This is a homeschool pack designed for the KS3 Year 7 Science course, specifically the ‘P1.4 Space’ unit of work. For more lessons & homeschool packs designed for KS3 and KS4, please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This comprehensive pack contains four pages of information, to meet learning objectives within the Year 7 ‘Space’ unit of work. This is followed by three pages of questions, differentiated to suit a range of abilities, as well as a detailed mark scheme for students/parents to mark and correct answers. The pack covers the following topics: The night sky The Solar System The Earth The Moon Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 P1 ’Forces’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson starts with a recap on the differences between contact and non-contact forces. Students are given a list of forces and a variety of pictures, they need to match the correct name of the force with the correct picture and decide whether this is a contact or non-contact force. This task can self-assessed using the mark scheme provided. Students are now introduced to the concept of a ‘reaction force’, with examples of a ball hitting the floor and a person walking along the ground. Students are shown a particle diagram to demonstrate what is happening. Next, students are introduced to the idea of an elastic cord or spring being affected by ‘extension’ and ‘tension’ forces. To assess students knowledge of what they have learned so far they will complete a progress check, a set of questions which students can answer in their books. This task can then be self-assessed using the mark scheme provided. The last part of the lesson will look at Hooke’s law, students will conduct an investigation where they will investigate Hooke’s law. This practical involves students adding 1 Newton weights to a hanger which is attached to an elastic band. Every time a new weight is added, the distance between two marked point on the elastic band is measured. Students should carry out the investigation, record their results in a the table and then plot a graph of their results. Hopefully, students will draw a linear graph and be able to identify what Hooke’s law is from their results. Students can check their work against the results provided in the PowerPoint. Finally, students are asked to complete a ‘Sentence Link-Up’ task, this is a literacy task which requires students to link three words in a summary sentence. This work can be self-assessed once it is complete using the answers provided on the PowerPoint. The plenary requires students to write three quiz questions to test their 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 is a homeschool pack designed for the KS3 Year 7 Science course, specifically the ‘P1.2 Sound’ unit of work. For more lessons & homeschool packs designed for KS3 and KS4, please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This comprehensive pack contains four pages of information, to meet learning objectives within the Year 7 ‘Sound’ unit of work. This is followed by three pages of questions, differentiated to suit a range of abilities, as well as a detailed mark scheme for students/parents to mark and correct answers. The pack covers the following topics: Waves Sound & Energy Transfer Loudness & Pitch Detecting Sound Echoes & Ultrasound Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 P1 ’Forces’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with a short video about light-years, students will watch the video and will need to answer to two questions whilst watching. This task can then be self-assessed using the mark scheme provided. Next, students will now each be given a piece of information about an object which is visible in the night sky - comets, meteors, planets (some!) and satellites. Students will need to swap information with people around the room in order to complete a summary table. Once complete students can use the mark scheme provided to self-assess their work. Next, students are introduced to the definitions for the terms ‘galaxy’ and ‘Universe’, which students could take notes on. Now students will complete a progress check, which is a set of questions aimed to assess students knowledge of what they have learned so far this lesson. This task can be either peer-assessed or self-assessed using the mark scheme provided. Lastly, students will be asked to create three quiz questions (which they should know the answers too!) to test their peers knowledge of what they have learned this lesson. If there is time, students can then read some of their questions out and ask particular students in the class. The plenary activity is an anagram challenge, students are given a set of anagrams of key words learned this lesson. The answers are provided to check they are correct! 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 homeschool pack designed for the KS3 Year 7 Science course, specifically the ‘P1.3 Light’ unit of work. For more lessons & homeschool packs designed for KS3 and KS4, please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This comprehensive pack contains four pages of information, to meet learning objectives within the Year 7 ‘Light’ unit of work. This is followed by three pages of questions, differentiated to suit a range of abilities, as well as a detailed mark scheme for students/parents to mark and correct answers. The pack covers the following topics: Light Reflection Refraction The eye of the camera Colour Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 P4 ’Space’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with an video on the Solar System, students will watch this and whilst watching should answer a set of questions. Once students have completed this task, they can self-assess their work using the mark scheme provided. In the next activity, information stations will be placed around the classroom so that students can gather information and use to this to complete a worksheet. They can talk to each