AIMS
The aims of the syllabus are the same for all students. These are set out below and describe the
educational purposes of a course in Biology for the IGCSE examination. They are not listed in
order of priority.
The aims are to:
1. provide, through well designed studies of experimental and practical science, a worthwhile
educational experience for all students, whether or not they go on to study science beyond this
level and, in particular, to enable them to acquire sufficient understanding and knowledge to
1.1 become confident citizens in a technological world, to take or develop an informed interest
in matters of scientific import;
1.2 recognise the usefulness, and limitations, of scientific method and to appreciate its
applicability in other disciplines and in everyday life;
1.3 be suitably prepared for studies beyond the IGCSE level in pure sciences, in applied
sciences or in science-dependent vocational courses.
2. develop abilities and skills that
2.1 are relevant to the study and practice of Biology;
2.2 are useful in everyday life;
2.3 encourage efficient and safe practice;
2.4 encourage effective communication.
3. develop attitudes relevant to Biology such as
3.1 concern for accuracy and precision;
3.2 objectivity;
3.3 integrity;
3.4 enquiry;
3.5 initiative;
3.6 inventiveness.
4. stimulate interest in, and care for, the environment.
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5. promote an awareness that
5.1 scientific theories and methods have developed, and continue to do so, as a result of the
co-operative activities of groups and individuals;
5.2 the study and practice of science is subject to social, economic, technological, ethical and
cultural influences and limitations;
5.3 the applications of science may be both beneficial and detrimental to the individual, the
community and the environment;
5.4 science transcends national boundaries and that the language of science, correctly and
rigorously applied, is universal.
IGCSE Biology places considerable emphasis on understanding and use of scientific ideas and
principles in a variety of situations, including those which are well-known to the learner and those
which are new to them. It is anticipated that programmes of study based on this syllabus will
feature a variety of learning experiences designed to enhance the development of skill and
comprehension. This approach will focus teachers and learners on development of transferable
life-long skills relevant to the increasingly technological environment in which people find
themselves. It will also prepare candidates for an assessment that will, within familiar and
unfamiliar contexts, test expertise, understanding and insight.
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ASSESSMENT OBJECTIVES
The three assessment objectives in Biology are:
A Knowledge with understanding
B Handling information and solving problems
C Experimental skills and investigations
A description of each Assessment Objective follows.
A KNOWLEDGE WITH UNDERSTANDING
Students should be able to demonstrate knowledge and understanding in relation to:
1. scientific phenomena, facts, laws, definitions, concepts, theories;
2. scientific vocabulary, terminology, conventions (including symbols, quantities and units);
3. scientific instruments and apparatus, including techniques of operation and aspects of
safety;
4. scientific quantities and their determination;
5. scientific and technological applications with their social, economic and environmental
implications.
The subject content defines the factual material that candidates may need to recall and explain.
Questions testing these objectives will often begin with one of the following words: define, state,
describe, explain (using your knowledge and understanding) or outline. (See the glossary of
terms at the back of this syllabus.)
B HANDLING INFORMATION AND SOLVING PROBLEMS
Students should be able, using oral, written, symbolic, graphical and numerical forms of
presentation, to:
1. locate, select, organise and present information from a variety of sources;
2. translate information from one form to another;
3. manipulate numerical and other data;
4. use information to identify patterns, report trends and draw inferences;
5. present reasoned explanations of phenomena, patterns and relationships;
6. make predictions and propose hypotheses;
7. solve problems, including some of a quantitative nature.
These assessment objectives cannot be precisely specified in the subject content because
questions testing such skills may be based on information that is unfamiliar to the candidate. In
answering such questions, candidates are required to use principles and concepts that are
within the syllabus and apply them in a logical, reasoned or deductive manner to a novel
situation. Questions testing these objectives will often begin with one of the following words:
discuss, predict, suggest, calculate, explain (give reasoned explanations and explain the
processes of using information and solving problems) or determine. (See the glossary of terms
at the back of this syllabus.)
C EXPERIMENTAL SKILLS AND INVESTIGATIONS
Students should be able to:
1. use techniques, apparatus, and materials (including the following of a sequence of
instructions, where appropriate);
2. make and record observations and measurements;
3. interpret and evaluate experimental observations and data;
4. plan and carry out investigations, evaluate methods and suggest possible improvements
(including the selection of techniques, apparatus and materials).
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SPECIFICATION GRID
The approximate weightings allocated to each of the assessment objectives in the assessment
model are summarised in the table below.
Assessment Objective Weighting
A Knowledge with understanding 50% (not more than 25% recall)
B Handling information and solving problems 30%
C Experimental skills and investigations 20%
Teachers should take note that there is an equal weighting of 50% for skills (including handling
information, solving problems, practical, experimental and investigative skills) and for knowledge
and understanding. Teachers’ schemes of work, and the sequence of learning activities should
reflect this balance, so that the aims of the syllabus may be met, and the candidates prepared for
the assessment.
WEIGHTING OF ASSESSMENT OBJECTIVES
The relationship between the assessment objectives and the scheme of assessment is set out in
the table below.
Paper 1
(marks)
Paper 2 or 3
(marks)
Paper 4, 5 or 6
(marks)
Whole
assessment
(%)
AO1: Knowledge with
understanding
25-30 48-52 0 47-54
AO2: Handling, applying
and evaluating
information
10-15 27-32 0 26-33
AO3: Experimental and
investigative skills
0 0 40 20
