These are designed to be used for when students come into class, similar to ‘do it now’ tasks. The starters can be photocopied and handed to students, or can be just completed in books. Once students have had 10 minutes, you can show them the model answers which are also part of the resource. Date on the slides automatically change. Each sheet focuses on two equations (six questions in total): 1) What is the equation triangle 2) What are the units 3) Example question to complete. Its perfect to build students memory, confidence and recognising what equation is needed to be used in what situation. Each sheet has model answers so that students can correct there work there and then! My students have really enjoyed and appreciated them This set covers all Trilogy equations in P1 (AQA), which is virtually every Triple (Single) Physics equation in P1. The resources comes with two resource sheets to help students when completing the task. Each starter quiz has the date automatically changed on the day of use. At the end the student will have a full P1 resource of equations, units and model answers. This resource is also great if you are making a department or Science group push on equations. P2 and P1 now available as a bundle!!

These resources are designed to help students develop knowledge of what the keywords in Physics means and get them to practice independence (research) skills to find out what they mean. These resources are designed to act as homework sheets, which can easily be printed off on A4 and then easily marked in class. They can also be used as research formative assessment sheets in class. These sheets are designed in a format which can quickly and easily be further differentiated depending on group and needs of the group. Each sheet has model answers which can be shown in class and students can write in instant feedback. Topics included are: Energy, Particle model matter, Atomic Structure and Radiation, Electricity. These topics and word sheets are specifically aimed at the AQA GCSE course P1, however they cross over easily into other specifications. My classes have really appreciated them, especially those classes who find it hard managing the amount of jargon needed to be understood in Physics. These students also found it reassuring partcularly when physics got too mathsy or abstract for them.

These resources are designed to help students develop knowledge of what the keywords in Biology means and get them to practice independence (research) skills to find out what they mean. These resources are designed to act as homework sheets, which can easily be printed off on A4 and then easily marked in class. They can also be used as research formative assessment sheets in class. These sheets are designed in a format which can quickly and easily be further differentiated depending on group and needs of the group. Each sheet has model answers which can be shown in class and students can write in instant feedback. Topics included are: Homeostasis and Response, Inheritance and Evolution, Ecology. These topics and word sheets are specifically aimed at the AQA GCSE course B2, however they cross over easily into other specifications. My classes have really appreciated them, especially those classes who find it hard managing the amount of jargon needed to be understood in Biology.

These resources are designed to help students develop knowledge of what the keywords in Biology means and get them to practice independence (research) skills to find out what they mean. These resources are designed to act as homework sheets, which can easily be printed off on A4 and then easily marked in class. They can also be used as research formative assessment sheets in class. These sheets are designed in a format which can quickly and easily be further differentiated depending on group and needs of the group. Each sheet has model answers which can be shown in class and students can write in instant feedback. Topics included are: Cells, Organisation (digestion and enzymes), Organisation (Heart, Blood and Lungs), infection and response, Bioenergetics 1 (photosynthesis and plant structure), Bioenergetics (aerobic and anaerobic respiration. These topics and (Six) word sheets are specifically aimed at the AQA GCSE course B1, however they cross over easily into other specifications. My classes have really appreciated them, especially those classes who find it hard managing the amount of jargon needed to be understood in Biology.

Students find writing and expressing Science ideas hard. This an easy to refer to (tried and tested) guide for students. This is a resource that shows students how to write and break down a sentence when expressing a science idea at different levels and grades. This resource uses models of science sentences to do that, and its presented in a way that can be stuck in a glued in student books at the start of the year and then referred to. My student have found this invaluable and I also got in the habit of referring to it to help students. On this is also a guide to the written skills and the grades that the written grade for science might gain. This makes it a valuable reference sheet for KS3 and KS4.

