This is my mindmap of the AQA Biology GCSE specification Section 2 Organisation. I did it for myself when the new spec. 9-1 levels came out. It was my way of identifying how this spec. was structured. It can also be used for the Biology section of Trilogy, although the numbers may not match, the headings will. If a section is in higher tier only it is labelled with (H) and if it is only on the Biology and not the Trilogy it is labelled with (B). Although I did this primarily for myself, some of my colleagues are also using them and when I left my folder open on the desk I found students asking me for copies. I do not claim that they would suit everyone but if you have that sort of need for a complete overview, in a non-linear format, it might suit you. I have some students using it as a tick list, others highlighting the sections they want to cover for revision. I have even offered it at the start of a topic to certain students. Some would be frightened off by it, so you have to be selective. Each mindmap also contains the keywords and their definitions that now need to be learned in the relevant section. There is also a free resource that is a summary of the whole Biology specification.

This is my mindmap of the AQA Biology GCSE specification Section 1 Cell Biology. I did it for myself when the new spec. 9-1 levels came out. It was my way of identifying how this spec. was structured. It can also be used for the Biology section of Trilogy, although the numbers may not match, the headings will. If a section is in higher tier only it is labelled with (H) and if it is only on the Biology and not the Trilogy it is labelled with (B). Although I did this primarily for myself, some of my colleagues are also using them and when I left my folder open on the desk I found students asking me for copies. I do not claim that they would suit everyone but if you have that sort of need for a complete overview, in a non-linear format, it might suit you. I have some students using it as a tick list, others highlighting the sections they want to cover for revision. I have even offered it at the start of a topic to certain students. Some would be frightened off by it, so you have to be selective. Each mindmap also contains the keywords and their definitions that now need to be learned in the relevant section. There is also a free resource that is a summary of the whole Biology specification.

This is my mindmap of the AQA 8461 GCSE specification. Use it as you will. I did it for myself when the new spec. 9-1 levels came out. It was my way of identifying how this spec. was structured. It can also be used for the Biology section of Trilogy although the numbers may not match the headings will. If a section is in higher tier only it is labelled with (H) and if it is only on the Biology and not the Trilogy it is labelled with (B). I keep one for each class I teach and just tick them off as I finish. I’ve found it extremely useful for keeping track of my overall progress through the spec. Also useful for certain students who wanted to see what was going to be on each paper. Sections 1-4 provide the content for paper 1, sections 5-7 paper 2. I then took each section and did a separate mindmap for each. Although I did this primarily for myself, some of my colleagues are also using them and when I left my folder open on the desk I found students asking me for copies. I do not claim that they would suit everyone but if you have that sort of need for a complete overview in a non-linear format it might suit you. If you would like to see the more detailed versions of each section they can be found in my TES Biolojolly’s shop. These also contain the keywords and their definitions that now need to be learned in the relevant sections.

Topic consolidation activity sheet. Cut out, rearrange, stick onto A3 sheet, add diagrams and/or annotations to justify your arrangement. Written for AQA Biology GCSE Required Practical (not on Trilogy).

Topic consolidation activity sheet. Cut out, rearrange, stick onto A3 sheet, add diagrams and/or annotations to justify your arrangement. I did this originally for an AQA GCSE spec. now removed but may be useful to someone on a different specification.

Topic consolidation activity sheet. Cut out, rearrange, stick onto A3 sheet, add diagrams and/or annotations to justify your arrangement. I did this originally for an AQA GCSE spec. now removed but may be useful to someone on a different specification.

(Directed Activity Relating to Text) Would suit anyone studying cells. Could be used to assess prior knowledge at the start of a topic on cells with older students or as a plenary activity to assess learning at the end of a cells topic. I have given you an answer sheet for yourself (in case you couldn’t find all 20 errors). Two differentiated worksheets. The one with red words (errors) is the less demanding sheet. On the other one you have to find the errors first before you can correct them. Best not to give different sheets to students sitting next to each other.

