I am a secondary school & A-level Science teacher, specialising in Biology. I am also an experienced AQA GCSE Biology Examiner. My resources contain a mix of Biology, Chemistry and Physics lessons aimed at meeting specification points for the new AQA Trilogy GCSE course and KS3 Activate course.
All of my lessons include at least one opportunity for self-assessment, a range of activities to suit students of all abilities, a set of differentiated starter questions and a plenary.
I am a secondary school & A-level Science teacher, specialising in Biology. I am also an experienced AQA GCSE Biology Examiner. My resources contain a mix of Biology, Chemistry and Physics lessons aimed at meeting specification points for the new AQA Trilogy GCSE course and KS3 Activate course.
All of my lessons include at least one opportunity for self-assessment, a range of activities to suit students of all abilities, a set of differentiated starter questions and a plenary.
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 with an introduction to refraction, students are provided with a description of this process along with a digram to help demonstrate the idea.
Next, students will investigate the process of refraction. Students will be provided with a worksheet, they will need to fill in the blanks on the worksheet to provide a full method for the practical investigation, this can be checked against the answers provided on the PowerPoint before students begin.
Once students have completed the practical investigation they will then need to complete a fill-in-the-blank task to conclude what they have found during the investigation.
A diagram of the process of refraction is then shown to students, with detailed labels explaining what is happening as light travels from air, into glass and back out the other side again. Students could sketch a copy of this into their books for notes, they will then summarise what they have learned so far with a cloze activity. This can be self-assessed using the mark scheme provided.
Lastly, students will complete a ‘Progress Check’ task - this is a set of questions for students to complete in their books which will assess what they have learned this lesson. The answers for this task are also included in the PowerPoint presentation so students can mark and correct their work once this task is complete.
The plenary task is for students to wrist a list of key words from the lessons they have covered on light.
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 bundle of resources contains 5 whole lessons, along with all additional resources, which meet all learning outcomes within the Year 7 P2 ‘Sound’ Unit.
Lessons include:
Waves
Sound & Energy Transfer
Loudness & Pitch
Detecting Sound
Echoes & Ultrasound
The 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 is a resource which contains all of the learning outcomes for the new AQA Biology 'Cells' SoW.
Pupils should mark whether they feel they very confident (green), a little confident (amber) or not confident at all (red) for their ability to achieve each learning outcome.
This can be used before an end-of-topic test for pupils to reflect on areas of revision which are most important. It can also be used again after to see whether students have progressed in their understanding of the topic.
This is a resource which contains all of the learning outcomes for the new AQA Biology 'Bioenergetics' SoW.
Pupils should mark whether they feel they very confident (green), a little confident (amber) or not confident at all (red) for their ability to achieve each learning outcome.
This can be used before an end-of-topic test for pupils to reflect on areas of revision which are most important. It can also be used again after to see whether students have progressed in their understanding of the topic.
This is a resource which contains all of the learning outcomes for the new AQA Biology ‘Infection & Response’ SoW.
Pupils should mark whether they feel they very confident (green), a little confident (amber) or not at all confident (red) for their ability to achieve each learning outcome.
This can be used before an end-of-topic test on ‘Infection & Response’ for pupils to reflect on areas of revision which are most important. It can also be used again after to see whether students have progressed in their understanding of the topic.
This is a resource which contains all of the learning outcomes for the new AQA Biology ‘Homeostasis’ SoW.
Pupils should mark whether they feel they very confident (green), a little confident (amber) or not at all confident (red) for their ability to achieve each learning outcome.
This can be used before an end-of-topic test on ‘Homeostasis’ for pupils to reflect on areas of revision which are most important. It can also be used again after the test to see whether students have progressed in their understanding of the topic
This is a resource which contains all of the learning outcomes for the new AQA GCSE Biology 'Organisation' SoW.
Pupils should mark whether they feel they very confident (green), a little confident (amber) or not confident at all (red) for their ability to achieve each learning outcome.
This can be used before an end-of-topic test on 'organisation' for pupils to reflect on areas of revision which are most important. It can also be used again after to see whether students have progressed in their understanding of the topic.
This is a resource which contains all of the learning outcomes for the new AQA Biology ‘Inheritance, variation & evolution’ SoW.
Pupils should mark whether they feel they very confident (green), a little confident (amber) or not at all confident (red) for their ability to achieve each learning outcome.
This can be used before an end-of-topic test on ‘Inheritance, variation & evolution’ for pupils to reflect on areas of revision which are most important. It can also be used again after to see whether students have progressed in their understanding of the topic
This is a resource which contains all of the learning outcomes for the new AQA Biology ‘Ecology’ SoW.
