I know how frustrating and time consuming it is to try to find resources for your students. I have downloaded all the Biology Sample Papers and Exam papers issued by Edexcel for the 9-1 Papers along with their markschemes and placed them on TES for you. I have no copyright on these and they are freely available elsewhere, as well as through Edexcel as individual downloads that you need to save one by one, I just felt it easier to put them all in one place for you, as a single download. With sensible names. I will keep updating this download as the years go by for you. If you would like other resources, please do check out my shop. I have summary sheets, A3 pages of in-class summary activities and even the whole curriculum onto question-and-answer revision cards so that your students can quiz each other as lesson starters, or make their own cards at home to aid their revision.

I know how frustrating and time consuming it is to try to find resources for your students. I have downloaded all the Biology Sample Papers and Exam papers issued by AQA for the 9-1 Papers along with their markschemes and placed them on TES for you. I have no copyright on these and they are freely available elsewhere, as well as through AQA as individual downloads that you need to save one by one, I just felt it easier to put them all in one place for you, as a single download. With sensible names. I will keep updating this download as the years go by for you. If you would like other resources, please do check out my shop. x

This is a collection of questions that summarise the whole of the new AQA A Level Biology course. This resource contains 80 pages of questions going through the whole course and can be used for independent study, homework, starter activities, in-class questioning, making summaries, etc.

This is a bundle of A3 summary sheets I made for my students using the Pearson iGCSE Student book: the questions in each box inspire students to summarise the work that they need to know for this section. This resource includes the first two chapters of each of the Biology (Section A: Life Processes and The Variety of Living Organisms) and Chemistry (Section A: Kinetic Theory, Diffusion, Atomic Structure) topics, and Chapters 1 and 2 of the Physics topic (Movement and postion and Forces and Shape). I am gradually adding the other Chapters as I go along. I would print each of these topics on an A3 sheet double sided, so that the same topic is on a double-sided sheet. It would also be good to pop each sheet onto a double-sided coloured A3 sheet, then you can make each topic (Bio/Chem/Physics) a different colour to easily refer to them in class.

Hi all! This is a revision mat set I created to help my students summarise their work bit by bit to try to keep them on top of the enormous content of the new 9-1 2016 curriculum. Hopefully it will help with revision as it is a great little activity. I contains a mixture of diagrams, calculations, questions, definitions, formulae that are needed and a touch of fun. I will be adding further resources as I create them. These mats: Biology goes up to page 33, Chemistry goes up to page 35, Physics goes up to page 23. All of the OCR textbook. Keep me posted on how it goes! :-)

Hi all! This is a revision mat I created to help my students summarise their work bit by bit to try to keep them on top of the enormous content of the new 9-1 2016 curriculum. Hopefully it will help with revision as it is a great little activity. I contains a mixture of diagrams, calculations, questions, definitions, formulae that are needed and a touch of fun. I will be adding further resources as I create them, this one goes up to page 33 of the OCR textbook. Keep me posted on how it goes! :-)

I wanted a resource that would challenge my students to REALLY think about the various food tests and how they fit together, as well as which chemicals are used. This resource also incorporates the chemistry side of testing for gases, what to use, how it works, etc. I couldn't find one to suit what I needed, so I made this. This card sort encourages students to really think about reagents used in food tests as well as what the colour changes and the results will be. The items covered in the card sort are: Test for reducing sugars Test for starch Test for proteins Test for fats Test for carbon dioxide Test for hydrogen Test for oxygen Test for an alkene Test for chlorine Test for ammonia Test for water (both of them) The boxes are all the same size, so students cannot find answers due to the size of the box. I have included a second document with the answers - so that you can accurately assess students with a glance. Give each student a copy of the '4 on one page' to cut up and stick in book, or laminate and use as a starter/plenary in groups. If you can think of any other "test for" - feed back to me in the comments and I will happily add/edit my resource. Thank you!

Use this resource to schedule the new iGCSE 9-1 Biology Curriculum over 2 years. This provides the Learning objectives for Double (Paper 1 only) or Triple Biology (Papers 1 & 2). The roadmap shows how to timetable and schedule it all into the terms while leaving adequate space for revision. Hope it is helpful. I also have resources that summarise chapters onto single A3 pages to assist students with their learning; please check out my available resources. :-)

This is a bundle of A3 summary sheets I made for my students using the Pearson iGCSE Student book: the questions in each box inspire students to summarise the work that they need to know for this section. THis resource includes the first two chapters of each of the Biology (Section A: Life Processes and The Variety of Living Organisms) and Chemistry (Section A: Kinetic Theory, Diffusion, Atomic Structure) topics. I am gradually adding the other Chapters as I go along. I would print each of these topics on an A3 sheet double sided, so that the same topic is on a double-sided sheet. It would also be good to pop each double sided-sheet onto a coloured A3 sheet, then you can make each topic (Bio/Chem) a different colour to easily refer to them in class.

This is a summary sheet I made for my students using the Pearson iGCSE Student book: the questions in each box inspire students to summarise the work that they need to know for this section. I am gradually adding the other Chapters as I go along, including the Chemistry and Physics chapters. I would print this A3 sheet double sided, so that the first of the 6 sections for Biology are all on a double-sided sheet. It would also be good to pop it onto a coloured sheet, then you can make each section a different colour to easily refer to them in class.

