full colour textbooks matched to the specification.
● ActiveBook – a digital copy of the Student Book in the back of every copy.
Further details can be found at www.pearsonschools.co.uk. Search for this title: Edexcel IGCSE Biology Student Book.
Edexcel Subject Advisors

Pearson has a team of specialist subject advisors available to help you with the implementation of this specification. You can contact them by:
● Email: TeachingScience@pearson.com
● Telephone: UK: 020 7010 2190. International: +44 20 7010 2190
● Twitter: @PearsonSciences
Health and safety
The practicals and experiments suggested within this scheme of work are those we believe are not banned or restricted in any way and are still currently used
in most schools and colleges. The International GCSE encourages experimental work with the assessment of investigative skills being made in the written
examinations.
We advise teachers and technicians to discuss the merits of the suggested practicals when deciding which to carry out and how they will be carried out. For
example, will it be demonstrated by the teacher or technician, or conducted by students themselves, either individually or in small groups, under the guidance
and direction of the teacher?
You may have ideas for practical work that we have not suggested but would work equally well.
As in all practical work, a risk assessment is expected as part of good health and safety practice in all centres and we understand that many schools and
colleges refer to the CLEAPSS service: http://www.cleapss.org.uk/ for guidance and support in conducting science practical work.
Websites
There are links to relevant websites in this scheme of work. In order to ensure that the links are up to date, that the links work, and that the sites are not
inadvertently linked to sites that could be considered offensive, we also have made many of the links available on our website at www.pearsonhotlinks.co.uk.
If you find that a link from the scheme of work no longer works, please go to the pearsonhotlinks site to report it. Please note: some of the BBC websites
might not be available to certain international schools.
Edexcel International GCSE in Biology (2017)
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable skills
skills are could also be
explicitly acquired through
assessed teaching and
through delivery
examination
Section 1: The Students will be assessed on Activities: Edexcel International GCSE Critical thinking Reasoning
1(a)
nature and variety their ability to: ● Produce a poster to Biology Student Book: Pages Problem solving Interpretation
of living describe and illustrate Reasoning Adaptive learning
1–13
organisms one of the basic Interpretation Adaptability
1.1 understand that living Adaptive learning Initiative
a) Characteristics of organisms share the following characteristics.
living organisms Edexcel International GCSE Adaptability Self-direction
characteristics: ● Consider to what extent Self monitoring/self
a motor car or petrol Biology Revision Guide: Page
● they require nutrition evaluation/self
lawnmower, for example, 1
● they respire reinforcement
can meet the Communication
● they excrete their waste characteristics of life.
● they respond to their
surroundings
● they move
● they control their internal
conditions
● they reproduce
● they grow and develop.
Section 1: The Students will be assessed on Activity: Edexcel International GCSE Critical thinking Reasoning
1(b)
nature and variety their ability to: ● Table to compare plants, Biology Student Book: Pages Problem solving Interpretation
of living animals, fungi and Reasoning Adaptive learning
16–17
organisms protoctists. Interpretation Adaptability
1.2 describe the common Adaptive learning Initiative
b) Variety of living features shown by eukaryotic
organisms Edexcel International GCSE Adaptability Self-direction
organisms: plants, animals, fungi Class practicals: Responsibility
Biology Revision Guide:
and protoctists. ● Pictures/specimens to Productivity
through delivery
examination
place into correct main Pages 5–7

Plants: these are multicellular groups.
Video clips:
organisms; their cells contain ● Expose nutrient agar
chloroplasts and are able plates to the environment  BBC Life on Earth
and observe fungal DVD sections on
to carry out photosynthesis; their
colonies that grow. protoctist, plant,
cells have cellulose cell walls;
they store carbohydrates as fungi & animal
● Observation of groups.
starch or sucrose. Examples
protoctists using
include flowering plants, such as microscopes and cavity  BBC “After life the
a cereal (for example maize), slides. These may be strange science of
and a herbaceous legume (for found in pond water or decay” – fungal
example peas or beans). ordered from biological decomposition
suppliers.
Animals: these are multicellular
organisms; their cells do not
contain chloroplasts and
are not able to carry out
photosynthesis; they have no cell
walls; they usually have
nervous coordination and are
able to move from one place to
another; they often store
carbohydrate as glycogen.
Examples include mammals (for
through delivery
examination
example humans)
and insects (for example
housefly and mosquito).
Fungi: these are organisms that

are not able to carry out
photosynthesis; their body is
usually organised into a
mycelium made from thread-like
structures called hyphae,
which contain many nuclei; some
examples are single-celled; their
cells have walls made of chitin;
they feed by extracellular
secretion of digestive enzymes
onto food
material and absorption of the
organic products; this is known
as saprotrophic nutrition; they
may store carbohydrate as
glycogen. Examples include
Mucor, which has the typical
fungal hyphal structure, and
yeast, which is single-celled.
through delivery
examination
Protoctists: these are

microscopic single-celled
organisms. Some, like Amoeba,
that live in pond water, have
features like an animal cell, while
others, like Chlorella, have
chloroplasts and are more like
plants. A pathogenic example is
Plasmodium, responsible for
causing malaria.
Section 1: The Students will be assessed on Activities: Edexcel International GCSE Critical thinking Reasoning
2(a)
nature and variety their ability to: ● ActiveBook – find out Biology Student Book: Pages Problem solving Interpretation
of living more about viruses, Reasoning Adaptive learning
17–21
organisms bacteria and fungi. Interpretation Adaptability
1.3 describe the common
b) Variety of living Adaptive learning Initiative
features shown by prokaryotic ● Consider current or Adaptability Self-direction
organisms recent appropriate news ActiveBook: Page 19
organisms such as bacteria. Responsibility
items relating to viruses, Perseverance
for example swine flu or Edexcel International GCSE Self- regulation
Bacteria: these are microscopic
bird flu, or to bacteria. (metacognition,
single-celled organisms; they Biology Revision Guide:
Pages 5–7 forethought,
have a cell wall, cell membrane,
through delivery
examination
cytoplasm and plasmids; they Animation: reflection)

lack a nucleus but contain a Self- presentation
● Cells Alive – size of Society for General
circular chromosome of DNA; micro-organisms. Microbiology
some bacteria can carry out
photosynthesis but most feed off Class practicals:
other living or dead organisms. ● Pictures/specimens to
Examples include Lactobacillus place into correct main
bulgaricus, a rod-shaped groups.
bacterium used in the production ● Observe Amoeba
of yoghurt from milk, and movement – using
Pneumococcus, a spherical microscopes or through:
bacterium that acts as the Amoeba movement.
pathogen causing pneumonia.
1.4 understand the term

pathogen and know that
pathogens may include fungi,
bacteria,
protoctists or viruses.
Viruses: these are not living

organisms. They are small
particles, smaller than bacteria;
they are parasitic and can
reproduce only inside living cells;
through delivery
examination
they infect every type of living

organism. They have a wide
variety of shapes and sizes; they
have no cellular structure but
have a protein coat and contain
one type of nucleic acid, either
DNA or RNA. Examples include
the tobacco mosaic virus that
causes discolouring of the leaves
of tobacco plants by preventing
the formation of chloroplasts, the
influenza virus that causes ‘flu’
and the HIV virus that causes
AIDS.
Section 1: The Consolidation and assessment ● Introduce examination- Edexcel International GCSE Problem solving Problem solving
2(b)
nature and variety style questions on the Biology Student Book Reasoning Reasoning
of living topics covered, with a Questions – Pages 14–15 Interpretation Interpretation
organisms focus on one or two and 22 Adaptive learning Adaptive learning
command words such as Adaptability Adaptability
‘Name’ and ‘Label’. Continuous
Self-assessment on Page 22 learning
Initiative
of ActiveBook
Self-direction
Responsibility
Edexcel International GCSE Perseverance
Biology Revision Guide: Productivity
through delivery
examination
Pages 4, 5 and 8 Self- regulation

(metacognition,
forethought,
reflection)
Self monitoring/self
evaluation/self
reinforcement
Section 2: Students will be assessed on Activities: Edexcel International GCSE Critical thinking Critical thinking
3
Structures and their ability to: ● View images of plant and Biology Student Book: Pages Problem solving Problem solving
functions in living animal cells then Analysis Reasoning
1–3 and 12–13
organisms construct a table to show Reasoning Intellectual interest
2.1 describe the levels of Interpretation and curiosity
a) Levels of organisation in organisms: similarities and
organisation differences. ActiveBook Page 1 – cell Adaptive learning Initiative
organelles, cells, tissues, organs Adaptability Self-direction
labelling resource
b) Cell structure and systems Creativity Collaboration
Class practicals: Teamwork
2.2 describe cell structures, ● Staining and observing Edexcel International GCSE Cooperation
onion epidermis. Biology Revision Guide: Interpersonal skills
including the nucleus, cytoplasm,
● Staining and observing Pages 1–4 Leadership
cell membrane, cell wall,
cheek cells and
mitochondria, chloroplasts, comparing to the onion
ribosomes and vacuole epidermis. Video clips:
● Compare two different ● BBC clip 10602 (plant
2.3 describe the functions of the stains. and animal cells) (2min
nucleus, cytoplasm, cell ● Viewing pondweed 12sec)
membrane, cell wall, leaves with a microscope ● Dnatube – Elodea
mitochondria, chloroplasts, / leaves. canadensis
through delivery
examination
ribosomes and vacuole

2.4 know the similarities and Website:
differences in the structure of Cells Alive
plant and animal cells.
Section 2: Students will be assessed on Activities: Websites: Personal and Personal and
4
Structures and their ability to: ● View abpi poster of stem social social
functions in living  Association of the British responsibility responsibility
cells.
organisms Pharmaceutical Industry Adaptability Adaptability
2.5B explain the importance of ● Carry out interactive web (ABPI) website provides Problem solving Intellectual interest
a) Levels of cell differentiation in the exercise on stem cells posters, information and Reasoning and curiosity
organisation development of specialised (http://www.abpischools. interactive exercises on Interpretation Perseverance
b) Cell structure cells org.uk/page/resource/ag stems cells Adaptive learning Communication
e.cfm). (http://www.abpischools.or Adaptability Collaboration
2.6B understand the ● Class debate on the g.uk/page/about.cfm) Creativity Teamwork
advantages and ethics of stem cell use. Ethics
disadvantages of using stem ● Make an information Video clips: Cooperation
cells in Medicine. leaflet for a doctor’s Interpersonal skills
surgery informing  BBC DVD about stem cells Leadership
patients on the uses of and uses in medicine – Fix Responsibility
stem cells. Me – Horizon Assertive
communication
Self- presentation
Section 2: Students will be assessed on Activities: Edexcel International GCSE Critical thinking Intellectual interest
5
Structures and their ability to: ● View models of the Biology Student Book: Pages Problem solving and curiosity
functions in living biological molecules to Analysis Reasoning
37–43
organisms ascertain common Reasoning Interpretation
2.7 identify the chemical
through delivery
examination
elements present in elements. Interpretation Decision making

