This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Molecules & Matter ’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a definition of density as well as the calculation (and units) for density. Students can take notes using the PowerPoint presentation and then work through the worked example on the board, before the answer to this question is revealed. Students will now need to rearrange the equation in order to calculate either the mass of the object or the the volume of the object. Students will now copy and complete a table on the different densities of materials, using the equations written in their books they will need to calculate the mass/volume/density of these materials. The mark scheme for this work is included in the PowerPoint presentation so students can self-assess their work once it is complete. Students will now focus on the ‘Maths Skill’ of converting units into standard form, an example if first given to students before they work through a set of numbers - converting to standard form. Students can self-assess their work using the answers provided once this is complete. Students will now work their way through a set of questions, some ‘exam-style questions’ on density. Students must show all their working, the mark scheme for these questions is included in the PowerPoint so students can self-assess their work once it is complete. The next part of the lesson demonstrates to pupils how they can work out the density of a solid object with an irregular shape, as well as the density of an unknown liquid. Students are shown the steps needed to calculate the density of these substances, they will then be given a set of problems to work through. Once complete students can self-assess their work using the mark scheme provided. The final two tasks are firstly a past-paper exam question and then a ‘True or False’ activity - both to assess students knowledge of what they have learned this lesson. The plenary task requires pupils to write down three sentences to summarise what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed to meet specification points from the NEW AQA GCSE 'Energy' module. For more lessons within this series please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with pictures demonstrating the 5 energy stores, pupils will need to discuss and decide on what these energy stores might be using the pictures. Once pupils have identified the energy stores (these can be written down on the whiteboard) pupils will then need to complete sentences which describe each of the energy stores, sentence starters are provided. Pupils are then given a slide with pictures which demonstrate examples of energy transfers, pupils again will need to identify the different ways in which energy can be transferred using the pictures. The next part of the lesson will focus on energy transfer flow diagrams, pupils will need to describe the energy transfers taking place in different systems, including a torch, candle & TV. There is a worksheet at the end of the PowerPoint which pupils can use to complete these tasks. When finished, pupils can self-assess their work. Pupils will then answer some progress check questions in their books, I usually ask pupils to complete in silence to reflect on what they have learnt this lesson. Pupils will then self-assess their work. The final task is a past-paper question, pupils can complete on the sheet and peer-assess their work using the mark scheme provided.

This is a lesson aimed at the new AQA Physics GCSE module on 'Energy'. For more lessons within this series please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins by introducing the concept of 'work done', by using the example of a person pedalling a bike. The first task the pupils will need to complete is to produce a mind map on activities which require work to be done in order something to happen. Pupils are then shown the equation to calculate work done and they can work through a model question. You can work through this question with pupils on the board or ask them to try and complete it in their books, then self-assess the work. The main activity for this lesson is a practical activity, the method for this practical is included in the PowerPoint presentation. Pupils will drag a wooden block across the desk a measured distance, the wooden block will be dragged initially with no elastic bands around it and then with one elastic band and finally with two elastic bands. Pupils will measure the force applied to drag the block using a Newton meter and record their results in a table (table included at the end of the PowerPoint). Using the measured distance and the force applied pupils can then work out the work done to drag each type of wooden block. The plenary activity is for pupils to complete a couple more work done calculations. All resources are included in the PowerPoint presentation.