This is a full lesson aimed at GCSE grades 4 - 9 and focus. Its objectives are: I can simply describe how your body monitors its temperature I can describe in detail linking ideas to a negative feedback loop how core temperature is maintained. I can explain the negative feedback loop and adaptations the body has to maintain core temperature. This lesson has starter/plenary. Information delivery (including an information hunt with resources), frequent assessment opportunities, worksheets (differentiated by outcome and targeted), model answers. Information for the hunt is at the end of the PPT and the model answers are placed directly after the WS in green to encourage green penning. This would also be a good lesson for a weaker year 12 or a level group.

This lesson is about the structure and function of the kidneys. Its is aimed for GCSE students grades 4 - 9 but will also work for low ability A-level. It is aimed for AQA triple students specifically but will work for most specs. The lesson has information: that can be used to present, instructions for tasks on slides, differentiated tasks at most points, assessment opportunities, differentiated worksheets (that can be used for outcome and targeted) and model answers; starter and plenary Objectives: I can say where the Kidneys are and what they do I can label the main structures of the kidney and describe what it does. I can explain the importance of Kidneys and the role they take when controlling an internal environment.

This lesson is targeted at GCSE students grades 4 - 9. It is a whole lesson (i hour approx) with a full set of resources. It is a fast paced lesson with many opportunities to correct work. It is focused on the AQA specification but will work with most specifications. Objectives: I can show where the main sections of the brain are. I can describe what the main sections of the brain do and describe some ways scientists may use to find out about the brain. I can explain and discuss how scientists use different methods to work out the structure and function of the brain. starter - jigsaw puzzle with challenge task afterwards. On ppt. Video links with information to deliver. Quick worksheet looking at parts of Brain and what they do, with model answers Research on Scientific Methods research the Brain. Research template differentiated with model answers to follow. Research info also provided. Questions to consolidate, differentiated by outcome. With model answers afterwards. Plenary. My students loved this.

This lesson is aimed at GCSE grades 2 onwards with some challenging application resources for the Higher ability (grades 7 - 9). This lesson is mainly aimed at students grades 2 -7. This can also be used for low ability A/AS level groups who need to develop their understanding of the importance of Active Transport in Biological organisms. The lesson comes with frequent assessment opportunities, clear opportunities for modeling by the teacher, differentiated tasks and worksheets at all points in the lesson. The lesson also comes with model answers when reinforcing and extending student understanding. All slides have instructions attached for student and teacher. The lesson comes with starter and plenary as well. Objectives: I can able to define diffusion, osmosis and active transport and simply describe how active transport works. I can accurately describe how active transport works and suggest some examples of where it occurs. I can explain why active transport is important and why it is useful in different scenarios.

These resources sheets (A5) are designed to cover the objectives of a lesson. They are designed to make students focus on specific reliable supported resources that will help them develop there understanding whilst they are preparing for future tasks. They are aimed specifically at all KS3 students but can very much be used for low to middle ability kS4 students. They can be used to prepare students prior to a lesson which can then allow you to go deeper into a subject. They help support students if they are completing presentations, good home based distance learning resources. Each resource has links to written and youtube sources. Each resource has differentiated objectives (by outcome), each resource has suggestions on how they could be used to present, mentor and deliver the content they have learned. These resources are covered: current and charge; endo and exothermic reactions; exam question technique; forces; photosynthesis; interdependence; graph skills; reactivity series and displacement; respiration; voltage and resistance. The ppt slides will need to be scaled to fit.

This a complete GCSE Specific Heat Capacity (SHC) lesson. It has key opportunities for assessment, metacognition when going through the calculation. All examples of calculations have model answers for green pen corrections. The practical is the standard SHC practical with a block and an immersion heater, then using the results to calculate SHC. The main worksheet is differentiated by the points that students start at, which is assessed by a true and false quiz based on objectives. The worksheet has model answers for green pen corrections. This is either a slow paced two part lesson (1 - six) or a high paced lesson (for a students grades 5 - 9). My students loved it

The resource is based around a differentiated card sort: 1. circuit diagram 2. label 3. what it does 4. how it works. Card sort can be used for students in KS3 to higher KS4. The card sort is focused on the following components: switch, lamp, cell, battery, voltmeter, ammeter, fuse, fixed resistor, series circuit, parallel circuit, thermistor, variable resistor, LDR, LED, Motor and Diode. In that order. This can be used for Science as well as electronics. The card sort card is designed to so when printed the KS4 or components not needed for younger students can be easily left off. To support the card sort, attached is an information hunt research pack. All include colourful images and links to real life. So with students who need extra support they can find the information located around the room and make changes to the card sort. A easier to read version has been included to for students who may struggle to place information in categories. Instruction slide included.

