IGCSE 2026 Exam Trends: Cambridge Biology 0610

Cambridge IGCSE Biology (0610) uses Core or Extended theory plus Paper 5 (practical) or Paper 6 (alternative to practical). Recent examiner reports and papers point to clear trends for 2026.

Paper format and structure

• Theory: Core (Papers 1 and 3) or Extended (Papers 2 and 4). Practical: Paper 5 (lab) or Paper 6 (written). No change to structure for 2025–2026.
• Multiple choice (1 and 2) tests breadth; common weak areas in recent reports include cell structure in photomicrographs (e.g. mitochondria vs ribosomes), osmosis experiments, enzyme conditions (pH, temperature), and absorption vs assimilation. Extended MC often includes classification (e.g. arthropods, crustaceans vs arachnids) and water potential/active transport.
• Paper 6 has featured investigations such as photosynthesis (e.g. DCPIP and light intensity) and enzyme activity (e.g. effect of tea/tannin on amylase and starch, iodine end point). Planning, tables, graphs and evaluation are regularly tested.

Question types and topics that keep coming up

• Cells and organisation: Cell structure, magnification calculations, diffusion, osmosis, active transport. Interpreting diagrams and graphs (e.g. effect of concentration on rate) is frequently required.
• Enzymes and nutrition: Digestive enzymes, optimum pH/temperature, lock-and-key; diet and deficiency. Applying enzyme concepts to novel contexts (e.g. different substrates or conditions) appears often.
• Human systems: Circulation, respiration, excretion (e.g. urea and the kidney), coordination. Distinguishing between organs (e.g. kidney vs bladder for urea) and explaining function in terms of structure are common.
• Ecology and inheritance: Food chains/webs, carbon cycle, variation, inheritance (monohybrid). Extended includes more genetics and application to scenarios.
• Practical skills (Paper 5/6): Variables, controls, safety, drawing tables and graphs, conclusions, evaluation (reliability, limitations, improvements). Identifying end points (e.g. colour change with iodine) and describing how to make an experiment fair are recurring themes.

Are papers getting easier or harder?

• Standards are held consistent via grade boundaries. Examiner reports do not suggest papers are deliberately harder; weak performance is linked to specific topics (e.g. photomicrograph interpretation, osmosis, excretion) and reading the question (e.g. “one way”, “two factors”).
• Extended requires application and careful interpretation of data and diagrams. Core is more guided but still expects precise biological terms.

Similarity to past papers and predictability

• Format and command words match past series. Past papers from 2020–2025 are a good guide.
• Topics are predictable from the syllabus; contexts (e.g. a new experiment for enzymes or photosynthesis) vary. Paper 6 style (scenario → method → results → analysis/evaluation) is consistent; exact investigations are not predictable.
• Question types (identify, describe, explain, compare, calculate) and marking emphasis (correct terminology, application to the context) are predictable.

Examiner expectations and marking

• Precise biological language is required (e.g. “absorbed” vs “assimilated”, correct naming of structures). Vague or everyday language often scores partial or no credit.
• Diagrams: labelling must be accurate; annotations should refer to function or adaptation when asked. Magnification calculations require correct formula and units.
• Experimental questions: identify independent and dependent variables, state controls, and explain how to make a test fair. Evaluation should mention specific sources of error or improvements, not generic statements.
• Marking follows the published mark scheme; no indication of marking becoming harsher. Key words and acceptable alternatives are applied consistently.

Assessment style and skills in demand

• Application to unfamiliar experiments or organisms is common. Understanding why (e.g. why oxygen is needed for germination, why a structure is adapted) is as important as recall.
• Data and graphs: interpreting tables and graphs, describing trends, and drawing conclusions supported by the data. Evaluation of method and reliability is regularly required.
• Integration of topics (e.g. enzymes + digestion + diet) in longer questions is a feature of Extended.

Focus areas for 2026 revision

1. Cell structure and photomicrographs – identify organelles; link structure to function; practise magnification calculations.
2. Osmosis and transport – water potential, concentration gradients, active transport; apply to unfamiliar experiments.
3. Enzymes – optimum conditions, effect of changes; apply to novel contexts (e.g. different enzymes or substrates).
4. Excretion and kidney – urea formation and removal; role of kidney vs bladder.
5. Paper 6 – planning (variables, control, safety), tables and graphs, conclusions, evaluation with specific points.

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Based on current syllabus and examiner reports. Always use the latest Cambridge 0610 syllabus for your series.