Key word lists in full for all topics and then a document for each topic so that pupils can fill in the key terms. Would be good for revision or at the end of a topic or give out at the beginning of a topic and get pupils to fill through as you go through the topic. Please let me know any feedback by tweeting @missjmbooth including if you would improve any definitions! Hope they are of use. I am also in the process of making quizlet quizzes for each topic, so far: Topic 1: https://quizlet.com/193309185/as-aqa-biology-topic-1-flash-cards/ Topic 2: https://quizlet.com/193328323/as-aqa-biology-topic-2-flash-cards/ Topic 3: https://quizlet.com/193344976/as-aqa-biology-topic-3-flash-cards/ Topic 4: https://quizlet.com/193310387/as-aqa-biology-topic-4-flash-cards/ Topic 5: https://quizlet.com/193349817/a2-aqa-biology-topic-5-flash-cards/ Topic 6:https://quizlet.com/193350308/a2-aqa-biology-topic-6-flash-cards/ Topic 7: https://quizlet.com/193373257/a2-aqa-biology-topic-7-flash-cards/ Topic 8: https://quizlet.com/193373345/a2-aqa-biology-topic-8-flash-cards/ Topic 6 & 8 have been updated to correct the numbers down the side! If you want discount from a quizlet teacher account so you can track students progress of learning these key terms use this link:https://quizlet.com/upgrade?referrer=missjmbooth to get 20% off.

Designed to be emailed to pupils or put on to an online portal where they can click on the links to revise topics they are unsure of. Please comment if you find any links which are better than any of these or have any extras to add! The pages and colours are linked to how my school teaches the specification so each teacher is on one page and has either red and orange fill or blue and green fill but this can be edited to suit you.

Includes presentation covering theory of 3.4.1 and 3.4.2 along with accompanying handout. Also has a key word list for Topic 4 with answers. Also attached a polypeptide storyboard with gaps to fill in as well as a handout of key steps. Contains a modelling activity for protein synthesis as detailed below. Protein synthesis/DNA replication modelling activity (updated now to include a version that does not need straws!) - needs a bit of preparation but really useful for getting pupils to understand the process and if laminated can be reused many times. You need to print the following documents for the model: DNA-STRUCTURE: need printing on A3 then slicing up the middle and a treasury tag putting between the two strands so they can be opened. DNA nucleotides need cutting out individually. RNA-nucleotides need cutting out individually (you might want to do these on different colour paper) Protein-synthesis-model: contains tRNA/amino acids/ribosome - tRNA molecules need to be printed and a bit of sticky back velcro stuck to them and their corresponding amino acid cut out and attached to other side of velcro. Ribosome needs printing on A3. Sellotape/masking tape/blue tac is needed to stick the nucleotides together. DNA replication I normally carry out when I do DNA replication as when you’ve set up the resource you may as well use it again! Similar GCSE resource available here: https://www.tes.com/teaching-resource/resource-12030676

This is a fun revision resource for the new AQA AS Specification. The idea if that they can play in pairs or groups. They have to shuffle the cards and then play snap - so keep putting the cards face up one after another. If a pupil says snap then they have to explain what both cards have on them and make a link between the two cards. If their partner/rest of the group thinks the link is a valid link (i.e. Biuret test will be positive if a protein is present) then they get to keep both cards. The winner has the most cards at the end. The pictures summarise the following topics: Section 3.1: Biological Molecules 3.1.1 Monomers and Polymers 3.1.2 Carbohydrates 3.1.3 Lipids 3.1.4.1 Proteins 3.1.4.2 Enzymes 3.1.5.1 Nucleic acid structure 3.1.5.2 DNA Replication 3.1.6 ATP 3.1.7 Water 3.1.8 Inorganic Ions Section 3.4 Genetic information, variation and relationships between organisms 3.4.1 DNA, genes and chromosomes 3.4.2 DNA and protein synthesis 3.4.3 Genetic diversity - mutations and meiosis 3.4.4 Genetic diversity and adaptation – natural selection 3.4.5 Species and taxonomy 3.4.6 Biodiversity 3.4.7 Investigating biodiversity

Worksheets as an extension at GCSE or recap at A Level/ activity at A Level. Filled in boxes and blank boxes to fill in versions. Nice diagrams to summarise the process of mitosis and meiosis (Also as a PDF in case the formatting messes up when downloaded as a word document).

