This new course provides teachers working with less able students studying A Level Biology students with a comprehensive toolkit of strategies to help learners excel in the linear exams. Looking at a range of strategies to boost results and value added we will cover effective teaching and assessment techniques, monitoring and early intervention strategies, exam technique, how to teach challenging topics new to the specification. During the day there will be opportunity for discussion within an inclusive atmosphere.


  • Gain proven ideas on how to teach challenging topics so that weaker students make continued progress
  • Utilise techniques to quickly identify underperforming students and implement strategies to effectively support students for the AQA exams
  • Develop strategies for revisiting and assessing prior learning throughout the course
  • Take away strategies and ideas developed from feedback from the AQA exams
  • Embed the teaching of exam techniques to enhance the performance of lower ability students for the linear exams
  • Embed revision strategies to encourage independent learning that improve exam performance
COURSE DATE London Thursday 28 February 2019
  • All Biology Teachers teaching AQA A level Biology
IN-SCHOOL You can also book this as an In-School Course
  • 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 AQA exams

  • Practical strategies to effectively support students, from lessons learnt from the 2018 AQA exam papers
  • Implementing classroom techniques to ensure that less able learners understand key concepts required for the exams
  • Strategies to make links between topics and continually assess prior learning
  • Explore exam strategies and how these can help less able 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
  • How to tackle the essay question with less able student

11.35 – 11.50am
Discussion: coffee break

11.50 – 12.30pm
Monitoring tools and early intervention strategies

  • Techniques and strategies to identify underperforming students
  • Utilising effectively a range of monitoring tools to track performance, to recognise underachievement and motivate learners
  • Explore early intervention strategies to effectively support and drive learners
  • Identifying and improving students who struggle to grasp concepts crucial to the AQA specification

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

  • Explore Assessment for Learning strategies to help learners identify where they need to improve and how to achieve this
  • Making sure your teaching is meeting the specific needs of the AQA specification and assessments, to help less able learners pick up marginal marks
  • Understand how the exams are structured and marked and ways to help learners utilise this knowledge – including a review of the 2018 papers and results
  • Explore exam strategies and how these can help less able learners to increase their grades
  • Ensuring effective differentiation in class activities so that the more able learners are stretched while the rest of the class are supported

2.15 – 3.15pm
Lessons learnt from summer 2018 and how to deliver challenging topics

  • Feedback on 2018 – where did less able learners go wrong
  • Understand how best to prepare students for the assessment of the 12 required practical’s in the examinations
  • Strategies that will allow the effective teaching and learning of the most challenging topics in the AQA specification
  • Strategies for revision sessions; formats that allow flexibility and focus

3.15 – 3.30pm
Discussion: afternoon tea

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

  • Gain 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 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.

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