Specifications that use this resource:
Switching to AQA: AS and A-level Biology from OCR Biology A
At A-level, 60% of the subject content is prescribed by the Department for Education (DfE) subject content. This allows for some differences in the content covered in specifications written by different exam boards. The assessment principles are the same to ensure the standard between exam boards is maintained. Each exam board will have interpreted these slightly differently, so the structure of the papers and the frequency of question types used may vary.
Assessment of practical skills
For all A-levels, regardless of exam board, the assessment of practical skills has been divided into those skills that can be assessed in written exams (indirect assessment) and those that can only be directly assessed whilst students are carrying out experiments (practical endorsement). There is no practical endorsement for AS.
Indirect assessment in written exams (minimum 15% of total marks):
- independent thinking skills
- use and application of scientific methods and practices
- numeracy and the application of mathematical concepts in a practical context
- instruments and equipment
Direct assessment through practical endorsement:
- 12 Apparatus and Techniques (ATa–ATl), which are common to all exam boards
- series of practicals that students carry out to enable them to use the ATs, packaged slightly differently by each exam board
Comparison of AQA with OCR – practical endorsement
Same:
- Students engage with and become competent in the use of the ATs (ATa–ATl), as they carry out a minimum of 12 pieces of practical work.
- Students are assessed against the Common Practical Assessment Criteria (CPAC) through a minimum of 12 pieces of practical work.
Different:
- The AQA specification lists 12 Required practicals that centres can use to cover both the ATs and the CPAC criteria.
- OCR practical work is packaged into 12 Practical Activity Groups (PAGs), each of which has 3-4 suggested practical activities. The PAGs provide opportunities to demonstrate competence in all required practical skills the ATs and CPAC criteria.
- Exemplar tracking documentation to capture progress towards the practical endorsement is specific to the exam board’s materials.
- The monitoring arrangements and standard applied for the assessment practical skills through the practical endorsement are common to all exam boards.
Comparison of AQA Required practicals and OCR PAGs
OCR PAG | AQA Required practical |
|---|---|
4. Rates of enzyme controlled reactions | 1. Investigation into the effect of a named variable on the rate of an enzyme-controlled reaction |
1. Microscopy | 2. Preparation of stained squashes of cells from plant root tips; set-up and use of an optical microscope to identify the stages of mitosis in these stained squashes and calculation of a mitotic index |
8. Transport in and out of cells | 3. Production of a dilution series of a solute to produce a calibration curve with which to identify the water potential of plant tissue |
5. Colorimeter or potometer 8. Transport in and out of cells | 4. Investigation into the effect of a named variable on the permeability of cell-surface membranes |
2. Dissection | 5. Dissection of animal or plant gas exchange or mass transport system or of organ within such a system |
7. Microbiological techniques | 6. Use of aseptic techniques to investigate the effect of antimicrobial substances on microbial growth |
6. Chromatography OR electrophoresis | 7. Use of chromatography to investigate the pigments isolated from leaves of different plants, eg leaves from shade-tolerant and shade-intolerant plants or leaves of different colours |
5. Colorimeter or potometer | 8. Investigation into the effect of a named factor on the rate of dehydrogenase activity in extracts of chloroplasts |
9. Qualitative testing | 9. Investigation into the effect of a named variable on the rate of respiration of cultures of single-celled organisms |
11. Investigation into the measurement of plant or animal responses | 10. Investigation into the effect of an environmental variable on the movement of an animal using either a choice chamber or a maze |
5. Colorimeter or potometer 9.Qualitative testing | 11. Production of a dilution series of a glucose solution and use of colorimetric techniques to produce a calibration curve with which to identify the concentration of glucose in an unknown ‘urine’ sample |
3. Sampling techniques | 12. Investigation into the effect of a named environmental factor on the distribution of a given species |