This lesson is aimed at GCSE students graded 2 to 7. It is has a focus on collaboration/discussion with practical work. The practical is based on the card, glass and penny trick. Objectives. I can define newtons first law and calculate resultant force. I can describe newton’s first law of motion in objects and link ideas of resultant force. I can explain how inertia law applies to non familiar contexts and answer exam style questions on this. Quick quiz starter Definition and task encouraging students to think about it. Practical and paired/group task. Differentiated sheets on the PPT to print out. Model answers for task. Assessment. True or False with answers. Assessment will then dictate the questions students complete consequently differentiated. Questions with model answers. Plenary.

The lesson has full written resources with: differentiated resources; points for assessment; links to video; fun task to test understanding of knowledge; a classroom assessment point to help differentiate for the last main task. The lesson is aimed at higher triple GCSE students (grades 5 to 9) but will also be effective for struggling a level students. Lesson aims: I can describe how monoclonal antibodies are made. I can explain how monoclonal antibodies are produced from mouse lymphocytes to produce monoclonal antibodies on mass. I can apply ideas and explain how monoclonal antibodies can be used in other applications. The lesson follows this route: quick starter. introduction of new material Using new material and describe the process of monoclonal antibody production from mice. peer to peer assessment and pairedwork on task. model answer and correction with green pen. Assessment true and false quiz. Differentiated questions. Plenary.

A set of twelve cards with things not to do in the lab. A bit of fun and good discussion point for what to do and what not to do in the Sci lab. It really gets the students thinking and gets them motivated. Taboo. At the top of the card is the thing that must not be done in the lab. The student has to describe to another student what that thing is, whilst not using the words on the card. As a bit of a challenge - students should not be allowed to make actions. Enjoy!!

This is to go with my KE lesson and there is a heavy focus on the maths and the workings out of GPE. Starter slides 2 and 3. Jigsaw or (settler) do it now task. The settler task is used as a plenary to be adjusted at the end of the lesson. aims and intro. introducing the information - links to videos to stimulate discussion if needed. Modelling how to work out GPE. Whiteboard activity where students get to try - next slide with answers. Questions get harder as they go on. see white boards assess individuals as well as group and feedback areas to improve. True or false - score will dictate worksheet starting points. Differentiation for the individual. Answer to the worksheets - students correct in green. Plenary - go back over the starting task and improve. This allows you to measure progress and help students as individuals with any possible feedback. My students found this useful and gave them more focus and confidence when looking at the calculations.

This is a fast paced broken down lesson that is aimed at students for grades 3 - 9. This lesson covers the objectives: I can describe what is meant by kinetic energy and how to calculate it. I can calculate kinetic energy in exam style questions and in a practical situation. I can re-arrange equations and apply ideas about kinetic energy to objects that move. The lesson has a jigsaw to start the lesson off to help students absorb key ideas. This gets copied in books after students have completed and lesson Objectives have been introduced. Has information to introduce students to what kinetic energy is. Modelling how to answer a question. (metacognition aspect). White board activity to assess students (individual and group). Practical. Students apply and use ideas learnt. true or false to score them and assess. Score is then directing students to different parts of a differentiated resource. Has a support sheet. Answer sheet - students to correct in green. Plenary.

