OCR Level 1/2 GCSE (9 1) In Biology B
OCR Level 1/2 GCSE (9–1) in Biology B(Twenty First Century Science) (J257)SpecificationVersion 1: First assessment 2018DraftThis draft qualification has not yet been accredited by Ofqual. It is published to enable teachers tohave early sight of our proposed approach to GCSE (9–1) in Biology B. Further changes may berequired and no assurance can be given at this time that the proposed qualification will be madeavailable in its current form, or that it will be accredited in time for first teaching in 2016 and firstaward in 2018. OCR 2015GCSE (9–1) in Biology B (Twenty First Century Science)D10004/14QN Awaiting Accreditation
ContentsWhy choose an OCR GCSE (9–1) in Biology B (Twenty First Century Science)?31a.1b.1c.1d.The specification overview2a.2b.2c.2d.34OCR’s GCSE (9–1) in Biology B (Twenty First Century Science) (J257)Content of GCSE (9–1) in Biology B (Twenty First Century Science) (J257)Content of chapters B1 to B7Prior knowledge, learning and progression2781067Assessment of GCSE (9–1) in Biology B (Twenty First Century Forms of assessmentAssessment objectives (AO)TiersAssessment availabilityRetaking the qualificationAssessment of extended responseSynoptic assessmentCalculating qualification resultsAdmin: what you need to Special considerationExternal assessment arrangementsResults and certificatesPost-results g.5h.7575757677787980Grade descriptorsOverlap with other qualificationsAccessibilityUnits in scienceMathematical skillsMathematical skills requirementHealth and SafetyPractical activities/skillsD534567ft2Why choose an OCR qualification?Why choose an OCR GCSE (9–1) in Biology B (Twenty First Century Science)?What are the key features of this specification?How do I find out more information?ra1 OCR 2015GCSE (9–1) in Biology B (Twenty First Century Science)
1 Why choose an OCR GCSE (9–1) inBiology B (Twenty First Century Science)?1a. Why choose an OCR qualification?Choose OCR and you’ve got the reassurancethat you’re working with one of the UK’sleading exam boards. Our new OCR GCSE(9–1) in Biology B (Twenty First CenturyScience) course has been developed inconsultation with teachers, employers andHigher Education to provide learners with aqualification that’s relevant to them andmeets their needs. A wide range of high-quality creativeresources including:oDelivery GuidesoTransition GuidesoTopic Exploration PacksftWe’re part of the Cambridge AssessmentGroup, Europe’s largest assessment agencyand a department of the University ofCambridge. Cambridge Assessment plays aleading role in developing and deliveringassessments throughout the world, operatingin over 150 countries.We provide a range of support servicesdesigned to help you at every stage, frompreparation through to the delivery of ourspecifications. This includes:Lesson Elementso and much more.Access to subject specialists to supportyou through the transition andthroughout the lifetime of thespecification.ra oDWe work with a range of education providers,including schools, colleges, workplaces andother institutions in both the public andprivate sectors. Over 13,000 centres chooseour A Levels, GCSEs and vocationalqualifications including Cambridge Nationals,Cambridge Technicals and CambridgeProgression. CPD/Training for teachers includingface-to-face events to introduce thequalifications and prepare you for firstteaching. Active Results – our free resultsanalysis service to help you review theperformance of individual learners orwhole schools. ExamCreator – our new online pastpapers service that enables you to buildyour own test papers from past OCRexam questions.Our SpecificationsWe believe in developing specifications thathelp you bring the subject to life and inspireyour learners to achieve more.We’ve created teacher-friendly specificationsbased on extensive research andengagement with the teaching community.They’re designed to be straightforward andaccessible so that you can tailor the deliveryof the course to suit your needs. We aim toencourage learners to become responsiblefor their own learning, confident in discussingideas, innovative and engaged. OCR 2015GCSE (9–1) in Biology B (Twenty First Century Science)All GCSE (9–1) qualifications offered by OCRare accredited by Ofqual, the Regulator forqualifications offered in England. Theaccreditation number for OCR’s GCSE (9–1)in Biology B (Twenty First Century Science)is QNXXXXXX3
