Use this resource to schedule the new iGCSE 9-1 Biology Curriculum over 2 years. This provides the Learning objectives for Double (Paper 1 only) or Triple Biology (Papers 1 & 2). The roadmap shows how to timetable and schedule it all into the terms while leaving adequate space for revision. Hope it is helpful. I also have resources that summarise chapters onto single A3 pages to assist students with their learning; please check out my available resources. :-)

This is a bundle of A3 summary sheets I made for my students using the Pearson iGCSE Student book: the questions in each box inspire students to summarise the work that they need to know for this section. THis resource includes the first two chapters of each of the Biology (Section A: Life Processes and The Variety of Living Organisms) and Chemistry (Section A: Kinetic Theory, Diffusion, Atomic Structure) topics. I am gradually adding the other Chapters as I go along. I would print each of these topics on an A3 sheet double sided, so that the same topic is on a double-sided sheet. It would also be good to pop each double sided-sheet onto a coloured A3 sheet, then you can make each topic (Bio/Chem) a different colour to easily refer to them in class.

I know how frustrating and time consuming it is to try to find resources for your students. I have downloaded all the Biology Sample Papers and Exam papers issued by Edexcel for the 9-1 Papers along with their markschemes and placed them on TES for you. I have no copyright on these and they are freely available elsewhere, as well as through Edexcel as individual downloads that you need to save one by one, I just felt it easier to put them all in one place for you, as a single download. With sensible names. I will keep updating this download as the years go by for you. If you would like other resources, please do check out my shop. I have summary sheets, A3 pages of in-class summary activities and even the whole curriculum onto question-and-answer revision cards so that your students can quiz each other as lesson starters, or make their own cards at home to aid their revision.

At last! All those little specialised cells for both plants and animals on one card sort! This card sort has the name, structure, function and a picture of each specialised cell that students need to know for KS3 and GCSE. I use this resource for both my Year 7s and for my Year 10 Applied Science BTEC group - because these same cells are present in the curriculum for both groups. The resource can be used in oodles of different ways; - Students can sort and stick in. Perhaps even get them to research and add appropriate colours to the different parts. -You can make 'pair sets' (one between two students), laminate them and use them over and over for starters or plenaries. -You can clip and place onto a slide for students to pair up for games of splat (put picture and function of cell and students need to put their hand on both when the name of the cell is said). -You can keep the first column as a solid strip and only cut up the others (or do this with any column) to make it easier. -If you haven't taught the topic yet, you can give them the cards, and a CGP book and get them to work out which card goes with which: that way also giving them some access to literacy within Science. -Use it any way you can think of! I find interactive learning is certainly the best way, and these cards facilitate the learning of students so that they can discover specialised cells for themselves!

This is a fantastic resource to round up the Year 7 Human Reproduction topic. The resource can either be used as Quiz questions to save a bit of time; or as a board game if you wanted the students to have a bit more fun. Use at the end of the topic and combine with other Quiz cards at the end of the Year for a full-year revision syllabus. The final page has the board for the game; this should be printed on to A3 paper. Instructions are included on the first card, as: "All players begin on the ‘Start’ square. Each player rolls dice to start and moves that number of squares. If landing on an instruction square (i.e. “miss a go”)-follow the instruction. If landing on a Q square, answer the question correctly to move the stated number of squares forward. If question answered incorrectly, stay where you are. First player to ‘End’ square who answers the final question correctly, wins." If you print the first 3 question pages onto coloured paper and laminate, this will make them easy to combine with different colours for the end of year revision session to make them easier to sort back into topic sets afterwards. Have fun!

This is a great game that matches questions about Ecology, the Environment, Cells and Living things to their answers-which are on other cards. Great for end of topic quizzes and for student's problem-solving skills. The above photograph shows more or less what the resource will look like when the game is complete and the cards are properly assembled into their loop. (This photograph is of another loop game – but same concept). This resource contains a pack of 30 cards, and is great for a class of 30 or less pupils. You can print the cards onto coloured paper and laminate them, you’ll only need 1 set per class. Each card has a question on the top and an unrelated answer at the bottom. The question at the top relates to an answer on a card elsewhere in the pack, and the answer on the bottom relates to a question elsewhere in the pack. This game is excellent because students need to be able to answer each question to be able to locate the answer on another card, and they need to understand and be able to work out what the question would be for a particular answer to locate the question. This is a subtle but effective way to teach students both content and exam technique: because the skill of knowing the answer in a test or quiz is never enough: they also need to be able to work out with what question the answer will be prompted. Have fun!

