I used these to help pupils make an animation of the breakdown of starch but equally could just be used as a storyboard. Enzymes storyboard explaining the breakdown of starch into maltose. Differentiated so help option 1 has blanks for the key words, then help option 2 has full sentences and then help option 3 is to watch the video which you could set up on iPad/computer.

The card sorts can be cut out by pupils and stuck onto A3 paper or you can use it as a laminated reusable card sort. I have also included a picture of what the final versions look like. If they require a bit more help the C and N cycle blank sheets can be used and the cards arranged into the gaps on there or they can be used further down the line to get them to fill them in for revision. There is also a worksheet summarising decay - saprobionts and detritivores along with the answers.

Revision sheets for AQA A2 Biology. Sections 4.1-4.7 are thanks to shooppoop. I have just added section 4.8 on as well. If you have switched to the new AQA Biology A Level please check out the revision sheets that I have made for the new specification for the AS Level too: https://www.tes.com/teaching-resource/aqa-biology-new-as-specification-revision-diagrams-for-topic-1-2-3-and-4-and-required-practicals-11244072

CPAC display - designed to be printed on A3 paper, cut out into the different sections and then displayed. The option to have a question or statement about what is required for each CPAC statement as well as some guidance about some of the CPACs e.g. variables/ results tables. Or alternatively can be made into a flip book to have around the lab whilst carrying out practical work. Also an A3 display with all of the question command words

Instructions: Roll the dice to choose a column. Roll again to decide the row. Answer on a post-it note and stick it on top. Person with the most points wins! Thank you to @coffeychemistry for the template and @Miss__Thomson for the idea!

A3 document designed to be printed on A3 and laminated then arranged on a big piece of card like the image. Makes a good visual display that pupils can refer to when answering questions. Also a handout that could be laminated and handed out whenever attempting past paper questions or could be stuck into pupils books.

Revision clock and summary flow chart for L6th pupils studying AQA Biology.

Based on the AQA Spec I normally print A3 double sided or just the first slide for AS revision.

Venn diagram which contains statements for pupils to classify about DNA, RNA and ATP Also contains an answer sheet. To differentiate include some of the diagrams/statements already there for pupils. Or don’t give them the statements all together.

This is a sheet designed to be used when you are going through assessments with pupils. I print it 2 sides on one A4 page so fits in their exercise booklet. Makes them reflect on the mistakes that they have made and how they can improve next time. Designed for Biology/Chemistry GCSE and A Level but suggestions powerpoint could be changed to suit any subject. Also a display poster to explain the BUS method for answering questions and the take me down the river method.

Activity to revise AQA A2 Gene expression. Find someone who the idea is that question sheets are given out, students move around and get each other to answer the questions. The pupils pair up with each other and take it in turns to explain an answer to each other. As Partner A is explaining, Partner B must write the answer down in the box, then Partner A must check the answer and sign it, then they switch over so Partner A that just explained then writes down an answer to a different question that Partner B is now explaining. They keep moving around and switching answers with different people. Either give a set time frame or continue until one person finishes filling in all the boxes.

Pupils take it in turns to put coloured counters in the frame with the aim of getting four counters in a row. Pupils compete to win connect four in pairs. Each circle corresponds to a question card. If they get the question right then they can place their counter there. If they get their question wrong then either that circle becomes unavailable (and they have to get four in a row in some other way) or the other person to the person that wants to place their counter there has to make up a question for that person to get right to enable them to put their counter in that circle. I have produced some example cards for: AQA A2 Gene Technology (https://www.tes.com/teaching-resource/aqa-a2-biology-gene-technology-revision-cards-for-connect-four-11251689) AQA iGCSE biological molecules, digestion and enzymes, breathing and respiration, photosynthesis, environmental change (https://www.tes.com/teaching-resource/aqa-igcse-biology-cards-revision-for-connect-four-biological-molecules-digestion-enzymes-and-more-11251694) AQA iGCSE Chemistry Crude oil and fuels, other products from crude oil and alcohols, carboxylic acids and esters. (https://www.tes.com/teaching-resource/aqa-igcse-chemistry-connect-four-revision-card-qs-crude-oil-and-fuels-products-from-crude-oil-and-organic-11251696)