This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Molecules & Matter’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a ‘Think > Pair > Share’ activity which requires pupils to recall the properties of a solid, liquid and gas. Once students have discussed this amongst themselves and as a class, they will then complete a fill-in-the-blank task to summarise the properties and the arrangement of particles of a solids, liquids and gases. Once this task has been completed students can self-assess their work suing the mark scheme included. Students will now be introduced to the idea of potential energy and internal energy, a video will then be shown and students will have to answer a set of questions. This work can then be self-assessed using the answers included in the PowerPoint. This then follows into a mid-lesson plenary, pupils will answer an exam question and then peer-assess their work. Next, students will study the different levels of forces of attraction between particles found in solids, liquids and gases. Their knowledge of what they have learned so far this lesson can then be checked using a summary worksheet, students complete their own worksheet, the answers to this are included in the PowerPoint for students to mark their work once complete. Lastly, students will carry out a ‘True or False’ task. The plenary task requires pupils to complete a 3-3-1 summary: 3 facts, 3 key words and 1 question to test their peers. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This is a resource designed to meet specification points for the NEW AQA GCSE Physics module on ‘Energy’. Other lessons of this series can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience It begins with a discussion on what power is a measurements of, there are hints that can be put on the board for lower ability students. You can then provide students with a definition of power which they can write down in their books. Pupils then consider the units of power, they can copy and complete sentences on the board which compare watts to joules/second and the difference between watts and kilowatts, joules and kilo joules. Next is the completion of a formula triangle in their books, higher ability students can figure out how to write this on their own but for lower ability students you may want to guide them through it. The concept of power is then put into context using Mo Farah/Usain Bolt as examples (videos provided). The next task is a table that students will need to copy off the board, it outlines different appliances and pupils will have to perform calculations to fill in the blanks. Pupils can self-assess their work using red pens, answers are provided on the PowerPoint slide. The final activity is a worksheet pupils can complete on power, again the answers to this worksheet is provided within the PowerPoint slide for pupils to self-assess the work. Plenary activity requires pupils to state three key facts from the lesson, 2 key words and pose a question to their peers on the topic of power. All resources are included in the PowerPoint slide. Thanks & enjoy :)

This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Molecules & Matter ’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The first activity of this lesson requires pupils to sort cards of information regarding particle arrangement, movement of particles and closeness of particles, into either solids/liquids/gases. Students will then need to copy and complete the table of information, this task can be self-assessed using the mark scheme within the PowerPoint presentation. Next, students are introduced to the kinetic theory of matter which applied to solids, liquids and gases. Pupils are given some information on the way particles in these three states of matter behave in relation to each other, particularly the speed/direction particles move in. Students will now need to watch a video on states of matter and will need to answer a set of questions, once this task is complete students can use the mark scheme provided to either self or peer assess their work. Using information from the video students will complete a diagram to show the transitions between different states of matter, students will need to match the correct process to the correct label on the diagram. Students can then mark their work using the answers provided. Lastly, students are introduced (or reminded of) the law of the conservation of mass and how this applies to changes of states of matter, before then completing a ‘Quick Check’ task which requires students to answer a set of questions based upon what they have learned this lesson. Again, the mark scheme for this task is included in the PowerPoint so students can assess and correct their own work. The plenary activity is for pupils to write a twitter message to summarise what they have learned this lesson. including #keywords from the lesson! All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This is a resource aimed at the NEW GCSE Physics specification on ‘Energy’. Other lessons from this series can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins by considering objects with elastic potential energy stores. The calculation for the elastic potential energy store of an object is introduced and pupils can have a go at rearranging it themselves. **If lower ability - you can go through this on the board** Pupils then copy and complete the table which leads them through the different stages to this calculation, they can then self-assess their work using a red pen. The next two slides are questions pupils can complete to work out the elastic potential energy stores of various objects, these questions can be self-assessed. The final activity is a past-paper question task (worksheet provided at the end of the PowerPoint) whereby pupils complete the questions, pass to their peers and peers will mark the work using the mark scheme provided on the PowerPoint. Peers should provide a positive comment, negative comment and something to improve. All resources for this lesson are included at the end of the PowerPoint presentation. Thanks & enjoy :)

