Professional Documents
Culture Documents
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.
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.
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.
Further details can be found at www.pearsonschools.co.uk. Search for this title: Edexcel IGCSE Biology Student Book.
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
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 (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Edexcel International GCSE in Biology (2017)
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and 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 a Self
motor car or petrol Biology Revision Guide: Page
● they require nutrition monitoring/self
lawnmower, for example, 1
● they respire evaluation/self
can meet the reinforcement
● they excrete their waste characteristics of life.
● they respond to their Communication
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
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
example humans)
and insects (for example
housefly and mosquito).
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
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:
forethought,
have a cell wall, cell membrane,
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
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
Association of the British responsibility responsibility
functions in living cells. Pharmaceutical Industry
organisms 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
organisation Reasoning and curiosity
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
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
2.11 understand how the shape of the substrate 2 function and curiosity
functioning of enzymes can be and altered shape of the Creativity Self- regulation
affected by changes in active site. Innovation (metacognition,
temperature, including changes Video clip: forethought,
● How do enzymes work?
to the shape of the active site ● Dnatube: Enzyme action reflection)
Teamwork
Animation: Cooperation
Practical:
2.12 practical: investigate how ● How enzymes work. Interpersonal skills
Practical guides containing
enzyme activity can be affected
student, teacher and
by changes in temperature. Demonstration / Class
practical: technician guides are at:
http://www.biology-
● Catalase compared to
denatured catalase on resources.com/biology-
hydrogen peroxide. experiments2.html
● 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,
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
http://www.biology-
resources.com/biology-
experiments2.html
http://www.biology-
resources.com/biology-
experiments-sup.html
Section 2: Students will be assessed on Activities: Edexcel International GCSE Critical thinking Critical thinking
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
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
Demonstrations: http://www.biology-
● Diffusion in air and water resources.com/biology-
(ammonia and HCl in experiments-sup.html
tube / iodine in water).
● Use Visking tubing,
distilled water and a
concentrated solute
solution to show that
osmosis can occur in
both directions.
●
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
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
9–11
organisms those that cells remove Reasoning Reasoning
2.16 understand how factors Interpretation Adaptive learning
d) Movement of and suggest mechanism
affect the rate of movement of of movement for each. Edexcel International GCSE Decision making Creativity
substances into and substances into and out of cells, Biology Revision Guide: Page Adaptive learning Innovation
out of cells including the effects of surface Executive Intellectual interest
Class practical: 3
function and curiosity
area to volume ratio, distance, ● Investigating the effects Creativity Initiative
temperature and concentration of temperature / surface Innovation Communication
Practical:
gradient area to volume ratio and / Collaboration
Practical guides containing
or concentration gradient Teamwork
on diffusion of acid into student, teacher and Cooperation
2.17 practical: investigate agar. technician guides are at: Interpersonal skills
diffusion and using living and
non-living systems. http://www.biology-
resources.com/biology-
experiments2.html
http://www.biology-
resources.com/biology-
experiments-sup.html
Practical on page 10 of
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and 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
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
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
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
(metacognition,
of ActiveBook
forethought,
reflection)
Edexcel International GCSE Integrity
Self-
Biology Revision Guide: Page
monitoring/self-
3 evaluation/self-
reinforcement
Section 2: Students will be assessed on Activity: Edexcel International GCSE Critical thinking Critical thinking
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.
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
Video clip:
● Photosynthesis song
Section 2: Students will be assessed on Activities: Edexcel International GCSE Critical thinking Critical thinking
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. Adaptability Initiative
110 of Student Book
and the requirements of light, Communication
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
Practical:
Practical also on
SoB/Practicalbiology
Practical guides containing
student, teacher and
technician guides are at:
http://www.biology-
resources.com/biology-
experiments2.html
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
http://www.biology-
resources.com/biology-
experiments-sup.html
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
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
● Multimedia Science
School photosynthesis Video clip:
simulation.
BBC clip 10655 (adaptations
of the leaf for photosynthesis)
Demonstrations:
(3 min 13 sec)
● Show images of plants
lacking named mineral
ions. Software:
● Set up plant cultures that http://
lack named mineral ions multimediasciencesimulations
such as nitrate and .com/demonstration.php
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
Decision making Continuous
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,
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
reflection)
Ethics
Integrity
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
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
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
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
Practical:
Practical guides containing
student, teacher and
technician guides are at:
http://www.biology-
resources.com/biology-
experiments2.html
http://www.biology-
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
resources.com/biology-
experiments-sup.html
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”.
