Whether you’re revising for GCSE or A-levels or preparing for university or college exams, making a revision timetable or a revision plan is an important step to learning anything. Complementing our post on how to revise, here we’re exploring what you need to make a revision timetable, and how to structure your revision sessions.
We find that revision is most effective as part of your weekly routine alongside your learning. In contrast to “cramming” in the days or weeks before exams, (which rarely works and often increases stress) regular revision helps to build confidence.
The Synoptic essay questions on paper 3 of the AQA A-level biology course carry 25 marks, so doing well can make a big difference to your overall grade. The essay encourages you to think across different topics (some call this “synoptic” or “holistic” thinking). This is also valuable for other areas of the exams, particularly the application questions.
Here are a few tips for tackling your A-level biology essay: (As an example, let’s use the title “The importance of movement in cells and tissues”)
Think broadly…
Essay titles are deliberately vague to give you the chance to show your knowledge in a variety of topics. To help you to choose what’s most relevant, look out for subjective words like “movement” and “cells”. Think of the possible alternatives. “Cells”, for example, hints that you could discuss plants, animals, single-celled organisms etc. in your essay. “Movement” could mean short distances (across a membrane) or much further (circulation or mass flow) or even the whole tissue moving (phototropism). Continue reading “How to answer A-level Biology essay questions”
The wording of A-level biology describe and explain questions is important. Often when people lose marks in exams, it’s not due to being completely wrong, but slightly wrong – the answer might make perfect sense, but miss the point of the question. Very frustrating!
“Describe” questions want to know what is happening in front of you – perhaps in a graph, a scientific diagram or a picture. You need to describe what you can see!
A typical A-level Biology graph. Describe – What can you see? Explain – Why does it look like this?
Imagine the examiner doesn’t know any biology and can’t see the paper – your job is to tell them what’s going on. What is the line in the graph doing? What is the plant in the picture above doing in response to sunlight?
The line may show a relationship between two variables – look for their names on the axes of a graph. Can you see a correlation between temperature and enzyme activity? Or, for the plant picture, the bend of a plant and the light levels around it?
Steer clear of using “it” in your descriptions – use scientific names instead. “The gradient of the line is…” or “the line representing enzyme activity flattens after…”
Keep an eye on the number of marks the question is worth – these will tell you how many details you need to mention.
Answering A level biology explain questions
Explain questions want to know why something is happening. You may still have a graph in front of you, but why does it look like that?
Focus on scientific explanation – what is going on “behind the scenes”? If the graph is of enzyme activity, we might talk about how the enzyme meets the substrate and the effect of temperature on how often this happens – explaining why the graph points upwards.
Use clear language here, too. Instead of “it” use the correct names for whatever you are writing about. Clear language doesn’t have to involve lots of scientific words. The idea is that your points logically follow each other. This happens, then this happens… so in the graph this happens.
Use the word “because” in your answer – it’s a good way to focus yourself on the explanation rather than the description.
Answering A level biology describe and explain questions
Some exam questions ask you to both “describe and explain”. Here you can be methodical – look at the number of marks for the question and divide it in half. This is the number of points you need to mention, including a description and explanation for each.
Remember for each pair of marks – first describe “What does this look like?” then explain “Why does it look like that?”
Answering A level biology Suggest questions
Some questions may ask you to “suggest an explanation” for a graph or an event in the text. This is slightly different to an “explain” question as it gives you a little more freedom.
There may be multiple reasons why something behaves as it does, or why a line flattens on a graph. Your job here is to pick a theory than makes sense, then argue how and why it explains what’s going on. The mark scheme will likely have lots of flexibility to allow for whichever explanation you choose.
If you have any questions about the difference between suggest, describe and explain questions just get in touch.
Good luck!
You can find an expanded version this guide, with added bits including model answers to real describe and explain exam questions, in our shiny eBook “How to answer A-level Biology exam questions“. A purchase from our shop gives you a month’s free subscription to “ask an expert” – very useful for some exam practice 🙂
If you’d like to work through some A-level biology describe and explain questions, from exam boards like AQA, please get in touch with me at Woolton Tutors, and we can set up some online A-level biology tutoring sessions. AQA students might be interested in my weekly A-level biology masterclass sessions for practice on exam technique.