This lesson is designed for the NEW AQA Physics GCSE, particularly the ‘Forces in Action’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a ‘Think > Pair > Share’ task, students are asked to consider the question ‘What is a force?’. Students will be given a few minutes to discuss in pairs, before feeding back to the class before the answer is revealed. Forces can be described as ‘contact’ or ‘non-contact’, students are asked to discuss what they think the differences between these types of forces are. After a short class discussion, the definition for each is revealed to students, they can make a note of this in their books. Next, students will be provided with a list (and diagrams) of different forces , they will need to sort into either contact or non-contact forces. This task can be self-assessed once it is complete. Next, students are introduced to Newton’s Third Law of Motion, when two objects interact with each other, they exert equal and opposite forces on each other. Students will then watch a video to demonstrate the principles of this law, students will answer a set of questions whilst doing so. Once complete, students can self-assess their work using the mark scheme provided. Next, students are provided with a further example of this law which they can take notes on their books. After this, students will complete a ‘quick check’ task to assess their knowledge of what they have learned so far this lesson. This work can then be marked and corrected using the answers provided on the PowerPoint presentation. Lastly, students complete a ‘fill-in-the-blank’ task to summarise what they have learned this lesson, this can be self-assessed using the mark scheme provided. The plenary task requires students to write down three facts, three key words and one question to test their peers on what they have learned so far this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is aimed at the new GCSE specification, on the topic of ‘Energy’. More lessons from this series can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience Pupils begin by considering what types of objects have a store of kinetic energy and then they can ‘Think, Pair, Share’ - what factors might affect how much kinetic energy an object actually has? The lesson then moves on to show pupils the calculation to work out kinetic energy, you can work through two model questions with pupils on the board. Pupils are then given a table where the calculation is broken down into sections. They are given the mass and the speed of an object, they will need to calculate 0.5 x mass in one column and the speed squared in another - from this they can calculate the kinetic energy. Once complete pupils can assess their work using a red pen. The next part of the lesson introduces how to rearrange the equation and then an activity follows with slightly harder calculations on kinetic energy, where they may be required to use the rearranged equation. Self-assessment of work when complete. **Higher ability students should now have a go at the past-paper question from the NEW AQA GCSE specimen material, they can complete the question and mark their work using the mark scheme provided** The plenary is game of ‘equation bingo’ - the students write 6 equations/words/phrases into their books, you describe their meaning and if students have the correct equation/word/phrase they can cross them out of their book. The first person to cross all of them out correctly can shout bingo! All resources are included in the PowerPoint - enjoy :)

This is a lesson aimed at the new GCSE Physics specification, it meets specification points for the 'Energy' module. For more lessons within this series please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins by students considering how energy is transferred to useful or wasted energy stores and the concept of energy dissipation is introduced. The first activity involves students filling in a worksheet to identify the useful and wasted energy transfers in different systems, this is then self-assessed using the answers on the PowerPoint. Pupils are then given the opportunity to describe the energy transfers of a pendulum, particularly thinking about why a pendulum eventually comes to a stop. Pupils can self-assess their work using the mark scheme on the PowerPoint. Pupils are then introduced to energy 'efficiency' and how they can use the wasted and useful energy values of a system to calculate the efficiency of this device. Pupils are firstly given some easier calculations to try which can be modelled on the board, answers are provided. Pupils can then complete the worksheet of calculations, which they can self-assess using the answers on the Power Point slide. For the last activity pupils are required to copy and complete a table, filling in missing values of either the efficiency, the wasted energy or useful energy values of different devices. Pupils can again self-assess using the answers provided. The plenary activity is a past-paper exit card, I get pupils to hand the completed worksheet to me as they leave and I will mark it and hand it back to them for the next lesson with a grade and improvements. Thanks for purchasing, please let me know if you have any feedback :). Worksheets are found at the end of the PowerPoint slide and all answers are provided so pupils can peer or self-assess their work throughout the lesson.

This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Molecules & Matter’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Firstly, students are asked to ‘Think > Pair > Share’ their ideas about how a gas exerts pressure upon a surface. Students will need to discuss their ideas within groups before feeding back the class, the explanation can then be revealed using the PowerPoint presentation - including a diagram. Students will then watch a video on gas pressure and temperature, students will need to answer a set of questions whilst watching the video. Once this has been completed students can self-assess their working using the mark scheme provided. Students are now shown some information on an investigation into the effect of temperature on gas pressure, using the PowerPoint presentation. Students will need to read the information and and answer questions on a worksheet, this work can then be self or peer assessed using the mark scheme provided. Lastly, students are now given an information sheet about observing random motion of gas particles using a smoke within a smoke cell. Students will be given a set of questions that they will need to answer after reading the information sheet, they can work together in pairs. The mark scheme for this task is included in the PowerPoint so students can assess and correct their work once this is complete. The plenary task requires pupils to complete a set of sentence starters to summarise what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This homework activity is designed for the KS3 Science Course, specifically Year 7 P1.4 Module on ‘Space’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This activity contains a set of differentiated questions, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension/revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com, any feedback would be appreciated :)

