✓ Engaging powerpoint ✓ Recaps previous learning ✓ Lots of short AFL tasks ✓ Past paper questions and mark scheme This lesson on Monohybrid Inheritance is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the third and last lesson in the topic 17 Inheritance. The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. This resource also includes past paper questions alongside a mark scheme to further deepen students’ understanding. These questions can be printed on one sheet of A4 (using ‘two pages one sheet’ on your printing settings). These can be used during the lesson, as homework or revision. Objectives: Describe inheritance as the transmission of genetic information from generation to generation Describe genotype as the genetic make-up of an organism and in terms of the alleles present Describe phenotype as the observable features of an organism Describe homozygous as having two identical alleles of a particular gene State that two identical homozygous individuals that breed together will be pure-breeding Describe heterozygous as having two different alleles of a particular gene State that a heterozygous individual will not be pure-breeding 8 Describe a dominant allele as an allele that is expressed if it is present in the genotype Describe a recessive allele as an allele that is only expressed when there is no dominant allele of the gene present in the genotype Interpret pedigree diagrams for the inheritance of a given characteristic Use genetic diagrams to predict the results of monohybrid crosses and calculate phenotypic ratios, limited to 1 : 1 and 3: 1 ratios Use Punnett squares in crosses which result in more than one genotype to work out and show the possible different genotypes Explain how to use a test cross to identify an unknown genotype Describe codominance as a situation in which both alleles in heterozygous organisms contribute to the phenotype Explain the inheritance of ABO blood groups: phenotypes are A, B, AB and O blood groups and alleles are IA , IB and Io Describe a sex-linked characteristic as a feature in which the gene responsible is located on a sex chromosome and that this makes the characteristic more common in one sex than in the other Describe red-green colour blindness as an example of sex linkage Use genetic diagrams to predict the results of monohybrid crosses involving codominance or sex linkage and calculate phenotypic ratios This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

✓ Engaging powerpoint ✓ Recaps previous learning ✓ Lots of short AFL tasks ✓ Exam question examples This lesson on Mitosis and Meiosis is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the second lesson in the topic 17 Inheritance. The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. There is a strong emphasis on answering exam questions, with examples and the mark scheme included in the presentation. Objectives: Describe mitosis as nuclear division giving rise to genetically identical cells (details of the stages of mitosis are not required) State the role of mitosis in growth, repair of damaged tissues, replacement of cells and asexual reproduction State that the exact replication of chromosomes occurs before mitosis State that during mitosis, the copies of chromosomes separate, maintaining the chromosome number in each daughter cell Describe stem cells as unspecialised cells that divide by mitosis to produce daughter cells that can become specialised for specific functions State that meiosis is involved in the production of gametes Describe meiosis as a reduction division in which the chromosome number is halved from diploid to haploid resulting in genetically different cells (details of the stages of meiosis are not required) This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

✓ Engaging presentation ✓ Recaps previous learning ✓ Lots of AFL tasks and activities ✓ Exam questions and mark schemes ✓ Diagrams to print This lesson on Excretion in Humans is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the first and only lesson in the topic 13 Excretion in Humans. The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. There is a strong emphasis on answering exam questions, with examples and the mark scheme included in the presentation. Objectives: State that carbon dioxide is excreted through the lungs State that the kidneys excrete urea and excess water and ions Identify in diagrams and images the kidneys, ureters, bladder and urethra Identify in diagrams and images the structure of the kidney, limited to the cortex and medulla Outline the structure and function of a nephron and its associated blood vessels, limited to: (a) the role of the glomerulus in the filtration from the blood of water, glucose, urea and ions (b) the role of the nephron in the reabsorption of all of the glucose, some of the ions and most of the water back into the blood © the formation of urine containing urea, excess water and excess ions (details of these processes are not required) Describe the role of the liver in the assimilation of amino acids by converting them to proteins State that urea is formed in the liver from excess amino acids Describe deamination as the removal of the nitrogen-containing part of amino acids to form urea Explain the importance of excretion, limited to toxicity of urea This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

