1.1Core
Characteristics of living organisms
Suggested starting targetUse observable evidence to distinguish life processes from non-living changes.
Check scope · page 12Preparing your learning workspace…
CLASSOVIA / SCIENCE STUDIO
Biology 0610
Cambridge IGCSE · 2026–2028 exams · official edition v3. Original concise targets, topic mapping and unit investigations.
Full official syllabus21units
58Core
61Extended
This concise Classovia guide maps all subtopic headings. It is not a reproduction of the official document or a claim of endorsement. Years refer to examinations. Extended includes Core and Supplement; local targets do not replace full official details. Checked: 30 September 2026.
Core: papers 1 and 3, plus practical paper 5 or 6. Weightings: 30% multiple choice, 50% theory, 20% practical. Check the school's entry options in the source.
1Life and classification (3)
Unit investigation; adapt to the selected topic
Classify a set of organism drawings; construct a short key and justify each decision.
1.2Core
Concept and uses of classification systems
Suggested starting targetOrganise organisms into groups and apply a simple identification key.
Check scope · page 131.3Core
Features of organisms
Suggested starting targetCompare structural features when identifying major organism groups.
Check scope · page 132Cells and organisation (2)
Unit investigation; adapt to the selected topic
Annotate a cell image; calculate magnification from a supplied scale bar.
2.1Core
Cell structure
Suggested starting targetLink cell structures and specialised cell features to their functions.
Check scope · page 142.2Core
Size of specimens
Suggested starting targetCalculate magnification using matching image and specimen length units.
Check scope · page 143Membrane transport (3)
Unit investigation; adapt to the selected topic
Use a before-and-after membrane diagram to predict movement and justify the direction.
3.1Core
Diffusion
Suggested starting targetPredict net particle movement from a concentration difference.
Check scope · page 153.2Core
Osmosis
Suggested starting targetPredict water movement across a partially permeable membrane and effects on cells.
Check scope · page 153.3Core
Active transport
Suggested starting targetExplain why moving substances against a concentration gradient requires energy.
Check scope · page 164Biological molecules (1)
Unit investigation; adapt to the selected topic
Interpret a supplied food-test results table; distinguish observation from conclusion.
4.1Core
Biological molecules
Suggested starting targetConnect nutrients with their roles and interpret food-test evidence.
Check scope · page 165Enzymes (1)
Unit investigation; adapt to the selected topic
Plot supplied enzyme-rate data; explain an optimum and identify a controlled variable.
5.1Core
Enzymes
Suggested starting targetInterpret temperature and pH data for enzyme activity using a fair comparison.
Check scope · page 176Plant nutrition (2)
Unit investigation; adapt to the selected topic
Analyse supplied plant-rate data and a leaf diagram; link structure with evidence.
6.1Core
Photosynthesis
Suggested starting targetConnect the photosynthesis equation with factors that change its rate.
Check scope · page 176.2Core
Leaf structure
Suggested starting targetExplain how a leaf's structures support light capture and gas exchange.
Check scope · page 187Human nutrition (5)
Unit investigation; adapt to the selected topic
Build a food-to-blood pathway with organs and processes; justify one structural adaptation.
7.1Core
Diet
Suggested starting targetEvaluate a diet using nutrient functions and the consequences of deficiency.
Check scope · page 197.2Core
Digestive system
Suggested starting targetTrace food through the digestive system and distinguish organ functions.
Check scope · page 197.3Core
Physical digestion
Suggested starting targetExplain how physical breakdown increases the area available for digestion.
Check scope · page 207.4Core
Chemical digestion
Suggested starting targetMatch digestive enzymes with substrates and smaller products.
Check scope · page 217.5Core
Absorption
Suggested starting targetConnect small-intestine structure with absorption into the transport system.
Check scope · page 218Plant transport (3)
Unit investigation; adapt to the selected topic
Trace water and sugar routes in a plant; explain why the pathways differ.
8.1Core
Xylem and phloem
Suggested starting targetDistinguish the transported substances and structures of xylem and phloem.
Check scope · page 228.2Core
Water uptake
Suggested starting targetTrace a water pathway from a root hair towards the leaf.
Check scope · page 228.3Core
Transpiration
Suggested starting targetUse environmental data to predict changes in water loss from a plant.
Check scope · page 239Animal transport (4)
Unit investigation; adapt to the selected topic
Annotate a heart-and-vessels diagram; use arrows and explain pressure differences.
9.1Core
Circulatory systems
Suggested starting targetDistinguish circulation arrangements by tracing the route of blood.
Check scope · page 249.2Core
Heart
Suggested starting targetRelate chambers, valves and pumping to the direction of blood flow.
Check scope · page 249.3Core
Blood vessels
Suggested starting targetCompare vessel structure with pressure, flow and exchange functions.
Check scope · page 259.4Core
Blood
Suggested starting targetMatch blood components with transport, defence and clotting.
Check scope · page 2510Disease and defence (1)
Unit investigation; adapt to the selected topic
Compare two fictional infection scenarios and justify suitable prevention measures.
10.1Core
Diseases and immunity
Suggested starting targetExplain pathogen transmission and how prevention and defence reduce infection.
Check scope · page 2611Gas exchange (1)
Unit investigation; adapt to the selected topic
Interpret a breathing-rate table before and after exercise, distinguishing cause and correlation.
11.1Core
Gas exchange in humans
Suggested starting targetConnect ventilation and gas-exchange surface features with measured breathing changes.
Check scope · page 2712Respiration (3)
Unit investigation; adapt to the selected topic
Compare oxygen use and products in supplied respiration data; explain an energy demand.
