Used as a consolidation task. Students to be give the diagram of the digestive system and need to label it with the correct keywords. They must complete the gap fill and match each of the gap fills up with the correct part of the digestive system.

Recap of diffusion from KS3 and extra detail needed for KS4.

Made for the AQA course. Designed to be used with the GCSE textbook 'New Biology for you'. Includes several youtube clips and questions for students to reflect on whilst watching the clips.

Made for the AQA course. Designed to be used with the GCSE textbook 'New Biology for you'. Introduces adult cell cloning and embryo transplants.

Made for the AQA course. Designed to be used with the GCSE textbook 'New Biology for you'.

Given to students for homework or revision at the end of the unit. Designed for AQA.

Designed for KS4 AQA Biology

Students to fill in the handout of the carbon cycle as they are taught the theory/research it for homework or in a computer lesson.

Designed for KS4 AQA Biology.

Used to review glucose homeostasis and introduce students to the work of Banting & Best.

Give the cards to the students and ask them to find similarities and differences between the 2 types of cell. Used pre-teaching this unit.

Designed for KS4 AQA Biology.

Students match keywords and definitions as a consolidation activity. Designed for OCR AS Biology.

A revision sheet for the end-of-topic. Designed for AS OCR Biology.

This is for students to build up a glossary of keywords as you progress through the unit of health and disease. Matches the OCR AS Biology course.

This is designed as a hook activity in which students have to match the keywords and the definitions.

Students sort picture cards into the different methods of disease transmission (e.g. direct contact/airbourne/contaminated food and drink).

Students sort the different drugs in as many different ways as they can (e.g. class A/B/C, legal/illegal, medical/recreational). I use it as a starter to assess students prior knowledge.

Students use knowledge of BMI to work out celebrities BMI's, put them into the correct weight category and comment on their health (ie might have reduced resistance to infection).

Give students the cards and ask them to think of as many similarities and differences between animal cells and bacteria. This reviews cell structure as well as introducing them to the structure of bacteria.