These student worksheets provides support for the core practical on osmosis in potato strips. In the osmosis practical, students collect results for one potato strip in each solution but I would recommend collating results and allowing students to calculate the mean values if they have time. Students perform the experiment and record their results in table and graph provided. They need to calculate the percentage change in mass. Students write a conclusion to explain what their results show. Students use graph to estimate the salt concentration inside the cells.

In this practical, students will investigate the effect of light intensity on the rate of photosynthesis in pondweed or another suitable aquatic plant. The oxygen is collected and measured to allow a calculation of the rate of photosynthesis. Light intensity is varied by moving a lamp closer to the plant. The worksheet contains equipment, method, table of results, graph and focused questions. This activity is designed to promote independent learning, allowing teacher to circulate room and support students who need guidance.

A PDF worksheet focusing on the A level Biology content for photosynthesis. The worksheet features the chloroplast to label and describe the role of the structures; the pigments found in chlorophyll; the absorption spectrum; Engelmann´s experiment regarding the action spectrum. Useful for class notes or as a formative assessment. Markscheme included.

A pdf worksheet highlighting the different routes taken by carbon dioxide in the blood (dissolved in plasma or carried in red blood cells). Useful as an independent learning task. There are also focused questions to ensure students understand the process. An answer sheet is included.

Today´s research shows that retrieval of memory produces a better long-term retention of material than simple restudy of material (rereading notes or highlighting information). For this reason, I have been using it in my classroom to help my students perform better in examinations (I teach A level and GCSE classes). Retrieval practice helps my students recall information they have learned, but more importantly, it highlights material that they have not learned well or have not understood. Retrieval practice is easy to implement in the classroom, and it can be presented in many forms from a simple question and answer session, a quiz or a brain dump. I have spent the last two years working on different resources so students are not bored with the activity. It also sets a bit more of a challenge. When using these resources, I frequently use them as again a month or two after completing a topic as this spacing ensures material is not being “forgotten”. My students see the benefit of this, especially as we have exams in January and May so it keeps the content fresh. Resources in this pack: Cops vs Robber - one of my favourites. Students write down what they remember about a topic (brain dump) in the cops section. They can then write down facts stolen from a neighbour in the robber section. This activity is great for weaker students who cannot remember a lot of facts but also helps highlight what they need to now focus on. Wordsearch - students search for words related to the topic they have studied. The number of words is given but not the word itself. Once students find the word, they must define it.

An assessment task which combines students knowledge of material studied over the two year course. Protein synthesis Protein Modification Hormones and their function Transcription factors This activity is suitable for an assessment; build up class notes; retrieval practice and revision. Combining topics gives students access to the “bigger picture” and has been shown to be effective in helping students make links with exam questions.

The aim of this investigation is to determine the optimum pH on the rate of digestion of starch by amylase. Students will be provided with different pH solutions (pH4 - 7) to determine which is the optimum pH. The worksheet includes the complete set of instructions for the experiment and the equipment. Students collect their results, plot a line graph and draw a conclusion. There are prompt questions to ensure they analyze their results.

Today´s research shows that retrieval of memory produces a better long-term retention of material than simple restudy of material (rereading notes or highlighting information). For this reason, I have been using it in my classroom to help my students perform better in examinations (I teach A level and GCSE classes). Retrieval practice helps my students recall information they have learned, but more importantly, it highlights material that they have not learned well or have not understood. Retrieval practice is easy to implement in the classroom, and it can be presented in many forms from a simple question and answer session, a quiz or a brain dump. I have spent the last two years working on different resources so students are not bored with the activity. It also sets a bit more of a challenge. When using these resources, I frequently use them as again a month or two after completing a topic as this spacing ensures material is not being “forgotten”. My students see the benefit of this, especially as we have exams in January and May so it keeps the content fresh. Resources in this pack: Links activity - students must find a connection between the two words in a grid. This isn´t always easy to do and it helps students really think about the topic they are studying. The Big Picture - an activity for the end of a unit (great revision before a test). Students are given an image which links to what they have studied with some keywords. They must explain the image using their knowledge. Total recall - is similar to a brain dump but the page is divided into sections with keywords to focus students knowledge recall.

