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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). Section 8 Topic 21 DNA technology 2 In vivo cloning
andrew.m.oldfieldandrew.m.oldfield

AQA A-level Biology (2016 specification). Section 8 Topic 21 DNA technology 2 In vivo cloning

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Detailed PowerPoint containing a starter question before insertion, transformation and the identification of the desired gene/protein are outlined. Where possible, there are links to previously taught material. The PPT contains (a few) notes with questions and answers. This resource has taken a long time to perfect (hence the price) and is designed to be used with the class notes for this topic.
AQA AS & A-level Biology (2016 specification). Section 4 Topic 9: Genetic diversity 4 Selection
andrew.m.oldfieldandrew.m.oldfield

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

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PowerPoint on selection at AS level, Includes an introduction to the work of Florey, Chain and Heatley on the development of penicillin and links this to (earlier year 1 material about) prokaryotes. There's a card sort activity, which students match up with numbers associated with images of antibiotic resistance which is used to and illustrate directional selection. Stabilising selection is exemplified by human birth weights. 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. There's also a very quick meiosis quiz included for a recap.
AQA A-level Biology (2016 specification). Section 3 Topic 6 Exchange. 3 Gas exchange in fish
andrew.m.oldfieldandrew.m.oldfield

AQA A-level Biology (2016 specification). Section 3 Topic 6 Exchange. 3 Gas exchange in fish

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PowerPoint introducing gas exchange in fish. Brief animation to explain the countercurrent mechanisms, but it's quite a short PowerPoint (hence the price) and is really designed to be used with the class notes for this topic. The PPT contains notes with most of the answers to the questions on the PPT. Also included is a model students can make of fish gills, including lamella. The idea is they draw on the direction of the blood flow and direction of water movement across the gill filament.
AQA A-level Biology (2016 specification). Section 3 Topic 6 Exchange. 6 Human Gas exchange system
andrew.m.oldfieldandrew.m.oldfield

AQA A-level Biology (2016 specification). Section 3 Topic 6 Exchange. 6 Human Gas exchange system

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Very short PowerPoint introducing gas exchange in Humans. This contains a diagram for students to identify the structures in the gas exchange system and are then posed a few questions about the gas exchange system. 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, which contains many activities associated with this lesson. Also included is a PowerPoint which can be used to test basic recall of lung structures.
AQA A-level Biology (2016 specification). Section 3 Topic 6 Exchange. 6 Mechanism of breathing
andrew.m.oldfieldandrew.m.oldfield

AQA A-level Biology (2016 specification). Section 3 Topic 6 Exchange. 6 Mechanism of breathing

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Very short PowerPoint introducing the mechanisms of breathing. Also included is a card sort activity for inspitration and expiration, before moving on to consider pulmonary ventilation. 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, which contains many activities associated with this lesson.
AQA A-level Biology (2016 specification). Section 3 Topic 6 Exchange. 1  organisms & environment
andrew.m.oldfieldandrew.m.oldfield

AQA A-level Biology (2016 specification). Section 3 Topic 6 Exchange. 1 organisms & environment

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PowerPoint introducing the concept of surface area to volume ratio in biology. Contains a few questions about what organisms exchange and why, but then includes a video about bats and surface area to volume ratio (i then ask my students a question about oxygen uptake and mass of organisms a few lessons later, and remind them of this video as a clue when they get stuck!). However, as with all my resources, this is designed to be used with the class notes for this topic, which requires students to calculate S.A.:vol ratios and plot the data on a graph, before answering a few questions. I would be cautious about purchasing this and expecting to use it to deliver a good lesson if not using the work sheet. I have however included another activity and marking guidelines for an activity on S.A.:Vol.
AQA A-level Biology (2016 specification). Section 3 Topic 6 Exchange. 2 Insects & singe celled
andrew.m.oldfieldandrew.m.oldfield

AQA A-level Biology (2016 specification). Section 3 Topic 6 Exchange. 2 Insects & singe celled

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PowerPoint introducing gas exchange in single celled organisms and insects. Contains a few videos, firstly showing some very interesting single celled organisms (to try and help stimulate student interest), but then of the abdominal pumping movements of a locust. There are a few questions that then follow about gas exchange in insects, which includes a graph about spiracle opening. Where possible, there are links to previously taught year 1 material (i.e. drawing a labelled amino acid). 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.
AQA A-level Biology (2016 specification). Section 3 Topic 6 Exchange. 4 In the leaf of a plant
andrew.m.oldfieldandrew.m.oldfield

AQA A-level Biology (2016 specification). Section 3 Topic 6 Exchange. 4 In the leaf of a plant

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Very short PowerPoint introducing gas exchange in the leaf of a plant, a topic area student's generally find quite dull! This contains a diagram for students to identify the structures in the cross section of a leaf and later on, a video introducing the stomata. They are then asked a few questions about the opening and closing of the stomatal pore. Where possible, there are links to previously taught year 1 material (i.e. osmosis). 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.
AQA A-level Biology (2016 specification). Section 3 Topic 6 Exchange. Class notes
andrew.m.oldfieldandrew.m.oldfield

AQA A-level Biology (2016 specification). Section 3 Topic 6 Exchange. Class notes

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Class notes to accompany the PowerPoints available on TES for this topic. This will save you hours and hours and hours and hours of preparation! The booklet is 54 pages long and contains gap fill paragraphs, questions, images for students to label, past exam questions and much more. Marking guidelines also included, along with a separate booklet of exam questions (and marks scheme) associated with this topic.
AQA AS & A-level Biology (2016 specification). Section 1 Topic 1: Biological molecules
andrew.m.oldfieldandrew.m.oldfield

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

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Complete set of pre-work, PowerPoints, bespoke student class notes, any additional resources and marks schemes for nine 1.5 hour lessons covering the AS / Year 1 Biology topic of Biological molecules, including enzymes (AQA). The Student notes are available to download separately, so you can view these in their entirety. 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 1 (Lowrie & Smith) for some independent study. The pre-work contains links to websites, videos and some images in the folder dividers. The pre-work also requires students to complete a topic glossary (in the folder dividers), which are also available on TES, along with accompanying images. It is important students complete the pre-work prior to the lessons because they are then tested on their understanding of the pre-work throughout the topic. The topic overview sheet is for students to write up their notes after the topic has been taught. An exemplar student topic overview is included, which I tasked my students to assess prior to them completing their first topic overview. If upon purchasing these resources, you need any support, I'll do my utmost to help. These materials have been trialed & refined last year and played a central role in enabling my classes (sizes of 20+) to achieve ALPS scores of 2.
AQA A-level Biology (2016 specification). Section 7 Topic 17:  Homeostasis
andrew.m.oldfieldandrew.m.oldfield

AQA A-level Biology (2016 specification). Section 7 Topic 17: Homeostasis

7 Resources
Complete set of PowerPoints, bespoke student class notes, any additional resources and marks schemes for (approximately) 7 1.5 hour lessons covering Year 2 topic no. 17 Homeostasis. 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.
AQA AS & A-level Biology (2016 specification). 25 Mark synoptic essay introduction & examples
andrew.m.oldfieldandrew.m.oldfield

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

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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.