As a teacher at an International school, I know the importance of captivating students in the classroom and I have designed resources with this in mind. Specialising in Cambridge iGCSE Coordinated Science and Biology courses and KS3 lessons based on Cambridge Checkpoint textbooks, I have everything a teacher needs to plan and deliver dynamic lessons.
As a teacher at an International school, I know the importance of captivating students in the classroom and I have designed resources with this in mind. Specialising in Cambridge iGCSE Coordinated Science and Biology courses and KS3 lessons based on Cambridge Checkpoint textbooks, I have everything a teacher needs to plan and deliver dynamic lessons.
✓ Engaging presentation
✓ Includes lots of examples and definitions
✓ Lots of short AFL tasks
✓ Past paper questions and mark scheme
This lesson on Concept and Uses of Classification Systems is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2026-28) course. This is the second lesson in the topic 1 Characteristics and Classification of Living Organisms.
The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. There is a strong emphasis on answering exam questions, with examples and the mark scheme included in the presentation.
Objectives:
State that organisms can be classified into groups by the features that they share
Describe a species as a group of organisms that can reproduce to produce fertile offspring
Describe the binomial system of naming species as an internationally agreed system in which the scientific name of an organism is made up of two parts showing the genus and species
Construct and use dichotomous keys based on identifiable features
Explain that classification systems aim to reflect evolutionary relationships
Explain that the sequences of bases in DNA are used as a means of classification
Explain that groups of organisms which share a more recent ancestor (are more closely related) have base sequences in DNA that are more similar than those that share only a distant ancestor
This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.
This bundle includes:
Lesson 1 - Chromosomes, Genes and Proteins
Lesson 2 - Cell Division (Mitosis and Meiosis)
Lesson 3 - Monohybrid Inheritance (including past paper questions to print with a mark scheme)
Topic Review Sheet
Lessons:
✓ Reviews all syllabus points
✓ Engaging presentations
✓ Recaps previous linked learning
✓ Lots of short AFL tasks
✓ Exam question examples throughout
✓ Past paper questions and mark schemes
✓ Answers available as shown on presentation slides linked with the topic
Topic Review Sheet:
✓ Can be cut into revision cards
✓ Key to highlight level of understanding
✓ Encourages independent study, knowledge retrieval practice and metacognition
✓ Reviews all syllabus points
✓ Great topic review or revision resource
✓ Can be cut into revision cards
✓ Key to highlight level of understanding
✓ Encourages independent study, knowledge retrieval practice and metacognition
Topics included:
B1 Characteristics of living organisms
B2 Cells
B3 Biological molecules
B4 Enzymes
B5 Plant nutrition
B6 Animal nutrition
B7 Transport
B8 Gas exchange and respiration
B9 Coordination and response
B10 Reproduction
B11 Inheritance
B12 Organisms and their environment
B13 Human influences on ecosystems
This review worksheet is designed for students enrolled in the Cambridge IGCSE Coordinated Science 0654 (2023-24) course, and covers the all topics. The worksheet is divided into different boxes to help students break down the information and organise what they need to know. It is double-sided and should be printed on A3 paper for students to complete. If printed single-sided, students can also cut the little boxes into flashcards for further study.
The tasks are split into different boxes to help students break down the information and organise what they need to know. This resource has been designed so that students can highlight the worksheet, rating each box either red, amber or green. There are no answers supplied with this resource.
When I complete this I ask students to highlight their boxes as follows:
Green - The student can complete this in exam conditions (This means the student understands and remembers this information)
Amber - The student can complete this after checking their notes, resources or asking a classmate (The student understands this but doesn’t remember it)
Red - The student can’t complete this without asking for serious help (The student doesn’t understand or remember this)
You can then go over the answers for the remaining red sections with the class at the end of the lesson. This system helps students to think about the importance of knowledge retrieval and metacognition when revising. It also allows the class to settle by asking them to working in exam conditions by completing the green sections first at the start of the lesson. Finally it allows you to have immediate visual feedback about student understanding of your teaching.
This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.