Today´s research shows that retrieval of memory produces a better long-term retention of material than simple restudy of material (rereading notes or highlighting information). For this reason, I have been using it in my classroom to help my students perform better in examinations (I teach A level and GCSE classes). Retrieval practice helps my students recall information they have learned, but more importantly, it highlights material that they have not learned well or have not understood. Retrieval practice is easy to implement in the classroom, and it can be presented in many forms from a simple question and answer session, a quiz or a brain dump. I have spent the last two years working on different resources so students are not bored with the activity. It also sets a bit more of a challenge. When using these resources, I frequently use them as again a month or two after completing a topic as this spacing ensures material is not being “forgotten”. My students see the benefit of this, especially as we have exams in January and May so it keeps the content fresh. Resources in this pack: Links activity - students must find a connection between the two words in a grid. This isn´t always easy to do and it helps students really think about the topic they are studying. The Big Picture - an activity for the end of a unit (great revision before a test). Students are given an image which links to what they have studied with some keywords. They must explain the image using their knowledge. Total recall - is similar to a brain dump but the page is divided into sections with keywords to focus students knowledge recall.

Today´s research shows that retrieval of memory produces a better long-term retention of material than simple restudy of material (rereading notes or highlighting information). For this reason, I have been using it in my classroom to help my students perform better in examinations (I teach A level and GCSE classes). Retrieval practice helps my students recall information they have learned, but more importantly, it highlights material that they have not learned well or have not understood. Retrieval practice is easy to implement in the classroom, and it can be presented in many forms from a simple question and answer session, a quiz or a brain dump. I have spent the last two years working on different resources so students are not bored with the activity. It also sets a bit more of a challenge. When using these resources, I frequently use them as again a month or two after completing a topic as this spacing ensures material is not being “forgotten”. My students see the benefit of this, especially as we have exams in January and May so it keeps the content fresh. Resources in this pack: Links activity - students must find a connection between the two words in a grid. This isn´t always easy to do and it helps students really think about the topic they are studying. Graffiti wall - similar to the links activity. Students draw a line between 2 words. On the line, they explain the link. Total recall - is similar to a brain dump but the page is divided into sections with keywords to focus students knowledge recall.

The ONLINE Jack the Ripper Escape Room focuses on enzymes. It matches the IGCSE Edexcel specification but can be used with any specification focusing on the following specification points: understand the role of enzymes as biological catalysts in metabolic reactions understand how temperature changes can affect enzyme function, including changes to the shape of active site practical: investigate how enzyme activity can be affected by changes in temperature understand how enzyme function can be affected by changes in pH altering the active Digital Escape rooms are an interactive activity which promote both individual learning and peer collaboration through problem solving. Each escape room has a range of activities to challenge the students whilst also covering the specification. The escape room focuses on the IGCSE specification. This means they are an excellent resource to use a revision tool. All the activities are online, eliminating the need for printing materials. Students will be given a link to access the digital escape room. There is a timer included in the challenge but can be ignored as it has no effect on the outcome. You do not need to provide an email address or have a google account to access the material. Escape rooms can be completed on laptops, tablets and mobile phones so they can be set as homework or used in cover lessons. Students enjoy working through the challenges with a partner but they can be completed alone. Students will need to look closely at the images on the link. Once clicked, the image links to a clue or activity which needs to be completed in the lock form. The lock form aids the student by providing direction as to which images to click. Answers should be written in lowercase letters and no spaces between the numbers. There is a teacher answer sheet provided if you need to guide students.

