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 Pollution 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 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 the effects of untreated sewage and excess fertiliser on aquatic ecosystems Describe the effects of non-biodegradable plastics, in both aquatic and terrestrial ecosystems Describe the sources and effects of pollution of the air by methane and carbon dioxide, limited to: the enhanced greenhouse effect and climate change Explain the process of eutrophication of water, limited to: increased availability of nitrate and other ions; increased growth of producers; increased decomposition after death of producers; increased aerobic respiration by decomposers; reduction in dissolved oxygen; death of organisms requiring dissolved oxygen in water 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 Habitat Destruction 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 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 biodiversity as the number of different species that live in an area Describe the reasons for habitat destruction, including: (a) increased area for housing, crop plant production and livestock production; (b) extraction of natural resources; © freshwater and marine pollution State that through altering food webs and food chains, humans can have a negative impact on habitats Explain the undesirable effects of deforestation as an example of habitat destruction, to include: reducing biodiversity, extinction, loss of soil, flooding and increase of carbon dioxide in the atmosphere 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.

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.

These questions are designed for students enrolled in the Cambridge IGCSE Biology 0610 (2023-25) course, and covers the topic 17 Inheritance. 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 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.

✓ 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 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 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.

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.

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 human influences on ecosystems on an international scale. 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, the people around them and (hopefully one day) the wider world. ✓ Engaging presentation ✓ Recaps previous learning ✓ Lots of short AFL tasks ✓ Exam question examples This lesson on Food Supply 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 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 how humans have increased food production, limited to: (a) agricultural machinery to use larger areas of land and improve efficiency (b) chemical fertilisers to improve yields © insecticides to improve quality and yield (d) herbicides to reduce competition with weeds (e) selective breeding to improve production by crop plants and livestock Describe the advantages and disadvantages of large-scale monocultures of crop plants Describe the advantages and disadvantages of intensive livestock production 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.

✓ 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.

✓ 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 18 Variation and Selection. 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 revision worksheet is designed for students enrolled in the Cambridge IGCSE Biology 0610 (2023-25) course, and covers the topic of ‘17 Inheritance’. The worksheet is divided into different boxes to help students break down the information and organize 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 - I can complete this in exam conditions (The student understands and remembers this) Amber - I can complete this after checking my notes, resources or asking a classmate (The student understands this but doesn’t remember it) Red - I 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.

✓ 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.

✓ 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.