The course
Introduction
See this message from Edexcel about the difference between the context-led (SNAB) resources and course, and the concept-led equivalent.
SNAB contexts
SNAB topics include story-style contexts and applications of biology. Topic 1 does not start with cell biology or biochemistry, but an account of two real people: Mark, a 15-year-old, had a stroke, and Peter, an adult had a heart attack. The topic looks at the biology which explains what happened to Mark and Peter, including the biochemistry of fats and carbohydratesand. Along with the biology, there is a discussion of the risk factors which contribute to a stroke or heart attack.
Other large molecules such as phospholipids and proteins are introduced later, in Topic 2, as they are relevant to 'Genes and Health'.
Interactive learning
Students learn through a wide variety of activities, from standard practicals to model-building and role plays, together with electronic tutorials and animations. The activities challenge students to engage with ideas and evidence, working individually or in groups. The teacher's role is more to do with guiding and explaining rather than transmitting factual information.
Learning through ICT tutorials
Interactive tutorials and animations have student worksheets to ensure engagement with a clearly defined task. The tutorials can be used by individual students or whole classes, and are ideal for encouraging collaborative learning in pairs or small groups.
Social and ethical debate
Through active debate and discussion, students develop their ability to form opinions about social and ethical issues and to support their opinions with well-thought-through arguments, using a clear framework.
Resources
The textbooks for the course are fully complementary to resources provided through a subscription website. See Resources. The textbooks contain the core storylines and biological principles.
The publishers' website www.newsnab.com provides learning resources such as topic introductions, GCSE reviews, tutorials, self-marking tests, downloadable worksheets, teachers' support and technicians' notes. The student site is separate from the teachers' and technicians' site, and communication between the two allows the teacher to set assignments with deadlines, receive marks from online tests and receive homework assignments electronically.
Key concepts and skills
SNAB presents the key concepts underpinning biology today. Students learn the wider experimental and investigative skills needed by modern biologists, including the ability to make judgements about the quality of scientific evidence. How Science Works is integrated into the contexts, providing an exploration of the processes and culture of the scientific community. A-level biologists should be taught skills such as practical techniques, ICT and researching within the real context of the way in which these are used by professional biologists.
In addition to the skills support mentioned above, the 2008 SNAB materials will include activities developed by the Science Enhancement Programme's Learning Skills for Science post-16 project.
The biology taught within this course is within a context so that it is clear to students why they are learning a particular biological principle. In the same way, the purpose and utility of skills being learned should always be clear to students.
A skills support section offers additional tutorials in practical work, mathematics, biochemistry, ICT (such as data-logging and use of software packages for presentation and analysis of results), and exams and coursework.
The SNAB community
Join the SNAB teachers e-group for lots of useful discussion and information. More information: SNAB e-group
Local teacher networks communicate with each other on a regular basis, and the project organises professional development targeted at the needs of SNAB teachers.
Maths in the Salters-Nuffield Advanced Biology course
There's help with handling data for SNAB students on the Free-Standing Maths Qualifications site. See Handling data.
SNAB AS topics
Here are topics and topic summaries for the Salters-Nuffield Advanced Biology context-led version of the Edexcel GCE Biology specification.
SNAB AS Topic 1 Lifestyle, health and risk
This topic builds on the knowledge and understanding which students bring to the course on the functioning of the circulatory system and the importance of diet in maintaining the body. The role of diet and other lifestyle factors in maintaining good health is considered with particular reference to the heart and circulation and to cardiovascular disease (CVD). The structures and functions of some carbohydrates and lipids are also detailed within this context. Ideas about correlation, causation, and the concept of risks to health are covered.
SNAB AS Topic 2 Genes and health
This topic considers the following biological principles: the properties of and transport of materials, across cell membranes and gas exchange surfaces, DNA structure and replication, protein synthesis, enzymes and monohybrid inheritance through the context of the genetic disease cystic fibrosis. The potential that gene therapy offers as treatment for cystic fibrosis is examined. The topic also allows for discussion of the social and ethical issues surrounding the diagnosis and treatment of genetic conditions.