A Card sort that has the names, functions and pictures of the different main organs within the body. Can be used as starter, plenary, etc. Students can use this resource in a variety of ways: -Sort the cards in the three columns as given. -Sort the cards and identify them according to the system they are in. -Arrange the picture cards according to the approximate location of the organ from the top of the body downwards. -In pairs, one could pick up a card and ask the other to find the two that match. -You could put the parts on a slide with screen grabs and create a game of "splat" (where two students have to touch the parts that go with a particular word, i.e. "liver" - then hopefully they would touch the drawing of the liver and the function of the liver). -Any other use you can think of! I find this helps students to identify the organs once they move to playing with the body model. Sometimes in smaller groups, once they have sorted organs according to position, I'll give them the body model to do it there too. My students also love Splat as it is interactive and competitive.

Hi all! This is a revision mat set I created to help my students summarise their work bit by bit to try to keep them on top of the enormous content of the new 9-1 2016 curriculum. Hopefully it will help with revision as it is a great little activity. I contains a mixture of diagrams, calculations, questions, definitions, formulae that are needed and a touch of fun. I will be adding further resources as I create them. These mats: Biology goes up to page 33, Chemistry goes up to page 35, Physics goes up to page 23. All of the OCR textbook. Keep me posted on how it goes! :-)

This is a summary sheet I made for my students using the Pearson iGCSE Student book: the questions in each box inspire students to summarise the work that they need to know for this section. I am gradually adding the other Chapters as I go along, including the Chemistry and Physics chapters. I would print this A3 sheet double sided, so that the first of the 6 sections for Biology are all on a double-sided sheet. It would also be good to pop it onto a coloured sheet, then you can make each section a different colour to easily refer to them in class.

Are you tired of students identifying measuring cylinders as beakers and calling beakers "cups"?? Struggling with students getting names of apparatus wrong in test and in conversations? This is what you have been looking for! THIS is a resource that can be used for all years, particularly Year 7 apparatus identification and induction into secondary science, but also for Applications of Science BTEC course to help ensure students know their pieces of apparatus for their practical examination. The first page has the names of the common apparatus for KS3 and KS4, the second page has the pictures of the apparatus to help students to recognise them. This resource can be used in a number of different ways, depending what you want to do and what your students are familiar with: -A starter or plenary activity -Group work: they're given the cards, separated, and they need to sort and pair as a group. -Pair work: Use the keywords as a question for an opponent to locate the answer. -Give each student a card sort (separated already) as a homework/classwork activity. -Give each student the two pages of cards to stick the words and the symbol back to back to make key idea revision cards to learn for revision. -Choose a few as a starter activity, jumble them up, and pop onto a slide for the beginning of a lesson -Any other use you can think of! Laminate a class set of them if you want to use them repeatedly.

This is a resource that can be used for all years, particularly Year 7 lab safety induction into secondary science, but also for Applications of Science BTEC course to help ensure students know their hazard symbols. The first page has the names of the hazard symbols, the second page has the pictures of the hazard symbols. This resource can be used in a number of different ways, depending what you want to do and what your students are familiar with: -A starter or plenary activity -Group work: they're given the cards, separated, and they need to sort and pair as a group. -Pair work: Use the keywords as a question for an opponent to locate the answer. -Give each student a card sort (separated already) as a homework/classwork activity. -Give each student the two pages of cards to stick the words and the symbol back to back to make key idea revision cards to learn for revision. -Choose a few as a starter activity, jumble them up, and pop onto a slide for the beginning of a lesson -Any other use you can think of! If you use as a class set for starters or plenaries: laminate them, they will last longer and be reusable. *Oct 2017: I have updated this resource to also now have the new red and black symbols included. Hope it helps*

These cards can help students to understand the difference between intensive and organic farming, as well as the advantages and disadvantages of each. Given these cards, students can sort the cards into their various categories. An extension activity for students would be tasking them to independently research each of these advantages and disadvantages for each side and to build up a debate argument for and against each activity. I find this activity most useful for Year 11, 12 and 13 learners.

This is a game that helps students remember the 7 Life processes, and what letter stands for and means in terms of function in the organism.. This can be used as a quick starter activity, or just pop one or two on a slide at the start or end of a lesson for a bit of a wrap up/recap of the processes. This is a game for 2 - 7 players. Each of the 7 life processes are on a card accompanied by a question. The instructions for the game are as follows: To play the ‘I am’ game, you need 7 or less players, each of whom receive a card (or more than 1 card). Player 1 will start and ask the question on their card. Another player will answer the question using the bold answer on the top of their card; the group will decide if the answer is correct, and then that player will read their question out. Repeat until all questions and answers are read out. Have fun!

