The lessons starts by reviewing previous learning in the topic. It then moves on to a SOLO taxonomy task (not labelled as solo) with 5 separate tasks of increasing difficulty. Two tasks within are practical. The lesson concludes with an exit tick and a review of LO.

These are not stand alone lesson however a powerful way to secure knowledge for students who are participating in a mastery scheme of work. Utilising short answer testing is a good way to ensure that the key knowledge is learned if interested pleases read Roediger 2011, it is a really insightful study to the benefits of testing; I now included a short answer assessment of this format approximately every 6 lessons and have been observed teaching this format by an Ofsted inspector who rated the lesson outstanding (not that we do that anymore). Lesson 5 consists of the dedicated improvement and reflection time (DIRT) from the previous lesson, this is followed by a review of the RAGed learning outcomes using the knowledge organiser to guide their revision. The lesson concludes by the student attempting a 15 mark short answer assessment with a structured self assessed feedback template. Lesson 6 starts by looking at ways to revise and allows the teacher to model how to revise. The lesson then moves on the students trying to revise themselves before resitting a very similar test to demonstrate to the pupils that they can make progress by revising. The lesson concludes with a self assessment.

The knowledge organiser comprises of the key information need for a student to be successful in this first half of the course. On the reverse of the KO there are progress focused questions, either to strengthen understanding or extend thinking.

This lesson on earth chemistry looks focuses on an experiment to establish the reactivity series of metals. The lesson starts with a teacher led explanation of the composition of the Earth and a key definition. The teacher then models how to perform the experiment while the students write a method (success criteria included). The students then perform the experiment followed by a question led conclusion. The lesson concludes with an exit ticket.

The lesson is aimed at early KS3 and is based on Edexcel GCSE spec. The Do it Now task is a review and identification of forces that should have been learned in previous lessons. The experiment is then demonstrated for the students before the students get the chance to perform and record their own results in a differentiated results table (one just has to have numbers recorded the other as place to work out averages for more mathematically able students. The students are then required to draw a graph, this is extensively modelled for them to ensure that it is achievable but yet challenging. The lesson concludes with a Cloze exit ticket.

The lesson is based on Edexcel 2016 GCSE content and is vital that the younger year have an appreciation of GCSE requirements. This is a KS3 resource that can be adapted for GCSE. The Do it now task assesses prior learning about food chains and energy transfer. The lesson then goes on to get the students to think, pair, share their ideas of how to make a food chain. There is a hinge point question to direct learning and then the students then attempt a food web with a series of animals. The student can then rate their confidence and choose either a gold or silver task with a food web differentiated question. The lesson concludes with an exit ticket.

The lesson is based on the new 2016 Edexcel GCSE and has been made accessible for those in KS3. The lesson starts by reviewing two clips of different predator- prey scenarios. There are different levels of questions for the students to attempt. The lesson evolves to describing what pyramids of biomass are before the students attempt some for themselves. The students then attempt a GCSE question and mark-scheme to help them if the get stuck. It concludes with an exit ticket.

This lesson is intended for KS3 and focuses on the structure not the function of the lung. The lesson start by discussing some of the key terms for the lung before a safety and risk focused demo dissection. There is then an AFL opportunity via a deep hinge point question; there are 3 differentiated activities that come of this depending on the students understanding. The lesson concludes with a image based exit ticket.

Parasitism in a key concept in the GCSE 2016 and there for it is important to cover it early, this is a KS3 lesson with GCSE content, it could be easily adapted. The lesson start with a highly engaging awe and wonder starter, this includes questions to maintain focus. The lesson then moves into an independent learning opportunity led by a hinge point question to decide the starting point for this independent task. The lesson then provides the opportunity for the pupils to demonstrate the learning via modelling a 6 mark question. The lesson concludes with an exit ticket.

These Knowledge organisers provide the basic knowledge for the topic including diagrams and key words. On the reverse of this there are some basic question and some higher order question to stretch the students.

The lesson starts with a wordsearch based on previous learning. Via a video and target questioning the history of magnetism is briefly visited. The lesson then moves to a learning through doing practical task involving defining the key words. There is then a selection of questions about magnets with a HOTS purple questing included. The lesson concludes with an exit ticket.

The lesson starts with a series of questions to illicit prior understanding of the students. There is then an explanation of gravity and the calculations extensively modelled. After that the students get an opportunity to select from a series of tasks and opt to work, this is outcome differentiated via gold, silver, bronze tasks. The students then complete a hinge point question (AFL) that directs them to 1 of 3 differentiated tasks, there is a purple (high order thinking) task available for the students to move onto once their tasks are completed. The lesson concludes with an exit ticket and a rag of LO.

The resource is an opportunity to embed student accountability and student led tracking. This will only be applicable if used with my other forces and energy resources available to purchase.

This Ofsted Outstanding format is a great way to engage student is self assessment rather than the meaningless and superficial marking that arbitrarily occurs 3-4 times per term. Make formative assessment count! The lesson start by a think - pair - share activity to engage student in what it mean to be successful. The lesson then explains what a 6 mark question is in the new GCSE. There is then a hinge question which assesses prior understanding and differentiated the question for the next task. The students can then use the success criteria to attempt a GCSE style 6 mark question. After that the class reviews some of the lower level question model answers against the mark scheme and give them a medal (WWW) and a mission (EBI). The student then mark their own answers against the corresponding mark scheme giving themselves a medal and mission. The lesson concludes with them redrafting their own answer to include the improvements.

This is a constructive observation/ practical lesson that offers the student the choice of task as to gain a better response and effort from the child. The lesson starts with a review of how homework help exam performance, it then moves on to the students identifying for themselves what 3 things a force can do to a lump of Plasticine. The lesson swiftly moves to another independent identification of 8 key forces via a differentiated worksheet. The lesson concludes with an exit ticket.

The lesson is highly differentiated and focuses on allowing the student a degree of choice as to which tasks to complete. The lessons starts with a DO it Now activity which has two options for the students to choose, an easy and a harder, this demonstrates stretch and challenge. The central activity to the lesson get the students up and reviewing different forces and coming up with examples. Knowledge is shown via a Blooms pyramid activity. The lesson finishes in an exit ticket.

The lesson looks at a difficult and new concept of the Edexcel (1-9) GCSE 2016, the three domains of life. This lesson utilises teacher led learning and video based learning to cover the preferences of the student. The learning is assessed with a hinge point question into a differentiated task. The lessons concludes with an exit ticket.

This lesson is designed to bring the fun back into a potentially dry subject. The lesson uses worms (sweets) to demonstrate how harmful and beneficial mutations alter the chances of reproduction. The lesson includes several thinking for learning activities. The lesson starts with a key word match up and finishes with an exit ticket to conclude learning.

Cells and Control. The lesson is part of a series of lessons that cover topic two of the new GCSE (to be sat in 2017). The lesson focusses around a carousel based information gathering task, within the 4 stations there are levels of differentiation. The level of learning is assessed via a hinge question, this leads into an extension or consolidation activity. This activity is followed by a 6 mark GCSE question which is self assessed with a mark scheme. The lesson concludes with an exit ticket.