I have been teaching for 10 years both as a Biology/Chemistry/Pychology teacher and as a Head of department. I have experience teaching in both international schools and state comprehensives.
I have been teaching for 10 years both as a Biology/Chemistry/Pychology teacher and as a Head of department. I have experience teaching in both international schools and state comprehensives.
This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here
This PowerPoint contains everything you need to teach Theme/Unit B1.1 Carbohydrates and Lipids in the new IB Biology specification.
This Powerpoint consists of 99 slides and contains the followings:
All the information ( HL) the IB have included in the new spec.
Exam tips
Clear diagrams
Videos
Student research tasks
Clearly identified HL and SL content
The following content is included:
B1.1.1: Chemical properties of Carbon atoms allowing for the formation of diverse compounds upon which life is based.
B1.1.2: Production of macromolecules by condensation reactions which link monomers to form polymers.
B1.1.3: Digestion of polymers into monomers via hydrolysis reactions.
B1.1.4: Form and function of monosaccharides.
B1.1.5: Polysaccharides as a energy storage compound.
B1.1.6: Structure of cellulose related to its function in plants.
B1.1.7: Role of glycoproteins in cell recognition
B1.1.8: Hydrophobic properties of water.
B1.1.9: Formation of triglycerides and phospholipids by condensation reactions.
B1.1.10: difference between saturated, monounsaturated and polyunsaturated fatty acids.
B1.1.11: Triglycerides in adipose tissue as a storage of energy and insulation.
B1.1.12: Formation of the phospholipid bilayer due to the hydrophobic and hydrophilic regions of phospholipids
B1.1.13: The ability of steroid hormones to pass through phospholipid bilayers.
This bundle contains 21 comprehensive checklist for the Cambridge iGCSE Biology syllabus.
Each checklist contains a detailed breakdown of the content students are expected to know. The checklist use a RAG system (Red, Amber, Green) which students use to evaluate their understanding:
Red: Students is not familiar with the objective and need to revise
Amber: Student is somewhat familiar with the objective but still need to revise
Green: Student is confident with the objective.
These checklist are fantastic for supporting students with their revision for either end of year exams, end of topic revision or for their actual iGCSE.
This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here
This PowerPoint contains everything you need to teach the A2.3 Viruses in the new IB Biology specification for HL
This Powerpoint consists of 34 slides and contains the followings:
All the information ( HL) the IB have included in the new spec.
Exam tips
Clear diagrams
Videos
Student research tasks
Clearly identified HL and SL content
Student checklist
The following content is included:
A2.3.1: Structural features common to viruses
A2.3.2: Diversity of structures in viruses.
A2.3.3: Lytic cycle of a virus
A2.3.4: Lysogenic cycle of a virus
A2.3.5: Evidence for several origins of viruses from other organisms
A2.3.6: Rapid evolution in viruses
This bundle contains all the resources you need to teach the new IB Biology specification. It includes 40 fully resourced units of work and assessment bundles, including:
A1.1: Water
A1.2: Nucleic acids
A2.1: Origins of cells
A2.2.: Cell structure
A2.3: Viruses (HL only)
A3.1: Diversity in organisms
A3.2: Classification and Cladistics
A4.1: Evolution and speciation
A4.2: Ecosystems
B1.1: Lipids & Carbohydrates
B1.2: Proteins
B2.1: Membranes & transport
B2.2: Organelles and Compartmentalisation
B2.3: Cell specialisation
B3.1: Gas exchange
B3.2: Transport
B3.3: Muscles & motility
B4.1: Adaptations to environments
B4.2: Ecological niches
C1.1: Enzymes
C1.2: Respiration
C1.3: Photosynthesis
C2.1: Chemical signalling (HL only)
C2.2: Neural signalling
C3.1: Integration of body systems
C3.2: Defence against disease
C4.1: Populations and communities
C4.2: Transfer of energy and matter
D1.1: DNA replication
D1.2: Protein synthesis
D1.3: Mutations and gene editing
D2.1: Cell and nuclear division
D2.2: Gene expression
D2.3: Water potential
D3.1: Reproduction
D3.2: Inheritance
D3.3: Homeostasis
D4.1: Natural selection
D4.2: Stability and change
D4.3: Climate change
This bundle contain the followings:
All the information the IB have included in the new spec.