1b. Why choose an OCR GCSE (9–1) in Biology B (Twenty FirstCentury Science)?We appreciate that one size doesn’t fit all sowe offer two suites of qualifications in eachscience:Biology A – Provides a flexible approach toteaching. The specification is divided intotopics, each covering different key conceptsof biology. Teaching of practical skills isintegrated with the theoretical topics and theyare assessed through the written papers.ftBiology B – Learners study biology using anarrative-based approach. Ideas areintroduced within relevant and interestingsettings which help learners to anchor theirconceptual knowledge of the range ofbiological topics required at GCSE level.Practical skills are embedded within thespecification and learners are expected tocarry out practical work in preparation for awritten examination that will specifically testthese skills.(UYSEG) in conjunction with subject andteaching experts. Together we have aimed toproduce a specification with up to daterelevant content accompanied by a narrativeto give context and an idea of the breadth ofteaching required. Our new GCSE (9-1) inBiology B (Twenty First Century Science)qualification builds on our existing popularcourse. We’ve based the redevelopment ofour GCSE sciences on an understanding ofwhat works well in centres large and small.We’ve undertaken a significant amount ofconsultation through our science forums(which include representatives from learnedsocieties, HE, teaching and industry) andthrough focus groups with teachers.raThe content is clear and logically laid out forboth existing centres and those new to OCR,with assessment models that arestraightforward to administer. We haveworked closely with teachers to provide highquality support materials to guide you throughthe new qualifications.Biology B has been developed with theUniversity of York Science Education GroupAims and learning outcomesThe Twenty First Century Science suite will:develop scientific knowledge andconceptual understanding through thespecific disciplines of biology, chemistryand physics develop understanding of the nature,processes and methods of science,through different types of scientificenquiries that help them to answerscientific questions about the worldaround themD 4 develop and learn to applyobservational, practical, modelling,enquiry and problem-solving skills, bothin the laboratory, in the field and inother learning environments develop their ability to evaluate claimsbased on science through criticalanalysis of the methodology, evidenceand conclusions, both qualitatively andquantitatively. OCR 2015GCSE (9–1) in Biology B (Twenty First Century Science)
1c. What are the key features of this specification?Building on research, and on the principles ofBeyond 2000, the Twenty First CenturyScience suite was originally developed by theUniversity of York Science Education Group(UYSEG), the Nuffield Foundation and OCR.The 2016 suite continues to recognise thediversity of interests and future intentions ofthe learner population who take a sciencequalification at GCSE level. Thespecifications will prepare learners forprogression to further study of science, whilstat the same time offering an engaging andsatisfying course for those who choose not tostudy academic science further.science that are of value and interest toall develop learners’ abilities to evaluateknowledge claims critically, by lookingat the nature, quality and extent of theevidence, and at the arguments thatlink evidence to conclusions develop learners’ understanding of theconcepts and models that scientists useto explain natural phenomena develop learners’ ability to plan andcarry out practical investigations andtheir understanding of the role ofexperimental work in developingscientific explanations. ftThe Twenty First Century Science suite will:take opportunities to link science toissues relevant to all learners ascitizens, and to the cultural aspects ofraTeacher supportThe extensive support offered alongside thisspecification includes: Transition guides – identifying thelevels of demand and progression fordifferent key stages for a particulartopic and going on to provide links tohigh quality resources and ‘checkpointtasks’ to assist teachers in identifyinglearners ‘ready for progression’.D Delivery guides – providinginformation on assessed content, theassociated conceptual developmentand contextual approaches to delivery. Lesson elements – written by experts,providing all the materials necessary todeliver creative classroom activities. Active Results (see Section 1a). ExamCreator (see Section 1a). OCR 2015GCSE (9–1) in Biology B (Twenty First Century Science) Mock examinations service – a freeservice offering a mock question paperand mark scheme (downloadable froma secure location).Along with: Subject Specialists within the OCRscience team to help with coursequeries Teacher training Science Spotlight (our termlynewsletter) OCR Science community Practical Skills Handbook Maths Skills Handbook.5