c) Biological
carbohydrates, proteins and ● Make paper models of Decision making Adaptive learning
molecules Experiment 6 – Student Book:
lipids (fats and oils) large molecules from Adaptive learning Initiative
Page 43 and pdf on Creativity Self-direction
simple basic units.
ActiveBook Page 42 Innovation Self regulation
2.8 describe the structure of ● Build a Carbohydrate Adaptability (metacognition,
carbohydrates, proteins and interactive game. forethought,
lipids as large molecules made Edexcel International GCSE
reflection)
up from smaller basic units: Biology Revision Guide: Page Communication
Animation:
starch and glycogen from simple 15 Collaboration
sugar; protein from amino acids; ● Virtual laboratory –
starch test Teamwork
lipid from fatty acids and glycerol Cooperation
Class practical: Practicals:
Interpersonal skills
● Tests for starch, glucose, Practical guides containing
2.9 practical: investigate food
fats and proteins. student, teacher and
samples for the presence of
● Use the food tests to test technician guides are at:
glucose, starch, protein and fat.
the composition of http://www.biology-
“unknown foods”. resources.com/biology-
experiments2.html
6
Structures and their ability to: ● Use supplied data to plot Biology Student Book: Pages Problem solving Problem solving
functions in living a graph of effect of Analysis Analysis
3–6 and 48
organisms temperature on enzyme Reasoning Reasoning
2.10 understand the role of Interpretation Interpretation
c) Biological enzymes as biological catalysts activity.
molecules Edexcel International GCSE Decision making Decision making
in metabolic reactions ● Compare diagrams of an Adaptive learning Executive function
enzyme before and after Biology Revision Guide: Page
Executive Intellectual interest
denaturing. Relate this to 2
through delivery
examination
2.11 understand how the shape of the substrate function and curiosity
functioning of enzymes can be and altered shape of the Creativity Self- regulation
Video clip:
affected by changes in active site. Innovation (metacognition,
temperature, including changes ● Dnatube: Enzyme action forethought,
● How do enzymes work?
to the shape of the active site reflection)
Practical: Teamwork
Animation: Cooperation
Practical guides containing
2.12 practical: investigate how ● How enzymes work. Interpersonal skills
student, teacher and
enzyme activity can be affected
technician guides are at:
by changes in temperature. Demonstration / Class http://www.biology-
practical:
resources.com/biology-
● Catalase compared to experiments2.html
denatured catalase on
hydrogen peroxide.
● Effect of temperature on
activity of amylase.
Section 2: Students will be assessed on Activity: Edexcel International GCSE Critical thinking Problem solving
7
Structures and their ability to: ● Compare class data with Biology Student Book: Pages Problem solving Analysis
functions in living data on Page 6 of Analysis Reasoning
5–6/ActiveBook
organisms Student Reasoning Interpretation
2.13 understand how enzyme Interpretation Decision making
c) Biological function can be affected by Book/ActiveBook.
molecules Edexcel International GCSE Decision making Executive function
changes in pH altering the active Adaptive learning Intellectual interest
Biology Revision Guide: Page
site Class practical: Executive and curiosity
2
● Effect of pH on trypsin / function Self- regulation
2.14B practical: investigate pepsin digestion of Creativity (metacognition,
how enzyme activity can be albumin / re-suspended Practical: Innovation forethought,
through delivery
examination
affected by changes in pH. powdered milk. Experiment 1, Page 5 of reflection)

Student Book Collaboration
Teamwork
Demonstration: Cooperation
● Starch-amylase prior to Practical guides containing Interpersonal skills
class practical. student, teacher and
http://www.biology-
experiments2.html
http://www.biology-
experiments-sup.html
8
Structures and their ability to: ● Small-group activity with Biology Student Book: Pages Problem solving Problem solving
functions in living a series of cards that Analysis Analysis
9–11 and 122
organisms need to be sorted to Reasoning Reasoning
2.15 understand the processes ActiveBook: Page 10 Interpretation Interpretation
d) Movement of of diffusion, osmosis and active produce diffusion,
osmosis and active Decision making Adaptive learning
substances into and transport by which substances Adaptive learning Intellectual interest
move into and out of cells. transport definitions. Edexcel International GCSE
out of cells Creativity and curiosity
● Word search game: Biology Revision Guide: Page Innovation Self-regulation
Diffusion and Osmosis.
through delivery
examination
3 (metacognition,
Animation: forethought,
reflection)
● Animation on Practical: Collaboration
ActiveBook. Teamwork
● Interactive software student, teacher and Cooperation
package on Multimedia Interpersonal skills
Assertive
Science School
communication
(http://multimediascience Self- presentation
http://www.biology-
simulations.com/biology.
php)
experiments2.html
Demonstrations:
● Diffusion in air and water http://www.biology-
(ammonia and HCl in resources.com/biology-
tube / iodine in water). experiments-sup.html
● Use Visking tubing,
distilled water and a
concentrated solute
solution to show that
osmosis can occur in
both directions.
●
Section 2: Students will be assessed on Activity: Edexcel International GCSE Critical thinking Critical thinking
9
Structures and their ability to: ● List some substances Biology Student Book: Pages Problem solving Problem solving
functions in living that cells take in and Analysis Analysis
through delivery
examination
organisms those that cells remove 9–11 Reasoning Reasoning

and suggest mechanism Interpretation Adaptive learning
d) Movement of 2.16 understand how factors Decision making Creativity
of movement for each.
substances into and affect the rate of movement of Edexcel International GCSE Adaptive learning Innovation
out of cells substances into and out of cells, Biology Revision Guide: Page Executive Intellectual interest
Class practical: function and curiosity
including the effects of surface 3
● Investigating the effects Creativity Initiative
area to volume ratio, distance, of temperature / surface Innovation Communication
temperature and concentration area to volume ratio Practical: Collaboration
gradient and / or concentration Teamwork
gradient on diffusion of Cooperation
acid into agar. student, teacher and
2.17 practical: investigate technician guides are at:
diffusion and using living and
non-living systems. http://www.biology-
experiments2.html
http://www.biology-
Practical on page 10 of
Student Book Protocol also
via SoB/Practicalbiology
through delivery
examination
Section 2: Students will be assessed on Animation: Edexcel International GCSE Critical thinking Critical thinking
10
Structures and their ability to: ● Red blood cells Biology Student Book: Pages Problem solving Problem solving
(a) Analysis Analysis
functions in living bursting/crenulations as 9–11 and 122–126
an example of osmotic Reasoning Reasoning
organisms
2.17 practical: investigate Interpretation Interpretation
effect on animal cells.
d) Movement of osmosis using living and non- Edexcel International GCSE Decision making Decision making
substances into and living systems. Biology Revision Guide: Adaptive learning Adaptive learning
Class practical: Executive Executive function
out of cells Pages 44–45
● Experiments 11 and 12: function Creativity
Investigating the effects Creativity Innovation
of osmosis in onion Experiment 11 – Page 125 Innovation Intellectual interest
epidermis cells and on and Experiment 12 – Page and curiosity
potato tuber tissue. Communication
126 of Student Book
● This is a useful place to Collaboration
bring in the idea of how Teamwork
to calculate percentage Cooperation
Practical: Interpersonal skills
change.
Various osmosis practicals on
Demonstration: SoB/Practicalbiology
● Investigating the role of Also, practical guides
osmosis in turgor containing student, teacher
pressure by placing
and technician guides are at:
syrup into visking tubing
and placing this into
water. http://www.biology-
through delivery
examination
● Investigating osmosis by resources.com/biology-

placing eggs with their experiments2.html
shell removed by acid
treatment into different
concentrations of salt. http://www.biology-
Video clip:
● Using red onion to show
turgor
Consolidation and assessment ● Students can produce a Critical thinking Critical thinking
10 Section 2: Edexcel International GCSE
table to compare Problem solving Problem solving
(b) Structures and Biology Student Book Analysis Analysis
osmosis, diffusion and
functions in living active transport. questions – Pages 14–15 and Reasoning Reasoning
organisms 51–52 Interpretation Interpretation
Decision making Continuous
Adaptive learning learning
Edexcel International GCSE Executive Initiative
Biology Revision Guide: function Self-direction
Creativity Responsibility
Pages 4–5 and 17
Innovation Perseverance
Productivity
Self regulation
Self- assessment on Page 15
(metacognition,
of ActiveBook forethought,
reflection)
through delivery
examination
Integrity
Self-
Edexcel International GCSE monitoring/self-
Biology Revision Guide: Page evaluation/self-
3 reinforcement
11
Structures and their ability to: ● Use animation resource Biology Student Book: Pages Problem solving Problem solving
functions in living on ActiveBook to Analysis Analysis
109–112
organisms produce word and Reasoning Reasoning
2.18 understand the process of Interpretation Interpretation
e) Nutrition photosynthesis and its symbol equations.
ActiveBook: Page 112 Decision making Decision making
importance in the conversion of Adaptive learning Executive function
light energy to chemical energy Activity: Executive Creativity
● Use Figure 10.4 to link to Edexcel International GCSE function Innovation
2.19 know the word equation and equation and discuss Biology Revision Guide: Creativity Intellectual interest
the balanced chemical symbol whether photosynthesis Pages 40–41 Innovation and curiosity
equation for photosynthesis will occur. Productivity
Self- regulation
Experiment 8 – Pages 109– (metacognition,
2.23 practical: investigate Class practical:
110 of Student Book forethought,
photosynthesis, showing the  Use variegated leaves reflection)
evolution of oxygen from a water from de-starched plants,
with areas covered to Practical:
plant, the production of starch exclude light, to test the
and the requirements of light, Practical guides containing
need for chlorophyll in
carbon dioxide and chlorophyll. student, teacher and
photosynthesis.
Demonstration:
through delivery
examination
 Set up a plant with leaves http://www.biology-

without light (foil) and resources.com/biology-
carbon dioxide (soda experiments2.html
lime). Useful point to
demonstrate need for
control experiments. http://www.biology-
Video clip:
● Photosynthesis song
12
Structures and their ability to: ● In groups of three, each Biology Student Book: Pages Problem solving Problem solving
functions in living consider a different factor Analysis Analysis
109–111
organisms and explain it to the other Reasoning Reasoning
2.20 understand how varying Interpretation Interpretation
e) Nutrition carbon dioxide concentration, group members.
Edexcel International GCSE Decision making Decision making
light intensity and temperature ● Undertake interactive Adaptive learning Executive function
task on requirements for Biology Revision Guide:
affect the rate of photosynthesis Executive Creativity
factors limiting Pages 40–41
2.23 practical: investigate function Innovation
photosynthesis, showing the photosynthesis. Creativity Intellectual interest
evolution of oxygen from a water ● BBC Bitesize Factors Experiment 8 – Pages 109– Innovation and curiosity
plant, the production of starch limiting photosynthesis. 110 of Student Book Adaptability Initiative
and the requirements of light, Communication
carbon dioxide and chlorophyll. Animation: Collaboration
Edexcel International GCSE Teamwork
● Consider animation on Cooperation
Biology Student Book: Pages
through delivery
examination
effect of light. 114–117 Interpersonal skills
Class practical: Edexcel International GCSE

● Measuring the rate of Biology Revision Guide: Page
photosynthesis using 41
pondweed.
Experiment 10 – Pages 116–

117 of Student Book
Practical:
Practical also on
SoB/Practicalbiology
http://www.biology-
experiments2.html
http://www.biology-
through delivery
examination
Section 2: Students will be assessed on Activities: Critical thinking Critical thinking

13 Edexcel International GCSE
Structures and their ability to: ● Produce a presentation Problem solving Problem solving
Biology Student Book: Pages Analysis Analysis
functions in living (for example ppt/TV
organisms 118–119 Reasoning Reasoning
2.21 describe the structure of the ad/interview
e) Nutrition sketch/music) to highlight Interpretation Interpretation
leaf and explain how it is Decision making Initiative
adapted for photosynthesis the importance of Edexcel International GCSE
magnesium and nitrate Adaptive learning Self-direction
Biology Revision Guide: Page Creativity Responsibility
ions.
2.22 understand that plants 42 Innovation Perseverance
require mineral ions for growth, ● Undertake the interactive Adaptability Self- regulation
and that magnesium ions are task on Plant mineral (metacognition,
needed for chlorophyll and nutrition. Video clip:
forethought,
nitrate ions are needed for amino ● Label a diagram of TS of BBC clip 213 (plant growth – reflection)
acids. a leaf. soil and nutrients) (58 sec)
● Make a 3D model of a
section through a leaf.
Edexcel International GCSE
● Produce a table with two
Biology Student Book Pages
columns. First is for
structural adaptation of 112–114
the leaf, and second
column shows how the Edexcel International GCSE
adaptation Biology Revision Guide Page
enables/increases
photosynthesis. 42
● Multimedia Science
School photosynthesis Video clip:
simulation. BBC clip 10655 (adaptations
through delivery
examination
of the leaf for photosynthesis)

