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I've been teaching A-level biology for years and have spent several hours developing resources to the highest possible standard. They are designed to maximise class time - spending less time on learning facts, with a focus on application and the processing of information.

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I've been teaching A-level biology for years and have spent several hours developing resources to the highest possible standard. They are designed to maximise class time - spending less time on learning facts, with a focus on application and the processing of information.
AQA A-level Biology (2016 specification). Sections 1 & 2: Folder dividers, glossary & check sheet

AQA A-level Biology (2016 specification). Sections 1 & 2: Folder dividers, glossary & check sheet

My students have suggested this has been one of the most useful resources to help with their organisation and stress levels. These folder dividers are printed (duplex) and given to our students. It is intended they are placed in the students' A4 ring-binder folder, and: 1) Help students arrange their class notes in discrete topic sections. 2) contain a topic glossary, which students complete prior to the lessons. It is recommend they use only the AQA endorsed text books, and in addition to the glossary at the back of the text book, they will need to search through some of the chapters to find some of the definitions. 3) contain an unlabelled image (relevant to the topic) and a passage of text with some key terms omitted, which students need to complete using the images (included in this purchase) and the passage of text using the AQA 2016 specification. 4) contain a revision check sheet with each strand of the specification for use during revision - this helps to ensure students are not missing out any strands of the specification in their revision and can help them approach their revision in a structured and methodical manner.
andrew.m.oldfield
AQA A-level Biology (2016 specification). Sections 5 & 6: Folder dividers, glossary & check sheet

AQA A-level Biology (2016 specification). Sections 5 & 6: Folder dividers, glossary & check sheet

My students have suggested this has been one of the most useful resources to help with their organisation and stress levels. These folder dividers are printed (duplex) and given to our students. It is intended they are placed in the students' A4 ring-binder folder, and: 1) Help students arrange their class notes in discrete topic sections. 2) contain a topic glossary, which students complete prior to the lessons. It is recommend they use only the AQA endorsed text books, and in addition to the glossary at the back of the text book, they will need to search through some of the chapters to find some of the definitions. 3) contain an un-labelled image (relevant to the topic) and a passage of text with some key terms omitted, which students need to complete using the images (included in this purchase) and the passage of text using the AQA 2016 specification. 4) contain a revision check sheet with each strand of the specification for use during revision - this helps to ensure students are not missing out any strands of the specification in their revision and can help them approach their revision in a structured and methodical manner.
andrew.m.oldfield
AQA AS & A-level Biology (2016 specification). Section 1 Topic 1: Biological molecules (SAMPLE)

AQA AS & A-level Biology (2016 specification). Section 1 Topic 1: Biological molecules (SAMPLE)

This is a sample of the style of resources available for the whole of the AS & A-level (AQA) Biology courses, which will be soon be available (over the next few months). The class notes help to maintain student focus as the class completes sections of the booklet during the topic, using the PowerPoint's. Some of the work in the class notes can be set for homework. In my experience, using a booklet helps enormously with student organisation as the resource is in one place, so it easier to file and more difficult to lose. It also helps in that less time is spent at the printer and you do not need to hand out bits of paper at the start of every lesson. This might seem quite 'narrow', but it is a highly efficient approach to teaching A-level Biology. It also helps for when students are absent as they have the class notes and can complete most of them using the PowerPoints and text books. This approach to also ensures students' are provided a decent set of revision notes that contain the necessary information for examination success and helps to maximise lesson time, thereby allowing more time for activities that help develop the skills needed for students' to: -- 'Apply knowledge and understanding of scientific ideas, processes, techniques and procedures', -- 'Analyse, interpret and evaluate scientific information, ideas and evidence'. The PowerPoints are designed to complement the class notes, and contain animations and activities. It is NOT intended that the students simply copy down everything that is on the PowerPoint! The full bundle of Biological Molecules contains pre-work, seven PowerPoints, two sets of class notes (fully editable), marking guidelines and a topic overview check sheet. In most of the bundles available, all of the above and more is included. It is also worth viewing the 'Folder Dividers', as my students have found these particularly useful. These materials have been carefully developed over the past 6 years and were trialed and refined last year when teaching the new specification for the first time - they played a central role in enabling my classes (sizes of 20+) to achieve ALPS scores of 2.
andrew.m.oldfield
AQA A-level Biology (2016 specification). Section 5 Topic 14: Respiration

