This course provides teachers working with lower attaining A Level Biology students with a comprehensive toolkit to increase value added and help learners excel in the new 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, teach challenging topics new to the specification as well as ways to improve confidence and effort. During the day there will be opportunity for discussion within an inclusive atmosphere.


  • Utilise techniques to quickly identify underperforming students and implement strategies to effectively support students with the demands of the new exams
  • Embed the teaching of exam techniques to enhance the performance of lower ability students for the exams
  • How to teach challenging topics that are new to the specification
  • Embed revision strategies to encourage independent learning that improve exam performance
  • How to prepare students for questions relating to the required practical’s
  • Lessons learnt from the first set of linear exams
  • Develop strategies for revisiting and assessing prior learning throughout the course practical’s


COURSE DATES London Tuesday 13 November 2018
London Thursday 14 February 2019
  • AS/A2 Biology Teachers who wish to improve value added
  • NQTs and experienced teachers new to A level biology
  • 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: Supporting underperforming students with the demands of the new exam

  • Practical strategies to effectively support students with the demands of the new exams
  • Implementing classroom techniques to ensure that lower ability learners understand key concepts required for the new exams
  • Strategies to make links between topics, and retain skills and knowledge in the new exams

11.35 – 11.50am: Discussion: coffee break


11.50 – 12.30pm: Monitoring tools & early intervention strategies

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

12.30 – 1.15pm: Lunch and informal discussion


1.15 – 2.15pm: Embedding the teaching of exam techniques to enhance the performance of lower ability students for the 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
  • Understand how the exams are structured and marked and ways to help learners utilise this knowledge
  • Explore exam strategies and how these can help lower ability learners to increase their grades
  • Building differentiation into classroom revision activities to ensure that the more able learners are stretched while the rest of the class are supported

2.15 – 3.15pm: Lessons learnt from the first set of exams and how to deliver challenging topics new to the specification

  • Lessons learnt from the first set of linear exams – where did lower ability learners go wrong
  • Understand how best to prepare students for the assessment of the required practical’s in the examinations
  • Strategies that will allow the effective teaching and learning of the most challenging topics
  • Strategies for revision sessions; formats that allow flexibility and focus

3.15 – 3.30pm: Discussion: afternoon tea


3.30pm – 4.00pm: Raising aspirations, motivation & effort: understanding what it takes and where it leads to

  • Increased understanding of how to motivate underachieving learners
  • Explore strategies to improve confidence and maintain effort
  • 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 >