These are the cards for AQA iGCSE biological molecules, digestion and enzymes, breathing and respiration, photosynthesis, environmental change to go with the connect four template (which is free to download: https://www.tes.com/teaching-resource/connect-four-template-for-revision-11251685). They need to be printed double sided so each card has a number on the back. Pupils take it in turns to put coloured counters in the frame with the aim of getting four counters in a row. Pupils compete to win connect four in pairs. Each circle corresponds to a question card. If they get the question right then they can place their counter there. If they get their question wrong then either that circle becomes unavailable (and they have to get four in a row in some other way) or the other person to the person that wants to place their counter there has to make up a question for that person to get right to enable them to put their counter in that circle.

This was produced with iGCSE AQA Biology in mind but may be useful for other specifications. The idea behind this is you put the learning grid up on the board and pupils role a dice every 5 minutes and then spend that 5 minutes annotating the handout of the learning grid corresponding to the number on the dice with as much as they can remember on each topic (I normally print it double sided A3 size but I guess A4 would be fine too). It helps to keep them focused as the topic changes every 5 minutes and they have to pick out the key details associated with the pictures. Time limit could be changed. To make it more difficult pupils can role the dice twice and have to make a link between the two topics corresponding to those numbers. Now added a double award version as well (without brain part and the kidney part)

Kagan style activity to revise adaptations: - How a polar bear is adapted to a cold climate - How a camel is adapted to a hot climate - How a xerophyte is adapted to a hot climate - What an extremophile is and how they can be adapted - How predators are adapted - How prey are adapted - How tapeworms and fleas are adapted - The different forms of the malaria parasite Find someone who the idea is that question sheets are given out, students move around and get each other to answer the questions. The pupils pair up with each other and take it in turns to explain an answer to each other. As Partner A is explaining, Partner B must write the answer down in the box, then Partner A must check the answer and sign it, then they switch over so Partner A that just explained then writes down an answer to a different question that Partner B is now explaining. They keep moving around and switching answers with different people. Either give a set time frame or continue until one person finishes filling in all the boxes.

Made for iGCSE AQA Biology but I imagine most principles will apply to other specifications. The topics covered are: 1) Cell Structure 2) Movement between cells 3) Immunity 4) Circulation 5) Human Impact The idea is based on the old gameshow: They are 5 different sheets of questions and pupils compete in groups of 4 (I normally pick the groups so they are differentiated - more able pupils helping less able). I print each set on a different colour paper (so I can easily keep track of where each group is and see if I need to give extra help). Each set of questions is placed on the teacher’s table at the front of the classroom. Make textbooks available if needed. A nominated runner from each group fetches the first question sheet only, the group decide on their answers and write it down under the questions then the runner brings it to you to be marked. If their answers are correct then they take the next question back to group, if not return to group and try again. Use a different runner each time. The first team to complete all of the answers wins. I usually then go through the answers all together at the end. It is also good because it gets them used to answering questions under time limited conditions. Also now added a double award AQA iGCSE version: 1) Cell Structure 2) Movement between cells 3) Immunity 4) Digestion and Biological molecules 5) Breathing and respiration

Split into a section for a title, an overview and two other separate sections that could either be added before distributing or allowing pupils to figure out how to split up the information. A section for aims (i.e. learning objectives e.g. describe a process), key terms and definitions. See also - so other topics it links to and categories down the bottom to decide the sections the topic it fits into. Between none and all of the sections could be pre or partly filled into differentiate to different extents.

Idea from teachgeogblog: https://www.tes.com/teaching-resource/revision-clock-11141536 Guidance from teachgeogblog also below: A way of revising which can break a topic down into 12 sub-categories. Ask a student to make notes in each chunk of the clock. Revise each slot for 5 minutes, turn the clock over and ask the student to recite back to you certain sections of the clock. 'e.g. what was in section 2-3'. Works well with GCSE students.