A comprehensive collection of questions for OCR A Biology specification 2.1.3 Nucleic Acids and Nucleotides. I use the word documents for Flipped Learning, whereby the students answer the questions before my lesson. Using a textbook, they write out full sentence answers to the questions, building a complete set of notes. The resource pack also includes past paper questions for each section of the topic, as well as mark schemes. This would make an ideal home-learning pack, catch-up resource, or revision scheme for the module.

A full lesson teaching Student’s t-Test from scratch. It is tailored for OCR A Biology but can be easily adapted for any exam board. The lesson includes a full PowerPoint containing learning objectives and keywords, definitions, appropriate formulae and a worked example. The files include: PowerPoint with usage instructions and delivery suggestions in the notes section Practice exam quesitons Full mark schemes An interactive Student’s t-Test Calculator - this can be used to quickly calculate paired or unpaired t-test results, and standard deviation. The excel sheet also includes a critical values table.

An independent learning resource covering the organisation of cells into tissues, organs and organ systems (OCR A Specification 2.1.6i) (Correct 01/04/19) Section A uses a variety of short-answer questions to ensure students have a complete set of notes, provided the questions are answered in full sentences (you can also use the Cornell Notes Style to ensure a coherent layout). The task provides an opportunity to practice drawing and labelling biological diagrams. Full markscheme provided. The tissues discussed includes: Squamous Epithelia; Ciliated epithelia; Cartilage; Muscle; Xylem; Phloem Section B provides practice at OCR A style multiple choice questions. Again, full markscheme provided. This resource will complement any textbook or revision guide on the topic I have used this as an independent resource task, a homework task, a revision sheet and as an aid to my own planning. Please let me know what you think.

An independent learning resource covering differentiation, use of stem cells and how cells of multicellular organisms are specialised for particular functions (OCR A Specification 2.1.6 h,j,k,l and m ) (Correct 29/03/19). Section A uses a variety of short-answer questions to ensure students have a complete set of notes, provided the questions are answered in full sentences (you can also use the Cornell Notes Style to ensure a coherent layout). The task requires a small level of research into Alzheimer’s and Parkinson’s Diseases, as well as developmental biology. Full mark scheme is provided Table of specialised cells includes: Erythrocytes Neutrophils Epithelial cells Sperm cells Palisade cells Guard Cells Root hair cells The sheet also provides an opportunity to practice biological diagrams This resource will complement any textbook or revision guide on the topic I have used this as an independent resource task, a homework task, a revision sheet and as an aid to my own planning. Please let me know what you think.

An independent learning resource covering the structure of mammalian muscle and the mechanism of muscular contraction (OCR A Specification 5.1.5 i ) (Correct 28/03/19). There are three separate sheets covering all of The structural and functional differences between skeletal, involuntary and cardiac muscle the sliding filament model of muscular contraction and the role of ATP The action of neuromuscular junctions and how the supply of ATP is maintained in muscles by creatine phosphate. Section A uses a variety of short-answer questions to ensure students have a complete set of notes, provided the questions are answered in full sentences (you can also use the Cornell Notes Style to ensure a coherent layout) Section B checks understanding of learning using a variety of different application questions questions Section C is an extension task designed to enhance subject knowledge and engage students in the wider scientific world. This should also better equip them for suggest questions and university interviews. Students are asked to research muscle differences in sprinters and marathon runners I have used this as an independent resource task, a homework task, a revision sheet and as an aid to my own planning. Please let me know what you think.

A full lesson teaching In Viro Fertilisation (IVF) as part of the Hormonal Coordination in Humans topic for GCSE AQA Biology (4.5.3.6 - the use of hormones to treat infertility: HT) The PowerPoint can be easily edited to adapt for higher or lower ability students. There are full usage notes on the notes pages of the PowerPoint. This means this lesson could be set as cover work for a non-specialist teacher: they just need to present in ‘presenter view’ so they can read the notes on their laptop as the presentation is displayed in full on the projector All comments gratefully received! I hope this is useful. Image rights documented on PowerPoint.

