My lessons follow the learning objectives of Exploring Science: Working Scientifically Student Book Year 8 by Pearson. Geared towards Edexcel curriculum but follows the national curriculum suitable for schools that teach towards AQA, OCR curriculum also.
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My Lessons include:
Visually appealing graphics that encourage engagement throughout a lesson.
‘Do now/Starter’ activities with music to encourage fast and easy settling as the pupils arrive to lesson.
Progress steps: By having the student’s track their own progress, it creates ownership of goal achievement. The graphic representation of the students’ progress can be highly motivating. If improvements are not achieved, students can reflect on what changes need to be made to the intervention plan.
Peer and self-assessments (AfL) encouraging use of green pen self-assessment and purple pen peer assessment . This can be edited to meet the expectations of your school policy
Formative assessments to consolidate learning throughout (exam-style questioning, linking questions)
Plenary activities.
Extensions and challenge questions to reach higher ability students.
On screen timers to aid lesson plan and pupil focus.
Implementing subject specific key words throughout to encourage literacy
✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰
music credit to: Summer Adventure by DPmusic
PLEASE READ BEFORE PURCHASING
The powerpoint objective are working towards the English national curriculum for KS3 Science but also follows the overall English national curriculum suitable for schools that teach towards AQA, Edexcel & OCR curriculum also.
✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰
My Lessons include:
Visually appealing graphics that encourage engagement throughout a lesson.
‘Do now/Starter’ activities with music to encourage fast and easy settling as the pupils arrive to lesson.
Progress steps: By having the student’s track their own progress, it creates ownership of goal achievement. The graphic representation of the students’ progress can be highly motivating. If improvements are not achieved, students can reflect on what changes need to be made to the intervention plan.
Peer and self-assessments (AfL) encouraging use of green pen self-assessment and purple pen peer assessment . This can be edited to meet the expectations of your school policy
Formative assessments to consolidate learning throughout (exam-style questioning, linking questions)
Plenary activities.
Extensions and challenge questions to reach higher ability students.
On screen timers to aid lesson plan and pupil focus.
Implementing subject specific key words throughout to encourage literacy
✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰
Disclaimers:
I owe no rights to the music or images used in this PowerPoint
Music credit goes to: Golden Summer (Lenny B)Fortune Cookie
**Range of used icons credit to: **Flaticon
My Lessons include:
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1. Visually appealing graphics that encourage engagement throughout a lesson. 🧠👁💯
2. ‘Do now/Starter’ activities with music to encourage fast and easy settling as the pupils arrive to lesson. ⚠️🎯🔉
3. Progress steps: By having the student’s track their own progress, it creates ownership of goal achievement. 🏆🏅The graphic representation of the students’ progress can be highly motivating. If improvements are not achieved, students can reflect on what changes need to be made to the intervention plan.
4. On screen timers that aid SEND students. ⏰
5. Peer and self-assessments (AfL) encouraging use of green pen self-assessment 🟢 and purple pen peer assessment🟣 . This can be edited to meet the expectations of your school policy📍✅
6. Formative assessments to consolidate learning throughout ⏸🔙💭(exam-style questioning, linking questions)🚦
8. Plenary activities.🔒
9. Extensions and challenge questions to reach higher ability students ⭐️💡🔎
10. On screen timers to aid lesson plan and pupil focus.⏱⏳
11. Implementing subject specific key words throughout to encourage literacy 🔑
✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰
OBJECTIVES
Describe what indigestion and heartburn is.
Describe what happens during neutralisation.
Explain the pH changes taking place during neutralisation.
Describe some everyday neutralisation reactions.
***PLEASE READ BEFORE DOWNLOADING ***
The powerpoint objective are working towards the English national curriculum for KS3 Science but also follows the overall English national curriculum suitable for schools that teach towards AQA, Edexcel & OCR curriculum also.
✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰
My Lessons include:
Visually appealing graphics that encourage engagement throughout a lesson.
‘Do now/Starter’ activities with music to encourage fast and easy settling as the pupils arrive to lesson.
Progress steps: By having the student’s track their own progress, it creates ownership of goal achievement. The graphic representation of the students’ progress can be highly motivating. If improvements are not achieved, students can reflect on what changes need to be made to the intervention plan.
Peer and self-assessments (AfL) encouraging use of green pen self-assessment and purple pen peer assessment . This can be edited to meet the expectations of your school policy
Formative assessments to consolidate learning throughout (exam-style questioning, linking questions)
Plenary activities.