other to complete this task, once it is complete the work can be self-assessed using the mark scheme provided. This task also includes a research project, so if students have completed the work they can use tablets/computer/laptops/phones to complete research on the Cassinni Space Probe. The last task requires students to complete a crossword on the Solar System, using what they will have learned over the last couple of lessons. The plenary task requires students to summarise what they have learned this lesson in three sentences, a list of key words is provided for pupils to use in their 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 Activate KS3 Science Course, specifically Year 7 P4 ’Space’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with an introduction to the phases of the Moon, students are shown a diagram which show the changing appearance of the Moon as seen by Earth as the Moon orbits the Earth. The next task is a memory test, students will be shown images of the different phases of the Moon along with the names of these specific phases. Students will need to memorise the as many names as possible, before the names are taken away. Students will now have a few minutes to fill in their worksheet with the correct names, this task can then be self-assessed using the mark scheme provided. Next, students will complete a worksheet which requires them to shade in circles to show the phases of the Moon at particular positions. There is an extra challenge task to add labels to show the names for each phase. The mark scheme for this task is included in the PowerPoint so students can mark and correct their work. Next, students will watch a video on eclipses. Whilst watching the video they will answer a set of questions, once complete students can self-assess their work using the mark scheme provided. Laslty, students will complete a ‘copy-and-complete’ task to summarise what they have learned this lesson. This work can also be marked using the answers provided on the PowerPoint. The plenary task is a ‘pick a plenary’ - either unscramble a set of anagrams to spell five key words taken from the lesson today or use a set of key words (provided) to summarise what students 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 Activate KS3 Science Course, specifically Year 7 P3 ’Light’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins by students being shown a video of a laser show, students will need to note down their observations about how light travels. Hopefully students should identify that light travels in straight lines - a diagram can be shown to students to identify this. Students are also shown a diagram which demonstrates how shadows are formed. Next, students will be given the definition of a luminous and non-luminous object. Students will need to come up with their own examples of luminous and non-luminous objects and write their ideas down into their books, under two headings. This task can then be self-assessed using the mark scheme provided, as well as other suitable suggestions. Students will now be shown some pictures of objects which are either opaque, transparent or translucent, students should now ‘Think > Pair > Share’ their ideas about how to group these images. Hopefully, students should identify the three categories, this will be revealed as part of a class discussion. Students will now be given some time to come up with their own definitions for the terms: opaque, transparent and translucent and should come up with their own examples. This task can then be self-assessed using the mark scheme provided. The next part of the lesson focuses on the speed of light, students will be given the speed of light and will be introduced to terms such as light-second, light-minute and light-year. Students will then be asked a question ‘What travels faster - light or sound? Give examples as evidence’. Students can discuss in pairs, writing their ideas down in their books. This can then be self-assessed using the mark scheme provided. The last task requires students to complete a ‘Progress Check’ - students will fill in the blanks to complete a paragraph of information summarising what they have learned today. This work can be marked and corrected once complete. Lastly is a true or false activity which students can either complete in their books or using mini whiteboards. The plenary task requires students to complete an ‘Exit Card’ to summarise three things they have learned, five key words and one question to 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 lesson is designed for the Activate KS3 Science Course, specifically Year 7 P3 ’Light’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with a recap on what was learned last lesson - students will be given a set of three descriptions and will need to decide which group of materials it is describing. This task can then be checked using the answers provided. Next, students are shown (with a diagram) what happens when light hits a reflective materials such as a mirror. The incident ray, reflected ray, normal line and angles of both incidence and reflection are labelled - students can sketch a diagram of this into their books. They then need to complete the ‘fill-in-the-gap’ task which outlines the law of reflection - the angle of incidence is equal to the angle of reflection. Students are then shown the different reflections which can be produced by different surfaces - diffuse or specular. Students can consider why a clear image is produced by a smooth surface and why a blurry image is produced by a rough surface. After a short class discussion, students can take notes of this in their books, along with sketches of the two types of reflection. Next, students will get to investigate the law of reflection. They will be given a practical worksheet which outlines a method by which students will direct a beam of light from a ray-box to a mirror, they should measure the angle of incidence and angle of reflection. This should be