INTERNATIONAL

GCSE
Human Biology (9-1)
GETTING STARTED GUIDE
Pearson Edexcel International GCSE in Human Biology (4HB1)

For first teaching September 2017

First examination June 2019
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This guide is Issue 1. We will inform centres of any changes to

this issue. The latest issue can be found on the Edexcel website:
www.edexcel.com/InternationalGCSE

References to third-party material made in this guide are made in good faith. We do
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ISBN 978 1 4469 4227 7

All the material in this publication is copyright
© Pearson Education Limited 2015
Contents

A Getting started for teachers 2

Introduction 2
Key features of the qualification 3
Qualification overview 4
What’s changed? 6
Teaching and assessment guidance 20
Course planner 23
Resources 27

B Getting started for students 28

Student guide 28

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Introduction
This Getting Started Guide provides an overview of the new Pearson Edexcel
International GCSE in Human Biology, to help you identify the changes to content and
assessment, and to help you understand what these mean for you and your students.

Support for delivering the new specification.

Our package of support to help you plan and implement the new specification includes:

Planning – In addition to the relevant section in this guide, we will provide a course
planner and an editable scheme of work that you can adapt to suit your department.

Teaching and learning – To support you in delivering the new specification, we will
provide suggested resource lists and suggested activities.

Understanding the standard –Sample assessment materials will be provided.

Tracking learner progress – ResultsPlus provides the most detailed analysis available
of your students’ exam performance. It can help you identify topics and skills where
students could benefit from further learning. We will also offer examWizard, which is
a free exam preparation tool containing a bank of past Edexcel exam questions, mark
schemes and examiner reports for a range of GCSE and GCE subjects.

Support – Our subject advisor service, and online community, will ensure you receive
help and guidance from us as well as enabling you to share ideas and information
with each other. You can sign up to receive e-newsletters to keep up to date with
qualification updates, and product and service news. Email our subject advisor:
[email protected]

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Key features of the qualification

• The content is quite different from the previous 4HB0 specification. It has been updated
to ensure progression to IAL and GCE A Level, as well as remain comparable to Ofqual
regulated GCSEs.
• The assessment model has two papers. Both papers are 1 hour and 45 minutes long
and account for 90 marks. Any part of the content can be assessed in either paper.
Both papers will have a range of question styles in them; calculators can be used in
both papers.
• Practical skills will be assessed through the written papers; there is no coursework or
practical exam.
• Students will develop analytical and logic skills by applying understanding of scientific
concepts and principles to a range of situations. Some examination questions will be
more problem solving in style.
• We have designed our International GCSE qualification to be of equivalent standard
to Pearson regulated GCSE qualifications. This ensures that International GCSEs are
recognised globally and provide students with the same progression routes.

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Qualification overview

This section provides an overview of the course to help you see what you will need to teach.
The overview gives a general summary of each of the examined papers.

Human Biology Paper 1 *Paper code 4HB1/01

„„ Externally assessed 50% of the total International
„„ Availability: January and June GCSE
„„ First assessment: June 2019

Content summary
1 Cells and tissues
2 Biological molecules
3 Movement of substances in and out of cells
4 Bones, muscles and joints
5 Coordination
6 Nutrition and energy
7 Respiration
8 Gas exchange
9 Internal transport
10 Homeostatic mechanisms
11 Reproduction and heredity
12 Disease
Assessment
„„ The paper is assessed through a 1-hour 45-minute written examination set and marked by
Pearson.
„„ The total number of marks is 90.
„„ A mixture of different question styles, including multiple-choice questions, short-answer
questions, calculations and extended open-response questions.
„„ A calculator may be used in the examination.

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Human Biology Paper 2 *Paper code 4HB1/02

„„ Externally assessed 50% of the total International
„„ Availability: January and June GCSE
„„ First assessment: June 2019
Content summary
1 Cells and tissues
2 Biological molecules
3 Movement of substances in and out of cells
4 Bones, muscles and joints
5 Coordination
6 Nutrition and energy
7 Respiration
8 Gas exchange
9 Internal transport
10 Homeostatic mechanisms
11 Reproduction and heredity
12 Disease
Assessment
„„ The paper is assessed through a 1-hour 45-minute written examination set and marked by
Pearson.
„„ The total number of marks is 90.
„„ A mixture of different question styles, including multiple-choice questions, short-answer
questions, calculations, comprehension and extended open-response questions.
„„ A calculator may be used in the examination.

Assessment Objectives
% in International
GCSE
Knowledge and understanding of human biology
AO1 38–42%

Application of knowledge and understanding, analysis and

AO2 38-42%
evaluation of human biology
Experimental skills, analysis and evaluation of data and
AO3 19–21%
methods in human biology

100%

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What’s changed?

What’s changed from the 2009 specification (4HB0)?

One major change is that the grading will now run from grade 1 up to grade 9 to ensure
comparability with the regulated GCSE. Grade 4 is roughly equivalent to the old grade C,
whereas grade 9 represents a higher level of achievement than the old A* grade, and will
only be achieved by the very highest performing candidates.

The Pearson Edexcel International GCSE in Human Biology has been changed to make it
considerably different from the Pearson Edexcel International GCSE in Biology; there is now
less common material. We’ve updated the qualification areas of study to reflect current
subject approaches and thinking; much of this relates to extra focus on:

• DNA
• RNA
• protein synthesis
• genetic engineering
• stem cells
• topical diseases such as Ebola, HIV and AIDS
• legal and illegal drugs.

