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

Oxford AQA - Biology - 9610

  • Overview
  • Chapters

Biology 9610 is an advanced level course. The content is designed to stimulate student’s interest in, and enthusiasm for, biology and provides an excellent grounding for further study.

The course includes a number of areas, such as discussion of disease, which are particularly relevant to students studying in an international context.


  • 1: THE DIVERSITY OF LIVING ORGANISMS
    1.1: BIOLOGICAL MOLECULES
    1.1.1: Monomers and polymers
    1.1.2: Carbohydrates
    1.1.3: Lipids
    1.1.4: Proteins
    1.2: CELLS AND CELL STRUCTURE
    1.2.1: The structure of eukaryotic cells
    1.2.2: The structure of prokaryotic cells
    1.3: BIOCHEMICAL REACTIONS IN CELLS ARE CONTROLLED BY ENZYMES
    1.3.1: Enzymes and enzyme action
    1.3.2: The properties of enzymes
    1.4: TRANSPORT INTO AND OUT OF CELLS
    1.4.1: Plasma membranes
    1.4.2: Diffusion
    1.4.3: Active transport
    1.5: GAS EXCHANGE AND THE TRANSPORT OF OXYGEN IN LIVING ORGANISMS
    1.5.1: Surface area to volume relationship
    1.5.2: Gas exchange systems
    1.5.3: Haemoglobin and the transport of oxygen
    1.6: LIVING ORGANISMS VARY
    1.6.1: Intraspecific and interspecific variation
    1.7: DNA, GENES AND CHROMOSOMES
    1.7.1: The structure of nucleic acids
    1.7.2: DNA, genes and chromosomes
    1.7.3: DNA replication
    1.8: PROTEIN SYNTHESIS
    1.8.1: The genetic code
    1.8.2: Polypeptide synthesis
    1.8.3: Protein folding
    1.9: GENETIC DIVERSITY MAY ARISE BY MEIOSIS
    1.9.1: Meiosis
    1.10: SPECIES AND TAXONOMY
    1.10.1: The concept of a species
    1.10.2: Biological classification
    1.11: BIODIVERSITY WITHIN A COMMUNITY
    1.11.1: Genetic diversity
    1.11.2: Species diversity
  • 2: BIOLOGICAL SYSTEMS AND DISEASE
    2.1: THE CAUSES OF DISEASE: PATHOGENS, LIFESTYLE AND GENES
    2.1.1: Pathogens
    2.1.2: Lifestyle, coronary heart disease and cancer
    2.2: DIGESTION AND ABSORPTION
    2.2.1: The human digestive system
    2.2.2: Digestion
    2.2.3: Absorption
    2.3: CHOLERA
    2.3.1: Cholera and its symptoms
    2.3.2: Oral rehydration
    2.4: HIV AS AN EXAMPLE OF A HUMAN DISEASE CAUSED BY A VIRUS
    2.4.1: The structure of HIV
    2.4.2: The replication cycle of HIV
    2.5: THE DEFENSIVE FUNCTIONS OF MAMMALIAN BLOOD
    2.5.1: The principles of immunology
    2.5.2: The response of B cells to a foreign antigen
    2.5.3: Vaccination
    2.6: THE CIRCULATION OF BLOOD AND THE STRUCTURE OF THE MAMMALIAN HEART
    2.6.1: The mammalian blood system
    2.6.2: Heart structure and function
    2.7: HEART DISEASE MAY BE ASSOCIATED WITH SPECIFIC RISK FACTORS
    2.7.1: The biological basis of heart disease
    2.7.2: Risk factors associated with coronary heart disease
    2.8: MASS TRANSPORT SYSTEMS IN PLANTS
    2.8.1: Xylem and the passage of water and mineral ions through a plant
    2.8.2: Phloem and the passage of organic substances through a plant
    2.9: THE ROLE OF APHIDS IN SPREADING PLANT VIRUSES
    2.9.1: Plant virus diseases
    2.9.2: Aphids as feeders on phloem sap
    2.10: CELLS DIVIDE BY BINARY FISSION AND MITOS
    2.10.1: The cell cycle
    2.10.2: Mitosis
    2.10.3: Binary fission
    2.11: MUTATION AND CANCER
    2.11.1: Gene mutations
    2.11.2: Mutations and cancers
  • 3: POPULATIONS AND GENES
    3.1: THE EFFECT OF BIOTIC AND ABIOTIC FACTORS ON POPULATIONS
    3.1.1: Populations, communities and ecosystems
    3.1.2: Variation in population size
    3.1.3: Ecological succession
    3.2: PHOTOSYNTHESIS
    3.2.1: The light-dependent reaction
    3.2.2: The light-independent reaction
    3.2.3: Limiting factors
    3.3: RESPIRATION
    3.3.1: Glycolysis
    3.3.2: Anaerobic respiration
    3.3.3: Aerobic respiration
    3.3.4: Respiratory substrates
    3.4: ENERGY TRANSFER THROUGH ECOSYSTEMS
    3.4.1: Energy transfer
    3.4.2: Energy and human food production
    3.5: NUTRIENT CYCLES
    3.5.1: Principles of nutrient cycling
    3.5.2: The carbon cycle
    3.5.3: The nitrogen cycle
    3.6: INHERITANCE
    3.6.1: Principles
    3.6.2: Patterns of inheritance
    3.7: ALLELE FREQUENCIES IN POPULATIONS
    3.7.1: Principles and applications
    3.7.2: The Hardy-Weinberg principle and the Hardy-Weinberg equation
    3.8: EVOLUTION MAY LEAD TO SPECIATION
    3.8.1: The theory of evolution
    3.8.2: Selection and speciation
  • 4: CONTROL
    4.1: CONTROL SYSTEMS INVOLVE STIMULUS AND RESPONSE
    4.1.1: Simple reflex arc
    4.2: RECEPTORS
    4.2.1: The Pacinian corpuscle
    4.2.2: The human retina
    4.3: NERVE IMPULSES AND SYNAPTIC TRANSMISSION
    4.3.1: Nerve impulses
    4.3.2: Synaptic transmission
    4.4: SKELETAL MUSCLES AS EFFECTORS
    4.4.1: The sliding filament theory of muscle contraction
    4.4.2: Muscles as effectors
    4.5: CONTROL SYSTEMS IN PLANTS
    4.5.1: Principles for control
    4.5.2: Auxins and tropisms
    4.5.3: Ethene and abscisic acid (ABA)
    4.6: HOMEOSTASIS AND NEGATIVE FEEDBACK
    4.6.1: The principles of homeostasis
    4.6.2: Feedback
    4.7: HORMONES AND THE CONTROL OF BLOOD GLUCOSE CONCENTRATION
    4.7.1: Glucose concentration and its control
    4.7.2: The role of insulin
    4.7.3: The role of glucagon
    4.7.4: The role of adrenaline
    4.8: CONTROL OF HEART RATE
    4.8.1: Myogenic stimulation of the heart
    4.9: REGULATION OF TRANSCRIPTION AND TRANSLATION
    4.9.1: Epigenetic control of gene expression
    4.9.2: RNA interference
    4.9.3: Most of a cell’s DNA is not translated
    4.10: RECOMBINANT DNA TECHNOLOGY
    4.10.1: Principles of recombination
    4.10.2: Production of fragments of DNA
    4.10.3: In vitro amplification of DNA fragments
    4.10.4: In vivo amplification of DNA fragments

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