Clear diagrams
Student friendly content
Summary videos
Student research tasks
Clearly identified HL and SL content
Student checklist
Summary
Now includes end of unit assessments for Theme A (9 assessments), Theme B (10 assessments) and Theme C (10 assessments). Assessment bundles for Theme D will be added shortly.
**All lessons can be bought individually from my store, but this resource provides a saving of over 80GBP (too many files to form a bundle)
**
Note: Please leave a review, this would help other educators make better informed decisions.
This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here
This PowerPoint contains everything you need to teach the B2.1 Membranes and membrane transport in the new IB Biology specification.
**YouTube video is a preview of the full resource (does not include all slides)
**
This Powerpoint consists of 62 slides and contains the followings:
All the information ( HL) the IB have included in the new spec.
Exam tips
Clear diagrams
Videos
Student research tasks
Clearly identified HL and SL content
Student checklist
Summary
The following content is included:
B2.1: Describe the formation of sheet-like bilayers in water by amphipathic lipids.
B2.2: Explain the reasons behind the selective permeability of the lipid bilayer.
B2.3: Discuss the movement of molecules by diffusion across the lipid bilayer.
B2.4: Identify integral and peripheral proteins.
B2.5: Discuss the role of aquaporins in transporting water.
B2.6: Describe the structure and role of channel proteins.
B2.7: Explain the importance of pump proteins in active transport.
B2.8: Explain the role of facilitated diffusion and active transport in the selective permeability of membranes.
B2.9Describe glycoproteins and glycolipids with respect to their structure and function.
B2.10: Draw the fluid mosaic model of membrane structure.
B2.11:Describe the role of lipids in membrane fluidity.
B2:12: Discuss the role of cholesterol in membrane fluidity.
B2.13: Differentiate between exocytosis and endocytosis.
B2.14: Describe the role of gated channels.
B2.15: Explain the mechanisms of direct active and indirect active transport.
B2.16: State the role of cell-adhesion molecules.
B2.17: Identify the different types of cell junctions.
This PowerPoint contains everything you need to teach the Theme/Unit C4.1 populations and communities in the new IB Biology specification.
**YouTube video is a preview of the full resource (does not include all slides)
**
This Powerpoint consists of over 80 slides and contains the followings:
All the information the IB have included in the new spec.
Clear diagrams
Student friendly content
Summary videos
Student research tasks
Clearly identified HL and SL content
Student checklist
Exam style questions
Summary
The following content is included:
C4.1.1: Define the term population.
C4.1.2: Outline reasons for estimating population samples.
C4.1.3: Analyse and explain the importance of using random sampling techniques in ecological studies.
C4.1.4: Outline how quadrat sampling is used to estimate the population size for sessile organisms.
C4.1.5: Outline how the capture-mark-release-recapture method and the Lincoln index are implemented to estimate the population size of a motile species.
C4.1.6: Define carrying capacity and explain why population growth slows down as the carrying capacity is reached.
C4.1.7: Distinguish between density-dependent and density-independent limiting factors.
C4.1.8: Compare and contrast exponential and sigmoidal population growth models.
C4.1.8: Evaluate the use of models as representations of natural phenomena.
C4.1.9: Describe the impact of intraspecific competition and cooperation on the survival and reproduction of a population.
C4.1.10: Define communities as diverse collections of populations that interact and contribute to the functioning of ecosystems.
C4.1.11: Distinguish between multiple interspecific interactions.
C4.1.12: Discuss the ecological significance of interactions between species.
C4.1.13: Outline examples of herbivory, predation, competition, parasitism, pathogenicity and mutualism.
C4.1.14: Evaluate the impact of invasive species on endemic species.
C4.1.15: Outline the role of human activities in the introduction and spread of invasive species.
C4.1.16: Assess the presence of interspecific competition using different testing methods.
C4.1.17: Apply the chi-squared test to determine an association between species.
C4.1.18: Interpret the results of a chi-squared test to generate accurate conclusions.
C4.1.19: Evaluate the validity of the chi-squared test as a statistical method for analysing associations between categorical variables.
C4.1.20:Evaluate the influence of predator–prey interactions on population dynamics using real case studies.
C4.1.21: Discuss the implications of top-down and bottom-up control in population regulation within communities.