Extensions and challenge questions to reach higher ability students.
On screen timers to aid lesson plan and pupil focus.
Implementing subject specific key words throughout to encourage literacy
✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰
Disclaimers:
I owe no rights to the music or images used in this PowerPoint
Music credit goes to: Golden Summer (Lenny B)Fortune Cookie
**Range of used icons credit to: **Flaticon
OBJECTIVES
Discuss adapations of plants (root hair cell and palisade)
Explain how xylem & phloem vessels are adapted to its functions.
Describe how transpiration occurs.
Describe how translocation occurs.
Explain the effects of environmental factors on the rate of transpiration.
Describe how to measure the rate of transpiration.
***PLEASE READ BEFORE DOWNLOADING ***
The powerpoint objective are working towards the English national curriculum for KS4 Edexcel Biology but also follows the overall English national curriculum suitable for schools that teach towards AQA & OCR
✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰
My Lessons include:
Visually appealing graphics that encourage engagement throughout a lesson.
‘Do now/Starter’ activities with music to encourage fast and easy settling as the pupils arrive to lesson.
Progress steps: By having the student’s track their own progress, it creates ownership of goal achievement. The graphic representation of the students’ progress can be highly motivating. If improvements are not achieved, students can reflect on what changes need to be made to the intervention plan.
Peer and self-assessments (AfL) encouraging use of green pen self-assessment and purple pen peer assessment . This can be edited to meet the expectations of your school policy
Formative assessments to consolidate learning throughout (exam-style questioning, linking questions)
Plenary activities.
Extensions and challenge questions to reach higher ability students.
On screen timers to aid lesson plan and pupil focus.
Implementing subject specific key words throughout to encourage literacy
✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰
Disclaimers:
I owe no rights to the music or images used in this PowerPoint
Music from #Uppbeat
(free for Creators!):
License code: WCRGYYEBOWEUTZGC
OBJECTIVES
Define limiting factors of photosynthesis.
Describe the effects of temperature, light intensity and carbon dioxide concentration on the rate of photosynthesis.
Explain the effects of more than one factor on the rate of photosynthesis.
Describe how light intensity and rate of photosynthesis are related.
Explain why the rate of photosynthesis is inversely proportional to the distance of a light source. H
***PLEASE READ BEFORE DOWNLOADING ***
The powerpoint objective are working towards the English national curriculum for KS3 Science but also follows the overall English national curriculum suitable for schools that teach towards AQA, Edexcel & OCR curriculum also.
✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰
My Lessons include:
Visually appealing graphics that encourage engagement throughout a lesson.
‘Do now/Starter’ activities with music to encourage fast and easy settling as the pupils arrive to lesson.
Progress steps: By having the student’s track their own progress, it creates ownership of goal achievement. The graphic representation of the students’ progress can be highly motivating. If improvements are not achieved, students can reflect on what changes need to be made to the intervention plan.
Peer and self-assessments (AfL) encouraging use of green pen self-assessment and purple pen peer assessment . This can be edited to meet the expectations of your school policy
Formative assessments to consolidate learning throughout (exam-style questioning, linking questions)
Plenary activities.
Extensions and challenge questions to reach higher ability students.
On screen timers to aid lesson plan and pupil focus.
Implementing subject specific key words throughout to encourage literacy
✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰
Disclaimers:
I owe no rights to the music or images used in this PowerPoint
Music from #Uppbeat
Artist: golden-summer-lenny-b-fortune-cookie-main-version
(free for Creators!):
License code: WCRGYYEBOWEUTZGC
Enjoy my free resource!
Please rate it as it helps my shop out a lot :)
I print out a few copies and cut them out ready to use for any lesson.
Clear evidence of AfL if your books were ever viewed by Ofsted or SLT.
Why you should download this resource:
Peer and self assessment allows learners to assess both each other and their own progress. Both methods encourage learners to monitor progress, take responsibility for their own work and to help others. When used correctly it can correct mistakes and help learners develop in their chosen subject area.
Peer- and self-assessment gives students the opportunity to take an active role in the ongoing and final performance of their peers and themselves in group activities. Peer- and self-assessment further encourages students to be cooperative, responsible, and productive members of a group.
FOR LEARNING, REVISION & CLASS WORK
External resources are credited to Pearson Edexcel Active Learn, Exam Wizard and Revise Edexcel GCSE (9-1) Biology Revision Guide - Higher
Suited for combined students
This booklet includes the following (please read before purchasing to find out if this will be useful for you and your students!)