1d. How do I find out more information?Whether new to our specifications, orcontinuing on from our legacy offerings, youcan find more information on our webpagesat www.ocr.org.ukWant to find out more?Visit our subject pages to find out more aboutthe assessment package and resourcesavailable to support your teaching. Thescience team also release a termly newsletterScience Spotlight (despatched to centres andavailable from our subject pages).ScienceGCSE@ocr.org.uk, 01223 553998You can contact the Science SubjectSpecialists:Join our Science community:http://social.ocr.org.uk/Check what CPD events are available:www.cpdhub.ocr.org.ukDraftFollow us on Twitter: @ocr science6 OCR 2015GCSE (9–1) in Biology B (Twenty First Century Science)
2 The specification overview2a. OCR’s GCSE (9–1) in Biology B (Twenty First Century Science)(J257)Learners are entered for either Foundation tier (components 01 and 02) or Higher tier(components 03 and 04) to be awarded the OCR GCSE (9–1) in Biology B (Twenty First CenturyScience).Content OverviewAssessment OverviewFoundation tier, grades 5 to 1Content is split into seven teaching chapters: 90 marks1 hour 45 minutesWritten paper50%of totalGCSEft Chapter B1: You and your genesChapter B2: Keeping healthyChapter B3: Living together – food andecosystemsChapter B4: Using food and controllinggrowthChapter B5: The human body – stayingaliveChapter B6: Life on Earth – past, presentand futureChapter B7: Ideas about ScienceDepth in biologyJ257/02ra Breadth in biologyJ257/01Both papers assess content from all sevenchapters.90 marks1 hour 45 minutesWritten paper50%of totalGCSEDHigher tier, grades 9 to 4Content is split into seven teaching chapters: Chapter B1: You and your genesChapter B2: Keeping healthyChapter B3: Living together – food andecosystemsChapter B4: Using food and controllinggrowthChapter B5: The human body – stayingaliveChapter B6: Life on Earth – past, presentand futureChapter B7: Ideas about ScienceBoth papers assess content from all sevenchapters. OCR 2015GCSE (9–1) in Biology B (Twenty First Century Science)Breadth in biologyJ257/0390 marks1 hour 45 minutesWritten paperDepth in biologyJ257/0490 marks1 hour 45 minutesWritten paper50%of totalGCSE50%of totalGCSE7
2b. Content of GCSE (9–1) in Biology B (Twenty First CenturyScience) (J257)Layout of specification contentThe specification content is divided intoseven chapters. The first six chaptersdescribe the science content to be taught andassessed. The final chapter describes theIdeas about Science that should be taught,and will be assessed, in contexts from any ofthe preceding chapters. The Ideas aboutScience cover the requirements of WorkingScientifically.Within each chapter:ideas are relevant to learners living in thetwenty first century and why it is desirable forlearners to understand them.Following the overview is a summary of theknowledge and understanding that learnersshould have gained from study at Key Stages1 to 3. Some of these ideas are repeated inthe content of the specification and while thismaterial need not be retaught, it can bedrawn upon to develop ideas at GCSE (9–1).Learning at GCSE (9–1) is described in thetables that follow:Teaching and learningnarrativeftAn overview summarises the science ideasincluded in the chapter, explaining why theseLinked learningopportunitiesThe assessable learningoutcomes set out the level ofknowledge and understandingthat learners are expected todemonstrate. The statementsgive guidance on the breadthand depth of learning.Emboldened statements willonly be assessed in HigherTier papers. Advisory notes clarify thedepth of cover required.The linked learningopportunities suggestways to developIdeas about Scienceand practical skills incontext, and alsohighlight links toideas in otherchapters.Note, however, thatIdeas about Scienceand practical skillsmay be taught, andcan be assessed, inany context.DraThe teaching and learningnarrative summarises thescience story, includingrelevant Ideas about Scienceto provide contexts for theassessable learning outcomes.Assessable learningoutcomesThe Assessment Objectives in Section 3bmake clear the range of ways in whichlearners will be required to demonstrate theirknowledge and understanding in the8assessments, and the Sample AssessmentMaterials (provided on the OCR website atwww.ocr.org.uk) provide examples. OCR 2015GCSE (9–1) in Biology B (Twenty First Century Science)