What has changed Current Pearson Edexcel New Pearson Edexcel

International GCSE in Human International GCSE in Human
Biology (2009) specification Biology (2017) specification
Mark allocation for „„Paper 1: 120 marks „„Paper 1: 90 marks
papers „„Paper 2: 60 marks „„Paper 2: 90 marks

Duration of papers „„Paper 1: 2 hours „„Paper 1: 1 hour 45 mins

„„Paper 2: 1 hour „„Paper 2: 1 hour 45 mins

Balance of „„AO1: 45–55% „„AO1: 38–42 %

Assessment „„AO2: 25–35% „„AO2: 38-42 %
Objectives „„AO3: 20% „„AO3: 19-21%

• We’ve made some adjustments to the time and marks for the exam papers; both are
now an equal 1 hour 45 minutes and 90 marks.
• As with the current specification, all topics will be tested on both Paper 1 and Paper 2 of
the new specification.
In order to maintain consistency with the new GCSEs, we have also slightly adjusted the
weightings of the Assessment Objectives; this means there is now a greater focus on the
Application, Analysis and Evaluation skills.

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• In the current specification, Paper 2 focused on the investigation and analysis of data.
In the new specification, both Paper 1 and Paper 2 will include a mix of different
question styles including calculations, multiple-choice, short-answer and extended open-
response questions. In addition, Paper 2 will also include more extended questions.
• The proportion of questions targeting Assessment Objective 1 (AO1) is lower in the new
specification than the current specification.
• The proportion of questions targeting Assessment Objective 2 (AO2) is higher in the
new specification than the current specification.
• The proportion of questions targeting Assessment Objective 3 (AO3) is similar to the
current specification.
This produces a new list of topics as follows:

Removed from the current (2009) specification

Sections and content removed from the 2009 specification are listed below:

• 11aa Recall that a mutation is rare, random change in genetic material that can
be inherited.
• 11bb Recall that many mutations are harmful but some are neutral and a few
are beneficial.
• 11aa Understand that mutant organisms can increase in a population by
natural selection.
• 11dd Recall that the incidence of mutations can be increased by exposure to
ionizing radiation etc.
• 9b sickle cell anaemia is no longer specifically mentioned in the specification.
• 11bi now includes Ebola. Polio and influenza have been removed.
• 12biii tuberculosis removed.
• 12bvi thrush removed.
• 12ci Schistosoma nutrition, life cycle, prevention of spread removed.
• The whole of Section 14 (Environment) has been removed.

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Detailed review of specification changes

Other detailed changes in content are below. New material and newly worded sections are highlighted in red.

1) Cells and tissues

New Human Biology (2017) specification Current Human Biology (2009) specification/
note on change
1.1 recognise cell structures as seen with a light microscope 1a
and electron microscope (TEM images only), including nucleus,
chromosomes, cell membrane, mitochondria, endoplasmic
reticulum and ribosomes
1.2 describe the functions of the cell structures: 1a
„„nucleus
„„chromosomes
„„cell membrane
„„mitochondria
„„endoplasmic reticulum
„„ribosomes.

1.3 describe the structure of a DNA molecule as: 1b

„„two strands coiled to form a double helix
„„containing nucleotides
„„strands linked by complementary bases
„„complementary bases linked by hydrogen bonds.

1.4 describe DNA replication as the separation of DNA strands This is new
and the formation of a new strand by complementary base
pairing of nucleotides, including the role of DNA polymerase
1.5 understand that a gene is a length of DNA containing a This is new
sequence of bases that code for a specific protein. Teaching
should be limited to:
„„the order of bases in DNA codes for the order of amino acids
in a protein
„„3 bases coding for one amino acid.

1.6 know that RNA is a second type of nucleic acid that has the This is new
following features:
„„single stranded
„„contains ribose
„„contains uracil and that it is used to take information from
DNA in the nucleus to the ribosomes for the synthesis of
proteins.
1.7 understand that a DNA mutation involves a change in the This is new
sequence of bases that could lead to a change in the amino acid
sequence and phenotype of an individual.

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1.8 describe protein synthesis as: This is new

„„transcription – the formation of mRNA in the nucleus
„„the transfer of mRNA to ribosomes in the cytoplasm
„„translation of the genetic code by tRNA from mRNA codons
„„the formation of a polypeptide chain using amino acids.

1.9 outline principles of genetic engineering, including: This is new

„„the production of genetically modified bacteria to produce
human insulin
„„the production of genetically modified plants to produce
vaccines (e.g. hepatitis B) and to improve health (e.g. Golden
Rice to increase vitamin A in the diet).
1.10 understand that mitosis occurs during growth, repair, 1c
cloning and asexual reproduction.
1.11 know the four main stages of mitosis; prophase, metaphase, 1c stage names now required
anaphase and telophase, which results in the production of two
genetically identical diploid daughter cells.
1.12 know that there are different types of stem cells, including This is new
embryonic and adult stem cells that have the ability to develop
into other body cells.
1.13 describe the advantages, disadvantages and ethics in the This is new
research and use of embryonic and adult stem cells.
1.14 understand that cells are grouped into tissues and that 1e – same topic but slightly reworded
tissues are organised into organs.
1.15 describe the structure of bone, muscle (voluntary, 1d – same topic but slightly reworded
involuntary and cardiac, as observed under a light microscope),
blood, nervous tissue and epithelium (squamous and ciliated,
with reference to cells lining the cheek and trachea).
1.16 describe the structure of cells specialised for reproduction, This is new
e.g. egg (ovum) and sperm, and relate their structure to
function.

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2) Biological molecules

New Human Biology (2017) specification Current Human Biology (2009) specification/
note on change
2.1 know the chemical elements present in carbohydrates, 2a know instead of recall
proteins and lipids (fats and oils).
2.2 understand the structure of carbohydrates, proteins and 2b
lipids as large molecules made up from smaller basic units:
„„starch and glycogen from simple sugars
„„protein from amino acids
„„lipids from fatty acids and glycerol.