The ONLINE Among Us Escape Room focuses on cells and magnification. It matches the IGCSE Edexcel specification but can be used with any specification focusing on the following specification points: Describe cell structures, including the nucleus, cytoplasm, cell membrane, cell wall, mitochondria, chloroplasts, ribosomes and vacuole Describe the functions of the nucleus, cytoplasm, cell membrane, cell wall, mitochondria, chloroplasts, ribosomes and vacuole Know the similarities and differences in the structure of plant and animal cells Digital Escape rooms are an interactive activity which promote both individual learning and peer collaboration through problem solving. Each escape room has a range of activities to challenge the students whilst also covering the specification. The escape room focuses on the IGCSE specification. This means they are an excellent resource to use a revision tool. All the activities are online, eliminating the need for printing materials. Students will be given a link to access the digital escape room. There is a timer included in the challenge but can be ignored as it has no effect on the outcome. You do not need to provide an email address or have a google account to access the material. Escape rooms can be completed on laptops, tablets and mobile phones so they can be set as homework or used in cover lessons. Students enjoy working through the challenges with a partner but they can be completed alone. Students will need to look closely at the images on the link. Once clicked, the image links to a clue or activity which needs to be completed in the lock form. The lock form aids the student by providing direction as to which images to click. Answers should be written in capital letter and no spaces between the numbers. There is a teacher answer sheet provided if you need to guide students.

The ONLINE Labyrinth Escape Room focuses on plant transport and gas exchange. It matches the IGCSE Edexcel specification but can be used with any specification focusing on the following specification points: understand gas exchange (of carbon dioxide and oxygen) in relation to respiration and photosynthesis understand how the structure of the leaf is adapted for gas exchange describe the role of stomata in gas exchange and transpiration understand how respiration continues during the day and night, but that the net exchange of carbon dioxide and oxygen depends on the intensity of light practical: investigate the effect of light on net gas exchange from a leaf, using hydrogen-carbonate indicator understand that transpiration is the evaporation of water from the surface of a plant understand how the rate of transpiration is affected by changes in humidity, wind speed, temperature and light intensity practical: investigate the role of environmental factors in determining the rate of transpiration from a leafy shoot Digital Escape rooms are an interactive activity which promote both individual learning and peer collaboration through problem solving. Each escape room has a range of activities to challenge the students whilst also covering the specification. The escape room focuses on the IGCSE specification. This means they are an excellent resource to use a revision tool. All the activities are online, eliminating the need for printing materials. Students will be given a link to access the digital escape room. There is a timer included in the challenge but can be ignored as it has no effect on the outcome. You do not need to provide an email address or have a google account to access the material. Escape rooms can be completed on laptops, tablets and mobile phones so they can be set as homework or used in cover lessons. Students enjoy working through the challenges with a partner but they can be completed alone. Students will need to look closely at the images on the link. Once clicked, the image links to a clue or activity which needs to be completed in the lock form. The lock form aids the student by providing direction as to which images to click. Answers should be written in lowercase letters and no spaces between the numbers. There is a teacher answer sheet provided if you need to guide students.

A pack of 7 worksheets to work through during tutor time to welcome students back to school. There is a mix of activities to allow integration with other students and a personal reflection of targets. Reach for the stars. A target-setting activity for students at the beginning of the school year. I try and get students to make at least one academic target e.g. increase my grade in maths. This is a great way to get to know a little about students’ interests e.g. score a goal for my football team this year; obtain a yellow belt in karate. Students need to reflect on how they will achieve this goal and set targets. Pat on the back A nice way to get students to feel valued in their tutor group. Students stick a hand on their back and as they walk around the room, students write something positive about the student e.g Lisa is always polite to me. Find someone who … This is an activity where students wander the room to find someone who has completed one of the tasks during their summer holiday e.g. reading a book. It generates conversation amongst the group regarding what they have done over the holiday. Make a meme A series of images where students can think of something funny to write underneath. Make sure you set ground rules about what is acceptable! My students love this activity and sharing their comments.

