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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 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

(0)
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.
AQA AS & A-level Biology (2016 specification). Section 4 Topic 9: Genetic diversity
andrew.m.oldfieldandrew.m.oldfield

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

6 Resources
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.
AQA AS & A-level Biology (2016 specification). Section 4 Topic 6: Exchange
andrew.m.oldfieldandrew.m.oldfield

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

12 Resources
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.
AQA A-level Biology (2016 specification). Section 3 Topic 6 Exchange. 10 Lipid digestion
andrew.m.oldfieldandrew.m.oldfield

AQA A-level Biology (2016 specification). Section 3 Topic 6 Exchange. 10 Lipid digestion

(0)
Short PowerPoint detailing lipid digestion and absorption, designed to completement the bespoke class notes for this topic, available separately on TES. It starts off by getting students to identify, the match up some of the new terminologies associated with this topic. They are then tasked to use the cards to identify the sequence by which lipid digestion and absorption in the epithelial cells occurs. When they get stuck, there is a diagram they can be shown which then reveals the numbers 1-6. Students can then attempt the match up the statements with the numbers, which also helps them to identify the correct sequence. The PPT then moves on to pose a few questions about lipids. It's really quite challenging content, but the feedback on this material to help student learning has been overwhelmingly positive.
AQA A-level Biology (2016 specification). Sections 5 & 6: Folder dividers, glossary & check sheet
andrew.m.oldfieldandrew.m.oldfield

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

(0)
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.