This resource was designed with AQA Trilogy in mind. Compares diffusion, osmosis and active transport. Use as a plenary or as a homework task. Answer slide included.

This resource was designed with AQA Trilogy in mind. Compares red blood cells, white blood cells and platelets. Use as a plenary or as a homework task. Answer slide included.

This uses an AQA exam question. I broke this question down to explain how I would go about answering it. I always say how important it is to study the information at the beginning of a question before you read any part of the question itself. I show slide 1 then I get students to divide a page in their exercise book into 4 quarters and draw a quick sketch diagram of each cell with room below to write. Then I get them to identify the parts of each cell and also what each cell is missing. Then we discuss what each cell is and identify the reasons for each answer. Working through the next 5 slides adding to their notes if they miss any important points. Lastly I go through the questions themselves on the last slide. Parts 1.1 and 1.2 will already have been identified but there may still be discussion around the reasons used. Part 1.3 may need revision of the terms eukaryote and prokaryote before the answer can be found. Part 1.4 uses the equation for magnification. Encourage students to use calculators to check their answers. (Calculators are allowed in science exams so why not use them as it is so easy to make silly mistakes under the pressure of exams.) May need to revise relative sizes of millimetres and micrometres.

Written for GCSE AQA Trilogy Biology paper 1 Higher. Useful in a mixed ability class for the students who will be doing higher paper. All information is on the work sheet so higher students should be able to work through this on their own or with little teacher input. Need to have completed work on photosynthesis and limiting factors. Mark scheme included.

Written for GCSE AQA Trilogy Biology paper 1 Higher. Useful in a mixed ability class for the students who will be doing higher paper. All information is on the work sheet so higher students should be able to work through this on their own or with little teacher input. Need to have completed work on photosynthesis and limiting factors. Mark scheme included. (Worked example updated to include units.)

Written for GCSE and above. Comprehension exercise - straight forward, read text and answer questions.

Worksheet could be used a t KS3 or low ability KS4. Top table just requires ticks in the appropriate boxes or differentiate by getting some students to give examples of cells as well. The bottom table needs functions added. There is a second sheet with 3 copies of the functions so that you can differentiate for those students needing the extra support.

Cut, sort and stick activity aimed at lower ability GCSE students. Each sheet has information for 2 students. This way if you want to print the pictures in colour you will have half the colour printing.

This is my mindmap of the AQA Biology GCSE specification Section 7 Ecology. 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 6 Inheritance, Variation and Evolution. 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 5 Homeostasis. 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 4 Bioenergetics - Respiration and Photosynthesis. 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 3 Infection and Response. 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.