Please vie the resource titled 'AS / A-level Biology Moodle quiz - 1. Biological molecules (sample)' contains general information about the quizzes and a sample quiz, so you can check compatibility, quality, etc. This quiz contains 23 questions and a maximum mark of 39. Some of the questions are from the Biological Molecules quiz to help develop a little synopticity, but there are of course a number of new questions. Upon downloading, you will need to amend the file extension from .doc to .mbz before restoring to your Moodle platform.

Please vie the resource titled 'AS / A-level Biology Moodle quiz - 1. Biological molecules (sample)' contains general information about the quizzes and a sample quiz, so you can check compatibility, quality, etc. This quiz contains 49 questions and a maximum mark of 70. Some of the questions are from previous quizzes to help develop the 'big picture' of biology, but there are of course a number of new questions. Upon downloading, you will need to amend the file extension from .doc to .mbz before restoring to your Moodle platform.

Please vie the resource titled 'AS / A-level Biology Moodle quiz - 1. Biological molecules (sample)' before downloading and attempting to use with your Moodle platform. This contains detailed information about the quizzes and a sample, so you can check compatibility, quality, etc. Upon downloading, you will need to amend the file extension from .doc to .mbz before restoring to your Moodle platform.

Please read the following carefully before downloading and attempting to use with your Moodle platform. Over the past 6 years I have created and developed a number of online end-of-topic quizzes. They were set up on the advice of some outstanding students who wanted additional ways to test their performance as the year progresses. It's taken a huge amount of time and effort in setting them up, and developing them so they accommodate various correct responses to each answer. These can be used as summative assessments or for revision (I prefer the former) and are designed for use with the Moodle platform. They contain a variety of questions that are (nearly) all based on past exam style questions. Although they are tailored towards the AQA specification, they could easily be adapted so they are more akin to any of the exam boards. These widely regarded as 'helpful' by students to understand the topic content, exam terminology / question exposure, stress associated with timed assessment and how to model exam question answers - in addition, upon submitting the attempt, feedback is provided for almost every question. Because they are accessible online, students can access them out of the classroom, allowing more time for teaching. They have been particularly useful for both students' to identify weaknesses in subject knowledge, but also for the teachers as it is possible to quickly identify the questions students have not done so well on, and of course, those in the class who have not completed the quiz (you need to set up groups in order to do this easily). Anecdotally, the first attempt at each quiz appears to be aligned with student progress on the course - i.e. if a student is achieving, on average, A grades on their first attempt on several quizzes, they are likely to achieve an A grade at AS. There is an enforced 48 hour delay between the attempts so students' are not simply remembering the answers and students are expected to achieve a certain percentage before being able to access the next quiz (this can of course be changed if you feel this to be counterproductive). For students with additional time in examinations, you can simply create a duplicate quiz and amend the time allowed accordingly. Available for download here is a free sample of the first quiz (containing only some of the questions) so you can check the compatibility, functionality and quality before committing to purchase. Upon downloading, you will need to amend the file extension from .doc to .mbz before uploading to your Moodle platform, which you do through the 'restore' function in the administration menu.

PowerPoint and activity introducing 'The principles of feedback mechanisms' and ' Control of the oestrous cycle'. Students often find this especially challenging and it took me a while to come up with an effective lesson that helped students remember the interaction between the hormones involved in the control of the oestrous cycle. This resource takes about 2.5-3 hours to work through, but some of the activities can be done independently. The PPT begins introducing positive and negative feedback, with a few examples of milk let down and birth. Then, there is a card sort activity, which is supported with matching the cards with various sections on the graphs. There's a few exam questions and an application activity about 'The oestrous cycle in pigs' near the end. This resource also comes with a fully editable version of the accompanying student notes, which contains another application type activity and a selection of past examination (AQA) questions & marks scheme.

Class notes to accompany the PowerPoints available on TES for this topic. This will save you hours and hours and hours and hours of preparation! The booklet is 44 pages long and contains gap fill paragraphs, questions, images for students to label, (20 pages of) past exam questions and much more. Marking guidelines also included.

For those sitting Paper 3, writing a synoptic essay, under timed exam conditions can be daunting! I have put this resource together over the past few years, but have recently updated it so it is inline with the recent guidelines about the essay and revised criteria for marking the essay. It provides the students with a bit of background, how the essay is (generally) marked and a few tips and tricks to try and help them consider how they can write a good essay. Although the price might seem initially a tad steep, it has taken hours and hours and hours to prepare, has been trialled, amended and can be spread over about 6-7 hours of teaching. Instructions below. A few lessons after working through 'The Essay' PPT/handout, I use the session 1 resources, where students review two handwritten essays marked by senior examiners. Each essay has 10-12 electric tags (containing [very] small numbers) at various points that refer to a comment from a senior examiner, displayed on the PowerPoint. Students are tasked to match the examiners comments to the electric tags, and, using the tick grid in 'The Essay' handout, award the essays a mark. In session 2 (which I usually do a week later), the students are given one of two handouts, which contain two essays that have been typed for ease of reading (the plans have been included), but also contain numbered tags that refer to a comment from a senior examiner. Every student reviews essay number 5 and then use the comments from the PowerPoint to match the examiners comments, and give the essay a mark using the marking guidelines (in 'The Essay' handout). However, the second essay is different (essay no. 1 or no. 8) and I tend to give out alternate essays to students sat next to one another. Students are then given a small slip of paper containing the first 7-9 examiners comments - the final 3-4 they have to attempt to determine what the comment might be about and use their intuition to then give the essay a mark. I then usually ask the students to talk about what was good about the essay and why they awarded it the mark they did. If you are not too pushed for time, this could obviously be taken further! The other document, 'practice essay plans' contains a 15 essay titles and space for students to practice planning. I usually set these as starters, but in my experience I would strongly recommend the students complete the plans under timed conditions. While first attempting essay plans, I offer the option for students to use 'The Essay' handout, as this contains a list of all topic areas in the specification as some might not be able to recall topic areas relevant to the essay title. After a few (5-6) attempts at planning, I tend to remove this as an option and the students plan under timed exam conditions, with a particular focus on how they will consider the sequence of paragraphs, so there are links between paragraphs, and how they might focus the essay on the title.