2.3 describe the tests for glucose (a reducing sugar), starch, lipid 2c – term reducing sugar now required
and protein.
2.4 practical: investigate the qualitative and quantitative content Embedded practical
of vitamin C in food.
2.5 practical: investigate the energy content of food. 6l – now an embedded practical
2.6 explain the role of enzymes as biological catalysts in 2d
metabolic reactions.
2.7 explain the action of enzymes and how their activity is 2e – substrate concentration and inhibitors have
affected by: been added
„„temperature
„„pH
„„substrate concentration
„„competitive and non-competitive inhibitors.

2.8 practical: investigate the effect of temperature and pH on 2f – embedded practicals, but now also includes
enzyme activity. effect of pH
2.9 describe the advantages of using immobilised enzymes in: This is new
„„the production of lactose-free milk
„„the conversion of sucrose into glucose and fructose
„„glucose testing strips for diabetics.

2.10 practical: investigate the action of immobilised enzymes This is new

including the preparation of alginate beads.

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3) Movement of substances into and out of cells

New Human Biology (2017) specification Current Human Biology (2009)

specification/note on change
3.1 know simple definitions of diffusion, osmosis and active 3a know rather than recall
transport.
3.2 understand that movement of substances into and out 3b – water potential is now required
of cells can be by diffusion, osmosis (understanding of water
potential is required) and active transport.
3.3 understand the factors that affect the rate of movement of 3c
substances into and out of cells to include the effects of surface
area to volume ratio, temperature and concentration gradient.

4) Bones, muscles and joints

New Human Biology (2017) specification Current Human Biology (2009)

specification/note on change
4.1 describe the structure and function of the main parts of the 4a & 4b – slight rewording + more detail given on
skeleton: structure of long bones
„„axial skeleton (vertebral column, ribcage and skull)
„„appendicular skeleton (scapula, clavicle, pelvis and limbs)
„„the structure of a long bone to include the distribution of
spongy bone, compact bone and epiphysis.
4.2 explain the functions of joints using the elbow, shoulder and 4c
a cartilaginous intervertebral joint as examples.
4.3 describe the structure of a synovial joint. 4d
4.4 explain the relationship between voluntary muscles and 4e
bones to bring about movement illustrated by the biceps and
triceps muscles and associated bones in the arm and shoulder.
4.5 understand the dietary factors controlling the healthy 4f understand rather than recall
development of muscle and bone.
4.6 understand the causes and symptoms of osteoporosis. This is new

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5) Coordination
New Human Biology (2017) specification Current Human Biology (2009)
specification/note on change
5.1 know the structure of neurones: sensory, motor and relay. 5a know rather than recall
5.2 know the basic plan of the central nervous system. 5b know rather than recall
5.3 know the main areas of the brain and their functions including the cerebral 5g know rather than recall
hemispheres, cerebellum, mid brain, pituitary gland and hypothalamus.
5.4 know the structure and functions of the spinal cord and the structure 5d & 5e know rather than recall/describe
of a reflex arc. 5f – removed – recall spinal reflexes,
including the knee jerk reflex and
withdrawal reflex
5.5 understand that the body contains receptors that can detect the 5h – major rewording + includes pressure/
stimuli for light, temperature, pressure/pain and taste. pain receptors and taste receptors
5.6 describe the pathway taken by a nerve impulse to cause a response to 5c – additional statement to old 5c
a stimulus.
5.7 practical: investigate the number and position of sensory receptors, Embedded practical
such as touch and temperature receptors in the skin.
5.8 understand how nerve impulses are initiated, the direction of 5c – reworded (old wording was
movement of an impulse along a neurone and transmission across a ‘understand the initiation of the nerve
synapse. impulse receptors, direction of movement
along a neuron, transfer across a synapse’)
5.9 understand the action of hormones from the pituitary (ADH and 5i know rather than recall
gonadotrophic hormones), adrenal (adrenaline) and thyroid glands, 5k has been removed – understand the
the islets of Langerhans in the pancreas (insulin and glucagon) and the concept of negative feedback as an
gonads, and know the role of hormones in growth and development. essential characteristic of living systems
with particular reference to temperature
control and endocrine secretion
5.10 understand a simple comparison between the nervous and hormonal 5j – reworded
systems.
5.11 explain the structure and function of the eye in: 5l – reworded – explain rather than recall
„„focusing on near and distant objects
„„responding to changes in light intensity
„„stereoscopic vision allowing better judgement of distance.
5.12 understand eye defects and their treatment, i.e. long sight, short This is new
sight, astigmatism, and cataracts, and the use of corneal transplants.
5.13 explain the structure and function of the ear in balance and hearing. 5m explain rather than recall
5.14 understand how prolonged exposure to high noise levels affects the This is new
functioning of the ear and hearing.
5.15 practical: investigate the range of frequency audible to the human ear. Embedded practical
5.16 understand the meaning of the term ‘drug’ and distinguish between This is new
legal and illegal drugs, including:
„„the dangers of heroin, cannabis and cocaine
„„the action of common painkillers such as paracetamol on the nervous system.
5.17 describe the damaging effects of alcohol on the nervous system and This is new
liver and the behavioural consequences of excessive and long-term drinking.
5.18 describe the causes, symptoms and treatments of mental illness, This is new
including schizophrenia and depression.
5.19 describe the causes, symptoms and treatments of Alzheimer’s
disease, vascular dementia and Parkinson’s.

