Please review! Poster created to put on a Science notice board to highlight to the students the different websites they can access past paper questions and revision resources. Website name highlighted in red Can be adapted to GCSE by deleting the A level websites and adding BBC Bitesize. Should suit most exam boards

Please review! Print on sticker paper (21 Labels per A4 Sheet, 63.5 mm x 38.1 mm (Avery: L7160)) or print on normal A4 and just cut out Challenging application questions Opportunity to make links between endocrine and nervous system (highest ability should be encouraged to explore the effect of adrenaline on heart/breathing rate in as much detail as possible, making clear links to respiration etc). This has the capacity to be a long and challenging task. I print these on sticker paper and leave on the side benches in separate piles meaning students complete at their own pace and collect the next sticker when they are ready. I found students to be really motivated to answer these questions (they seemed to love the novelty of questions in sticker form) Created for the AQA Biology specification, used on both high level GCSE and A level students

Please review! Antibody/Antitoxin production gap fill. Could be used as mini-assessment after covering the content Answers attached 6 per page

Please review! Research task to introduce the some of the pathogens outlined in the AQA GCSE BIOLOGY specification Could be a ‘computer room’ activity or textbook research task Used to introduce the different ways pathogens can be spread (communicable diseases) Completion of table can be customised eg ‘appearance’ could be a doodle or 3 word description

Please review Table summarising the pathogens outlined on the AQA GCSE Biology specifications Could be printed as a worksheet and distributed amongst students and completed in a teacher led activity or an individual research task (textbook or computer room) Some examples filled out to demonstrate how to infill table MY COMPLETED TABLE ATTACHED (contains extra detail that AQA focus on in mark schemes)

Please review! Interactive activity. Can be used as a ‘computer room’ task where students copy and paste the glucose molecule to create the polymers made using glucose, complete the respiration equation and explain how the energy released in respiration is used (muscle contraction, active transport, protein synthesis etc). Can be printed and used as a worksheet so draw on the glucose molecules to create the polymers. Used with Y10 students studying Photosynthesis as part of the AQA GCSE Biology specification. Used RSPCA to help students remember the uses of glucose (RESP, STARCH, PROTEIN, CELLULOSE, AMINO ACIDS). Doesn’t include FAT (you could ask higher ability students what is missing? as an extenstion).

Please review! Mini-test on eukaryotic and prokaryotic organelle function, the cross-section of a leaf and plant transport. Used at the start of Y10 to recap content covered in Y9 ahead of teaching photosynthesis. 3 per page

please review!* Fantastic end-of-topic revision activity. Revision mat covered in questions about the Organisation topic within the GCSE Biology AQA spec. I would get the students to fill out in 1 colour without their notes and when they cannot fill out any more, switch coloured pen and complete. This will higlight the gaps in their knowledge.

Please review! Revision resource tackling DNA, inheritance, evolution, selective breeding, classification, adaptations, variation, biodiversity, genetic engineering etc. Used with high ability year 8 class as a closed book revision activity, as soon as they couldnt answer anymore they swapped pens to a different colour, opened their book and completed the remainder of the sheet. This was so effective in highlighting what they needed to re-visit in their revision ahead of the end of topic test. Adapted from resource found on TES

Fantastic task to assess ability to compare eukaryotic and prokaryotic cell structure. Useful as a plenary ahead of a test to prove whether the students can recall the organelles in plants vs animals vs bacteria without images of them. Good talking point to recap functions of the organelles and why plants can photosynthesise but humans cant etc Used with my Year 9s but can be used at any point in GCSE course as a quick revision activity.

Please review! Table used as main activity to compare OPTICAL, TEM AND SEM microscopes. *Could be guided through by teacher (open as word document on main whiteboard and students fill in table as you do) or open book research task. AQA A LEVEL BIOLOGY

Print double sided so true or false is on one side and the labelling task on the other. Fun little activity to assess understanding and address common errors.

Worksheet used to introduce prokaryote structure. I usually add labels for both the structure name and its function underneath eg ‘slime capsule’ prevents desication, provides protection & adhesion. Opportunity to compare with eukaryote (could answer on back of sheet).

Good starter activity. Students should mark these statements, crossing out wrong information and adding in the correct info. I open the word document on the main whiteboard, read each statement and ask the students to help me mark it. This task highlights that even though a sentence uses A level key words and sounds good, it can all be incorrect and therefore get 0 marks.

AQA A level Phagocytosis worksheet. I open the word document on the whiteboard and talk through the process with the students as they note down everything I am writing.

Simple ‘true or false’ that could be used as a starter or plenary. Answers: T F F T T T

Please review! Could be used as homework or plenary ahead of teaching active transport. Could revisit as plenary in the active transport lesson where students ammend their original answers in a different colour to show progress has been made.

Please review Challenging activity to be used after teaching the AQA GCSE Ecology topic 7 that assesses common issues. Links to other topics to improve ability to apply understanding in different scenarios. I always ask my students to stick it to the left hand-side (over the margin) and answer to the right of each question.

To be used after introducing the different ways of preventing rust (galvanising, painting, oil/wax, alloying) as an application of knowledge activity. Students should design a car and label it with where each of the above preventative measures are used (students could draw a cross-section of car to reveal the engine/underside of car to detail where oil or wax would be used). Used with KS3 students as part of the Chemistry METALS topic.

Simple drawing that should be used as a template to add on white light being emitted (from sun and ceiling light) simple drawing on TV (I recommend using max 3 colours for simplicity) colour the table and chair any colour student wants different wavelengths of light being emitted from the television (in the three colours used in the image on the TV wavelengths of light being reflected by the moon reflected light being absorbed by (receptors in) the eye light not absorbed by the table reflected into eyes There is a wide scope for this activity to be a really challenging ‘end of topic’ consolidation task or just a simple lesson plenary. I designed this as an end of topic REVISION activity to bring together subtopics in the KS3 WAVES topic. My Yr8s loved it so hopefully your students will too, let me know how you get on with it!