Chapter pages from the curriculum book
Every style of past paper exam question for each chapter in the topic (found on exam wizard).
Mark schemes for the teacher.
Curated for GCSE students who want to revise/learn topic 2 Cells and Control.
Edexcel Biology Combined Biology content – Following the Edexcel curriculum.
**Booklet includes: **
Meiosis
DNA structure
DNA extraction core practical
Alleles
Inheritance
Variation
Mutations
Neatly organised and can be used in conjunction of teaching and learning in school.
I reccomend printing as a duplex booklet (see image attached)
For me as a teacher I find these most helpful to students when I print these booklets and hand them out to my students before the start of a new unit/topic. These are also very hand when you are absent and need to set cover work.
All external pages and photos are credited to Pearson Edexcel Active Learn and bbc bitesize revision higher book. I do not claim any ownership over the published work - I simply combined everything useful into one booklet!
My PowerPoint slides include:
Visually appealing graphics that encourage engagement throughout a lesson
‘Do now’ activities with music/timers to encourage fast and easy settling as the pupils arrive to lesson.
Progress steps: By having the student’s track their own progress, it creates ownership of goal achievement. The graphic representation of the students’ progress can be highly motivating. If improvements are not achieved, students can reflect on what changes need to be made to the intervention plan.
On screen timers that aid SEND students
Peer and self-assessments (AfL)
Formative assessments (exam-style questioning, linking questions)
Plenary activities.
I noticed there were very limited resources targeted towards lower-level Science GCSE and wanted to make resources that were engaging and fun. Complex information has been broken down while using questioning to stretch many of the students at a variety of levels.
My PowerPoint slides include:
visually appealing graphics that encourage engagement throughout a lesson
‘Do now’ activities with music to encourage fast and easy settling as the pupils arrive to lesson.
Progress steps: By having the student’s track their own progress, it creates ownership of goal achievement. The graphic representation of the students’ progress can be highly motivating. If improvements are not achieved, students can reflect on what changes need to be made to the intervention plan.
On screen timers that aid SEND students
Peer and self-assessments (AfL)
Formative assessments (exam-style questioning, linking questions)
Plenary activities.
I noticed there were very limited resources targeted towards lower-level Science GCSE and wanted to make resources that were engaging and fun. Complex information has been broken down while using questioning to stretch many of the students at a variety of levels.
My PowerPoint slides include:
visually appealing graphics that encourage engagement throughout a lesson
‘Do now’ activities with music to encourage fast and easy settling as the pupils arrive to lesson.
Progress steps: By having the student’s track their own progress, it creates ownership of goal achievement. The graphic representation of the students’ progress can be highly motivating. If improvements are not achieved, students can reflect on what changes need to be made to the intervention plan.
On screen timers that aid SEND students
Peer and self-assessments (AfL)
Formative assessments (exam-style questioning, linking questions)
Plenary activities.
I noticed there were very limited resources targeted towards lower-level Science GCSE and wanted to make resources that were engaging and fun. Complex information has been broken down while using questioning to stretch many of the students at a variety of levels.
My PowerPoint slides include:
visually appealing graphics that encourage engagement throughout a lesson
‘Do now’ activities with music to encourage fast and easy settling as the pupils arrive to lesson.
Progress steps: By having the student’s track their own progress, it creates ownership of goal achievement. The graphic representation of the students’ progress can be highly motivating. If improvements are not achieved, students can reflect on what changes need to be made to the intervention plan.
On screen timers that aid SEND students
Peer and self-assessments (AfL)
Formative assessments (exam-style questioning, linking questions)
Plenary activities.
I noticed there were very limited resources targeted towards lower-level Science GCSE and wanted to make resources that were engaging and fun. Complex information has been broken down while using questioning to stretch many of the students at a variety of levels.
My PowerPoint slides include:
visually appealing graphics that encourage engagement throughout a lesson
‘Do now’ activities with music to encourage fast and easy settling as the pupils arrive to lesson.
Progress steps: By having the student’s track their own progress, it creates ownership of goal achievement. The graphic representation of the students’ progress can be highly motivating. If improvements are not achieved, students can reflect on what changes need to be made to the intervention plan.
On screen timers that aid SEND students
Peer and self-assessments (AfL)
Formative assessments (exam-style questioning, linking questions)
Plenary activities.
I noticed there were very limited resources targeted towards lower-level Science GCSE and wanted to make resources that were engaging and fun. Complex information has been broken down while using questioning to stretch many of the students at a variety of levels.
