A resource I created for an exam stress workshop aimed at Year 11 students (though it can be adapted for younger year groups) to support understanding of exam stress and how to manage it effectively. The resource explores the symptoms and causes of exam stress, alongside practical strategies for managing it. It also includes guidance on coping with panic attacks, with the aim of building student resilience. I also drew on the expertise of the school nurse in developing this material. As Head of Year 11 and a PSHE teacher with a background in mental health, I have applied my professional experience to the design of this PowerPoint. Covers the following ojectives: Understand what exam stress is Recognise signs of stress and panic attacks Learn practical coping techniques Explore self‑care strategies

Powerpoint with activities covering the following objectives: Define taxes and kinesis. Explain how these behaviors help organisms maintain a favorable environment. Distinguish between positive and negative taxes. Describe orthokinesis and klinokinesis. Explain the method for Required Practical 10 investigating movement responses in animals.

This is a complete scheme of work for the BTEC applied science Unit 1- Biology B1, B2, B3 section. All information has used the ‘additional guidance’ published by BTEC in addition to the specification. Lessons: 1-2 eukaryotic celsls 4-5 prokaryotic cells 6- using a microscope (adapted a powerpoint beloning to author - ‘Bigarthur’ resources) * (see below) 7-8 cell specialisation (not included due to copywrite) 10- squamous tissues 11- collumnar epithelial cells 12- muscular tissue 12- fast/slow twitch fibres 14-15- nervous tissue 16- synapses Included are: Lesson powerpoints with a variety of activities to encourage student engagement, Worksheets and exam practice - (including lots of opportunities for extended writing and exam technique looking at the examiners report), a lesson overveiw/ order of teaching and a mini assessment at the end. Also includes starters for every lesson which either build on GCSE knowledge revision or use spaced learning to improve student’s recall of infomation previously covered. Please go to my store to purchase the homeworks as these are not included in this scheme. I have also not included the cell specialisation lesson as I have used another teachers resource for this lesson. credit to ‘bigarthur’ who’s resource i have adapted for the microscopy lesson. To save you time on finding this i have included it in my resources but not added it into the cost of this resource.

Unit 5: Principles and Applications of Science II Covers: B Organs and systems B1 The cardiovascular system Understand the structure and function of the heart Understand the characteristic features of blood vessels and pressure changes Understand the cardiac cycle, Understand the use of electrocardiograms(ECG) identification of arrhythmias – tachycardia, bradycardia, ventricular fibrillation, Understand how factors can increase the risk of cardiovascular disease(CVD), (I have not completed the Daphnia practical as this was taught in lockdown. I plan to do this in september and will upload as a seperate resource once planned.)

Covers the following objectives: Contains infomation to support students revision and revision activities such as questions and crosswords. 11 page booklet with answers. 1 I can name three ways diseases are spread. 2 I know that infectious diseases are caused by pathogens 3 Define a pathogen 4 I can give examples of our bodies natural defense mechanisms to include: Hair, skin, cilia, tears, scabs 5 I know that the types of microbes that cause disease are bacteria, viruses and fungi and protists 6 I can describe some ways microorganisms are useful to us (making food/ gut flora) 7 I know some examples of viral and bacterial disease 8 I know that disinfectants kill microbes 9 I can describe an experiment to show which antiseptic is the best using agar jelly 10 I know how white blood cells can ingest pathogens in phagocytosis 11 I know the role of antibodies and antitoxins 12 I know the difference between disinfectants and antiseptics I can describe the history of vaccinations including the role of Edward Jenner 13 I can explain how vaccines work 14 I can explain the case for the use of vaccines using the herd immunity argument 15 I can explain how to use an agar plate to show how effective disinfectants are 16 I can explain the evidence to support the germ theory for disease 17 I can define biological warfare

6 mark questions that commonly appear in Biology combined science Paper 2 with some additional questions and model answers that could come up. There are 20 6 mark questions and model answers in total. Giving this to my year 11 students for revision. Used chat GPT to support with this process but I have been through all the model answers and modified when needed and added in additional questions that chat GPT missed. See my other resources for Paper 1 6 mark questions and model answers! :)

6 mark questions that commonly appear in Biology combined science Paper 1 with some additional questions and model answers that could come up. There are 46 6 mark questions and model answers in total. Giving this to my year 11 students for revision. Used chat GPT to support with this process but I have been through all the model answers and modified when needed and added in additional questions that chat GPT missed.