repeated with various angles of incidence, their results can be recorded in the table provided. Next, students are asked a set of progress check questions to test their knowledge of what they have learned so far on reflection. This task can be self-assessed once it is complete, using the mark scheme provided on the PowerPoint. The plenary task requires students to complete one of the following ‘sentence starters’ that are provided to provide a summary 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 Activate KS3 Science Course, specifically Year 7 P3 ’Light’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with an explanation of how the different parts of the eye work together in order for you to see objects. The functions of different parts of the eye are briefly explained. Students will then need to complete a task to assess their knowledge of this introductory information, this can be self-assessed using the mark scheme provided. This leads onto another task which looks at the function of different parts of the eye, students will each be given a different piece of information outlining the function of one part of the eye. Students will then need to walk around the room, sharing information with each other to complete a table on the functions of eye parts. This task can be marked using the answers provided. Students will then be shown an image of a pinhole camera, they will need to sketch a copy of it into their book. They are then asked a few questions which looks at the similarities between a pinhole camera and the eye, students should answer these questions in their books and once complete they can mark their work using the answers provided. Students are then provided with some information comparing the structure and function of eyes compared to a digital camera. Students will need to outline one way in which they are similar and one way in which they are different, this task can also be assessed using the answers provided. Lastly, the plenary task requires students 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 for the Activate KS3 Science Course, specifically Year 7 P3 ’Light’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. Students are firstly introduced to the idea of ‘white light’ being split up into the colours of the rainbow. They are then shown a diagram of a ray of white light hitting a prism, which then leads to the refraction of this light - showing the colours of the rainbow from red to violet. Students can sketch a diagram of this into their books, indicating the most refracted and least refracted colours. Students are then shown a diagram which indicated how primary colours can be mixed together in various combinations to make secondary colours. The next part of the lesson, students will focus on how we observe different coloured objects. White light will bounce off an object, the colour the object appears depends on the colour of light that it reflects. Various diagrams are shown to students to demonstrate this point, they could sketch a copy of one of the diagrams or draw their own version in their books. They are then given a worksheet to assess their knowledge of what they have learned so far this lesson, extension questions are included for higher ability students. This work can be self-assessed using the mark scheme provided once it is complete. Students are now shown what happens to the appearance of objects when they are seen in coloured light rather than white light - coloured objects will only reflect the colour it is and will absorb any other colours - which means it appears to be black. Lastly, students are shown how filters are used to subtract light. Students will then complete a progress check to assess their knowledge of what they have learned this lesson, the mark scheme for this task is included on the PowerPoint. Students can then self-assess their answers using the mark scheme provided. The plenary requires students to write down 3 facts from the lesson, 3 key words and 1 question to test their peers knowledge of what they have learned. 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 Activate KS3 Science Course, specifically Year 7 P1 ’Forces’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with a video which introduces students to forces, students will watch a video and will need to answer a set of questions whilst watching. This task can then be self-assessed using the mark scheme provided. Students will then be asked to ‘Think > Pair > Share’ their ideas about the differences between a contact and a non-contact force. Once they have had chance to discuss their ideas and feed back to the class, the definition for both contact and non-contact forces can be revealed for students to check their answers. Students will then be shown a set of diagrams of either contact or non-contact forces, students will need to sort these into the correct columns. This work can be marked and corrected once this task is complete. Students will now be shown how force diagrams can be drawn, to indicate the size and direction of a force acting upon an object. Students will then need to draw force diagrams for a set of objects, a worksheet for this task in provided. This work can then be self-assessed using the mark scheme provided on the PowerPoint. Lastly, students will be given the definition for an ‘interaction pair’, as well as an example to help contextualise this meaning. Students will then need to complete a progress check (‘copy-and-complete’ task) to assess their knowledge of what they have learned this lesson. This work can be self or peer assessed using the answers provided on the PowerPoint. The plenary task is for students to spend a minute talking to the person next to them about 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 Activate KS3 Science Course, specifically Year 7 P2 ’Sound’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with a definition of ‘Friction’, students can take notes on this and then ‘Think > Pair > Share’ their ideas