Print on A3 and laminate. To help students who struggle with rearranging formulae to do calculations. Use with a formula card and the relevant quantity and units card. Referring to the formula card, put the quantities that are multiplied on the bottom sections of the triangle and the other on the top. The quantity being asked for in any particular problem can be removed and leave the relevant formula arrangement to do the calculations. Activity can help students to learn how to create their own rearrangement triangle from learned formula. (AQA GCSE Physics 1-9)

**The Ultimate Teacher’s Planner and Tracker for Practical Subjects. ** You know how it goes when you teach a practical subject – a lesson title and scheme of learning reference is not enough. What equipment and substances do you need? What hazards do you need to think of? When you have got all that listed, then you have got to get the order slips from the prep room. Planning homework? Sorted, but did you set it? Did you check it in the lessons? And was Bobby away when it was set? When was that? Trivial things for sure, but they all add up and you do not have that time to waste. Maximise your efficiency and minimise these little irritations with everything in the one place in this tracker, including Order Slips. Plan your lessons in one place, include printing, assessment tasks, equipment, with quick tick boxes when it is done, or record if you need the practical again. Plan your homework timetable to spread your workload, keep track of other duties, intervention/detentions, and assignments to assess. Take note of progress through the week and of whole school priorities with the Weekly Planner and To Do page. Organised to reduce your cognitive load with maximum information for minimum writing. Know where you are and what you are doing and reduce stress and anxiety by managing your week efficiently.

Do your ** A level Chemistry **or GCSE Triple/Separate Chemistry students get lost trying to make their way through Mole Calculations questions, especially those unstructured ones? Here is a map to show them the way. Do they get muddled about which relationship they need to use to calculate the number of moles and then resort to the old favourite n=mass/Mr? Here are some signposts to help them to orientate themselves. A handout that summarises the direction of travel and shows them what to look out for in the question as prompts to which relationships they need to use in the context of the question being asked. With over 20% of the marks available in the A level Chemistry for Mole Calculations, the clarity given here is a must! Suitable for all A level Chemistry courses AND if you ignore the ideal gas equation, GCSE Triple/Separate Chemistry.

The A level Chemistry resources for teaching the** Mole Calculations **topic that allow you to focus your energy on a major factor that helps your students make the most progress – teacher feedback and the learning conversation. This set of resources contains: The student handout with the Map for Mole Calculations and Summary Infographic is included, as well as the pdf to print as Notes. The presentation, split into 6 sections and covering the whole of the Mole Calculations topic: The Mole, Formulae and Using Masses; a Map for Mole Calculations and Using Masses - laying out the explicit strategy so that students can deal with those unstructured questions; Standard Stock Solutions, Concentrations and Dilutions; Acid/Base Titrations and Calculations; Calculations Involving Gases and the Ideal Gas Equation; Balancing Equations from Mole Calculations. Videos of the presentations. Teaching by an experienced, subject expert. Use the video presentations for: Flipped learning – students receive the teaching before your lesson and you can then spend your time with them consolidating, practicing, giving feedback and deepening their learning. Cover work – if you are unable to be in the lesson, your students can still be moving forward, Catch up – if a student was away for that section, they can catch up easily. Homework support - students can review the teaching again, at their own pace. Revision – students can revisit areas they are struggling with as revision for tests and exams. Free up your time to do the bit that only you can do – engage with your students in the learning conversation so that they can make the progress you know they can make.

Presentation for** GCSE Chemistry** covering the key points and theory in the topic of The Atomic Theory and The Periodic Table. Includes: Atomic Structure Elements Isotopes The History of the Atom A comparison of the Plum Pudding and Nuclear Models Electronic Structure Electronic Structure and the Periodic Table Group 0: The Inert Gases Group 1: The Alkali Metals Group 7: The Halogens The Development of the Periodic Table Use together with my **FREE resource: Properties of groups. **

Are your A level Chemistry students struggling to remember all those Organic reactions? Help them to conquer the confusion and answer those reaction pathways questions like a PRO. The linked video shows how to turn those pathways charts into a game so they can learn them painlessly. Easy peasy! This set of charts covers the AQA A level Chemistry specification specifically. Red boxes show reagent and conditions. Green boxes show the functional group. Blue boxes are reaction mechanism and type. Purple boxes contain further annotations or points to note.

