Our resources for the 2011 AQA GCSE Science specifications have been specifically developed by listening to teachers and addressing their needs. You can be confident your students will achieve the best grades as our course gives you more assessment, better engagement and extra help with delivery - much more than any other AQA GCSE Science course. The course is also the simplest and clearest approach of all resources available - containing all the help and support you need to teach the new specifications with ease and to make the transition as smooth as possible. The course also provides comprehensive exam preparation and assessment to help your students understand what is expected of them and improve their grades. The GCSE Science Revision Guide contains activities to help students reach their true potential. It identifies areas that require further work and also contains concise fact banks and practice GCSE-style questions.

 

This book is aimed at children in secondary school.

There are 208 pages in this book. This book was published 2012 by Oxford University Press .

Simon Broadley has been teaching secondary science for 18 years, specialising in biology and applied science, and with responsibility for leading Biology and BTEC courses. Simon has a PhD and BSc in microbiology. Simon has been an OUP author for seven years, writing student and teacher resources for KS3 and GCSE. Mark Matthews has been teaching secondary science for over 20 years, specialising in Biology and AppliedScience, and with responsibility for leading biology and BTEC courses. Mark has a PhD in Developmental Biology and a BSc in Zoology. An experienced author, Mark has been writing for OUP for seven years, with published student and teacher materials for KS3 and GCSE. Victoria Stutt has been teaching since 2004, working across key stages and with experience of coordinating KS3. She is an experienced GCSE and A-Level author, and has written successful assessment titles for KS3. Victoria has an honours degree in Chemistry and a PGCE from the University of Sussex. Dr Andrew Chandler-Grevatt