This assessment will prepare students for the expectations of A Level Biology, it will also provide teachers with an initial indication of students strengths and areas for development. It mostly includes assessment of knowledge acquired through AS topics and working scientifically skills.

In this fully resourced lesson students will apply their knowledge of populations and ecology to past paper questions.

In this fully resourced lesson students will determine the stages of succession from colonisation to the formation of a climax community.

This lesson continues with Topic 20 - Respiration of the Oxford AQA A Level Biology course. Having also taught Pearson Edexcel for a number of years I can confirm that this lesson is also suitable for the delivery of this course. The Link Reaction and Krebs Cycle - Oxford AQA A Level Biology Through this fully resourced lesson students will determine the role of the link reaction and the Krebs Cycle in the production of ATP. Students will start by completing a reading application task, they will then apply their knowledge of respiration so far to a task on the inhibition of cyanide before studying the link reaction and Krebs cycle.

This lesson continues with Topic 20 - Respiration of the Oxford AQA A Level Biology course. Having also taught Pearson Edexcel for a number of years I can confirm that this lesson is also suitable for the delivery of this course. The Electron Transfer Chain - Oxford AQA A Level Biology Through this fully resourced lesson students will evaluate the chemiosmotic theory for ATP production. Students will start by recalling their prior knowledge of glycolysis, the link reaction and Krebs cycle before exploring the detailed events of the electron transfer chain.

This lesson introduces Topic 22 - Nutrient Cycles of the Oxford AQA International A Level Biology course. Having also taught AQA and Pearson Edexcel for a number of years I can confirm that this lesson is also suitable for the delivery of these courses. Through this fully resourced lesson students will evaluate the importance of photosynthetic organisms and decomposers in the carbon cycle. Students will start by recalling carbon-containing compounds and comparing organic and inorganic compounds. They will then interpret a carbon cycle to explain how carbon is cycled in ecosystems and determine the role of carbon sinks, decomposers and photosynthetic organisms in the carbon cycle.

This lesson continues with Topic 22 - Nutrient Cycles of the Oxford AQA International A Level Biology course. Having also taught AQA and Pearson Edexcel for a number of years I can confirm that this lesson is also suitable for the delivery of these courses. Through this fully resourced lesson students will determine the role of microorganisms in the nitrogen cycle. They will start by recalling why nitrogen is needed by oraganisms and how they obtain. Students will then study a nitogen cycle in order to discuss its key features, processses and microorganisms involved. Then as a group students will create their own nitreogen cycle before applying their knowledge to a number of practice and past paper questions. Peer assessment is embedded at the end of the lesson and mark schemes and suggested responses provided throughout.

This lesson continues with Topic 21 - Energy and Ecosystems of the Oxford AQA International A Level Biology course. Having also taught AQA and Pearson Edexcel for a number of years I can confirm that this lesson is also suitable for the delivery of these courses. Through this fully resourced lesson students will explore how productivity is increased in agricultural ecosystems. They will start by compare natural and agricultural ecosystems. They will then observe their germinating seeds in continuation of RP9 before exploring the concept of productivity including calculations and studying how agricultural ecosystems are manipulated to improve productivity through creating a a leaflet or presentation to educate young farmers about how to increase the productivity of their crops.

This lesson continues with Topic 21 - Energy and Ecosystems of the Oxford AQA International A Level Biology course. Having also taught AQA and Pearson Edexcel for a number of years I can confirm that this lesson is also suitable for the delivery of these courses. Through this fully resourced lesson students will explore features of intensive rearing of livestock. They will start by being given time to observe their germinating seeds in continuation of RP9 before exploring the transfer of energy through livestock including the equation, P = I - (F + R + U), for this and explaining how rearing animals intensively increases the efficiency of energy conversion. Students will also evaluate data considering economic, environmental and ethical issues involved with increasing productivity in the final part of this lesson.

Through this fully resourced lesson students will determine the hormones produced by a number of different endocrine glands. Students will first name and label the main endocrine glands in the body, they will then describe the role a number of different hormones have in the body through a short research and presentation task, they will then finish by comparing what is meant by primary sexual characteristics and secondary characteristics. Throughout the lesson students will also have the opportunity to apply their knowledge and understanding to exam style questions.

