This game helps students to develop their explanations and descriptions of words; to be able to ‘talk around’ certain words helps to develop examination skills for later down the line. This game of taboo involves 2-3 players. Player 1 is given a keyword that the other two players need to guess, but player 1 is given two words on their card under the heading ‘Taboo’ that they are not allowed to say. Player 1 must talk around these words and give enough clues to the other player/other two players to be able to guess what the keyword is. The keyword also cannot be said.

Have you ever tried to think of equations for your students to practice balancing equations on, but you've just run out of ideas? Here are a full 4 pages of equations that you can give them to balance, including a bit of space for calculations. You can use this resource as a starter, as the main part of your lesson or as the plenary. Copy this on to a double sided A3 sheet to make it easier; then they're all on a single page. BETTER YET: You get the answers too - which means you don't have to work out all the answers to the worksheet yourself. Have fun!

This resource gives step-by-step instructions of how to calculate theoretical and percentage yields of reactions. There are also a few exercises students can try themselves. I hope this helps you! This is part two of the four important Chemistry Calculations

Finally! A card sort that helps students to put the different parts of the circulatory system through which blood flows around the body in the correct order. You can use this in one of two ways - 1. Students can put the parts in order starting at vena cava and sequencing all the parts through which blood flows around the body. OR 2. Students can sort the cards into two groups, those parts which carry 'oxygenated blood' and those which carry 'deoxygenated blood'. I use these cards from Year 7 all the way to Year 13. The cards come with a set of instructions: pin these to the cards and just let students decide which activity they want to do; more able will do both activities, less able will be able to do activity 2.

This is a card sort designed for Year 7s and 8s for the Habitat, Environment and Food Chains topics in KS3. The card sort has the keyword on the left hand side and the definition on the right hand side. Possible variations for uses of these cards: -Group work: given the cards, separated, and they need to sort as a group. -Pair work: Use the keywords as a question for an opponent. -Give each student a card sort as a homework/classwork activity. -Give each student the page of cards to fold and stick the words back to back to make keywords to learn for revision. -Choose a few as a starter activity, jumble them up, and pop onto a slide for the beginning of a lesson -Any other use you can think of!

These cards can help students to understand the difference between intensive and organic farming, as well as the advantages and disadvantages of each. Given these cards, students can sort the cards into their various categories. An extension activity for students would be tasking them to independently research each of these advantages and disadvantages for each side and to build up a debate argument for and against each activity. I find this activity most useful for Year 11, 12 and 13 learners.

This card sort incorporates the key words and definitions from the Year 7 Solar System and Planets section. Use the cards as a starter activity, a plenary activity, or all together with other resources at the end of the year to do revision sessions. I particularly enjoy this resource because after 3 uses, most students can get the cards sorted quite quickly and in only a few minutes. Have fun!

This resource contains revision questions for Year 7, 8 &9 Biology. This will help your students to revise for Cells, Tissues, Microorganisms, Organs, Systems, Photosynthesis, Plants, Animals, etc. You can use these cards in a multitude of different ways. • As starter and plenary questions within lessons. • Print the three pages and cut them up as a card sort. • Cut up only the answer cards and leave the ‘question’ cards as strips of questions. • Fold the questions and answers so they are back to back, then you will have either a revision quiz game, or a solo revision game, depending how many students you have. Have fun!

Are you tired of students identifying measuring cylinders as beakers and calling beakers "cups"?? Struggling with students getting names of apparatus wrong in test and in conversations? This is what you have been looking for! THIS is a resource that can be used for all years, particularly Year 7 apparatus identification and induction into secondary science, but also for Applications of Science BTEC course to help ensure students know their pieces of apparatus for their practical examination. The first page has the names of the common apparatus for KS3 and KS4, the second page has the pictures of the apparatus to help students to recognise them. This resource can be used in a number of different ways, depending what you want to do and what your students are familiar with: -A starter or plenary activity -Group work: they're given the cards, separated, and they need to sort and pair as a group. -Pair work: Use the keywords as a question for an opponent to locate the answer. -Give each student a card sort (separated already) as a homework/classwork activity. -Give each student the two pages of cards to stick the words and the symbol back to back to make key idea revision cards to learn for revision. -Choose a few as a starter activity, jumble them up, and pop onto a slide for the beginning of a lesson -Any other use you can think of! Laminate a class set of them if you want to use them repeatedly.

This resource gives step-by-step instructions of how to calculate the percentage composition of molecules. There are also a few exercises students can try themselves. I hope this helps you! This is part three of the four important Chemistry Calculations

This is a great game that matches questions about Cell, Organs, and Organ systems to their answers-which are on other cards. Great for end of topic quizzes and for student's problem-solving skills. The photograph above shows what the resource will look like when the game is complete and the cards are properly assembled into their loop. This resource contains a pack of 30 cards, and is great for a class of 30 or less pupils. You can print the cards onto coloured paper and laminate them, you’ll only need 1 set per class. Each card has a question on the top and an unrelated answer at the bottom. The question at the top relates to an answer on a card elsewhere in the pack, and the answer on the bottom relates to a question elsewhere in the pack. This game is excellent because students need to be able to answer each question to be able to locate the answer on another card, and they need to understand and be able to work out what the question would be for a particular answer to locate the question. This is a subtle but effective way to teach students both content and exam technique: because the skill of knowing the answer in a test or quiz is never enough: they also need to be able to work out with what question the answer will be prompted. Have fun!