A summary of the content for the GCSE (9–1) Biology B (Twenty First Century Science) course is as follows:B1.1 What is the genome and what does it do?B1.2 How is genetic information inherited?B1.3 How can and should gene technology beused?B2.1 What are the causes of disease?B2.2 How do organisms protect themselvesagainst pathogens?B2.3 How can we prevent the spread ofinfections?B2.4 How can we identify the cause of aninfection?B2.5 How can lifestyle, genes and theenvironment affect my health?B2.6 How can we treat disease?Chapter B5: The human body – staying aliveraChapter B4: Using food and controlling growthChapter B2: Keeping healthyB3.1 What happens during photosynthesis?B3.2 How do producers get the substances theyneed?B3.3 How are organisms in an ecosysteminterdependent?B3.4 How are populations affected by conditionsin an ecosystem?B5.1 How do substances get into, out of andaround our bodies?B5.2 How does the nervous system help usrespond to changes?B5.3 How do hormones control responses in thehuman body?B5.4 Why do we need to maintain a constantinternal environment?B5.5 What role do hormones play in humanreproduction?B5.6 What can happen when organs and controlsystems stop working?Chapter B6: Life on Earth – past, present andfutureB6.1 How was the theory of evolution developed?B6.2 How do sexual and asexual reproductionaffect evolution?B6.3 How does our understanding of biology helpus classify the diversity of organisms onEarth?B6.4 How is biodiversity threatened and how canwe protect it?DB4.1 What happens during cellular respiration?B4.2 How do we know about mitochondria andother cell structures?B4.3 How do organisms grow and develop?B4.4 How is plant growth controlled?B4.5 Should we use stem cells to treat damageand disease?Chapter B3: Living together – food andecosystemsftChapter B1: You and your genesChapter B7: Ideas about ScienceIaS1IaS2IaS3IaS49What needs to be considered when investigating a phenomenon scientifically?What conclusions can we make from data?How are scientific explanations developed?How do science and technology impact society? OCR 2015GCSE (9–1) in Biology B (Twenty First Century Science)
2c. Content of chapters B1 to B7Chapter B1: You and your genesOverviewThe inheritance of genetic information fromeach generation to the next is a fundamentalidea in science; it can help us answerquestions about why we look the way we do,and build a foundation for later exploration ofideas about genetic diseases, cell divisionand growth, and evolution.Understanding of the genome and emerginggene technologies are at the cutting edge ofscience, and they promise powerfulapplications to benefit present and futuregenerations. But they also present ethicalissues for individuals and society. Topic B1.3explores some of the ideas people use tomake decisions about applications of genetechnology including genetic testing andgenetic engineering.raftTopic B1.1 explores basic concepts of thegenome and how it affects an organism’scharacteristics, through ideas about DNA andgenes as the units of genetic information, thelink between genes and proteins, and howthe interaction between genes and theenvironment affects how an individual looks,develops and functions. Topic B1.2 exploresinheritance by considering the effects ofdominant and recessive alleles, theinheritance of characteristics, the principles ofinheritance of single-gene characteristics andhow sex is determined.Learning about genes and inheritance before GCSE (9–1)DFrom study at Key Stages 1 to 3 learnersshould: know that living things produceoffspring of the same kind, but normallyoffspring vary and are not identical totheir parents know that heredity is the process bywhich genetic information is transmittedfrom one generation to the next know that genetic information is storedin the nucleus understand a simple model ofchromosomes, genes and DNAknow about the part played by Watson,Crick, Wilkins and Franklin in thedevelopment of the DNA modelknow about sexual reproduction inanimals, including the role of gametesand the process of fertilisationknow about sexual and asexualreproduction in plants, including flowerstructures and the processes ofpollination and fertilisation.TieringStatements shown in bold type will only betested in the Higher tier papers.10All other statements will be assessed in bothFoundation and Higher tier papers. OCR 2015GCSE (9–1) in Biology B (Twenty First Century Science)
