Students should understand the importance of contraception and how to evaulate hormonal/non-hormonal methods of contraception. Exam question attached, also to put learning into practice.

Students should understand what factors affect the rate of photosynthesis and how they affect the rate. Students should be able to define what a limiting factor is and describe and explain patterns when 1 or more limiting factor is present.

Revision activities for Infection and Response for GCSE. Taken from all aspects of the syllabus.

ks3 activate lesson: adapting to change

Lesson (including research task on human genome project)

Organisation B2 revision, including questions and embedded exam questions

Student should be able to: Make an informed judgement about embryo screening by evaluating in detail the economic, social, and ethical issues. List advantages and disadvantages of embryo screening. Suggest reasons why embryos might be screened.

Students should be able to state examples of genetic diseases. Students should state symptoms and the genetics behind inheriting these diseases, making reference to recessive and dominant alleles

Students should understand the process of cell division and why cell division needs to take place. They should also understand the process of the cell cycle.

Students should understand the importance of food testing. They should be able to complete the required practical, using relevant reagents to test for: starch, simple sugars, lipids and proteins.

Students should understand what a pathogen is and the various types of pathogens and their mode of action, comparing bacteria and viral method of action.

Students should understand the nervous system (what it consists of) and the response to stimuli. Exam questions are included.

Students should understand the importance of reflexes and the reflex arc. Exam questions follow

Students should understand the importance of starch in plants Students should understand how starch is used and the method on how to test for starch Exam questions included.

Students should be able to: • discuss the human and financial cost of these non-communicable diseases to an individual, a local community, a nation or globally • explain the effect of lifestyle factors including diet, alcohol and smoking on the incidence of non-communicable diseases at local, national and global levels. Students should be able to understand the principles of sampling as applied to scientific data in terms of risk factors. MS 2d Students should be able to translate information between graphical and numerical forms; and extract and interpret information from charts, graphs and tables in terms of risk factors. MS 2c, 4a Students should be able to use a scatter diagram to identify a correlation between two variables in terms of risk factors. MS 2g

Students should understand the sampling process (how to use quadrats and transects). Exam questions follow at the end. Simple maths also included.

A KS4 lesson, based on ‘Antibiotics and Painkillers’. Students should understand the differences between painkillers and antibiotics, how they both work and how antibiotic resistance develops.

A recap of bioenergetics unit. Useful revision tool for students, for independent research.

Students should understand the process of active transport in detail, giving examples of when it is used. Students should understand how it compares to diffusion and osmosis.

Students should understand what a gland is and the purpose of a mastergland. Students should understand the hormones involved in endocrine system. Lots of room for AfL and self assessment.