Best wishes,
John
Dr John Ankers
Specialist online A-level biology tutor and academic wellbeing coach
A lot of our tutees ask how to answer A-level biology application questions. Application questions (AKA “applied knowledge” questions or assessment objective 2, AO2 questions) challenge you to apply your knowledge in an unfamiliar setting. Essentially, they are biological puzzles, and you have all the information you need to solve them – the real challenge is working out how and where to start.
Here are a few tips to guide you through:
Ask yourself – what topic is this?
Look for key words and phrases that give you clues to which topic area (or areas) the question relates to. There may be a lot of information in the opening part of the question here that you’ve not seen before – that’s ok! It’s designed that way. If there’s a strangely named chemical described as an enzyme, everything you know about enzymes and proteins might be useful. Do we have an unfamiliar gene? Great – now everything you know about transcription, translation, epigenetics and even genetic engineering could be relevant.
It’s best to start with a clear idea of the context of the question.
One of the most popular requests from online A-level Biology students is “How do I answer A-level biology evaluate questions?” (AKA assessment objective 3 (AO3) questions)
Usually, these questions involve scientific data and a conclusion made by a student, journalist or politician. The idea is to discuss their conclusions and decide how much you agree.
Here are a few tips to try:
1. Don’t be afraid to agree AND disagree
Evaluate questions are usually looking for a balance of your opinions. You probably won’t agree completely, or disagree completely with a conclusion and that’s fine. The good news is there are marks for providing evidence for and against.
2. Look for “sweeping” statements
Usually “evaluate” questions are testing your ability to spot where the “story” in the science has been misinterpreted. Often the conclusion over-reaches – maybe it says a drug “cures lung disease” when the data only shows an effect on cells in dish, or in rabbits rather than humans. Look for places where the conclusion and the data are mismatched. Continue reading “How to answer A-level biology evaluate questions”
It’s often difficult to find the A-level biology grade boundaries and exam dates all in one place, so I hope this is helpful. 🙂
Grade boundaries for the 2025 A-level biology exams
AQA A-level biology grade boundaries: Based on 2024 AQA A-level biology results
A* 74% (192/260 marks), 63% A (165/260), 54% B (140/260), 44% C (115/260) (scores rounded to nearest mark) 2023 grade boundaries
A* 69% (180/260 marks), 59% A (153/260), 48% B (125/260), 38% C (98/260)
Edexcel (Salters Nuffield) A-level biology grade boundaries: Based on 2024 Edexcel A-level biology results
A* 66% (199/300 marks), 57% A (171/300), 48% B (144/300), 39% C (117/300) (scores rounded to nearest mark) 2023 results
A* 74% (222/300 marks), 64% A (192/300), 54% B (162/300), 44% C (132/300)
OCR A-level biology grade boundaries: Based on 2024 OCR A-level biology results
A* 68% (187/270 marks), 57% A (160/270), 48% B (136/270), 39% C (112/270) (scores rounded to nearest mark) 2023 results
A* 68% (183/270 marks), 57% A (155/270), 48% B (130/270), 39% C (106/270)
Exam dates for the 2025 A-level biology exams
AQA A-level biology (based on this page) Paper 1 – 5th June pm (2 hours)
Paper 2 – 13th June am (2 hours)
Paper 3 – 18th June am (2 hours)
Edexcel Biology A (Salters Nuffield) (Based on this page)
Paper 1 – 5th June pm (2 hours)
Paper 2 – 13th June am (2 hours)
Paper 3 – 18th June am (2 hours)
OCR A (Based on this page)
Paper 1 – 5th June pm (2 hours 15 min)
Paper 2 – 13th June am (2 hours 15 min)
Paper 3 – 18th June am (1 hour 30 min)
Matching the mark schemes in A-level biology can be frustrating. Often students say “I just don’t know what the question is asking for”, or “I keep missing out on full marks”. Here are some tips on how to avoid losing marks in A-level biology exams and focussing on your exam technique.