C4.1.22: Compare and contrast allelopathy and antibiotic secretion mechanisms of competitive advantage in different organisms
This bundle contains all the resources you need to teach unit B Form and Function:
B1 (Carbohydrates, lipids and proteins)
B2 (Membranes and transport, organelles and compartmentalisation and cell specialisation)
B3 (Gas exchange, transport and motility)
B4 (Adaptations to environment and Ecological niches)
As part of the new IB specification. This bundle contains:
Over 600 slides which cover all the content stipulated by the IB.
Student questions with answers
Checklist
Clear diagrams
Research tasks
Questions and answers
Now includes 10 end of unit assessments, which include MCQs, short answer questions and data based questions, with a clear mark scheme
This is ready to teach as soon as you download it!!
This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here
This PowerPoint contains everything you need to teach the Theme/Unit C2.1 Chemical signalling in the new IB Biology specification.
**YouTube video is a preview of the full resource (does not include all slides)
**
This Powerpoint consists of over 70 slides and contains the followings:
All the information the IB have included in the new spec.
Exam tips
Clear diagrams
Summary videos
Student research tasks
Clearly identified HL and SL content
Student checklist
Summary
The following content is included:
C2.1.1: Define the term ligand.
C2.1.2: Outline the stages of signal transduction.
C2.1.3: Explain the mechanism of quorum sensing in bacteria and discuss its role in bacterial behaviour.
C2.1.4: Understand bioluminescence and its importance and applications.
C2.1.5: Identify the categories of signalling chemicals in animals hormones, neurotransmitters, cytokines and calcium ions.
C2.1.6: Differentiate between different types of signals used by multicellular organisms.
C2.1.7: Describe the difference in structure and function of hormones and neurotransmitters.
C2.1.8: Demonstrate an understanding of mechanisms that signalling molecules use to produce localised as well as distant effects.
C2.1.9: Analyse the role of signalling molecules in the transmission of signals from one part of the body to another.
C2.1.10: Compare and contrast transmembrane receptors and intracellular receptors.
C2.1.11: Describe the different signalling pathways activated by transmembrane receptors and intracellular receptors.
C2.1.12: Explain the mechanisms of initiation of signal transduction pathways.
C2.1.13: Compare and contrast different types of transmembrane receptors and their mechanisms of action, including neurotransmitter receptors and G protein-coupled receptors.
C2.1.14:Analyse the role of transmembrane receptors in changing membrane potential and activating intracellular signalling pathways.
C2.1.15: Explain that positive feedback amplifies the response.
C2.1.16: Explain that negative feedback dampens or inhibits the signalling response.
C2.1.17: Explain that a balance of both positive and negative feedback is necessary for proper cellular response
This bundle contains all the resources you need to teach A1 (Water and nucleic acids) and A2 (Origins of cells, cell structure and viruses), A3 (Diversity and classification) and A4 (Ecosystems and conservation) as part of the new IB specification. This bundle contains:
Over 600 slides which cover all the content stipulated by the IB.
Now includes end of unit assessments for each unit assessments
Student questions with answers
Checklist
Clear diagrams
Reserch tasks
Quesitons and answers
This is ready to teach as soon as you download it!!
This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here
This PowerPoint contains everything you need to teach the B2.3 Cell specialisation in the new IB Biology specification.
**YouTube video is a preview of the full resource (does not include all slides)
**
This Powerpoint consists of 45 slides and contains the followings:
All the information ( HL) the IB have included in the new spec.
Exam tips
Clear diagrams
Student research tasks
Clearly identified HL and SL content
Student checklist
Summary
The following content is included:
B2.3.1: Explain how unspecialised cells form following fertilisation and how gradients impact gene expression for further development of the embryo.
B2.3.2: Outline the properties of stem cells and their different capabilities to become different cell types.
B2.3.3: Explain the function of stem cell niches and be able to describe bone marrow and hair follicles as examples of these.
B2.3.4: Describe the size differences in various human cells.
B2.3.5: Discuss the relationship between cells size and surface area in terms of the movement of material across a cell.
B2.3.6: Identify and describe cell types that increase surface area-to-volume ratios
B2.3.7: Describe specific adaptations that cells in the lung, heart, muscle and gonads have undergone to perform their functions.
This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here
This PowerPoint contains everything you need to teach the B4.1 Adaptations to environment in the new IB Biology specification.
