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Biology units focus on organisation of living things, the digestive system, enzymes and factors affecting enzyme function, transport systems, communicable and non-communicable disease, pathogens, and plant processes such as photosynthesis and glucose use. Chemistry sections cover bonding and structure, including nanoparticles, fullerenes and graphene, with cross-curricular numeracy, literacy, and thinking-skill targets supported by referenced learning resources and online platforms.","Year 10 Triple Science Curriculum Plan  \nBiology  \n\n|  | Key concept/\u003Cbr>Key question | Overview of the unit | Assessment | Cross Curricular Skills | Suggested reading material and websites: |\n| --- | --- | --- | --- | --- | --- |\n| Biology 3 | How are living things organised?\u003Cbr>How does the digestive system work?\u003Cbr>What are enzymes? | Building on Y9 work on cells the unit looks at tissues, organs and organ systems – focusing on the human digestive system.\u003Cbr>Protein structure is introduced in the context of enzyme function.\u003Cbr>Factors which effect enzyme function are considered then linked back into enzymes in the digestive system. | Assessment is based around end of topic tests – typically around 55 [min. at](min. at) the end of each unit.\u003Cbr>These tests contain a mixture of recall and application questions based on the current topic.\u003Cbr>Towards the end of the year students will sit papers in biology, chemistry and physics. This is to begin to prepare students for the linear exam based terminal assessment they will encounter at GCSE. | Numeracy: Calculation of rates of reaction. Plotting graphs.\u003Cbr>Thinking Skills: Use and evaluation of models (lock and key for enzymes) | Students are following the AQA science specifications.\u003Cbr>[http://www.aqa.org.uk/subjects/science/gcse](http://www.aqa.org.uk/subjects/science/gcse)\u003Cbr>All students have access to Kerboodle which contains a digital copy of the biology, chemistry and physics textbooks used at KS4\u003Cbr>\u003Cbr>[https://www.kerboodle.com/users/login](https://www.kerboodle.com/users/login)\u003Cbr>A number of KS4 revision guides and student workbooks are available such as those from CPG and these can be helpful in supporting student learning. As this is a new specification many resources are still being developed.\u003Cbr>[https://www.cgpbooks.co.uk/](https://www.cgpbooks.co.uk/) |\n| Biology 4 | How are transport systems organised in\u003Cbr>animals and plants? | Structure and function of blood.\u003Cbr>The human circulatory and gas exchange systems. Relating structure to function. |  | Literacy: Extracting information from complex texts – subject specific vocabulary.\u003Cbr>Numeracy: Data interpretation, calculating % change, rate of gas/water |  |\n\n|  | What is a communicable disease?\u003Cbr>How can you grow pathogens? | Diseases of the heart and treatments.\u003Cbr>Plant organs (leaf, root, stem)– mass transport system in plants. Role of specialised tissues in plants.\u003Cbr>What is a pathogen?\u003Cbr>Bacterial growth conditions – aseptic technique.\u003Cbr>What diseases are caused by viruses and bacterial? | Working grades will be reported as a running average showing how students have been performing in all assessments thus far.\u003Cbr>Individual grades will be reported for each of the sciences | uptake. Growth curves of bacteria.\u003Cbr>Thinking Skills: Cause and correlation. Evaluating the strength of scientific evidence. Recognising questions relating to relative values and importance that science can’t answer directly. | Useful websites to support learning.\u003Cbr>BBC KS4 science\u003Cbr>[http://www.bbc.co.uk/education/subjects/zrkw2hv](http://www.bbc.co.uk/education/subjects/zrkw2hv)\u003Cbr>Please note this material is no longer exam board specific. |\n| --- | --- | --- | --- | --- | --- |\n| Biology 5 | Plant pathogens\u003Cbr>How can communicable disease be prevented?\u003Cbr>What are noncommunicable diseases?\u003Cbr>What are monoclonal antibodies? | Role of medicine – antibiotics, vaccination\u003Cbr>Drug discovery Cancer\u003Cbr>Disease linked to lifestyle choices (smoking, alcohol, exercise) .\u003Cbr>How are monoclonal antibodies made |  | Literacy: Reading to extract information – historical accounts of drug discovery\u003Cbr>Numeracy: Disease data\u003Cbr>Thinking Skills: Ethical issues, considering how different people can come to different conclusions when presented with the same choices or information (vaccination) . |  |\n\n| Biology 6 | What is\u003Cbr>photosynthesis?\u003Cbr>How do plants use glucose? |  |  | Literacy: reading complex articles on agriculture and optimising ph","cbCaiuzSI7DZJ7MY","https://ap.wps.com/l/cbCaiuzSI7DZJ7MY","pdf",288473,1,8,"English","en",105,"# Biology\n## Biology 3\n## Biology 4\n## Biology 5\n## Biology 6\n# Chemistry\n## Chemistry 3","[{\"question\":\"How are Biology unit topics structured in Year 10?