I have been teaching for 10 years both as a Biology/Chemistry/Pychology teacher and as a Head of department. I have experience teaching in both international schools and state comprehensives.
I have been teaching for 10 years both as a Biology/Chemistry/Pychology teacher and as a Head of department. I have experience teaching in both international schools and state comprehensives.
This bundle contains all the resources you need to teach the new IB Biology specification. It includes 40 fully resourced units of work and assessment bundles, including:
A1.1: Water
A1.2: Nucleic acids
A2.1: Origins of cells
A2.2.: Cell structure
A2.3: Viruses (HL only)
A3.1: Diversity in organisms
A3.2: Classification and Cladistics
A4.1: Evolution and speciation
A4.2: Ecosystems
B1.1: Lipids & Carbohydrates
B1.2: Proteins
B2.1: Membranes & transport
B2.2: Organelles and Compartmentalisation
B2.3: Cell specialisation
B3.1: Gas exchange
B3.2: Transport
B3.3: Muscles & motility
B4.1: Adaptations to environments
B4.2: Ecological niches
C1.1: Enzymes
C1.2: Respiration
C1.3: Photosynthesis
C2.1: Chemical signalling (HL only)
C2.2: Neural signalling
C3.1: Integration of body systems
C3.2: Defence against disease
C4.1: Populations and communities
C4.2: Transfer of energy and matter
D1.1: DNA replication
D1.2: Protein synthesis
D1.3: Mutations and gene editing
D2.1: Cell and nuclear division
D2.2: Gene expression
D2.3: Water potential
D3.1: Reproduction
D3.2: Inheritance
D3.3: Homeostasis
D4.1: Natural selection
D4.2: Stability and change
D4.3: Climate change
This bundle contain the followings:
All the information the IB have included in the new spec.
Clear diagrams
Student friendly content
Summary videos
Student research tasks
Clearly identified HL and SL content
Student checklist
Summary
Now includes end of unit assessments for Theme A (9 assessments), Theme B (10 assessments), Theme C (10 assessments) and Theme D (12 assessments)
**All lessons can be bought individually from my store, but this resource provides a saving of over 80GBP (too many files to form a bundle)
**
Note: Please leave a review, this would help other educators make better informed decisions.
This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here
This PowerPoint contains everything you need to teach the A3.1 Diversity of Organisms in the new IB Biology specification.
This Powerpoint consists of 93 slides and contains the followings:
All the information ( HL) the IB have included in the new spec.
Exam tips
Clear diagrams
Videos
Student research tasks
Clearly identified HL and SL content
The following content is included:
A3.1.1: variation between organisms as a defining feature of life.
A3.1.2: Species as groups of organisms with shared traits.
A3.1.3: Binominal system for naming organisms
A3.1.4: Biological species concept
A3.1.5: Difficulties distinguishing between populations and species due to divergence and non-interbreeding populations during speciation.
A3.1.6: Diversity in chromosome numbers of plant and animal species.
A3.1.7: Karyotyping and karyograms
A3.1.8: Unity and diversity of genomes between species.
A3.1.8: Diversity of eukaryotic genomes
A3.1.10: Comparison of genome sizes
A3.1.11: Current and potential future uses of whole genomic sequencing.
A3.1.12: Difficulties applying the biological species concept to asexually reproducing species and to bacteria that have horizontal gene transfer (HL only).
A3.1.13: Chromosome number as a shared trait within a a species.
A3.1.14: Engagement with local plant or animal species to develop dichotomous keys.
A3.1.15: Identification of species from environmental DNA in a habitat using barcodes.
This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here
This PowerPoint contains everything you need to teach the A2.3 Viruses in the new IB Biology specification for HL
This Powerpoint consists of 34 slides and contains the followings:
All the information ( HL) the IB have included in the new spec.
Exam tips
Clear diagrams
Videos
Student research tasks
Clearly identified HL and SL content
Student checklist
The following content is included:
A2.3.1: Structural features common to viruses
A2.3.2: Diversity of structures in viruses.
A2.3.3: Lytic cycle of a virus
A2.3.4: Lysogenic cycle of a virus
A2.3.5: Evidence for several origins of viruses from other organisms
A2.3.6: Rapid evolution in viruses
This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here
This PowerPoint contains everything you need to teach the Theme/Unit D4.2: Stability and change in the new IB Biology specification.