This resource gives step-by-step instructions of how to calculate empirical formula of molecules. There are also a few exercises students can try themselves, and just so that you don't have to, I have included the answers too. I hope this helps you! This is part one of the four important Chemistry Calculations

At last! All those little specialised cells for both plants and animals on one card sort! This card sort has the name, structure, function and a picture of each specialised cell that students need to know for KS3 and GCSE. I use this resource for both my Year 7s and for my Year 10 Applied Science BTEC group - because these same cells are present in the curriculum for both groups. The resource can be used in oodles of different ways; - Students can sort and stick in. Perhaps even get them to research and add appropriate colours to the different parts. -You can make 'pair sets' (one between two students), laminate them and use them over and over for starters or plenaries. -You can clip and place onto a slide for students to pair up for games of splat (put picture and function of cell and students need to put their hand on both when the name of the cell is said). -You can keep the first column as a solid strip and only cut up the others (or do this with any column) to make it easier. -If you haven't taught the topic yet, you can give them the cards, and a CGP book and get them to work out which card goes with which: that way also giving them some access to literacy within Science. -Use it any way you can think of! I find interactive learning is certainly the best way, and these cards facilitate the learning of students so that they can discover specialised cells for themselves!

A Card sort that has the names, functions and pictures of the different main organs within the body. Can be used as starter, plenary, etc. Students can use this resource in a variety of ways: -Sort the cards in the three columns as given. -Sort the cards and identify them according to the system they are in. -Arrange the picture cards according to the approximate location of the organ from the top of the body downwards. -In pairs, one could pick up a card and ask the other to find the two that match. -You could put the parts on a slide with screen grabs and create a game of "splat" (where two students have to touch the parts that go with a particular word, i.e. "liver" - then hopefully they would touch the drawing of the liver and the function of the liver). -Any other use you can think of! I find this helps students to identify the organs once they move to playing with the body model. Sometimes in smaller groups, once they have sorted organs according to position, I'll give them the body model to do it there too. My students also love Splat as it is interactive and competitive.

This is a summary sheet I made for my students using the Pearson iGCSE Student book: the questions in each box inspire students to summarise the work that they need to know for this section. I am gradually adding the other Chapters as I go along, including the Biology and Physics chapters. I would print this A3 sheet double sided. It would also be good to pop it onto a coloured sheet, then you can make each subject (Bio, Chem, Phys) a different colour to easily refer to them in class.

I wanted a resource that would challenge my students to REALLY think about the various food tests and how they fit together, as well as which chemicals are used. This resource also incorporates the chemistry side of testing for gases, what to use, how it works, etc. I couldn't find one to suit what I needed, so I made this. This card sort encourages students to really think about reagents used in food tests as well as what the colour changes and the results will be. The items covered in the card sort are: Test for reducing sugars Test for starch Test for proteins Test for fats Test for carbon dioxide Test for hydrogen Test for oxygen Test for an alkene Test for chlorine Test for ammonia Test for water (both of them) The boxes are all the same size, so students cannot find answers due to the size of the box. I have included a second document with the answers - so that you can accurately assess students with a glance. Give each student a copy of the '4 on one page' to cut up and stick in book, or laminate and use as a starter/plenary in groups. If you can think of any other "test for" - feed back to me in the comments and I will happily add/edit my resource. Thank you!

This is a summary sheet I made for my students using the Pearson iGCSE Student book: the questions in each box inspire students to summarise the work that they need to know for this section. I am gradually adding the other Chapters as I go along, including the Chemistry and Physics chapters. I would print this A3 sheet double sided, so that the first of the 6 sections for Biology are all on a double-sided sheet. It would also be good to pop it onto a coloured sheet, then you can make each section a different colour to easily refer to them in class.

This is a bundle of A3 summary sheets I made for my students using the Pearson iGCSE Student book: the questions in each box inspire students to summarise the work that they need to know for this section. This resource includes the first two chapters of the Physics Unit 1: Movement and Position and Forces and Shape. I am gradually adding the other Chapters as I go along. I would print each of these topics on an A3 sheet double sided, so that the same topic is on a double-sided sheet. It would also be good to pop each double sided-sheet onto a coloured A3 sheet, then you can make each topic (Bio/Chem/Phys) a different colour to easily refer to them in class.

Hi all! This is a revision mat I created to help my students summarise their work bit by bit to try to keep them on top of the enormous content of the new 9-1 2016 curriculum. Hopefully it will help with revision as it is a great little activity. I contains a mixture of diagrams, calculations, questions, definitions, formulae that are needed and a touch of fun. I will be adding further resources as I create them, this one goes up to page 33 of the OCR textbook. Keep me posted on how it goes! :-)

Hi all! This is a revision mat I created to help my students summarise their work bit by bit to try to keep them on top of the enormous content of the new 9-1 2016 curriculum. Hopefully it will help with revision as it is a great little activity. I contains a mixture of diagrams, calculations, questions, definitions, formulae that are needed and a touch of fun. I will be adding further resources as I create them, this one goes up to page 35 of the OCR textbook. Keep me posted on how it goes! :-)