These are what I have put together for Year 7 lessons next year. I haven’t used them yet so they will probably need tweaking! Topics include: Life processes Cell structure Variation Classification Micro-organisms Plant reproduction Human reproduction Ecology Thank you to Mrs Masters @mrsjmasters who provided me with her templates (some of the cell structure one includes parts from her booklet!) She has written an interesting article on how she uses booklets here: https://pedagoggles.wordpress.com/2019/02/08/teaching-with-booklets/ I have removed our school marking guidance and lab rules so you would need to put your school guidelines in these places. Updated to include clearer marking guidance and quizlet QR codes.

Revision clock and summary flow chart for L6th pupils studying AQA Biology.

Made this for a revision session to be delivered to Year 10. Could easily be given to Year 11 as well. Did an activity as a starter how many words can you remember from a list of random objects then explained about making a journey through your house (Dominic O’ Brien - memory champion tips) or a story with the words and then see if they could improve how many they could remember with a different set of words using this strategy.

Protein synthesis activity - needs a bit of preparation but really useful for getting pupils to understand the process. DNA nucleotides need printing on A3 then slicing up the middle and a treasury tag putting between the two strands so they can be opened. RNA nucleotides need cutting out individually. Sellotape/masking tape is needed to stick them together. tRNA molecules need to be printed and bit of sticky back velcro stuck to them and their corresponding amino acid. Film to show what it looks like when pupils make the animation. Correct the mistakes activity as well. Also a storyboard as well for pupils to complete - one fill in the gaps, one with full description. Updated February 2022 as the diagram on the handout had incorrect complementary bases on the tRNA! Also added a storyboard activity as well.

Mindmaps for pupils to fill in covering all of Edexcel iGCSE Triple Award and Double Award Biology. Based on the NEW iGCSE Specification triple and double award revision diagrams (for exams from 2019). Each slide is a separate mind map, to be printed A3 size ideally: Section 1: The nature and variety of living organisms a) Characteristics of living organisms and b) Variety of living organisms Section 2: Structures and functions in living organisms a) Levels of organisation b) Cell structure Section 2: Structures and function in living organisms c) Biological molecules Section 2: Structures and function in living organisms d) Movement of substance into and out of cells Section 2: Structures and function in living organisms e) Nutrition - Flowering plants and g) Gas exchange Section 2: Structures and function in living organisms e) Nutrition - Humans Section 2: Structures and function in living organisms e) Nutrition - Humans (2) Section 2: Structures and function in living organisms f) Respiration and g) Gas exchange in humans Section 2: Structures and function in living organisms h) Transport and Transport in flowering plants Section 2: Structures and function in living organisms h) Transport in humans Section 2: Structures and function in living organisms h) Transport in humans (2) Section 2: Structures and function in living organisms i) Excretion in flowering plants and humans Section 2: Structures and function in living organisms j) Co-ordination and response - flowering plants and humans Section 2: Structures and function in living organisms j) Co-ordination and response - humans continued Section 3a: Reproduction and 3a: flowering plants reproduction Section 3a: 3a: flowering plants reproduction (2) Section 3a: Human reproduction Section 3a: Human reproduction (2) Section 3a: Human reproduction (3) Section 3b: Inheritance Section 3b: Inheritance (2) Section 4: Ecology and the environment a) The organism in the environment and b) Feeding relationships Section 4: Ecology and the environment c) Cycles within ecosystems Section 4: Ecology and the environment d) Human influences on the environment Section 5: Uses of biological resources a) Food production Section 5: Uses of biological resources b) Selective breeding and c) Genetic modification Section 5: Uses of biological resources d) Cloning Also includes required 2 pages of practical summary sheets. PDF versions as well in case of formatting issues.

different examples of stabilising, directional and disruptive selection and the answers

I used these to help pupils make an animation of the breakdown of starch but equally could just be used as a storyboard. Enzymes storyboard explaining the breakdown of starch into maltose. Differentiated so help option 1 has blanks for the key words, then help option 2 has full sentences and then help option 3 is to watch the video which you could set up on iPad/computer.

Powerpoint with visuals of the eyepiece graticule lining up to the micrometer at 3 different objective lenses with a worksheet to match

Adapted for Chemistry - the topics we cover in Year 9 but might be applicable to other Chemistry syllabuses or could be changed. States of Matter Elements Compounds & Mixtures Sub-atomic particles Atomic and mass numbers Electron Shells Periodic Table Chemical formulae Ionic/Covalent/Metallic Bonding Gases in the air Organic Chemistry (cracking, fractional distillation, burning fuels) Rates of reaction Polymers Updated to add questions for the places and changed the places to labs instead of random place names. Updated again as I forgot to put a price for the added lab properties and also named one of the red properties incorrectly on the board! Thank you to j_leemosley for the initial template: https://www.tes.com/teaching-resource/monopoly-inspired-revision-template-11581728