Demonstrations: (3 min 13 sec)
● Show images of plants
lacking named mineral
Software:
ions.
● Set up plant cultures that http://multimediasciencesimul
lack named mineral ions ations.com/demonstration.ph
such as nitrate and p
phosphate.
● Questions should focus Critical thinking Critical thinking
14(a Section 2: Consolidation and assessment Edexcel International GCSE
on allowing students to Problem solving Problem solving
) Structures and Biology Student Book Analysis Analysis
describe and explain how
functions in living the leaf is adapted for questions – Pages 120–121 Reasoning Reasoning
organisms photosynthesis. Interpretation Interpretation
Self- assessment on Page Adaptive learning learning
121 of ActiveBook Executive Initiative
function Self-direction
Creativity Responsibility
Edexcel International GCSE Innovation Perseverance
Biology Revision Guide: Adaptability Productivity
Pages 42–44 Self- regulation
(metacognition,
forethought,
reflection)
Ethics
Integrity
through delivery
examination
Self-
monitoring/self-
evaluation/self-
reinforcement
Section 2: Students will be assessed on Activities: Critical thinking Problem solving
14(b Edexcel International GCSE
Structures and their ability to: ● Students to categorise Problem solving Analysis
) Biology Student Book: Pages Analysis Reasoning
functions in living their meal items over one
organisms 37–42 Reasoning Interpretation
2.24 understand that a balanced day into carbohydrates,
e) Nutrition proteins, lipids. Interpretation Adaptive learning
diet should include appropriate Decision making Creativity
proportions of ● Do a literature/internet Edexcel International GCSE Adaptive learning Innovation
carbohydrate, protein, lipid, search to find the Biology Revision Guide: Creativity Intellectual interest
vitamins, minerals, water and functions of fibre. Pages 14–15 Innovation and curiosity
dietary fibre ● Three-way cut and paste Adaptability Initiative
matching activity, linking Self-direction
2.25 identify the sources and listed components of diet Responsibility
describe the functions of with sources and Perseverance
carbohydrate, protein, lipids (fats functions. Productivity
and oils), vitamins A, C and D, ● Interactive diet analysis Self- regulation
the mineral ions calcium and (metacognition,
(http://multimediascience
iron, water and dietary fibre as forethought,
simulations.com/biology. reflection)
components of the diet.
php) Communication
Collaboration
Teamwork
Class practical: Cooperation
● Use food tests (from Interpersonal skills
week 5) on various foods
through delivery
examination
such as bread, potatoes,

butter, soya, chicken,
etc.
Demonstration:
● Show images of various
sources of dietary
components.
Section 2: Students will be assessed on Activities: Critical thinking Analysis
15 Edexcel International GCSE
Structures and their ability to: ● Use/build a model of the Problem solving Reasoning
Biology Student Book: Pages Analysis Interpretation
functions in living alimentary canal.
organisms 43–45 and 46–50, and Reasoning Initiative
2.26 understand how energy ● Label a diagram of the Interpretation Self-direction
e) Nutrition ActiveBook
requirements vary with activity alimentary canal. Adaptive learning Responsibility
levels, age and pregnancy Creativity Self- regulation
Animation: Edexcel International GCSE Innovation (metacognition,
2.27 describe the structure and ● Dnatube – enzymes, Biology Revision Guide: Personal and forethought,
function of the human alimentary food digestion. Pages 14 and 16 social reflection)
canal, including the responsibility Communication
mouth, oesophagus, stomach, Adaptability
Demonstration: Video clip:
small intestine (duodenum and
ileum), large intestine  Peristalsis by trying to get ● Living Body
a small ball or dried pea
(colon and rectum) and pancreas
out of a length of (clear)
plastic tubing. Then
2.28 understand how food is repeat with some
moved through the gut by vegetable oil as a
peristalsis.
through delivery
examination
lubricant.
Students will be assessed on Animation: Edexcel International GCSE Problem solving Problem solving
17 Section 2:
their ability to: ● Animation on Biology Student Book: Pages Analysis Analysis
Structures and Reasoning Reasoning
ActiveBook. 46–49
functions in living Interpretation Interpretation
2.29 understand the role of Adaptive learning Initiative
organisms
digestive enzymes, including the Class practical: Creativity Self-direction
e) Nutrition digestion of starch to glucose by ActiveBook: Page 46
● Model gut using Visking Innovation Responsibility
amylase and maltase, the tubing. Adaptability Self-
digestion of proteins to amino Edexcel International GCSE monitoring/self-
acids by proteases and the Biology Revision Guide: Page evaluation/self-
digestion of lipids to fatty acids reinforcement
and glycerol by lipases. 17
Practical:
http://www.biology-
experiments2.html
http://www.biology-
through delivery
examination
Model gut practical on

Video clips:
● Living Body/New Living
Body
● Alice Roberts, BBC -
Don’t die young
Section 2: Students will be assessed on Activities: Edexcel International GCSE Problem solving Analysis
18
Structures and their ability to: ● Draw and label a villus. Biology Student Book: Pages Analysis Reasoning
functions in living Annotate various Reasoning Interpretation
48–50
organisms structural adaptations Interpretation Intellectual interest
2.30 understand that bile is Adaptive learning and curiosity
e) Nutrition produced by the liver and stored with an explanation of
how they help Edexcel International GCSE Innovation Initiative
in the gall bladder Adaptability Self-direction
absorption. Biology Revision Guide: Page
Communication
● Make a crossword puzzle 17
2.31 understand the role of bile Collaboration
in neutralising stomach acid and or word search. Teamwork
emulsifying lipids ● Compare experiment 7 Experiment 7 – Page 45 of Cooperation
with the use of a food Interpersonal skills
Student Book
industry calorimeter.
● Complete Nuffield
2.32 understand how the small worksheet “Value of Villi”.
intestine is adapted for
Animation:
through delivery
examination
absorption, including the ● Emulsification animation. Practical:

structure of a villus.  Lipase and bile action on Practical guides containing
fat digestion in milk student, teacher and
changing pH. technician guides are at:
http://www.biology-
experiments2.html
http://www.biology-
Worksheets:
Nuffield worksheets may be
obtained from:
https://www.stem.org.uk/elibr
ary/resource/32773
Video clip:
● BBC clip 10649 (digestive
enzymes)
(2 min 55 sec)
through delivery
examination
Section 2: Students will be assessed on Class practical: Practical: Problem solving Analysis
19
Structures and their ability to: Measuring the energy Analysis Reasoning
(a) Edexcel International GCSE
functions in living content of a food. Reasoning Interpretation
Biology Student Book: pages Interpretation Decision making
organisms 2.32 describe an experiment to 44-45 Decision making Executive function
e) Nutrition investigate the energy content in Activity: Adaptive learning Intellectual interest
a food sample. Comparing simple laboratory Executive and curiosity
calorimeters with more function Self- regulation
advanced ones. The terms student, teacher and Innovation (metacognition,
accuracy and reliability can technician guides are at: Adaptability forethought,
be introduced. reflection)
http://www.biology-
experiments2.html
http://www.biology-
Nuffield Biology for GCSE

ary/resource/32773
through delivery
examination
Consolidation and assessment Critical thinking Critical thinking

19(b Section 2: Edexcel International GCSE
Problem solving Problem solving
) Structures and Biology Student Book Analysis Analysis
functions in living questions – Pages 51–52 Reasoning Reasoning
organisms Interpretation Interpretation
Decision making Adaptive
Self -assessment on Page 52 Adaptive learning Initiative
of ActiveBook Executive Self-direction
function Responsibility
Creativity Perseverance
Edexcel International GCSE Innovation Productivity
Biology Revision Guide: Page Adaptability Self- regulation
17–19 (metacognition,
forethought,
reflection)
Integrity
Self-
monitoring/self
-evaluation/self-
reinforcement
Section 2: Students will be assessed on Activities: Edexcel International GCSE Critical thinking Analysis
20
Structures and their ability to: ● Produce a table to Biology Student Book: Pages Problem solving Reasoning
functions in living compare differences Analysis Interpretation
6–9
organisms between aerobic and Reasoning Decision making
2.34 understand how the Interpretation Adaptive learning
f) Respiration process of respiration produces anaerobic respiration.
Edexcel International GCSE Decision making Creativity
ATP in living organisms ● Comparing Olympic Adaptive learning Intellectual interest
winning times for Biology Revision Guide:
Creativity and curiosity
athletics from Olympic Pages 2–3
through delivery
examination
2.35 know that ATP provides Games between 1956 Innovation Collaboration
energy for cells and 1976. Mexico City is Adaptability Teamwork
high altitude in 1968. Cooperation
Class practical: Interpersonal skills
2.36 describe the differences Leadership
between aerobic and anaerobic ● Comparing inhaled and Responsibility
respiration. exhaled air using
limewater.
Demonstration:
● Yeast releasing carbon
dioxide/dough rising in a
measuring cylinder.
Section 2: Students will be assessed on Demonstration: Edexcel International GCSE Critical thinking Critical thinking
21
Structures and their ability to: ● Experiment 2: Biology Student Book: Page 7 Problem solving Problem solving
functions in living Demonstration of the Analysis Analysis
organisms production of carbon Reasoning Reasoning
2.37 know the word equation and Interpretation Interpretation
f) Respiration dioxide by small living Edexcel International GCSE
the balanced chemical symbol Decision making Decision making
equation for aerobic respiration organisms and Biology Revision Guide:
Experiment 3: Pages 2–3 Adaptive learning Adaptive learning
in living organisms Executive Executive function
Demonstration that heat
is produced by function Creativity
2.38 know the word equation for respiration. Experiments 2 and 3: Page 8 Creativity Intellectual interest
anaerobic respiration in plants of Student Book Innovation and curiosity
and in animals Adaptability Communication
Collaboration
Class practical: Video clips: Teamwork
2.39 practical: investigate the
evolution of carbon dioxide and ● Investigating the effect of ● BBC clip 10885 (aerobic Cooperation
through delivery
examination
heat from respiring seeds or temperature on and anaerobic Interpersonal skills

other suitable living organisms. anaerobic respiration of respiration) (4 min 36
yeast by measuring rate sec)
of carbon dioxide ● New Living Body
production. “muscles”
Practical:
http://www.biology-
experiments2.html
http://www.biology-
Section 2: Students will be assessed on Animation: Edexcel International GCSE Critical thinking Problem solving
22(a
Structures and their ability to: ● Resource on ActiveBook Biology Student Book: Pages Problem solving Analysis
) Analysis Reasoning
functions in living (teacher driven). 114–115
organisms Reasoning Interpretation
2.40B understand the role of Interpretation Decision making
g) Gas exchange diffusion in gas exchange Demonstrations: ActiveBook Page 115 Decision making Intellectual interest
● Data logger with oxygen, Adaptive learning and curiosity
through delivery
examination
2.41B understand gas carbon dioxide and light Edexcel International GCSE Creativity Self- regulation
exchange (of carbon dioxide probes plus light on/light Biology Revision Guide: Adaptability (metacognition,
and oxygen) in relation to off over a 24-h period forethought,
Pages 10 and 41
respiration and with pondweed. reflection)
photosynthesis ● Placing leaves into Communication
boiling water to see Collaboration
location of stomata. Teamwork
2.42B understand how the Cooperation
structure of the leaf is adapted ● Clear sticky tape/clear Interpersonal skills
for gas exchange nail varnish on leaves to
shown stomata/guard
cells.
2.43B describe the role of
stomata in gas exchange.
Section 2: Students will be assessed on Activity: Edexcel International GCSE Problem solving Problem solving
22(b
Structures and their ability to: ● Study a 3D model of the Biology Student Book: Pages Analysis Analysis
) Reasoning Reasoning
functions in living leaf and relate it to 112–115
organisms Figure 10.6 Page 113. Interpretation Interpretation
2.44B understand how Decision making Decision making
g) Gas exchange respiration continues during Experiment 9: Page 115 of Adaptive learning Adaptive learning
the day and night, but that the Animation: Student Book Executive Executive function
net exchange of carbon ● Resource on ActiveBook function Intellectual interest
dioxide and oxygen depends to show role of stomata. Edexcel International GCSE Creativity and curiosity
on the intensity of light Biology Revision Guide: Page Innovation Initiative
2.45B practical: investigate the 41 Adaptability Self-direction
effect of light on net gas Class practical:
Cooperation
exchange from a leaf, using ● Investigating the effect of
Practical: Interpersonal skills
hydrogen-carbonate indicator. light on gas exchange by
Self- presentation
a leaf by placing it in Practical guides containing
through delivery
examination
hydrogen-carbonate student, teacher and