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6) Nutrition and energy

New Human Biology (2017) specification Current Human Biology (2009) specification/
note on change
6.1 explain the importance of a balanced diet including the 6c explain rather than describe
recommended dietary intake of carbohydrates, fats, proteins,
6c is now also split into 6.1 and 6.3
vitamins A and C, calcium, iron and fibre.
6.2 understand variations in diet related to age, pregnancy, climate 6b
and occupation.
6.3 know the sources and functions of carbohydrates, proteins, 6c is now split into 6.1 and 6.3
lipids (fats and oils), vitamins A, C and D, and the mineral ions,
Know rather than describe/recall
calcium and iron.
6.4 describe the causes and symptoms of deficiency diseases 6e Explain the dangers to health of protein
limited to scurvy (lack of vitamin C), anaemia (lack of iron), deficiency and malnutrition – reworded with
blindness (lack of vitamin A) and Kwashiorkor (lack of protein). more detailed content
6.5 know the structures of the human alimentary canal and 6f know rather than recognise, describe rather
describe the functions of the mouth, oesophagus, stomach, small than outline the functions
intestine, large intestine and pancreas in digestion.
6.6 explain how food is moved through the gut by peristalsis 6g
including the role of dietary fibre in the process.
6.7 understand the role of digestive enzymes including: 6h – minor clarification of content
„„their site of production and action
„„the digestion of starch to glucose by amylase and maltase
„„the digestion of proteins to amino acids by proteases (pepsin,
trypsin)
„„the digestion of lipids to fatty acids and glycerol by lipases.
6.8 know that bile is produced by the liver and stored in the gall 6i know rather than recall
bladder and understand the role of bile in neutralising stomach
acid and emulsifying lipids.
6.9 understand how the structure of the villus helps absorption of 6j
the products of digestion in the small intestine.
6.10 know the types, structure and functions of teeth, the factors 6k know rather than recall
that affect their growth and how to care for teeth and gums.
6.11 understand BMI, including the calculation of BMI, and the This is new
role of obesity as a risk factor in early onset of diabetes and the
significance of high cholesterol levels in atherosclerosis.
6.12 explain the importance of hygienic methods of food Partially covered in 14g
preparation, cooking, storage and preservation.

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7) Respiration

New Human Biology (2017) specification Current Human Biology (2009) specification/
note on change
7.1 know that the process of respiration releases energy in living 7a know rather than recall
organisms.
7.2 practical: investigate the difference between inspired and Embedded practical
expired air for carbon dioxide concentration.
7.3 know the word equation and the balanced chemical symbol 7c know rather than recall
equation for aerobic respiration in living organisms.
7.4 know the word equation for anaerobic respiration. 7f explain the formation of lactic acid in anaerobic
respiration
7.5 explain the differences between aerobic and anaerobic 7b
respiration.
7.6 understand the role of ATP in energy transfer (addition and 7e understand rather than describe & more detail
removal of a phosphate group and associated energy requirement given
and release).

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8) Gas exchange
New Human Biology (2017) specification Current Human Biology (2009) specification/
note on change
8.1 know the structure of the thorax including the ribs, intercostal 8a know rather than recall
muscles, diaphragm, trachea, bronchi, bronchioles, alveoli and
pleural membranes.
8.2 explain the role of the intercostal muscles and the diaphragm 8b
in ventilation.
8.3 explain how the lungs are adapted for gas exchange by 8c now a more concise sentence (was – explain
diffusion. how alveoli are adapted for gas exchange by
diffusion between the air in the lungs and blood
in capillaries)
8.4 understand the terms lung capacity, vital capacity, tidal 8d understand rather than explain, interpret
volume and interpret spirometer traces showing breathing rather than explain
movement.
8.5 practical: investigate the effect of exercise on the rate of 8g – is now an embedded practical. The 2009
breathing and measure lung capacity. specification said ‘describe how to carry out
simple experiments to investigate the effect of
exercise on breathing in humans, including the
use of limewater or bicarbonate indicator’
8.6 describe the regulation of carbon dioxide content in the blood 8e – reworded. The 2009 specification stated
including the role of chemoreceptors in the aorta and carotid ‘explain the regulation of carbon dioxide and
arteries. oxygen content in the blood’.
8.7 understand the term aerobic exercise. This is new
8.8 understand the long-term benefits of exercise on the This is new
cardiovascular system.
8.9 understand the pulse rate as a measure of heart rate and explain This is new
why resting pulse can be used as a measure of physical fitness.
8.10 explain why the heart rate changes during exercise and the 9k
influence of adrenaline.
8.11 practical: investigate the effect of exercise on the pulse rate. 8g – is now an embedded practical. The 2009
specification said ‘describe how to carry out
simple experiments to investigate the effect of
exercise on breathing in humans, including the
use of limewater or bicarbonate indicator’.
8.12 understand how an oxygen debt arises and how it is repaid This is new
after exercise.
8.13 understand the damage to the respiratory and cardiovascular 8f – reworded
system caused by smoking.

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9) Internal transport
New Human Biology (2017) specification Current Human Biology (2009) specification/
note on change
9.1 know the composition of the blood: red blood cells 9a know rather than recall
(erythrocytes), white blood cells (phagocytes and lymphocytes),
platelets and plasma.
9.2 understand the role of plasma in the transport of carbon 9c
dioxide, digested food, urea, hormones and heat energy.
9.3 know the role of tissue fluid and explain how this arises as a 9m – clarification of details
result of pressure differences and its subsequent drainage into
the lymphatic system.
9.4 explain how red blood cells are adapted for oxygen transport. 9d
9.5 understand the role of ABO blood groups and their 9g
importance in blood transfusions
9.6 understand the role of white blood cells including 9e – clarification of details
phagocytosis and antibody production (details of plasma cells are
not required).
9.7 describe the importance of blood clotting and the role of 9f – reworded to give more detailed guidance
enzymes in causing the conversion of fibrinogen into fibrin
(the names of other intermediates and enzyme names are not
required).
9.8 compare the structures of arteries, veins and capillaries, and 9l compare rather than recall
understand their roles including the pulse.
9.9 know the general plan of the circulatory system to include 9n know rather than recall
the blood vessels to and from the heart, the lungs, the liver and
the kidneys.
9.10 know the structure of the heart and how it functions. 9i know rather than recall
9.11 describe the causes, prevention and treatment of heart 9j – reworded to give more detailed guidance
disease including:
„„the effect of diet and exercise
„„the use of stents, artificial hearts and transplants.
9.12 understand the problems associated with heart transplants. 9h
9.13 describe the use of statins and plant stanol esters in the This is new
treatment and prevention of circulatory disorders.
9.14 understand the role of beta-blockers in the treatment of This is new
circulatory disorders, e.g. heart failure and angina.
9.15 explain the terms systolic and diastolic blood pressure. This is new
9.16 describe the causes, prevention and treatment of This is new
hypertension.
9.17 understand the role of ACE inhibitors in the treatment of This is new
high blood pressure.
9.18 describe how monoclonal antibodies are produced. This is new
9.19 understand how monoclonal antibodies work to detect and This is new
treat diseases such as cancer.

