This lesson describes the pathway by which the translation of mRNA into proteins can be prevented by siRNA and miRNA molecules. The engaging and detailed PowerPoint and accompanying resources are part of the final lesson in a series of 4 lessons that cover the detail of point 8.2.2 of the AQA A-level biology specification. The lesson begins with an exisiting knowledge check, as the students are challenged to recognise the processes of DNA methylation and histone acetylation, before RNA interference is introduced as another way by which gene expression is controlled in eukaryotes. Moving forwards, a quick quiz round introduces small interfering RNA (siRNA) and students will learn how this double-stranded, non-coding RNA is normally just 21 base pairs long. A step by step guide then describes the action of siRNA in preventing translation, through the cutting of the target mRNA into fragments which are then degraded. Time is taken to consider the possible application of siRNA molecules in the treatment of HIV and then cystic fibrosis, and the latter involves a series of exam-style questions which challenge the students on their understanding of this topic as well as the recall of content from the other 7 AQA topics. The remainder of the lesson focuses on microRNA (miRNA) and students will understand how this molecule is produced and how its action differs to that of siRNA in mammalian cells.

This lesson describes how epigenetic changes like DNA methylation and histone modification can modify the activation of certain genes. The PowerPoint and accompanying resources have been planned to cover points 3.14 ii & iii of the Pearson Edexcel A-level biology (Salters-Nuffield) specification. The lesson begins by introducing the prefix epi- as meaning on or above in Greek to allow students to recognise that epigenetics refers to changes in gene function due to factors beyond the genetic code. Moving forwards, they will learn that DNA methylation involves the attachment of a methyl group to cytosine and will come to understand how this inhibits transcription. They are challenged to recognise the pathogenesis of atherosclerosis through a variety of tasks before reading through a source detailing the results of a study between this cardiovascular condition and DNA methylation. The remainder of the lesson considers how the acetylation of histone proteins affects the expression of genes. Understanding and prior knowledge checks are embedded throughout the lesson (along with the answers) to allow the students to assess their progress on this topic and to encourage them to make links to the content of topics 1 - 2.

This lesson describes how iPS cells are formed from fibroblasts and discusses why this method is less controversial than the use of embryonic stem cells. The PowerPoint and accompanying resources are part of the 2nd lesson in a series of 2 lessons which covers the content of point 7.3 (stem cells) of the Edexcel A-level biology B specification. The lesson begins with a SPOT THE ERRORS task, where students have to use their knowledge of pluripotent cells from the previous lesson to identify the 3 errors and make corrections. The aim of this task is to remind them that pluripotent cells are found in embryos and can divide in unlimited numbers before finally becoming fully differentiated somatic cells. Moving forwards, the students are introduced to fibroblasts as examples of these somatic cells and the opportunity is taken to challenge their knowledge of collagen as this is a substance produced by these cells. The answers are embedded into the PowerPoint to allow the students to assess their recall of this topic 1 content. A quick quiz is used to introduce the acronym iPS and students will learn that fibroblasts can be reprogrammed to form induced pluripotent cells using specific transcription factors. The remainder of the lesson challenges them to answer questions about the use of iPS cells in regenerative medicine after reading a passage about an example. This allows them to recognise that deriving these cells from adult tissues as opposed to embryonic stem cells raises less problems and the transplant into the same person reduces the risk of rejection.

At the end of topic 3, or in the lead up to mocks or final A-level exams, students can use this lesson to assess their understanding of topic 3 content. The lesson consists of 20 multiple-choice questions, which have been written to challenge the students on the detail of their knowledge, as well as a PowerPoint which contains the answers, explanations and key points related to the specification. The PowerPoint also contains other topic 3 knowledge checks on content which isn’t directly questioned in the multiple-choice assessment, and prior knowledge checks to encourage the students to recognise the links to topic 1 and 2. The following topics are challenged by the multiple-choice questions: Surface area to volume ratio Gas exchange (in animals and plants) Digestion and absorption Mass transport in animals Mass transport in plants

This revision lesson contains an assessment of 20 multiple-choice questions and a PowerPoint with the answers and related key points from the specification. The 20 questions have been written to cover the content of topic 4 of the AQA A-level biology specification, providing the students with an opportunity to assess their understanding and highlight those areas which need further attention. All 7 sub-topics of topic 4 are covered by at least one question and there are several questions which challenge mathematical skills, which aligns with the high mathematical content of the final assessments.

This lesson describes how only part of a cell’s DNA is translated and explains how the potency of a stem cell determines its ability to specialise. The engaging and detailed PowerPoint and accompanying resources have been planned to cover all of the content in point 8.2.1 of the AQA A-level biology specification. The lesson begins by challenging the students to recall any existing knowledge of stem cells, to check that they remember that these cells differentiate, before the concept of cell potency is introduced to allow them to recognise that not all cells can differentiate into the same amount of cell types. A quick quiz is used to introduce pluripotency, unipotency, totipotency and multipotency before they are challenged to use their understanding of language to order these along the potency continuum. Beginning with totipotency, time is taken to go through details of each of these cell types, including where these cells are located. During the section of the lesson considering pluripotency, induced pluripotent stem cells are discussed and their potential for use in regenerative medicine is explored. Understanding checks through exam-based questions are embedded throughout the lesson (as well as the answers) to allow students to assess their current understanding and to address any gaps immediately. There are also prior knowledge checks so students can link to other topics from the specification and there is a maths in biology question so their mathematical skills are challenged in line with that element of the course.

