A-Level Biology — Frequently Asked Questions

A-Level Biology is one of the most popular A-Levels in the UK but also one of the most challenging. According to JCQ national results data, only around 8.5% of students achieved an A* in 2024, and roughly 27.7% achieved an A or above. The difficulty comes not from the concepts being impossible to understand, but from the sheer volume of content, the specificity of mark schemes, and the need to apply knowledge to unfamiliar situations.

Many students who excelled at GCSE find the step up significant. However, with consistent revision, strong exam technique, and the right support, it is absolutely manageable. As a former examiner, I know that the students who succeed are the ones who practise past papers regularly and learn to use precise scientific language.

Most sixth forms and colleges require at least a grade 6 in GCSE Biology or Combined Science to take A-Level Biology. Some more competitive schools ask for a grade 7 or above. If your child achieved a grade 5, some colleges may still accept them, but they are likely to find the course very demanding without additional support.

A strong GCSE Maths grade (6 or above) is also helpful, as around 10% of A-Level Biology marks require mathematical skills — a requirement set out in the DfE subject content guidance — including standard deviation, chi-squared tests, and interpreting graphs.

From my 25+ years of teaching experience, the topics students consistently find most challenging are: protein synthesis (transcription and translation), respiration and photosynthesis (especially the biochemical pathways), meiosis and genetics (particularly dihybrid crosses and gene linkage), the immune response, and ecology (especially the mathematical elements like Simpson’s index and Hardy-Weinberg).

Gene expression and biotechnology topics also cause difficulties as they appear late in the course and involve unfamiliar terminology. The key to mastering these topics is building understanding progressively rather than trying to memorise everything at the last minute.

This depends on the individual student. Biology has significantly more content to memorise and requires very precise use of scientific terminology in exam answers. Chemistry is considered more conceptually difficult, especially organic chemistry and physical chemistry, and requires stronger mathematical skills.

Statistically, the percentage of students achieving A* and A grades is similar in both subjects — you can compare the figures yourself on Ofqual’s interactive results dashboard. Students who enjoy learning detailed processes and explaining them clearly often prefer Biology, while those who are more comfortable with problem-solving and maths may find Chemistry more accessible. Many students take both subjects, particularly if they are considering medicine or veterinary science at university.

The jump from GCSE to A-Level Biology is significant. At GCSE, students learn the basics of biological concepts and can often succeed through memorisation. At A-Level, the content roughly doubles in volume, the depth of understanding required is much greater, and exam questions demand that students apply their knowledge to unfamiliar scenarios.

Mark schemes are extremely specific — you need to use the exact scientific terminology, not just describe concepts in your own words. There is also a greater emphasis on practical skills, data analysis, mathematical calculations, and extended writing (including essay-style questions on some exam boards). Students who relied on memorisation at GCSE often struggle at A-Level until they adapt their approach.

A-Level Biology opens doors to a wide range of university courses and careers including medicine, dentistry, veterinary science, pharmacy, biomedical science, nursing, physiotherapy, marine biology, genetics, ecology, forensic science, food science, and environmental science. Biology is also valued in psychology, sports science, and teaching.

Many of these degree courses specifically require A-Level Biology, so it is an essential choice if you are considering any career in healthcare or life sciences.

Yes, the vast majority of UK medical schools require A-Level Biology. A very small number accept Chemistry plus another science, but Biology is strongly recommended even where it is not strictly required. Most medical schools ask for AAA or A*AA at A-Level, with Biology and Chemistry being the most common combination.

If your child is considering medicine, I would also recommend starting UCAT or BMAT preparation early alongside their A-Level studies.

Chemistry is the strongest pairing — there is significant overlap in biochemistry, and most university courses in medicine, veterinary science, and biomedical science require both. Maths is also an excellent complement, particularly if your child is considering research science, genetics, or any course with a quantitative element. Psychology pairs well for students interested in neuroscience, mental health, or healthcare, as there is crossover in areas like the nervous system and stress response.