✓ Engaging powerpoint ✓ Recaps previous linked learning ✓ Worksheet with diagrams ✓ Past paper questions and mark scheme This lesson on Nutrient Cycles is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the second lesson in the topic 19 Organisms and Their Environment. The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. Just glance through the PowerPoint presentation and you are ready to go! This resource also includes a worksheet with two diagrams; the carbon cycle and the nitrogen cycle. Students are asked at first to match up the image with the statements. This can be printed on one sheet of A4. There are also lots of example exam questions taken from past papers to deepen students understanding of the topic. Objectives Describe the carbon cycle, limited to: photosynthesis, respiration, feeding, decomposition, formation of fossil fuels and combustion Describe the nitrogen cycle with reference to: decomposition of plant and animal protein to ammonium ions, nitrification, nitrogen fixation by lightning and bacteria, absorption of nitrate ions by plants, production of amino acids and proteins, feeding and digestion of proteins, deamination, denitrification State the roles of microorganisms in the nitrogen cycle, limited to: decomposition, nitrification, nitrogen fixation and denitrification (generic names of individual bacteria, e.g. Rhizobium, are not required) This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

✓ Engaging presentation ✓ Includes lots of examples and definitions ✓ Lots of short AFL tasks ✓ Exam question examples This lesson on Cell Structure is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2026-28) course. This is the first lesson in the topic 1 Organisation of the Organism. The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. There is a strong emphasis on answering exam questions, with examples and the mark scheme included in the presentation. Objectives: Describe and compare the structure of a plant cell with an animal cell, limited to: cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, ribosomes, mitochondria, vacuoles Describe the structure of a bacterial cell, limited to: cell wall, cell membrane, cytoplasm, ribosomes, circular DNA, plasmids Identify the cell structures listed in 2.1.1 and 2.1.2 in diagrams and images of plant, animal and bacterial cells Describe the functions of the structures listed in 2.1.1 and 2.1.2 in plant, animal and bacterial cells State that new cells are produced by division of existing cells State that specialised cells have specific functions, limited to: (a) ciliated cells – movement of mucus in the trachea and bronchi (b) root hair cells – absorption © palisade mesophyll cells – photosynthesis (d) neurones – conduction of electrical impulses (e) red blood cells – transport of oxygen (f) sperm and egg cells (gametes) – reproduction Describe the meaning of the terms: cell, tissue, organ, organ system and organism as illustrated by examples given in the syllabus This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

✓ Engaging presentation ✓ Includes lots of examples and definitions ✓ Lots of short AFL tasks ✓ Exam question examples This lesson on Features of Organisms is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2026-28) course. This is the third lesson in the topic 1 Characteristics and Classification of Living Organisms. The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. There is a strong emphasis on answering exam questions, with examples and the mark scheme included in the presentation. Objectives: State the main features used to place animals and plants into the appropriate kingdoms State the main features used to place organisms into groups within the animal kingdom, limited to: (a) the main groups of vertebrates: mammals, birds, reptiles, amphibians, fish (b) the main groups of arthropods: myriapods, insects, arachnids, crustaceans Classify organisms using the features identified in 1.3.1 and 1.3.2 State the main features used to place all organisms into one of the five kingdoms: animal, plant, fungus, prokaryote, protoctist State the main features used to place organisms into groups within the plant kingdom, limited to ferns and flowering plants (dicotyledons and monocotyledons) Classify organisms using the features identified in 1.3.4 and 1.3.5 7 State the features of viruses, limited to a protein coat and genetic material This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

✓ Engaging powerpoint ✓ Recaps previous linked learning ✓ Graph exam technique focus ✓ Past paper questions and mark scheme This lesson on Populations is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the third and last lesson in the topic 19 Organisms and Their Environment. The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. Just glance through the PowerPoint presentation and you are ready to go! There are also lots of example exam questions taken from past papers to deepen students understanding of the topic. Objectives Describe a population as a group of organisms of one species, living in the same area, at the same time Describe a community as all of the populations of different species in an ecosystem Describe an ecosystem as a unit containing the community of organisms and their environment, interacting together Identify and state the factors affecting the rate of population growth for a population of an organism, limited to food supply, competition, predation and disease Identify the lag, exponential (log), stationary and death phases in the sigmoid curve of population growth for a population growing in an environment with limited resources Interpret graphs and diagrams of population growth Explain the factors that lead to each phase in the sigmoid curve of population growth, making reference, where appropriate, to the role of limiting factors This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

