This page lists what we actually have for CCEA GCSE Agriculture and Land Use 0310. It is built from the live activities, so it is accurate on the day you read it.
A qualification with nowhere to send students
Most GCSE subjects have a crowded revision market. A teacher's problem is choosing between resources, not finding one.
Agriculture and Land Use is not like that. CCEA is the only awarding body offering it, it is taught almost entirely in Northern Ireland, and the cohort is small enough that publishers have never found it worth serving. Departments build their own material, and students who want to revise on their own mostly cannot.
These twelve activities exist because of that gap rather than in spite of it. They will not be the only thing a class needs. They are, for a lot of students taking this subject, the only interactive revision that exists for it at all.
The set is genuinely demanding
Two measurements worth having, because "something is better than nothing" is a low bar and this clears a higher one.
Ten questions ask the student to type a value, and none of the prompts names the operation. The question describes a stocking rate, a feed conversion, a gross margin or a fertiliser application and stops. Working out which calculation applies stays with the student, which is the examined skill. Across this site, that ratio is at the good end.
The average activity runs twenty-three minutes, with eleven of the twelve at twenty minutes or more, and three at twenty-six. Food production and farm economics, habitats and countryside management, and farm safety and pollution are the long ones.
Anatomy you can point at
Agriculture is a subject with structures in it: a ruminant digestive system, the parts of a flower, the reproductive cycle of a cow.
Those are badly served by written questions, because a student can learn what the rumen does and still not be able to find it. Four activities use a labelled diagram and two use a hotspot, so the student places the structure rather than naming it from a list.
Animal Nutrition and Digestive Systems is the one to look at first if your class can recite the four compartments and cannot sequence them.
The investigation skills
Unit 3 is a controlled assessment on contemporary issues, and what it assesses is method: framing a question, planning an investigation, gathering and analysing data, and reaching a defensible conclusion.
Two activities cover exactly that, one on planning a practical investigation and one on analysing data and research. They do not and cannot do the assessment, which is your students' own work on their own chosen issue.
They are, however, the part of the controlled assessment that generalises, and they are worth setting before your class chooses a topic rather than after.
Using them
The three activities embedded further down are playable here without an account.
The lists below group by classroom use, worked out from what each activity contains. For how each is meant to be run, see ready-to-run revision activities. To put several in front of one class in order, build a sprint and share one link. Everything else, by subject and board, is on the revision pages.
Departments teaching this alongside Food Preparation will find that subject at AQA GCSE Food Preparation and Nutrition, which covers the provenance end of the same story from the consumer's side.
What this page does not do
Nothing for the controlled assessment itself, only the skills it rests on.
No farm. This is a subject with a practical culture, and a screen does not replace a morning at a milking parlour.
Twelve activities is not a course. It is one pass through most of the content, and a student who works through all of them has used everything here.
It does not track anything, so there is no completion list to check.