Protein synthesis activity - needs a bit of preparation but really useful for getting pupils to understand the process. DNA nucleotides need printing on A3 then slicing up the middle and a treasury tag putting between the two strands so they can be opened. RNA nucleotides need cutting out individually. Sellotape/masking tape is needed to stick them together. tRNA molecules need to be printed and bit of sticky back velcro stuck to them and their corresponding amino acid. Film to show what it looks like when pupils make the animation. Correct the mistakes activity as well. Also a storyboard as well for pupils to complete - one fill in the gaps, one with full description. Updated February 2022 as the diagram on the handout had incorrect complementary bases on the tRNA! Also added a storyboard activity as well.

A handout for pupils covering key things to think about when attempting the AQA Essay along with a powerpoint to go through the key parts in lessons. From AQA Past Paper Questions and the guidance on their website - added a few more as I realised some of the mark schemes has disappeared for some reason! NB. Updated essay tips documents as marking criteria provided by AQA has changed!!

These are what I have put together for Year 7 lessons next year. I haven’t used them yet so they will probably need tweaking! Topics include: Life processes Cell structure Variation Classification Micro-organisms Plant reproduction Human reproduction Ecology Thank you to Mrs Masters @mrsjmasters who provided me with her templates (some of the cell structure one includes parts from her booklet!) She has written an interesting article on how she uses booklets here: https://pedagoggles.wordpress.com/2019/02/08/teaching-with-booklets/ I have removed our school marking guidance and lab rules so you would need to put your school guidelines in these places. Updated to include clearer marking guidance and quizlet QR codes.

An idea I have developed further from @LessonToolbox Use hexagons to encourage pupils to understand how the key words for a topic link together. More information here: https://lessontoolbox.wordpress.com/2016/03/27/buzzing-about-hexagons/ Also includes a blank version of just hexagons that you can get a set laminated so pupils can write key words on them and you can use them for multiple tasks.

Revision diagrams for all topics of the new AQA AS Biology specification: Section 3.1: Biological Molecules 3.1.1 Monomers and Polymers 3.1.2 Carbohydrates 3.1.3 Lipids 3.1.4.1 Proteins 3.1.4.2 Enzymes 3.1.5.1 Nucleic acid structure 3.1.5.2 DNA Replication 3.1.6 ATP 3.1.7 Water 3.1.8 Inorganic Ions Section 3.2: Cells 3.2.1.1 Eukaryotic cells 3.2.1.2 Prokaryotic cells and viruses 3.2.1.3 Studying cells 3.2.2 Mitosis 3.2.3 Transport across cell membranes 3.2.4 Cell recognition and the immune system Section 3.3 Organisms exchange substances with their environment 3.3.1 Surface area to volume ratio 3.3.2 Gas exchange 3.3.3 Digestion and absorption 3.3.4.1 Mass transport in animals 3.3.4.2 Mass transport in plants Section 3.4 Genetic information, variation and relationships between organisms 3.4.1 DNA, genes and chromosomes 3.4.2 DNA and protein synthesis 3.4.3 Genetic diversity - mutations and meiosis 3.4.4 Genetic diversity and adaptation – natural selection 3.4.5 Species and taxonomy 3.4.6 Biodiversity 3.4.7 Investigating biodiversity As well as sheets on the required practicals required and the techniques that they should be aware of. A2 Revision Diagrams available here: https://www.tes.com/teaching-resource/aqa-biology-new-a2-specification-revision-diagrams-for-topic-5-6-7-and-8-and-required-practicals-11634218 All page numbers are relating to Oxford AQA Biology 2nd Edition A Level textbook by Glenn Toole and Susan Toole 2015. Diagrams are also from this source.

