Switching to AQA: from Edexcel
To save you time and help you compare our GCSE Biology with the Edexcel specification, we’ve created some comparison tables.
These tables highlight the content and requirements side-by-side, so you can make the right choice for your students.
Subject content
The subject content covered by all awarding bodies is fundamentally the same. This is due to the subject criteria designated by the Department for Education (DfE) was extensive and no awarding body felt there was a need to add greatly to this body of knowledge. There are slight differences where small amounts of detail have been added to certain concepts. By reading the specification statements it is quite easy to identify these points. The titles used for topics are different in each specification as is the order that they appear. A summary of this is shown in the assessment structure table.
Working scientifically
The working scientifically statements are part of the subject criteria set by the DfE so are the same for all awarding bodies. AQA have also given examples of what students could be asked to do in the exam for each skill (section 3 working scientifically).
AQA have mapped key opportunities for development of these skills throughout the subject content (section 4). These are suggestions and are a starting point for teachers to identify where best to introduce and develop these skills during the course.
Mathematical requirements
The mathematical statements are part of the subject criteria set by the DfE so are the same for all awarding bodies (AQA section 9). Key opportunities for development of these skills are mapped throughout the subject content in both specifications. It should be noted that this does not mean that this is where they will be exclusively assessed.
Required practical and apparatus and techniques
The apparatus and techniques are set by the DfE so these are common to all awarding bodies. The required practicals are designed to ensure that all the ATs are met. There are some differences to the required practicals we have used to address these ATs. The required practical titles are common between Combined Science and separate science. There are a number of extra practicals for the separate science to reflect differences in the DfE criteria for these different qualifications. The table below shows practicals for the titles of the RPs. The free practical handbooks are available on the website where full details of teacher technician notes and students worksheets can be found.
AQA – GCSE Biology | Edexcel – GCSE Biology |
|---|---|
1. Use a light microscope to observe, draw and label a selection of plant and animal cells. A magnification scale must be included. | 1.6 Investigate biological specimens using microscopes, including magnification calculations and labelled scientific drawing from observations. |
5. Investigate the effect of pH on the rate of reaction of amylase enzyme. | 1.10 Investigate the effect of pH on enzyme activity. |
4. Use qualitative reagents to test for a range of carbohydrates, lipids and proteins. To include: Benedict’s test for sugars; iodine test for starch; and Biuret reagent for protein. | 1.13B Investigate the use of chemical reagents to identify starch, reducing sugars, protein and fats. |
3. Investigate the effect of a range of concentrations of salt or sugar solutions on the mass of plant tissue. | 1.16 Investigate osmosis in potatoes. |
2. (Biology only) Investigate the effects of antiseptics or antibiotics on bacterial growth using agar plates and measuring the zones of inhibition. | 5.18B Investigate the effects of antiseptics, antibiotics or plant extracts on microbial cultures. |
6. Investigate the effect of light intensity on the rate of photosynthesis using an aquatic organism such as pondweed. | 6.5 Investigate the effect of light intensity on the rate of photosynthesis. |
8.11 Investigate the rate of respiration in living organisms. | |
9. Measure the population size of a common species in a habitat. Use sampling techniques to investigate the effect of a factor on the distribution of this species. | 9.5 Investigate the relationship between organisms and their environment using field-work techniques, including quadrats and belt transects. |
7. Plan and carry out an investigation into the effect of a factor on human reaction time. |
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8. (Biology only) Investigate the effect of light or gravity on the growth of newly germinated seedlings. |
Assessment structure
AQA – GCSE Biology | Edexcel – GCSE Biology |
|---|---|
Students must complete all assessments in the same tier. | Students must complete all assessments in the same tier. |
2 papers – 1 hour and 45 minutes | 2 papers – 1 hour and 45 minutes |
100 marks per paper. 200 marks in total | 100 marks per paper. 200 marks in total |
30% marks common between Foundation and Higher. This level of overlap allows us to be more sure of the equivalence of standard across the common grades, and to be more confident in the awarding of these common grades. |
Topics covered in each paper
Paper 1
AQA – Biology Paper 1 | Edexcel – Biology Paper 1 |
|---|---|
Fundamental principles | Topic 1 – Key concepts in biology |
Topic 1 – Cell Biology | Topic 2 – Cells and control |
Topic 2 – Organisation | Topic 3 – Genetics |
Topic 3 – Infection and response | Topic 4 – Natural selection and genetic modification |
Topic 4 – Bioenergetics | Topic 5 – Health, disease and the development of medicines |
Paper 2
AQA – Biology Paper 2 | Edexcel – Biology Paper 2 |
|---|---|
Fundamental principles | Topic 1 – Key concepts in biology |
Topic 5 – Homeostasis and response | Topic 6 – Plant structures and their functions |
Topic 6 – Inheritance, variation and evolution | Topic 7 – Animal coordination, control and homeostasis |
Topic 7 – Ecology | Topic 8 – Exchange and transport in animals |
| Topic 9 – Ecosystems and material cycles |