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10) Homeostatic mechanisms.

New Human Biology (2017) specification Current Human Biology (2009) specification/
note on change
10.1 know the structure and functions of the skin and explain the 10c know rather than recall
role of sweat glands, vasoconstriction, vasodilation and shivering
in temperature regulation.
10.2 know the definition of excretion; the removal of metabolic 10d know rather than recall
waste, including urea, carbon dioxide and water.
10.3 know the structure and functions of the renal system. 10e know rather than recall
10.4 explain why the composition of urine may vary. 10e – now split into 10.3 and 10.4
10.5 describe the role of the hypothalamus and pituitary gland in New sentence, though would have been taught as
osmoregulation. part of osmoregulation in the 2009 specification
10.6 explain the role of ADH in regulating the water content of 10m explain rather than describe
the blood.
10.7 understand the roles of insulin and glucagon in maintaining This is a new sentence but would have been
blood glucose levels. covered by 5i and 10r in the 2009 specification
10.8 understand the concept of homeostasis and the role of Clearer wording in the new specification – though
negative feedback, with particular reference to temperature this would have been covered in the 2009
control and blood glucose concentration. specification in 10b and 5k
10.9 describe the advantages and disadvantages of: 10o simplified wording
„„kidney transplants
„„kidney dialysis.
10.10 practical: investigate diffusion using a partially-permeable Embedded practical
membrane such as Visking tubing.
10.11 describe the functions of the liver in bile production, 10r
regulation of blood sugar, urea formation and detoxification
including the breakdown of alcohol.

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11) Reproduction and heredity

New Human Biology (2017) specification Current Human Biology (2009) specification/
note on change
11.1 know that the process of fertilisation involves the fusion of a 11a know rather than recall
male and female gamete to produce a zygote.
11.2 describe how a zygote divides to form an embryo. 11a and 11e are now more clearly written as 11.1
and 11.2
11.3 know the stages of meiosis allowing the production of 11b – reworded and now includes the significance
haploid gametes and its significance in bringing about variation in of variation
a species.
11.4 know the structure and function of the male and female 11c know rather than recall
reproductive systems.
11.5 understand the roles of oestrogen, progesterone, FSH and 11d– now split into 11.5 and 11.6
LH in the menstrual cycle.
11.6 explain the role in pregnancy of the: 11d, 11f, 11g– reworded and consolidated into
„„hormone progesterone 11.6
„„placenta
„„amniotic fluid
„„umbilical cord.
11.7 know the roles of oestrogen and testosterone in the 11h know rather than recall
development of secondary sexual characteristics.
11.8 describe the birth process and explain the advantages of 11i
breast feeding.
11.9 describe an outline of growth and development to maturity, 11j
to include growth curves for humans.
11.10 describe the methods of contraception by hormonal, barrier 11k– now split into 11.10, 11.11 and 11.12
and natural methods, intra-uterine devices and sterilization.
11.11 describe the advantages and disadvantages of each 11k –now split into 11.10, 11.11 and 11.12
contraceptive method.
11.12 describe the process of IVF and how it can improve the 11k –now split into 11.10, 11.11 and 11.12 with
chances of pregnancy. IVF and pregnancy explicitly stated
11.13 know that genes exist in alternative forms called alleles 11n know rather than recall
which give rise to differences in inherited characteristics.
11.14 know the meaning of the terms dominant, recessive, 11o know rather than recall
homozygous, heterozygous, phenotype, genotype, co-dominance,
diploid and haploid.
11.15 know that the sex of a person is controlled by one pair of 11t know rather than recall
chromosomes, XX in a female and XY in a male.
11.16 explain how the sex of offspring is determined at 11u
fertilisation using a genetic diagram.
11.17 understand that random fertilisation produces genetic 11x
variation of offspring.
11.18 understand the role of multiple alleles in the inheritance of 11p
ABO blood groups.
11.19 understand patterns of monohybrid inheritance using a 11q
genetic diagram and the probabilities of outcomes.
11.20 understand how to interpret family pedigrees 11r

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11.21 describe the causes and effects of inherited conditions 9b sickle cell anaemia is no longer specifically
such as haemophilia and red-green colour blindness (sex-linked mentioned in the specification
inheritance), polydactyly (dominant allele) and cystic fibrosis
(recessive allele).
11.22 describe how gene therapy with viruses can be used to treat This is new
cystic fibrosis.
11.23 understand that random fertilisation produces genetic 11x
variation of offspring.
11.24 understand that variation within a species can be genetic, 11z
environmental or a combination of both.