indicator. technician guides are at:
http://www.biology-
experiments2.html
http://www.biology-
Section 2: Students will be assessed on Activities: Edexcel International GCSE Problem solving Problem solving
23
Structures and their ability to: ● Build a paper model of Biology Student Book: Pages Reasoning Reasoning
functions in living the thorax. Relate to Interpretation Interpretation
26–27 and 29–30
organisms Figure 3.1 Page 26. Decision making Decision making
Humans Adaptive learning Adaptive learning
g) Gas exchange ● Undertake interactive
Edexcel International GCSE Creativity Initiative
2.46 describe the structure of the task: Lungs. Innovation Self- regulation
thorax, including the ribs, ● Interactive software Adaptability (metacognition,
Pages 10–11
intercostal muscles, diaphragm, exercise forethought,
trachea, bronchi, bronchioles, reflection)
alveoli and pleural membranes (http://multimediascience
Check recall of activity using Ethics
simulations.com/biology. Integrity
resource on Page 26 of
php) Self-
2.48 explain how alveoli are ActiveBook
adapted for gas exchange by monitoring/self-
diffusion between air in the lungs Demonstrations: evaluation/self
and blood in capillaries. -reinforcement
● View model of a pair of Lung dissection protocol on
lungs or show video clip
through delivery
examination
below. SoB/Practicalbiology
● Place wet microscope
slides together to show
function of pleural fluid. Pleural fluid demo available
in: Nuffield Biology for GCSE
ary/resource/32773
Video clip:
● BBC clip 5373 (anatomy
and physiology of the
lungs) (3 min 16 sec)
24
Structures and their ability to: ● Analyse data from Page Biology Student Book: Pages Problem solving Problem solving
functions in living 30 and make Analysis Analysis
27–28
organisms conclusions. Link to Decision making Decision making
2.47 understand the role of the Executive Executive function
g) Gas exchange intercostal muscles and the Experiment 5: An
investigation into the Edexcel International GCSE function Initiative
diaphragm in ventilation Productivity
effect of exercise on Biology Revision Guide:
breathing rate. Self- regulation
Pages 11–12
2.50 practical: investigate (metacognition,
breathing in humans, including ● Use hand-held forethought,
the release of carbon dioxide spirometer to measure reflection)
maximum expiratory Experiment 5 – Page 30 of
and the effect of exercise. Student Book Demo-resource Communication
volume of class, plot Collaboration
histogram of results, and on Page 28 of ActiveBook
Teamwork
through delivery
examination
relate to body size and Cooperation

fitness. Interpersonal skills
Video clip:
● Living Body/New Living
Body
Class practical:
● Experiment 5.
Demonstration:
● Demo balloons in a
plastic bottle (this could
then be used to consider
whether it is a good or
poor model for
ventilation).
25(a
Structures and their ability to: ● Students to produce Biology Student Book: Pages Analysis Analysis
) Reasoning Reasoning
functions in living posters on various 30–34
organisms effects of smoking Interpretation Interpretation
2.49 understand the biological Creativity Creativity
g) Gas exchange consequences of smoking in including coronary heart
disease. Edexcel International GCSE Innovation Innovation
relation to the lungs and the Personal and Personal and
circulatory system, including social social
Demonstration: Pages 12–13
coronary heart disease. responsibility responsibility
● ‘Smoking machine’ (in a Initiative
fume cupboard). Smoking machine protocol on Self-direction
through delivery
examination
SoB/Practicalbiology Responsibility
Communication
ASH (Action on Smoking and Self- presentation
Health) website
Video clip:
BBC (Alice Roberts) –Don’t
die young
25(b Section 2: Consolidation and assessment ● It would be useful to Edexcel International GCSE Critical thinking Critical thinking
) Structures and introduce examination- Biology Student Book Problem solving Problem solving
functions in living style questions on the Analysis Analysis
questions – Pages 14–15,
organisms topics covered, with a Reasoning Reasoning
35–36 and 120–121 Interpretation Interpretation
focus on production of a
graph. Decision making Decision making
Adaptive learning Adaptive learning
Self- assessment on Pages Executive Executive function
36 and 121 of ActiveBook function Personal and
Personal and social
social responsibility
Edexcel International GCSE responsibility Adaptability
Biology Revision Guide: Adaptability Continuous
Pages 4–5, 13–14 and 42–44 learning
Initiative
Self-direction
Responsibility
Perseverance
through delivery
examination
Productivity
Self- regulation
(metacognition,
forethought,
reflection)
Integrity
Self-
monitoring/self-
evaluation/self
-reinforcement
26
Structures and their ability to: ● Work out surface area, Biology Student Book: Pages Problem solving Problem solving
functions in living volume, and surface area Analysis Analysis
53–54
organisms to volume ratio for three Reasoning Reasoning
2.51 understand why simple, Interpretation Interpretation
h) Transport unicellular organisms can rely on different sized cubes.
Then compare back to Edexcel International GCSE Adaptive learning Adaptive learning
diffusion for movement of Creativity Intellectual interest
substances in and out of the cell Experiment 4: Biology Revision Guide Page
Demonstration of Innovation and curiosity
2
diffusion in a jelly. Adaptability Initiative
2.52 understand the need for a Self-direction
transport system in multicellular Experiment 4 – Page 10 of Self- regulation
organisms Student Book (metacognition,
Class practical: forethought,
Flowering plants ● Observe Amoeba. reflection)
2.53 describe the role of phloem

in transporting sucrose and
amino acids between the leaves
through delivery
examination
and other parts of the plant.

Section 2: Students will be assessed on Activities: Edexcel International GCSE Critical thinking Analysis
27
Structures and their ability to: ● Identify roles of the root. Biology Student Book: Pages Problem solving Reasoning
functions in living Analysis Interpretation
● Draw and label root hair 127–130 and 131–132
organisms Reasoning Adaptive learning
Flowering plants cell with (i) typical cell Interpretation Creativity
h) Transport structures, and then (ii)
ActiveBook: Page 132 Adaptive learning Initiative
2.54 describe the role of xylem in label and annotate Creativity Self- regulation
transporting water and mineral structures with a specific Innovation (metacognition,
ions from the roots to uptake function. Adaptability forethought,
other parts of the plant ● Recall role of magnesium reflection)
and nitrate ions. Communication
Pages 44 and 45
Collaboration
2.55B understand how water is
Animation: Teamwork
absorbed by root hair cells.
● Use resource on Cooperation
ActiveBook. Interpersonal skills
Video clip:
BBC – Private life of plants,
Class practical: “growing
● Place celery in coloured
food dye and then
dissect out xylem tissue.
View XS and LS using
microscopes. Observe
how it enters the leaves.
Demonstrations:
through delivery
examination
● View TS of stem and root

showing xylem.
● Look at tree rings to
show annual growth of
xylem.
28
Structures and their ability to: ● Computer simulation of Biology Student Book: Pages Problem solving Analysis
functions in living transpiration; use data to Analysis Reasoning
127–131
organisms plot a graph. Reasoning Interpretation
2.56B understand that Interpretation Decision making
h) Transport transpiration is the Decision making Adaptive learning
evaporation of water from the Edexcel International GCSE
Class practical: Adaptive learning Executive function
surface of Biology Revision Guide: Page
● Use a potometer to Executive Creativity
a plant 46
investigate the effect of function Intellectual interest
wind speed on Creativity and curiosity
2.57B understand how the rate transpiration rate. Practical: Innovation Self- regulation
of transpiration is affected by Adaptability (metacognition,
changes in humidity, wind Demonstration: forethought,
student, teacher and reflection)
speed, temperature and light ● Show a ‘weight’
intensity technician guides are at: Collaboration
potometer (Figure 11.19,
Teamwork
Page 130) and a volume
Cooperation
2.58B practical: investigate the potometer (Figure 11.20, http://www.biology-
role of environmental factors Page 131). resources.com/biology-
in determining the experiments2.html
rate of transpiration from a
leafy shoot.
http://www.biology-
through delivery
examination
29
Structures and their ability to: Red blood cell jigsaw Biology Student Book: Pages Problem solving Problem solving
functions in living from Cells Alive website. Analysis Analysis
60–62
organisms Reasoning Reasoning
Humans ● Virtual centrifugation of Adaptive learning Adaptive learning
h) Transport 2.59 describe the composition of blood to discover solid Creativity Creativity
and liquid fractions. Edexcel International GCSE
the blood: red blood cells, white Biology Revision Guide: Page Adaptability Intellectual interest
blood cells, platelets and plasma ● Students to produce and curiosity
presentations on red 22
Initiative
blood cell structural Self-direction
2.60 understand the role of adaptations, shape Responsibility
plasma in the transport of carbon adaptations or presence Communication
dioxide, digested food, urea, of haemoglobin for
hormones and heat energy oxygen carriage. Create
models of red blood cells
2.61 understand how using plasticine or
playdough.
adaptations of red blood cells
make them suitable for the
transport of oxygen, including
shape, the absence of a nucleus
and the presence of
haemoglobin.
30 Section 2: Students will be assessed on Activities: Edexcel International GCSE Critical thinking Problem solving
Structures and their ability to: ● Produce a mind Biology Student Book: Pages Problem solving Reasoning
Reasoning Interpretation
through delivery
examination
functions in living map/spider diagram of 61–62 Interpretation Adaptive learning

organisms 2.62 understand how the how the immune system Adaptive learning Creativity
immune system responds to responds to disease. Creativity Initiative
h) Transport ActiveBook: Page 62 Innovation Self-direction
disease using white blood cells, ● Find out about Edward
Jenner. Edexcel International GCSE Adaptability Responsibility
illustrated by phagocytes
ingesting pathogens and ● Produce a blood clotting Biology Revision Guide:
lymphocytes releasing antibodies flow diagram. Pages 22–23
specific to the pathogen
Animations: Video clips:
2.63B understand how ● Resource on ActiveBook ● BBC clip 1838
vaccination results in the
● Immunity Ouch! from (phagocytosis) (1min 9
manufacture of memory cells, sec)
Cells Alive website.
which enable future antibody
production to the pathogen to ● Antibody–antigen ● BBC clip 2456 (on
occur sooner, faster and in interaction. Jenner) (3 min 18 sec)
greater quantity ● BBC – Don’t Die Young
Class practical:
2.64B understand how ● Infectious disease -
platelets are involved in blood simulation (simulations
clotting, which prevents blood showing how an
loss and the entry of micro- infectious disease can
organisms. spread through a human
population).
Section 2: Students will be assessed on Activities: Edexcel International GCSE Critical thinking Problem solving
31
Structures and their ability to: Biology Student Book: Pages Problem solving Analysis
● Undertake interactive
Analysis Reasoning
through delivery
examination
functions in living task: Heart. 56–58 Reasoning Interpretation

