SEB Bulletin March 2006 -Want to know more about ?....A-levels
Pauline Lowrie
Sir John Deane's College
Northwich, Cheshire
A level Biology is divided into two parts. AS (Advanced Subsidiary) level is worth half of the A level, and is usually studied in the first year in the sixth form. It consists of three modules. A2 Biology is made up of a further three modules, usually studied in the second year of the sixth form. The overall A level result is made up of the six module results added together. Although AS is worth half the A level, the modules are set at a slightly easier level than A2, making it more appropriate for the first year of sixth form study. The modules are usually available in January and June, so the students may spread their six modules across four different examination sessions. This arrangement allows for students to re-sit a module in which they achieved a disappointing mark. If students re-sit, the higher mark counts for the award.
The results of A level modules are reported to students as a grade, but also as a UMS (uniform mark scheme) score. This is done because some modules may have a higher weighting than others. In every examination scheme, AS totals 300 UMS marks, and A2 a further 300 marks, so the overall grade at A level is calculated by adding the marks of all six modules together.
The table shows how the grades at AS and A level relate to the UMS marks:
The UMS scores can be helpful in enabling students to show prospective employers and university admissions tutors which modules they did well in. Should a student fail to achieve the grade required for university admission, they can sometimes show how narrowly they missed it by. Furthermore, a student achieving a very high A grade can demonstrate this by quoting their UMS score.
There are five different examination boards, listed below, together with their websites so that you can view their specifications in more detail.
- WJEC (Welsh Joint Board) http://www.wjec.co.uk/biology.html
- OCR
- http://www.ocr.org.uk/OCR/WebSite/docroot/qualifications/
qualificationhome/showQualification.do?qual_oid=2018&site
=OCR&oid=2018&server=PRODUKTION - CCEA (Council for the Curriculum, Examinations and
Assessment, based in Northern Ireland) http://www.ccea.org.uk/
Edexcel offers traditional Biology and Human Biology: see http://www.edexcel.org.uk/qualifications/QualificationAward
.aspx?id=48046 but it also offers the Salter's-Nuffield specification
, a more context-based approach: seehttp://www.edexcel.org.uk/
qualifications/QualificationAward.aspx?id=72372 - AQA (the Assessment and Qualifications Alliance) offers specific
ations A and B. Specification A offers a Human Biology alternative
. See http://www.aqa.org.uk/qual/gceasa/bioA.html and http://www.aqa.org.uk/qual/gceasa/bioB.html.
The main differences between the specifications is
- How they distribute topics between AS and A2
- What topics they add to the QCA subject core
- Whether they offer coursework or a practical exam
- The weighting given to coursework at AS or A2 level
(The maximum allowed for coursework is 30% of total A level marks).
Some specifications offer a choice of optional modules, e.g. microbiology, animal behaviour or applied ecology although SNAB (Salter's Nuffield) offers a very different approach to the other specifications.
The Biology subject core.
The following is a list of topics that all Biology and Human Biology specifications must cover. Each examination board will extend these topics and add further topics to create their own specification.
- Biological molecules (basic structure and function of proteins, carbohydrates and lipds; importance of water and inorganic ions)
- Ultrastructure of prokaryotic and eukaryotic cells, and organisation into tissues, organs and systems
- Enzymes and their mode of action
- ATP and its production in photosynthesis and respiration
- Surface area to volume ratios and gas exchange
- Structural and physiological adaptations of organisms to their environment
- Homeostasis, negative feedback and its importance
- Nervous and chemical co-ordination and response to stimuli
- DNA, RNA, and the nature of the genetic code. Protein synthesis and applications of gene technology.
- Mitosis and the cell cycle
- The importance of meiosis and fertilisation in sexual reproduction.
- Monohybrid and dihybrid inheritance.
- Genetic and environmental causes of variation. Natural selection and speciation.
- The principles of taxonomy. The key features of the five Kingdoms.
- Energy transfer between trophic levels in food chains.
- The importance of microorganisms in nutrient cycles.
- Factors affecting the stability of populations. Succession.
- The effect of human activities on the environment.
Assessment objectives
QCA defines four different assessment objectives.
- AO1 Knowledge with understanding. This examines students' ability to learn and understand the biological principles they have been taught.
An example of an AO1 question would be:
'Explain how the properties of starch are related to its role in living organisms.' - AO2 Application of knowledge and understanding, analysis and evaluation. This examines whether students can apply their knowledge and understanding to a new situation.
An example of an AO2 question would be:
'Temperature has a marked effect on blood pH. At 37ºC blood plasma has a pH of 7.4 but at a temperature of 25ºC, the pH is 6.9.
In some surgical procedures the body is cooled by 10ºC. Other than the direct effect that lowering the temperature will have, explain how this cooling will affect the reactions taking place in the body.' - A03 Experiment and investigation. This is assessment of practical skills. This is usually assessed through a coursework investigation, or by a practical examination.
- AO4 Synthesis of knowledge, understanding and skills. This assesses whether students can bring together everything they have learned during their A level course, so it is usually referred to as 'synoptic' assessment. This assessment objective is only examined at A2. 20% of A level marks must be for this synoptic assessment.