Learning about genes and inheritance at GCSE (9–1)B1.1 What is the genome and what does it do?Teaching and learning narrativeAssessable learning outcomesLearners will be required to:Linked learningopportunitiesAll organisms contain genetic material. Genetic materialcontains instruction that control how cells and organismsdevelop and function. Most of an organism’scharacteristics depend on these instructions and aremodified by interaction with the environment.Genetic material in plant and animal cells is located inthe nucleus, one of the main sub-cellular structures. Inorganisms whose cells do not have a nucleus (e.g.bacteria) the genetic material is located in thecytoplasm.All the genetic material of a cell is the organism’sgenome. In most organisms the genome is packagedinto chromosomes. Chromosomes are long molecules ofDNA. Genes are sections of this DNA.In the cells of plants and animals, chromosomes occurin pairs. The two chromosomes in a pair each carry thesame genes. The two versions of each gene in the pairare called alleles, and can be the same or different. Adifferent version of a gene is a genetic variant. Thegenotype of an organism is the combination of alleles ithas for each gene; the phenotype is the characteristicthat results from this combination and interaction withthe environment. Genes tell a cell how to make proteinsby joining together amino acids in a particular order.1.Practical work:explain how the nucleus and genetic materialof eukaryotic cells (plants and animals) andthe genetic material, including plasmids, ofprokaryoti
GCSE (9–1) in Biology B (Twenty First Century Science) 2 The specification overview 2a. OCR’s GCSE (9–1) in Biology B (Twenty First Century Science) (J257) Learners are entered for either Foundation tier (components 01 and 02) or Higher tier (components 03 and 04) to be awarded the OCR GCSE (9–1) in
All GCSE (9–1) qualifications offered by OCR are accredited by Ofqual, the Regulator for qualifications offered in England. The accreditation number for OCR’s GCSE (9–1) in Latin is QN601/8124/2. 1b. Why choose an OCR GCSE (9–1) in Latin? OCR’s GCSE (9–1) in Latin has been designe
2 OCR 2021 . GCSE (9–1) in Classical Civilisation. 1. 1 Why choose an OCR GCSE (9–1) in . Classical Civilisation? 1a. Why choose an OCR qualification? Choose OCR and you’ve got the reassurance that you’re working with one of the UK’s leading exam boards. Our new OCR GCSE (9–1) in Classical Civilisation course has been developed in .
08/06/2020 AQA 7662/2 German ADV Paper 2 Writing GCE A EDEXL/GCSE 1MA1 3F Calculator (F) GCSE 9FC EDEXL/GCSE 1MA1 3H Calculator (H) GCSE 9FC OCR J560/03 Mathematics: Paper 3 Fnd Wrtn GCSE 9FC AQA 7405/2 Chemistry ADV Paper 2 GCE A EDEXL/GCSE 1ASO 02 Telescopic Astronomy GCSE 9FC OCR RO18/01
GCSE Computer Science - OCR GCSE Geography - AQA GCSE History - AQA GCSE Triple Science [Biology, Chemistry & Physics] - AQA. Computer Science OCR GCSE For More Information Contact: Mrs Roche at the Academy. This GCSE specification encourages candidates to explore how
SHAPING A BETTER WORLD SINCE 1845. VIRTUAL OPEN DAYS 10 –12 SEPTEMBER 2020 . Average 6B (1A in profile) at GCSE or average BBB at AS-level . PPE 1A 6B at GCSE or BBB at AS-level 1A 6B at GCSE or BBB at AS-level MEng GCSE - 6B GCSE - 6B Midwifery GCSE - 5B including Maths and Science GCSE - 5B inc
OCR GCSE Computer Science Revision Checklist OCR Component 01 Computing Systems 80 marks –1 hour and 30 minutes, Written paper (no calculators allowed) OCR Component 02 Computational Thinking, Algorithms & Programming 80 marks –1 hour and 30 minutes, Written paper (no calculators al
website at ocr.org.uk/raspberrypi . SERVICES Answers @ OCR . Find speci!c, up-to-date information, browse hot topics and FAQs, or email us with your questions with this web-based service. Visit answers.ocr.org.uk . Active Results for GCSE . A free online results analysis service. Find out more at ocr
1 Introduction Formal ontologies provide a conceptual model of a domain of interest by describing the vocabulary of that domain in terms of a logical language, such as a description logic (DL). To cater for different applications and uses of ontologies, DLs and other ontology languages vary significantly regard-ing expressive power and computational complexity (Baader et al. 2003). For .