This detailed and engaging lesson describes the different ecological techniques used to assess the abundance and distribution of organisms in a habitat. In line with point 10.1 (iv) of the Edexcel A-level biology B specification, the following techniques are included in the PowerPoint and accompanying resources: quadrats (of differing areas) transects ACFOR scale percentage cover The mathematical element of the course is challenged in the early stages of this lesson, when the students have to estimate the populations of different plant species using data obtained with a quadrat. Understanding checks are used throughout the lesson to allow the students to assess their progress against the current topic and they are encouraged to consider the advantages and disadvantages of each technique.

This fully-resourced lesson describes the stages of succession from colonisation to climax community. The PowerPoint and accompanying worksheets have been designed to cover the content of point 5.4 of the Edexcel A-level Biology A specification. As you can see from the cover image, this lesson uses a step-by-step method to guide the students through each stage of the process of succession, explaining each of the gradual, progressive changes that occur in a community over time. At each stage, time is taken to consider the organisms involved. There is a focus on lichens as examples of pioneer species and students will understand how colonisation by these organisms is critical to provide organic matter and to turn the bare ground into soil so it is habitable by other species. The island of Surtsey in Iceland is used as real-world example and shows how different parts of an area can be at different stages of succession. Understanding and prior knowledge checks are embedded into the PowerPoint (along with the answers) to allow students to assess their progress against the current topic and to encourage them to make links to previously-covered work.

This lesson describes how recombinant DNA can be produced, including the role of restriction endonucleases and DNA ligase. The PowerPoint and accompanying resources have been designed to cover the content of point 7.4 (i) of the Edexcel A-level Biology B specification. This lesson begins with the introduction of recombinant DNA technology as a process where fragments of DNA are transferred from one species to another. Over the course of the lesson, the students are guided through 5 steps in the production of the recombinant DNA, with a focus on the enzymes involved, which are reverse transcriptase, DNA polymerase, restriction endonuclease, and DNA ligase. Understanding checks and prior knowledge checks are used throughout the lesson and the answers are embedded into the PowerPoint to allow the students to assess their progress.

This detailed lesson describes the processes of PCR and electrophoresis to allow students to understand how gene sequencing can be used. The engaging PowerPoint and accompanying resource have been planned to cover the content of point 7.1 of the Edexcel A-level biology B specification. The lesson begins by comparing the number of genes in the genome with the number of base pairs, to allow students to learn that the bases in the genes only accounts for about 1.5% of the genome. This challenges them to recall that most is non-coding DNA, and the importance and usefulness of these sections are explored during the lesson. Moving forward, a step-by-step guide describes the key steps in the polymerase chain reaction, and time is taken at each step to qualify the fine details such as the use of Taq polymerase instead of human DNA polymerase. The remainder of the lesson focuses on the various uses of these DNA samples once they’ve been amplified by the PCR. The steps of the electrophoresis process are described and students will see how DNA profiling can be used in forensic science to identify criminals and for paternity tests. Understanding and prior knowledge checks are found throughout the lesson, along with the answers, to allow students to assess their grasp of the current topic as well as their ability to identify the links with previously covered topics.

This revision lesson provides students with the opportunity to assess their understanding of nucleic acids and protein synthesis (topic 6). The lesson includes a multiple-choice assessment of 10 questions and a PowerPoint containing the answers, where each answer slide shows the exact specification code to enable students to note the areas which may require extra attention. The PowerPoint also contains additional questions to challenge content from topic 6 of the CIE A-level biology specification (2025 - 2027 update) that isn’t directly covered by the 10 questions, and prior knowledge checks to encourage students to make links to content from topics 1 - 5. This lesson has been designed to be used at the end of topic 6, and in the build up to mocks and the final A-level assessments.

This revision lesson uses a 20 question multiple-choice assessment to challenge the students on their understanding of the topic 2 content (Cells). It has been written to check their knowledge from across the AQA A-level biology topic 2 specification and includes questions on the structure of eukaryotic and prokaryotic cells, the methods of studying cells, mitosis and binary fission, transport across cell membranes and the immune system. The lesson includes a PowerPoint where the answers to the 20 questions are revealed, along with their respective specification codes, to allow the students to pinpoint areas of the specification that require extra attention. The PowerPoint also includes extra questions and tasks to challenge some of the content not directly questioned in the MC assessment. Lessons challenging their knowledge of topics 1, 3 and 4 have also been uploaded.

This revision lesson uses a multiple-choice assessment to challenge the students on their understanding of topic 8, the control of gene expression. In addition to the 20 question assessment, this lesson includes a PowerPoint where the answers are revealed and additional questions are posed about the content of topic 8 which isn’t directly challenged in the questions. The PowerPoint also contains prior knowledge checks on content from topics 1, 3, 4 and 6. Revision lessons of this format which challenge topics 1 - 7 are also uploaded.

This lesson explains how labelled DNA probes can be used to screen patients for heritable conditions, their responses to drugs and to identify health risks. The PowerPoint and accompanying resources have been designed to cover the content of point 8.4.2 of the AQA A-level biology specification. The lesson begins by introducing the BRCA genes, and the students will learn how faulty alleles of these two genes can increase an individual’s risk of developing breast cancer. Therefore, there is a need to be able to locate specific alleles like these, and this function is performed by DNA probes. The students are challenged to use the function of the probes to predict their structure and will understand that they are short lengths of single stranded DNA that have a base sequence complementary to the base sequence of part of the target allele. As shown in the cover image, a quick quiz round is used to introduce hybridisation as key term, to ensure that students recognise that the probe will bind if the complementary base sequence is encountered. Moving forwards, a DNA microarray is introduced to show that it’s possible to screen for multiple genes. The remainder of the lesson considers how the DNA probes are used to screen for heritable conditions and drug responses, and real-life examples are used to increase relevance. Prior knowledge checks are embedded throughout the lesson to encourage the students to make links to content from earlier topics including inheritance and genetic drift.