Five QWC Questions for the new specification for Biology based on AQA higher exam questions. Each question has a sheet containing descriptors which inform students of the question and the content required in their extended answer. The second sheet is a detailed markscheme. It is written to make marking quicker whilst providing detailed feedback to students. The teacher can use a highlighter on the markscheme to identify where relevant points have been made and to show where marks have been awarded. There is a level boundary sheet that I have produced so that marks can be converted to the new 1-9 levels.

Assess pupil’s ability to represent metal and non metal ions by drawing the electron arrangement and charge.

Use the powerpoint to describe the task to your class. Students complete the corresponding worksheet. Then display the mark scheme on the powerpoint and students either self assess or peer asses their work using the markscheme. They can then use another coloured pen to show their improvements/ what they missed out. I have included two types of co-operative learning quizzes for your to use as revision prior to the activity. Rally quiz. Give each pair a card. They ask a question each - like a rally. Answers are included on the card. For fan and pick, students work in groups of 4. Student 1 fans the set of cards, student 2 selects a card and passes it to number 3 who reads the question. Student 4 answers. If it is wrong, 3 coaches. The students rotate responsibilities clockwise until all questions have been answered.

An engaging way for students to work in pairs to learn how enzymes work. I have included the rally quiz set of questions I use in class to assess learning following the activity, plus a summary sheet which can be set as homework at the end of the lesson.

These are level descriptors I have written for the new GCSE levels 1-9. They cover planning, collecting and recording results and drawing graphs. You will find them very useful for developing assessments and levelling pupil's work.

This resource is to assess GCSE Biology students on converting mm to um to nm. It also asks students to convert numbers into standard form.

The lesson is planned using Principles of Practice and starts with Know it, Show it slides. Students are asked to evaluate the effectiveness of a frog’s circulatory system. Students then self assess with a mark scheme which is displayed on a PowerPoint slide. Students recall the parts of the heart and the major blood vessels, from GCSE by labeling two worksheets. Students self assess. The answers animate in on the slide. Students are then show an A level diagram of the heart and are asked to identify features that they have not heard of before. Students are then given 2 mins to remember all the labels. The following slide has the image with labels hidden and the teacher can ask students to identify the parts (pose, pause, pounce, bounce) and the answers are revealed by the click of a button! Students then label a diagram of this heart. Students are asked if cardiac muscle also needs to respire and are guided to realise that the oxygen and glucose cannot be provided to heart cell via the insed of the heart. Students recall coronary arteries from GCSE. There is a looped video playing the lub dub sound and students are asked to identify the source of the sound. Teacher explains it is the heart valves closing and then shows images of the heart valves on the PowerPoint. Students are then given a worksheet to complete assessing all the content of the lesson. Answers animate on the slides on the presentation. All worksheets are in

There are 2 PowerPoints. First Ppt, students are asked to identify which organisms they believe have a transport system, from a slide containing images of organisms. The answers appear and then students are asked to consider what factors contribute to organisms needing a transport system. Students are asked to recall what substances are carried in the blood. Answers are revealed as images on the following slide. Students are directed to the need for glucose and oxygen (and removal of carbon dioxide). They are asked to recall the word equation for aerobic respiration (on whiteboards). Three images appear as clues as to why some organisms require a transport system. The following slides are used to explain the reasons why. Students then link key terms to explain why organisms need a transport system - larger organisms, more metabolically active organisms and those with a small surface area to volume ratio. Slides are used to teach students how to calculate surface area to volume ratio. Students then complete a set of questions and use the markscheme to self assess answers. All answer included. Know it, Show it included. Principles of practice used when planning the

The first slide asks students to recall why larger, more metabolically active organisms need a transport system (answers included). Students are then shown the circulatory system of a fish, a frog, a spider and a cricket and are introduced to open and closed circulatory systems. Students then compare the circulatory systems of the different mammal groups. There is a worksheet included and answer are all on the PowerPoint. Students then compare and contrast a frog’s circulatory system to that of a mammal. This is in the form of a Venn Diagram. Worksheet included and answers appear in the presentation.

