This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This is aimed at a low ability KS3 class, with a Zombie theme Get a lot of glitter on your hands. As pupils walk in greet them with a hand shake or pat on the shoulder. Pupils begin with a word search of some key terms. Pupils then do a "Think, Pair, Share" on how they could catch Zombie-ism. Then get pupils to check their hands a shoulders, discuss what this represents. Go through the possible routes of transmission. Use mini white board to do some Q&A to check understanding. Put the different hospitals around the room. Pupils decide on how each patient became infected with Zombie-ism. There is then a Maths focus, where pupils draw tally charts, calculate percentages and draw graphs. Finally, pupils do an exit ticket which involves them describe ways disease can spread over different distances.

This is aimed at a low ability KS3 class, with a Scooby Doo theme. Pupils begin by sorting some of the thing Scooby and Shaggy eat into healthy and unhealthy foods. They then watch a video on balanced diets. They then match the food group with what it provides the body with. This is an interactive slide, so can be printed as a worksheet or done on the board together. Pupils then sort foods into the food group they think it belongs in. Lastly pupils are given a worksheet and told that Scooby and Shaggy are going to order the meal on the sheet. They are to answer the questions about the meal.

This is aimed at a lower ability KS3 class, with a Scooby Do theme. Pupils begin by recalling the 7 food groups. They then watch Mambo No5 Food Tests song and complete a table to show what the test is for each food group. Pupils then investigate different foods using the tests. Finally there is a food tests multiple choice quiz.

Pupils begin by using the magazine article (page 5) and highlighting all the words they think are parts of the digestive system. Pupils then RAG the lesson objective on the worksheet Pupils are then shown the Gums to Bums demonstration. Each step being spoke about to a suitable level. Pupils then use the Why Do We Digest worksheet to show what they have learnt. This is then peer marked and for each task (which links to an objective) pupils RAG again depending on how many they got correct. The homework is based on the final RAG. The pupils choses what section to do based on how well they have done in the lesson

Firstly, I would like to say thank you for purchasing or considering purchasing a QWC writing frame or bundle. I have found these an amazing resource, which if why I have made so many. But, how could they be differentiated? I know how tempting it can be to use these as a standalone task, and even stretch it out into a lesson. This document gives some ideas on how to differentiated for different classes as well as other activities you could do with the frames.

This lesson introduces coral reefs and how humans are affecting them by using a comprehension starter. It then has a collective memory tasks where pupils learn about the environment in which coral reefs are found. It contains a link for a podcast with a few questions to ensure that pupils have listened and taken away the key points. The lesson then progresses into food chains, webs and energy transfer on coral reefs using Finding Nemo as an example. It contains a feed web game, which requires some printing, but little preparation. They then look at a Finding Nemo food web and discuss what would happen if characters were removed as well as energy transfer. For the homework pupils must use the simulation on explorelearning.com (the simulation is called the same as the worksheet title)

A lesson about extremophiles. It starts with a video of hydrothermal vents with some music to play as they enter. There is then a challenge question as a starter. Pupils then listen to a podcast and watch a small video about how deep the ocean is and what hydrothermal vents are. There are questions with both to ensure that pupils take from the media what is needed. Pupils then go over the different types of extremophiles and decide which one's would be around hydrothermal vents. Pupils then have to write a script for James Cameron's documentary for a narrator. I used the beginning video as the scene they were to write a script for. They have to decide hydrothermal vents and extremophiles to the audience. With quick workers you can then ask them to present it over the video. This is a nice end.

This is part of a Pokemon Cells unit for KS3. The pretense is that Team Rocket are trying to find out about the hierarchy of organisation in Pokemon. It starts with pupils matching words to definitions. Pupils then watch a video (which is hyperlinked to Jessie's speech bubble) about cells, tissues and organs. Pupils then complete a pyramid of hierarchy using the keywords (Team Rocket's Pokemon, Meowth, is Egyptian so the kids may enjoy this). Pupils then use some questions to write a letter to Team Rocket's boss and then peer assess. There is then a short quiz, followed by an exit ticket that requires pupils to extract information from text and complete a flowchart.

This lesson is done with a Pokemon theme to gets pupils interested. The first slide is to draw them in, the "Bellsprout" slide is just a leaf cell, and the "Rhyhorn" slide is a rhino's horn under the microscope. Pupils start with labeling a microscope, it is assumed they have don this before and are revisiting. The same with the table in which they put into order how to use the microscope. Pupils then do a card sort on how to prepare an onion skin slide. They then prepare the slide and draw the cells using the checklist as a success criteria. Higher pupils can then calculate magnification. As a plenary this can be peer assessed.

This lesson is about the 7 life processes for a low ability class. It is based around the theme of Pokemon. It begins with a simple "Is it Alive?" quiz, using Pokemon characters and accessories. It then goes onto a think pair share and then a word-search with a bookmark they can make. There is then a match exercise and the lesson ends with a quiz. There is also an exit ticket for pupils to complete before they leave the room.

This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This lesson is about the effects on carbon dioxide on our environment. The lesson starts with a literacy starter, pupils use a word cloud to determine the title of the lesson, and can list any words that they are unsure of. Pupils then listen to a podcast about ocean acidification, there are questions so that pupils are focussed during the task. There are then some slides about how ocean acidification happens, looking at combustion (equations) and the formation of carbonic acid (equations). The lesson then focusses on the formation of salts - how carbon dioxide reacts with carbonates in the ocean (equations). Finally, pupils use all the information they have learned to write a response to Nemo's letter about why his home is being destroyed.