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.

This lesson on isotopes covers the basic theory and then assesses understanding with a GCSE 6 mark question.

This resource targets student action, there is some instruction and then multiple opportunities for students to practice this key GCSE concept.

The lesson looks at the development of the modern periodic table, this includes the story of Mendeleev. It helps if you have access to the edexcel textbooks as the copy of the page is not of good quality.

Here is a SOLO taxonomy task that scaffolds learning around the relationship between atomic number and the periodic table.

This fantastic lesson on electron configuration follows the ‘I do, we do, you do’ format. The process is modeled and then students work through a series of tasks.

This mid-point knowledge assessment intends to prompt recall of key information and utilize the research of the Ebbinghaus curve. This is a short answer knowledge test with answers included

On the Wasted Years report recommendations this is the forth lesson in a scheme of work that looks at preparing Year 6 students for secondary science. It is written by a secondary science teacher for the cross phase development program being run 2016-17. The spec is based on the interim assessment framework (IAF). The lesson is a skills focused one with the intention of the students devising a method to filter water.

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.

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). This lessons focuses on osmosis and diffusion with the addition of active transport. There are multiple opportunities for differentiation already built in in a bronze, silver gold format. There are two hinge point questions that offer a really good AFL opportunity. The lesson requires potassium permanganate and a deodorant can.

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 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.

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.

The lesson requires a print out of some of the slides to enable the students to gain the information in a engaging and discovery led way. The students develop their ideas with a differentiated activity before attempting the same exam question to demonstrate their knowledge. There is an exit ticket at the end. The lesson embeds high quality student led learning and matches the learners' needs via differentiated activities.

On the Wasted Years report recommendations this is the first lesson in a scheme of work that looks at preparing Year 6 students for secondary science. It is written by a secondary science teacher for the cross phase development program being run 2016-17. The spec is based on the interim assessment framework. The lesson states by reviewing solids, liquids and gases before starting to introduce the idea of particles and linking to the properties of the state of matter. This is modelled and presented to the students before they demonstrate their understanding using small balls/ marbles. The lesson then assesses understanding before directing the learning appropriate worksheet. The lesson review learning by the student producing a flow diagram and annotating inter conversions.

The lesson starts by matching the keywords to the images. The lesson then moves to review the examples of the evolution of giraffes linking each stage to the exam specification. The students then rate their confidence and move on to differentiated storyboard tasks looking at the evolution of the woolly mammoth. The lesson finishes with a 6 mark question with a mark scheme so the students can self-assess their answers.

The lesson start by establishing what the student know already about distance time graph. The lesson then moves onto modelling how to calculate speed from several examples on the graph. As an AFL opportunity there is an inbuilt hinge point question, diagnostic of understanding. The outcome of the HPQ directs student to a gold, silver or bronze task all based on the same graph. The students demonstrate their knowledge by drawing their own graph with an extension task if needed. The lesson concludes with an exit ticket.

The lesson start by engaging the students with a guess the LQ activity. The students then are guided through producing a mind-map of the spread and prevention of the exam spec diseases before they attempt a 6 mark question. As a class they review the mark scheme self assess their own work and redraft to perfect there answer.

This is an ideal lesson to run after teaching the basics of animal and plant cells. The lesson is focused around a 6 mark GCSE-style exam questions. It is highly differentiated via Gold- Silver-Bronze tasks. It includes a hinge-point question to give the students the appropriate challenge or support in the build up task then an attempt at the answer before feedback based on model answer followed by a ‘green-pen’ opportunity to demonstrate improvements.

The lesson is specific the new Edexcel 9-1 GCSE and part of topic 5. The lesson starts by gettign the students to decde the difference between communicable and non-communicable disease. The lesson moves to review the 4 exam spec nutrition related diseases. Students then examine a graph as a key part of the how science works component of the new exam, there are differentiated question built into this. The students conclude the lesson with examining a different graph and answering a 6 mark question about it, there are 3 levels of difficulty to evidence differentiated. This answer can then be marked by the teacher.