A full lesson teaching Methods of Contraception as part of the Hormonal Coordination in Humans topic for GCSE AQA Biology (4.5.3.5) The PowerPoint can be easily edited to adapt for higher or lower ability students. There are full usage notes on the notes pages of the PowerPoint. This means this lesson could be set as cover work for a non-specialist teacher: they just need to present in ‘presenter view’ so they can read the notes on their laptop as the presentation is displayed in full on the projector All comments gratefully received! I hope this is useful. Image rights documented on PowerPoint.

A full lesson teaching the Menstrual Cycle as part of the Hormonal Coordination in Humans topic for GCSE AQA Biology (4.5.3.4) The PowerPoint can be easily edited to adapt for higher or lower ability students. There are full usage notes on the notes pages of the powerpoint. This means this lesson could be set as cover work for a non-specialist teacher: they just need to present in ‘presenter view’ so they can read the notes on their laptop as the presentation is displayed in full on the projector All comments gratefully received! I hope this is useful. Cover Image adapted from Image By Lyrl - Derived from Image:MenstrualCycle.png, an image made by the user Chris 73, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=2133814

A full lesson teaching Simpson’s Index of Diversity from scratch. It is tailored for OCR A 4.2.2d, but can be easily adapted for any exam board. The lesson includes a full PowerPoint containing learning objectives and keywords, definitions, examples of high and low biodiversity,a fully animated tutorial on how to calculate Simpson’s Index of Diversity, a practice question and a suggested plenary. The files include: PowerPoint with usage instructions. A full copy of the practice exam question (with markscheme), including question sections from the wider syllabus. An independent learning task designed to provide a full set of notes, complete with separate example question and mark schemes. An interactive Simpson’s Diversity Index Excel Calculator - this can be used to quickly calculate Simpson’s Index of Diversity for any habitat with 10 species or fewer. Two copies exist to allow you to directly compare two habitats at once. Full usage instructions are in the PowerPoint. Cover Image By I, Luc Viatour, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=998412

An independent learning resource covering how to use Simpson’s Index of Diversity (OCR A Specification 4.2.1d) (Correct 2/03/19). Section A uses a variety of questions on the topic to ensure students have a complete set of notes, provided the questions are answered in full sentences (you can also use the Cornell Notes Style to ensure a coherent layout). This resource then provides a worked example of how to use Simpson’s Index of Diversity, with full instructions. Section B checks understanding of learning using a practice exam question. Section C is an extension task designed to improve their exam technique. They are to use the attached mark scheme to mark their response to the exam question. They are then asked a number of questions about how markschemes are laid out. I have used this as an independent resource task, a homework task, a revision sheet and as an aid to my own planning. Please let me know what you think.

An independent learning resource covering types of biodiversity and sampling methods (Specification 4.2.1a, b and c) (Correct 01/03/19). This resource introduces species richness and species evenness but does not discuss Simpson’s Index of Diversity. Section A uses a variety of questions on the topic to ensure students have a complete set of notes, provided the questions are answered in full sentences (you can also use the Cornell Notes Style to ensure a coherent layout) Section B checks understanding of learning using a variety of different 1-6 mark questions. There is a web link for further information I have used this as an independent resource task, a homework task, a revision sheet and as an aid to my own planning. Please let me know what you think.

A full lesson teaching the structure and function of blood vessels as part of the Animal Transport topic for AQA Biology (4.2.2.2) The lesson includes: Starter challenge to design a blood vessel A suggested microscopy practical with accompanying help sheet Learning outcomes and keywords slide Key definitions slide A video link to a YouTube video demonstrating Valves A label-your-own blood vessel slide with accompanying worksheet (markscheme on slide) Key Notes A suggested plenary Powerpoint includes full notes on suggested usage on the notes section. All comments gratefully received! I hope this is useful.

