For Unit 3, students must read an article and answer five questions. In this set of resources, I have included: A set of slides to introduce each question to the students: these are designed to take up one lesson - I have used them to introduce the questions, but they could also be used for revision. A guidance booklet, highlighting tips from the exam board and suggestions for sentence starters. Two ‘writing frames’ for Qs 1,2 and 3 and for Qs 4 and 5, to help students structure their answers.

Useful for streamlining the marking of Assignment C, ‘Explore the application of techniques to culture and identify microorganisms’, I have devised a marking tick-sheet and some ‘teacher’s notes for marking’. The marking tick-sheet has been written using the ‘Essential information for assessment decisions’ provided in the specification, but presented in a user-friendly table format. The ‘teacher’s notes for marking’ have been compiled using the specification ‘assessment decisions’ from the specification and communication with the exam board ‘subject experts’.

Useful for streamlining the marking of Assignment B, ‘Examine the transmission and treatments of infectious diseases’, I have devised a marking tick-sheet and some ‘teacher’s notes for marking’. The marking tick-sheet has been written using the ‘Essential information for assessment decisions’ provided in the specification, but presented in a user-friendly table format. The ‘teacher’s notes for marking’ have been compiled using the specification ‘assessment decisions’ from the specification and communication with the exam board ‘subject experts’.

Useful for streamlining the marking of Assignment A, ‘Understand the classification and nature of microorganisms’, I have devised a marking tick-sheet and some ‘teacher’s notes for marking’. The marking tick-sheet has been written using the ‘Essential information for assessment decisions’ provided in the specification, but presented in a user-friendly table format. The ‘teacher’s notes for marking’ have been compiled using the specification ‘assessment decisions’ from the specification and communication with the exam board ‘subject experts’.

These summary worksheets for the BTEC Applied Human Biology course have been designed with two things in mind: they could be given out to the students BEFORE a topic is taught - the students will use other resources provided to find out the answers; the students could print off another copy at the END of that topic being taught and fill it in as a revision aid.

These summary worksheets have been designed with two things in mind: they could be given out to the students BEFORE a topic is taught - the students will use other resources provided to find out the answers; the students could print off another copy at the END of that topic being taught and fill it in as a revision aid.