✓ Engaging powerpoint
✓ Recaps previous learning
✓ Lots of AFL tasks and activities
✓ Worksheet for class survey activity
✓ Lots of graph exam skills
This lesson on Variation is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the first lesson in the topic 18 Variation and Selection.
The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. There is a strong emphasis on graph skills, and particular what students should watch out for in exams.
This resource also includes a worksheet to print with tables for students to fill in during a classroom survey activity. I would also make sure that you have graph paper to hand.
Objectives:
Describe variation as differences between individuals of the same species
State that continuous variation results in a range of phenotypes between two extremes; examples include body length and body mass
State that discontinuous variation results in a limited number of phenotypes with no intermediates; examples include ABO blood groups, seed shape in peas and seed colour in peas
State that discontinuous variation is usually caused by genes only and continuous variation is caused by both genes and the environment
Investigate and describe examples of continuous and discontinuous variation
Describe gene mutation as a random change in
the base sequence of DNA
State that mutation is the way in which new alleles are formed
State that ionising radiation and some chemicals increase the rate of mutation
State that mutation, meiosis, random mating and random fertilisation are sources of genetic variation in populations
This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.
✓ Engaging powerpoint
✓ Recaps previous learning
✓ Lots of short AFL tasks
✓ Exam question examples
This lesson on Mitosis and Meiosis is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the second lesson in the topic 17 Inheritance.
The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. There is a strong emphasis on answering exam questions, with examples and the mark scheme included in the presentation.
Objectives:
Describe mitosis as nuclear division giving rise to genetically identical cells (details of the stages of mitosis are not required)
State the role of mitosis in growth, repair of damaged tissues, replacement of cells and asexual reproduction
State that the exact replication of chromosomes occurs before mitosis
State that during mitosis, the copies of chromosomes separate, maintaining the chromosome number in each daughter cell
Describe stem cells as unspecialised cells that divide by mitosis to produce daughter cells that can become specialised for specific functions
State that meiosis is involved in the production of gametes
Describe meiosis as a reduction division in which the chromosome number is halved from diploid to haploid resulting in genetically different cells (details of the stages of meiosis are not required)
This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.
✓ Engaging presentation
✓ Includes lots of examples and definitions
✓ Lots of short AFL tasks
✓ Exam question examples
This lesson on Features of Organisms is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2026-28) course. This is the third lesson in the topic 1 Characteristics and Classification of Living Organisms.
The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. There is a strong emphasis on answering exam questions, with examples and the mark scheme included in the presentation.
Objectives:
State the main features used to place animals and plants into the appropriate kingdoms
State the main features used to place organisms into groups within the animal kingdom, limited to: (a) the main groups of vertebrates: mammals, birds, reptiles, amphibians, fish (b) the main groups of arthropods: myriapods, insects, arachnids, crustaceans
Classify organisms using the features identified in 1.3.1 and 1.3.2
State the main features used to place all organisms into one of the five kingdoms: animal, plant, fungus, prokaryote, protoctist
State the main features used to place organisms into groups within the plant kingdom, limited to ferns and flowering plants (dicotyledons and monocotyledons)
Classify organisms using the features identified in 1.3.4 and 1.3.5 7 State the features of viruses, limited to a protein coat and genetic material
This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.
✓ Engaging powerpoint
✓ Recaps previous linked learning
✓ Worksheet with diagrams
✓ Past paper questions and mark scheme
This lesson on Nutrient Cycles is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the second lesson in the topic 19 Organisms and Their Environment.
The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. Just glance through the PowerPoint presentation and you are ready to go!
This resource also includes a worksheet with two diagrams; the carbon cycle and the nitrogen cycle. Students are asked at first to match up the image with the statements. This can be printed on one sheet of A4. There are also lots of example exam questions taken from past papers to deepen students understanding of the topic.
Objectives
Describe the carbon cycle, limited to: photosynthesis, respiration, feeding, decomposition, formation of fossil fuels and combustion
Describe the nitrogen cycle with reference to: decomposition of plant and animal protein to ammonium ions, nitrification, nitrogen fixation by lightning and bacteria, absorption of nitrate ions by plants, production of amino acids and proteins, feeding and digestion of proteins, deamination, denitrification
State the roles of microorganisms in the nitrogen cycle, limited to: decomposition, nitrification, nitrogen fixation and denitrification (generic names of individual bacteria, e.g. Rhizobium, are not required)
This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.