Part of the BTEC assignment for learning assignment C allowing students to form a link between their Pass criteria and the M4 D3 content. M4: Explain the use of corrective treatments for nutrient deficiency o Learners should write a case study describing two digestive system diseases, what the corrective treatments are and the physiological reasoning behind treatments, e.g. coeliac disease, irritable bowel syndrome, colitis. D3: Evaluate dthe effect of dietary disease and corrective treatments(s) on human health o learners will research dietary-related disorders of the digestive system. o Learners must choose a named digestive system-related disease that affects the normal functioning of the body. o They must explain how the named disease affects the system using correct biological terminology. o Learners must also consider the effects on the person that is suffering from the disease and how medical intervention seeks to treat the effects of disease. o Evaluations must also cover the implications to the health status of the individual and compare this with the healthy functioning of the digestive system.

Weekly homeworks to go alongside BTEC Applied science UNIT 1 biology B1, B2, B3 topic. Each sheet has 9 exam questions that students must answer and then self assess with the answer sheets the following week. To help students with understanding of the topic and exam practice.

A powerpoint and worksheet (slide 12) that can be used to teach BTEC applied science students the required criteria for P4- " Describe the effect of a disorder on the lymphatic system and possible corrective treatment(s). - M2- Explain the physiological reasoning for corrective treatment(s) associated with the disorder of the lymphatic system.

This resource was made for the science department by a science teacher/ whole school literacy co ordinator. This is to be printed back to back and laminated for all labs in our science department to promote literacy in science. Year 11’s taking the new AQA combined science exam have been struggling with experiment write ups for the new required practicals and also understanding what to write for each command word in exams. This resource has been made to support both KS3 and KS4 students in these areas. Any feedback is much appreciated! Enjoy!

*Note knowledge organisers are not dark grey colour- iI have adapted the colour for the cover image to prevent copywrite. Here are two knowledge organisers i created to aid BTEC students with the structure of their assignments. The organisers help students to ensure they are not missing out vital information from each criteria. These were used in lessons to take notes and students then took them home to add their own infomation and research to between lessons. Unit 8 assignment B- P3 criteria unit 8 assignment C- P5/M3 criteria

The new form time literacy activity aimed at improving students vocabulary. Each forms’ literacy leader has had training on how to lead the form time activity in order to make the form time literacy activity student lead. The layout of the form time activity is as follows: Slide 1- Students practice their oracy by taking it in turns to read a sentence from a book passage that is displayed on the board. Slide 2- Students will undertake an activities aimed at increasing their vocabulary. Firstly, students will use their phones or dictionaries to research the definitions of any unfamiliar words they have found in the text. Secondly, students will match the word to an image that best represents the definition of the word to check their understanding. Following this, students will then put the word into a new sentence. Finally, the literacy leaders will ask for examples of sentences and as a form, decide on which sentence was the best. This winning sentence will then be emailed to the head of house who will choose a house winner. This will be announced in assemblies the following week. See the video below for an example of Literacy leaders running the literacy activity.

A form time literacy activity developed to promote vocabulary, reading for fluency and sentence construction. Students are introduced to new vocabulary and discuss the definitions, practise speaking this aloud. Depending on the session they may make predictions about the book based on the cover page A member of staff completes a recording of themselves reading a passage to model fluency. Recordings could easily be deleted and rerecorded by staff in your own school/ choral reading by class. (we did a competition each week to guess the member of staff reading which the students loved). Students then complete activities such as reading the sentences in different ways in pairs, then sentence construction using the key vocabulary introduced at the start. There are sessions made for each Half term. Part 1: https://www.tes.com/teaching-resource/resource-12858778 Part 2: https://www.tes.com/teaching-resource/resource-12858781 Free sample: https://www.tes.com/teaching-resource/resource-12858784