My PowerPoint slides include:
visually appealing graphics that encourage engagement throughout a lesson
‘Do now’ activities with music to encourage fast and easy settling as the pupils arrive to lesson.
Progress steps: By having the student’s track their own progress, it creates ownership of goal achievement. The graphic representation of the students’ progress can be highly motivating. If improvements are not achieved, students can reflect on what changes need to be made to the intervention plan.
On screen timers that aid SEND students
Peer and self-assessments (AfL)
Formative assessments (exam-style questioning, linking questions)
Plenary activities.
I noticed there were very limited resources targeted towards lower-level Science GCSE and wanted to make resources that were engaging and fun. Complex information has been broken down while using questioning to stretch many of the students at a variety of levels.
My PowerPoint slides include:
visually appealing graphics that encourage engagement throughout a lesson
‘Do now’ activities with music to encourage fast and easy settling as the pupils arrive to lesson.
Progress steps: By having the student’s track their own progress, it creates ownership of goal achievement. The graphic representation of the students’ progress can be highly motivating. If improvements are not achieved, students can reflect on what changes need to be made to the intervention plan.
On screen timers that aid SEND students
Peer and self-assessments (AfL)
Formative assessments (exam-style questioning, linking questions)
Plenary activities.
Combined Science Plants and ecosystems unit Biology
I noticed there were very limited resources targeted towards lower-level Science GCSE and wanted to make resources that were engaging and fun. Complex information has been broken down while using questioning to stretch many of the students at a variety of levels.
My PowerPoint slides include:
visually appealing graphics that encourage engagement throughout a lesson
‘Do now’ activities with music to encourage fast and easy settling as the pupils arrive to lesson.
Progress steps: By having the student’s track their own progress, it creates ownership of goal achievement. The graphic representation of the students’ progress can be highly motivating. If improvements are not achieved, students can reflect on what changes need to be made to the intervention plan.
On screen timers that aid SEND students
Peer and self-assessments (AfL)
Formative assessments (exam-style questioning, linking questions)
Plenary activities.
My PowerPoint slides include:
visually appealing graphics that encourage engagement throughout a lesson
‘Do now’ activities with music to encourage fast and easy settling as the pupils arrive to lesson.
Progress steps: By having the students track their progress, it creates ownership of goal achievement. The graphic representation of the students’ progress can be highly motivating. If improvements are not achieved, students can reflect on what changes need to be made to the intervention plan.
On-screen timers that aid SEND students
Peer and self-assessments (AfL)
Formative assessments (exam-style questioning, linking questions)
Plenary activities.
My PowerPoint slides include:
visually appealing graphics that encourage engagement throughout a lesson
‘Do now’ activities with music to encourage fast and easy settling as the pupils arrive to lesson.
Progress steps: By having the students track their progress, it creates ownership of goal achievement. The graphic representation of the students’ progress can be highly motivating. If improvements are not achieved, students can reflect on what changes need to be made to the intervention plan.
On-screen timers that aid SEND students
Peer and self-assessments (AfL)
Formative assessments (exam-style questioning, linking questions)
Plenary activities.
My PowerPoint slides include:
visually appealing graphics that encourage engagement throughout a lesson
‘Do now’ activities with music to encourage fast and easy settling as the pupils arrive to lesson.
Progress steps: By having the student’s track their own progress, it creates ownership of goal achievement. The graphic representation of the students’ progress can be highly motivating. If improvements are not achieved, students can reflect on what changes need to be made to the intervention plan.
On screen timers that aid SEND students
Peer and self-assessments (AfL)
Formative assessments (exam-style questioning, linking questions)
Plenary activities.
1. Visually appealing graphics that encourage engagement throughout a lesson. 🎉
2. ‘Do now/Starter’ activities with music to encourage fast and easy settling as the pupils arrive to lesson. ⚠️
3. Progress steps: By having the student’s track their own progress, it creates ownership of goal achievement. The graphic representation of the students’ progress can be highly motivating. If improvements are not achieved, students can reflect on what changes need to be made to the intervention plan.
4. On screen timers that aid SEND students. 🕐
5. Peer and self-assessments (AfL) encouraging use of green pen self-assessment 🟢 and purple pen peer assessment🟣 . This can be edited to meet the expectations of your school policy
6. Formative assessments to consolidate learning throughout ⏸🔙💭(exam-style questioning, linking questions)
8. Plenary activities.🔒