This revision mats was designed to summarise the first chapter of the new 2016 Biology Combined Science Course. The sheet also includes revision and summary information on the two core practicals that fall within the unit. It does include the details of which Pearson Edexcel textbook page numbers each little section refers to for reference if the student wishes to go back and recap. It also include some exam-style questions. Our students responded really well to these: basically I summarise the pages, we give them out, the students fill them in a memorise the pages, and then they do pretty ace in their assessment as the assessments now are about knowing the content backwards (the revision mat) and then because they know the content, application within the assessment is far easier no matter what question is asked. I hope this helps. I have Chemistry and Physics too elsewhere, or all in a bundle if you want.

These revision mats were designed to summarise the first chapter of each of the new Biology, Chemistry and Physics units. Each sheet also includes revision and summary information on two core practicals that fall within the unit. They do include the details of which Pearson Edexcel textbook page numbers each little section refers to for reference if the student wishes to go back and recap. They also include some exam-style questions. Our students responded really well to these: basically I summarise the pages, we give them out, the students fill them in a memorise the pages, and then they do pretty ace in their assessment as the assessments now are about knowing the content backwards (the revision mat) and then because they know the content, application within the assessment is far easier no matter what question is asked. I hope they help.

These cards can help students to understand the difference between intensive and organic farming, as well as the advantages and disadvantages of each. Given these cards, students can sort the cards into their various categories. An extension activity for students would be tasking them to independently research each of these advantages and disadvantages for each side and to build up a debate argument for and against each activity. I find this activity most useful for Year 11, 12 and 13 learners.

This resource contains revision questions for Year 7, 8 &9 Biology. This will help your students to revise for Cells, Tissues, Microorganisms, Organs, Systems, Photosynthesis, Plants, Animals, etc. You can use these cards in a multitude of different ways. • As starter and plenary questions within lessons. • Print the three pages and cut them up as a card sort. • Cut up only the answer cards and leave the ‘question’ cards as strips of questions. • Fold the questions and answers so they are back to back, then you will have either a revision quiz game, or a solo revision game, depending how many students you have. Have fun!

These picture cards help students to use the main characteristics of organisms to classify the organisms into each one of the 5 main kingdoms (animal, plant, fungi, prokaryote, protoctista) These will help to develop students’ problem solving skills and/or give them some independence in gaining some research skills. There are 25 cards in the pack. These cards can be used in various different ways: 1. In groups of 2 or 3, get students to sort the cards into one of the 5 Kingdoms. The fun is in working out which card goes into which kingdom, and getting them to argue it out. 2. Give each student a card and get them to do some research on the organism on the card. Answers are included on the final page. Have fun!

At last! All those little specialised cells for both plants and animals on one card sort! This card sort has the name, structure, function and a picture of each specialised cell that students need to know for KS3 and GCSE. I use this resource for both my Year 7s and for my Year 10 Applied Science BTEC group - because these same cells are present in the curriculum for both groups. The resource can be used in oodles of different ways; - Students can sort and stick in. Perhaps even get them to research and add appropriate colours to the different parts. -You can make 'pair sets' (one between two students), laminate them and use them over and over for starters or plenaries. -You can clip and place onto a slide for students to pair up for games of splat (put picture and function of cell and students need to put their hand on both when the name of the cell is said). -You can keep the first column as a solid strip and only cut up the others (or do this with any column) to make it easier. -If you haven't taught the topic yet, you can give them the cards, and a CGP book and get them to work out which card goes with which: that way also giving them some access to literacy within Science. -Use it any way you can think of! I find interactive learning is certainly the best way, and these cards facilitate the learning of students so that they can discover specialised cells for themselves!

A Card sort that has the names, functions and pictures of the different main organs within the body. Can be used as starter, plenary, etc. Students can use this resource in a variety of ways: -Sort the cards in the three columns as given. -Sort the cards and identify them according to the system they are in. -Arrange the picture cards according to the approximate location of the organ from the top of the body downwards. -In pairs, one could pick up a card and ask the other to find the two that match. -You could put the parts on a slide with screen grabs and create a game of "splat" (where two students have to touch the parts that go with a particular word, i.e. "liver" - then hopefully they would touch the drawing of the liver and the function of the liver). -Any other use you can think of! I find this helps students to identify the organs once they move to playing with the body model. Sometimes in smaller groups, once they have sorted organs according to position, I'll give them the body model to do it there too. My students also love Splat as it is interactive and competitive.

This is a game that helps students remember the 7 Life processes, and what letter stands for and means in terms of function in the organism.. This can be used as a quick starter activity, or just pop one or two on a slide at the start or end of a lesson for a bit of a wrap up/recap of the processes. This is a game for 2 - 7 players. Each of the 7 life processes are on a card accompanied by a question. The instructions for the game are as follows: To play the ‘I am’ game, you need 7 or less players, each of whom receive a card (or more than 1 card). Player 1 will start and ask the question on their card. Another player will answer the question using the bold answer on the top of their card; the group will decide if the answer is correct, and then that player will read their question out. Repeat until all questions and answers are read out. Have fun!

Finally! A card sort that helps students to put the different parts of the circulatory system through which blood flows around the body in the correct order. You can use this in one of two ways - 1. Students can put the parts in order starting at vena cava and sequencing all the parts through which blood flows around the body. OR 2. Students can sort the cards into two groups, those parts which carry 'oxygenated blood' and those which carry 'deoxygenated blood'. I use these cards from Year 7 all the way to Year 13. The cards come with a set of instructions: pin these to the cards and just let students decide which activity they want to do; more able will do both activities, less able will be able to do activity 2.