A booklet and powerpoint I have put together from a few resources along with my own additions. Huge thank you to robertsteaching who did all of the step by step exam questions at the end of the powerpoint and handout which I downloaded from here: https://www.tes.com/member/RobertsTeaching Thank you very much to @mrsjmasters for sharing her booklet with me which is where most of this comes from! And thank you to AQA for all of the brilliant resources and eg. questions on indices, units, standard form, ratio and plotting equations which I got from here: http://www.aqa.org.uk/resources/science/as-and-a-level/teach/maths-skills-briefings Hope it is useful! Updated slightly as I made a typo on a standard form Q and corrected the density Q and the how many DNA nucleotides are there Q.

Over 100 slides powerpoint covering all parts of 3.7.1 Inherited Change (and introduction to Hardy Weinberg (3.7.2) as well) complete with handouts and past paper question practice. Key terms card sort to recap AS key terms Inherited Change Key Terms (and answers) Monohybrid inheritance Qs Sickle cell anaemia handout Multiple alleles and ABO Blood group inheritance handout Sex inheritance and linkage handout Dihybrid inheritance handout and autosomal linkage handout Autosomal linkage past paper Q (and MS) Epistasis handout with past paper Q (and MS) Probability and using chi squared handout More chi squared questions 2 booklets of loads of 3.7.1 Inherited Change genetics questions - split into even and odd questions (just so one booklet can be given at the end of covering the topic and one before exam leave).

different examples of stabilising, directional and disruptive selection and the answers

Mindmaps for pupils to fill in covering all of AQA iGCSE Triple Award Biology and answers on a different document: Cell structure Movement between cells Circulation (x2) Human impact on the environment Disease and immunity Antibiotics and drugs Biological molecules Digestion and enzymes Breathing and respiration Nervous system and homeostasis (temperature control) Adaptation and interdependence Photosynthesis Plants as organisms (x2) DNA and cell division Stem cells and cloning Genetics (x2) Genetic engineering Evolution Evolution/Classification/Fossils/Extinction Homeostasis - Water and Ion & Glucose concentration Energy Transfers Cycles and decay Practical terminology And Double Award Mindmaps with: Cell structure Movement between cells Disease and immunity Antibiotics and drugs Biological molecules Digestion and enzymes Breathing and respiration Nervous system and homeostasis (temperature control) Adaptation and interdependence Plants as organisms (x2) Photosynthesis DNA and cell division Stem cells and cloning Genetics (x2) Genetic engineering Evolution Evolution/Classification/Fossils/Extinction Energy transfers and controlling glucose concentration Energy Transfers Cycles and decay Practical terminology

Flow diagram to summarise how you would test to see whether carbon dioxide, light and chlorophyll are needed for photosynthesis. Made for GCSE pupils.

Idea from becca40 - thank you!! https://www.tes.com/teaching-resource/blockbusters-revision-starter-plenary-pairs-activity-periodic-table-11527836 Instructions below also from her guidance: Based on the TV show Blockbusters. Learners should play in pairs. One of the pair should try to make a chain from top to bottom, the other should try to make a chain from side to side. Each block contains a letter or letters which is a key word or phrase from the topic. Statements to go with each of the letters are to be found on the right hand side of the sheet. Learners should colour the block (and could write the answer in) when they get the answer right. First in the pair to make the chain wins.

These are the cards for AQA A2 Gene Technology 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.