Go further with the question’s command word
When answering a question, notice the number of marks available – these are the number of points you should make in your answer. If you’re missing something, focus on the command word – describe, explain etc. – and let yourself go into more detail. It’s a “describe” question? Describe in more depth what the graph shows. For an explain question, go further into the explanation of the science. The key is to see what the question wants and dive deeper into the detail.
Nothing is “too obvious”
Students often say “I didn’t write that because I thought it would be too obvious”. Say the obvious thing! Students, often the brightest ones, often miss the first or last marks in a mark scheme answer because they think the examiner already knows this information. Yet these are the marks where you tie your answer to the question. Always complete your thoughts even if it’s as simple as saying “so photosynthesis increases” or “so the plant would die.”
Use the correct terminology
Examiners often want to see you use the correct A-level terminology – this means “hydrolyse” instead of “break down”. Energy is “transferred” not made. When a substance moves, does it actually “diffuse”? Maybe it’s “actively transported”. Complementary is a great word – you can use it whenever two shapes are matched – enzymes and substrates, antibodies and antigens, complimentary nucleotides…
Avoid using “it” in your answers – either say the name of the protein, chemical or species you mean or use another noun to help free up your writing – perhaps – process, relationship, variable, data (plural) or “piece of data”.
Spot your patterns
Analyse your last mock exam paper – are you missing marks from an entire question? This might suggest an area of knowledge needs improving. Or are you missing single marks that mount up? Rather than lack of knowledge, this suggests you may not be completing your answers, or missing terminology. It might be that some of the tips above will help. The key is to communicate clearly.
There’s much more help with exam questions in our shiny eBook available in our shop. A purchase from our shop gives you a month’s free subscription to “ask an expert” – very useful for some exam practice 🙂
If you’d like to work through some A-level biology statistics questions, from exam boards like AQA, please get in touch with me at Woolton Tutors, and we can set up some online A-level biology tutoring sessions. Alternatively, AQA students might be interested in my weekly A-level biology masterclass sessions for practice on exam technique.
Best wishes,
John
Dr John Ankers
Specialist online A-level biology tutor and academic wellbeing coach
Maths anxiety is very common. I’ve worked with people of all ages who want to improve their maths but struggle with the idea. Sometimes emotions get in the way. Perhaps you need to pass a qualification at work? Or want to handle your finances better? Maybe you’re facing your maths anxiety “gremlins” following a bad experience at school. These can be brave choices.
Here are a few tips and ideas to help you feel better about maths:
Focus on what you need from maths
Maths is a broad subject covering everything from addition and subtraction, to shapes and statistics. Although school qualifications tend to offer a taste of all of this – if you’re returning to maths after a while away you might not need to deal with every aspect of maths. Instead, decide on what you DO need. Perhaps you want to be able to perform drug calculations for a nursing qualification? Or engineering equations? Do you simply need to refresh your knowledge for handling your accounts?
Make a list of exactly what you want from the subject. What can maths do for you? Put yourself in control.
Demystify the maths
Maths can feel impenetrable, like an ancient language, but we can soften the subject be looking calmly at what it actually is. It’s true: mathematics is a language – a language of numbers, letters and symbols that we can use to describe the world and its rules. Maths is supposed to help – to aid communication rather than act as a barrier. Sometimes mathematicians forget this. Mathematical equations are just statements about relationships between things. These “things” are often represented by letters (this is algebra) and the story of their relationship traced by a line (on a graph). One of my first aims when tutoring students with maths anxiety is to take the sting out of it. (See below for more about our tutoring services.)