This lesson on Energy Flow, Food Webs and Food Chains is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the third lesson in the ‘Topic: 19 Organisms and Their Environment’ topic. The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. Just glance through the PowerPoint presentation and you are ready to go! This resource also includes past paper questions on drawing pyramids of numbers and biomass alongside a mark scheme to further deepen students’ understanding. These questions can be printed on one sheet of A4 (using ‘two pages one sheet’ on your printing settings). These can be used during the lesson, as homework or revision. Objectives State that the Sun is the principal source of energy input to biological systems Describe the flow of energy through living organisms, including light energy from the Sun and chemical energy in organisms, and its eventual transfer to the environment Describe a food chain as showing the transfer of energy from one organism to the next, beginning with a producer Construct and interpret simple food chains Describe a food web as a network of interconnected food chains and interpret food webs Describe a producer as an organism that makes its own organic nutrients, usually using energy from sunlight, through photosynthesis Describe a consumer as an organism that gets its energy by feeding on other organisms State that consumers may be classed as primary, secondary, tertiary and quaternary according to their position in a food chain Describe a herbivore as an animal that gets its energy by eating plants Describe a carnivore as an animal that gets its energy by eating other animals Describe a decomposer as an organism that gets its energy from dead or waste organic material Use food chains and food webs to describe the impact humans have through overharvesting of food species and through introducing foreign species to a habitat njefhVCHJVASJ`YGVYSA

✓ Engaging presentation ✓ Includes lots of examples and definitions ✓ Lots of short AFL tasks ✓ Optional microscope practical where students calculate the real size of cells with a graticule ✓ Four options of cell samples to choose from to do in class ✓ Full method and list of equipment ✓ Exam questions and mark schemes This lesson on Size of Specimens is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2026-28) course. This is the second lesson in the topic 1 Organisation of the Organism. The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. There is a strong emphasis on answering exam questions, with examples and the mark scheme included in the presentation. Objectives: State and use the formula: magnification = image size ÷ actual size Calculate magnification and size of biological specimens using millimetres as units Convert measurements between millimetres (mm) and micrometres (μm) This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

✓ Engaging presentation ✓ Worksheet with table and diagrams ✓ Lots of short AFL tasks ✓ Exam question on enzyme investigation This lesson on Biotechnology is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the second lesson in the topic 21 Biotechnology and Genetic Modification. The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. There is a strong emphasis on answering exam questions, with examples and the mark scheme included in the presentation. Objectives: Describe the role of anaerobic respiration in yeast during the production of ethanol for biofuels Describe the role of anaerobic respiration in yeast during bread-making Describe the use of pectinase in fruit juice production Investigate and describe the use of biological washing powders that contain enzymes Explain the use of lactase to produce lactose-free milk Describe how fermenters can be used for the large-scale production of useful products by bacteria and fungi, including insulin, penicillin and mycoprotein Describe and explain the conditions that need to be controlled in a fermenter, including: temperature, pH, oxygen, nutrient supply and waste products This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

✓ Engaging presentation ✓ Worksheet with flashcards ✓ Lots of short AFL tasks ✓ Exam question examples This lesson on Genetic Modification is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the first lesson in the topic 21 Biotechnology and Genetic Modification. This lesson covers the syllabus points from both 21.1 and 21.3 (as these went together quite nicely). The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. There is a strong emphasis on answering exam questions, with examples and the mark scheme included in the presentation. Objectives: 21.1 Biotechnology and genetic modification State that bacteria are useful in biotechnology and genetic modification due to their rapid reproduction rate and their ability to make complex molecules Discuss why bacteria are useful in biotechnology and genetic modification, limited to: (a) few ethical concerns over their manipulation and growth (b) the presence of plasmids 21.3 Genetic modification Describe genetic modification as changing the genetic material of an organism by removing, changing or inserting individual genes Outline the process of genetic modification using bacterial production of a human protein as an example, limited to: (a) isolation of the DNA making up a human gene using restriction enzymes, forming sticky ends (b) cutting of bacterial plasmid DNA with the same restriction enzymes, forming complementary sticky ends © insertion of human DNA into bacterial plasmid DNA using DNA ligase to form a recombinant plasmid (d) insertion of recombinant plasmids into bacteria (specific details are not required) (e) multiplication of bacteria containing recombinant plasmids (f) expression in bacteria of the human gene to make the human protein Outline examples of genetic modification: (a) the insertion of human genes into bacteria to produce human proteins (b) the insertion of genes into crop plants to confer resistance to herbicides © the insertion of genes into crop plants to confer resistance to insect pests (d) the insertion of genes into crop plants to improve nutritional qualities Discuss the advantages and disadvantages of genetically modifying crops, including soya, maize and rice This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