This is resource contains two lessons on KS4 hormones - adrenaline and thyroxine. It is designed so that students are fully engaged and can use the images to work out for themselves how these hormones affect their target organs. Answers for tasks are provided on the powerpoint.

A complete lesson to assess the ability of your class to understand inheritance and complete punnett squares. Cystic fibrosis, polydactyl and gender are the three themes. I have included all worksheets and mark schemes are on the powerpoint. I have also included key terms for you to print out and display on the board.

This is an A level lesson. Students learn about open and closed circulatory systems and then practice comparing the circulatory systems of mammals to fish and also amphibians. The focus is on presenting students with diagrams and teaching them how to analyse the different systems and explain why each is effective for that particular organism. Students complete a worksheet to show their understanding and self assess via a mark scheme (included in the presentation). Finally students compare the effectiveness of a frog’s circulatory system to a mammal. Again students self asses their answers against a mark scheme (provided)

A level lesson introducing the need for a circulatory system. This is something students find difficult to explain in words so I have linked it all to aerobic respiration and demand for oxygen and glucose and the removal of carbon dioxide. After the teacher explanation, students link key terms to explain the need for a transport system. They then self assess against a markscheme (provided in the presentation). The next activity asks students to apply their understanding to a question asking why spiders require a transport system. Again students self assess their answers against a model answer. Finally students revist surface area to volume ratio from GCSE. Activity and answers

This resource covers dominant and recessive, co dominance, incomplete dominance and sex linked disorders by providing a collection of worksheets for students to practice the crosses. You can teach it very quickly and thoroughly assess your students understanding.

This activity was designed to teach and then thoroughly assess students understanding to identify elements in compounds, count the number of different elements and atoms and name the compounds. There are 3 powerpoints to use along with information cards and a detailed worksheet activity. This is excellent for KS3 and as revision in KS4.

Students recall the parts of a plant cell. Answers animated to appear. Slide displaying equipment and slides describing the method to extract DNA from kiwi (same method for strawberry and onion). I have made animations to help students to recall why the fruit is crushed, why detergent is needed, why heat is needed and why ice cold ethanol is used. Once students complete the practical there is a slide of questions (which focus on GCSE content) for students to answer. Answer for self assessment are included on the next slide.

Students learn the connection between DNA, chromosomes and genes. There is an activity where students explain the connection. Mark scheme for self assessment included. Students learn the structure of DNA. Key terms are included on a slide which students link together to write an extended answer describing the structure of DNA. A mark scheme is included for students to self assess their answer. There is a co operative learning activity called Sage and Scribe and a slide with instructions on how to carry it out. All worksheets included.

The lesson begins with the reminder that genes give us our characteristics. Recall of cell, nucleus, genes and alleles using images. Explanation of alleles for a transmembrane protein and if these are faulty person has CF. Video clip link included to show students the severity of CF and impact it has on a sufferers life. Following slides recall the structure of the respiratory system and are animated to show ciliated cells and mucus accumulating. Students then complete a worksheet of recall questions. The following slides are used to teach the inheritance of CF with genetic diagrams including Punnett squares. Students then complete worksheets of diagrams and self assess their answers. All answers are included.

Students are asked to recall the number of chromosomes in images of different human cells. Answers are animated to appear. Lesson then shows a baby just after birth and the following slides show different stages of development and arrive at a slide of the gametes showing fertilization. The next slide is animated to zoom into the nucleus and 23 chromosomes appear. The next image shows the ovum and the 23 chromosomes animate in. This is used to focus on why the gametes are special and therefore have special adaptations. The following slides are used to teach the adaptation of the gametes. Students are provided with key terms to use to write the adapations of the gametes. A slide of answers for self assessment is included.

Students recall the parts of a microscope and link key terms together to describe how to use it to view a specimen. Students self assess their extended description using a mark scheme. Students learn how to prepare a slide to view cheek cells. Students calculate total magnification and focus on the names of the lenses to use and their magnifications. All answers are included.