YouTube video is a preview of the full resource (does not include all slides)
This Powerpoint consists of over 60 slides and contains the followings:
All the information the IB have included in the new spec.
Clear diagrams
Student friendly content
Summary videos
Student research tasks
Clearly identified HL and SL content
Student checklist
Summary
The following content is included:
D4.2.1: Define ‘ecosystem stability’, including some examples of stable ecosystems.
D4.2.2: Outline the factors that affect stability and explain tipping points, using deforestation of the Amazon rainforest as an example.
D4.2.3: Evaluate the use of models to investigate the effect of variables on ecosystem stability.
D4.2.4: Explain the role of keystone species in the stability of ecosystems.
D4.2.5: Evaluate the sustainability of resource harvesting from natural ecosystems.
D4.2.6: Outline the factors affecting the sustainability of agriculture.
D4.2.7: Explain eutrophication and its effects on ecosystems.
D4.2.8: Outline biomagnification of pollutants.
D4.2.9: Describe the effects of microplastic and macroplastic pollution of the oceans.
D4.2.10: Describe the strategies for restoration of natural processes in ecosystems by rewilding.
D4.2.11: Define ecological succession and outline the causes.
D4.2.12: Describe the changes during primary succession.
D4.2.13: Describe cyclical succession.
D4.2.14: Distinguish between climax communities and arrested succession.
This bundle contains all the resources needed to teach the Biological approaches to behaviour in the IB psychology course.
All lessons include:
All the information the IB have included in the new spec.
Clear diagrams
Extended writing question
Student research tasks
All key case studies explained in detailed including evaluations
Student workbook which accompanies the lessons.
Content included:
**The brain and behaviour:
**
Map of the brain
Techniques for studying the brain
Localisation
Neuroplasticity
Neurotransmission & behaviour
**Hormones and behaviour:
**
Hormones & behaviour
Pheromones & behaviour
**Genetics and behaviour:
**
Nature of the gene
Gene expression & regulation
Factors effecting gene expression
Genetics similarities
Evolutionary explanations for behaviour
**Animal research (HL only):
**
Animal research on the brain
Animal research on hormones
Animal research on genetics
Ethical considerations and critical analysis of animal research
This PowerPoint contains everything you need to teach Cultural origins of behaviour & cognition in the sociocultural approach unit of IB Psychology specification.
YouTube video is a preview of the full resource (does not include all slides)
This Powerpoint contains the followings:
All the information the IB have included in the new spec.
Clear diagrams
Extended writing question
Student research tasks
*Student workbook which accompanies the lessons is included
Content included:
Describe culture and cultural norms.
Distinguish between surface culture and deep culture.
Discuss the influence of two cultural dimensions on human behaviour, cognition and social interactions.
Explain how individualism/collectivism influences conformity and memory, autobiographical memory in particular.
Discuss the influence of cultural dimensions, especially individualism/collectivism, on memory, rational thinking and intuitive thinking.
This bundle contains all the resources you need to teach Theme/Unit C Interactions & Interdependence:
C1 (Enzymes, respiration and photosynthesis)
C2 (Chemical signalling and Neural signalling)
C3 (Integration of body systems and Defence against diseases)
C4 (Populations and communities & Transfer of energy and matter)
As part of the new IB specification. This bundle contains:
Over 700 slides which cover all the content stipulated by the IB.
Student questions with answers
Checklist
Clear diagrams
Research tasks
Questions and answers
Now includes 9 end of topic assessments (mark scheme included)
This is ready to teach as soon as you download it!!
This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here
This PowerPoint contains everything you need to teach the B4.2 Ecological niches in the new IB Biology specification.
**YouTube video is a preview of the full resource (does not include all slides)
**
This Powerpoint consists of 60 slides and contains the followings:
All the information the IB have included in the new spec.
Exam tips
Clear diagrams
Student research tasks
Clearly identified HL and SL content
Student checklist
Summary
The following content is included:
B4.2.1: Explain what biotic and abiotic interactions are and how they influence growth, survival and reproduction, including how a species obtains food.
B4.2.2: Explain the differences between obligate anaerobes, facultative anaerobes and obligate aerobes.
B4.2.3: Summarise the process of photosynthesis as the mode of nutrition in plants, algae and several groups of photosynthetic prokaryotes.