AQA A-level Biology (2016 specification). Section 5 Topic 14: Respiration

This bundle contains pre-work, PowerPoints, bespoke class notes, additional resources and a marks scheme for the Year 2 Biology topic of Respiration (AQA). The class notes, PowerPoints and all other resources are fully editable to suit your style of teaching. They make reference to, and may require students’ to access both the Toole & Toole and AQA A Level Biology Student Book 2 (Lowrie & Smith) for independent study. The pre-work contains links to websites and videos, but also requires students’ to complete a topic glossary and label an image in the the folder dividers - a multi-purpose resource available on TES (not included in this bundle). The pre-work should be completed prior to the lessons because students’ are then tested on their understanding of the material in the pre-work as the topic is taught. The PowerPoints and bespoke class notes are designed to maximise lesson time so students’ can quickly grasp factual content before moving on to the application of their knowledge through problem solving activities that demand processing of information (contained in the class notes). The PowerPoints are animated and contain as little text as possible, so the necessary factual information is more obvious to the learner. The PowerPoints provide ample opportunity to test the students’ recall and understanding of the pre-work. The ‘Topic overview’ sheet is the relevant section of the specification, re-written as a check list. Students’ can write up their notes after the topic has been taught in a format they feel most comfortable with (i.e. flashcards, posters, A4 notes). I instruct my students’ to handwrite their topic overview, unless they have access arrangements in examinations. An exemplar student topic overview is included in the Biological molecule bundle. If upon purchasing these resources, you need any support, I'll do my utmost to help.
andrew.m.oldfield
AS / A-level Biology Moodle quiz - 2. Biological molecules & enzymes

AS / A-level Biology Moodle quiz - 2. Biological molecules & enzymes

Please vie the resource titled 'AS / A-level Biology Moodle quiz - 1. Biological molecules (sample)' contains general information about the quizzes and a sample quiz, so you can check compatibility, quality, etc. This quiz contains 23 questions and a maximum mark of 39. Some of the questions are from the Biological Molecules quiz to help develop a little synopticity, but there are of course a number of new questions. Upon downloading, you will need to amend the file extension from .doc to .mbz before restoring to your Moodle platform.
andrew.m.oldfield
AS / A-level Biology Moodle quiz - 1. Biological molecules

AS / A-level Biology Moodle quiz - 1. Biological molecules

Please vie the resource titled 'AS / A-level Biology Moodle quiz - 1. Biological molecules (sample)' before downloading and attempting to use with your Moodle platform. This contains detailed information about the quizzes and a sample, so you can check compatibility, quality, etc. Upon downloading, you will need to amend the file extension from .doc to .mbz before restoring to your Moodle platform.
andrew.m.oldfield
AS / A-level Biology Moodle quiz - 3. Biological molecules, enzymes & nucleic acids

AS / A-level Biology Moodle quiz - 3. Biological molecules, enzymes & nucleic acids

Please vie the resource titled 'AS / A-level Biology Moodle quiz - 1. Biological molecules (sample)' contains general information about the quizzes and a sample quiz, so you can check compatibility, quality, etc. This quiz contains 49 questions and a maximum mark of 70. Some of the questions are from previous quizzes to help develop the 'big picture' of biology, but there are of course a number of new questions. Upon downloading, you will need to amend the file extension from .doc to .mbz before restoring to your Moodle platform.
andrew.m.oldfield
Control of the oestrous cycle & feedback in females

Control of the oestrous cycle & feedback in females

PowerPoint and activity introducing 'The principles of feedback mechanisms' and ' Control of the oestrous cycle'. Students often find this especially challenging and it took me a while to come up with an effective lesson that helped students remember the interaction between the hormones involved in the control of the oestrous cycle. This resource takes about 2.5-3 hours to work through, but some of the activities can be done independently. The PPT begins introducing positive and negative feedback, with a few examples of milk let down and birth. Then, there is a card sort activity, which is supported with matching the cards with various sections on the graphs. There's a few exam questions and an application activity about 'The oestrous cycle in pigs' near the end. This resource also comes with a fully editable version of the accompanying student notes, which contains another application type activity and a selection of past examination (AQA) questions & marks scheme.
andrew.m.oldfield
AQA AS & A-level Biology (2016 specification). 25 Mark synoptic essay introduction & examples

