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Cambridge IGCSE Biology (third edition)

A fully updated edition of our successful series to support the Cambridge IGCSE Biology syllabus 0610.

Cambridge IGCSE Biology (third edition) is written by an experienced teacher and examiner to give comprehensive coverage of the syllabus objectives.

The series components of Cambridge IGCSE Biology (third edition) work together to cover all required content and skills, including ideas for practicals and other activities that will help to develop experimental skills. The student components are engaging, and accessible to students with a wide range of abilities including those who do not have English as their first language. The Teacher's Resource CD-ROM gives teachers extensive support as well as further resources to use in class.

Completely -cambridge

  • Language accessible to students of a wide range of abilities.
  • Revision and exam support provided through study tips and practice questions.
  • CD-ROM accompanying coursebook contains a host of revision and practice material designed to help students maximise their chances in their examinations. It also contains answers to the exam-style questions in the coursebook.
  • Workbook helps to develop information handling and problem solving skills, as well as some experimental skills including planning investigations and interpreting results.

What is important when translating syllabus content into a teaching tool?

It is most important that teachers think about how they are going to develop the skills that students need, as well as covering the content listed in the syllabus. These skills are summarised in Assessment Objectives AO2 and AO3 and between them they make up 60% of the overall marks. So simply covering the content is not enough. The scheme of work that is developed should consider how and where activities that will help students to develop skills will take place, and how this skills development will progress through the course.

What is the pedagogy/approach used in the content?

Teachers can rely on the Coursebook to describe and explain all the required content that is required in the examination. Text and illustrations work closely together to give full explanations to a level that will allow students to obtain the highest grades in their exams. Each concept is fully explained, helping students to understand their work rather than just recalling facts. Cross-referencing helps students to see links between different areas of their course. Each technical term is explained when first introduced, and a comprehensive glossary can be used for reference, to ensure that students can arm themselves with the appropriate language to write scientifically accurate answers to exam questions. Worked examples explain how to carry out essential calculations, such as magnifications or statistical tests. The Coursebook also includes many questions that will help the teacher and the student to assess where they have reached in their learning process, as part of the assessment for learning (formative assessment) that should be taking place. Each chapter ends with a set of questions, generally beginning with relatively short, formative questions. There are also several exam-style questions, which can be used to help students develop the ability to write suitable answers in their examinations. Answers to all of these questions can be found on the Teacher's Resource CD-ROM.

How can teachers put this into practice in the classroom?

Relatively few of the questions asked on the exam papers can be answered adequately by a student who has simply learned their notes and practised past examination questions. The students need to have deep understanding of the syllabus content and concepts, in order to answer questions that require them to use their knowledge in new situations. Teachers therefore need to develop teaching approaches that do not leave students as passive receivers of information. Students need to be stimulated to think for themselves about the facts and concepts that they are learning, with activities that engage their brains, give them challenges, develop their thinking skills and give them hands-on experience of practical work. So, as the content of the syllabus is steadily covered through the course, all sorts of active learning should be going on not only to ensure that students have good understanding (not just knowledge) of this content, but are also developing the skills (such as data handling, or making links between different areas of the syllabus) that will enable them to tackle novel and challenging questions in the examination with confidence. The Teacher's Resource provides a very large number of ideas for active learning in the laboratory and classroom. There are summaries of the resources available to help teachers to cover each topic. These include practical work, with full notes and guidance on how to prepare for and run each practical activity. As well as these resources, there are many suggestions for covering the content itself in interesting and challenging ways, which will help students to develop deep understanding, not just superficial knowledge. These resources and suggested approaches can be used to help teachers to construct a scheme of work that progresses steadily through the content, while ensuring that plenty of attention is being to given to the AO2 and AO3 skills that are developing alongside. The AO3 skills are also covered in two chapters in the Coursebook – Chapter P1 for the AS skills and Chapter P2 for the A level skills. These chapters can be referred to throughout the course, making use of their content to support relevant components of each practical activity that students carry out. Whenever a practical activity is done, teachers should refer to these chapters and think about how they can use the practical to develop particular skills – for example, understanding of variables or designing results charts. The scheme of work should ensure that every aspect of these practical skills has been fully covered by the end of the course, and that students have had plenty of opportunity to practice each component of the skill on several occasions. Note that it is not enough just to do questions from past papers; these are designed to assess skills, not to develop them.

Mary Jones is a highly successful, internationally renowned author of Biology textbooks. She also has years of experience as an author and teacher trainer.

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Titles in this series

Title Price (USD) In your shopping list

Cambridge IGCSE Biology: Coursebook with CD-ROM (third edition)

ISBN: 9781107614796

$37.00

Cambridge IGCSE Biology: Workbook (third edition)

ISBN: 9781107614932

$11.00

Cambridge IGCSE Biology: Teacher's Resource CD-ROM (third edition)

ISBN: 9781107614963

$80.00
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