Mindmaps for pupils to fill in covering all of Edexcel iGCSE Triple Award and Double Award Biology. Based on the NEW iGCSE Specification triple and double award revision diagrams (for exams from 2019). Each slide is a separate mind map, to be printed A3 size ideally: Section 1: The nature and variety of living organisms a) Characteristics of living organisms and b) Variety of living organisms Section 2: Structures and functions in living organisms a) Levels of organisation b) Cell structure Section 2: Structures and function in living organisms c) Biological molecules Section 2: Structures and function in living organisms d) Movement of substance into and out of cells Section 2: Structures and function in living organisms e) Nutrition - Flowering plants and g) Gas exchange Section 2: Structures and function in living organisms e) Nutrition - Humans Section 2: Structures and function in living organisms e) Nutrition - Humans (2) Section 2: Structures and function in living organisms f) Respiration and g) Gas exchange in humans Section 2: Structures and function in living organisms h) Transport and Transport in flowering plants Section 2: Structures and function in living organisms h) Transport in humans Section 2: Structures and function in living organisms h) Transport in humans (2) Section 2: Structures and function in living organisms i) Excretion in flowering plants and humans Section 2: Structures and function in living organisms j) Co-ordination and response - flowering plants and humans Section 2: Structures and function in living organisms j) Co-ordination and response - humans continued Section 3a: Reproduction and 3a: flowering plants reproduction Section 3a: 3a: flowering plants reproduction (2) Section 3a: Human reproduction Section 3a: Human reproduction (2) Section 3a: Human reproduction (3) Section 3b: Inheritance Section 3b: Inheritance (2) Section 4: Ecology and the environment a) The organism in the environment and b) Feeding relationships Section 4: Ecology and the environment c) Cycles within ecosystems Section 4: Ecology and the environment d) Human influences on the environment Section 5: Uses of biological resources a) Food production Section 5: Uses of biological resources b) Selective breeding and c) Genetic modification Section 5: Uses of biological resources d) Cloning Also includes required 2 pages of practical summary sheets. PDF versions as well in case of formatting issues.

Section 3.5: Energy transfers in and between organisms 3.5.1 Photosynthesis 3.5.2 Respiration 3.5.3 Energy and ecosystems 3.5.4 Nutrient cycles Section 3.6 Organisms respond to changes in their internal and external environments 3.6.1 Stimuli, both internal and external, are detected and lead to a response 3.6.1.1 Survival and response 3.6.1.2 Receptors 3.6.1.3 Control of heart rate 3.6.2 Nervous co-ordination 3.6.2.1 Nerve impulses 3.6.2.2 Synaptic transmission 3.6.3 Skeletal muscles are stimulated to contract by nerves and act as effectors 3.6.4 Homeostasis is the maintenance of a stable internal environment 3.6.4.1 Principles of homeostasis 3.6.4.2 Control of blood glucose concentration 3.6.4.3 Control of blood water potential Section 3.7: Genetics, populations, evolution and ecosystems 3.7.1 Inheritance 3.7.2 Populations 3.7.3 Evolution may lead to speciation 3.7.4 Populations in ecosystems Section 3.8 The control of gene expression 3.8.1 Alteration of the sequence of bases in DNA can alter the structure of proteins 3.8.2 Gene expression is controlled by a number of features 3.8.2.1 Most of a cell’s DNA is not translated 3.8.2.2 Regulation of transcription and translation 3.8.2.3 Gene expression and cancer 3.8.3 Using genome projects 3.8.4 Gene technologies allow the study and alteration of gene function allowing a better understanding of organism function and the design of new industrial and medical processes 3.8.4.1 Recombinant DNA technology 3.8.4.2 Differences in DNA between individuals of the same species can be exploited for identification and diagnosis of heritable conditions 3.8.4.3 Genetic fingerprinting As well as sheets on the A2 required practicals required and the techniques that they should be aware of. Similar structure to my previous AS resource https://www.tes.com/teaching-resource/aqa-biology-new-as-specification-revision-diagrams-for-topic-1-2-3-and-4-and-required-practicals-11634215 All page numbers are relating to Oxford AQA Biology 2nd Edition A Level textbook by Glenn Toole and Susan Toole 2015. Diagrams are also from this source.

Powerpoint with visuals of the eyepiece graticule lining up to the micrometer at 3 different objective lenses with a worksheet to match