The ONLINE Scooby Doo escape room focuses on coordination and response. It matches the IGCSE Edexcel specification but can be used with any specification focusing on the following specification points: describe how nervous and hormonal communication control responses and understand the differences between the two systems understand that the central nervous system consists of the brain and spinal cord and is linked to sense organs by nerves understand that stimulation of receptors in the sense organs sends electrical impulses along nerves into and out of the central nervous system, resulting in rapid responses understand the role of neurotransmitters at synapses describe the structure and functioning of a simple reflex arc illustrated by the withdrawal of a finger from a hot object describe the structure and function of the eye as a receptor understand the function of the eye in focusing on near and distant objects, and in responding to changes in light intensity and near/far objects understand the sources, roles and effects of the following hormones: adrenaline, insulin, testosterone, progesterone and oestrogen Digital Escape rooms are an interactive activity which promote both individual learning and peer collaboration through problem solving. Each escape room has a range of activities to challenge the students whilst also covering the specification. The escape room focuses on the IGCSE specification. This means they are an excellent resource to use a revision tool. All the activities are online, eliminating the need for printing materials. Students will be given a link to access the digital escape room. There is a timer included in the challenge but can be ignored as it has no effect on the outcome. You do not need to provide an email address or have a google account to access the material. Escape rooms can be completed on laptops, tablets and mobile phones so they can be set as homework or used in cover lessons. Students enjoy working through the challenges with a partner but they can be completed alone. Students will need to look closely at the images on the link. Once clicked, the image links to a clue or activity which needs to be completed in the lock form. The lock form aids the student by providing direction as to which images to click. Answers should be written in lowercase and no spaces between the numbers. There is a teacher answer sheet provided if you need to guide students.

Today´s research shows that retrieval of memory produces a better long-term retention of material than simple restudy of material (rereading notes or highlighting information). For this reason, I have been using it in my classroom to help my students perform better in examinations (I teach A level and GCSE classes). Retrieval practice helps my students recall information they have learned, but more importantly, it highlights material that they have not learned well or have not understood. Retrieval practice is easy to implement in the classroom, and it can be presented in many forms from a simple question and answer session, a quiz or a brain dump. I have spent the last two years working on different resources so students are not bored with the activity. It also sets a bit more of a challenge. When using these resources, I frequently use them as again a month or two after completing a topic as this spacing ensures material is not being “forgotten”. My students see the benefit of this, especially as we have exams in January and May so it keeps the content fresh. Resources in this pack: Links activity - students must find a connection between the two words in a grid. This isn´t always easy to do and it helps students really think about the topic they are studying. Graffiti wall - similar to the links activity. Students draw a line between 2 words. On the line, they explain the link. Cops vs Robber - one of my favourites. Students write down what they remember about a topic (brain dump) in the cops section. They can then write down facts stolen from a neighbour in the robber section. This activity is great for weaker students who cannot remember a lot of facts but also helps highlight what they need to now focus on. The Big Picture - an activity for the end of a unit (great revision before a test). Students are given an image which links to what they have studied with some keywords. They must explain the image using their knowledge.

The ONLINE Among Us escape room focuses on the Characteristics of Living Things. It matches the IGCSE Edexcel specification but can be used with any specification focusing on the following specification points: understand how living organisms share the following characteristics: • they require nutrition • they respire • they excrete their waste • they respond to their surroundings • they move • they control their internal conditions • they reproduce • they grow and develop Digital Escape rooms are an interactive activity which promote both individual learning and peer collaboration through problem solving. Each escape room has a range of activities to challenge the students whilst also covering the specification. The escape room focuses on the IGCSE specification. This means they are an excellent resource to use a revision tool. All the activities are online, eliminating the need for printing materials. Students will be given a link to access the digital escape room. There is a timer included in the challenge but can be ignored as it has no effect on the outcome. You do not need to provide an email address or have a google account to access the material. Escape rooms can be completed on laptops, tablets and mobile phones so they can be set as homework or used in cover lessons. Students enjoy working through the challenges with a partner but they can be completed alone. Students will need to look closely at the images on the link. Once clicked, the image links to a clue or activity which needs to be completed in the lock form. The lock form aids the student by providing direction as to which images to click. Answers should be written in CAPITAL letters and no spaces between the numbers. There is a teacher answer sheet provided if you need to guide students.

