Biology Key Stage 5

Vision

To produce independent, knowledgeable Biologists who possess disciplinary skills to prepare them for their next steps.

Curriculum Overview

We aim to produce knowledgeable Biologists through high quality delivery of the SNAB learning outcomes. We support students in developing their disciplinary skills through regular core practicals focused on the CPAC criteria.

The curriculum is sequenced so key Biological concepts are introduced in Year 1 and are applied to complex life processes in Year 2. The curriculum provides ample opportunity for retrieval practice as we link back learning to previous content.

We want to prepare students for their next steps (whether onto further study or the workplace) and our curriculum/exam board is unique in that it fully explores the application of the Biology we teach. This is enhanced by seeing Biology in real-life through a field trip residential.

Students are introduced to ethical dilemmas and real-life context of Biology which allows them to question their learning. This links to our ALIVE theme- we can research.

Sequencing, Setting and Support

Students are taught topics 1-4 of the SNAB curriculum in year 12 and begin topic 5 in the summer term. They are then taught topics 5-8 in year 13. The curriculum is sequenced so that the foundations covered in year 12 are revisited in year 13, as these topics require application of knowledge. This sequencing also allows for students to complete and AS qualification at the end of year 12. Core practicals take place across both years and allow students to continually repeat the same skills, thus revisiting disciplinary skills in addition to key content.

Year 13 lessons will regularly include synoptic links to content that has been learnt in year 12 and retrieval practice starters are employed which link back to previous topics.

Students are not set in A Level Biology and all classes are mixed ability. Students begin year 12 with two units which enable a large amount of GCSE recap, this ensures that those entering are at the same starting point before more complex Biological ideas are introduced.

Support: specifically what do you do to support SEND students but information on other ways that you adapt teaching and/or the curriculum are helpful.

Our Biology team are experts in their field and are able to scaffold lessons in order to ensure students can access the same end point. Lessons enable modelling and deliberate practice so that students can see what is expected of them and then have an opportunity to practice this.

Twilight sessions are run to provide additional support to those who are not meeting their targeted performance. These sessions focus on topics highlighted at assessment points and provide extra direction around exam technique.

Some students use digital processors in lessons to support with note-taking.

Alive Themes in Biology

Assessment in Biology

Homework and how Parents/Carers Support Learning

All homework is set on Bromcom, which is an app and website available to students and parents/carers. Further information is available on our Homework page.

These are the principles which underpin our homework.

Homework overview graphic

Homework is most often set using booklets. These booklets are given out at the beginning of the topic and contain a number of different homework tasks which aim to revise and retrieve content. Teachers can set these tasks when they have reached the correct point on the course. These are self-assessed.

Students are also expected to complete work surrounding their core practicals. This might take the form of pre- and post-lab questions. These are teacher assessed.

Students may sometimes be asked to complete flipped learning to allow lesson time to be dedicated to practice of concepts.

These are set using BromCom.