about how friction can be reduced. Two ideas that are then revealed are lubrication using oil/grease or smoothing surfaces down in order to reduce friction. Students will then need to complete worksheet on frictional forces, once students have completed this task they can either self-assess or peer-assess their work using the mark scheme provided. Next, students are introduced to the idea of a ‘drag force’, including the examples of air resistance and water resistance. Students will then need to create a mind map listing the ways in which the effect of drag forces could be reduced. Once students have discussed and noted their ideas down, their answers can be checked using the answers provided on the PowerPoint. In the last activity students will be given a set of statements, they will need to sort these statements into either either a ‘True’ or ‘False’ column. Students can then self-assess or peer-assess their work using the mark scheme provided. The plenary task is a ‘Pick a Plenary’ - so students can either summarise what they have learned in three sentences, or write a definition for a list of key words that students would have learned over the course of the ‘Forces’ topic so far. 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 Activate KS3 Science Course, specifically Year 7 P1 ’Forces’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with a recap activity, students will need to sort a list of forces into two categories: contact and non-contact forces. This task can the be self-assessed using the mark scheme provided. Next, students will recap on the non-contact forces that they have already learned about: gravitational forces, magnetic forces & electrostatic forces. Students will the be asked ‘What is a Force Field’ - they will then need to ‘Think > Pair > Share’ their ideas. After a short class discussion, the answer can be revealed to students and they could take notes on this in their books. Students will carry out an investigation which helps them to visualise the force field which surrounds a magnet. Students will place small compasses at pin-point positions surrounding a bar magnet. They will need to draw an arrow to represent the direction that each compass is facing, lines can be drawn between each position which will show the overall force field of the bar magnet. This task can be self-assessed using the mark scheme provided on the PowerPoint. Next, students are told the difference between weight and mass, they are also given the calculation for the weight of an object when you are given the gravitational field strength of the planet the object is found on, plus the mass of the object. Using this calculation students will then need to complete a set of questions on weight & mass, once complete students can self-assess their work using the mark scheme provided. The last task is a ‘Progress Check’ task, whereby students will copy and compete the paragraph of information to summarise what they have learned this lesson. The plenary task requires students to write a twitter message to sum up what the students have learned in the lesson, they will need to try to #keywords. 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 Activate KS3 Science Course, specifically Year 7 P1 ’Forces’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with ‘Think > Pair > Share’ activity which asks students to look at a photo of a tug-of-war and asks students to decide which side would win and why. After a short discussion, students will be introduced to the idea of ‘balanced’ and ‘unbalanced’ forces, including examples. Students will now complete an investigation on ‘Forces’, this is a circus activity which requires students to decide which two forces are acting on each of the objects. Students will also need to decide if the forces are balanced or unbalanced, their results can be recorded in the table provided. Students will be asked a series of questions on the effects of balanced and unbalanced forces acting upon an object, the first questions is on a cyclist. This work can then be self-assessed using the mark scheme provided. The next questions are on the forces acting upon a car, this can be competed in their books and the work can be marked and corrected using the mark scheme provided. The last part of the lesson focuses on how forces can change the direction of an object, students are shown the example of the Moon orbiting the Earth due to the pull of gravitational force acting upon the Moon. The plenary task requires students to write down three facts, three key words and pose one question 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 is a homeschool pack designed for the KS3 Year 7 Science course, specifically the ‘P1.1 Forces’ unit of work. For more lessons & homeschool packs designed for KS3 and KS4, please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This comprehensive pack contains four pages of information, to meet learning objectives within the Year 7 ‘Forces’ unit of work. This is followed by three pages of questions, differentiated to suit a range of abilities, as well as a detailed mark scheme for students/parents to mark and correct answers. The pack covers the following topics: Introduction to Forces Squashing and Stretching Drag Forces & Friction Forces at a Distance Balanced and Unbalanced Forces Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

This resource contains 19 whole lessons, along with all additional resources, which meet all learning outcomes within the Year 7 Physics Units: P1.1 Forces P1.2 Sound P1.3 Light P1.4 Space The resources were designed with the Year 7 Activate course in mind, it contains 6-8 weeks worth of lesson content!! You can find more lesson bundles aimed for the KS3 and KS4 science curriculum at: https://www.tes.com/teaching-resources/shop/SWiftScience All lessons contain a mix of differentiated activities, videos & animations, progress checks and more than two opportunities, per lesson, for self/peer red-pen assessment of tasks.

