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.

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 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 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 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.

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.

This lesson is intended for KS3 to give a basic understanding to key Edexcel 2016 GCSE. The lesson starts by reviewing the previous exit ticket (this can easily be changed). A signal generator is needed to demonstrate what pitch/ frequency and volume sound like, this is an ideal opportunity to get students standing around a desk and push the conversation and questions. The main part of the lesson is a SOLO Taxonomy task (not labelled as SOLO but progressive in difficulty). Students show their progress by putting their name on a post-it note and moving it along the the task progress line, this shows the teacher which student to target and demonstrates outstanding differentiation. 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.

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.

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.

Lesson 3 SDT is designed for all abilities in year 8. The lesson has GCSE focused questions to ensure that the long term goals of the students are established. The lesson caters for all abilities by utilising micro teaching and hinge-point questions, the use of HPQ directs learning depending on the understanding at vital point at the lesson; this determines whether the student attempts gold, silver, bronze tasks. There is a purple extension task to push the high on entry students. The lesson concludes with an exit ticket.

Whole lesson including presentation and tasks. Over arching concepts in biology. The lesson is part of a series of lessons that cover topic one Biology. The lesson is a maths for biology focused lesson which involved a series of calculations for magnification (3 levels of differentiation) followed by a hinge point question leading into a series of calculations on scale and perceived size. The demonstrate activity is a student choice of difficulty to solve a biological problem. The lesson concluded with an exit ticket.

This is a hard hitting lesson on cancer that is a core part of Edexcel GCSE 2016- Cells and control. The lesson start by getting the student to guess what is is about, it is a conversation led lesson that engages the students in a potentially emotional content. The lesson includes both the theory and some of the ethical considerations about smoking and advertising. The main task involves the students answering questions on the discussed topics before the lesson concludes with an exit ticket.

This is a whole lesson including tasks and presentation. Over arching concepts in biology. The lesson is part of a series of lessons that cover topic one of the new GCSE (to be sat in 2017). There is a focus on a creature called Demodex, a parasite that lives in 17% of the populations skin pores. The lesson stresses the differences an advantages and disadvantages of light vs electron microscopes. The lesson features a hinge question to determine students ability which leads into a Cloze activity for lower ability students or an open ended research task for the higher ability.