📚 AS WJEC Biology: 2026 Exam Changes and Trends | AS WJEC 生物：2026年考试变化与趋势
As the first cohort to sit the revised AS WJEC Biology examinations in 2026, students and teachers face a transformed specification shaped by the Made-for-Wales curriculum reform. This article provides a detailed breakdown of the upcoming changes, assessment structures, content shifts, and what these trends mean for effective preparation.
作为2026年首批参加新版WJEC AS生物学考试的学生，师生们将迎来由“为威尔士而设”课程改革所塑造的全新规范。本文将详细解析即将到来的变化、评估结构、内容调整以及这些趋势对有效备考的意义。
1. Overview of the New Specification for 2026 | 2026年新规范概述
The WJEC AS Biology specification, approved by Qualifications Wales for first teaching in September 2025, replaces the long-standing 2015 specification. The new syllabus is part of the wider Made-for-Wales reform, designed to ensure that learners in Wales develop deep biological understanding alongside skills relevant to the future of work and study.
经威尔士资格认证机构批准、将于2025年9月首教的新版WJEC AS生物学规范，取代了沿用已久的2015版规范。新大纲是“为威尔士而设”全面改革的一部分，旨在确保威尔士学习者在发展深厚生物学理解的同时，获得与未来学习和工作相关的技能。
The 2026 AS examinations will be the first formal assessment of this refreshed programme. Both content and assessment have been restructured, with a move away from the traditional biochemistry-and-physiology focus towards integrated conceptual units that emphasise energy transformations and the continuity of life.
2026年AS考试将是对这一更新课程的首次正式评估。内容与评估均被重塑，摒弃了传统以生物化学与人体制论为核心的模式，转而采用强调能量转化与生命延续的综合概念单元。
2. Key Drivers of Reform | 改革的主要驱动力
The revision was driven by the desire to create a genuinely Welsh curriculum that reflects local contexts and the priorities of the new Curriculum for Wales. Qualifications Wales consulted extensively with educators, universities and employers to identify the biological knowledge and skills most valuable for progression to A2, higher education or employment in Wales and beyond.
改革的驱动力在于建立真正体现威尔士背景和威尔士新课程优先方向的课程体系。威尔士资格认证机构广泛征询了教育工作者、大学和雇主的意见，以确定对继续学习A2课程、接受高等教育或在威尔士及更广范围内就业最有价值的生物学知识与技能。
Another driver was the need to declutter the overloaded old specification. Many topics were treated in isolation, while the new specification organises content into broader stories – such as how organisms obtain and use energy, and how genetic information is passed on and changed – fostering deeper understanding rather than rote recall.
另一个驱动力是精简超负荷的旧大纲。旧规范中许多主题被孤立处理，而新规范将内容组织进更宏大的脉络中，例如生物如何获取和利用能量、遗传信息如何传递和改变，从而促进深度理解而非死记硬背。
3. AS Content Units: What's New? | AS内容单元：有何更新？
The 2026 AS specification consists of two mandatory units: Unit 1 'Energy for Life' and Unit 2 'Continuity of Life'. This represents a significant departure from the previous arrangement of 'Basic Biochemistry and Cell Organisation' and 'Biodiversity and Physiology of Body Systems'. The new titles signal a thematic, big-picture approach.
2026年AS规范包含两个必修单元：单元1“生命的能量”和单元2“生命的延续”。这与之前“基础生物化学与细胞组织”及“生物多样性与人体系统生理学”的布局大相径庭。新标题标志着一种主题式、大格局的路径。
Each unit now weaves together core concepts that were previously scattered across modules. For example, enzymes, cell membranes, respiration and photosynthesis all sit together in Unit 1, allowing learners to explore energy transformations as a cohesive narrative. Genetics and evolution are bundled in Unit 2, linking molecular mechanisms with population-level outcomes.
每个单元现在将之前分散的概念编织在一起。例如，酶、细胞膜、呼吸作用和光合作用共同置于单元1，使学习者能够将能量转化作为一个连贯的叙事来探索。遗传与进化则集中到单元2，将分子层面机制与群体层面结果联系起来。
4. Unit 1: Energy for Life – Topic Breakdown | 单元1: 生命的能量 – 主题拆解
Unit 1 covers the biochemical and cellular foundations of energy acquisition and use. The main topics are: biological molecules (carbohydrates, lipids, proteins, nucleic acids), enzymes and factors affecting enzyme activity, cell membrane structure and transport, cell respiration (aerobic and anaerobic), photosynthesis, and an introduction to microbiology.