B4.2.4: Explain the various modes of holozoic, mixotrophic, saprotrophic nutrition.
B4.2.5: Give details of the diversity of nutrition in archaea.
B4.2.6: Summarise the relationship between dentition and the diet of omnivorous and herbivorous representative members of the family Hominidae.
B4.2.7: Infer the diet of several hominid species from anatomical features.
B4.2.8: Describe the adaptations of herbivores for feeding on plants and of plants for resisting herbivory.
B4.2.9:Describe the adaptations of predators for finding, catching and killing prey and of prey animals for resisting predation.
B4.2.10: Describe the adaptations of plants for harvesting light.
B4.2.11: Describe and explain the differences between the fundamental and the realised niches.
B4.2.12:Explain the concept of competitive exclusion and the uniqueness of ecological niches
This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here
This PowerPoint contains everything you need to teach the Theme/Unit C3.1 Integration of body systems in the new IB Biology specification.
**YouTube video is a preview of the full resource (does not include all slides)
**
This Powerpoint consists of over 100 slides and contains the followings:
All the information the IB have included in the new spec.
Exam tips
Clear diagrams
Summary videos
Student research tasks
Clearly identified HL and SL content
Student checklist
**Exam style questions
Summary
The following content is included:
C3.1.1: Describe the importance of integration of body systems.
C3.1.2: Explain the hierarchy of biological organisation.
C3.1.3: Compare the roles of the nervous system and endocrine system in signalling.
C3.1.4: Describe the roles of the brain and spinal cord in processing information.
C3.1.5: Compare the roles of sensory and motor neurons.
C3.1.6: Examine a transverse section of a myelinated nerve.
C3.1.7: Describe the structure of a pain reflex arc.
C3.1.8: Explain the role of the cerebellum in coordination and balance.
C3.1.9: Explain the impact of melatonin on circadian rhythms.
C3.1.10: Analyse the effects of epinephrine on the body.
C3.1.11: Describe the feedback mechanisms that regulate the functioning of the endocrine system.
C3.1.12: State the role of baroreceptors and chemoreceptors in the feedback control of the heart rate.
C3.1.13: Describe the role of chemoreceptors in controlling the rate of ventilation.
C3.1.14: Outline the mechanism for peristaltic control by the CNS and ENS.
C3.1.15: Observe tropic responses in seedlings.
C3.1.16: Describe positive phototropism.
C3.1.17: Outline the functions of the different types of phytohormones.
C3.1.18: Explain the movement and concentration of auxins within plant cells.
C3.1.19: Describe the role of auxins in cell growth.
C3.1.20: Study the regulation of root and shoot growth by the interaction between cytokinins and auxins.
C3.1.21: Explain the positive feedback mechanism in the production of ethylene by ripening fruit.
This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here
This PowerPoint contains everything you need to teach the B2.3 Cell specialisation in the new IB Biology specification.
**YouTube video is a preview of the full resource (does not include all slides)
**
This Powerpoint consists of 45 slides and contains the followings:
All the information ( HL) the IB have included in the new spec.
Exam tips
Clear diagrams
Student research tasks
Clearly identified HL and SL content
Student checklist
Summary
The following content is included:
B2.3.1: Explain how unspecialised cells form following fertilisation and how gradients impact gene expression for further development of the embryo.
B2.3.2: Outline the properties of stem cells and their different capabilities to become different cell types.
B2.3.3: Explain the function of stem cell niches and be able to describe bone marrow and hair follicles as examples of these.
B2.3.4: Describe the size differences in various human cells.
B2.3.5: Discuss the relationship between cells size and surface area in terms of the movement of material across a cell.
B2.3.6: Identify and describe cell types that increase surface area-to-volume ratios
B2.3.7: Describe specific adaptations that cells in the lung, heart, muscle and gonads have undergone to perform their functions.
This bundle contains 21 comprehensive checklist for the Cambridge iGCSE Biology syllabus.
Each checklist contains a detailed breakdown of the content students are expected to know. The checklist use a RAG system (Red, Amber, Green) which students use to evaluate their understanding:
Red: Students is not familiar with the objective and need to revise
Amber: Student is somewhat familiar with the objective but still need to revise
Green: Student is confident with the objective.
These checklist are fantastic for supporting students with their revision for either end of year exams, end of topic revision or for their actual iGCSE.
