These three resources (with teacher versions for answers) summarises the process of photosynthesis (Light dependent & Light independent stages) and then links the process to respiration via a diagram drawn by a previous student.

This is a practical where the students attempt to clone cauliflower by producing a callus at the base of a growth medium. There are associated questions that means the resource usually takes an hour for students to complete (with teacher support) This practical is good for both GCSE & 6th Form students. There are teacher answers with the resource and if you have any questions then please let me know.

This resource guides students through the experiments conducted from the 1930’s onwards to disprove the Davson-Danielli model of the cell membrane. There are two versions of the student sheet so the task can be fully differentiated. Comes with a teacher mark scheme. The space at the top of the exercise I would advise having the following text to support learning: The Phospholipid Membrane

There are two sets of resources to teach the structures found within eukaryotic and prokaryotic cells and then an assessment paper that is teacher-friendly to mark. All come with mark schemes.

This glossary list is specifically tailored to the current OCR syllabus. An excellent resource that pupils can use either as they are learning the content - as a quick way to asses their factual recall - or as a revision/consolidation tool prior to exams/assessments.

These resources give students a two/three lesson arc where they learn what transpiration is, the factors that influence it and some data analysis tasks that are very applicable to exam style questions. There is an introductory sheet, a transpiration practical experiment method outline and then some exercises where students have to draw conclusions from data.

This task allows students to draw cells from electron micrographs and comes with a teacher version that gives a good indicator of what the result should look like. A simple but challenging activity that is becoming more common across all the syllabuses.

These three tasks help summarise the principles of negative feedback and homeostasis within the skin (and focus in on thermoregulation/body temperature control). The students can independently complete the tasks while the teacher circulates and supports the students. The main task comes with a answer scheme.

This lesson independently guides the students through the heating, chlorophyll extraction and testing elements for whether a leaf contains starch. There is then an associated task that is excellent for homework where the students shade and scientifically explain the reasonings for their shadings.

A full complement of resources and results based around the respiration of yeast under different condition (temperature, glucose concentration and yeast concentration). The students plan and carry out the practical and then analyse the results. This should account for two homework (one to plant the experiment and one to write it up) and a single hour long lesson.

A simple introductory activity to the structure of a flower (both for GCSE & 6th Form syllabuses). The pupils follow the instructions and produce a foldable flower that is perfect to revise from. the students should add labels with structure & function. Comes with teacher answers & if you have any questions then please ask.

A simple conclusion to the genetic engineering topic that contains all the instructions in the opening paragraph. There are some of the boxes that could straddle to divisions - ie. both damaging to the environment and humans.

A practical introduction to the genetics topic where the students extract DNA from strawberries. Really simple method that always gets results. The questions also get the kids to think about why they do the steps. Comes with teacher answers & if you have any questions then please ask.

Two reading comprehension activities (with answers) about the excretory system and the skin as needed for the GCSE syllabus. There is also an introductory activity where the students attempt to figure out how much skin they actually have.

Lesson three and four on the OCR 5.3 Neuronal Communication are covered in this bundle with homework tasks for students to read and complete in preparation for the lesson. In class there are tasks where students have to think independently and complete questions/tasks that allow them to apply the knowledge that they learned for homework. Primarily the questions take a data analysis approach - just like they’ll have to face in the exam. This bundle contains a series of questions and modelling exercises that students can complete to reinforce their knowledge of resting potential, action potential and the transmission of impulses - including the role of summation and saltatory conduction. The numbering and the associated powerpoint guides teachers through the tasks and provides more opportunities for students to assess their critical thinking skills with some experiments/questions aimed at application of knowledge and evaluation of experiments. All tasks come with a teacher version/mark scheme that means the students can self-evaluate. There are more lessons that follow the Neuronal communication topic. Syllabus points covered: c) the generation and transmission of nerve impulses in mammals to include how the resting potential is established and maintained and how an action potential is generated (including reference to positive feedback) and transmitted in a myelinated neurone the significance of the frequency of impulse transmission

One activity based around each form of the pyramid. The students can do these in class or as homework. Simple and effective way to communicate the differences between the three different forms of pyramid within biology & Ecology

A series of lessons concerning the heart that are just as applicable at GCSE as they are at 6th Form. The lessons contain the outline for students to learn the structures of the heart prior to independently doing a dissection. There is also a task that outlines how cardiac muscles contracts to allow the heart to pump blood.

This task provides the students with all the information about leaf structure to guide them into independently drawing a model of the leaf. They can then complete the structure and function task to consolidate their learning. If you have any questions about the resource then please ask. I have tried to make is as straightforward as possible.

These two tasks allow students to learn the structure of the eye and then the processes of the pupil reflex and accommodation in the eye. One could be set as a homework and then the reflex and accommodation exercise could be done in class.

These three resources are applicable for the A Level and IB syllabus. All come with an answer scheme. The resources progress from simple microscopy calculations to understanding the different types of microscope and then using an eyepiece graticule to measure the size of microscopic objects.

These resources cover the opening three lessons of the excretory system and kidney where the students could additionally do a kidney dissection (remember to put some hydrogen peroxide on the kidneys for the excellent fizz).