单元1涵盖能量获取与利用的生化及细胞基础。主要主题包括：生物分子（碳水化合物、脂质、蛋白质、核酸）、酶及影响酶活性的因素、细胞膜结构与运输、细胞呼吸（有氧与无氧）、光合作用以及微生物学导论。
Learners are expected to understand how ATP acts as the universal energy currency and to connect cellular respiration and photosynthesis as opposing but complementary energy transfers. There is a strong emphasis on experimental design and data handling in enzyme and membrane investigations.
要求学习者理解ATP作为通用能量货币的角色，并将细胞呼吸与光合作用联系为对立而互补的能量转移过程。该单元非常强调在酶和细胞膜探究中的实验设计与数据处理。
C₆H₁₂O₆ + 6O₂ → 6CO₂ + 6H₂O. No LaTeX is required; simple Unicode symbols provide clarity.
有氧呼吸总方程等属于核心知识，考试中可用标准化学符号表达：C₆H₁₂O₆ + 6O₂ → 6CO₂ + 6H₂O。无需使用LaTeX，简单的Unicode符号即可清晰呈现。
5. Unit 2: Continuity of Life – Topic Breakdown | 单元2: 生命的延续 – 主题拆解
Unit 2 builds on molecular genetics and extends to inheritance and variation. Core themes include DNA structure and replication, the genetic code, protein synthesis (transcription and translation), the cell cycle and mitotic cell division, meiosis, classical Mendelian genetics, sex linkage, variation and natural selection, and principles of classification.
单元2从分子遗传学出发，延伸至遗传与变异。核心主题包括DNA结构与复制、遗传密码、蛋白质合成（转录与翻译）、细胞周期与有丝分裂、减数分裂、经典孟德尔遗传、伴性遗传、变异与自然选择以及分类学原理。
This unit explicitly requires students to use Punnett squares and pedigree diagrams to predict phenotypic ratios, a skill that will be tested through structured and extended answer questions. Evolution is taught with reference to antibiotic resistance and other contemporary examples to illustrate selection pressure in action.
本单元明确要求学生运用庞纳特方格和系谱图预测表型比率，这一技能将通过结构化与扩展性问答题进行考核。进化部分以抗生素耐药等当代实例展示选择压力的实际作用。
6. Exam Structure and Question Types | 考试结构与题型
The AS assessment consists of two written papers, each carrying 80 raw marks and contributing 50% to the final AS grade. Both papers are 1 hour 30 minutes in length. There is no separate practical examination; however, practical skills are assessed within the written papers and through a practical endorsement.
AS考核由两份笔试组成，每份原始分80分，各占AS总成绩的50%。每份试卷时长为1小时30分钟。没有单独的动手操作考试，但实验技能通过笔试和实践认证进行评估。
Each paper contains a mix of question types: multiple-choice questions, short structured questions, data-response items, and extended writing tasks. Typically, there will be one longer question per paper that draws together concepts from more than one topic, rewarding synoptic thinking.
每份试卷都包含多种题型：选择题、简短结构化题、数据应答题和扩展写作题。通常每张试卷包含一道要求串联多主题概念的长题，奖励综合思维能力。
The examiners will include questions based on prescribed practical activities. Learners will need to describe methods, identify variables, present graphs, calculate statistical measures such as means and standard deviation, and evaluate data critically.
考官将根据规定的实验活动设计问题。学习者需描述方法、识别变量、绘制图表、计算平均值和标准差等统计量，并批判性地评估数据。
| Paper | Content Assessed | Marks | Duration |
|---|---|---|---|
| Unit 1 – Energy for Life | All Unit 1 topics | 80 | 1h 30min |
| Unit 2 – Continuity of Life | All Unit 2 topics | 80 | 1h 30min |
纸号 | 考核内容 | 分数 | 时间
单元1 – 生命的能量 | 单元1所有主题 | 80 | 1小时30分
单元2 – 生命的延续 | 单元2所有主题 | 80 | 1小时30分
7. Assessment Objectives and Weighting | 评估目标与权重
The three Assessment Objectives (AOs) have been reweighted. AO1 (Demonstrate knowledge and understanding of scientific ideas, processes, techniques and procedures) now accounts for 35% of the AS. AO2 (Apply knowledge and understanding) makes up 40%, and AO3 (Analyse, interpret and evaluate scientific information, ideas and evidence) is worth 25%. This shift gives greater emphasis to application and analysis than the previous specification.