12) Disease
New Human Biology (2017) specification Current Human Biology (2009) specification/
note on change
12.1 understand the general course of a disease as: infection, 11a
incubation and symptoms.
12.2 know that diseases are caused by pathogenic microorganisms. 11b
12.3 describe the structure and reproduction of viruses. 11bi
12.4 describe methods of transmission, treatment and prevention 11bi – now includes Ebola. Polio and influenza
of the spread of Ebola and HIV (human immuno-deficiency virus), have been removed
the virus that causes AIDS.
12.5 describe the structure, nutrition and reproduction of bacteria 11bii –now includes bacterial growth curves
including the interpretation of bacterial growth curves.
12.6 investigate the effects of antibacterial agents and antibiotics Embedded practical
on the growth of bacterial culture.
12.7 know the methods of transmission, treatment and prevention 12biii – tuberculosis removed. Cholera added
of the spread of cholera and gonorrhea. Typhoid still appears in 12.10
12.8 explain the importance of oral rehydration therapy. ORT now explicitly mentioned
12.9 know the methods of transmission, treatment and prevention 12bvi – thrush removed
of the spread of athlete’s foot.
12.10 explain the role of the mosquito (malaria) and housefly 12cii – reworded in 12.10 and 12.11
(typhoid) in transmitting causative agents of disease.
12.11 describe the treatment and prevention of the spread of 12cii – reworded in 12.10 and 12.11
malaria and typhoid.
12.12 understand the antibody-antigen reaction. 12eiii
12.13 explain how vaccines work to prevent the spread of disease. 12eii – reworded
12.14 understand the differences between natural and artificial 12ei
immunity and active and passive immunity.
12.15 know the sources and role of antibiotics. 12eiv
12.16 explain how resistant pathogens such as MRSA arise and This is new
why they are a cause for concern.
12.17 understand the role of non-pathogenic bacteria and fungi 13a
(decomposers) useful to humans in the decomposition of organic
matter.
(details of other bacteria in the nitrogen and carbon cycles are not
required)
12.18 know the processes of sewage treatment in modern sewage 13b
works and a pit latrine.

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Teaching and assessment guidance

The assessment for this qualification is linear and both papers must be taken in the same series.
There will be a range of compulsory question styles including multiple-choice questions,
short-answer questions, calculations and extended open-response questions on both papers.
Students may be required to perform calculations, draw graphs and describe, explain and
interpret physical phenomena. Some of the question content will be unfamiliar to students;
these questions are designed to assess data-handling skills and the ability to apply biological
principles to unfamiliar situations.
Questions targeted at the higher grades will be designed to test knowledge, understanding,
application, analysis, evaluation and experimental skills. Some questions will require longer
prose answers.

Unit 1: Cells and tissues

There is a range of new material in topic 1 relating to DNA/RNA/DNA replication/protein
synthesis as outlined in the table below. These are areas that students often find difficult to
understand given their conceptual nature and lack of visibility.

1.3 describe the structure of a DNA molecule as:

„„two strands coiled to form a double helix
„„containing nucleotides
„„strands linked by complementary bases
„„complementary bases linked by hydrogen bonds.
1.4 describe DNA replication as the separation of DNA strands and the formation of a new
strand by complementary base pairing of nucleotides, including the role of DNA polymerase.
1.5 understand that a gene is a length of DNA containing a sequence of bases that code for a
specific protein. Teaching should be limited to:
„„the order of bases in DNA codes for the order of amino acids in a protein
„„3 bases coding for one amino acid.
1.6 know that RNA is a second type of nucleic acid that has the following features:
„„single stranded
„„contains ribose
„„contains uracil and that it is used to take information from DNA in the nucleus to the
ribosomes for the synthesis of proteins.
1.7 understand that a DNA mutation involves a change in the sequence of bases that could lead
to a change in the amino acid sequence and phenotype of an individual.
1.8 describe protein synthesis as:
„„transcription – the formation of mRNA in the nucleus
„„the transfer of mRNA to ribosomes in the cytoplasm
„„translation of the genetic code by tRNA from mRNA codons
„„the formation of a polypeptide chain using amino acids.
1.9 outline principles of genetic engineering, including:
„„the production of genetically modified bacteria to produce human insulin
„„the production of genetically modified plants to produce vaccines (e.g. hepatitis B) and to
improve health (e.g. Golden Rice to increase vitamin A in the diet)

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Advice on teaching approaches for the new content above

Refer carefully to the specification to ensure that only the necessary level of detail is taught
to students; it is easy to go into unnecessary depth beyond that required and this can
be overwhelming for students. The scheme of work provides a possible framework and
teaching activities to use to approach this material in weeks 2 and 3.

Much of the material lends itself to Assessment for Learning approaches; allowing
students to self- review and improve their own understanding while giving teachers a good
indication of student progress. Creative modeling and presentation style approaches will
help make key processes and the nature of genetics more ‘visible’ and accessible to students
and allow for a range of differentiated learning outcomes. Familiarity with key words and
terms is essential and can be developed by word searches, crosswords or use of key
pictures/diagrams.

‘Describing’ DNA/RNA/DNA replication and protein synthesis can be taught very

effectively through a modeling approach. Students can use a variety of materials to create
and discuss the structure of DNA and RNA, examining similarities and differences. How
close can students get to representing the detail needed; for example of the nature of the
nucleotides and complementary base pairing?

Protein synthesis (1.8) could be taught to students by:

• Each student/group creating a storyboard/flick book/movie of each sequential step.

• They might want to summarise this movie clip here in four different pictures – one for
each step.
• Students could also act out the required detail of each of the steps in protein synthesis
(1.8) and ask other students to determine which step they are presenting.
The links to the other relevant parts of the specification can be reinforced and made clearer
(e.g. 1.8 describe protein synthesis and 1.6 RNA features). A starter activity for protein
synthesis might have the following questions:

• Where does the RNA come from?