✓ Engaging presentation
✓ Includes lots of examples and definitions
✓ Lots of short AFL tasks
✓ Optional microscope practical where students calculate the real size of cells with a graticule
✓ Four options of cell samples to choose from to do in class
✓ Full method and list of equipment
✓ Exam questions and mark schemes
This lesson on Size of Specimens is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2026-28) course. This is the second lesson in the topic 1 Organisation of the Organism.
The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. There is a strong emphasis on answering exam questions, with examples and the mark scheme included in the presentation.
Objectives:
State and use the formula: magnification = image size ÷ actual size
Calculate magnification and size of biological specimens using millimetres as units
Convert measurements between millimetres (mm) and micrometres (μm)
This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.
✓ Reviews all syllabus points
✓ Great topic review or revision resource
✓ Can be cut into revision cards
✓ Answers available as shown on presentation slides linked with the topic
✓ Key to highlight level of understanding
✓ Encourages independent study, knowledge retrieval practice and metacognition
This review worksheet is designed for students enrolled in the Cambridge IGCSE Biology 0610 (2023-25) course, and covers the topic 1 Characteristics and Classification of Living Organisms. The worksheet is divided into different boxes to help students break down the information and organise what they need to know. It is double-sided and should be printed on A3 paper for students to complete. If printed single-sided, students can also cut the little boxes into flashcards for further study.
The tasks are split into different boxes to help students break down the information and organise what they need to know. This resource has been designed so that students can highlight the worksheet, rating each box either red, amber or green.
When I complete this I ask students to highlight their boxes as follows:
Green - The student can complete this in exam conditions (This means the student understands and remembers this information)
Amber - The student can complete this after checking their notes, resources or asking a classmate (The student understands this but doesn’t remember it)
Red - The student can’t complete this without asking for serious help (The student doesn’t understand or remember this)
You can then go over the answers for the remaining red sections with the class at the end of the lesson. This system helps students to think about the importance of knowledge retrieval and metacognition when revising. It also allows the class to settle by asking them to working in exam conditions by completing the green sections first at the start of the lesson. Finally it allows you to have immediate visual feedback about student understanding of your teaching.
This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.
✓ Engaging powerpoint
✓ Recaps previous linked learning
✓ Graph exam technique focus
✓ Past paper questions and mark scheme
This lesson on Populations is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the third and last lesson in the topic 19 Organisms and Their Environment.
The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. Just glance through the PowerPoint presentation and you are ready to go! There are also lots of example exam questions taken from past papers to deepen students understanding of the topic.
Objectives
Describe a population as a group of organisms of one species, living in the same area, at the same time
Describe a community as all of the populations of different species in an ecosystem
Describe an ecosystem as a unit containing the community of organisms and their environment, interacting together
Identify and state the factors affecting the rate of population growth for a population of an organism, limited to food supply, competition, predation and disease
Identify the lag, exponential (log), stationary and death phases in the sigmoid curve of population growth for a population growing in an environment with limited resources
Interpret graphs and diagrams of population growth
Explain the factors that lead to each phase in the sigmoid curve of population growth, making reference, where appropriate, to the role of limiting factors
This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.
✓ Reviews all syllabus points
✓ Great topic review or revision resource
✓ Can be cut into revision cards
✓ Answers available as shown on presentation slides linked with the topic
✓ Key to highlight level of understanding
✓ Encourages independent study, knowledge retrieval practice and metacognition
This review worksheet is designed for students enrolled in the Cambridge IGCSE Biology 0610 (2023-25) course, and covers the topic 13 Excretion in Humans. The worksheet is divided into different boxes to help students break down the information and organise what they need to know. It is double-sided and should be printed on A3 paper for students to complete. If printed single-sided, students can also cut the little boxes into flashcards for further study.
The tasks are split into different boxes to help students break down the information and organise what they need to know. This resource has been designed so that students can highlight the worksheet, rating each box either red, amber or green.