Through this fully resourced lesson students will be introduced to the endocrine system. The learning objective for this lesson is for students to explain the function of the endocrine system. They will first define the term hormone and give examples, they will then describe what the endocrine system is and its role in homeostasis and they will finally compare the endocrine and nervous systems that they should have learned previously. Students will also have the opportunity to apply their knowledge and understanding to exam style questions.

Through this fully resourced lesson students will determine allele and genotype frequencies based upon the Hardy-Weinberg principle. This lesson requires students to have already been introduced to the Hardy-Weinberg principle and its conditions as well as the equation p+q=1 and what it represents. Students will first determine how genotypes are represented by the Hardy-Weinberg principle (p2 + 2pq + q2 = 1). Students will then calculate a number of allele and genotype frequencies based upon exam style questions, worked answers are then provided for each question. Students will finish by applying their knowledge of the Hardy-Weinberg principle to more exam style questions.

This assessment has been designed to be used approximately in week 6 of the Oxford AQA International A Level Biology (Year 13/Grade 12) course once the following chapters have been taught: Topic 18 Populations Topic 19 Photosynthesis Topic 20 Respiration This is a 20 mark assessment that students should be given 25-30 minutes to complete. This resource includes the assessment, mark scheme and a supporting lesson PowerPoint that should be used as a revision starter activity and reflection plenary.

In this lesson students will discuss how predator-prey relationships cause cyclical fluctuations in population.

In this fully resources lesson students will outline the events of the Calvin Cycle in the production of useful organic molecules.

This lesson continues with Topic 20 - Respiration of the Oxford AQA A Level Biology course. Having also taught Pearson Edexcel for a number of years I can confirm that this lesson is also suitable for the delivery of this course. Respiratory Substrates - Oxford AQA A Level Biology Through this fully resourced lesson students will determine the respiratory quotient of different respiratory substrates. Students will start by recalling their prior knowledge of biological molecules from AS Unit 1, they will then discuss how different respiratory substrates enter at different stages of respiration before exploring the equation and concept of respiratory quotients.

Through this fully resourced lesson students will determine how natural selection is the mechanism for evolution. Students will first identify how adaptations lead to increased survival rate, they will then describe the 4 basic principles of natural selection and finally explain why natural selection could not occur if organisms did not have to compete for resources. Students will also have the opportunity to apply their knowledge and understanding to exam style questions.

This lesson continues with my series of lessons on Topic 21 - Energy and Ecosystems of the Oxford AQA International A Level Biology course. In the lesson series this lesson should be used after students have sat the week 6 assessment on Topics 18-20 and the teacher has marked this to be returned at the start of the lesson. Through this fully resourced lesson students will reflect upon their knowledge and understanding of populations, photosynthesis and respiration. They will identify their strengths and areas for development and they will respond to the feedback they were given by their teacher. They will then prepare for RP9, investigating the effect of competition on seedling growth, as this needs to be completed over a number of lessons. In this resourse package I have included the week 6 assessment, mark scheme, RP9 student and teacher sheet from Oxford AQA and an accompanying PowerPoint to guide students and teachers through the lesson.

This lesson continues with Topic 21 - Energy and Ecosystems of the Oxford AQA International A Level Biology course. Through this fully resourced lesson students will consolidate their understanding of energy and ecosystems through applying their understanding to unfamiliar scenarios and diagrams. They will start by being given time to observe their germinating seeds in continuation of RP9 for the last time. In this lesson they will also take measurements of the length of the root and shoot of their germinated seeds and carry out a Spearman’s rank calculation in order to see if there is a significant difference in germination and initial growth in the seedlings at different densities of sowing. The PowerPoint resource guides students through this process. Students will then attempt a number of past paper questions and reflect upon reflect upon their understanding of Chapter 21 - Energy and Ecosystems and their progress this academic year so far.

Through this fully resourced lesson students will analyse how natural selection causes allele frequencies to be altered over time. Students will first recall the Hardy-Weinberg principle and the conditions it requires, they will then explain what is meant by genetic drift, the founder effect and the bottleneck effect. Students will finally determine the different ways natural selection alters phenotypes through exploring stabilising, directional, disruptive and sexual selection. Throughout the lesson students will also have the opportunity to apply their knowledge and understanding to exam style questions. This is quite a long lesson with a many new key terms being introduced which may require 2 lessons to cover depending upon the pace and ability of the class.