A differentiated, challenging game to help A level students get to grips with the rules of naming organic compounds.

Cut and stick activity. Match two labels to each chemical formula to name the compound represented by the formula. Students may experience a little conflict with some of the names but should be able to figure out the -ate and -ide rule from the examples given.

A plenary, starter or revision game to reinforce the difference between categoric and continuous variables, with examples of both types.

Video tutorial showing how to tackle calculations on equilibria in A level Chemistry. The common mistake of students not using equilibrium concentrations is pointed out and a strategy to help with that problem. Make available to students to help with homework and revision.

Worksheet with diagrams for students to describe and explain the brown gas diffusion experiment. Its worth printing this one out in colour - that usually goes down well.

Starter slide. Sodium, sodium chloride and carbon dioxide. which is the odd one out? Several answers possible for different reasions. Students should explain why they have chosen a particular answer.

Make a set of cards by printing the 'which hazard cards' onto card. The 'Which hazard?' makes a good plenary where the name and description of the hazards of the chemical are read out. Students hold up which label or labels should be put on each chemical. The homework sheet is to consolidate, and to make students aware that some everyday chemicals, for everyday uses, carry hazards and should be used with due care.

Starter or plenary. Cut 'n&'stick. Text to sequence and diagram to label with the text. Presentation to check labelling (before final stick down.)

Game to become familiar with and to differentiate between metal and nonmetal elements. Can help reinforce the -ium ending to identify metals.

Summary worksheets on the keywords describing change of state and the properties of and particle descriptions of solids, liquids and gases. The States of Matter worksheets are for different abilities and the keyword fill may be used as a preparatory sheet for students to find the keywords, or simply as an annotation sheet used in conjunction with the presentation. The wordbank cards have the meanings as well as the words and these or the flashcards may be used in conjunction with the keyword fill sheet for students to place the words before writing them down. The flashcards can be used in class for peer learning and checked with a quick quiz. Although intended for lower ability students, the longer "States of Matter cut and stick" worksheet can be useful in general on a Friday afternoon. "States of Matter - match" is intended for middle ability students and "States of matter" for higher ability.

KS3 Biology. Activity to learn the parts of the Respiratory system. Can be used in a variety of ways: Slide 1&2 as a cut and stick; slide 1 for students to label what they know and find out what they don't know - possble homework. Class learning or revision activity - print out onto A3 and laminate the first slide, print the second onto card and cut out. Students work in pairs or groups to place cards onto the diagrams. This method works well as a game in the style of Beetle Drive, where they are put under time pressure and then have to move round to take up where another group have left off. The answer slide can be put up to check, or printed out and given to other students to check to make sure the first group to finish has completed the activity correctly. Rewards, forfeits, music all add to the fun. Can be used individually - look, cover, place, check.

KS3 Biology. Activity to learn the parts of the Digestive system and their function. Can be used in a variety of ways: Slide 1&2 as a cut and stick; slide 1 for students to label what they know and find out what they don't know - possible homework. Class learning or revision activity - print out onto A3 and laminate the first slide, print the second onto card and cut out. Students work in pairs or groups to place cards onto the diagrams. This method works well as a game in the style of Beetle Drive, where they are put under time pressure and then have to move round to take up where another group have left off. The answer slide can be put up to check, or printed out and given to other students to check to make sure the first group to finish has completed the activity correctly. Rewards, forfeits, music all add to the fun. Can be used individually - look, cover, place, check.

Plenary, starter or revision game to differentiate between ionic and covalent substances from their names. Makes the connection beween the presence or absence of metals and the type of bonding.

Game to reinforce the -ide/-ate endings in naming ionic compounds. to differentiate between compounds containing oxygen and those not containing oxygen from the name of the compounds.