Print as 2 to 1 page to get 2xA5 copies or print as is which will give you 2xA4 copies. You can change the heading to suit any purpose. With this heading I get students to draw onto the body all the ways they can think off for pathogens to enter the body. Inevitably some will draw penises (of varying sizes) onto their body. Rather than making a big deal of it, embrace it! Responses like, “Excellent I can see that your body is male. How do pathogens enter a penis?” This usually stumps those trying to shock their female teachers. It can also be a lead into a useful conversation about sexually transmitted infections STI’s.

Written for AQA Trilogy but would suit any GCSE or KS3. Slide 1 - Learning framework Slide 2 - starter sentences Slide 3 - Key words for this lesson. Can be printed off for those that need the spellings. More able students can use it as the basis for a mind map. Slide 4 - looks at a food chain Slide 5 - series of food chains forming a web, can print this slide off so that students can add arrows and labels Slides 6 - builds up the web Slide 7 - contains a link to short video identifying predators and prey Slide 8 - link to BBC animation showing ladybirds and aphids Slide 9 - shows a typical predator/prey graph to use as a visual aid for teaching.

This is a useful standby for when you plan to go outside to do quadrats, then you can’t because it is raining! Or the daisies you were planning to count have just been mowed half an hour before you planned to go outside. Both these scenarios have happened to me. Having said that it is a useful way of teaching how to carry out random sampling even on a nice day! I’m always amazed how near to the real answer the sampling gets. The answer is 250 worms.

Written for AQA Trilogy but would suit any GCSE. Slide 1 - Learning framework Slide 2 - Key words for this lesson. Can be printed off for those that need the spellings. More able students can use it as the basis for a mind map. Slide 3 - diagram of water cycle Slide 4 - description of water cycle Slide 5 - a different diagram of water cycle Slide 6 - description of main processes Slide 7 - two multiple choice questions Slide 8 - a 2mark question

Written for AQA Trilogy but would suit any GCSE. Slide 1 - Learning framework Slide 2 - Key words for this lesson. Can be printed off for those that need the spellings. More able students can use it as the basis for a mind map. Slide 3 - details of decay Slides 4-6 - stimulus photos for discussion Slide 7 - conditions needed for decay Slide 8 - carbon cycle diagram Slide 9 - link to activity Slides 10-11 - four multiple choice questions Slides 12-22 - True or false questions Slide 23 - two 1mark questions. Worksheet with a 6mark question can be printed A4 or A5 by printing 2 to a page.

Ecology sampling lesson includes exam style questions and answers. Slide 2 is a learning framework Slide 3 contains key words for the lesson LAPS use as a spelling sheet HAPS use as basis for a mindmap Slides 4-11 Sampling invertebrates in a pitfall trap Slides 12-21 Sampling plants using a quadrat Pitfall trap ws is slides 9&11 Quadrat question ws is slides 16-19

This is just four slides so not a whole lesson but hopefully you will be able to copy them into your own lessons and I have done the fiddly work for you. This could be used as a plenary to apply learning to a new situation i.e. labelling a real micrograph of a plant cell. The first two slides show the cell labelled and unlabelled. You need to show this in slideshow in order to label the cell one sub-cellular structure at a time. The second two slides are a cloze activity. Again answers will fill in one at a time in slideshow. I print off the cells onto label sheets, 4 to a page. I’ve supplied these. Stick into centre of the page so that you can add labels around it. Some of my students need missing words on the table in front of them, so I have supplied these. Some also need to fill in gaps on a sheet due to time constraints or poor/slow handwriting, so I’ve supplied these as well.