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
http://www.biology-
resources.com/biology-
experiments2.html
http://www.biology-
resources.com/biology-
experiments-sup.html
Worksheets:
Nuffield worksheets may be
obtained from:
https://www.stem.org.uk/
elibrary/resource/32773
Video clip:
● BBC clip 10649 (digestive
enzymes)
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
(2 min 55 sec)
Section 2: Students will be assessed on Class practical: Practical: Problem solving Analysis
19
Structures and their ability to: Measuring the energy content Analysis Reasoning
(a) Edexcel International GCSE
functions in living 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
Practical guides containing
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-
resources.com/biology-
experiments2.html
http://www.biology-
resources.com/biology-
experiments-sup.html
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
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k transferable transferable
skills are skills could also
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assessed through teaching
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examination
ary/resource/32773
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
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through and delivery
examination
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
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skills are skills could also
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examination
Practical:
Practical guides containing
student, teacher and
technician guides are at:
http://www.biology-
resources.com/biology-
experiments2.html
http://www.biology-
resources.com/biology-
experiments-sup.html
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
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skills are skills could also
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assessed through teaching
through and delivery
examination
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
http://www.biology-
resources.com/biology-
experiments2.html
http://www.biology-
resources.com/biology-
experiments-sup.html
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
Biology Revision Guide:
thorax, including the ribs, ● Interactive software Adaptability (metacognition,
Pages 10–11
intercostal muscles, diaphragm, exercise forethought,
trachea, bronchi, bronchioles, reflection)
(http://multimediascience
alveoli and pleural membranes 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 evaluation/self -
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skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
Video clip:
● BBC clip 5373 (anatomy
and physiology of the
lungs) (3 min 16 sec)
Section 2: Students will be assessed on Activities: Edexcel International GCSE Critical thinking Critical thinking
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
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k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
Demonstration:
● Demo balloons in a
plastic bottle (this could
then be used to consider
whether it is a good or
poor model for
ventilation).
Section 2: Students will be assessed on Activity: Edexcel International GCSE Critical thinking Critical thinking
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
Biology Revision Guide:
circulatory system, including social social
Demonstration: Pages 12–13
coronary heart disease. responsibility responsibility
● ‘Smoking machine’ (in a Initiative
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k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
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
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examination
Perseverance
Productivity
Self- regulation
(metacognition,
forethought,
reflection)
Integrity
Self-
monitoring/self-
evaluation/self -
reinforcement
Section 2: Students will be assessed on Activity: Edexcel International GCSE Critical thinking Critical thinking
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)
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skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
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k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
Demonstrations:
● View TS of stem and root
showing xylem.
● Look at tree rings to
show annual growth of
xylem.
Section 2: Students will be assessed on Activity: Edexcel International GCSE Critical thinking Problem solving
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,
Practical guides containing
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-
Interpersonal skills
role of environmental factors Page 131). resources.com/biology-
in determining the experiments2.html
rate of transpiration from a
leafy shoot.
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skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
http://www.biology-
resources.com/biology-
experiments-sup.html
Section 2: Students will be assessed on Activities: Edexcel International GCSE Critical thinking Critical thinking
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
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
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k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
Structures and their ability to: ● Produce a mind Biology Student Book: Pages Problem solving Reasoning
functions in living map/spider diagram of 61–62 Reasoning Interpretation
organisms how the immune system Interpretation Adaptive learning
2.62 understand how the Adaptive learning Creativity
immune system responds to responds to disease.
h) Transport ActiveBook: Page 62 Creativity Initiative
disease using white blood cells, ● Find out about Edward
Jenner. Edexcel International GCSE Innovation Self-direction
illustrated by phagocytes Adaptability Responsibility
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, Cells Alive website. sec)
which enable future antibody ● Antibody–antigen ● BBC clip 2456 (on
production to the pathogen to interaction. Jenner) (3 min 18 sec)
occur sooner, faster and in
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 Problem solving Analysis
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
functions in living their ability to: ● Undertake interactive Biology Student Book: Pages Analysis Reasoning
organisms task: Heart. 56–58 Reasoning Interpretation
● Cloze loop of question Interpretation Self- regulation
h) Transport 2.65 describe the structure of the Decision making (metacognition,
heart and how it functions and answer cards.