\",\"answer\":\"Biology topics build from prior cell work to larger levels such as tissues, organs, and organ systems, with focused emphasis on the digestive system, enzymes, and later transport, disease, and plant processes.\"},{\"question\":\"What assessment approach is used across the Biology units?\",\"answer\":\"Assessment relies on end-of-topic tests, typically around 55 minutes, combining recall and application questions. Toward the end of the year, students sit biology, chemistry, and physics papers to prepare for linear GCSE assessment.\"},{\"question\":\"Which cross-curricular skills are targeted in the Biology and Chemistry units?\",\"answer\":\"The plan highlights numeracy (rates, graphs, data interpretation), literacy (extracting information and using subject vocabulary), and thinking skills such as evaluating models, interpreting evidence, and designing fair experiments.\"}]","Year 10 Triple Science Curriculum Plan - Biology - Chemistry Overview | PDF",1788604505,20,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":85,"head_meta":87,"extra_data":89,"updated_unix":28},"year-10-triple-science-curriculum-plan-biology-chemistry-overview","",{"@graph":36,"@context":84},[37,53,67],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/exam/",3,{"item":52,"name":13,"@type":43,"position":11},"https://docshare.wps.com/document/year-10-triple-science-curriculum-plan-biology-chemistry-overview/208546/",{"url":52,"name":13,"@type":54,"author":55,"headline":13,"publisher":57,"fileFormat":60,"inLanguage":23,"description":14,"dateModified":61,"datePublished":61,"encodingFormat":60,"isAccessibleForFree":62,"interactionStatistic":63},"DigitalDocument",{"name":9,"@type":56},"Person",{"url":41,"name":58,"@type":59},"DocShare","Organization","application/pdf","2026-09-05",true,{"@type":64,"interactionType":65,"userInteractionCount":4},"InteractionCounter",{"@type":66},"ViewAction",{"@type":68,"mainEntity":69},"FAQPage",[70,76,80],{"name":71,"@type":72,"acceptedAnswer":73},"How are Biology unit topics structured in Year 10?","Question",{"text":74,"@type":75},"Biology topics build from prior cell work to larger levels such as tissues, organs, and organ systems, with focused emphasis on the digestive system, enzymes, and later transport, disease, and plant processes.","Answer",{"name":77,"@type":72,"acceptedAnswer":78},"What assessment approach is used across the Biology units?",{"text":79,"@type":75},"Assessment relies on end-of-topic tests, typically around 55 minutes, combining recall and application questions. Toward the end of the year, students sit biology, chemistry, and physics papers to prepare for linear GCSE assessment.",{"name":81,"@type":72,"acceptedAnswer":82},"Which cross-curricular skills are targeted in the Biology and Chemistry units?",{"text":83,"@type":75},"The plan highlights numeracy (rates, graphs, data interpretation), literacy (extracting information and using subject vocabulary), and thinking skills such as evaluating models, interpreting evidence, and designing fair experiments.","https://schema.org",{"og:url":52,"og:type":86,"og:title":13,"og:site_name":58,"og:description":14},"article",{"robots":88,"canonical":52},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":91},[92,96,100,103,108,113,118,122,126,129,133],{"id":20,"doc_module":4,"doc_module_name":46,"category_name":93,"show_sort_weight":94,"slug":95},"Story & Novel",90,"story-novel",{"id":47,"doc_module":4,"doc_module_name":46,"category_name":97,"show_sort_weight":98,"slug":99},"Literature",80,"literature",{"id":11,"doc_module":4,"doc_module_name":46,"category_name":12,"show_sort_weight":101,"slug":102},70,"exam",{"id":104,"doc_module":4,"doc_module_name":46,"category_name":105,"show_sort_weight":106,"slug":107},5,"Comic",60,"comic",{"id":109,"doc_module":4,"doc_module_name":46,"category_name":110,"show_sort_weight":111,"slug":112},6,"Technology",50,"technology",{"id":114,"doc_module":4,"doc_module_name":46,"category_name":115,"show_sort_weight":116,"slug":117},7,"Healthcare",40,"healthcare",{"id":21,"doc_module":4,"doc_module_name":46,"category_name":119,"show_sort_weight":120,"slug":121},"Research & Report",30,"research-report",{"id":123,"doc_module":4,"doc_module_name":46,"category_name":124,"show_sort_weight":29,"slug":125},9,"Religion & Spirituality","religion-spirituality",{"id":29,"doc_module":4,"doc_module_name":46,"category_name":127,"show_sort_weight":29,"slug":128},"World Cup","world-cup",{"id":130,"doc_module":4,"doc_module_name":46,"category_name":131,"show_sort_weight":130,"slug":132},10,"Lifestyle","lifestyle",{"id":134,"doc_module":4,"doc_module_name":46,"category_name":135,"show_sort_weight":104,"slug":136},19,"General","general"]