Table and graph axes to support lower ability students with recording data from the practical identified on the table.

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.

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