Learning outcomes: Understand how microscopy techniques have developed over time Explain how electron microscopy has increased understanding of sub-celular structures • Starter: discussion of picture (historical figure) • Breif history of microscopes • Option for a KS3 recap on parts of a microscope • Simple magnification calculations • Using prefixes micro, nano, pico to measure cells followed by literacy AFL • Video on the history of microscopes with Q’s • Discussion of electron microscopes • Textbook questions

Learning objectives: Identify and use equipment Describe a standard procedure (Write a method) Calculate the magnification and actual length of different cells • Required practical • Students focus on writing a method (as is the AQA skills focus for this practical students are given WAGOLLS and peer assess eachothers method. • Carry out two parts to the practical (depending on time) – If short on time focus on microscopy techniques rather then preperation of slides • Magnification calculation practice. Exam skills using PIXL resources.

• State what a risk factor is • describe examples of risk factors • Explain what a ‘casual mechanism’ is • Translate disease incidence data between graphical and numerical forms • Construct and interpret frequency tables and diagrams Starter: Students write down examples of risk factors Task 1: lifestyle choices- students place the ‘risk factors’ on a scale of least -most impact Task 2; Go through what risk is with examples- students create a mind map so they have notes on dfferent risk factors for non-communicable disease Students read paragraph from the book- option of activities; summarise info, discuss missing words with partner. They will then answer the 6 mark question about the activity Students use a pictogrm to identify how many people die from non-communicable diseases Interpreting another pictogram on obesity and using this to calculate percentage Students answer questions on the slide Recap activity (Prior knowledge taught in year 8) Students work in groups to learn about ‘smoking and risk of disease’ ‘diet, exercise and disease’, ‘alcoho and other carcinogens’ and then then teach each other as a group. (Kerboodle AQA biology textbook required) Students then answer graph questions linking risk factors to graph anaylsis / exam practice questions. Access to kerboodle online textbook and resources required- unable to include due to copywrite

• To understand how screening programs help the NHS • To explain the impact of screening programs on the NHS. • Translate disease incidence data between graphical and numerical forms • Data interpretation task: students are given data from a screening program and have to decide how to present this information. Eg/ What is the uptake of this type of screening?- Is this high low?- Why do you think this might be? How many people screened had the disease? What is this as a percentage? etc. Students then have a debate: “The report outlines the slow decline in the number of people who take up the offer of screening out of those eligible – also particularly evident in the breast and cervical screening programmes. Whilst this trend is also seen internationally, it must be reversed. “ How much do you agree with this statement? What arguments can you make for AND against it? Can you use data to back up your argument?

Describe interactions between different types of disease Give examples of where different types of disease may interact. Translate disease incidence data between graphical and numerical forms Introduce vocabulary – mental and physical health. Students make a mind map of factors that can effect these, this can be uses as a think>pair>share activity / class discussion. Self assess. Students discuss interactions between different types of disease followed by teacher talk and AFL as questions at the end related to real life contexts Students then complete reading skills activity reading articles about interacting diseases and then share findings as a group.

A form time literacy activity developed to promote vocabulary, reading for fluency and sentence construction. Students are introduced to new vocabulary and discuss the definitions, practise speaking this aloud. Depending on the session they may make predictions about the book based on the cover page A member of staff completes a recording of themselves reading a passage to model fluency. Recordings could easily be deleted and rerecorded by staff in your own school/ choral reading by class. (we did a competition each week to guess the member of staff reading which the students loved). Students then complete activities such as reading the sentences in different ways in pairs, then sentence construction using the key vocabulary introduced at the start. Part 1: https://www.tes.com/teaching-resource/resource-12858778 Part 2: https://www.tes.com/teaching-resource/resource-12858781 Free sample: https://www.tes.com/teaching-resource/resource-12858784

BTEC applied science curriculum plan for Unit 8 A,B,C assignments. Gives lots of detail on common misconceptions, order that you can teach it in and idea for practical work and suggestions of activities. My powerpoints for these assignments can also be brought separately on my shop.