organisms 2.65 describe the structure of the ● Cloze loop of question Interpretation Self- regulation
heart and how it functions and answer cards. Decision making (metacognition,
h) Transport Edexcel International GCSE Adaptive learning forethought,
Biology Revision Guide: Page Creativity reflection)
2.66 explain how the heart rate Animation: 21 Innovation Collaboration
changes during exercise and ● Various on the internet Adaptability Teamwork
under the influence of such as howstuffworks. Cooperation
adrenaline. Heart dissection practical on Interpersonal skills
Class practicals:
● Heart dissection. Also SoB/Practicalbiology for
● Heart rate at different practical on effects of
exercise levels; could exercise on heart rate
also do before and after
adrenaline flowing.
Video clip:
● Pumping myocytes from
Demonstration: Cells Alive website
● Data logger recording
heart rate at varying
exercise levels.
Section 2: Students will be assessed on Activities: Edexcel International GCSE Critical thinking Intellectual interest
32
Structures and their ability to: ● Students to make own Biology Student Book: Pages Problem solving and curiosity
functions in living route plans for a red Analysis Initiative
54–57 and 58–59
organisms blood cell travelling from Reasoning Self- regulation
2.68 understand how the Interpretation (metacognition,
h) Transport structure of arteries, veins and one organ to another
Adaptive learning forethought,
through delivery
examination
capillaries relate to their function using a circulation Edexcel International GCSE Creativity reflection)
system plan; then test Biology Revision Guide: Innovation communication
fellow students in small Adaptability
2.69 understand the general Pages 19–20
structure of the circulation groups.
system, including the blood ● Look at prepared slides
vessels to and from the heart of vessels to compare Observing blood circulation
and lungs, liver and kidneys. them. practical on
● Multimedia science SoB/Practicalbiology
school interactive
software on transport.
Software:
Animation:
http://multimediasciencesimul
● BBC GCSE Bitesize ations.com/demonstration.ph
(introduction to blood).
p
Video clips:
Class practical:
● Harvey’s vein
● BBC clip 1466 (heart
activity, ECG)
demonstration to show
(2 min 24 sec).
valves in veins.
● New Living body
Demonstration:
● Hanging weights off
circles of artery and vein
dissected from heart and
lungs to compare
strength and elasticity
through delivery
examination
Section 2: Students will be assessed on Activity: Video clips: Critical thinking Reasoning
33(a
Structures and their ability to: ● BBC – Don’t Die Young Problem solving Interpretation
)  Produce a leaflet to Analysis Adaptive learning
functions in living (Alice Roberts)
organisms inform people on what Reasoning Creativity
2.67 understand how factors ● C4 “Bodystory” Interpretation Initiative
h) Transport heart disease is and the
may increase the risk of factors that increase the Adaptive learning Self-direction
developing coronary heart risks of developing it. Website: Creativity Responsibility
disease. British Heart Foundation; Innovation Communication
https://www.bhf.org.uk/ Personal and Collaboration
social Teamwork
responsibility Cooperation
Adaptability
Section 2: Consolidation and assessment Edexcel International GCSE Critical thinking Critical thinking
33(b
Structures and Biology Student Book Problem solving Problem solving
) Analysis Analysis
functions in living questions – Pages 63–64 and
133–134 Interpretation Interpretation
Decision making Decision making
Self- assessment test – Page Adaptive learning Adaptive learning
Executive Executive function
64 on ActiveBook
function Continuous
Creativity learning
Edexcel International GCSE Innovation Self-direction
Biology Revision Guide: Personal and Responsibility
social Perseverance
Pages 23–24 and 46–48
responsibility Self- regulation
Adaptability (metacognition,
forethought,
through delivery
examination
reflection)
Integrity
Self-
monitoring/self-
evaluation/self
-reinforcement
Section 2: Students will be assessed on Activity: Edexcel International GCSE Critical thinking Reasoning
34
Structures and their ability to: ● Make a table to state Biology Student Book: Pages Problem solving Interpretation
functions in living organs of excretion and Analysis Adaptive learning
85–86
organisms what is excreted and Reasoning Creativity
Flowering plants Interpretation Innovation
i) Excretion why.
Edexcel International GCSE Adaptive learning Initiative
2.70 understand the origin of Biology Revision Guide: Creativity Self-direction
carbon dioxide and oxygen as Class practical: Innovation
Pages 32–33
waste products of metabolism ● Kidney dissection. Adaptability
and their loss from the stomata
of a leaf Video clip:
● BBC clip 5370 (kidney
Humans structure and function) (3
min 18 sec)
2.71 know the excretory products NB: Video could be used as
of the lungs, kidneys and skin an alternative to dissection.
(organs of excretion)
2.72B understand how the

kidney carries out its roles of
excretion and osmoregulation
through delivery
examination
2.73B describe the structure of

the urinary system, including
the kidneys, ureters, bladder
and urethra.
35
Structures and their ability to: ● Make notes from Biology Student Book: Pages Problem solving Problem solving
functions in living resource on ActiveBook. Analysis Analysis
86–89
2.74B describe the structure of ● ‘Snap’ match structure to Interpretation Interpretation
i) Excretion a nephron, including the function for parts of a Adaptive learning Intellectual interest
Bowman’s capsule and nephron. ActiveBook: Page 87
Creativity and curiosity
glomerulus, convoluted Innovation Initiative
tubules, loop of Henle and Animation: Edexcel International GCSE Adaptability Self-direction
collecting duct Perseverance
● See resource above. Biology Revision Guide:
Pages 32–33 Productivity
2.75B describe ultrafiltration in Self- regulation
the Bowman’s capsule and the AFL: opportunity for students
(metacognition,
composition of the glomerular to produce a table of
forethought,
filtrate differences between selective
reflection)
reabsorption and
Self- presentation
ultrafiltration.
2.76B understand how water is
reabsorbed into the blood
from the collecting duct Class practical:
 Comparing “mock urine”
samples to identify and
2.77B understand why
explain presence of
selective reabsorption of
through delivery
examination
glucose occurs at the proximal protein (high blood

convoluted tubule. pressure), glucose
(diabetes) and high
concentration due to
dehydration (dark colour).
This revisits food tests.
36
Structures and their ability to: Biology Student Book: Pages Problem solving Analysis
● Students could explore
functions in living Analysis Reasoning
howstuffworks website 89–90
2.78B describe the role of ADH for ADH function.
Interpretation Initiative
i) Excretion in regulating the water content ● Multimedia science Adaptive learning Self-direction
of the blood Edexcel International GCSE
school interactive Creativity Responsibility
software. Biology Revision Guide: Page
33
2.79B understand that urine Adaptability Self- presentation
contains water, urea and ions. AFL: opportunity for students
to produce a table of Video clip:
differences between BBC– Don’t Die Young
excretion and egestion.
through delivery
examination
37 Section 2: Students will be assessed on Activity: Edexcel International GCSE Critical thinking Critical thinking
Structures and their ability to: ● Students could list the Biology Student Book: Pages Problem solving Problem solving
functions in living receptor and effector for Analysis Analysis
65–66, 83–84 and 90–93
organisms each image of a stimulus Reasoning Reasoning
2.80 understand how organisms Interpretation Creativity
j) Coordination and are able to respond to changes presented.
response Edexcel International GCSE Decision making Innovation
in their environment ● Thermoregulation Adaptive learning Initiative
worksheet. Biology Revision Guide:
Creativity Self-direction
Pages 24–25 and 33–34
2.81 understand that Innovation Communication
homeostasis is the maintenance Class practical: Adaptability Collaboration
of a constant internal ● Assessing skin sensitivity Skin sensitivity practical on Teamwork
environment, and that body to temperature. SoB/Practicalbiology Cooperation
water content and body Interpersonal skills
temperature are both examples Self- presentation
of homeostasis Demonstration: Video clips:
● Water (sweat) level and ● Stimulus–response
temperature before and
2.82 understand that a co- ● New living body
after exercise.
ordinated response requires a (marathon)
stimulus, a receptor and an
effector.
38 Section 2: Students will be assessed on Activity: Edexcel International GCSE Critical thinking Problem solving
Structures and their ability to: ● Plant responses to Biology Student Book: Pages Problem solving Analysis
functions in living stimuli. Analysis Reasoning
135–141
Flowering plants Interpretation Decision making
j) Coordination and 2.83 understand that plants Demonstration:
response Edexcel International GCSE Decision making Intellectual interest
respond to stimuli ● Experiments 13–15: Adaptive learning and curiosity
Which part of a shoot is Creativity Initiative
through delivery
examination
2.84 describe the geotropic and sensitive to light, Effects Pages 48–49 Innovation Communication
phototropic responses of roots of auxin in lanolin on Adaptability Collaboration
and stems growth of coleoptiles, Teamwork
and use of clinostat to Practical: Cooperation
show geotropism in Experiment 13 – Page 139, Interpersonal skills
2.85 understand the role of auxin Leadership
in the phototropic response of roots. Experiment 14 –Page 140
stems. and Experiment 15 – Page
Class practicals: 141 of Student Book
 Placing cress with light
from one direction.
Activity on plant response to
 Investigating the effects stimuli from
of auxin on tips of oat or
wheat coleoptiles.

http://www.biology-
experiments2.html
http://www.biology-
through delivery
examination
Video clip:
● Phototropism time-lapse
video from YouTube
39 Section 2: Students will be assessed on Activity: Edexcel International GCSE Critical thinking Reasoning
Structures and their ability to: ● View model of the Biology Student Book: Pages Problem solving Interpretation
functions in living vertebral column to Analysis Decision making
65–68 and 72–75
organisms recognise position of Reasoning Self-direction
Humans Interpretation Communication
j) Coordination and 2.86 describe how nervous and spinal cord, etc.
response Edexcel International GCSE Decision making Collaboration
hormonal communication control Animation: Adaptive learning Teamwork
responses and understand the ● See Living Body video. Creativity Cooperation
differences between the two Pages 24–26 and 31
Innovation Interpersonal skills
systems Class practicals: Adaptability Leadership
● Comparing reaction Practical: Responsibility
2.87 understand that the central speeds of sight and Practical guides containing
nervous system consists of the touch when catching a student, teacher and
brain and spinal cord and is falling ruler.
linked to sense organs by nerves technician guides are at:
● Investigating the http://www.biology-
sensitivities of different
through delivery
examination
2.88 understand that stimulation areas of skin. resources.com/biology-

of receptors in the sense organs experiments2.html
sends electrical impulses along
nerves into and out of the central
nervous system, resulting in http://www.biology-
rapid responses resources.com/biology-
2.89 understand the role of
neurotransmitters at synapses Measuring reaction practical
on SoB/Practicalbiology
2.90 describe the structure and
functioning of a simple reflex arc
illustrated by the withdrawal of a Video clip:
finger from a hot object. ● Living Body
40 Section 2: Students will be assessed on Activity: Edexcel International GCSE Critical thinking Analysis
Structures and their ability to: ● View a model of the eye. Biology Student Book: Pages Problem solving Reasoning
functions in living Analysis Interpretation
68–71
organisms Reasoning Initiative
2.91 describe the structure and Animation: Interpretation Self-direction
j) Coordination and function of the eye as a receptor
response Sight animation. Edexcel International GCSE Decision making Productivity
Biology Revision Guide: Adaptive learning Self- regulation
2.92 understand the function of Class practicals: Creativity (metacognition,
Pages 26–27
the eye in focusing on near and Innovation forethought,
● Eye dissection.
distant objects, and in Adaptability reflection)
● Iris reflex. Practical:
responding to changes in light
● Investigating distance
through delivery
examination
intensity. judgement and link to Practical guides containing

eye position of prey and student, teacher and
predators. technician guides are at:
http://www.biology-
Demonstration: experiments2.html
● Eye test experiments /
colour vision.
http://www.biology-
● Demonstrate focusing in
the eye using a model in resources.com/biology-
which lens can change experiments-sup.html
shape.
● Demonstrate eye Video clip:
dominance / blind spots.
● BBC clip 6016 (eye
structure and function
plus focusing and varying
light intensity response)
(4 min 2 sec)
41(a Section 2: Students will be assessed on Activity: Edexcel International GCSE Critical thinking Problem solving
) Structures and their ability to: ● Match the sources, roles Biology Student Book: Pages Problem solving Analysis
functions in living and effects, possibly as a Analysis Reasoning
78–81
organisms series of cards so that Reasoning Interpretation
2.93 describe the role of the skin Interpretation Initiative
j) Coordination and in temperature regulation, with students form correct
response triplets. Edexcel International GCSE Creativity Self-direction
reference to sweating, Innovation
through delivery
examination
vasoconstriction and vasodilation Pages 33–34 Adaptability