A simple checklist t give to students reminding them how to use a microscope safely and efficiently. The checklist gives: A full method on microscopy Safety reminders A labelled photograph of a microscope I have provided this as a stick in sheet, and also have a set laminated set that I hand out for every microscopy practical as an aide memoire I hope it is useful - please let me know what you think

A full lesson introducing the Human Circulatory System as part of the Animal Transport topic for AQA Biology (4.2.2) The lesson includes: Starter review questions from earlier in the course and KS3 Learning outcomes and keywords sheet Key definitions sheet A video link to TEDed A label-your-own heart structure slide with accompanying worksheet (with markscheme) A description question A write-your-own Exam question plenary A 15 mark exam question with mark scheme to assess learning (can be used as a homework) Powerpoint includes full notes on suggested usage on the notes section of the powerpoint. All comment gratefully received! I hope this is useful Cover Image: Diagram of the Human Heart (https://en.wikipedia.org/wiki/File:Diagram_of_the_human_heart_(cropped).svg) by Wapcaplet is shared under a CC BY-SA 3.0 creative commons license

A full lesson introducing the Human Endocrine System as part of the Hormonal coordination in humans topic for AQA Biology (4.5.3) The lesson includes: Whiteboard starter question Learning outcomes and keywords sheet A suggested homework Key definitions sheet A video link to TEDed with accompanying comprehension question sheet A label-you-own endocrine glands slide and accompanying blank body outline A six mark comparison question of the nervous and endocrine systems Mix and match activity for the glands and their products Exam question plenary Extension task with double-bubble map Powerpoint includes full notes on suggested usage on the notes section of the powerpoint. All comment gratefully received! I hope this is useful Cover Image by Blausen.com staff (2014) Medical gallery of Blausen medical used under CC BY 3.0; accessed at Wikipedia 02/2019 https://en.wikipedia.org/wiki/Endocrinology#/media/File:Blausen_0345_EndocrineSystem_Female2.png

Print two to a page and you have a ready-to-go plenary for any lesson Learners write down three things they learnt in the lesson, two ways they learnt it (what task taught them the knowledge - metacognition) and one thing they knew before the lesson that helped them (skills or knowledge based). The question at the bottom challenges the student to say what they will do next. Print two to a page and you have a ready-to-go plenary for any lesson An assessment-for-learning template that can be adapted for use in almost any lesson, subject or topic.

A thinking map used to compare and contrast two items. The learner fills the rectangles with the two topics/ideas/items etc. they are comparing. In the central ‘bubbles’ they write down similarities between the two ideas. In the outer bubbles they write down differences between the two ideas. Useful for planning extended writing tasks, reviewing a topic, checking recall or for critical thinking tasks.

An independent learning resource covering Anaerobic respiration (lactate and alcoholic fermentation) and respiratory quotients (Specification 5.2.2 i,j,and k) (Correct 22/02/19) Section A uses a variety of questions on the topic to ensure students have a complete set of notes, provided the questions are answered in full sentences (you can also use the Cornell Notes Style to ensure a coherent layout) Section B checks understanding of learning using a variety of different 1-6 mark questions Section C is an extension research task designed to enhance subject knowledge and engage students in the wider scientific world. This should also better equip them for suggest questions and university interviews. I have used this as an independent resource task, a homework task, a revision sheet and as an aid to my own planning. Please let me know what you think.

An independent learning resource covering oxidative phosphorylation, the electron transport chain, chemiosmosis and chemiosmotic theory (Specification 5.2.2 f, g and h) (Correct 2/02/19) Section A uses a variety of questions on the topic to ensure students have a complete set of notes, provided the questions are answered in full sentences (you can also use the Cornell Notes Style to ensure a coherent layout) Section B checks understanding of learning using a variety of different 1-6 mark questions Section C is an extension task designed to enhance subject knowledge and engage students in the wider scientific world. This should also better equip them for suggest questions and university interviews. Students are asked to apply their knowledge to historical investigations into respiration. I have used this as an independent resource task, a homework task, a revision sheet and as an aid to my own planning. Please let me know what you think. EDIT 13/03/19 - found some errors in mark scheme which are now corrected

An independent learning resource covering the Link reaction and Krebs Cycle (TCA cycle or Citric Acid Cycle) (Specification 5.2.2 d, e, and f) (Correct 21/02/19) Section A uses a variety of questions on the topic to ensure students have a complete set of notes, provided the questions are answered in full sentences (you can also use the Cornell Notes Style to ensure a coherent layout) Section B checks understanding of learning using a variety of different 1-6 mark questions Section C is an extension research task designed to enhance subject knowledge and engage students in the wider scientific world. This should also better equip them for suggest questions and university interviews. I have used this as an independent resource task, a homework task, a revision sheet and as an aid to my own planning. Please let me know what you think.