• What is RNA made from (nucleotides)?
• What do nucleotides look like and how are nucleotides linked together (hydrogen
bonds)?
There are a range of useful online resources and advice to help you teach these areas; but be
sure to check that the level is appropriate for your learners.

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The new sample assessment material can be very helpful in getting a feel for the style
of questions that might be asked and the level of detail required by students. Paper
1, question 4, relates to stem cells. Paper 2, question 3, focuses on DNA, RNA and
inheritance.

4 (a) Two types of nucleic acid are found in cells. These are DNA and RNA.

Describe three differences between DNA and RNA. (3)

(b) The symbols shown can be used to represent the components of nucleotides that
join together to make nucleic acid.

base phosphate sugar

Draw a section of RNA consisting of two nucleotides using the symbols given.

(3)

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Course planner
You will find a more detailed lesson plan in the scheme of work document, which
gives suggested teaching times for each unit. This is editable so that you can
customise it to meet your own needs. An overview of a two- year course planner
might be as follows, each week accounts for 2 Guided Learning Hours over 60 weeks
of teaching to give a total of 120 hours.

Two- year course planner

Week No. Topic Lesson content Sub-topics covered
1 1.1, 1.2 Cell structures and functions
2 1.3, 1.4 Structure of DNA and DNA replication
3 1.5, 1.6, 1.7, 1.8 Protein synthesis and mutations
4 (a) 1.9 Genetic engineering
4 (b) Section 1 Consolidation and assessment Cell structure
Cells and Tissues DNA replication and genetic engineering
5 12 hours 1.10, 1.11, 1.12, 1.13 Mitosis
Stem cells
Ethics
6 1.14, 1.15, 1.16 Cells, tissues and organs
Bone and muscle
Specialised cells
7 2.1, 2.2, 2.3 Elements present
Structures of molecules
Tests for molecules
8 Section 2 2.4, 2.5 Embedded practicals
9 Biological 2.6, 2.7 Enyzmes as catalysts
Molecules
Factors affecting enzymes
11 hours
10 2.8 Embedded practical
11 2.9, 2.10 Immobilised enzymes + embedded practical
12 (a) Consolidation and assessment Enzymes
12 (b) Section 3 3.1, 3.2 Definitions + osmosis
13 Movement of 3.3 Factors affecting movement
Substances
3 hours
14 4.1, 4.2, 4.3 Skeleton
Section 4 Joints
Bones, Muscles Structure of synovial joint
15 and Joints 4.4, 4.5, 4.6 Muscles
4 hours Dietary factors
Osteoporosis

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Week No. Topic Lesson content Sub-topics covered

16 5.1, 5.2, 5.3 Neurone structure
CNS
Main areas of the brain
17 5.4, 5.5, 5.6, Reflex arc
Receptors
Impulse pathway
18 5.7, 5.8 Initiation of impulses + embedded practical
19 5.9, 5.10 Nervous system vs hormones
Section 5 Action of various hormones
20 Coordination 5.11, 5.12 Structure and function of the eye
16 hours Eye defects
21 5.13, 5.14, 5.15 Structure and function of the ear
Noise
Embedded practical
22 5.16, 5.17 Legal and illegal drugs
Alcohol
23 (a) 5.18, 5.19 Mental illness
23 (b) Consolidation and assessment Neurones, reflexes, impulses, hormones, eye, ear,
drugs, alcohol, mental illness
24 6.1, 6.2, 6.3, 6.4 Balanced diet
Variations & sources in diet
Deficiency diseases
25 6.5, 6.6, 6.7 Alimentary canal
Peristalsis
Section 6 Digestive enzymes
26 Nutrition and 6.8, 6.9 Bile,
Energy Structure of villus
27 10 hours 6.10 Teeth
28 (a) 6.11, 6.12 BMI
Obesity
Food hygiene
28 (b) Consolidation and assessment Diet, alimentary canal, digestion, teeth, BMI, food
hygiene
29 7.1, 7.2, 7.3 Respiration + embedded practical
Section 7
30 (a) 7.4, 7.5, 7.6 Anaerobic respiration
Respiration
ATP
4 hours
30 (b) Consolidation and assessment Respiration & ATP

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Week No. Topic Lesson content Sub-topics covered

31 8.1, 8.2, 8.3 Gas exchange system
Ventilation
Diffusion
32 8.4, 8.5 Vital capacity
Tidal volume
Spirometer + embedded practical
Section 8
33 8.6, 8.7, 8.8, 8.9 Chemoreceptors
Gas Exchange
Aerobic exercise
12 hours
Pulse rate and heart rate
34 8.10, 8.11 Heart rate and adrenaline + embedded practical
35 8.12, 8.13 Oxygen debt
Smoking
36 Consolidation and assessment Gas exchange, exercise, oxygen debt
Smoking
37 9.1, 9.2, 9.3 Composition of the blood
Role of plasma
Tissue fluid
38 9.4, 9.5, 9.6, 9.7 Red blood cells
ABO blood groups
White blood cells
39 Section 9 9.8, 9.9 Blood vessel structure
Internal Transport plan of circulatory system
40 12 hours 9.10, 9.11, 9.12 Heart structure
Heart disease
Heart transplants
41 9.13, 9.14, 9.15, 9.16, 9.17 Treatment and prevention Hypertension
ACE inhibitors
42 (a) 9.18, 9.19 Monoclonal antibodies
42 (b) Consolidation and assessment Blood, tissue fluid, heart, heart disease
43 10.1 Skin and thermoregulation
44 10.2, 10.3, 10.4 Excretion
Renal system
Urine composition
45 10.5, 10.6 Osmoregulation
46 Section 10 10.7, 10.8 Insulin
Homeostatic Glucagon
Mechanisms Homeostasis and negative feedback
47 12 hours 10.9, 10.10, 10.11 Transplants
Dialysis
Embedded practical
Liver
48 Consolidation and assessment Homeostasis, thermoregulation, osmoregulation,
negative feedback