● Interactive software
package on menstrual
2.94 understand the sources, cycle Video clips:
roles and effects of the following
(http://multimediascience ● Living Body (Hormones)
hormones: adrenaline,
simulations.com/biology. ● BBC – Don’t Die Young
insulin, testosterone,
php) (skin)
progesterone and oestrogen
2.95B understand the sources, Class practical:

roles and effects of the ● Whether adrenaline
following hormones: ADH, alters ability on Shooting
FSH and LH. Sheep Game.
Section 2: Edexcel International GCSE Critical thinking Critical thinking

41(b Consolidation and assessment
Structures and Biology Student Book Problem solving Problem solving
) Analysis Analysis
functions in living questions – Pages 76–77, 82,
Reasoning Reasoning
through delivery
examination
organisms 94–95 and 142 Interpretation Interpretation

Self- assessment on Pages Creativity Creativity
77, 82, 95 and 142 of Innovation Continuous
Adaptability learning
ActiveBook
Initiative
Self-direction
Edexcel International GCSE Responsibility
Perseverance
Biology Revision Guide
Self- regulation
Pages 27–29, 34–35 and 50 (metacognition,
forethought,
reflection)
Integrity
Self-
monitoring/self-
evaluation/self-
reinforcement
through delivery
examination
Reproduction and their ability to: ● Build a model of an Biology Student Book: Pages Problem solving Reasoning
inheritance insect-pollinated flower. Analysis Interpretation
96–97, and 143 and 144
a) Reproduction Reasoning Creativity
3.1 understand the differences ● Table to compare insect- Interpretation Intellectual interest
between sexual and asexual and wind- pollinated Adaptive learning and curiosity
flower structure. ActiveBook: Page 79
reproduction Creativity Initiative
● Research effect of Innovation Self-direction
3.2 understand that fertilisation reduced bee numbers on Edexcel International GCSE Adaptability Communication
pollination by using two Biology Revision Guide: Self- presentation
involves the fusion of a male and
different sources, for Pages 50–51
female gamete to produce a example Telegraph
zygote that undergoes cell Science and BBC News.
division and develops into an Video clip:
embryo Animation: BBC – Private Life of plants –
● Resource on ActiveBook. flowering
Flowering plants
Class practical:
3.3 describe the structures of an
● Flower dissection.
insect-pollinated and a wind-
pollinated flower and explain how
each is adapted for pollination.
through delivery
examination
43 Section 3: Students will be assessed on Animation: Edexcel International GCSE Critical thinking Reasoning
Reproduction and their ability to: ● Resource on ActiveBook. Biology Student Book:Pages Problem solving Interpretation
inheritance Analysis Decision making
145–147
a) Reproduction Reasoning Adaptive learning
3.3 describe the structures of an Demonstrations: Interpretation Executive function
insect-pollinated and a wind- ● Take cuttings. Decision making Initiative
ActiveBook: Page 144
pollinated flower and ● Fruit demonstration Adaptive learning Self-direction
explain how each is adapted for showing the different Executive Responsibility
pollination methods for seed Edexcel International GCSE function Creativity
3.4 understand that the growth of dispersal. Biology Revision Guide: Creativity Innovation
● Observe pollen tube Pages 50–52 Innovation Adaptability
the pollen tube followed by
growth in flowers such as Adaptability Collaboration
fertilisation leads to seed Teamwork
and fruit formation the lily.
Video clip: Cooperation
● Demonstrate different
BBC – Private Life of plants – Interpersonal skills
asexual methods such as
3.5 practical: investigate the travelling
spider plants.
conditions needed for seed
germination
Class practical: Practical:
● Conditions required for Practical guides containing
3.6 understand how germinating
seed germination student, teacher and
seeds utilise food reserves until (placing cress seeds in
the seedling can carry technician guides are at:
conditions lacking one
out photosynthesis factor). http://www.biology-
experiments2.html
through delivery
examination
3.7 understand that plants can

reproduce asexually by natural http://www.biology-
methods (illustrated by runners) resources.com/biology-
and by artificial methods experiments-sup.html
(illustrated by cuttings).
Reproduction and their ability to: ● Label male and female Biology Student Book: Pages Problem solving Analysis
inheritance reproductive systems Analysis Reasoning
96–101
a) Reproduction and state functions. Reasoning Interpretation
Humans Interpretation Initiative
● Summarise in a table the Adaptive learning Self-direction
four hormones, functions ActiveBook: Page 99
3.8 understand how the structure Creativity Responsibility
and sites of production. Edexcel International GCSE
of the male and female Innovation Perseverance
● Summarise primary and Biology Revision Guide Personal and Self- regulation
reproductive systems are
secondary sexual Pages 35–36 social (metacognition,
adapted for their functions characteristics. responsibility forethought,
Adaptability reflection)
3.9 understand the roles of Video clip:
Animation:
oestrogen and progesterone in C4– Body story – teen
● Resource on ActiveBook.
the menstrual cycle dreams
3.10B understand the roles of

FSH and LH in the menstrual
cycle
3.13 understand the roles of
through delivery
examination
oestrogen and testosterone in

the development of secondary
sexual characteristics.
45(a Section 3: Students will be assessed on Activity: Edexcel International GCSE Critical thinking Analysis
) Reproduction and their ability to: ● View different Biology Student Book: Pages Problem solving Reasoning
inheritance representations of the Analysis Interpretation
101–104
a) Reproduction menstrual cycle and link Reasoning Initiative
3.11 describe the role of the Interpretation Self-direction
placenta in the nutrition of the together (for example
Figure 9.11 Page 102 ActiveBook: Page 103 Adaptive learning Perseverance
developing embryo Creativity
and Figure 9.12 Page
103). Innovation
3.12 understand how the Edexcel International GCSE Adaptability
developing embryo is protected Biology Revision Guide:
Animation: Pages 37
by amniotic fluid.
● Resource on ActiveBook
(students to complete).
Video clips:
● BBC clip 1851 (role of
placenta)
through delivery
examination
(3 min 9 sec)
● C4 – Body story – the
takeover
45(b Edexcel International GCSE Critical thinking Critical thinking

Section 3: Consolidation and assessment
) Biology Student Book Problem solving Problem solving
Reproduction and Analysis Analysis
questions – Pages 105–106
inheritance and 150–151 Reasoning Reasoning
Interpretation Interpretation
Self- assessment on Pages Adaptive learning Adaptive learning
106 and 149 of ActiveBook Executive Executive function
function Creativity
Creativity Continuous
Edexcel International GCSE Innovation learning
Biology Revision Guide: Personal and Self-direction
Pages 38–39 and 53–54 social Perseverance
responsibility Self -regulation
Adaptability (metacognition,
through delivery
examination
forethought,
reflection)
Integrity
Self-
monitoring/self-
evaluation/self –
reinforcement
46(a Section 3: Students will be assessed on Activities: Edexcel International GCSE Critical thinking Problem solving
) Reproduction and their ability to: ● Make a ‘big (cell) to small Biology Student Book: Pages Problem solving Analysis
inheritance (bases)’ flow diagram. Analysis Reasoning
181–187
b) Inheritance Reasoning Interpretation
3.14 understand that the genome ● Build a paper / origami Interpretation Initiative
is the entire DNA of an organism DNA model. Adaptive learning Self-direction
ActiveBook: Pages 181 and
and that a gene is a section of a Creativity Responsibility
182
molecule of DNA that codes for a Animation: Innovation Perseverance
specific protein ● Resources on Adaptability Communication
ActiveBook. Edexcel International GCSE
through delivery
examination
3.15 understand that the nucleus Biology Revision Guide: Page

of a cell contains chromosomes Class practical: 67
on which genes are located ● DNA extraction from
onions / kiwi fruit.
NCBE website for ‘DNA your
3.16B describe a DNA
onions?’ protocol
molecule as two strands
coiled to form a double helix,
the strands being linked by a
series of paired bases:
adenine (A) with thymine (T),
and cytosine (C) with guanine
(G).
46(b Section 3: Students will be assessed on Activities: Edexcel International GCSE Critical thinking Reasoning
) Reproduction and their ability to: ● Produce a cartoon strip / Biology Student Book :Pages Problem solving Interpretation
inheritance storyboard showing the Analysis Adaptive learning
182–183
b) Inheritance steps in protein Reasoning Creativity
3.18B describe the stages of Interpretation Innovation
protein synthesis including synthesis.
through delivery
examination
transcription and translation, ● Investigate protein Adaptive learning Intellectual interest

including the role of mRNA, synthesis on the web Creativity and curiosity
Website:
ribosomes, tRNA, codons and (www.dnai.org). Innovation Initiative
http://www.dnai.org/ Adaptability Self-direction
anticodons ● Cloze loop activity with
questions and answers Responsibility
on genetic terms. Self- presentation
3.19 understand how genes exist
in alternative forms called alleles ● Genetics crossword for
which give rise to differences in terms.
inherited characteristics
Demonstration:
3.20 understand the meaning of  Ability to taste PTC.
the terms: dominant, recessive,
homozygous, heterozygous,
phenotype, and genotype
3.21B understand the meaning

of the term codominance.
Reproduction and their ability to: ● Carry out a range of Biology Student Book:Pages Problem solving Analysis
through delivery
examination
inheritance crosses. 197- 205 Analysis Reasoning