Other popular combinations include Biology with Physics (for biomedical engineering or biophysics), Geography (for environmental science or ecology), and PE/Sports Science. The key is to choose subjects your child enjoys and that align with their university ambitions. I am happy to discuss subject combinations during a free consultation.

No — A-Level Biology is 100% assessed by written exams. There is no coursework component. However, all exam boards require a Practical Endorsement (sometimes called CPAC), which involves completing a set of required practical activities during the course. This is assessed by your teacher as either “pass” or “not classified” and is reported separately on your certificate — it does not count towards your A-Level grade.

That said, practical skills are heavily assessed in the written exams themselves. Questions about experimental design, data analysis, and practical techniques can make up a significant proportion of marks, so understanding the practicals is essential for achieving a high grade even though there is no formal coursework.

All UK exam boards cover the same core A-Level Biology content, but they differ in structure, assessment style, and emphasis. AQA (the most popular, used by approximately 55% of UK students according to AQA’s own results data) has three exam papers and includes a 25-mark synoptic essay. OCR A has a broader range of topics and is often considered more content-heavy. Edexcel A (Salters-Nuffield) takes a context-based approach, teaching biology through real-world applications. Edexcel B is more traditional.

WJEC (used in Wales) and its English equivalent Eduqas have their own structure. The practical endorsement is separate and non-graded across all boards. I cover all these exam boards and tailor my tuition to the specific specification your child follows. For a detailed comparison, see my guide to AQA vs Edexcel vs OCR Biology.

No exam board is objectively easier than another — they are designed to be comparable in difficulty, and grade boundaries are set to reflect this. However, some students find certain boards suit their learning style better. AQA’s synoptic essay can be challenging for students who struggle with extended writing, but the rest of the paper tends to be straightforward. OCR A has more content but some students find the question style more predictable. Edexcel’s context-based approach can suit students who are good at applying knowledge.

The best advice is to focus on mastering whichever board your school uses rather than worrying about which is easiest.

WJEC and Eduqas are both run by the same awarding body (WJEC CBAC Ltd) but serve different regions. WJEC is the qualification used in Wales, while Eduqas is designed for schools in England. The core content is very similar, but the specification codes, unit structures, and some assessment details differ.

WJEC has a different unit breakdown and is regulated by Qualifications Wales, while Eduqas follows Ofqual regulation. Having examined for both WJEC and Eduqas, I have detailed knowledge of both specifications and can support students on either.

Six-mark questions require a detailed, structured response using precise scientific terminology. First, read the question carefully and identify the command word (describe, explain, evaluate, suggest). Plan your answer before writing — aim for six distinct points, each potentially worth one mark. Use correct scientific terms rather than vague descriptions.

For “explain” questions, link cause and effect clearly. For questions involving processes (like DNA replication or the immune response), describe the steps in the correct sequence. Always refer back to the question to make sure you are answering what was actually asked. As a former examiner, I can tell you that most students lose marks not because they do not know the biology, but because they are vague or fail to answer the specific question set.

Command words tell you exactly what the examiner wants in your answer. The most common are: State (give a brief factual answer), Describe (say what happens or what you observe), Explain (say why or how something happens, linking cause and effect), Suggest (apply your knowledge to an unfamiliar situation), Evaluate (weigh up evidence and make a judgement), Calculate (show your working and give a numerical answer with units), and Compare (identify similarities and differences).

Understanding these is crucial — writing a description when asked for an explanation will cost you marks even if your biology knowledge is correct.

The most effective revision strategy for A-Level Biology combines active recall with past paper practice. Start by going through the specification topic by topic, making concise notes or flashcards. Test yourself regularly rather than just re-reading notes — active recall has been shown to improve retention dramatically.

Use past papers under timed conditions once you have covered the content, and always mark your answers using the official mark schemes. Pay close attention to the specific wording the mark scheme requires. Create mind maps to link topics together, as many exam questions require synoptic thinking across different areas. I recommend revising in short, focused sessions of 30–40 minutes rather than long cramming sessions.