This is a great game that matches questions about Cell, Organs, and Organ systems to their answers-which are on other cards. Great for end of topic quizzes and for student's problem-solving skills. The photograph above shows what the resource will look like when the game is complete and the cards are properly assembled into their loop. This resource contains a pack of 30 cards, and is great for a class of 30 or less pupils. You can print the cards onto coloured paper and laminate them, you’ll only need 1 set per class. Each card has a question on the top and an unrelated answer at the bottom. The question at the top relates to an answer on a card elsewhere in the pack, and the answer on the bottom relates to a question elsewhere in the pack. This game is excellent because students need to be able to answer each question to be able to locate the answer on another card, and they need to understand and be able to work out what the question would be for a particular answer to locate the question. This is a subtle but effective way to teach students both content and exam technique: because the skill of knowing the answer in a test or quiz is never enough: they also need to be able to work out with what question the answer will be prompted. Have fun!

This is a fantastic resource to round up the Year 7 Cells, Tissues, and Organs topic. The resource can either be used as Quiz questions to save a bit of time; or as a board game if you wanted the students to have a bit more fun. Use at the end of the topic and combine with other Quiz cards at the end of the Year for a full-year revision syllabus. The final page has the board for the game; this should be printed on to A3 paper. Instructions are included on the first card, as: "All players begin on the ‘Start’ square. Each player rolls dice to start and moves that number of squares. If landing on an instruction square (i.e. “miss a go”)-follow the instruction. If landing on a Q square, answer the question correctly to move the stated number of squares forward. If question answered incorrectly, stay where you are. First player to ‘End’ square who answers the final question correctly, wins." If you print the first 9 question pages (that's 71 questions!) onto coloured paper and laminate, this will make them easy to combine with different colours for the end of year revision session to make them easier to sort back into topic sets afterwards. Have fun!

This is a card sort designed for Year 7s and 8s for the Habitat, Environment and Food Chains topics in KS3. The card sort has the keyword on the left hand side and the definition on the right hand side. Possible variations for uses of these cards: -Group work: given the cards, separated, and they need to sort as a group. -Pair work: Use the keywords as a question for an opponent. -Give each student a card sort as a homework/classwork activity. -Give each student the page of cards to fold and stick the words back to back to make keywords to learn for revision. -Choose a few as a starter activity, jumble them up, and pop onto a slide for the beginning of a lesson -Any other use you can think of!

Finally! A card sort that helps students to put the different parts of the circulatory system through which blood flows around the body in the correct order. You can use this in one of two ways - 1. Students can put the parts in order starting at vena cava and sequencing all the parts through which blood flows around the body. OR 2. Students can sort the cards into two groups, those parts which carry 'oxygenated blood' and those which carry 'deoxygenated blood'. I use these cards from Year 7 all the way to Year 13. The cards come with a set of instructions: pin these to the cards and just let students decide which activity they want to do; more able will do both activities, less able will be able to do activity 2.

This resource contains revision questions for Year 7, 8 &9 Biology. This will help your students to revise for Cells, Tissues, Microorganisms, Organs, Systems, Photosynthesis, Plants, Animals, etc. You can use these cards in a multitude of different ways. • As starter and plenary questions within lessons. • Print the three pages and cut them up as a card sort. • Cut up only the answer cards and leave the ‘question’ cards as strips of questions. • Fold the questions and answers so they are back to back, then you will have either a revision quiz game, or a solo revision game, depending how many students you have. Have fun!

These picture cards help students to use the main characteristics of organisms to classify the organisms into each one of the 5 main kingdoms (animal, plant, fungi, prokaryote, protoctista) These will help to develop students’ problem solving skills and/or give them some independence in gaining some research skills. There are 25 cards in the pack. These cards can be used in various different ways: 1. In groups of 2 or 3, get students to sort the cards into one of the 5 Kingdoms. The fun is in working out which card goes into which kingdom, and getting them to argue it out. 2. Give each student a card and get them to do some research on the organism on the card. Answers are included on the final page. Have fun!

These revision mats were designed to summarise the first chapter of each of the new Biology, Chemistry and Physics units. Each sheet also includes revision and summary information on two core practicals that fall within the unit. They do include the details of which Pearson Edexcel textbook page numbers each little section refers to for reference if the student wishes to go back and recap. They also include some exam-style questions. Our students responded really well to these: basically I summarise the pages, we give them out, the students fill them in a memorise the pages, and then they do pretty ace in their assessment as the assessments now are about knowing the content backwards (the revision mat) and then because they know the content, application within the assessment is far easier no matter what question is asked. I hope they help.