**YouTube video is a preview of the full resource (does not include all slides)
**
This Powerpoint consists of 60 slides and contains the followings:
All the information ( HL) the IB have included in the new spec.
Exam tips
Clear diagrams
Student research tasks
Clearly identified HL and SL content
Student checklist
Summary
The following content is included:
B4.1.1: Define habitat as a place in which a community, species, population or organism lives.
B4.1.2: Define adaptation and discuss various ways that organisms have adapted to the abiotic factors of their habitat particularly the sand dunes and mangrove swamp.
B4.1.3: Explain how abiotic variables affect a species distribution and contribute to its range of tolerance.
B4.1.4: Use transect data to correlate the distribution of an organism using sensors and data loggers.
B4.1.5: State the conditions required for coral reef formation.
B4.1.6: Describe how abiotic factors act as the determinants of terrestrial biome distribution.
B4.1.7: Recognise biomes as groups of ecosystems with similar communities due to similar abiotic conditions and convergent evolution
B4.1.8: State the adaptations to life in hot deserts and tropical rainforest.
This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here
This PowerPoint contains everything you need to teach the Theme/Unit D2.2: Gene expression (HL only) in the new IB Biology specification.
YouTube video is a preview of the full resource (does not include all slides)
This Powerpoint consists of over 40 slides and contains the followings:
All the information the IB have included in the new spec.
Clear diagrams
Student friendly content
Summary videos
Student research tasks
Clearly identified HL and SL content
Student checklist
Summary
The following content is included:
D2.2.1: Explain the term gene expression.
D2.2.1: Outline how transcription can be regulated by proteins that bind to DNA.
D2.2.1: Outline how translation can be regulated through the degradation of mRNA.
D2.2.1: Explain the term epigenesis.
D2.2.1: Describe the differences between the genome, transcriptome and proteome of individual cells.
D2.2.1: Outline how methylation can affect gene expression.
D2.2.1: Identify why some epigenetic changes are heritable.
D2.2.1: Describe examples of how the environment can affect gene expression.
D2.2.1: Outline consequences of removing epigenetic tags from human gametes.
D2.2.1: Discuss the use of monozygotic twins to study gene expression.
D2.2.1: Describe examples of external factors that can impact gene expression.
This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here
This PowerPoint contains everything you need to teach the A3.1 Diversity of Organisms in the new IB Biology specification.
This Powerpoint consists of 93 slides and contains the followings:
All the information ( HL) the IB have included in the new spec.
Exam tips
Clear diagrams
Videos
Student research tasks
Clearly identified HL and SL content
The following content is included:
A3.1.1: variation between organisms as a defining feature of life.
A3.1.2: Species as groups of organisms with shared traits.
A3.1.3: Binominal system for naming organisms
A3.1.4: Biological species concept
A3.1.5: Difficulties distinguishing between populations and species due to divergence and non-interbreeding populations during speciation.
A3.1.6: Diversity in chromosome numbers of plant and animal species.
A3.1.7: Karyotyping and karyograms
A3.1.8: Unity and diversity of genomes between species.
A3.1.8: Diversity of eukaryotic genomes
A3.1.10: Comparison of genome sizes
A3.1.11: Current and potential future uses of whole genomic sequencing.
A3.1.12: Difficulties applying the biological species concept to asexually reproducing species and to bacteria that have horizontal gene transfer (HL only).
A3.1.13: Chromosome number as a shared trait within a a species.
A3.1.14: Engagement with local plant or animal species to develop dichotomous keys.
A3.1.15: Identification of species from environmental DNA in a habitat using barcodes.
This fantastic resources covers the GCSE and iGCSE content for kidney failure. Formed of over 30 slides, this lesson will take approximately 2-3 hours to teach. It contains:
Starter slide
Retrieval tasks
Explanation of kidney failure
Explanation of how dialysis works
Explanation of transplantation and rejection
Comparision of dialysis and transplant
Student questions and answers
This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here
This PowerPoint contains everything you need to teach the Theme/Unit D3.2: Inheritance in the new IB Biology specification.
YouTube video is a preview of the full resource (does not include all slides)
This Powerpoint consists of over 100 slides and contains the followings:
All the information the IB have included in the new spec.