✓ Reviews all syllabus points ✓ Great topic review or revision resource ✓ Can be cut into revision cards ✓ Key to highlight level of understanding ✓ Encourages independent study, knowledge retrieval practice and metacognition Topics included: B1 Characteristics of living organisms B2 Cells B3 Biological molecules B4 Enzymes B5 Plant nutrition B6 Animal nutrition B7 Transport B8 Gas exchange and respiration B9 Coordination and response B10 Reproduction B11 Inheritance B12 Organisms and their environment B13 Human influences on ecosystems This review worksheet is designed for students enrolled in the Cambridge IGCSE Coordinated Science 0654 (2023-24) course, and covers the all topics. The worksheet is divided into different boxes to help students break down the information and organise what they need to know. It is double-sided and should be printed on A3 paper for students to complete. If printed single-sided, students can also cut the little boxes into flashcards for further study. The tasks are split into different boxes to help students break down the information and organise what they need to know. This resource has been designed so that students can highlight the worksheet, rating each box either red, amber or green. There are no answers supplied with this resource. When I complete this I ask students to highlight their boxes as follows: Green - The student can complete this in exam conditions (This means the student understands and remembers this information) Amber - The student can complete this after checking their notes, resources or asking a classmate (The student understands this but doesn’t remember it) Red - The student can’t complete this without asking for serious help (The student doesn’t understand or remember this) You can then go over the answers for the remaining red sections with the class at the end of the lesson. This system helps students to think about the importance of knowledge retrieval and metacognition when revising. It also allows the class to settle by asking them to working in exam conditions by completing the green sections first at the start of the lesson. Finally it allows you to have immediate visual feedback about student understanding of your teaching. This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

✓ Engaging powerpoint ✓ Recaps previous learning ✓ Lots of AFL tasks and activities ✓ Worksheet for class survey activity ✓ Lots of graph exam skills This lesson on Variation is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the first lesson in the topic 18 Variation and Selection. The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. There is a strong emphasis on graph skills, and particular what students should watch out for in exams. This resource also includes a worksheet to print with tables for students to fill in during a classroom survey activity. I would also make sure that you have graph paper to hand. Objectives: Describe variation as differences between individuals of the same species State that continuous variation results in a range of phenotypes between two extremes; examples include body length and body mass State that discontinuous variation results in a limited number of phenotypes with no intermediates; examples include ABO blood groups, seed shape in peas and seed colour in peas State that discontinuous variation is usually caused by genes only and continuous variation is caused by both genes and the environment Investigate and describe examples of continuous and discontinuous variation Describe gene mutation as a random change in the base sequence of DNA State that mutation is the way in which new alleles are formed State that ionising radiation and some chemicals increase the rate of mutation State that mutation, meiosis, random mating and random fertilisation are sources of genetic variation in populations This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

✓ Engaging powerpoint ✓ Recaps previous linked learning ✓ Lots of AFL tasks and activities ✓ Past paper questions and mark scheme This lesson on Natural and Artificial Selection is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the third and last lesson in the topic 18 Variation and Selection. The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. Just glance through the PowerPoint presentation and you are ready to go! This resource also includes past paper questions for optional printing alongside a mark scheme to further deepen students’ understanding. Objectives Describe natural selection with reference to: (a) genetic variation within populations, (b) production of many offspring, © struggle for survival, including competition for resources, (d) a greater chance of reproduction by individuals that are better adapted to the environment than others, (e) these individuals pass on their alleles to the next generation Describe selective breeding with reference to: (a) selection by humans of individuals with desirable features, (b) crossing these individuals to produce the next generation, © selection of offspring showing the desirable features Outline how selective breeding by artificial selection is carried out over many generations to improve crop plants and domesticated animals and apply this to given contexts Describe adaptation as the process, resulting from natural selection, by which populations become more suited to their environment over many generations Describe the development of strains of antibiotic resistant bacteria as an example of natural selection Outline the differences between natural and artificial selection This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

✓ Engaging presentation ✓ Includes lots of examples and definitions ✓ Lots of short AFL tasks ✓ Past paper questions and mark scheme This lesson on Concept and Uses of Classification Systems is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2026-28) course. This is the second lesson in the topic 1 Characteristics and Classification of Living Organisms. The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. There is a strong emphasis on answering exam questions, with examples and the mark scheme included in the presentation. Objectives: State that organisms can be classified into groups by the features that they share Describe a species as a group of organisms that can reproduce to produce fertile offspring Describe the binomial system of naming species as an internationally agreed system in which the scientific name of an organism is made up of two parts showing the genus and species Construct and use dichotomous keys based on identifiable features Explain that classification systems aim to reflect evolutionary relationships Explain that the sequences of bases in DNA are used as a means of classification Explain that groups of organisms which share a more recent ancestor (are more closely related) have base sequences in DNA that are more similar than those that share only a distant ancestor This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