SNAB AS Topic 3 The voice of the genome
This topic follows the story of the development of multicellular organisms from single cells to complex individuals. Cell structure and ultrastructure, cell division, the importance of fertilisation, the roles of stem cells, gene expression, cell differentiation and tissue organisation are all considered within this topic, as is the role of the genotype and the effect of the environment on phenotype.
SNAB AS Topic 4 Biodiversity and natural resources
The topic focuses on biodiversity and the wealth of natural resources used by humans. The meaning of biodiversity and how it can be measured is considered first, and how all this diversity has come about through adaptation and natural selection. It has sections on both traditional and novel uses of plants and plant fibres, and the use of chemical extracts from animals and plants. The concern for disappearing biodiversity and loss of potential natural resources is used to highlight the need for biologists to idenify, name and classify species. The topic ifinishes by looking at the role of zoos in the conservation of endangered species. General biologicial principles covered include the relationship of plant anatomy to function, and the structure and role of cellulose and starch.
SNAB A2 topics
Topics and topic summaries for the Salters-Nuffield Advanced Biology context-led version of the Edexcel GCE Biology specification.
back to AS topics
SNAB A2 Topic 5 On the wild side
This topic builds an appreciation that photosynthesis is the primary process underpinning the majority of ecosystems, and provides students with an understanding of how ecosystems work. The topic continues by looking at whether climate change will lead to extinction of species or evolution by natural selection, and looks at the evidence for global warming and its effects on plants and animals. By the end of the topic, students should appreciate how scientific understanding can make us aware of our responsibilities as stewards of the environment.
SNAB A2 Topic 6 Infection, immunity and forensics
This topic starts by looking at how forensic pathologists use a wide variety of analytical techniques to determine the identity of a person or other animal, and to establish the time and cause of death of organisms, including humans. It then considers how bacteria and viruses use a variety of routes into their hosts, and how hosts have evolved barriers and internal mechanisms to combat infections. These protections are not always successful, and many people in the world still die from infectious diseases. This topic also investigates the evolutionary battles that take place between invading pathogens and their hosts.
SNAB A2 Topic 7 Run for your life
This topic is centred on the physiological adaptations that enable animals and humans, particularly sports people, to undertake strenuous exercise. It explores the links between an animal's physiology and its performance. The topic summarises the biochemical requirements for respiration, and looks at the links between homeostasis, muscle physiology and performance. It ends by looking at how medical technology
SNAB A2 Topic 8 Grey matter
The scene is set by considering how the working of the nervous system enables us to see. Brain imaging and the regions of the brain are considered. The topic also demonstrates how an understanding of brain structure and functioning is relevant to such issues as the response to stimuli, the development of vision, and learning. It investigates how imbalances in brain chemicals may result in conditions such as Parkinson's disease, and its treatment with drugs is investigated. Students discuss the ethical issues raised by the Human Genome Project, and the risks and benefits of using genetically modified organisms.
SNAB Aims
The Salters-Nuffield Advanced Biology course aims to:
- use topical contexts which will motivate and excite students and teachers
- be accessible, with use of clear language, yet intellectually demanding
- emphasise application of knowledge rather that rote-learning
- have activities and practical work integrated throughout course
- make use of a full range of teaching and communication approaches
- use student-centred and novel activities showing how biologists think and work in their professional lives
- break down difficult concepts into stages to build confidence
- provide excellent support materials for technicians, teachers and students.
Salters-Nuffield Advanced Biology teaching approaches
Practical work and other activities
Practical work and other activities are fully integrated into the course to aid learning of concepts and skills. The use of living materials is a central focus of the activities. Practical work includes the study of a wide variety of living organisms, including humans, plants and micro-organisms. There are well-established practicals such as enzyme and microbiology experiments, plus less common ones such as strength testing of nettle fibres. The approach mirrors the aims of the course, where investigation and process are emphasised rather than prescriptive methods.