AQA AS & A-level Biology (2016 specification). 25 Mark synoptic essay introduction & examples

For those sitting Paper 3, writing a synoptic essay, under timed exam conditions can be daunting! I have put this resource together over the past few years, but have recently updated it so it is inline with the recent guidelines about the essay and revised criteria for marking the essay. It provides the students with a bit of background, how the essay is (generally) marked and a few tips and tricks to try and help them consider how they can write a good essay. Although the price might seem initially a tad steep, it has taken hours and hours and hours to prepare, has been trialled, amended and can be spread over about 6-7 hours of teaching. Instructions below. A few lessons after working through 'The Essay' PPT/handout, I use the session 1 resources, where students review two handwritten essays marked by senior examiners. Each essay has 10-12 electric tags (containing [very] small numbers) at various points that refer to a comment from a senior examiner, displayed on the PowerPoint. Students are tasked to match the examiners comments to the electric tags, and, using the tick grid in 'The Essay' handout, award the essays a mark. In session 2 (which I usually do a week later), the students are given one of two handouts, which contain two essays that have been typed for ease of reading (the plans have been included), but also contain numbered tags that refer to a comment from a senior examiner. Every student reviews essay number 5 and then use the comments from the PowerPoint to match the examiners comments, and give the essay a mark using the marking guidelines (in 'The Essay' handout). However, the second essay is different (essay no. 1 or no. 8) and I tend to give out alternate essays to students sat next to one another. Students are then given a small slip of paper containing the first 7-9 examiners comments - the final 3-4 they have to attempt to determine what the comment might be about and use their intuition to then give the essay a mark. I then usually ask the students to talk about what was good about the essay and why they awarded it the mark they did. If you are not too pushed for time, this could obviously be taken further! The other document, 'practice essay plans' contains a 15 essay titles and space for students to practice planning. I usually set these as starters, but in my experience I would strongly recommend the students complete the plans under timed conditions. While first attempting essay plans, I offer the option for students to use 'The Essay' handout, as this contains a list of all topic areas in the specification as some might not be able to recall topic areas relevant to the essay title. After a few (5-6) attempts at planning, I tend to remove this as an option and the students plan under timed exam conditions, with a particular focus on how they will consider the sequence of paragraphs, so there are links between paragraphs, and how they might focus the essay on the title.
andrew.m.oldfield
AQA A-level Biology (2016 specification). Section 8 Topic 20 Gene expression

AQA A-level Biology (2016 specification). Section 8 Topic 20 Gene expression

Complete set of PowerPoints, bespoke student class notes, any additional resources and marks schemes for (approximately) six 1.5 hour lessons covering Year 2 topic no. 20 Gene Expression. These resources have taken several hours to develop and are offered here for a bargain, considering the amount of work that has gone into producing them. In this bundle, the class notes, PowerPoints and all other resources are fully editable to suit your style of teaching. They make reference to, and may require students to access both the Toole & Toole and AQA A Level Biology Student Book 2 (Lowrie & Smith) for some independent study. If upon purchasing these resources, you need any support, I'll do my utmost to help.
andrew.m.oldfield
AQA AS & A-level Biology (2016 specification). Section 4 Topic 8: Protein synthesis 2 Triplet code

AQA AS & A-level Biology (2016 specification). Section 4 Topic 8: Protein synthesis 2 Triplet code

PowerPoint reviewing the basics of DNA, and what is a gene. Then goes on to the triplet code and introduces the terms, degenerate, non-overlapping and universal. It then goes on to consider how we understand it is a triplet code, and not a singlet or doublet code. It also requires students to use the codon table and gets them to think about using the complement of the DNA nucleotides (in mRNA) to determine the amino acid sequence. This also has a video embedded which answers the question - what percentage of the human genome are introns? Where possible, there are links to previously taught year 1 material. The PPT contains notes with most of the answers to the questions on the PPT. This resource is designed to be used with the class notes for this topic.
andrew.m.oldfield
AQA AS & A-level Biology (2016 specification). Section 4 Topic 8: DNA, Genes & Protein synthesis