To improve your grade, focus on three areas: content knowledge, exam technique, and understanding what examiners want. First, identify your weak topics using past paper results and prioritise them. Second, practise exam questions regularly and mark them with the official mark schemes — this teaches you the precise language and level of detail required.

Third, learn from your mistakes: keep a log of marks you have lost and why. Common grade-limiting issues include vague terminology, incomplete explanations, poor time management in exams, and not reading questions carefully. Working with an experienced tutor who knows the mark schemes can accelerate improvement significantly — many of my students have improved from D grades to A grades within months.

Absolutely, but it requires consistent effort and smart revision. According to JCQ results data, only around 8.5% of students achieve an A*, so you need to be performing at a very high level across all papers. This means having thorough content knowledge, strong exam technique, and the ability to apply your understanding to unfamiliar contexts.

You must be comfortable with the mathematical elements (around 10% of marks), data analysis, and extended writing. Start your revision early, use past papers extensively, and seek feedback on your written answers. Many of my students have achieved A* grades by combining regular tuition with disciplined independent study.

Past papers are your single most valuable revision tool. Start by working through topic-specific questions “open book” to build your understanding of how questions are asked and what mark schemes require. Once you have covered the content, move to completing full papers under timed exam conditions.

Always mark your answers using the official mark scheme — not your textbook — as this teaches you the exact wording and level of detail examiners expect. Review every question you got wrong and understand why you lost marks. Many students also find examiners’ reports helpful, as these highlight common mistakes made by students nationally. I recommend completing at least 3–4 full past papers before your real exams.

From my experience as an examiner, the most common mistakes are: using vague language instead of precise scientific terms (e.g., writing “cells make energy” instead of “mitochondria produce ATP via oxidative phosphorylation”), not answering the actual question asked, confusing “describe” with “explain”, and failing to refer to data or figures when the question specifically asks you to.

Other frequent issues include poor time management (spending too long on early questions), incomplete answers on extended response questions, mathematical errors in calculations, and not showing working in maths questions.

As a general guide, you should aim for at least 4–5 hours of independent study per week for A-Level Biology on top of your timetabled lessons. This should increase to 8–10 hours per week during the revision period before exams.

However, the quality of your study time matters more than the quantity. Focused, active revision using past papers and self-testing is far more effective than passively re-reading notes for hours. Break your study into manageable 30–40 minute sessions with short breaks to maintain concentration.

The earlier you seek support, the better the outcome. Ideally, if your child is struggling with the transition from GCSE or has received disappointing mock results, that is a clear signal. However, tutoring is not just for students who are falling behind — many of my students are already performing well but want to push from a B to an A or from an A to an A* for their university applications.

Common trigger points include: the start of Year 12 (to build strong foundations from the beginning), after Year 12 mock exams, at the start of Year 13, or in the months before final exams. I always offer a free 20-minute consultation so we can discuss your child’s specific situation before committing.

A good tutor provides what classroom teaching often cannot: one-to-one attention, personalised pacing, and targeted support on your specific weaknesses. In my sessions, I identify exactly which topics and skills are costing you marks, then work through them systematically using exam-style questions and mark schemes.

As a former examiner, I can explain exactly what examiners are looking for and help you develop the precise language and exam technique needed for top marks. Every session is recorded so you can rewatch it during revision. I also provide topic notes, past papers, and access to my student portal with digital resources. Many students see measurable improvement within just a few sessions.

Yes — in many cases, online tutoring is more effective than in-person. Modern platforms allow screen sharing, interactive whiteboards, and real-time annotation of diagrams and past papers. There is no time wasted travelling, and you can study from the comfort of home.

Crucially, every online session can be recorded, giving students a personalised video library to rewatch during revision — something that is not possible with in-person tuition. My students consistently tell me that being able to rewatch lessons is one of the most valuable aspects of working with me. Online tuition also gives you access to the best tutor for your needs regardless of where you live. Learn more on my online vs in-person tutoring guide.

