British (UK)

The National Curriculum of England (UK) is a very structured curriculum that is designed to meet the needs of all students, stretching brighter children and supporting those who need it through differentiated teaching and learning activities. The curriculum extends and excites all students, whatever their interests or ability. Through it, teachers are able to identify, celebrate and nurture the talents and intelligences of students.

British education is renowned for concerning itself with the development of the whole personality.

In the British education system, students are taught to learn by questioning, problem-solving and creative thinking rather than by the mere retention of facts, hence giving them analytical and creative thinking skills that they will need in the working world. A variety of teaching and assessment methods designed to develop independent thought as well as a mastery of the subject matter is used.

The National Curriculum of England has a clearly defined series of academic and other objectives at every level. mydrasa focuses on Key stage 3 (Year 7-9), Key stage 4 IGCSE/GCSE (Year 10-11) and Key stage 5 A-Level (Year 12-13).

mydrasa added subjects related to Key stage 4 to Year 9, and added subjects related to Key stage 5 to Year 11 for student preparation.

IGCSE stands for the "International General Certificate of Secondary Education". It is a program leading to externally set, marked and certificated examinations from the University of Cambridge. Any student who takes an IGCSE subject will be gaining a qualification that is recognized globally.

The exam boards covered under the International GCSE are Cambridge, Edexcel, and Oxford AQA.

SUbjects

Subjects

Cambridge - Biology - 9700

  • Overview
  • Chapters

The aims below are not listed in order of priority. The aims of a course based on this syllabus should be to:

1 provide, through well-designed studies of experimental and practical biological science, a worthwhile educational experience for all learners, whether or not they go on to study science beyond this level. In particular, it should enable them to:

• become confident citizens in a technological world, with an informed interest in scientific matters

• recognise the usefulness, and limitations, of scientific method and its application in other subjects and in everyday life

• be suitably prepared for studies in biological science beyond Cambridge International A Level, in further or higher education, and for professional courses.

2 develop abilities and skills that:

• are relevant to the study and practice of biological science

• are useful in everyday life

• encourage efficient and safe practice

• encourage effective communication using universal scientific conventions.

3 develop attitudes relevant to biological science such as:

• a concern for accuracy and precision

• objectivity • integrity

• a spirit of enquiry

• initiative

• inventiveness

4 stimulate interest in, and care for, the local and global environment and help learners to understand the need for conservation.

5 promote an awareness that:

• scientific theories and methods have developed, and continue to develop, as a result of groups and individuals working together, and that biological science overcomes national boundaries

• the study and practice of biology are affected and limited by social, economic, technological, ethical and cultural factors

• the applications of biological science may be both helpful and harmful to the individual, the community and the environment

. • The use of information technology is important for communication, as an aid to experiments and as a tool for interpreting experimental and theoretical results.

6 stimulate learners and create a sustained interest in biology so that the study of the subject is enjoyable and satisfying.

  • 1: Cell structure
    1.1: Cell structure
    1.1.1: The microscope in cell studies
    1.1.2: Cells as the basic units of living organisms
  • 2: Biological molecules
    2.1: Biological molecules
    2.1.1: Testing for biological molecules
    2.1.2: Carbohydrates and lipids
    2.1.3: Proteins and water
  • 3: Enzymes
    3.1: Enzymes
    3.1.1: Mode of action of enzymes
    3.1.2: Factors that affect enzyme action
  • 4: Cell membranes and transport
    4.1: Cell membranes and transport
    4.1.1: Fluid mosaic membranes
    4.1.2: Movement of substances into and out of cells
  • 5: The mitotic cell cycle
    5.1: The mitotic cell cycle
    5.1.1: Replication and division of nuclei and cells
    5.1.2: Chromosome behaviour in Chromosome behaviour in mitosis
  • 6: Nucleic acids and protein synthesis
    6.1: Nucleic acids and protein synthesis
    6.1.1: Structure and replication of DNA
    6.1.2: Protein synthesis
  • 7: Transport in plants
    7.1: Transport in plants
    7.1.1: Structure of transport tissues
    7.1.2: Transport mechanisms
  • 8: Transport in mammals
    8.1: Transport in mammals
    8.1.1: The circulatory system
    8.1.2: The heart
  • 9: Gas exchange and smoking
    9.1: Gas exchange and smoking
    9.1.1: The gas exchange system
    9.1.2: Smoking
  • 10: Infectious disease
    10.1: Infectious diseases
    10.1.1: Infectious diseases
    10.1.2: Antibiotics
  • 11: Immunity
    11.1: Immunity
    11.1.1: The immune system
    11.1.2: Antibodies and vaccination
  • 12: Energy and respiration
    12.1: Energy and respiration
    12.1.1: Energy
    12.1.2: Respiration
  • 13: Photosynthesis
    13.1: Photosynthesis
    13.1.1: Photosynthesis as an energy transfer process
    13.1.2: Investigation of limiting factors
    13.1.3: Adaptations for photosynthesis
  • 14: Homeostasis
    14.1: Homeostasis
    14.1.1: Homeostasis in mammals
    14.1.2: Homeostasis in plants
  • 15: Control and co-ordination
    15.1: Control and co-ordination
    15.1.1: Control and co-ordination in mammals
    15.1.2: Control and co-ordination in plants
  • 16: Inherited change
    16.1: Inherited change
    16.1.1: Passage of information from parent to offspring
    16.1.2: The roles of genes in determining the phenotype
    16.1.3: Gene control
  • 17: Selection and evolution
    17.1: Selection and evolution
    17.1.1: Variation
    17.1.2: Natural and artificial selection
    17.1.3: Evolution
  • 18: Biodiversity, classification and conservation
    18.1: Biodiversity, classification and conservation
    18.1.1: Biodiversity
    18.1.2: Classification
    18.1.3: Conservation
  • 19: Genetic technology
    19.1: Genetic technology
    19.1.1: Principles of genetic technology
    19.1.2: Genetic technology applied to medicine
    19.1.3: Genetically modified organisms in agriculture

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