When I complete this I ask students to highlight their boxes as follows:
Green - The student can complete this in exam conditions (This means the student understands and remembers this information)
Amber - The student can complete this after checking their notes, resources or asking a classmate (The student understands this but doesn’t remember it)
Red - The student can’t complete this without asking for serious help (The student doesn’t understand or remember this)
You can then go over the answers for the remaining red sections with the class at the end of the lesson. This system helps students to think about the importance of knowledge retrieval and metacognition when revising. It also allows the class to settle by asking them to working in exam conditions by completing the green sections first at the start of the lesson. Finally it allows you to have immediate visual feedback about student understanding of your teaching.
This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.
This lesson on Energy Flow, Food Webs and Food Chains is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the third lesson in the ‘Topic: 19 Organisms and Their Environment’ topic.
The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. Just glance through the PowerPoint presentation and you are ready to go!
This resource also includes past paper questions on drawing pyramids of numbers and biomass alongside a mark scheme to further deepen students’ understanding. These questions can be printed on one sheet of A4 (using ‘two pages one sheet’ on your printing settings). These can be used during the lesson, as homework or revision.
Objectives
State that the Sun is the principal source of energy input to biological systems
Describe the flow of energy through living organisms, including light energy from the Sun and chemical energy in organisms, and its eventual transfer to the environment
Describe a food chain as showing the transfer of energy from one organism to the next, beginning with a producer
Construct and interpret simple food chains
Describe a food web as a network of interconnected food chains and interpret food webs
Describe a producer as an organism that makes its own organic nutrients, usually using energy from sunlight, through photosynthesis
Describe a consumer as an organism that gets its energy by feeding on other organisms
State that consumers may be classed as primary, secondary, tertiary and quaternary according to their position in a food chain
Describe a herbivore as an animal that gets its energy by eating plants
Describe a carnivore as an animal that gets its energy by eating other animals
Describe a decomposer as an organism that gets its energy from dead or waste organic material
Use food chains and food webs to describe the impact humans have through overharvesting of food species and through introducing foreign species to a habitat
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✓ Engaging powerpoint
✓ Recaps previous learning
✓ Lots of short AFL tasks
✓ Past paper questions and mark scheme
This lesson on Monohybrid Inheritance is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the third and last lesson in the topic 17 Inheritance.
The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic.
This resource also includes past paper questions alongside a mark scheme to further deepen students’ understanding. These questions can be printed on one sheet of A4 (using ‘two pages one sheet’ on your printing settings). These can be used during the lesson, as homework or revision.
Objectives:
Describe inheritance as the transmission of genetic information from generation to generation
Describe genotype as the genetic make-up of an organism and in terms of the alleles present
Describe phenotype as the observable features of an organism
Describe homozygous as having two identical alleles of a particular gene
State that two identical homozygous individuals that breed together will be pure-breeding
Describe heterozygous as having two different alleles of a particular gene
State that a heterozygous individual will not be pure-breeding 8 Describe a dominant allele as an allele that is expressed if it is present in the genotype
Describe a recessive allele as an allele that is only expressed when there is no dominant allele of the gene present in the genotype
Interpret pedigree diagrams for the inheritance of a given characteristic
Use genetic diagrams to predict the results of monohybrid crosses and calculate phenotypic ratios, limited to 1 : 1 and 3: 1 ratios
Use Punnett squares in crosses which result in more than one genotype to work out and show the possible different genotypes
Explain how to use a test cross to identify an unknown genotype
Describe codominance as a situation in which both alleles in heterozygous organisms contribute to the phenotype
Explain the inheritance of ABO blood groups: phenotypes are A, B, AB and O blood groups and alleles are IA , IB and Io
Describe a sex-linked characteristic as a feature in which the gene responsible is located on a sex chromosome and that this makes the characteristic more common in one sex than in the other
Describe red-green colour blindness as an example of sex linkage
Use genetic diagrams to predict the results of monohybrid crosses involving codominance or sex linkage and calculate phenotypic ratios
This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.
✓ Engaging presentation
✓ Worksheet with table and diagrams
✓ Lots of short AFL tasks
✓ Exam question on enzyme investigation
This lesson on Biotechnology is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the second lesson in the topic 21 Biotechnology and Genetic Modification.