This depends on your current level and goals. As a rough guide: if you are performing well and want to fine-tune your exam technique, 6–10 sessions may be enough. If you have significant content gaps or are aiming for a large grade improvement, weekly sessions over several months will give the best results.

Some students work with me throughout Year 12 and 13, while others come for an intensive block before exams. During our free 20-minute consultation, I will assess your child’s needs and recommend an appropriate plan. There is no minimum commitment required.

Private (one-to-one) tuition is fully tailored to the individual student. I focus entirely on your specific weaknesses, exam board, and learning pace. This is the most effective option for rapid improvement and is ideal for students with specific gaps or high target grades.

Group tuition involves 2–8 students studying together. This is more affordable and offers the benefit of collaborative learning — students hear different questions and perspectives, which can deepen understanding. Group sessions work well for general topic coverage and exam practice. I offer both options and can advise which is best for your child. For a detailed comparison, see my private vs group tuition guide.

My one-to-one tuition is £80 per hour on weekdays and £120 per hour on weekends. Small group tuition is £50 per hour on weekdays and £80 per hour on weekends (minimum 4 students). These rates reflect my 25+ years of experience, Chartered Biologist status, and examiner background.

Every session includes past papers, detailed notes, a video recording of the lesson, and access to my student portal. I believe in transparency, so there are no hidden costs or contracts. I offer a free 20-minute phone consultation before you commit to any sessions. Full pricing details are on my charges page.

This is one of the most common questions I hear from parents, and I completely understand the hesitation — especially when average UK tutor rates range from £30–£50 per hour, and specialist tutors like myself charge more. The honest answer is: it depends on what you are getting for your money.

A student tutor or recent graduate may be affordable, but they will not have the depth of knowledge that comes from decades of teaching and examining. When you work with me, you are not just paying for someone to explain topics — you are paying for an examiner who knows exactly how mark schemes work, which mistakes cost students marks every year, and how to train your child to write answers that earn full marks. Every session is recorded for revision, includes bespoke resources, and is tailored to your child’s specific exam board. Many parents tell me their only regret is not starting sooner.

There are several warning signs to look out for. The most obvious is a noticeable drop in grades or test scores — particularly if your child was doing well at GCSE but is now struggling at A-Level. Other signs include: avoiding Biology revision or homework, expressing frustration or anxiety about the subject, consistently losing marks on exam-style questions despite knowing the content, or telling you they “understand it in class but can’t write it in exams.”

Sometimes the signs are subtler. A student who is getting Bs but is predicted an A for their university offer may need targeted exam technique support rather than content teaching. If you are unsure whether your child would benefit, my free 20-minute consultation is specifically designed to help you assess the situation with no obligation.

First, do not panic — mock results are a diagnostic tool, not a final verdict. Many students who perform poorly in mocks go on to achieve excellent grades in the real exams when they get the right support and adjust their approach. The most important thing is to act quickly rather than hoping things will improve on their own.

Start by identifying exactly where the marks were lost. Was it content gaps (not knowing the material), exam technique (knowing the material but not writing answers that earn marks), or time management? Each of these requires a different strategy. This is exactly what I do in my first session with a new student — we go through their mock paper together, identify the specific issues, and build a targeted improvement plan. I have worked with many students who came to me after disappointing mocks and achieved grades they did not think were possible. Book a free consultation and we can discuss your child’s situation.

Yes — and I have seen it happen many times. A D grade usually means the foundations are there but there are significant gaps in either content knowledge, exam technique, or both. With targeted support, consistent effort, and enough time before the exams, a dramatic improvement is absolutely achievable.

The key is starting as early as possible. A student at the D/E boundary in Year 12 has more time to close gaps than one in the same position three months before final exams. That said, even students who come to me late in Year 13 regularly improve by one or two grades. My approach is to diagnose exactly where the marks are being lost, then work systematically through those areas using past papers and mark schemes. I maintain a 100% grade improvement rate across all my students.