This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here
This PowerPoint contains everything you need to teach the B3.1 Gas exchange in the new IB Biology specification.
**YouTube video is a preview of the full resource (does not include all slides)
**
This Powerpoint consists of 90 slides and contains the followings:
All the information ( HL) the IB have included in the new spec.
Exam tips
Clear diagrams
Student research tasks
Clearly identified HL and SL content
Student checklist
Summary
The following content is included:
B3.1.1: Outline the need for gas exchange in living organisms.
B3.1.2: Describe properties of gas-exchange surfaces.
B3.1.3: Explain how concentration gradients are maintained at exchange surfaces in animals.
B3.1.4: Describe the adaptations of mammalian lungs for gas exchange.
B3.1.5: Explain the process of ventilation.
B3.1.6: Determine measurements of lung volumes.
B3.1.7: Outline the adaptations of leaves for gas exchange.
B3.1.8: Draw and label a plan diagram to show the distribution of tissues in a transverse section of a dicotyledonous leaf.
B3.1.9: Outline the process of transpiration and the factors that affect the rate of transpiration.
B3.1.10: Determine stomatal density.
B3.1.11: Outline the adaptations of foetal and adult haemoglobin for the transport of oxygen.
B3.1.12: Explain the Bohr shift and the benefits for respiring tissues.
B3.1.13: Analyse and explain oxygen dissociation curves.
This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here
This PowerPoint contains everything you need to teach the B3.2 Transport in the new IB Biology specification.
YouTube video is a preview of the full resource (does not include all slides)
This Powerpoint consists of 100 slides and contains the followings:
All the information ( HL) the IB have included in the new spec.
Exam tips/Reflections
Clear diagrams
Student research tasks
Clearly identified HL and SL content
Student checklist
Summary
The following content is included:
B3.2.1:Describe the structures of the arteries, capillaries and veins and explain how they are adapted for their functions.
B3.2.2: Outline different methods of measuring pulse rate.
B3.2.3: Outline the causes and consequences of occlusion of the coronary arteries.
B3.2.4:Explain how water is transported from the roots to the leaves during transpiration.
B3.2.5: Outline the adaptation of the xylem vessels for the transport of water.
B3.2.6: Draw and annotate plan diagrams from micrographs showing the distribution of tissues in a transverse section of the stem of a dicotyledonous plant, and dicotyledonous root.
B3.2.7: Describe how tissue fluid is released and taken back up by the capillaries.
B3.2.8: Compare and explain the composition of plasma and tissue fluid.
B3.2.9: Outline how excess tissue fluid is drained into lymph ducts.
B3.2.10: Compare the single circulation of bony fish to the double circulation of mammals.
B3.2.11: Explain the adaptations of the mammalian heart for delivering pressurised blood to the arteries.
B3.2.12: Outline the stages of the cardiac cycle.
B3.2.13: Explain how root pressure is generated in xylem vessels
B3.2.14: Outline the adaptations of phloem sieve tubes and companion cells for the translocation of sap.
This bundle consists of 9 end of unit exams for:
A1.1 Water
A1.2 Nucleic acids
A2.1: Origins of cells
A2.2: Cell structure
A2.3: Viruses
A3.1: Diversity in organisms
A3.2: Classification & cladisitics
A4.1: Evolution & Speciation
A4.2: Ecosystems
Exam exam can be used as an end of topic exam and consists of:
7-10 multiple choice questions
Questions using IB command terms: state, explain, analyse, describe
Data based question
Mark schemes included
This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here
This PowerPoint contains everything you need to teach the Theme/Unit C1.1 Enzymes in the new IB Biology specification.
**YouTube video is a preview of the full resource (does not include all slides)
**
This Powerpoint consists of over 60 slides and contains the followings:
All the information the IB have included in the new spec.
Exam tips
Clear diagrams
Student research tasks
Clearly identified HL and SL content
Student checklist
Summary
The following content is included:
C1.1: Define metabolism.
C1.2: Distinguish between anabolism and catabolism and give examples.
C1.3: Describe the structure and role of enzymes.
C1.4: Describe the mechanism of enzyme catalysis.
C1.5: Describe the role of molecular motion and substrate–active site collisions in enzyme catalysis.
C1.6: Explain the relationship between the structure of the active site, enzyme–substrate specificity and denaturation.
