The lesson start by looking at the Apollo 8 rocket taking off and introduces the huge unbalanced forces at play. The teacher then lead with a series of images of scuba divers an gives an opportunity to question the class. The lesson builds to start including numbers so the student can calculate the resultant force before the students construct meaning using a simple worksheet on force diagrams. The lesson concludes with a detailed exit ticket.

Learning outcomes as part of a bundle. Not a stand alone resource.

The lesson starts by assessing baseline knowledge by reviewing the meaning of energy. There is then a card sort which involves associating the energy with pictures to act as a memory prompt. There is a short video to push the students to identify forces and reviewing their knowledge. The lesson has an AFL task embedded in it to direct learning, this leads to 3 different task, two on the attached KO and one Cloze activity. The lesson concludes with an exit ticket.

The lesson is specific the new Edexcel 9-1 GCSE and part of topic 5. The lesson starts by discussing the process of pathogens entering the body and the response by the lymphocytes, this is does over 6 slides with fun animations and covers the required learning outcome. There is a brief discussion of vaccination before learning is assessed via a 'deep' hinge point question. There are two activities that, depending on students understanding can be done from this and an extension task. The lesson finishes with an exam question and reflection in the Learning Outcomes sheet.

Review of lesson 1-8 the whole of Topic 5 with targeted revision. The lesson starts with the exit test followed by a targeted revision session for reviewing areas of weakness. There are work-sheets specific to each learning outcome.

Edexcel 9-1 : Topic 5 lesson 0 Not a stand alone resource. Lesson 0 comprises of the entry test and a brief intro to the human body.

The lesson is specific the new Edexcel 9-1 GCSE and part of topic 5. The lesson starts by gettign the students to decde the difference between communicable and non-communicable disease. The lesson moves to review the 4 exam spec nutrition related diseases. Students then examine a graph as a key part of the how science works component of the new exam, there are differentiated question built into this. The students conclude the lesson with examining a different graph and answering a 6 mark question about it, there are 3 levels of difficulty to evidence differentiated. This answer can then be marked by the teacher.

These 4 Biology topics comprise of approximately 50 lessons. The idea of these resources was to make very self sufficient lessons that could consistently deliver good to outstanding outcomes. The series of lesson have AFL and differentiation built into ensure that planning time in reduced so feedback can be a priority.

The lesson looks at investigating the standard food tests for: starch, protein, sugar, fat. The lesson if for the higher ability students. The lesson tests student's understanding with an exam question before an exit ticket concludes learning.

The lesson consists of a presentation and a practical help sheet looking at pH and enzyme activity.

This lesson pushes the basics of enzyme activity (denaturing, optimum pH, temperature, substrate concentration) It leads to a differentiated activity to help understanding for mid and high ability. The lesson concludes with an annotated exam question. There is an exit tick plenary.

The lesson make much use of AFL and directs students to the most appropriate task. The lessons starts by describing different situations that diffusion takes place in. The understanding is then assessed by a hinge question with differentiated task as the outcome for this. The lesson moves on to discuss osmosis before assessing understanding and directing students to the most appropriate task. Active transport is reviewed before learning is concluded with an exit ticket.

The lesson starts by reviewing previous learning with the knowledge organiser. The lesson then moves to discuss the 3 potential energies before the students attempt a pyramid of differentiated tasks. The lesson concludes with an exit ticket.

The lesson focuses on Bunsen burner safety and incorporating the idea of chemical potential energy. Would not recommend as a stand alone lesson.

The lesson starts by looking at the video of the detonator ride. The students then produce a flow diagram before attempting a first draft of the 6 mark answer.

The lesson focuses on the students ability to answer short answer assessment. Once the test is done the student revise ares of weakness using the knowledge organiser.

The lessons is intended to help students recall core knowledge by short answer testing. I covers key content from the last 5 lessons. ** this is not a stand alone resource and should be purchased along with my other forces and energy resources.

This is the end of unit test that assesses learning the the series of work. There is a grade converter to give and accurate idea of the 9-1 grades these student would currently be working at. There is a flight path to assess whether the student is on track or not.

The lesson starts with a riddle to promote scientific thinking before moving on to describe the 3 states of matter. The students have to construct meaning via putting the key phrases next to the state of matter. There is then a work sheet aimed at promoting scientific thinking before the lesson concludes with an exit ticket.