The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. There is a strong emphasis on answering exam questions, with examples and the mark scheme included in the presentation.
Objectives:
Describe the role of anaerobic respiration in yeast during the production of ethanol for biofuels
Describe the role of anaerobic respiration in yeast during bread-making
Describe the use of pectinase in fruit juice production
Investigate and describe the use of biological washing powders that contain enzymes
Explain the use of lactase to produce lactose-free milk
Describe how fermenters can be used for the large-scale production of useful products by bacteria and fungi, including insulin, penicillin and mycoprotein
Describe and explain the conditions that need to be controlled in a fermenter, including: temperature, pH, oxygen, nutrient supply and waste products
This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.
✓ Engaging powerpoint
✓ Recaps previous learning
✓ Lots of AFL tasks and activities
✓ Exam question examples
This lesson on Chromosomes, Genes and Proteins is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the first lesson in the topic 17 Inheritance.
The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. There is a strong emphasis on answering exam questions, with examples and the mark scheme included in the presentation.
Objectives:
State that chromosomes are made of DNA, which contains genetic information in the form of genes
Define a gene as a length of DNA that codes for a protein
Define an allele as an alternative form of a gene
Describe the inheritance of sex in humans with reference to X and Y chromosomes
State that the sequence of bases in a gene determines the sequence of amino acids used to make a specific protein (knowledge of the details of nucleotide structure is not required)
Explain that different sequences of amino acids give different shapes to protein molecules
Explain that DNA controls cell function by controlling the production of proteins, including enzymes, membrane carriers and receptors for neurotransmitters
Explain how a protein is made, limited to: the gene coding for the protein remains in the nucleus, messenger RNA (mRNA) is a copy of a gene, mRNA molecules are made in the nucleus and move to the cytoplasm, the mRNA passes through ribosomes, the ribosome assembles amino acids into protein molecules, the specific sequence of amino acids is determined by the sequence of bases in the mRNA (knowledge of the details of transcription or translation is not required)
Explain that most body cells in an organism contain the same genes, but many genes in a particular cell are not expressed because the cell only makes the specific proteins it needs
Describe a haploid nucleus as a nucleus containing a single set of chromosomes
Describe a diploid nucleus as a nucleus containing two sets of chromosomes
State that in a diploid cell, there is a pair of each type of chromosome and in a human diploid cell there are 23 pairs
This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.
✓ Reviews all syllabus points
✓ Great topic review or revision resource
✓ Can be cut into revision cards
✓ Answers available as shown on presentation slides linked with the topic
✓ Key to highlight level of understanding
✓ Encourages independent study, knowledge retrieval practice and metacognition
This review worksheet is designed for students enrolled in the Cambridge IGCSE Biology 0610 (2023-25) course, and covers the topic 20 Human Influences on Ecosystems. The worksheet is divided into different boxes to help students break down the information and organise what they need to know. It is double-sided and should be printed on A3 paper for students to complete. If printed single-sided, students can also cut the little boxes into flashcards for further study.
The tasks are split into different boxes to help students break down the information and organise what they need to know. This resource has been designed so that students can highlight the worksheet, rating each box either red, amber or green.
When I complete this I ask students to highlight their boxes as follows:
Green - The student can complete this in exam conditions (This means the student understands and remembers this information)
Amber - The student can complete this after checking their notes, resources or asking a classmate (The student understands this but doesn’t remember it)
Red - The student can’t complete this without asking for serious help (The student doesn’t understand or remember this)
You can then go over the answers for the remaining red sections with the class at the end of the lesson. This system helps students to think about the importance of knowledge retrieval and metacognition when revising. It also allows the class to settle by asking them to working in exam conditions by completing the green sections first at the start of the lesson. Finally it allows you to have immediate visual feedback about student understanding of your teaching.
This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.
These questions are designed for students enrolled in the Cambridge IGCSE Biology 0610 (2023-25) course, and covers the topic 21 Biotechnology and Genetic Modification.
These questions would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.
These questions are designed for students enrolled in the Cambridge IGCSE Biology 0610 (2023-25) course, and covers the topic 18 Variation and Selection.
These questions would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.