P1 Physics (trilogy) AQA low stakes formative assessments. 11 tasks. Designed so they can be placed every 6/7 lessons in Physics GCSE topic Units. This fits most school marking policies that place an emphasis on formative assessment. These assessments have been designed for Low stakes - High Impact. There is an emphasis on thinking and planning which is great for metacognition. These are designed to allow students to give quality answers but also be relatively quick to mark. These are also designed to be used for home work as well. In fact that is where they developed from. Each task has related pictures/tasks on the left and three differentiated (by outcome) tasks. This has been based on blooms/IDEALS using command words like define, describe, explain, compare, evaluate etc. They have also been designed to with word limits to make them more challenging and focus on concise quality. Plus, this means less to mark. A class set takes me 30 mins - 1 hour to mark depending on ability. Usually 40 mins. I tended to use colour coded highlighters on task sheet and in the WWW and EBI, with a statement or two. Each assessment has a task slide and a statement box slide. Photocopy both to go on one sheet and it becomes an A4 sheet that can easily be transported, written on and glued in student excercise books. This is useful if your school likes coloured paper to highlight marked work in books. Names of assessments: Energy transfers and pathways, KE GPE and EPE, Renewable and Non renewable, static electricity and charge, components current and circuit rules, electrical resistance and IV graphs, Plugs alternating and direct current, states of matter and internal energy, particles and pressure, the atom and evidence for it, radiation types and decay. Once my students got in the pattern of completing these, they loved them because it took them less time to complete.

Biology B2 (trilogy) AQA low stakes formative assessments. 16. Designed so they can be placed every 6/7 lessons in Biology GCSE topic Units. This fits most school marking policies that place an emphasis on formative assessment. These assessments have been designed for Low stakes - High Impact. There is an emphasis on thinking and planning which is great for metacognition. These are designed to allow students to give quality answers but also be relatively quick to mark. These are also designed to be used for home work as well. In fact that is where they developed from. Each task has related pictures/tasks on the left and three differentiated (by outcome) tasks. This has been based on blooms/IDEALS using command words like define, describe, explain, compare, evaluate etc. They have also been designed to with word limits to make them more challenging and focus on concise quality. Plus, this means less to mark. A class set takes me 30 mins - 1 hour to mark depending on ability. Usually 40 mins. I tended to use colour coded highlighters on task sheet and in the WWW and EBI, with a statement or two. Each assessment has a task slide and a statement box slide. Photocopy both to go on one sheet and it becomes an A4 sheet that can easily be transported, written on and glued in student excercise books. This is useful if your school likes coloured paper to highlight marked work in books. Names of assessments: nerves and hormones, genetic material and meiosis, genetic inheritance, natural selection and selective breeding, nutrient cycle, communities and food webs. Once my students got in the pattern of completing these, they loved them because it took them less time to complete.

Biology B1 (trilogy) AQA low stakes formative assessments. Designed so they can be placed every 6/7 lessons in Biology GCSE topic Units. This fits most school marking policies that place an emphasis on formative assessment. These assessments have been designed for Low stakes - High Impact. There is an emphasis on thinking and planning which is great for metacognition. These are designed to allow students to give quality answers but also be relatively quick to mark. These are also designed to be used for home work as well. In fact that is where they developed from. Each task has related pictures/tasks on the left and three differentiated (by outcome) tasks. This has been based on blooms/IDEALS using command words like define, describe, explain, compare, evaluate etc. They have also been designed to with word limits to make them more challenging and focus on concise quality. Plus, this means less to mark. A class set takes me 30 mins - 1 hour to mark depending on ability. Usually 40 mins. I tended to use colour coded highlighters on task sheet and in the WWW and EBI, with a statement or two. Each assessment has a task slide and a statement box slide. Photocopy both to go on one sheet and it becomes an A4 sheet that can easily be transported, written on and glued in student excercise books. This is useful if your school likes coloured paper to highlight marked work in books. Names of assessments: Microscopy, Transport, Enzymes, circulatory system and organs, plant organs and tissues, pathogens and diseases, drugs, vaccinations, photosynthesis and rate, respiration and metabolism. Once my students got in the pattern of completing these, they loved them because it took them less time to complete.