C1.7: Explain the effect of enzymes on the activation energy.
C1.8: Explain the effect of temperature, pH, substrate concentration on the enzyme activity.
C1.9: Determine reaction rate through experimentation and secondary data.
C1.10:Distinguish intracellular and extracellular enzyme-catalysed reactions.
C1.11: Distinguish cyclical and linear pathways in metabolism.
C1.12: Explain the generation of heat by metabolic reactions.
C1.13: Distinguish competitive and non-competitive inhibition and give examples.
C1.14: Explain the end-product inhibition and give examples.
C1.15: Explain mechanism-based inhibition.
This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here
This PowerPoint contains everything you need to teach the B3.3 Muscle and motility in the new IB Biology specification.
**YouTube video is a preview of the full resource (does not include all slides)
**
This Powerpoint consists of 68 slides and contains the followings:
All the information ( HL) the IB have included in the new spec.
Exam tips
Clear diagrams
Student research tasks
Clearly identified HL and SL content
Student checklist
Summary
The following content is included:
B3.3.1: Recognise the concept of movement in different species.
B3.3.2: Outline the structure of a sarcomere.
B3.3.3: Explain how a sarcomere contracts.
B3.3.4: Outline the role of titin and antagonistic muscles in muscle relaxation.
B3.3.5: Describe the structure and function of motor units in skeletal muscles.
B3.3.6: Outline the role of the skeleton as anchorage for muscles and as levers.
B3.3.7: Explain the role of the different components of a joint.
B3.3.8: Compare the range of motion of a joint.
B3.3.9: Explain the antagonistic action of the internal and external intercostal muscles.
B3.3.10: Give examples of reasons for locomotion.
B3.3.11: Describe adaptations for swimming in marine mammals.
This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here
This PowerPoint contains everything you need to teach the Theme/Unit C1.3 Photosynthesis in the new IB Biology specification.
**YouTube video is a preview of the full resource (does not include all slides)
**
This Powerpoint consists of over 50 slides and contains the followings:
All the information the IB have included in the new spec.
Exam tips
Clear diagrams
Student research tasks
Clearly identified HL and SL content
Student checklist
Summary
The following content is included:
C1.3.1: Explain how the energy transformation of light energy to chemical energy is needed for most life processes in ecosystems.
C1.3.2: Describe photosynthesis as the conversion of carbon dioxide to glucose.
C1.3.3: Describe the production of oxygen as a by-product of photosynthesis.
C1.3.4: Describe the process of chromatography for separating pigments and the use of Rf values to identify pigments.
C1.3.5: Describe and explain the absorption of different wavelengths of light by photosynthetic pigments.
C1.3.6: Compare absorption and action spectra
C1.3.7: Determine through investigation the effects of limiting factors on the rate of photosynthesis.
C1.3.8: Describe carbon dioxide enrichment experiments as a means of predicting future rates of photosynthesis and plant growth.
C1.3.9: Describe photosystems as arrays of pigments within membranes of photosynthetic organisms that generate and emit excited electrons.
C1.3.10: Explain the advantage that an array of pigments in a photosystem has over individual pigment molecules.
C1.3.11: Describe the photolysis of water in terms of a means of replacing lost electrons in photosystem II and the production of oxygen as a waste product.
C1.3.12: Describe the production of ATP by chemiosmosis through both cyclic and non-cyclic photophosphorylation.
C1.3.13: Describe the reduction of NADP by photosystem I.
C1.3.14: Explain the importance of the thylakoids as the site of photolysis, chemiosmosis and reduction of NADP.
C1.3.15: Describe carbon fixation by Rubisco and the significance of Rubisco as an enzyme.
C1.3.16: Describe the process of generating triose phosphate using ATP and reduced NADP.
C1.3.17: Describe the regeneration of RuBP and the completion of the Calvin Cycle using ATP.
C1.3.18: Describe the production of a variety of carbon compounds from photosynthesis.
C1.3.19: Explain the link between the light-dependent and light-independent reactions and how the light-independent reactions cannot continue in the absence of light.
This resource is perfect for teaching meiosis and mitosis to a year 10/11 class studying GCSE or iGCSe biology. The lesson contains:
Starter tasks
Recap tasks
All key information for explaining mitosis and meiosis
Differeneces between the two forms of cell division.