This revised course provides teachers working with lower attaining A Level Biology students with a comprehensive set of approaches to improve performance and help less able learners succeed in the linear exams. Looking at a range of strategies to boost results we will cover effective teaching and assessment techniques, monitoring and early intervention strategies, exam technique and ways to improve confidence, effort and achievement.


  • Utilise techniques to quickly identify underperforming students and implement strategies to effectively support them
  • Increased understanding of how to motivate underachieving learners and improve achievement
  • Embed teaching and learning techniques that enhance the performance of lower ability students in the linear exams
  • Gain new approaches for how to teach challenging topics
  • Utilise strategies to encourage independent learning and improve exam performance
  • Develop effective teaching and learning techniques to help lower ability learners to retain knowledge, understand concepts and tackle synoptic and data handling questions with confidence
  • Develop how to prepare your students for questions examining the required practicals
  • Address the skills required of students by the linear examinations
COURSE DATE London Wednesday 26 June 2019
  • All A-level Biology teachers
  • A specially prepared folder of 50+ pages full of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance
  • Two course restaurant lunch
  • Refreshments throughout the day
  • Guaranteed high quality venues


10.00 – 11.35am
Effective techniques that embed subject knowledge and develop skills so that lower ability learners thrive

  • Implementing classroom techniques to ensure that lower ability learners understand key concepts in A level Biology
  • Effective techniques to help lower ability learners to retain knowledge, understand difficult topics and develop skills
  • Exploring Active Learning to develop skills and retain knowledge
  • Strategies to encourage independent learning and metacognition

11.35 – 11.50am
Discussion: coffee break

11.50 – 12.30pm
Monitoring tools & early intervention strategies for Biology

  • Techniques to identify underperforming students and implement strategies to effectively support them
  • Utilise a range of monitoring tools to track performance, recognise underachievement and motivate learners
  • Explore early intervention strategies to effectively support and drive learners
  • Implementing mastery tests to identify students who haven’t grasped the fundamental concepts

12.30 – 1.30pm
Lunch and informal discussion

1.30 – 2.30pm
Exam techniques: teaching strategies to enhance exam performance and develop independent learning for linear exams

  • Embed the teaching of exam techniques to enhance the performance of lower ability students for linear exams
  • Explore Assessment for Learning strategies to help learners identify where they need to improve and how to achieve this
  • Methods to help learners utilise how A-level Biology exams are marked
  • Interpreting questions and understanding how they relate to required Biology, including longer answer questions
  • Explore exam strategies for each paper and how these can help lower ability learners to increase their grades
  • Blogs and additional resources that increase understanding with less able Biologists

2.30 – 3.05pm
Exam techniques: preparing students for the practical assessments

  • Discover innovate methods for incorporating practicals into everyday lessons, to embed synoptic understanding
  • How best to prepare students for questions assessing the required practicals

3.05 – 3.20pm
Discussion: afternoon tea

3.20pm – 4.00pm
Raising aspirations, motivation & effort: understanding what it takes and where it leads to 

  • Increased understanding of how to motivate underachieving learners in A level Biology
  • Explore strategies to improve confidence and mastery of tricky topics, including data assessment
  • How to help learners make the connections between what it takes to improve and their current input
  • How to introduce STEM careers to raise aspirations and motivate learners

Michael Brown

Michael Brown has been an examiner for 15 years and has worked in post 16 education for 23 years, initially as an A-level Biology Tutor before progressing to Head of Department and finally STEM and Quality Initiatives Manager.  He has had a positive effect on student’s aspirations and achievement; his Learner Voice results are always very positive and examination results have been consistently above benchmark for all KPI’s with excellent value added.

As a Head of Department, he completed an ‘Exceeding Expectations’ management training course and is a strong and effective leader. His Science provision was chosen as part of OFSTED’s Good practice survey: Improving Sciences in Colleges. Michael was then seconded to another campus to improve science results and turned around the department within 12 months. During this time his college also reached the finals of the National STEMNET Awards for three consecutive years.

View all courses led by Michael Brown >