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Week No. Topic Lesson content Sub-topics covered

49 11.1, 11.2, 11.3, 11.23, 11.24 Fertilisation
Division of zygote
Meiosis
Variation
50 11.4, 11.5, 11.6, 11.7 Structure of reproductive systems
Menstrual cycle
Pregnancy
Secondary sexual characteristics
51 11.8, 11.9, 11.10, 11.11, 11.12 Birth
Growth curves
Section 11 Contraception
Reproduction and IVF
52 Hereditary 11.13, 11.14, 11.15, 11.16, 11.17 Genetic terms
14 hours XX & XY
Sex determination
Random fertilisation
53 11.18, 11.19, 11.20 Multiple alleles
Monohybrid inheritance
Pedigree charts
54 11.21 Dominant
Recessive and sex linked conditions
55 (a) 11.22 Gene therapy
55 (b) Consolidation and assessment Reproduction and inheritance
56 12.1, 12.2, 12.3, 12.4 Disease
Pathogens
Viruses and HIV
57 12.5, 12.6, 12.7, 12.8 Bacteria and disease
Cholera
Gonorrhea
ORT
58 Section 12 12.9, 12.10, 12.11 Fungal diseases
Disease Malaria
59 10 hours 12.12, 12.13, 12.14, 12.15, 12.16 Vaccines
Immunity
Antibiotics
Resistant pathogens
60 (a) 12.17, 12.18 Non-pathogenic bacteria
Sewage
60 (b) Consolidation and assessment Disease, pathogens, viruses, bacteria, fungi,
vaccines, immunity, sewage

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Suggested resources

We recognise that new resources will become available throughout the lifetime of a
qualification. We will therefore supply a version of this resource list on our website, which
will be updated on an ongoing basis.

Name of resource Link and Information

Dedicated Science Subject Email: [email protected]
Advisor
Telephone UK: 020 7010 2190
Telephone Intl: +44 (0)20 7010 2190
Twitter: @PearsonSciences
examWizard examWizard is a free online resource for teachers containing a huge bank of past
paper questions and support materials to help you create your own mock exam and
tests. http://qualifications.pearson.com/en/support/Services/examwizard.html
ResultsPlus ResultsPlus is a free online results tool analysis for teachers that give a detailed
breakdown of your students’ performance in Edexcel exams. https://qualifications.
pearson.com/en/support/Services/ResultsPlus.html
Sample assessment material https://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-
and specimen papers and-edexcel-certificates/international-gcse-human-biology-2017.coursematerials.
html#filterQuery=category:Pearson-UK:Category%2FSpecification-and-sample-
assessments
Textbooks and student https://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-
materials and-edexcel-certificates/international-gcse-human-biology-2017.resources.html#filt
erQuery=category:Pearson-UK:Publisher%2FPearson

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Student guide

Why study the Pearson Edexcel International GCSE in Human Biology?

This course will enable you to:

• learn and apply knowledge and understanding of human biology facts, terminology,
concepts, principles and practical techniques
• develop analytical and practical skills by applying understanding of scientific concepts
and principles to a range of familiar and unfamiliar situations.
• prepare for more advanced courses in biology and for other courses that require
knowledge of human biology.

What do I need to know, or be able to do, before taking this course?

We recommend that students are able to read and write in English at Level B2 of the
Common European Framework of Reference for Languages, otherwise there are no prior
learning requirements for this qualification.

Is this the right subject for me?

Have a look at our qualification overview to get an idea of what’s included in this
qualification. Then, why not get in touch with our student services, students@pearson.
com, to discuss any outstanding questions you might have?

You could also have a look at http://qualifications.pearson.com/en/campaigns/

pearsonqualifications-around-the- world.html#tab-Edexcel to find out what students and
education experts around the world think about our qualifications.

If you intend to pursue a career or further study in medicine, dentistry or for another health
focused role then this qualification will allow you to gain more specific knowledge and
understanding of appropriate human biology. The International GCSE in Biology can be
taken alongside this course. While some content overlaps, the majority of this qualification
is different from biology.

We also offer a Science (Double Award) and Science (Single Award). Both contain specific
biology content, equally weighted with chemistry and physics. While they have a similar
standard of assessment rigour these qualifications cover a reduced volume of Biology
material compared with this qualification.

How will I be assessed?

This qualification is by 100% written examination on two papers. Understanding and
application of practical knowledge and skills will be assessed in the written exam. There is
no coursework.

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What can I do after I’ve completed the course?

You can progress from this qualification to:

• International Advanced Subsidiary, for example in Biology

• International Advanced Level, for example in Biology
• GCE Advanced Subsidiary, for example in Biology
• GCE Advanced Level, for example in Biology
• Level 3 vocational qualifications in science, for example BTEC Level 3 in Applied Science
• other comparable Level 3 qualifications, such as the International Baccalaureate Diploma
Programme
• employment, for example in a science-based industry where an apprenticeship may be
available
• other equivalent Level 3 Biology qualifications or further study in other areas where
science or human biology is required
• further training or employment where numeracy, logic, analytical skills and science
knowledge are required.

What next?
Talk to your subject teacher at school or college for further guidance, or if you are a private
candidate you should visit http://qualifications.pearson.com/en/support/support-for you/
students.html

Getting Started – Pearson Edexcel International GCSE Human Biology – Issue 1 – September 2017 29
© Pearson Education Limited 2017
For information about Edexcel, BTEC or LCCI qualifications
visit qualifications.pearson.com

Edexcel is a registered trademark of Pearson Education Limited

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