10. Use data logger or computer modelling 12. Research methods | Integrated into the practical work and assessed through CPAC 5. |
Assessment structure: AS
AQA | OCR A | |||
|---|---|---|---|---|
Paper 1 | Paper 2 | Breadth in biology | Depth in biology | |
What’s assessed | Any content from topics 1–4, including relevant practical skills | Any content from topics 1–4, including relevant practical skills | Modules 1–4 | Modules 1–4 |
Length and number of marks | Written exam 1 hour 30 minutes 75 marks | Written exam 1 hour 30 minutes 75 marks | Written exam 1 hour 30 minutes 70 marks | Written exam 1 hour 30 minutes 70 marks |
Question types | 65 marks short and long answer questions 10 marks comprehension question | 65 marks short and long answer questions 10 marks extended response questions | Section A: 20 marks of MCQs Section B: 50 marks short structured questions (covering problem solving, calculations, practical and theory) | Short structured questions (covering problem solving, calculations, practical) and extended response questions |
Both components include synoptic assessment | ||||
Assessment structure: A-level
AQA | OCR A | |||||
|---|---|---|---|---|---|---|
Paper 1 | Paper 2 | Paper 3 | Biological processes | Biological diversity | Unified biology | |
What's assessed | Any content from topics 1–4 including relevant practical skills | Any content from topics 5–8 including relevant practical skills | Any content from topics 1–8 including relevant practical skills | Any content from modules 1, 2, 3 and 5 | Any content from modules 1, 2, 4 and 6 | Any content from all modules 1–6 |
Length and number of marks | Written exam 2 hours 91 marks | Written exam 2 hours 91 marks | Written exam 2 hours 78 marks | Written exam 2 hours 15 minutes 100 marks | Written exam 2 hours 15 minutes 100 marks | Written exam 1 hour 30 minutes 70 marks |
Question types | 76 marks short and long answer questions 15 marks extended response questions | 76 marks short and long answer questions 15 marks comprehension question | 38 marks short and structured questions, including practical techniques and calculations 15 marks critical analysis of given experimental data 25 marks: one essay from a choice of two titles | Section A: 15 marks of MCQs Section B: 85 marks short structured and extended response questions (problem solving, calculations, practical and theory) | Section A: 15 marks of MCQs Section B: 85 marks short structured questions (problem solving, calculations, practical and theory) and extended response questions | Short structured questions (problem solving, calculations, practical and theory) and extended response questions |
All components include synoptic assessment | ||||||
Map of content
AQA topics have been mapped against OCR modules. The majority of the content is similar. It is, however, important to read the statements for the differences in the detail as there is content in the OCR spec that is not required at AQA and vice versa.
The topic of digestion is new content for teachers switching from OCR to AQA.
Where titles of OCR modules are different from AQA topics but cover the same content we have given the appropriate AQA specification reference.
Where AQA topics are not in the corresponding OCR module we have given the appropriate OCR specification reference.
AQA | OCR |
|---|---|
Practical skills development is embedded throughout the specification. The 12 required practicals are stated/listed in the specification at the appropriate point in the content where these practical skills can be learnt and developed | Module 1 Development of practical skills in biology |
3.1 Biological molecules 3.1.1 Monomers and polymers 3.1.2 Carbohydrates 3.1.3 Lipids 3.1.4 Proteins 3.1.5 Nucleic acids are important information-carrying molecules 3.1.6 ATP 3.1.7 Water 3.1.8 Inorganic ions 3.2 Cells 3.2.1 Cell structure 3.2.2 All cells arise from other cells 3.2.3 Transport across cell membranes 3.2.4 Cell recognition and the immune system (OCR 4.1.1) | Module 2 Foundations in biology 2.1.1 Cell structure 2.1.2 Biological molecules 2.1.3 Nucleotides and nucleic acids 2.1.4 Enzymes 2.1.5 Biological membranes (AQA 3.1.3 and 3.2.3) 2.1.6 Cell division (AQA 3.2.2), cell diversity and cellular organisation |
3.3 Organisms exchange substances with their environment 3.3.1 Surface area to volume ratio 3.3.2 Gas exchange 3.3.3 Digestion and absorption (AQA only) 3.3.4 Mass transport (plants and animals) | Module 3 Exchange and transport 3.1.1 Exchange surfaces 3.1.2 Transport in animals 3.1.3 Transport in plants |