Edexcel International GCSE Adaptive learning forethought,
Biology Revision Guide: Page Creativity reflection)
2.66 explain how the heart rate Animation: Innovation Collaboration
21
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
SoB/Practicalbiology
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,
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Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
structure of arteries, veins and one organ to another Adaptive learning forethought,
h) Transport
capillaries relate to their function using a circulation Creativity reflection)
Edexcel International GCSE
system plan; then test Innovation communication
Biology Revision Guide: Adaptability
2.69 understand the general fellow students in small
groups. Pages 19–20
structure of the circulation
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
school interactive SoB/Practicalbiology
software on transport.
Software:
Animation:
● BBC GCSE Bitesize http://
(introduction to blood). multimediasciencesimulations
.com/demonstration.php
Class practical: Video clips:
● Harvey’s vein ● BBC clip 1466 (heart
demonstration to show activity, ECG)
valves in veins. (2 min 24 sec).
● New Living body
Demonstration:
● Hanging weights off
circles of artery and vein
dissected from heart and
lungs to compare
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skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
forethought,
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)
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
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skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
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Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and 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- after exercise. ● New living body
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
organisms Reasoning Interpretation
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
Biology Revision Guide:
Which part of a shoot is Creativity Initiative
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k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and 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, and Teamwork
use of clinostat to show Practical: Cooperation
geotropism in roots. Experiment 13 – Page 139, Interpersonal skills
2.85 understand the role of auxin Leadership
in the phototropic response of Experiment 14 –Page 140
stems. Class practicals: and Experiment 15 – Page
Placing cress with light 141 of Student Book
from one direction.
Investigating the effects Activity on plant response to
of auxin on tips of oat or stimuli from
wheat coleoptiles.
SoB/Practicalbiology
http://www.biology-
resources.com/biology-
experiments2.html
http://www.biology-
resources.com/biology-
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skills are skills could also
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assessed through teaching
through and delivery
examination
experiments-sup.html
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
Biology Revision Guide:
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
resources.com/biology-
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Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
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Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
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
vasoconstriction and vasodilation Biology Revision Guide:
● Interactive software Adaptability
Pages 33–34
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k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
package on menstrual
2.94 understand the sources, cycle Video clips:
roles and effects of the following ● Living Body (Hormones)
(http://multimediascience
hormones: adrenaline,
simulations.com/biology. ● BBC – Don’t Die Young
insulin, testosterone, (skin)
progesterone and oestrogen php)
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Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
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Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
42 Section 3: Students will be assessed on Activities: Edexcel International GCSE Critical thinking Problem solving
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.
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
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k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and 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-
resources.com/biology-
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experiments2.html
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).
44 Section 3: Students will be assessed on Activities: Edexcel International GCSE Critical thinking Problem solving
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
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skills are skills could also
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through and delivery
examination
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:
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skills are skills could also
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assessed through teaching
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examination
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skills are skills could also
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assessed through teaching
through and delivery
examination
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
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skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
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
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k transferable transferable
skills are skills could also
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assessed through teaching
through and delivery
examination
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k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
47 Section 3: Students will be assessed on Activities: Edexcel International GCSE Critical thinking Problem solving
Reproduction and their ability to: ● Carry out a range of Biology Student Book:Pages Problem solving Analysis
crosses. 197- 205 Analysis Reasoning
inheritance
Reasoning Interpretation
b) Inheritance 3.22 understand that most ● 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
● BBC clip 10652 (genetics
family pedigrees
of sex determination) (2
min 40 sec)
3.25 predict probabilities of
outcomes from monohybrid ● BBC clip 10651
(introduction to terms
crosses 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
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examination
48 Section 3: Students will be assessed on Activities: Edexcel International GCSE Critical thinking Problem solving
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
6022 to compare mitosis Edexcel International GCSE
two cells that contain 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
Animation:
of chromosomes, and that this
Cells Alive website for
results in the formation of
mitosis and meiosis.