Topic overview check sheet for use when peer-marking student overview of this topic. I give these out and usually give my classes a week to hand write their notes (unless they have access to word processor in examinations) and complete the exam style questions from the text book.

Class notes to accompany the PowerPoints available on TES for this topic. This will save you hours and hours and hours and hours of preparation! The booklet is 54 pages long and contains gap fill paragraphs, questions, images for students to label, past exam questions and much more. Marking guidelines also included, along with a separate booklet of exam questions (and marks scheme) associated with this topic.

Short PowerPoint detailing lipid digestion and absorption, designed to completement the bespoke class notes for this topic, available separately on TES. It starts off by getting students to identify, the match up some of the new terminologies associated with this topic. They are then tasked to use the cards to identify the sequence by which lipid digestion and absorption in the epithelial cells occurs. When they get stuck, there is a diagram they can be shown which then reveals the numbers 1-6. Students can then attempt the match up the statements with the numbers, which also helps them to identify the correct sequence. The PPT then moves on to pose a few questions about lipids. It's really quite challenging content, but the feedback on this material to help student learning has been overwhelmingly positive.

Lengthy PowerPoint detailing enzymes and digestion, designed to completement the bespoke class notes for this topic, available separately on TES. It starts off by labelling the major parts of the digestive system, but then students are expected to use the spec to identify the parts they actually need to learn(!). There is an activity - 'guess the parts of the digestive system' and then physical breakdown and chemical digestion are outlined. There's a quick bit of carbohydrate revision before students are tasked to arrange the cards so they detail starch digestion in mouth and illeum. The PPT then moves on to protein digestion, before the processes that lead to amino acid absorption via the co-transport mechanism are considered. There are links to previously taught year 1 material (movement across membranes). The PPT contains notes with most of the answers to the questions on the PPT, but also some answers to the activities in the class notes about lactose intolerance a table which students complete, using the information covered in the lesson - it's quite challenging for them!

Two PowerPoints - one on gas exchange in the lungs, and the other on data and disease, which includes an introduction to cause and correlations. The PPT contains notes with most of the answers to the questions on the PPT. This resource is designed to be used with the class notes for this topic, which contains many activities associated with this lesson.

Very short PowerPoint introducing the mechanisms of breathing. Also included is a card sort activity for inspitration and expiration, before moving on to consider pulmonary ventilation. The PPT contains notes with most of the answers to the questions on the PPT. This resource is designed to be used with the class notes for this topic, which contains many activities associated with this lesson.

Very short PowerPoint introducing gas exchange in Humans. This contains a diagram for students to identify the structures in the gas exchange system and are then posed a few questions about the gas exchange system. The PPT contains notes with most of the answers to the questions on the PPT. This resource is designed to be used with the class notes for this topic, which contains many activities associated with this lesson. Also included is a PowerPoint which can be used to test basic recall of lung structures.

Activity about xerophytes and their adaptations. Students are tasked to produce a two sided A4 fact sheet using the T&T text book. Students then peer assess it using the marking grid. Also included is a practical instruction sheet investigating the effect of interrupting a part of the vascular system on the movement of dyes in a celery leaf and a leaf of spider plant.

Very short PowerPoint introducing gas exchange in the leaf of a plant, a topic area student's generally find quite dull! This contains a diagram for students to identify the structures in the cross section of a leaf and later on, a video introducing the stomata. They are then asked a few questions about the opening and closing of the stomatal pore. Where possible, there are links to previously taught year 1 material (i.e. osmosis). The PPT contains notes with most of the answers to the questions on the PPT. This resource is designed to be used with the class notes for this topic.

PowerPoint introducing gas exchange in fish. Brief animation to explain the countercurrent mechanisms, but it's quite a short PowerPoint (hence the price) and is really designed to be used with the class notes for this topic. The PPT contains notes with most of the answers to the questions on the PPT. Also included is a model students can make of fish gills, including lamella. The idea is they draw on the direction of the blood flow and direction of water movement across the gill filament.

PowerPoint introducing gas exchange in single celled organisms and insects. Contains a few videos, firstly showing some very interesting single celled organisms (to try and help stimulate student interest), but then of the abdominal pumping movements of a locust. There are a few questions that then follow about gas exchange in insects, which includes a graph about spiracle opening. Where possible, there are links to previously taught year 1 material (i.e. drawing a labelled amino acid). The PPT contains notes with most of the answers to the questions on the PPT. This resource is designed to be used with the class notes for this topic.

PowerPoint introducing the concept of surface area to volume ratio in biology. Contains a few questions about what organisms exchange and why, but then includes a video about bats and surface area to volume ratio (i then ask my students a question about oxygen uptake and mass of organisms a few lessons later, and remind them of this video as a clue when they get stuck!). However, as with all my resources, this is designed to be used with the class notes for this topic, which requires students to calculate S.A.:vol ratios and plot the data on a graph, before answering a few questions. I would be cautious about purchasing this and expecting to use it to deliver a good lesson if not using the work sheet. I have however included another activity and marking guidelines for an activity on S.A.:Vol.