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). The lesson starts with a presentation focus to ensure the students show pride in their work. It then moves in to introduce the main cells of the lesson: cilliated epithelial, sperm and egg. After a brief introduction to these there is a ten minute Kagan activity where students can gather information about the cell before sharing with their group. This rolls into a true or false hinge point question to direct learning via differentiated association squares. The learners solidify their understanding with a Cloze activity before finishing with an exit ticket

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.

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 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.

The lesson starts with a simple assessment of students understanding of the concept of speed. The lesson then poses a GCSE question to challenge students before two different opportunities for the teacher to model how to calculate SDT. To assess the students learning I have embedded a hinge point question, this will redirect learning to the most appropriate task, e.g. gold, silver, bronze or the Purple extension. The lesson gives the student the opportunity to show of their new learning with a GCSE question before the lesson is concluded with an exit ticket.

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.

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 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.

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 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.

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.