This is a resource which meets specification points for the NEW AQA GCSE Physics 'Energy' module. The lesson begins by introducing the concept of gravitational potential energy stores, pupils will have learnt about this in the first lessons from this module on 'Energy stores' (found in my TES shop - https://www.tes.com/teaching-resources/shop/SWiftScience). Pupils are then given the first calculation needed to calculate the change in gravitational potential energy of an object (weight x height). Pupils can then practise using this calculation by copying and completing the task on the next slide. Pupils will self-assess their work, answers provided on a PowerPoint slide. Pupils are then introduced to the second calculation they can use to calculate the change in gravitational potential energy of an object (mass x gravitational field strength x height). Pupils can then complete questions 1-5 on the worksheet provided and once finished they can self-assess their work. The final activity is for pupils to look at a past-paper question, with their partners they can discuss how to go about answering the question. Following a class discussion pupils can attempt to answer the question and then self-assess their work. **For higher ability pupils they can complete the question without the class discussion**. The plenary is a '30 second conversation', pupils turn to their partners and talk about what they have learnt this lesson for 30 seconds. All resources are included at the end of the PowerPoint.

This is a resource which meets specification points from the NEW AQA GCSE Physics 'Energy' SoW. Other lessons from this SoW can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins by pupils considering which of the energy resources are renewable or non-renewable. Pupils will then use the posters, which can be placed around the room or on pupils desks, to complete a table which identifies how the energy resource generates electricity and the advantages and disadvantages of each energy resource. Pupils are then given a list of statements about all power stations which they need to cut and stick (or write) into two columns - advantages or disadvantages. **To challenge higher ability pupils this could be completed at the back of students books, so they cannot use information from the previous task**. Pupils can then peer-assess their work. The plenary activity is a past-paper question which involves analysing some data on the usage of different power stations between two time periods. The mark scheme is included, pupils can use this to either peer-assess or self-assess their answer. All resources are included. Please review, I would appreciate any feedback :). Thanks!

PowerPoint and task cards aimed at a KS3 class (initially planned for Year 9) to complete a poster, written assignment and a model for a specific area of Science to present in a Science Fair. For each of the task cards a detailed list of requirements for each part of the project is included, with ideas for extension work to earn more points and homework ideas as well. I used this resource straight after my students had completed their end of year test as a fun and engaging activity, when complete pupils presented their projects to the class and I awarded certificates for best written assignment, best poster, best model and best overall project.