✓ Reviews all syllabus points ✓ Great topic review or revision resource ✓ Can be cut into revision cards ✓ Answers available as shown on presentation slides linked with the topic ✓ Key to highlight level of understanding ✓ Encourages independent study, knowledge retrieval practice and metacognition This review worksheet is designed for students enrolled in the Cambridge IGCSE Biology 0610 (2023-25) course, and covers the topic 21 Biotechnology and Genetic Modification. The worksheet is divided into different boxes to help students break down the information and organise what they need to know. It is double-sided and should be printed on A3 paper for students to complete. If printed single-sided, students can also cut the little boxes into flashcards for further study. The tasks are split into different boxes to help students break down the information and organise what they need to know. This resource has been designed so that students can highlight the worksheet, rating each box either red, amber or green. When I complete this I ask students to highlight their boxes as follows: Green - The student can complete this in exam conditions (This means the student understands and remembers this information) Amber - The student can complete this after checking their notes, resources or asking a classmate (The student understands this but doesn’t remember it) Red - The student can’t complete this without asking for serious help (The student doesn’t understand or remember this) You can then go over the answers for the remaining red sections with the class at the end of the lesson. This system helps students to think about the importance of knowledge retrieval and metacognition when revising. It also allows the class to settle by asking them to working in exam conditions by completing the green sections first at the start of the lesson. Finally it allows you to have immediate visual feedback about student understanding of your teaching. This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

✓ Reviews all syllabus points ✓ Great topic review or revision resource ✓ Can be cut into revision cards ✓ Answers available as shown on presentation slides linked with the topic ✓ Key to highlight level of understanding ✓ Encourages independent study, knowledge retrieval practice and metacognition This review worksheet is designed for students enrolled in the Cambridge IGCSE Biology 0610 (2023-25) course, and covers the topic 19 Organisms and Their Environment. The worksheet is divided into different boxes to help students break down the information and organise what they need to know. It is double-sided and should be printed on A3 paper for students to complete. If printed single-sided, students can also cut the little boxes into flashcards for further study. The tasks are split into different boxes to help students break down the information and organise what they need to know. This resource has been designed so that students can highlight the worksheet, rating each box either red, amber or green. When I complete this I ask students to highlight their boxes as follows: Green - The student can complete this in exam conditions (This means the student understands and remembers this information) Amber - The student can complete this after checking their notes, resources or asking a classmate (The student understands this but doesn’t remember it) Red - The student can’t complete this without asking for serious help (The student doesn’t understand or remember this) You can then go over the answers for the remaining red sections with the class at the end of the lesson. This system helps students to think about the importance of knowledge retrieval and metacognition when revising. It also allows the class to settle by asking them to working in exam conditions by completing the green sections first at the start of the lesson. Finally it allows you to have immediate visual feedback about student understanding of your teaching. This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

✓ Reviews all syllabus points ✓ Great topic review or revision resource ✓ Can be cut into revision cards ✓ Answers available as shown on presentation slides linked with the topic ✓ Key to highlight level of understanding ✓ Encourages independent study, knowledge retrieval practice and metacognition This review worksheet is designed for students enrolled in the Cambridge IGCSE Biology 0610 (2023-25) course, and covers the topic 20 Human Influences on Ecosystems. The worksheet is divided into different boxes to help students break down the information and organise what they need to know. It is double-sided and should be printed on A3 paper for students to complete. If printed single-sided, students can also cut the little boxes into flashcards for further study. The tasks are split into different boxes to help students break down the information and organise what they need to know. This resource has been designed so that students can highlight the worksheet, rating each box either red, amber or green. When I complete this I ask students to highlight their boxes as follows: Green - The student can complete this in exam conditions (This means the student understands and remembers this information) Amber - The student can complete this after checking their notes, resources or asking a classmate (The student understands this but doesn’t remember it) Red - The student can’t complete this without asking for serious help (The student doesn’t understand or remember this) You can then go over the answers for the remaining red sections with the class at the end of the lesson. This system helps students to think about the importance of knowledge retrieval and metacognition when revising. It also allows the class to settle by asking them to working in exam conditions by completing the green sections first at the start of the lesson. Finally it allows you to have immediate visual feedback about student understanding of your teaching. This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

These questions are designed for students enrolled in the Cambridge IGCSE Biology 0610 (2023-25) course, and covers the topic 21 Biotechnology and Genetic Modification. These questions would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

These questions are designed for students enrolled in the Cambridge IGCSE Biology 0610 (2023-25) course, and covers the topic 18 Variation and Selection. These questions would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.