3.22 understand that most Reasoning Interpretation
b) Inheritance ● Various on the internet,
Interpretation Adaptive learning
phenotypic features are the for example Monohybrid ActiveBook: Page 191 Adaptive learning Creativity
result of polygenic inheritance crosses.
Creativity Innovation
rather than single genes ● Interactive software Edexcel International GCSE Innovation Intellectual interest
package on inheritance Biology Revision Guide: Adaptability and curiosity
on Multimedia Science Initiative
3.23 describe patterns of Pages 69–71 and 75
School. Self-direction
monohybrid inheritance using a
genetic diagram Video clips:
3.24 understand how to interpret
family pedigrees ● BBC clip 10652 (genetics
of sex determination) (2
3.25 predict probabilities of min 40 sec)
outcomes from monohybrid ● BBC clip 10651
crosses (introduction to terms
dominant and recessive)
(1 min 19 sec)
3.26 understand how the sex of
● BBC clip 10653
a person is controlled by one pair
(mutations and genetic
of chromosomes, XX in a female diseases; describes
and XY in a male cystic fibrosis and Down’s
syndrome) (3 min 41 sec)
3.27 describe the determination
of the sex of offspring at
fertilisation, using a genetic
through delivery
examination
diagram.
Reproduction and their ability to: ● Compare identical and Biology Student Book: Pages Problem solving Reasoning
non-identical twins. Analysis Interpretation
inheritance 190–194
Reasoning Adaptive learning
b) Inheritance 3.28 understand how division of ● Use resource on Interpretation Creativity
a diploid cell by mitosis produces ActiveBook and BBC clip Adaptive learning Intellectual interest
two cells that contain 6022 to compare mitosis Creativity and curiosity
and meiosis. Biology Revision Guide:
identical sets of chromosomes Innovation Initiative
● Use pipe cleaners and Pages 68 and 71
Adaptability
plasticine to model
3.29 understand that mitosis
mitosis. Video clip:
occurs during growth, repair,
cloning and asexual reproduction ● BBC clip 6022 (mitosis
Interactive software: and meiosis)
Multimedia Science School – (2 min 24 sec)
3.30 understand how division of
cell division
a cell by meiosis produces four
cells, each with half the number
of chromosomes, and that this Animation:
results in the formation of  Cells Alive website for
genetically different haploid mitosis and meiosis.
gametes
3.31 understand how random
through delivery
examination
fertilisation produces genetic

variation of offspring
3.32 know that in human cells

the diploid number of
chromosomes is 46 and the
haploid number is 23.
Reproduction and their ability to: Biology Student Book: Pages Problem solving Analysis
 Research effects of
Analysis Reasoning
inheritance mutation in areas where 183–184 and 193–194
Reasoning Interpretation
b) Inheritance 3.33 understand that variation radioactivity has been
Interpretation Adaptive learning
within a species can be genetic, high (Chernobyl,
Edexcel International GCSE Adaptive learning Creativity
environmental, or a Hiroshima).
Biology Revision Guide: Creativity Intellectual interest
combination of both  Investigate radon Innovation and curiosity
distribution around UK Pages 68 and 71
Personal and Initiative
and its effects social Self- regulation
3.34 understand that mutation is (http://www.ukradon.org
Web page: responsibility (metacognition,
a rare, random change in genetic /information/ukmaps) Adaptability forethought,
material that can be inherited (http://www.ukradon.org/infor
reflection)
mation/ukmaps) Ethics
3.35B understand how a Demonstration: Integrity
change in DNA can affect the Self-
How to make a DNA
phenotype by altering the monitoring/self-
model with a mutation.
sequence of amino acids in a evaluation/self
reinforcement
protein
through delivery
examination
Class practical: Communication

3.36B understand how most  Collect class data on:
genetic mutations have no earlobes, eye colour, hair
effect on the phenotype, some colour, tongue rolling and
have a small effect and rarely height. Data can be
do they have a significant presented in a table and
one characteristic
effect
presented graphically.
Compare height with
3.37B understand that the other traits.
incidence of mutations can be
increased by exposure to
ionising radiation (for
example, gamma rays, x-rays
and ultraviolet rays) and some
chemical mutagens (for
example, chemicals in
tobacco).
50(a Students will be assessed on Activities: Edexcel International GCSE Problem solving Problem solving
) their ability to: ● Students to find out Biology Student Book: Pages Analysis Analysis
about the life of Charles Reasoning Reasoning
208–216
Darwin. Interpretation Interpretation
3.38 explain Darwin’s theory of
evolution by natural selection ● To write an article for a Creativity Creativity
magazine to explain how ActiveBook: Page 210
Adaptability Initiative
3.39 understand how resistance the giraffe evolved to Self-direction
have a long neck. Edexcel International GCSE Responsibility
to antibiotics can increase in
through delivery
examination
bacterial populations, and ● Analyse data on the Biology Revision Guide: Perseverance
appreciate how such an increase increase in MRSA cases. Pages 77–79 Productivity
can lead to infections being Animation: Self- regulation
(metacognition,
difficult to control. ● Resource on ActiveBook.
Models for natural selection forethought,
from SoB/Practicalbiology reflection)
Demonstrations: Self-
● Computer simulations of monitoring/self-
evolution. Antibiotic Resistance, evaluation/self
Mutation Rates and MRSA -reinforcement
● Antibiotic resistance
using antibiotic multi- Communication
discs. Video clips:
● BBC clip 5519 (Darwin –
Class practical: On the Origin of
● Simple models for Species’).
natural selection. ● BBC – Great Britons –
Darwin
50(b Section 3: ● Introduce examination- Edexcel International GCSE Critical thinking Critical thinking
Consolidation and assessment
) Reproduction and style questions on the Biology Student Book Problem solving Problem solving
topics covered, with a questions – Pages: 188–189, Analysis Analysis
inheritance
focus on genetic crosses 195–196, 206–207 and 217 Reasoning Reasoning
and family pedigrees. Interpretation Interpretation
Self- assessment on Pages: Adaptive learning Adaptive learning
189, 196, 207 and 217 of Creativity Creativity
ActiveBook Innovation Innovation
Personal and Personal and
through delivery
examination
social social
responsibility responsibility
Edexcel International GCSE Adaptability Continuous
Biology Revision Guide learning
Pages: 68–69, 72, 76–77 and Self-direction
79–80 Responsibility
Perseverance
Self- regulation
(metacognition,
forethought,
reflection)
Integrity
Self-
monitoring/self-
evaluation/self –
reinforcement
51 Section 4: Ecology Students will be assessed on Class practicals: Edexcel International GCSE Critical thinking Analysis
and the their ability to: ● Using quadrats to Biology Student Book: Pages Problem solving Reasoning
sample from a habitat. Analysis Interpretation
environment 152–154
Reasoning Decision making
4.1 understand the terms ● Use quadrats to
through delivery
examination
a) The organism in population, community, habitat randomly sample one Interpretation Adaptive learning
the environment and ecosystem species in two different Decision making Executive function
areas, for example sunny Adaptive learning Initiative
Biology Revision Guide: Page Executive Self-direction
4.2 practical: investigate the and shaded areas, to find
population sizes. 56 function Responsibility
population size of an organism in Creativity Communication
two different areas using Innovation Collaboration
quadrats Experiment 16 – Page 154 of
Adaptability Teamwork
Student Book Cooperation
4.5 understand how abiotic and Interpersonal skills
biotic factors affect the Distribution of Pleurococcus Leadership
population size and distribution from SoB/Practicalbiology
of Organisms.
52 Section 4: Ecology Students will be assessed on Activities: Edexcel International GCSE Critical thinking Analysis
and the their ability to: ● Produce a poster of a Biology Student Book: Pages Problem solving Reasoning
food web. Could use Analysis Interpretation
images from Reasoning Decision making
b) Feeding 4.3B understand the term Interpretation Adaptive learning
biodiversity magazines/internet etc.
relationships to illustrate the poster. Three resources on Page 155 Decision making Executive function
of ActiveBook: Adaptive learning Initiative
● Construct a pyramid of Executive Self-direction
4.4B practical: investigate the
energy on graph paper interdependence, food chains
distribution of organisms in function Responsibility
using data from Figure and webs, food webs and Creativity Productivity
their habitats and 14.12 Page 158. pyramids Innovation Communication
measure biodiversity using
● Carry out a belt transect, Adaptability Collaboration
quadrats Teamwork
using a quadrat and tape Edexcel International GCSE
Cooperation
measure/rope, to Biology Revision Guide: Interpersonal skills
through delivery
examination
4.6 understand the names given Pages 56–57 Leadership

determine the distribution
to different trophic levels, Responsibility
of one organism, for
including producers, primary,
example up a rocky Video clips:
secondary and tertiary
shore, away from a pond ● BBC clip 10600
consumers and decomposers
or tree. (introduction to food
chains) (2 min 51 sec)
4.7 understand the concepts of ● Multimedia Science
School food web ● BBC clip 201 (pyramid of
food chains, food webs,
numbers)
pyramids of number, pyramids of simulation. (1 min 16 sec)
biomass and pyramids of energy
transfer.
Animation:
● Resources on
ActiveBook.
53 Section 4: Ecology Students will be assessed on Activities: Edexcel International GCSE Critical thinking Problem solving
and the their ability to: ● Use information to Biology Student Book: Pages Problem solving Analysis
explain why food chains 157–158 Analysis Reasoning
environment
tend to be relatively Reasoning Interpretation
b) Feeding 4.8 understand the transfer of Interpretation
substances and energy along a short. Edexcel International GCSE
relationships Adaptive learning
food chain ● Interconvert percentage Biology Revision Guide: Page Creativity
and energy units as they 57 Innovation
move along food chain. Adaptability
4.9 understand why only about
10% of energy is transferred Video clip:
Demonstration:
from one trophic level to the
through delivery
examination
next.  Effect of moving fingers ● BBC clip 200 (reasons for

in water on water only 10% energy transfer
temperature to illustrate in food chains) (3 min 37
heat loss. sec)
54 Section 4: Ecology Students will be assessed on Activity: Edexcel International GCSE Problem solving Interpretation
and the their ability to: ● Produce a Biology Student Book: Pages Analysis Adaptive learning
presentation/poem/song Reasoning Creativity
etc. about the carbon Interpretation Innovation
c) Cycles within 4.10 describe the stages in the
cycle. Adaptive learning Personal and
ecosystems carbon cycle, including Creativity social
respiration, photosynthesis, Innovation responsibility
decomposition and combustion Animation: Personal and Intellectual interest
● Resource on ActiveBook Edexcel International GCSE social and curiosity
4.11B describe the stages in (carbon cycle). Biology Revision Guide: responsibility Initiative
● Water cycle Pages 57–59 Adaptability Self-direction
the nitrogen cycle, including
Responsibility
the roles of nitrogen fixing Self- regulation
bacteria, decomposers, Class practical: ‘Microbes ate my homework’ (metacognition,
nitrifying bacteria. ● ‘Microbes ate my practical from forethought,
homework’. SoB/Practicalbiology reflection)
Ethics
Demonstration: Self-
through delivery
examination
 Nitrifying bacteria in soil Practical: monitoring/self

practical. -evaluation/self
-reinforcement
student, teacher and Communication
technician guides are at: Self presentation
http://www.biology-
experiments2.html
http://www.biology-
Video clip:
● Bellamy Rides Again –
Carbon cycle / Nitrogen
cycle
● BBC– Strange Science of
decay
55 Section 4: Ecology Students will be assessed on Activities: Edexcel International GCSE Critical thinking Interpretation
and the their ability to: ● Relate how a Biology Student Book :Pages Problem solving Adaptive learning
greenhouse works with Analysis Creativity
the enhanced Reasoning Innovation
d) Human 4.12 understand the biological Interpretation Personal and
consequences of pollution of air greenhouse effect.
influences on the ActiveBook: Page 171 Adaptive learning social
by sulfur dioxide and ● Produce a summary Creativity responsibility
environment
poster with each Innovation Intellectual interest
carbon monoxide
through delivery
examination
pollutant, what produces Edexcel International GCSE Personal and and curiosity
4.13 understand that water them and their effects. Biology Revision Guide: social Initiative
vapour, carbon dioxide, nitrous responsibility Self-direction
Pages 61–63
Adaptability Productivity
oxide, methane and CFCs are Animation: Self- regulation
greenhouse gases ● Resource on ActiveBook. (metacognition,
Resources on global warming
(animation) and greenhouse forethought,
4.14 understand how human Class practical: reflection)
effect (video)
activities contribute to ● Effect of different sulfur Ethics
greenhouse gases dioxide concentrations Communication
on mustard seed Video clip: Self presentation
4.15 understand how an germination and seedling BBC – Britain Under Threat
increase in greenhouse gases growth.
results in an enhanced
greenhouse effect and that this Demonstration:
may lead to global warming and  Effect of carbon dioxide
its consequences gas in a jar on rate of
4.18B understand the effects cooling.
of deforestation, including
leaching, soil erosion,
disturbance of Video clip:
evapotranspiration and the ● Resource on ActiveBook.
carbon cycle, and the balance
of
atmospheric gases.
through delivery
examination
56(a Section 4: Ecology Students will be assessed on Activities: Edexcel International GCSE Critical thinking Problem solving
) and the their ability to: ● Offer students two Biology Student Book: Pages Problem solving Analysis
newspaper articles on Analysis Reasoning
deforestation to Reasoning Interpretation
d) Human 4.16 understand the biological Interpretation Adaptive learning
consequences of pollution of compare.
influences on the ActiveBook: Page 173 Adaptive learning Creativity
water by sewage ● Poster. Creativity Intellectual interest
environment
Innovation and curiosity
4.17 understand the biological Animation: Edexcel International GCSE Personal and Self-direction
consequences of eutrophication ● Resource on ActiveBook. Biology Revision Guide: social Self- regulation
Pages 61–63 responsibility (metacognition,
caused by leached minerals
Adaptability forethought,
from fertiliser. reflection)
Ethics
Integrity
Communication
Self presentation
56(b Section 4: Ecology Introduce examination-style Edexcel International GCSE Critical thinking Critical thinking
) and the questions on the topics Biology Student Book Problem solving Problem solving
covered, with a focus on Analysis Analysis
environment questions – Pages :162–163,
designing your own practical. Reasoning Reasoning
177–178 and 225–226 Interpretation Interpretation
Adaptive learning learning
Self- assessment on Pages: Executive Initiative
163, 178 and 225 of function Self-direction
ActiveBook Creativity Responsibility
through delivery
examination
Personal and Self- regulation

