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.

What came up in May/June 2026

The May/June 2026 0610 papers leaned hardest on ecology and conservation, blood glucose control and maths inside biology questions. Biodiversity, food chains, habitat loss or endangered species appeared on all four written papers, and blood glucose control came up on Papers 2, 3 and 4. The papers below are variant 2 (0610/12 to 0610/62).

• Paper 1 (Core multiple choice, 40 marks): definitions and diagrams more than data: classification, plant cell organelles, the biuret test, a celery stem in red stain, the alimentary canal, the carbon cycle, and a percentage calculation on methane from cows.
• Paper 2 (Extended multiple choice, 40 marks): data-heavy: an amylase graph, thorax volume during breathing, a day’s blood glucose curve, a population growth curve and a cat pedigree for polydactyly, plus potato cylinders in sugar solutions and the order of events in eutrophication.
• Paper 3 (Core theory, 80 marks): seven questions. The biggest were biodiversity and overfishing herring (15 marks), diet and deficiency diseases with a percentage increase (14) and the female reproductive system and menstrual cycle (14). A root question asked for a circumference using 2πr.
• Paper 4 (Extended theory, 80 marks): six questions. Fish farming and conservation was worth 23 marks, including a 6-mark explanation of why species become endangered. Osmosis in onion cells and mineral uptake by roots (14 marks, with another 6-mark explanation) and blood glucose and diabetes (13) came next.
• Papers 5 and 6 (practical and alternative to practical, 40 marks each): the same two investigations on both: estimating vitamin C in drying kiwi fruit with iodine solution and starch (23 marks), then drawing beans in a pod, a magnification to two significant figures and a 6-mark plan for a catalase investigation (17 marks).

Mark-scheme style: the 6-mark answers were points-based, not level-marked. The endangered-species question listed 17 creditable points, one mark each up to six. Describing a graph needed both the trend and its shape (transpiration rising faster at higher wind speeds, not in a straight line), and calculations used error carried forward, so showing your working always pays.

For the paper-by-paper breakdown and the full marking guide, read 0610 May/June 2026 past papers: what came up and how it was marked, or download the papers and mark schemes free on the Tutopiya Learning Portal.

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.

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