三项评估目标（AO）重新调整了权重。AO1（展示对科学思想、过程、技术及步骤的知识与理解）占AS的35%；AO2（应用知识与理解）占40%；AO3（分析、解释和评估科学信息、观点与证据）占25%。这一调整比旧版规范更加强调应用与分析。
Because AO2 and AO3 together account for 65%, students who only memorise facts will struggle. Examination papers now demand the ability to apply knowledge to unfamiliar contexts, for example interpreting enzyme kinetics data from an industrial process or evaluating a genetic screening scenario.
由于AO2与AO3合计占比65%，仅靠记忆事实的学生将难以应对。现在的考试卷要求能够将知识应用于陌生情境，例如解读来自工业流程的酶动力学数据，或评估某个基因筛查案例。
Command words such as 'evaluate', 'suggest', 'analyse' and 'discuss' will appear more frequently. Students must practise writing logical explanations and using evidence to support conclusions.
“评估”“建议”“分析”以及“讨论”等指令词将更频繁出现。学生必须练习写出有逻辑的解释，并用证据支持结论。
8. Practical Skills and the New Endorsement | 实验技能与新认证
Practical work remains at the heart of the subject, but its assessment now runs on two tracks. First, at least 15% of the marks in each written paper are derived from questions rooted in the specification's practical activities. Second, schools must submit a practical endorsement for each learner indicating whether they have demonstrated the required practical competencies.
实验操作仍是学科核心，但其评估现在以双轨并行。首先，每份笔试卷中至少有15%的分数来自依托规范实验活动的题目。其次，学校须为每位学习者提交一份实验认证，说明其是否展现了所要求的实验能力。
The endorsement is reported as Pass or Fail separately from the AS grade. Learners must complete a minimum number of practical exercises and maintain a laboratory notebook or portfolio of evidence. The skills assessed include using apparatus correctly, carrying out procedures safely, making and recording observations, and processing data.
该认证以通过/不通过的形式与AS等级分开报告。学习者必须完成最低数量的实验练习，并保留实验记录本或证据集。考核的技能包括正确使用仪器、安全操作、进行与记录观察以及处理数据。
This system encourages hands-on learning without the high-stakes pressure of an external practical exam. However, the endorsement is likely to be considered by universities, so taking it seriously is essential.
这一体系鼓励动手学习，同时避免了外部动手操作考试的高压。然而，大学很可能参考该认证，因此认真对待至关重要。
9. Comparison with the Old Specification (2015) | 与旧版规范（2015）的比较
The table below summarises the most important differences between the outgoing and incoming AS qualifications in WJEC Biology.
下表总结了即将退出与即将启用的WJEC AS生物学资格之间的最重要差异。
| Aspect | 2015 Specification | 2026 Specification |
|---|---|---|
| Unit titles | Basic Biochemistry and Cell Organisation; Biodiversity and Physiology of Body Systems | Energy for Life; Continuity of Life |
| Content organisation | Topic-based, with some fragmentation | Concept-driven, integrative |
| Assessment Objectives | AO1 40%, AO2 35%, AO3 25% | AO1 35%, AO2 40%, AO3 25% |
| Practical assessment | Practical skills assessed in written papers only; no endorsement | Written paper questions plus a Pass/Fail practical endorsement |
| Welsh context | Minimal | Explicit examples from Welsh habitats and industries |
方面 | 2015规范 | 2026规范
单元标题 | 基础生物化学与细胞组织；生物多样性与人体系统生理学 | 生命的能量；生命的延续
内容组织 | 基于主题，存在一定碎片化 | 概念驱动，一体化
评估目标 | AO1 40%, AO2 35%, AO3 25% | AO1 35%, AO2 40%, AO3 25%
实验评估 | 仅通过笔试卷评估实验技能；无认证 | 笔试题加通过/不通过实验认证
威尔士背景 | 极少 | 明确采用威尔士栖息地与产业的例子
10. Implications for Classroom Teaching | 对课堂教学的影响
Teachers will need to rethink lesson sequencing. Because topics like respiration and photosynthesis are now taught together, it becomes easier to design project-based learning and problem-solving lessons that mirror the integrated nature of the exam questions.