This lesson is designed for the KS3 Year 8 Science course, specifically the P2 1.2 unit on ‘Motion & Pressure’. More Biology, Chemistry and Physics resources can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with a a ‘Think > PAir > Share’ task, students are provided with some information about ice road truckers, students are asked to consider whether the job of an ice road trucker is too risky. Students are also asked to discuss the meaning of the term ‘pressure’ - after a short class discussion the definition for the term ‘pressure’ will be revealed to students, they can make a note of this in their books. Students are now introduced to the formula for pressure (pressure = force / area), using this formula students will complete a couple of tasks where they will work through a set of pressure problems. Once complete this task can then be self-assessed using the mark scheme provided. Students will now complete an activity where they will work out the pressure they exert on the ground. Lastly, students will complete a ‘copy and correct’ task, they will be given a paragraph of information related to what they have learned this lesson. They will need to copy it out, correcting any parts they believe to be wrong. This task can the self-assessed using the mark scheme provided once it is complete. The plenary task requires students to complete an ‘exit card’ to summarise what they have learned this lesson, the exit card will include three key words, one fact and one questions for students to test their peers knowledge of what was 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 KS3 Year 8 Science course, specifically the P2 1.2 unit on ‘Motion & Pressure’. More Biology, Chemistry and Physics resources can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with an introduction to moments, by using a door opening by it’s hinges as an example. Student are shown an animation of a man trying to push a door open close to the hinges and far from the hinges of the door, demonstrating it is easier further from the hinges. Students are then introduced to the calculation - moment = force x distance from the pivot. Students are then shown a worked example using the calculation, before being presented with a problem to solve themselves. Next, students are shown a diagram of a man pushing down on one side of a see saw, at the other side is a bag of money. This diagram is labeled to show the effort force, pivot and load. Students are then given a worksheet on levers, students will need to identify the effort force, pivot and load in each of the diagrams and also match the key words to the correct definition. This work can be self-assessed using the mark scheme provided once it is complete. The last two tasks are assessment tasks, firstly students will copy and complete the paragraph, using the key words provided, to summarise what they have learned this lesson. This can then be self-assessed using the mark scheme provided. Lastly, students are presented with a set of moment problems, using the calculation they learned at the beginning of the lesson students will need to work through these calculations. The mark scheme for this task is also included so students can self-assess or peer-assess their work. The plenary task requires students to spend a minute talking to the person next to them about 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 KS3 Year 8 Science course, specifically the P2 1.1 unit on ‘Electricity & Magnetism’. This lesson begins with an introduction to current & charge, students are provided with the definition for current and told that an ammeter is the component used to measure current, in amps. Students will then watch a short video on current, during which they will need to answer a couple of questions. Students can mark their work once this is complete. Students are then told the role of the battery in the circuit, as the store of energy which provides the push which gets the current flowing, pushing the charge around the circuit. Next, students are introduced to electrical circuit diagrams, they are firstly shown a simple circuit diagram and are asked to label the components indicated from a list of key words: switch, battery and bulb. After students have drawn the circuit and had a go at labelling it, the answers can be revealed so they can mark and assess their work. Students are now given a set of instructions to draw 4 different circuit diagrams, the answers to this task are included in the PowerPoint so students can self-assess their work using the mark scheme provided. Lastly, students will complete a task which requires them to match sentences starters to the correct sentence enders, to assess their knowledge of what they have learned this lessons. This task can then be either self-assessed or peer-assessed using the mark scheme provided. 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 :)