Other innovative activities ensure a wide variety of interactive learning styles, with problem solving, analysis and other higher skills being involved in the context of biological issues. Activities include role-play, discussion, and model-building.
How Science Works
All advanced level science GCEs now include content on How Science Works (HSW). SNAB has HSW integrated into the specification statements, so teachers and students are clear about the way this will be assessed. For AS level, the HSW is examined in the contexts provided in the topic specification statements, and through the coursework. In A2, the HSW is exemplified in the topics, but can also be examined through other contexts.
Practical-related HSW content is assessed both through the written exams and teacher assessment. The idea is that all HSW content is developed over the AS course, and assessed formatively by the teacher or by peer assessment. The formal assessment for AS HSW takes place through a visit or issue report, teacher assessment of using apparatus, recording results and presenting and analysing data, and through the written exams. At A2, the HSW is assessed through an individual investigation drawing on the practical and investigative skills developed at AS, and though the written exams.
Social and ethical issues
Modern biology raises a host of social and ethical issues. The course introduces students to four ethical frameworks to allow them to reason ethically and evaluate ethical argument in biology. For more about ethics see the SNAB CDP unit on ethical debate.
ICT
The use of ICT enhances student autonomy and motivation, and allows flexibility in learning style and pace. Interactive tests, tutorials, simulations, animations, spreadsheets and video clips are included in the electronic resources.
Using images effectively
Students are increasingly learning from pictures rather than written text. See Visual literacy for ideas about how to help students to work effectively.
How is the course assessed?
Assessment must encourage thoughtful teaching and learning. In order to ensure that teaching is not distorted by the examination, an assessment scheme has been devised which matches and enhances the course. For example, the approach to practical skills assessment at AS means that students don't end up pointlessly repeating practicals. Practical skills are developed formatively, so practical lessons are genuine educational experiences. More on assessment. The Awarding Body is Edexcel.
How is teaching supported?
The course is supported both by conventional printed materials and by more innovative ICT-based materials. The publisher of the current resources is Pearson Longman.
Visit Edexcel GCE Biology for more information about the specification and the resources (see the Resources tab at the top of the page).
Salters-Nuffield Advanced Biology (SNAB): background information
We are now in a century that is likely to be dominated by Biology, yet advanced level Biology saw few significant curriculum initiatives in recent years.
We need a course to which students can relate: students need to know why the concepts they are learning are important. Advanced level biology has become very content-led, with few of the recent innovations for the delivery of courses or in biological developments being reflected in the classroom. Despite this, large numbers of students continue to study Biology at AS and A2-level.
The Salters-Nuffield Advanced Biology Project helps teachers improve biology teaching and learning through innovative curriculum materials, and a professional development programme for teachers.
Student learning
Students learn best by being mentally active and reflective using approaches which encourage student and teacher enthusiasm. Close liaison with a large number of teachers has ensured that their views on the philosophy, structure, range of teaching and learning methods and content of the course are incorporated.
There is an emphasis on the tremendous advances presently being made in the subject in areas such as molecular Biology, cell Biology, medical physiology, genetics, biotechnology, biodiversity, conservation, behaviour and evolutionary studies.
During the development of the SNAB course, discussions with academic and other specialist biologists allowed us to identify key areas of biology that are expected to make a significant contribution to the future of the subject and to society in general.
Content of the Salters-Nuffield Advanced Biology course
The criteria for inclusion of a topic in Salters-Nuffield Advanced Biology include the following.
- Does it contribute to an understanding of the scientific concepts underpinning the subject?
- Is it up-to-date? Indeed, does it pinpoint an area of future importance?
- Does it include activities that illustrate how scientists think and work (experimental work, using a variety of ICT techniques, discussions, reading, writing, briefing, proposing, researching)?
- Will it motivate students?
These are important criteria for a course that:
- meets the aspirations of the committed biologist
- ensures that those who are taking their last formal course in Biology have a satisfying and valid educational experience which will be relevant to them in their lives.
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