In Year 12 the foundations of Biology are covered along with an overview of basic systems biology for example how gases and other essential molecules are exchanged and transported in both plants and animals. These foundations and system overviews pave the way for a more in-depth and cross topic approach that is used in Year 13. A big feature of the A level Biology scheme of work is to develop the students critical thinking and analytical skills. Students are expected to develop higher level thinking skills, participate actively in lessons, demonstrating a greater level of knowledge and to make connections across topics. The lessons are sequenced and designed to do this. Students are also set reading work and are assessed on their quality of understanding in end of unit assessments. Students are asked to read some of the lesson’s content before the lesson, thereby allowing for a deeper understanding to be developed through discussion with peers and problemsolving activities. Reading outside of lessons also promotes independence and allows students to consolidate lesson content better. Examination practice and retrieval practice is also a key feature in A level Biology.
- 6+ Biology or 7,7 in Comb Science, 6+ in Maths - 5+ GCSE grades at 9-5 including English & Maths. Preference to courses is given to those students who achieve a grade 6 in their chosen subjects.
- Assessment opportunities will involve teacher, self and peer assessment. The assessment is focused around work produced in theoretical and practical sessions where the students are required to demonstrate their practical and analytical skills as well as their scientific knowledge of the theory covered. - Early intervention is a key feature of the A level assessment so that gaps in attainment can be determined promptly and barriers in the students learning addressed. Lesson observations, work scrutiny and particularly student discussions and self-assessment are key aspects in ensuring that students can close gaps and make good progress. It also results in greater student retention from Year 12 to Year 13. - In lessons students should be able to apply advanced knowledge to novel situations and make connections between topics. - Homework is set that tests the students’ knowledge and ability to apply their knowledge to a wide range of biological phenomena. - Students should demonstrate an understanding of how theory is used to explain scientific concepts with clarity and detail. - Lesson observations, work scrutiny, teacher and self-assessment play a key role in student outcomes
About Education Provider
| Region | South East |
| Local Authority | Kent |
| Ofsted Rating | Good |
| Gender Type | Boys |
| Address | Avenue of Remembrance, Sittingbourne, ME10 4DB |
In Year 12 the foundations of Biology are covered along with an overview of basic systems biology for example how gases and other essential molecules are exchanged and transported in both plants and animals. These foundations and system overviews pave the way for a more in-depth and cross topic approach that is used in Year 13. A big feature of the A level Biology scheme of work is to develop the students critical thinking and analytical skills. Students are expected to develop higher level thinking skills, participate actively in lessons, demonstrating a greater level of knowledge and to make connections across topics. The lessons are sequenced and designed to do this. Students are also set reading work and are assessed on their quality of understanding in end of unit assessments. Students are asked to read some of the lesson’s content before the lesson, thereby allowing for a deeper understanding to be developed through discussion with peers and problemsolving activities. Reading outside of lessons also promotes independence and allows students to consolidate lesson content better. Examination practice and retrieval practice is also a key feature in A level Biology.
- 6+ Biology or 7,7 in Comb Science, 6+ in Maths - 5+ GCSE grades at 9-5 including English & Maths. Preference to courses is given to those students who achieve a grade 6 in their chosen subjects.
- Assessment opportunities will involve teacher, self and peer assessment. The assessment is focused around work produced in theoretical and practical sessions where the students are required to demonstrate their practical and analytical skills as well as their scientific knowledge of the theory covered. - Early intervention is a key feature of the A level assessment so that gaps in attainment can be determined promptly and barriers in the students learning addressed. Lesson observations, work scrutiny and particularly student discussions and self-assessment are key aspects in ensuring that students can close gaps and make good progress. It also results in greater student retention from Year 12 to Year 13. - In lessons students should be able to apply advanced knowledge to novel situations and make connections between topics. - Homework is set that tests the students’ knowledge and ability to apply their knowledge to a wide range of biological phenomena. - Students should demonstrate an understanding of how theory is used to explain scientific concepts with clarity and detail. - Lesson observations, work scrutiny, teacher and self-assessment play a key role in student outcomes