The ONLINE Murder Mystery Escape Room focuses on human excretion and the kidney. It matches the IGCSE Edexcel specification but can be used with any specification focusing on the following specification points: understand how the kidney carries out its roles of excretion and osmoregulation describe the structure of the urinary system, including the kidneys, ureters, bladder and urethra describe the structure of a nephron, including the Bowman’s capsule and glomerulus, convoluted tubules, loop of Henle and collecting duct describe ultrafiltration in the Bowman’s capsule and the composition of the glomerular filtrate understand how water is reabsorbed into the blood from the collecting duct understand why selective reabsorption of glucose occurs at the proximal convoluted tubule describe the role of ADH in regulating the water content of the blood understand that urine contains water, urea and ions Digital Escape rooms are an interactive activity which promote both individual learning and peer collaboration through problem solving. Each escape room has a range of activities to challenge the students whilst also covering the specification. The escape room focuses on the IGCSE specification. This means they are an excellent resource to use a revision tool. All the activities are online, eliminating the need for printing materials. Students will be given a link to access the digital escape room. There is a timer included in the challenge but can be ignored as it has no effect on the outcome. You do not need to provide an email address or have a google account to access the material. Escape rooms can be completed on laptops, tablets and mobile phones so they can be set as homework or used in cover lessons. Students enjoy working through the challenges with a partner but they can be completed alone. Students will need to look closely at the images on the link. Once clicked, the image links to a clue or activity which needs to be completed in the lock form. The lock form aids the student by providing direction as to which images to click. Answers should be written in lowercase letters and no spaces between the numbers. There is a teacher answer sheet provided if you need to guide students.

The ONLINE Scooby Doo escape room focuses on coordination and response. It matches the IGCSE Edexcel specification but can be used with any specification focusing on the following specification points: Identify the chemical elements present in carbohydrates, proteins and lipids (fats and oils) describe the structure of carbohydrates, proteins and lipids as large molecules made up from smaller basic units: starch and glycogen from simple sugars, protein from amino acids, and lipid from fatty acids and glycerol practical: investigate food samples for the presence of glucose, starch, protein and fat Digital Escape rooms are an interactive activity which promote both individual learning and peer collaboration through problem solving. Each escape room has a range of activities to challenge the students whilst also covering the specification. The escape room focuses on the IGCSE specification. This means they are an excellent resource to use a revision tool. All the activities are online, eliminating the need for printing materials. Students will be given a link to access the digital escape room. There is a timer included in the challenge but can be ignored as it has no effect on the outcome. You do not need to provide an email address or have a google account to access the material. Escape rooms can be completed on laptops, tablets and mobile phones so they can be set as homework or used in cover lessons. Students enjoy working through the challenges with a partner but they can be completed alone. Students will need to look closely at the images on the link. Once clicked, the image links to a clue or activity which needs to be completed in the lock form. The lock form aids the student by providing direction as to which images to click. Answers should be written in CAPITAL LETTERS and no spaces between the numbers. There is a teacher answer sheet provided if you need to guide students.

Today´s research shows that retrieval of memory produces a better long-term retention of material than simple restudy of material (rereading notes or highlighting information). For this reason, I have been using it in my classroom to help my students perform better in examinations (I teach A level and GCSE classes). Retrieval practice helps my students recall information they have learned, but more importantly, it highlights material that they have not learned well or have not understood. Retrieval practice is easy to implement in the classroom, and it can be presented in many forms from a simple question and answer session, a quiz or a brain dump. I have spent the last two years working on different resources so students are not bored with the activity. It also sets a bit more of a challenge. When using these resources, I frequently use them as again a month or two after completing a topic as this spacing ensures material is not being “forgotten”. My students see the benefit of this, especially as we have exams in January and May so it keeps the content fresh. Resources in this pack: Links activity - students must find a connection between the two words in a grid. This isn´t always easy to do and it helps students really think about the topic they are studying. The Big Picture - an activity for the end of a unit (great revision before a test). Students are given an image which links to what they have studied with some keywords. They must explain the image using their knowledge. Total recall - is similar to a brain dump but the page is divided into sections with keywords to focus students knowledge recall. *Wordwall- students search for words related to the topic they have studied. The number of words is given but not the word itself. Once students find the word, they must define it.