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
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Year 7
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Year 8
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Year 9
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Year 10 (IGCSE / GCSE)
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Year 11 (IGCSE / GCSE)
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Year 12 (AS)
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Year 13 (A)
Edexcel - Biology - AS - XBI11
Students are expected to demonstrate and apply the knowledge, understanding and skills described in the content. They are also expected to analyse, interpret and evaluate a range of scientific information, ideas and evidence using their knowledge, understanding and skills.
To demonstrate their knowledge, students should be able to undertake a range of activities, including the ability to recall, describe and define, as appropriate.
To demonstrate their understanding, students should be able to explain ideas and use their knowledge to apply, analyse, interpret and evaluate, as appropriate.
Students should develop their ability to apply mathematical skills to biology throughout the course. These mathematical skills include the ability to change the subject of an equation, substitute numerical values and solve algebraic equations using decimal and standard form, ratios, fractions and percentages. Further details of the skills that should be developed are given in Appendix 6: Mathematical skills and exemplifications.
Students should also be familiar with Système Internationale d’Unités (SI) units and their prefixes, be able to estimate physical quantities and know the limits of physical measurements.
Practical work is central to any study of biology. For this reason, the specification includes 18 core practical activities that form a thread linking theoretical knowledge and understanding to practical scenarios. In following this thread, students will build on practical skills learned at GCSE (or equivalent), becoming confident practical biologists, handling apparatus competently and safely. Using a variety of apparatus and techniques, they should be able to design and carry out both the core practical activities and their own investigations, collecting data which can be analysed and used to draw valid conclusions.
Questions in examination papers will aim to assess the knowledge and understanding that students gain while carrying out practical activities, within the context of the 18 core practical activities, as well as in novel practical scenarios. Success in questions that indirectly assess practical skills will come more naturally to those students who have a solid foundation of laboratory practice and who, having carried out practical skills, have a thorough understanding of practical techniques. Where possible, therefore, teachers should consider adding additional experiments to the core practical activities.
Students will be assessed on their practical skills in Papers 3 and 6. These papers will include testing the skills of students in planning practical work – both in familiar and unfamiliar applications – including risk management and the selection of apparatus, with reasons.
When data handling, students will be expected to use significant figures appropriately, to process data and to plot graphs.
Students should be encouraged to use information technology throughout the course.
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