social (metacognition,
Edexcel International GCSE responsibility forethought,
Biology Revision Guide Adaptability reflection)
Pages: 59–61, 63–65 and Self-
83–84 monitoring/self-
evaluation/self-
reinforcement
Assertive
communication
Self- presentation
57 Section 5: Use of Students will be assessed on Edexcel International GCSE Critical thinking Problem solving
Activities:
biological their ability to: Biology Student Book Pages: Problem solving Reasoning
● Assign students specific Analysis Interpretation
resources details about advantages 164–170 and 218–221
Reasoning Decision making
a) Food production Crop plants and disadvantages of ActiveBook: Page 175 Interpretation Creativity
b) Selective pesticide or biological Decision making Innovation
5.1 describe how glasshouses control to allow group Adaptive learning Intellectual interest
breeding Edexcel International GCSE
and polythene tunnels can be discussions. Creativity and curiosity
● Students to suggest Biology Revision Guide Innovation Initiative
used to increase the yield of
features to select for Pages: 61–62 and 81 Personal and Self-direction
certain crops
when breeding cattle and social Responsibility
wheat or rice. Web page: responsibility Productivity
5.2 understand the effects on Adaptability Self- regulation
● Design a sustainable fish
crop yield of increased carbon (metacognition,
farm that minimises Different animal varieties
dioxide and increased pollution and spread of forethought,
temperature in glasshouses (http://www.ansi.okstate.edu/ reflection)
disease.
breeds/cattle) Ethics
● Choose one animal and
through delivery
examination
5.3 understand how the use of one plant and explain Integrity
fertiliser can increase crop yield how it has been Video clips: Communication
selectively bred. Collaboration
Teamwork
5.4 understand the reasons for Salmon farming:
Cooperation
pest control and the advantages Animation: https://www.youtube.com/wat Interpersonal skills
and disadvantages of using ● Resource on ActiveBook. ch?v=o0Xxypp39Sg Leadership
pesticides and biological control https://www.youtube.com/wat Responsibility
with crop plants AFL: opportunity for students ch?v=qYCEGtMdORU Assertive
to produce a table to communication
Fish farming compare artificial selection environmental impacts: Self- presentation
(as in selective breeding) with https://www.youtube.com/wat
natural selection and water
5.9B understand the methods ch?v=kA5_y73pc4A
pollution by sewage and by
used to farm large numbers of fertiliser.
fish to provide a source of Selective breeding:
protein, including maintaining DVD Channel 4 “Animal farm”
water quality, controlling episode 1
intraspecific and interspecific (https://www.youtube.com/wat
predation, controlling disease, ch?v=8JqZvE55a_U)
removing waste products,
controlling the quality and
frequency of feeding, and
selective breeding
5.10 understand how selective
through delivery
examination
breeding can develop plants with

desired characteristics
5.11 understand how selective

breeding can develop animals
with desired characteristics.
through delivery
examination
58 Section 5: Use of Students will be assessed on Activity: Edexcel International GCSE Critical thinking Problem solving
biological their ability to: ● Build a paper model of a Biology Student Book: Pages Problem solving Analysis
fermenter. Label and Analysis Reasoning
resources 228–233
annotate it. Reasoning Interpretation
a) Food production Microorganisms Interpretation Initiative
ActiveBook: Pages 228, 231 Decision making Self-direction
5.5 understand the role of yeast Animation: Adaptive learning Responsibility
and 233
in the production of food ● Resources on Creativity Productivity
including bread ActiveBook. Innovation Collaboration
Edexcel International GCSE Personal and Teamwork
Class practicals: Biology Revision Guide: social Cooperation
5.6 practical: investigate the role
Pages 85–86 and 87 responsibility Interpersonal skills
of anaerobic respiration by yeast ● Demonstrating the
Adaptability Leadership
in different conditions products of anaerobic
respiration in yeast.
Experiment 17 – Page 232 of
5.7 understand the role of ● Making yoghurt. Student Book
bacteria (Lactobacillus) in the ● Baking bread.
production of yoghurt
NCBE website – Practical
Demonstration:
fermentation
5.8 understand the use of an ● Set up a fermenter or
industrial fermenter and explain biogas digester.
the need to provide suitable Video clip:
conditions in the fermenter, ● BBC clip 4198 (use of
including aseptic precautions, microbes in the food and
drink industry) (2 min 5
nutrients, optimum temperature
sec)
and pH, oxygenation and
agitation, for the growth of
through delivery
examination
microorganisms.
59 Section 5: Use of Students will be assessed on Activities: Edexcel International GCSE Intellectual interest
biological their ability to: ● Shuffle a series of Biology Student Book: Pages and curiosity
statements or diagrams Initiative
resources 235–243
to describe the GM Self-direction
c) Genetic 5.12 understand how restriction Responsibility
enzymes are used to cut DNA at process.
modification ActiveBook: Pages 235 Productivity
(genetic specific sites and ligase ● Weigh up arguments in Self- regulation
favour of and against the (video) and 238 (animation)
engineering) enzymes are used to join pieces (metacognition,
use of GMOs (arguments forethought,
of DNA together
for GMOs and arguments Edexcel International GCSE reflection)
against GMOs). Ethics
5.13 understand how plasmids Biology Revision Guide:
Pages 89–90 Integrity
and viruses can act as vectors, Communication
Animation:
which take up pieces of DNA, Collaboration
● Resource on ActiveBook.
and then insert this recombinant Video clips: Teamwork
DNA into other cells ● Resource on ActiveBook Cooperation
Leadership
● Dnatube - Bacteria:
5.14 understand how large Responsibility
genetic engineering
Assertive
amounts of human insulin can be
● DVD Channel 4 –Animal communication
manufactured from genetically Self- presentation
farm
modified bacteria that are grown
https://www.youtube.com/
in a fermenter
watch?v=8JqZvE55a_U
(animals and golden rice)
5.15 understand how genetically
through delivery
examination
modified plants can be used to

improve food production
5.16 understand that the term

transgenic means the transfer of
genetic material from one
species to a different species.
60(a Section 5: Use of Students will be assessed on Activity: Edexcel International GCSE Critical thinking Problem solving
) biological their ability to: ● Use resource and Figure Biology Student Book: Pages Problem solving Analysis
20.10 Page 223 to Analysis Reasoning
resources 221–224 and questions –
produce a detailed Reasoning Interpretation
d) Cloning 5.17B describe the process of Page 225 Interpretation Adaptive learning
micropropagation (tissue written flow chart of how
Dolly was formed. Adaptive learning Creativity
culture) in which explants are Creativity Innovation
grown in vitro Innovation Intellectual interest
Animation: Personal and and curiosity
5.18B understand how ● Resource on ActiveBook. Edexcel International GCSE social Initiative
Biology Revision Guide: Page responsibility Self-direction
micropropagation can be used
Class practical: 82 Adaptability Responsibility
to produce commercial Productivity
quantities of genetically ● Cloned cauliflower.
Self- regulation
identical plants with desirable Practical (metacognition,
characteristics NCBE website – ‘Cloned forethought,
reflection)
cauliflower’ protocol
5.19B describe the stages in Integrity
Self monitoring/self
the production of cloned
Video clip: evaluation/self
mammals involving the
through delivery
examination
introduction of a diploid Channel 4 - Animal farm reinforcement

nucleus from a mature cell episode 3 (cloned animals) Communication
into an enucleated egg cell, Cooperation
illustrated by Dolly the sheep
Responsibility
Self- presentation
5.20B understand how cloned
transgenic animals can be
used to produce human
Proteins.
60(b Section 5: Use of Edexcel International GCSE Critical thinking Critical thinking
) biological Biology Student Book Problem solving Problem solving
Analysis Analysis
resources questions – Pages: 225, 234
Reasoning Reasoning
and 244 Interpretation Interpretation
Self- assessment on Pages: Adaptive learning Adaptive learning
Creativity Creativity
225, 234 and 244 of
Innovation Continuous
ActiveBook Personal and learning
social Self-direction
responsibility Responsibility
Adaptability Perseverance
Biology Revision Guide: Self- regulation
Pages 83–84, 87–88 and 90– (metacognition,
92 forethought,
reflection)
through delivery
examination
Integrity
Self-
monitoring/self-
evaluation/self-
reinforcement

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Pearson Edexcel

International GCSE Biology (2017)

International GCSEs have 120 - 140 guided learning hours.

The columns in this lesson plan indicate:

Other course planning support

Teaching resource exemplars

Other teaching resources

Edexcel Subject Advisors

place into correct main Pages 5–7

Fungi: these are organisms that

Protoctists: these are

cytoplasm and plasmids; they Animation: reflection)

1.4 understand the term

Viruses: these are not living

they infect every type of living

Pages 4, 5 and 8 Self- regulation

ribosomes and vacuole

elements present in elements. Interpretation Decision making

affected by changes in pH. powdered milk. Experiment 1, Page 5 of reflection)

organisms those that cells remove 9–11 Reasoning Reasoning

● Investigating osmosis by resources.com/biology-

 Set up a plant with leaves http://www.biology-

effect of light. 114–117 Interpersonal skills

Class practical: Edexcel International GCSE

Experiment 10 – Pages 116–

Section 2: Students will be assessed on Activities: Critical thinking Critical thinking

of the leaf for photosynthesis)

such as bread, potatoes,

Model gut practical on

absorption, including the ● Emulsification animation. Practical:

Nuffield Biology for GCSE

Consolidation and assessment Critical thinking Critical thinking

heat from respiring seeds or temperature on and anaerobic Interpersonal skills

hydrogen-carbonate student, teacher and

relate to body size and Cooperation

2.53 describe the role of phloem

and other parts of the plant.

● View TS of stem and root

functions in living map/spider diagram of 61–62 Interpretation Adaptive learning

functions in living task: Heart. 56–58 Reasoning Interpretation

2.72B understand how the

2.73B describe the structure of

glucose occurs at the proximal protein (high blood

Practical guides containing

2.88 understand that stimulation areas of skin. resources.com/biology-

intensity. judgement and link to Practical guides containing

vasoconstriction and vasodilation Pages 33–34 Adaptability

2.95B understand the sources, Class practical:

Section 2: Edexcel International GCSE Critical thinking Critical thinking

organisms 94–95 and 142 Interpretation Interpretation

3.7 understand that plants can

3.10B understand the roles of

3.13 understand the roles of

oestrogen and testosterone in

45(b Edexcel International GCSE Critical thinking Critical thinking

3.15 understand that the nucleus Biology Revision Guide: Page

transcription and translation, ● Investigate protein Adaptive learning Intellectual interest

3.21B understand the meaning

inheritance crosses. 197- 205 Analysis Reasoning

3.31 understand how random

fertilisation produces genetic

3.32 know that in human cells

Class practical: Communication

4.6 understand the names given Pages 56–57 Leadership