3.4 Genetic information, variation and relationships between organisms 3.4.1 DNA, genes and chromosomes (OCR 2.1.6) 3.4.2 DNA and protein synthesis (OCR 2.1.3) 3.4.3 Genetic diversity can arise as a result of mutation (OCR 2.1.3) or during meiosis (OCR 2.1.6) 3.4.4 Genetic diversity and adaptation 3.4.5 Species and taxonomy 3.4.6 Biodiversity within a community 3.4.7 Investigating diversity | Module 4 Biodiversity, evolution and disease 4.1.1Communicable diseases, disease prevention and the immune system (AQA 3.2.4) 4.2.1 Biodiversity 4.2.2 Classification and evolution (AQA 3.4.5) |
3.5 Energy transfers in and between organisms (A-level only) 3.5.1 Photosynthesis 3.5.2 Respiration 3.5.3 Energy and ecosystems (OCR 6.3.1) 3.5.4 Nutrient cycles (OCR 6.3.1) 3.6 Organisms respond to changes in their internal and external environments (A-level only) 3.6.1 Stimuli, both internal and external, are detected and lead to a response 3.6.2 Nervous coordination 3.6.3 Skeletal muscles are stimulated to contract by nerves and act as effectors 3.6.4 Homeostasis is the maintenance of a stable internal environment | Module 5 Communication, homeostasis and energy (A-level only) 5.1.1 Communication and homeostasis 5.1.2 Excretion as an example of homeostatic control 5.1.3 Neuronal communication 5.1.4 Hormonal communication 5.1.5 Plant and animal responses 5.2.1 Photosynthesis 5.2.2 Respiration |
3.7 Genetics, populations, evolution and ecosystems (A-level only) 3.7.1 Inheritance 3.7.2 Populations 3.7.3 Evolution may lead to speciation 3.7.4 Populations in ecosystems 3.8 The control of gene expression (A-level only) 3.8.1 Alteration of the sequence of bases in DNA can alter the structure of proteins 3.8.2 Gene expression is controlled by a number of features 3.8.3 Using genome projects 3.8.4 Gene technologies allow the study and alteration of gene function allowing a better understanding of organism function and the design of new industrial and medical processes | Module 6 Genetics, evolution and ecosystems (A-level only) 6.1.1 Cellular control (AQA 3.8.1 and 3.8.2) 6.1.2 Patterns of inheritance 6.1.3 Manipulating genomes 6.2.1 Cloning and biotechnology 6.3.1 Ecosystems (AQA 3.5.3 and 3.7.4) 6.3.2 Populations and sustainability. |
Key differences
AQA | OCR A |
|---|---|
Contemporary biology content such as:
| Epigenetics and mycorrhizae not included |
Digestion and adsorption included | Digestion and adsorption not included |
Immunity taught in 3.2 Cells | Immunity taught in Module 4 |
DNA, genes, chromosomes, protein synthesis and genetic diversity (including meiosis) taught in 3.4 Genetic information, variation and relationships between organisms | DNA and meiosis taught in Module 1 |
Twelve required practicals clearly outlined for teachers, ensuring students have opportunities to fully cover the CPAC | Twelve more open Practical Activity Groups (PAGs) that teachers use to devise their own practicals to cover the CPAC |
Required practicals integrated into the content | Separate practical module |
Appropriate opportunities for development of practical skills signposted throughout the specification | |
Essay | No essay |
Support from AQA
We offer a wide range of support for teachers. This includes:
- a dedicated science curriculum team, with teaching and assessment experience, available to answer your queries and support your delivery of our qualifications. You can contact us by email at Alevelscience@aqa.org.uk or by phone on 01483 477756
- extensive support materials on training and guidance for the Endorsement, monitoring and CPAC standards
- email support from laboratory technician available
- a wide range of support materials, including practical handbooks, mathematical skills guidance, delivery guides, candidate exemplar resources, and more
- termly online curriculum connect sessions, giving you the opportunity to meet with the science curriculum team
- CPD courses, including courses for teachers new to teaching our qualifications and courses on outcomes from previous examination series to help inform your teaching
- Exampro
- three approved publishers, which allows you choice in selecting the best textbooks and online teacher support materials for you and your students.
At AQA, we have developed a suite of specifications that we hope allow students enjoy and excel in their study of science, learning relevant and interesting content while developing a range of skills they will find useful now and in the future whether that be in further study or in their chosen career.