Banish the maths gremlins
Many of my adult maths students are returning to the subject after a number of years having pushed maths away. They say things like “I was never good at maths”, or “I can’t do maths” or even “I dreaded maths at school”. Sometimes they are angry, sometimes there are surprised by tears. Returning to the subject if often about more than crunching numbers, it’s actually a way to heal from a bad experience in the past. Facing these complicated feelings is incredibly brave. I am a qualified coach as well as a professional tutor. Helping people with maths anxiety draws on all these skills. With experience I will say: you can face maths gremlins from the past, and you can fill any gaps they left – and yes, you can absolutely have a smile on your face while you do it 😊
Practice your maths skills
Part of strategy for becoming comfortable with maths is practice. Firstly, because like any fear – facing it brings confidence. Sometimes you’ve just got to do it! Once you’re comfortable approaching maths, on whatever level you choose, practice helps you keep your skills sharp. Like learning a language, practice little and often is the best way to ensure you get the most out of these skills. I’m happy to recommend books, apps, or websites like National numeracy.
Get help with your maths
If you decide you need some help with your maths you might consider a private tutor. I’ve been tutoring maths for over 10 years, and have a PhD in biology and mathematics. I’ve worked with many students from GCSE up to adult learners. My advice is to find a tutor who is right for you – who puts the concepts across in a way you understand. If you want some advice on the best way forward for you, please get in touch.
Statistical tests are tools scientists use to spot important results – those rising above the randomness or “noise” in the universe. We use statistical tests in A-level biology because even if a change in our data “looks” dramatic by eye, the test provides the unbiased reassurance to make our conclusions confidently.
Statistical tests work by setting a threshold (called the probability value level, p-value level or confidence level) used to separate important changes from differences that could be explained by randomness in our measurements. Only data rising above this threshold gain the title “significant”.
But how do we know which statistical test to use?
Choosing statistical tests in A-level biology
Firstly, some good news – you don’t need to memorize any mathematical formulae! If you need them in the exam, they will be given to you. But you do need to know how and when use the tests. (And if you are with the OCR or Edexcel exam boards you may have to actually do some calculations.)
Which statistical test we use depends on which one best suits your data. We have a choice of three different statistical tests in A-level biology:
Chi-squared test– used when looking at differences between frequencies (data that is counted) in different categories (known as discrete data).
Student’s t-test – used to look at differences between means (averages) of data involving measurements (like lengths, or times).
Spearman’s rank correlation coefficient test– used to look at the correlation between two variables in measured data.
Here is a diagram to help you choose:
Examples of choosing statistical tests in A-level biology exam questions
Exam questions may present you with a situation – perhaps a scientist doing an experiment – and ask you to choose the appropriate statistical test. Here are some model answers to real A-level biology exam questions involving a
choice of test:
(While I cannot reproduce the questions here for copyright reasons, I have linked to the actual papers on the exam board websites.)
AQA 2022 paper 2 Q 6.5
This would require a Chi-squared test (as the data involves frequencies in categories).
AQA 2019 AS paper 2 Q8.4
This would require a t-test (this is tricky as the data presented involves frequencies, but the statistical test would be aimed at the difference between mean values – which are measurements, so it’s a t-test we need).
OCR 2022 biological processes paper Q9
We would choose B: The (unpaired) t-test. Unpaired because the data from light and dark are not related (i.e. they are not the same cells analysed different times) and a t-test because we would pool the data from cells in light vs dark areas to examine the difference between mean values.
Hopefully this helps with you choose between statistical tests in A-level biology exam questions! This blog is part of a larger study guide to A-level biology statistics (see below). I’ve also written about how to answer A-level biology evaluate questions, and application questions, but what about “Describe” and “explain” questions.
Good luck!
There’s much more help with statistical tests, p-values, significance etc. (and model answers to statistics exam questions) in our eBook “How to use statistical tests in A-level biology”, available here.
If you’d like to work through some A-level biology statistics questions, from exam boards like AQA, please get in touch with me at Woolton Tutors, and we can set up some online A-level biology tutoring sessions. Alternatively, AQA students might be interested in my weekly A-level biology masterclass sessions for practice on exam technique.
Best wishes,
John
Dr John Ankers
Specialist online A-level biology tutor and academic wellbeing coach
Students often ask for advice on how to revise. Learning is different from understanding, but we need both to get the marks in exams. We can prepare for different questions, like describe and explain, evaluate or application A-level biology questions. But sometimes there is no avoiding it – there is also a lot to learn. So how best to do it?
