GRADE 10 / YEAR 11 BIOLOGY COURSE SYLLABUS 2020-2021
Cambridge IGCSE Biology Syllabus at GEMS Wesgreen International Secondary School aims to enables learners to:
- increase their understanding of the technological world,take an informed interest in scientific matters, recognize the usefulness and limitations of scientific method, and how to apply this to other disciplines and in everyday life, develop relevant attitudes, such as a concern for accuracy and precision, objectivity, integrity, enquiry, initiative and inventiveness,
- develop an interest in, and care for, the environment, better understand the influence and limitations placed on scientific study by society, economy, technology, ethics, the community and the environment and develop an understanding of the scientific skills essential for both further study and everyday life.
The aims of all subjects state what a teacher may expect to teach and what a student may expect to experience and learn. These aims suggest how the student may be changed by the learning experience.
The aims of the Science Syllabus are to encourage and enable students to:
- Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
- Develop understanding of nature, processes and methods of science through different type of science enquiries that help them to answer scientific questions about the world around them.
- Are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
Throughout each unit, the students are given the opportunity to build on the objectives below:
- provide an enjoyable and worthwhile educational experience for all learners, whether or not they go on to study science beyond this level.
- enable learners to acquire sufficient knowledge and understanding to:
- become confident citizens in a technological world and develop an informed interest in scientific matters.
- be suitably prepared for studies beyond Cambridge IGCSE.
Approximate length: 12weeks
For blended learning we will provide video links, live demonstrations of practical investigation as well as access to the relevant worksheets and resources that all students will need.
9. Transport in animals
This chapter will cover double and single circulatory systems, the structure and functions of heart, how exercise affects the heart, coronary heart disease, blood vessels, what blood contains, and its functions in the body, the lymphatic system.
9.1 Circulatory systems
9.2 The heart
9.3 Blood vessels
9.5 Lymph and tissue fluids
10. Pathogens and immunity
This chapter will cover pathogens and transmissible diseases, how pathogens are transmitted, body defenses against pathogens, the immune system
10.2 Body defenses
10.3 The immune system
11. Gas exchange in human
This chapter will cover:
the features of gas exchange surfaces in humans, the structure and function of the gas exchange system, differences in composition between inspired and expired air and the effects of physical
activity on rate and depth of breathing.
11.1 Gas exchange in humans
Why organisms need energy, aerobic and anaerobic respiration and the gas exchange in humans.
12.2 Aerobic respiration
12.3 Anaerobic respiration
13. Excretion in humans
This chapter will support learners to understand: the excretory products that are formed in the body, how kidneys excrete urea, why the volume and concentration of urine varies from day to day, how urea is produced, how the kidneys produce urine and dialysis treatment for kidney failure.
13.1 Excretion in humans
14. Coordination and response
In this chapter, you will find out about: the human nervous system, neurons and how they work, reflex actions, synapses, the structure and function of the eye, hormones, homeostasis as the control of internal conditions within set limits, name and identify the parts of human skin and how plants respond to stimuli.
14.1 Nervous control in humans
14.2 Sense organs
14.3 Hormones in humans
14.5 Tropic responses
The meaning of the term drug, antibiotics and misused drugs including heroin, alcohol, anabolic steroids and nicotine.
This chapter will help the students to understand: the differences between asexual reproduction and sexual reproduction, the structure and functions of the parts of a flower, pollination and fertilization in flowers and conditions that affect germination of seeds. The structure and functions of the male and female human reproductive systems, fertilization and development of the embryo, the roles of the placenta, anti-natal care and birth, the menstrual cycle, oestrogen, progesterone and testosterone, methods of birth control and sexually transmitted infections.
16.1 Asexual reproduction
16.2 Sexual reproduction
16.3 Sexual reproduction in plants
16.4 Sexual reproduction in humans
16.5 Sex hormones in humans
16.6 Methods of birth control in humans
16.7 Sexually transmitted infections (STIs)
Specific National Curriculum Objectives Covered:
Coordination and control
• principles of nervous coordination and control in humans
• the relationship between the structure and function of the human nervous system
• the relationship between structure and function in a reflex arc
• principles of hormonal coordination and control in humans
• hormones in human reproduction, hormonal and non-hormonal methods of contraception
Health, disease and the development of medicines
• the relationship between health and disease
• communicable diseases including sexually transmitted infections in humans (including HIV/AIDs)
• non-communicable diseases
• bacteria, viruses and fungi as pathogens in animals and plants
• body defences against pathogens and the role of the immune system against disease
• reducing and preventing the spread of infectious diseases in animals and plants
• the process of discovery and development of new medicines
• the impact of lifestyle factors on the incidence of non-communicable diseases.
Programme of Study
Formative: Throughout the units, the learners will complete graded work, quizzes and investigation activities, which allows the teacher to assess the students’ attainment and inform their planning.
For each unit the students complete a pre and posttest. This allows us to see progress across the units and to inform our planning.
Summative: At the end of each term, we complete internal tests. This allows us to measure the students’ progress throughout the term and year.
Mock Examination: The mock examination at the end of Year 10 is an important benchmark for teachers and students, and it serves several purposes:
It is an opportunity to be tested on the complete course material* under proper exam conditions.
• The students will have had to force themselves to start revising for these exams. Without the mock exams, they may have put off revision, until only a month or less before for the final exam.
• Students who are apprehensive or nervous about taking exams will have a chance to gain familiarity with the process so that ‘on the day’ they may feel less stressed and more confident.
• It provides an opportunity to spread the revision load of the subject over several months.