教师需重新思考教学顺序。由于现在呼吸作用与光合作用等主题放在一起教学，设计反映考题综合性质的项目式学习与解决问题课程便更容易。
There will be a greater need for practical work embedded in everyday teaching, not just isolated practical sessions. Students should be encouraged to formulate hypotheses, design investigations and present their findings in formal write-ups to build the skills required for AO3 and the endorsement.
将实验操作融入日常教学而非孤立实验课的需求将更大。应鼓励学生提出假说、设计探究并以规范的实验报告呈现发现，以培养AO3和实验认证所需的技能。
tatistical tests will no longer be optional extras but core competencies. The formula for rates is straightforward, e.g., rate = 1 / time or Δconcentration / Δtime. These can be centred and emphasised in class and in notes.
数据分析与统计学必须成为课堂常态。计算反应速率、解读图表并运用恰当统计检验将不再是附加项，而是核心能力。速率公式直接明了，如 rate = 1 / time 或 Δ浓度 / Δ时间，可在课堂和笔记中居中强调。
rate = 1 / t
11. How Students Can Prepare Effectively | 学生如何高效备考
Start by downloading the new specification and the sample assessment materials from the WJEC website. These provide the definitive account of what is examinable. Use the specification statements as a checklist to track progress throughout the course.
首先从WJEC官网下载新规范及样卷。它们就哪些内容可被考到提供了权威说明。可将规范中的陈述作核对表，追踪整个课程进度。
Next, practise applying knowledge rather than just rewriting notes. Seek out unfamiliar graphs, tables and experimental scenarios. For every topic, ask yourself: 'How could this be tested in an applied context?' and write a paragraph in response.
其次，练习应用知识而非仅改写笔记。搜寻陌生图表、表格与实验情境。针对每个主题自问：“这如何在一个应用情境中被考查？”并写出一个段落作为应答。
Maintain a well-organised practical portfolio from the start of Year 12. Write up each experiment thoroughly, recording aims, methods, results, calculations and evaluations. This portfolio not only supports the practical endorsement but also serves as excellent revision material.
从12年级一开始便维持一本条理清晰的实验档案。详尽撰写每项实验，记录目的、方法、结果、计算与评估。这份档案既支持实验认证，又是极佳的复习材料。
For genetics problems in Unit 2, practise constructing Punnett squares for monohybrid and dihybrid crosses, and interpreting family pedigrees for sex-linked conditions. Use past papers from the old specification where the genetic content overlaps, but always cross-check with the new content boundaries.
对单元2的遗传学问题，练习构建单因子与双因子杂交的庞纳特方格，并解读伴性遗传的系谱图。使用旧版规范中遗传内容重叠的历年试卷，但务必与新内容范围进行交叉核对。
12. Looking Ahead: Trends Beyond 2026 | 展望未来：2026年后的趋势
The 2026 sitting is the first of this cycle, but the trends are clear. Future assessments are likely to increase the proportion of digital resource-based questions, as WJEC invests in on-screen assessment platforms. Although 2026 exams remain on paper, digital literacy will be increasingly important during classroom preparation.
2026年考试是本周期的首次，但趋势已然明朗。随着WJEC投资屏幕评估平台，未来考试很可能提升基于数字资源题型的比例。虽然2026年考试仍为纸质，但数字素养在课堂准备中的重要性将日益凸显。
Sustainability and climate change, already threads in the new specification, will gain further emphasis. Biology is central to understanding biodiversity loss, carbon cycles and biotechnological solutions, and exam questions will reflect this global relevance.
可持续性与气候变化已作为新规范的脉络，将得到进一步加强。生物学对理解生物多样性丧失、碳循环与生物技术解决方案至关重要，考题将反映这一全球关联性。
The shift towards competency-based progression, where students are judged on what they can do rather than just what they know, will continue. The practical endorsement may evolve into a graded component, and the link between AS and A2 will become even more seamless, rewarding deep, longitudinal learning.
朝向以能力为基础的进阶方式——学生被评判的是他们能做什么而非仅他们知道什么——将持续推进。实验认证可能发展为分等级的组成部分，而AS与A2之间的衔接将更为无缝，奖励深度、纵向的学习。
Mathematics in biology is another expanding frontier. Statistics such as standard deviation, the chi-squared test and Student's t-test could appear more regularly, so students should feel comfortable with these tools.
生物学中的数学是另一个不断拓展的前沿。标准差、卡方检验与t检验等统计学方法可能更频繁出现，因此学生应能熟练运用这些工具。
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