genetically different haploid
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examination
gametes
49 Section 3: Students will be assessed on Activities: Edexcel International GCSE Critical thinking Problem solving
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/
reflection)
information/ukmaps) Ethics
3.35B understand how a Demonstration: Integrity
change in DNA can affect the Self-
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
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skills are skills could also
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assessed through teaching
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examination
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Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
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assessed through teaching
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examination
Creativity Creativity
189, 196, 207 and 217 of
Innovation Innovation
ActiveBook Personal and Personal and
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
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
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k transferable transferable
skills are skills could also
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assessed through teaching
through and delivery
examination
and the their ability to: ● Using quadrats to sample Biology Student Book: Pages Problem solving Reasoning
environment from a habitat. 152–154 Analysis Interpretation
● Use quadrats to Reasoning Decision making
a) The organism in 4.1 understand the terms Interpretation Adaptive learning
population, community, habitat randomly sample one
the environment Edexcel International GCSE Decision making Executive function
species in two different
and ecosystem Biology Revision Guide: Page Adaptive learning Initiative
areas, for example sunny
and shaded areas, to find 56 Executive Self-direction
4.2 practical: investigate the population sizes. function Responsibility
population size of an organism in Creativity Communication
Experiment 16 – Page 154 of Innovation Collaboration
two different areas using
Student Book Adaptability Teamwork
quadrats Cooperation
Interpersonal skills
4.5 understand how abiotic and Distribution of Pleurococcus Leadership
biotic factors affect the from SoB/Practicalbiology
population size and distribution
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
environment 155–158
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
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skills are skills could also
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assessed through teaching
through and delivery
examination
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
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examination
4.9 understand why only about move along food chain. Adaptability
10% of energy is transferred Video clip:
from one trophic level to the Demonstration: ● BBC clip 200 (reasons for
next. Effect of moving fingers only 10% energy transfer
in water on water in food chains) (3 min 37
temperature to illustrate sec)
heat loss.
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
environment 159–161
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
ActiveBook: Page 159
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,
● ‘Microbes ate my
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examination
http://www.biology-
resources.com/biology-
experiments-sup.html
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
environment 170–173
the enhanced Reasoning Innovation
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
d) Human 4.12 understand the biological greenhouse effect. Interpretation Personal and
influences on the consequences of pollution of air ● Produce a summary Adaptive learning social
ActiveBook: Page 171
by sulfur dioxide and poster with each Creativity responsibility
environment
pollutant, what produces Innovation Intellectual interest
carbon monoxide
them and their effects. Edexcel International GCSE Personal and and curiosity
Biology Revision Guide: social Initiative
4.13 understand that water responsibility Self-direction
vapour, carbon dioxide, nitrous Animation: Pages 61–63
Adaptability Productivity
oxide, methane and CFCs are ● Resource on ActiveBook. Self- regulation
greenhouse gases Resources on global warming (metacognition,
Class practical: (animation) and greenhouse forethought,
reflection)
4.14 understand how human ● Effect of different sulfur effect (video)
Ethics
activities contribute to dioxide concentrations on
Communication
greenhouse gases mustard seed
Video clip: Self presentation
germination and seedling
growth. BBC – Britain Under Threat
4.15 understand how an
increase in greenhouse gases
Demonstration:
results in an enhanced
greenhouse effect and that this Effect of carbon dioxide
gas in a jar on rate of
may lead to global warming and
cooling.
its consequences
4.18B understand the effects
of deforestation, including
Video clip:
leaching, soil erosion,
● Resource on ActiveBook.
disturbance of
evapotranspiration and the
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
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skills are skills could also
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assessed through teaching
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examination
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assessed through teaching
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examination
function Self-direction
163, 178 and 225 of
Creativity Responsibility
ActiveBook Innovation Perseverance
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
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
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Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and delivery
examination
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
Wee Content coverage Learning outcomes Exemplar activities Exemplar resources Which Which
k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
through and 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
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
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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
specific sites and ligase ● Weigh up arguments in Self- regulation
(genetic (video) and 238 (animation)
favour of and against the (metacognition,
engineering) enzymes are used to join pieces
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, Animation: Communication
which take up pieces of DNA, ● Resource on ActiveBook. Collaboration
and then insert this recombinant Video clips: Teamwork
DNA into other cells ● Resource on ActiveBook Cooperation
● Dnatube - Bacteria: Leadership
5.14 understand how large genetic engineering Responsibility
Assertive
amounts of human insulin can be ● DVD Channel 4 –Animal communication
manufactured from genetically farm Self- presentation
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
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016
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k transferable transferable
skills are skills could also
explicitly be acquired
assessed through teaching
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examination
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k transferable transferable
skills are skills could also
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assessed through teaching
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examination
60(b Section 5: Use of Edexcel International GCSE Critical thinking Critical thinking
Consolidation and assessment
) 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
Edexcel International GCSE
Adaptability Perseverance
Biology Revision Guide: Self- regulation
Pages 83–84, 87–88 and 90– (metacognition,
92
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skills are skills could also
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forethought,
reflection)
Integrity
Self-
monitoring/self-
evaluation/self-
reinforcement
Edexcel International GCSE (2017) in Biology (4BI1) Scheme of Work © Edexcel Limited 2016