Section 3.5: Energy transfers in and between organisms 3.5.1 Photosynthesis 3.5.2 Respiration 3.5.3 Energy and ecosystems 3.5.4 Nutrient cycles Section 3.6 Organisms respond to changes in their internal and external environments 3.6.1 Stimuli, both internal and external, are detected and lead to a response 3.6.1.1 Survival and response 3.6.1.2 Receptors 3.6.1.3 Control of heart rate 3.6.2 Nervous co-ordination 3.6.2.1 Nerve impulses 3.6.2.2 Synaptic transmission 3.6.3 Skeletal muscles are stimulated to contract by nerves and act as effectors 3.6.4 Homeostasis is the maintenance of a stable internal environment 3.6.4.1 Principles of homeostasis 3.6.4.2 Control of blood glucose concentration 3.6.4.3 Control of blood water potential Section 3.7: Genetics, populations, evolution and ecosystems 3.7.1 Inheritance 3.7.2 Populations 3.7.3 Evolution may lead to speciation 3.7.4 Populations in ecosystems Section 3.8 The control of gene expression 3.8.1 Alteration of the sequence of bases in DNA can alter the structure of proteins 3.8.2 Gene expression is controlled by a number of features 3.8.2.1 Most of a cell’s DNA is not translated 3.8.2.2 Regulation of transcription and translation 3.8.2.3 Gene expression and cancer 3.8.3 Using genome projects 3.8.4 Gene technologies allow the study and alteration of gene function allowing a better understanding of organism function and the design of new industrial and medical processes 3.8.4.1 Recombinant DNA technology 3.8.4.2 Differences in DNA between individuals of the same species can be exploited for identification and diagnosis of heritable conditions 3.8.4.3 Genetic fingerprinting As well as sheets on the A2 required practicals required and the techniques that they should be aware of. Similar structure to my previous AS resource https://www.tes.com/teaching-resource/aqa-biology-new-as-specification-revision-diagrams-for-topic-1-2-3-and-4-and-required-practicals-11634215 All page numbers are relating to Oxford AQA Biology 2nd Edition A Level textbook by Glenn Toole and Susan Toole 2015. Diagrams are also from this source.

Revision diagrams for all topics of the new AQA AS Biology specification: Section 3.1: Biological Molecules 3.1.1 Monomers and Polymers 3.1.2 Carbohydrates 3.1.3 Lipids 3.1.4.1 Proteins 3.1.4.2 Enzymes 3.1.5.1 Nucleic acid structure 3.1.5.2 DNA Replication 3.1.6 ATP 3.1.7 Water 3.1.8 Inorganic Ions Section 3.2: Cells 3.2.1.1 Eukaryotic cells 3.2.1.2 Prokaryotic cells and viruses 3.2.1.3 Studying cells 3.2.2 Mitosis 3.2.3 Transport across cell membranes 3.2.4 Cell recognition and the immune system Section 3.3 Organisms exchange substances with their environment 3.3.1 Surface area to volume ratio 3.3.2 Gas exchange 3.3.3 Digestion and absorption 3.3.4.1 Mass transport in animals 3.3.4.2 Mass transport in plants Section 3.4 Genetic information, variation and relationships between organisms 3.4.1 DNA, genes and chromosomes 3.4.2 DNA and protein synthesis 3.4.3 Genetic diversity - mutations and meiosis 3.4.4 Genetic diversity and adaptation – natural selection 3.4.5 Species and taxonomy 3.4.6 Biodiversity 3.4.7 Investigating biodiversity As well as sheets on the required practicals required and the techniques that they should be aware of. A2 Revision Diagrams available here: https://www.tes.com/teaching-resource/aqa-biology-new-a2-specification-revision-diagrams-for-topic-5-6-7-and-8-and-required-practicals-11634218 All page numbers are relating to Oxford AQA Biology 2nd Edition A Level textbook by Glenn Toole and Susan Toole 2015. Diagrams are also from this source.

Worksheets as an extension at GCSE or recap at A Level/ activity at A Level. Filled in boxes and blank boxes to fill in versions. Nice diagrams to summarise the process of mitosis and meiosis (Also as a PDF in case the formatting messes up when downloaded as a word document).

This is a fun revision resource for the new AQA AS Specification. The idea if that they can play in pairs or groups. They have to shuffle the cards and then play snap - so keep putting the cards face up one after another. If a pupil says snap then they have to explain what both cards have on them and make a link between the two cards. If their partner/rest of the group thinks the link is a valid link (i.e. Biuret test will be positive if a protein is present) then they get to keep both cards. The winner has the most cards at the end. The pictures summarise the following topics: Section 3.1: Biological Molecules 3.1.1 Monomers and Polymers 3.1.2 Carbohydrates 3.1.3 Lipids 3.1.4.1 Proteins 3.1.4.2 Enzymes 3.1.5.1 Nucleic acid structure 3.1.5.2 DNA Replication 3.1.6 ATP 3.1.7 Water 3.1.8 Inorganic Ions Section 3.4 Genetic information, variation and relationships between organisms 3.4.1 DNA, genes and chromosomes 3.4.2 DNA and protein synthesis 3.4.3 Genetic diversity - mutations and meiosis 3.4.4 Genetic diversity and adaptation – natural selection 3.4.5 Species and taxonomy 3.4.6 Biodiversity 3.4.7 Investigating biodiversity

