✓ 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 ✓ 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.

✓ 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 13 Excretion in Humans. 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.

✓ 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.

These questions are designed for students enrolled in the Cambridge IGCSE Biology 0610 (2023-25) course, and covers the topic 1 Characteristics and Classification of Living Organisms. 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 19 Organisms and Their Environment. For my lessons, revision worksheets and bundles in this topic: Lesson 1 - Energy Flow, Food Chains and Food Webs Lesson 2 - Nutrient Cycles Lesson 3 - Population Sizes Topic Review Sheet Bundle (including all lessons, topic review sheet and past paper question pack) 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.

✓ 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 1 Characteristics and Classification of Living Organisms. 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.

✓ 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 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 ✓ 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.

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.

✓ Engaging presentation ✓ Covers key course information ✓ Exam question example ✓ Explores science-backed revision techniques This lesson on Characteristics of Living Things 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 Characteristics and Classification of Living Organisms. The lesson kicks off with an informative introduction to the course, where students will learn about exam information, grade boundaries, and the syllabus to get a comprehensive overview of what to expect. We dive deep into the science of learning, sharing evidence-based strategies for active memory retention and effective revision. Covering the seven life processes, exam insights, and powerful science-backed revision techniques. Students will explore real exam questions, and discover active remembering strategies tied to the lesson content. In addition to the lesson content, this resource includes a valuable “Really Useful Class Book Page Insert” designed to support student progress and streamline teacher-student communication. With designated spaces for students to track report data, test grades, and exam information, it facilitates effective target setting and progress tracking. Furthermore, a dedicated section provides essential command words and explanations for easy reference, empowering students to tackle exam questions confidently throughout the course. Objectives: Describe the characteristics of living organisms by describing: (a) movement as an action by an organism or part of an organism causing a change of position or place (b) respiration as the chemical reactions in cells that break down nutrient molecules and release energy for metabolism © sensitivity as the ability to detect and respond to changes in the internal or external environment (d) growth as a permanent increase in size and dry mass (e) reproduction as the processes that make more of the same kind of organism (f) excretion as the removal of the waste products of metabolism and substances in excess of requirements (g) nutrition as the taking in of materials for energy, growth and development 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.

✓ 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.

These questions are designed for students enrolled in the Cambridge IGCSE Biology 0610 (2023-25) course, and covers the topic 20 Human Influences on Ecosystems. 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.

✓ 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.

THIS RESOURCE IS FREE (AND EVERYTHING ELSE IN THIS TOPIC) I believe it is our collective responsibility to deliver this topic with as much impact as possible, ensuring that students truly grasp the significance of our actions against the environment. By giving students a voice to discuss these issues and empowering them to actively contribute to the creation of a sustainable future, they can start to inspire change in themselves, others and hopefully (one day) the wider world. ✓ Engaging presentation ✓ Recaps previous learning ✓ Lots of short AFL tasks ✓ Exam question examples This lesson on Conservation is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the fourth and last lesson in the topic 20 Human Influences on Ecosystems. 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 a sustainable resource as one which is produced as rapidly as it is removed from the environment so that it does not run out State that some resources can be conserved and managed sustainably, limited to forests and fish stocks Explain why organisms become endangered or extinct, including: climate change, habitat destruction, hunting, overharvesting, pollution and introduced species Describe how endangered species can be conserved, limited to: (a) monitoring and protecting species and habitats (b) education © captive breeding programmes (d) seed banks Explain how forests can be conserved using: education, protected areas, quotas and replanting Explain how fish stocks can be conserved using: education, closed seasons, protected areas, controlled net types and mesh size, quotas and monitoring Describe the reasons for conservation programmes, limited to: (a) maintaining or increasing biodiversity (b) reducing extinction © protecting vulnerable ecosystems (d) maintaining ecosystem functions, limited to nutrient cycling and resource provision, including food, drugs, fuel and genes Describe the use of artificial insemination (AI) and in vitro fertilisation (IVF) in captive breeding programmes Explain the risks to a species if its population size decreases, reducing genetic variation (knowledge of genetic drift is 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.