12.1Core
Respiration
Suggested starting targetDistinguish cellular energy release from ventilation and list cellular energy uses.
Check scope · page 2812.2Core
Aerobic respiration
Suggested starting targetUse the aerobic respiration equation to explain energy release with oxygen.
Check scope · page 2812.3Core
Anaerobic respiration
Suggested starting targetCompare oxygen-free energy release in muscle and yeast.
Check scope · page 2813Excretion (1)
Unit investigation; adapt to the selected topic
Sort listed substances into metabolic waste and undigested material; justify removal routes.
13.1Core
Excretion in humans
Suggested starting targetDistinguish excretion from egestion and identify removed metabolic products.
Check scope · page 2914Coordination and control (5)
Unit investigation; adapt to the selected topic
Draw a stimulus-to-response model and identify a control variable in the internal environment.
14.1Core
Coordination and response
Suggested starting targetTrace a reflex pathway and compare rapid nervous responses with other control.
Check scope · page 3014.2Core
Sense organs
Suggested starting targetConnect eye structures with detecting light and protecting the eye.
Check scope · page 3114.3Core
Hormones
Suggested starting targetExplain how chemical signals carried in blood affect target organs.
Check scope · page 3214.4Core
Homeostasis
Suggested starting targetDescribe why the internal environment needs controlled, stable conditions.
Check scope · page 3214.5Core
Tropic responses
Suggested starting targetPredict a plant's growth response to light or gravity.
Check scope · page 3315Drugs (1)
Unit investigation; adapt to the selected topic
Evaluate an antibiotic claim using supplied evidence; state what remains uncertain.
15.1Core
Drugs
Suggested starting targetDistinguish the effects of drugs and explain responsible antibiotic use.
Check scope · page 3316Reproduction (6)
Unit investigation; adapt to the selected topic
Use a suitable reproduction diagram to order stages and explain the role of each structure.
16.1Core
Asexual reproduction
Suggested starting targetExplain how one parent produces offspring without gamete fusion.
Check scope · page 3316.2Core
Sexual reproduction
Suggested starting targetConnect gamete fusion with fertilisation and variation in offspring.
Check scope · page 3416.3Core
Sexual reproduction in plants
Suggested starting targetTrace the sequence from pollination through fertilisation to seed formation.
Check scope · page 3416.4Core
Sexual reproduction in humans
Suggested starting targetConnect reproductive structures with fertilisation and development.
Check scope · page 3516.5Core
Sex hormones in humans
Suggested starting targetLink hormone changes with puberty and changes during the menstrual cycle.
Check scope · page 3616.6Core
Sexually transmitted infections
Suggested starting targetExplain routes of STI transmission and evidence-based prevention.
Check scope · page 3617Inheritance (2)
Unit investigation; adapt to the selected topic
Solve a teacher-selected inheritance cross and distinguish probability from a guaranteed outcome.
17.1Core
Chromosomes, genes and proteins
Suggested starting targetDistinguish chromosome, gene and allele and model human sex inheritance.
Check scope · page 3617.4Core
Monohybrid inheritance
Suggested starting targetUse genotype and phenotype to construct and interpret a monohybrid cross.
Check scope · page 3918Variation and selection (3)
Unit investigation; adapt to the selected topic
Compare two variation datasets and explain how a changed environment can affect selection.
18.1Core
Variation
Suggested starting targetCompare continuous and discontinuous variation using data.
Check scope · page 4018.2Core
Adaptive features
Suggested starting targetLink inherited features with survival in a particular environment.
Check scope · page 4018.3Core
Selection
Suggested starting targetExplain selection using variation, differential survival and reproduction.
Check scope · page 4119Ecosystems (4)
Unit investigation; adapt to the selected topic
Construct a small food web from supplied observations; predict one indirect effect.
19.1Core
Energy flow
Suggested starting targetTrace energy input from sunlight through an ecosystem.
Check scope · page 4119.2Core
Food chains and food webs
Suggested starting targetUse a food web to explain feeding relationships and a population change.
Check scope · page 4219.3Core
Nutrient cycles
Suggested starting targetConnect carbon transfers with biological processes and combustion.
Check scope · page 4319.4Core
Populations
Suggested starting targetInterpret population growth using resources, competition and disease.
Check scope · page 4320Human environmental impact (4)
Unit investigation; adapt to the selected topic
Compare two environmental interventions using benefit, cost and evidence limits.
20.1Core
Food supply
Suggested starting targetEvaluate how farming practices change yield and environmental impacts.
Check scope · page 4420.2Core
Habitat destruction
Suggested starting targetExplain how habitat loss changes biodiversity and food-web relationships.
Check scope · page 4420.3Core
Pollution
Suggested starting targetConnect a pollutant with its source, environmental effect and a reduction strategy.
Check scope · page 4520.4Core
Conservation
Suggested starting targetEvaluate conservation approaches using biodiversity and sustainable use.
Check scope · page 4621Biotechnology (3)
Unit investigation; adapt to the selected topic
Map a fictional production process and identify one control variable and one ethical question.
21.1Core
Biotechnology and genetic modification
Suggested starting targetExplain why microorganisms can be useful in biotechnology.
Check scope · page 4621.2Core
Biotechnology
Suggested starting targetRelate yeast and enzyme uses to a controlled production process.
Check scope · page 4721.3Core
Genetic modification
Suggested starting targetExplain a genetic change and evaluate a stated application.
Check scope · page 47Lesson lab: a clear question, independent and dependent variables, controls, measured units, repeats and comparison, then a conclusion with evidence limits. Use suitable datasets or simulations for remote teaching; physical experiments follow school supervision and safety policy.