These are the cards for AQA iGCSE biological molecules, digestion and enzymes, breathing and respiration, photosynthesis, environmental change to go with the connect four template (which is free to download: https://www.tes.com/teaching-resource/connect-four-template-for-revision-11251685). They need to be printed double sided so each card has a number on the back. Pupils take it in turns to put coloured counters in the frame with the aim of getting four counters in a row. Pupils compete to win connect four in pairs. Each circle corresponds to a question card. If they get the question right then they can place their counter there. If they get their question wrong then either that circle becomes unavailable (and they have to get four in a row in some other way) or the other person to the person that wants to place their counter there has to make up a question for that person to get right to enable them to put their counter in that circle.

These are the cards for AQA iGCSE Chemistry Crude oil and fuels, other products from crude oil and alcohols, carboxylic acids and esters to go with the connect four template (which is free to download: https://www.tes.com/teaching-resource/connect-four-template-for-revision-11251685). They need to be printed double sided so each card has a number on the back. Pupils take it in turns to put coloured counters in the frame with the aim of getting four counters in a row. Pupils compete to win connect four in pairs. Each circle corresponds to a question card. If they get the question right then they can place their counter there. If they get their question wrong then either that circle becomes unavailable (and they have to get four in a row in some other way) or the other person to the person that wants to place their counter there has to make up a question for that person to get right to enable them to put their counter in that circle.

These are the cards for AQA A2 Gene Technology to go with the connect four template (which is free to download: https://www.tes.com/teaching-resource/connect-four-template-for-revision-11251685). They need to be printed double sided so each card has a number on the back. Pupils take it in turns to put coloured counters in the frame with the aim of getting four counters in a row. Pupils compete to win connect four in pairs. Each circle corresponds to a question card. If they get the question right then they can place their counter there. If they get their question wrong then either that circle becomes unavailable (and they have to get four in a row in some other way) or the other person to the person that wants to place their counter there has to make up a question for that person to get right to enable them to put their counter in that circle.

Over 100 slides powerpoint covering all parts of 3.7.1 Inherited Change (and introduction to Hardy Weinberg (3.7.2) as well) complete with handouts and past paper question practice. Key terms card sort to recap AS key terms Inherited Change Key Terms (and answers) Monohybrid inheritance Qs Sickle cell anaemia handout Multiple alleles and ABO Blood group inheritance handout Sex inheritance and linkage handout Dihybrid inheritance handout and autosomal linkage handout Autosomal linkage past paper Q (and MS) Epistasis handout with past paper Q (and MS) Probability and using chi squared handout More chi squared questions 2 booklets of loads of 3.7.1 Inherited Change genetics questions - split into even and odd questions (just so one booklet can be given at the end of covering the topic and one before exam leave).

Mindmaps for pupils to fill in covering all of AQA iGCSE Triple Award Biology and answers on a different document: Cell structure Movement between cells Circulation (x2) Human impact on the environment Disease and immunity Antibiotics and drugs Biological molecules Digestion and enzymes Breathing and respiration Nervous system and homeostasis (temperature control) Adaptation and interdependence Photosynthesis Plants as organisms (x2) DNA and cell division Stem cells and cloning Genetics (x2) Genetic engineering Evolution Evolution/Classification/Fossils/Extinction Homeostasis - Water and Ion & Glucose concentration Energy Transfers Cycles and decay Practical terminology And Double Award Mindmaps with: Cell structure Movement between cells Disease and immunity Antibiotics and drugs Biological molecules Digestion and enzymes Breathing and respiration Nervous system and homeostasis (temperature control) Adaptation and interdependence Plants as organisms (x2) Photosynthesis DNA and cell division Stem cells and cloning Genetics (x2) Genetic engineering Evolution Evolution/Classification/Fossils/Extinction Energy transfers and controlling glucose concentration Energy Transfers Cycles and decay Practical terminology

CPAC display - designed to be printed on A3 paper, cut out into the different sections and then displayed. The option to have a question or statement about what is required for each CPAC statement as well as some guidance about some of the CPACs e.g. variables/ results tables. Or alternatively can be made into a flip book to have around the lab whilst carrying out practical work. Also an A3 display with all of the question command words

The card sorts can be cut out by pupils and stuck onto A3 paper or you can use it as a laminated reusable card sort. I have also included a picture of what the final versions look like. If they require a bit more help the C and N cycle blank sheets can be used and the cards arranged into the gaps on there or they can be used further down the line to get them to fill them in for revision. There is also a worksheet summarising decay - saprobionts and detritivores along with the answers.