AQA AS & A-level Biology (2016 specification). Section 4 Topic 8: DNA, Genes & Protein synthesis

Complete set of PowerPoints, bespoke student class notes, any additional resources and marks schemes for (approximately) six 1.5 hour lessons covering Year topic no. 8 DNA, Genes & Protein synthesis. These resources have taken several hours to develop and are offered here for a bargain, considering the amount of work that has gone into producing and perfecting them. In this bundle, the class notes, PowerPoints and all other resources are fully editable to suit your style of teaching. They make reference to, and may require students to access both the Toole & Toole and AQA A Level Biology Student Book (Lowrie & Smith) for some independent study. If upon purchasing these resources, you need any support, I'll do my utmost to help.
andrew.m.oldfield
AQA AS & A-level Biology (2016 specification). Section 4 Topic 9: Genetic diversity

AQA AS & A-level Biology (2016 specification). Section 4 Topic 9: Genetic diversity

Complete set of PowerPoints, bespoke student class notes, any additional resources and marks schemes for (approximately) four 1.5 hour lessons covering Year 1 topic no. 9 genetic diversity. These resources have taken several hours to develop and are offered here for a bargain, considering the amount of work that has gone into producing and perfecting them. In this bundle, the class notes, PowerPoints and all other resources are fully editable to suit your style of teaching. They make reference to, and may require students to access both the Toole & Toole and AQA AS Level Biology Student Book (Lowrie & Smith) for some independent study. If upon purchasing these resources, you need any support, I'll do my utmost to help.
andrew.m.oldfield
AQA AS & A-level Biology (2016 specification). Section 4 Topic 9: Genetic diversity 2 Meiosis

AQA AS & A-level Biology (2016 specification). Section 4 Topic 9: Genetic diversity 2 Meiosis

A lot of work has gone into this, hence the price! PowerPoint detailing meiosis along with a few card sort activities. Although students do not need to know the stages of meiosis, I use this an an opportunity to recap mitosis and to think about the differences between mitosis and meiosis, and the differences between meiosis 1 and meiosis 2. I have the cards printed on different colours, corresponding to those on the PPT background for meiosis 1 & 2. Crssing over and independent segregation are also detailed with animations and non-disjunction is also considered. There's 10 questions near the end of the PPT, which are on the worksheet for this lesson (available separately on TES), but the answers are provided here. Where possible, there are links to previously taught year 1 material (i.e. mitosis, DNA, haploid, diploid terminology, etc). The PPT contains notes with most of the answers to the questions on the PPT. This resource is designed to be used with the class notes for this topic.
andrew.m.oldfield
AQA A-level Biology (2016 specification). Section 8 Topic 20 2 Stem cells and totipotency

AQA A-level Biology (2016 specification). Section 8 Topic 20 2 Stem cells and totipotency

PowerPoint for stem cells and totipotency. Admittedly, there's nothing about cardiomyocytes (!), but the rest is quite comprehensive. There's a quick video and a few activities about stem cells in plants which can be worked through with the class. Where possible, there are links to year 1 material. The PPT contains notes with most of the answers to the questions on the PPT. This resource is designed to be used with the class notes for this topic.
andrew.m.oldfield
AQA AS & A-level Biology (2016 specification). Section 4 Topic 6: Exchange

AQA AS & A-level Biology (2016 specification). Section 4 Topic 6: Exchange

Complete set of PowerPoints, bespoke student class notes, any additional resources and marks schemes for (approximately) ten 1.5 hour lessons covering Year 1 topic no. 6, Exchange. These resources have taken several hours to develop and are offered here for a bargain, considering the amount of work that has gone into producing and perfecting them. In this bundle, the class notes, PowerPoints and all other resources are fully editable to suit your style of teaching. They make reference to, and may require students to access both the Toole & Toole and AQA AS Level Biology Student Book (Lowrie & Smith) for some independent study. If upon purchasing these resources, you need any support, I'll do my utmost to help.
andrew.m.oldfield