AQA A-Level Biology: Paper 3 Masterclass

ABOUT THIS COURSE

This in-depth and practical course is designed for teachers delivering the AQA A-Level Biology specification who wish to strengthen their approach to teaching and assessing the Paper 3 essay. Particularly valuable for Heads of Department, the day begins with a detailed review of last year’s Paper 3 before moving on to explore effective strategies for embedding essay-focused teaching across the year. Delegates will have the opportunity to share best practice and take away proven ideas to boost student success.Throughout the day, participants will examine how the essay is marked, how to build essay skills into teaching sequences, and how to enhance classroom marking and feedback to improve outcomes. The course concludes with practical strategies to help students plan, structure, and write high-quality essays that meet AQA’s top-band criteria.

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WHO SHOULD ATTEND?

• Heads of Department
• Teachers of A-Level Biology

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BENEFITS OF ATTENDING

• Gain a clear understanding of last year’s Paper 3 performance, including what students did well, common pitfalls, and key trends
• Deepen understanding of AQA’s expectations for the essay question and what differentiates top-band responses
• Learn practical, evidence-based strategies for embedding essay teaching throughout the year
• Improve accuracy and confidence in essay marking and feedback
• Take away proven methods to help students plan, structure, and write the perfect essay

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PROGRAMME

10.00am: Paper 3 Exam Review

• Analyse key findings from last year’s Paper 3 and identify performance trends
• Explore how question types and essay themes have evolved over recent years
• Examine areas of strength and weakness in national student performance
• Discuss implications for teaching and curriculum planning going forward

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11.00am: Break

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11.20am: How the Essay is Marked

• Understand the AQA marking criteria and examiner expectations
• Explore how marks are awarded for breadth, depth, and scientific accuracy
• Review real examples of high-, mid-, and low-band essays
• Identify key features that distinguish top-level responses

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12.00pm: Marking Essays and Providing Feedback

• Develop consistency and confidence in essay marking using real scripts
• Learn practical techniques for formative and summative feedback
• Explore time-efficient approaches to essay assessment within the classroom
• Share best practice in standardisation and moderation

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12.45pm: Lunch

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1.45pm: Writing the Perfect Essay

• Teach students how to structure essays with clarity and coherence
• Support students in planning effectively and linking topics conceptually
• Explore exemplar essays and model effective introductions and conclusions
• Provide scaffolds and strategies to boost student confidence and independence

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2.45pm: Embedding the Essay into Your Scheme of Work 

• Plan how to integrate essay teaching throughout Year 12 and 13
• Build regular essay practice into assessment and homework
• Link essay preparation to synoptic teaching and retrieval practice
• Design a department-wide approach that supports all teachers and students

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3.00pm: Questions and Discussion

• Reflect on key takeaways from the day
• Share challenges and solutions with colleagues
• Explore further support and training opportunities
• Consolidate next steps for implementation

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3.30pm: Depart