Approach

This summary applies both to the 2005 course and to the new course starting in September 2008

What teaching approaches should be used?

Practical work and other activities

Practical work and other activities are fully integrated into the course to aid learning of concepts and skills. The use of living materials is a central focus of the activities. Practical work includes the study of a wide variety of living organisms, including humans, plants and micro-organisms. There are well-established practicals such as enzyme and microbiology experiments, plus less common ones such as strength testing of nettle fibres. The approach mirrors the aims of the course, where investigation and process are emphasised rather than prescriptive methods.

Other innovative activities ensure a wide variety of interactive learning styles, with problem solving, analysis and other higher skills being involved in the context of biological issues. Activities include role-play, discussion, and model-building.

How Science Works

From 2008, all advanced level science GCEs include content on How Science Works (HSW). SNAB has HSW integrated into the specification statements, so teachers and students are clear about the way this will be assessed. For AS level, the HSW is examined in the contexts provided in the topic specification statements, and through the coursework. In A2, the HSW is exemplified in the topics, but can also be examined through other contexts.

Practical related HSW content is assessed both through the written exams and teacher assessment. The idea is that all HSW content is developed over the AS course, and assessed formatively by the teacher or by peer assessment. The formal assessment for AS HSW takes place through a visit or issue report, teacher assessment of using apparatus, recording results and presenting and analysing data, and through the written exams. At A2, the HSW is assessed through an individual investigation drawing on the practical and investigative skills developed at AS, and though the written exams.

Social and ethical issues

Modern biology raises a host of social and ethical issues. The course introduces students to four ethical frameworks to allow them to reason ethically and evaluate ethical argument in biology. For more about ethics see the SNAB CDP unit on ethical debate.

ICT

The use of ICT enhances student autonomy and motivation, and allows flexibility in learning style and pace. Interactive tests, tutorials, simulations, animations, spreadsheets and video clips are included in the electronic resources.

Using images effectively

Students are increasingly learning from pictures rather than written text. See Visual literacy for ideas about how to help students to work effectively.

How is the course assessed?

Assessment must encourage thoughtful teaching and learning. In order to ensure that teaching is not distorted by the examination, an assessment scheme has been devised which matches and enhances the course. For example, the approach to practical skills assessment at AS means that students don't end up pointlessly repeating practicals. Practical skills are developed formatively, so practical lessons are genuine educational experiences. More on assessment. The Awarding Body is Edexcel.

How is teaching supported?

The course is supported both by conventional printed materials and by more innovative ICT-based materials. The publisher of the current resources is Heinemann. Heinemann is a member of the Pearson group. Pearson will publish the resources for September 2008.

Visit http://www.edexcel.com/gce2008/biology/Pages/Overview.aspx for more information about the specification and the resources September 2008 (see the Resources tab at the top of the page).