This is preparation for the Reaction time required practical in AQA GCSE Trilogy. Slide 1 is a learning framework for the lesson. Slide 2 provides the key words for the lesson. Can simply be a visual aid to introduce the vocabulary. I tend to print this slide off for individuals in the class who would benefit from their own copy and for TAs. More able students use this as a basis for a mind map to make links between key words. Slide 3-5 are pictures of root hairs Slide 6-7 describe transpiration Slide 8-10 show how stomata work Slide 11 has a link to a YouTube video on 'sticky water’ Slide 12 explains transpiration in more detail Slide 13 Questions Slide 14 diagram of a potometer -need to explain how it works Slide 15 gives a method for setting up a practical on surface area of leaves and rate of transpiration. Two sheets supplied one has diagrams of transpiration to go with slide 12 and the other has diagrams of open and closed stomata to go with slides 9-10. I include these simply because I find them useful for particular students with my mixed ability classes. If I know a particular student makes a meal of using glue, I will print directly onto labels for them. I keep a supply of 4 labels to a page for this purpose.

This is preparation for the Reaction time required practical in AQA GCSE Trilogy. Slide 2 is a learning framework for the lesson. Slide 3 provides the key words for the lesson. Can simply be a visual aid to introduce the vocabulary. I tend to print this slide off for individuals in the class who would benefit from their own copy and for TAs. More able students use this as a basis for a mind map to make links between key words. Slide 4 is a picture diagram of a reflex arc. Slide 5 shows a simplified version of previous slide with questions to answer. Differentiate by number of examples given in Q4. Slide 6 is a fill in the gaps cloze. Slide 7 inserts the answers to slide 6. Slide 8 shows a synapse. Slide 9 gives details of each neurone. Slide 10 is a literacy activity. Slide 11 - instructions for a simple ruler drop test. This is a short practical so that students understand what to do for the Required practical next lesson. Slide 12 - Plenary Two sheets supplied one has the diagrams and the other has the questions and cloze. I include these simply because I find them useful for particular students with my mixed ability classes. If I know a particular student makes a meal of using glue, I will print directly onto labels for them. I keep a supply of 4 labels to a page for this purpose.

Aimed at AQA Trilogy GCSE. This is a first lesson to introduce the concept of homeostasis. Slide 1 is a learning framework for the lesson. Slide 2 asks 'What if?' Slide 3 introduces some vocabulary linkd to water and temperature Slides 4-6 introduction to endocrine system and control of behaviour Slides 7-8 Task looking at balance of water in the body. Slides 9-10 Plenary fill in the gaps with answers. Word doc is 2xA5 ws on an A4 sheet of slides 7-8.

Aimed at AQA Trilogy GCSE. Slide 1 in a learning framework for the lesson. Slide 2 is a literacy slide which begins to make links between key words. Slide 3 gives possible treatments available. Slides 4-6 give visual aids to 3 of the treatments . Slide 7 has differentiated questions. (Red LAPS, green MAPS, purple HAPS) Word doc also has slides 4-6 for students. 2 copies of each on an A4 sheet.

Written for AQA Trilogy GCSE. Focuses on the transmission of malaria. Slide 2 has a video link that makes a good starter for class discussion about malaria and death in the under 5’s. Slide 3 is a learning framework for the lesson. Slide 4 could be printed out for each student so that they have the necessary vocabulary and spellings needed for this lesson. Can then be used as the basis of a mind map during the lesson making links between the words. Slide 5 shows a simplified life cycle of the disease and has a video link to an animation to show this . The animation contains the names of the life cycle stages of the protist which are not needed at GCSE any more. If you think this may confuse your class, do not use the link. However I have found that most students are quite happy to know that there are words they don’t need to remember. Slides 6-7 are questions about malaria. Slides 8-9 are general questions about the diseases covered in this and previous lessons.

Written for AQA Trilogy GCSE. Focuses on athletes foot and rose black spot. Although the AQA specification only mentions rose black spot. ( I felt that it was important to know that fungal diseases occurred in humans as well as plants.) Slide 2 is a learning framework for the lesson. Slides 3-6 provide visual aid whilst you explain about the variety of fungal structures. Slide 7 gives extra information about rose black spot as I didn’t feel that the text book we use gave enough detail. Slide 8 answer all questions for each disease. (Red questions aimed at LAPS, green questions aimed at MAPS and purple at HAPS.) Slide 9 is an extra task that could be done as a homework.