I hold a BSc in Immunology from King’s College London, a Research Degree in Molecular Pharmacology from Newcastle University, and a PGCE from the University of Wales. I am a Chartered Biologist (CBiol) — a status awarded by the Royal Society of Biology that recognises the highest level of professional competence.

I taught at Gower College Swansea for 18 years and have been a full-time tutor since 2022. I have examined for both WJEC/Eduqas and Edexcel, giving me first-hand knowledge of how exams are marked and what examiners expect. All my certificates are viewable on my About page.

I cover all major UK and international A-Level Biology exam boards: AQA (7402), Edexcel A/Salters-Nuffield (9BN0), Edexcel B (9BI0), Edexcel International (XBI01), OCR A (H420), OCR B Advancing Biology (H422), WJEC (1400), Eduqas (A400), Cambridge International (CIE 9700), and IB Biology (Higher and Standard Level).

I tailor every session to the specific specification and exam structure your child follows, using the correct past papers, mark schemes, and specification language.

Yes. I offer a free 20-minute phone consultation where I speak with the student and their parents to understand the current situation, discuss goals, and recommend the best approach. This is a no-obligation conversation — there is no pressure to book sessions afterwards. It helps me understand the student’s needs and helps you decide whether I am the right tutor for your child.

A typical one-hour session begins with a brief review of the previous session’s key points. We then work through the topic for that week, using a combination of my detailed notes, diagrams, and animations to build understanding. The second half of the session focuses on applying that knowledge to exam-style questions, where I teach students how to structure their answers and use the precise language that mark schemes require.

I share my screen so the student can see everything, and they can annotate and ask questions in real time. Every session is recorded and uploaded to the student portal along with the lesson notes and any past papers we used.

Yes, every online session is recorded and made available to the student via my secure student portal. This is one of the most valued features of my tuition — students can rewatch explanations of difficult concepts as many times as they need during revision. Parents also appreciate being able to see what was covered in each session. The recordings are available for the duration of the student’s time working with me.

I provide comprehensive exam board-specific resources including: detailed topic notes, past exam papers with mark schemes, animated diagrams and video tutorials, revision activities, and a video recording of every lesson. All resources are accessible via my student portal.

I also have over 100 free videos on my YouTube channel covering a wide range of A-Level Biology topics. Additionally, my website offers free resources including grade calculators, revision checklists, and past paper analysis tools for WJEC and Eduqas students.

Yes. I am familiar with the required practical activities across all exam boards and can help students understand practical techniques, experimental design, data analysis, and how to present results correctly. While the Practical Endorsement itself is assessed by your school teacher, practical skills are heavily tested in the written exams — questions on experimental design, control variables, statistical tests, and data interpretation can account for a significant proportion of marks on every paper.

Many students underestimate how much practical knowledge appears in the written exams. I make sure my students can confidently answer questions about any of the required practicals, interpret unfamiliar experimental data, and apply statistical tests like chi-squared and Student’s t-test correctly.

I ask for at least 24 hours’ notice for cancellations or rescheduling. This allows me to offer the slot to another student. Sessions cancelled with less than 24 hours’ notice are charged at the full hourly rate. I understand that unexpected situations arise, and I am always reasonable and flexible when genuine emergencies occur.

If you have any questions about my policies, they are set out in full on my Terms and Conditions page.

Yes. Because all my tuition is delivered online, I work with students internationally. I have tutored students in Kuwait, France, Switzerland, Gibraltar, the UAE, Saudi Arabia, and Hong Kong. I cover international specifications including Cambridge International (CIE 9700), Edexcel International A-Level (IAL), and IB Biology. Session times are arranged to suit the student’s time zone wherever possible.

The easiest way to get started is to book a free 20-minute consultation through my website. You can also email me directly at tyrone@biologyeducation.co.uk or call/text me on 07969 418179. During the consultation, we will discuss your child’s needs, agree on a schedule, and get started. I accept payment by bank transfer, and for online tuition I ask for payment in advance of each session.