This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Molecules & Matter’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with an introduction to radiation, firstly looking at background radiation. Students are given some time to discuss on their tables, the sources of background radiation. After students have fed into a class discussion the answers can be revealed on the PowerPoint. Next, students are shown some data on the sources of background radiation. Students will be required to answer a set of questions about this data, they can complete the work in their books and the mark scheme is provided on the PowerPoint. Next, students are introduced to Marie Curie and her work towards radioactivity. The students will be given a list of questions and they will need to answer these using the video, the answers to which are then included so students can self-assess their work. Students will then be asked to consider the safety rules when dealing with an radioactive substances before a teacher demonstration is carried out using a Geiger-Muller counter. Student are asked to observe the demo and also record their observations and answer a set of questions. This can then be marked using the mark scheme provided. The last task requires pupils to complete a summary worksheet on radiation, this work can be self-assessed using the mark scheme provided. The plenary activity is an exit card, students will need to write down three things they learned during the lesson, five key words and one questions to test their peers knowledge of the lesson content. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the P2 1.1 unit on ‘Electricity & Magnetism’. The lesson begins with a question for pupils to ‘Think > Pair > Share’ their ideas about what they already know about magnets. This can be discussed in a group, before feeding back to the classroom. Students will now complete a practical investigation: testing magnetic materials, in groups they will be given a selection of materials and a bar magnet, they will need to determine which materials are magnetic. Once complete, students can check their work against the answers provided. Next, students will investigate what happens when the poles of two bar magnets are brought together. Students will be given a set of combinations to try: N + N, S + N, S + S - attract or repel? Their results can be recorded in a table in their books and then be assessed using the mark scheme once complete. The next part of the lesson focuses on magnetic fields; firstly, students are shown the magnetic field of a bar magnet. They will have a go at drawing their own - they will have a worksheet, on it is lots of of circles surrounding a bar magnet, on each of the circles they will place a compass and then draw the direction the arrow is facing. Once complete, students should link up the arrows to show the direction of the magnetic field, they can stick this worksheet into their books. The last part of the lesson focuses on the magnetic field surrounding Earth, students are shown diagrams to demonstrate this idea and then will assess their knowledge of the subject by getting students to complete a fill-in-the-blanks task. This task can be self-assessed using the mark scheme provided in the PowerPoint presentation. The plenary task requires students to summarise what they have learned this lesson in three sentences. All resources are included at the end of the presentation, thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Molecules & Matter’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a recap on the definition for different changes of state - melting, freezing & boiling. Students are then introduced to the idea of ‘impurities’ which can affect the melting/boiling point of a pure substance, i.e. addition of salt to a pan of water you want to boil. Next, students are shown a graph which shows how the temperature of a substance changes over time, as it is heated. Students will need to sketch the graph into their books, then using the labels provided they can annotate the graph to describe what is happening to the particles of the substance as it changes from a solid -> liquid -> gas. This task, once complete, can then be self-assessed using the mark scheme provided. Next, students are shown a diagram and given some information which helps to explain the energy changes which are occurring as a substance goes through changes of state from a solid to a gas. Students are then given the opportunity of conducting their own investigation to find the melting point of a solid substance, the results they collect from this investigation can be plotted onto a graph. The last two tasks are aimed at assessing students knowledge of what they have learned so far this lesson, firstly pupils will be given some date - from which they will need to plot a graph and answer some questions. This work can then be self-assessed using the mark scheme provided. Lastly, students are asked to complete an ‘Exam-style’ question which students can then either peer or self assess using the mark scheme provided. The plenary activity is a ‘Pick a Plenary’ - students will either summarise what they have learned during the lesson in 3 sentences or they will need to write definitions for a list of key words. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Molecules & Matter’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a video on gas pressure and volume, students will need to answer a set of questions whilst watching the video. The mark scheme for this task is included in the PowerPoint presentation so students can self-assess this work once it is complete. Pupils are now introduced to ‘Boyle’s Law’, firstly students need to use white-boards to explain why a decrease in volume leads to an increase in pressure - students are shown a diagram of two pistons to demonstrate this. Once students have discussed this and written their ideas down on the white-board, the explanation can be revealed on the PowerPoint presentation. Students are now introduced to the calculation: P1V1 = P2V2. Student can take a note of the calculation and they will then be shown a worked example, which they can also take notes on. Students will then be given a set of problems to work through using the calculation, the mark scheme for this task is included in the PowerPoint presentation so students can self-assess their work once it is complete. Lastly, students will be given an exam-stlye question which they will need to complete in their books, ensuring that they show all their working. The plenary task requires students to write three quiz questions, to test their peers knowledge of what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Molecules & Matter’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a recap on ‘Latent Heat’, including a definition and task which requires students to sketch a temperature-time graph of ice which has been taken out of the freezer and heated at a constant rate for a period of time. They will then need to match a set of statements to stages shown on the graph, this task will then be self-assessed using the mark scheme provided. Students are then introduced to the idea of ‘Specific Latent Heat of Fusion’ - firstly students are given a description of what this tells us about a substance and then also the calculation. Students can take notes on this in their books, the next task then requires students to rearrange the equation they have been given to work out either energy (J) or mass (kg). Once students have discussed their ideas, the answers can be revealed and then pupils can work their way through a set of problems. This work can then be self-assessed using the mark scheme included in the PowerPoint. The next part of the lesson now focuses on ‘Specific Latent Heat of Vaporisation’ - students are again given a description of what this tells us about a substance and also the calculation is provided. Students can take notes and also try to rearrange the equation in order to make energy or mass the subject. Students can discuss their ideas, the answers are revealed and they will then use these calculations to work their way through a set of problems. Lastly, students will watch a video and will need to answer a set of questions whilst watching, this work can be checked against the answers provided. Then the very last task is a past-paper question on the topic, students can self-assess or peer-assess their work on this topic. The plenary requires pupils to write a WhatsApp message to a friend, explaining what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)