Clear diagrams
Student friendly content
Summary videos
Student research tasks
Clearly identified HL and SL content
Student checklist
Summary
The following content is included:
D3.2.1: Outline that haploid cells (with a single copy of a gene) produced by each parent can fuse to form a diploid zygote with two copies of a gene.
D3.2.2: Explain methods for how flowering plants are genetically crossed.
D3.2.3: Distinguish between genotype (combination of inherited alleles) and phenotype (observable traits resulting from genotype plus environmental factors).
D3.2.4: Explain the ways that members of the same species can have variety in the gene pool.
D3.2.5: Describe the inheritance of different blood types.
D3.2.6: Compare and contrast the differences between incomplete dominance and codominance.
D3.2.7: Describe that the sperm determines sex in humans.
D3.2.8: Describe haemophilia as an example of a sex-linked genetic disorder.
D3.2.9: Illustrate how pedigree charts are used to determine inheritance in family members.
D3.2.10: Distinguish between continuous variation such as skin colour and discrete variation such as ABO blood group.
D3.2.11: Illustrate continuous variables using box-and-whisker plots.
D3.2.12: Explain how unlinked genes segregate and assort independently in meiosis.
D3.2.13: Predict the inheritance of pairs of unlinked genes in dihybrid crosses.
D3.2.14: Predict genotypic and phenotypic ratios in dihybrid crosses of unlinked autosomal genes using Punnett grids.
D3.2.15: Explain why linked genes fail to assort independently.
D3.2.16: Deduce genotypic and phenotypic possibilities of crosses of individuals heterozygous for two traits with those homozygous recessive for both traits in both linked and unlinked genes.
D3.2.17: Calculate statistical significance of observed vs calculated data using chi-squared tests.
This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here
This PowerPoint contains everything you need to teach the Theme/Unit D4.3: Climate change in the new IB Biology specification.
YouTube video is a preview of the full resource (does not include all slides)
This Powerpoint consists of over 50 slides and contains the followings:
All the information the IB have included in the new spec.
Clear diagrams
Student friendly content
Summary videos
Student research tasks
Clearly identified HL and SL content
Student checklist
Summary
The following content is included:
D4.3.1: Define anthropogenic climate change and describe its causes.
D4.3.2: Outline the positive feedback cycles in global warming, with examples.
D4.3.3: Describe the transition from net carbon accumulation to net loss in boreal forests as an example of a tipping point.
D4.3.4: Explain the melting of landfast ice and sea ice as examples of polar habitat change.
D4.3.5: Explain the effects of climate change on ocean currents and nutrient distribution.
D4.3.6: Understand the effect of climate change on range shifts of temperate species and coral reefs.
D4.3.7: Evaluate afforestation, forest regeneration and restoration of peat-forming wetlands as approaches to carbon sequestration.
D4.3.8: Define phenology and outline the disruption of phenological events caused by climate change
D4.3.9: Explain how climate change can lead to increases in the number of insect life cycles.
D4.3.10: Discuss the concept of evolution as a consequence of climate change.
This PowerPoint contains everything you need to teach Neurotransmission and effects on behaviour in biological approach unit IB Psychology specification.
**YouTube video is a preview of the full resource (does not include all slides)
**
This Powerpoint contains the followings:
All the information ( HL) the IB have included in the new spec.
Clear diagrams
Videos
Extended writing question
Student research tasks
**Student workbook which accompanies the lessons
**
Content covered includes:
Structure of neurones
Transmission across the synapse
Inhibitory and excitatory neurotransmitters
Artifical agonist and antagonist
Effects of dopamine on behaviour
Effects of serotonin on behaviour with key case studies
Effects of acetylcholine on behaviour and key case studies
TOK activity
Essay writing task
Summary/Evaluation task
This resource is perfect for teaching meiosis and mitosis to a year 10/11 class studying GCSE or iGCSe biology. The lesson contains:
Starter tasks
Recap tasks
All key information for explaining mitosis and meiosis
Differeneces between the two forms of cell division.
This resource is perfect for a Year 9/10 class studying GCSE Stem cells. The lesson contains a starter tasks, recap on prior knowledge, student tasks with answers, exam style questions and research tasks. The following content is covered:
Engaging starter with videos
Student research tasks
Notes on the different types of stem cells
Therapeutic cloning
Use of stem cells to cure blindness
Ethics of stem cells
Stem cells in plants
Exam style questions
Plenary tasks