Pupils should mark whether they feel they very confident (green), a little confident (amber) or not at all confident (red) for their ability to achieve each learning outcome.
This can be used before an end-of-topic test on ‘Ecology’ for pupils to reflect on areas of revision which are most important. It can also be used again after to see whether students have progressed in their understanding of the topic
This task is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Cells’ SoW.
For more resources designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience
This activity contains a set of differentiated questions worth 20 marks in total, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension or revision activity in class.
I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work against their target grades, a full explanation of how I do this is included.
Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
This task is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Cells’ SoW.
For more resources designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience
This activity contains a set of differentiated questions worth 20 marks in total, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension or revision activity in class.
I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work against their target grades, a full explanation of how I do this is included.
Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
This task is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Organisation’ SoW.
For more resources designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience
This activity contains a set of differentiated questions worth 20 marks in total, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension or revision activity in class.
I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work against their target grades, a full explanation of how I do this is included.
Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
This task is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Infection & Response’ SoW.
For more resources designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience
This activity contains a set of differentiated questions worth 20 marks in total, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension or revision activity in class.
I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work against their target grades, a full explanation of how I do this is included.
Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
This task is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Homeostasis’ SoW.
For more resources designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience
This activity contains a set of differentiated questions worth 20 marks in total, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension or revision activity in class.
I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work against their target grades, a full explanation of how I do this is included.
Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
This task is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Homeostasis’ SoW.
For more resources designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience
This activity contains a set of differentiated questions worth 20 marks in total, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension or revision activity in class.
I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work against their target grades, a full explanation of how I do this is included.
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 C2 1.2 unit on ‘Metals & Other Materials’.
For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience.
The first task is for pupils to research, either using their phones or using laptops, the dates at which different metals were discovered. Once they have found the dates and filled in their table, they should consider the link between the reactivity of the metal and when it was discovered. After a class discussion of their ideas, students are introduced the idea of a metal ore.
The next task is for pupils to watch a video and answer questions on metal extraction, the answers to which are included in the PowerPoint presentation so students are able to self-assess their work.
The next part of the lesson focuses on how metals can be extracted from their ores, firstly students will be shown the position of carbon within the reactivity series. They will then be told that any metal below carbon in the reactivity series is able to be extracted from its oxide by a reaction with carbon. The general word equation for this reaction is shown to students, they can make a note of this in their books. They will then be asked to write down the complete word equations for the reactions of copper, iron and zinc with carbon. The mark scheme for this is provided on the PowerPoint presentation for students to mark and correct their work once complete.
Lastly, students need to be able to work out the amount of metal present in an ore. A worked example of this calculation is shown to students, they can make a note of the steps when approaching a question of this sort in their books. They will be then given a worksheet of questions to answer which requires students to calculate the masses of useful metal found in metal ores, as well as the waste. The mark scheme for this task is included in the PowerPoint so students can self or peer assess their work once it is complete.
The plenary requires students to write a Whatsapp message to friends, explaining 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 task is designed for the NEW AQA A-Level Biology, particularly the ‘Organisms and their Environment’ unit.
For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience
This activity is a revision activity for the ‘Organisms and their Environment’ unit, students can either have a card each and the task can be completed as a card loop activity with the whole class.
Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity, I often have a prize for the students who complete the task in the fastest time!
The solution for this activity is included so you can check their answers.
Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
This task is designed for the NEW AQA A-Level Biology, particularly the ‘Organisms and their Environment’ unit.
For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience
This activity is a revision activity for the ‘Organisms and their Environment’ unit, students can either have a card each and the task can be completed as a card loop activity with the whole class.
Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity, I often have a prize for the students who complete the task in the fastest time!
The solution for this activity is included so you can check their answers.
Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
This task is designed for the NEW AQA A-Level Biology, particularly the ‘Organisms and Their Environment’ unit.
For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience
This activity is a revision activity for the ‘Organisms and Their Environment’ unit, students can either have a card each and the task can be completed as a card loop activity with the whole class.
Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity, I often have a prize for the students who complete the task in the fastest time!
The solution for this activity is included so you can check their answers.
Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
This task is designed for the NEW AQA A-Level Biology, particularly the ‘Organisms and their Evironment’ unit.
For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience
This activity is a revision activity for the ‘Organisms and their Evironment’ unit, students can either have a card each and the task can be completed as a card loop activity with the whole class.
Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity, I often have a prize for the students who complete the task in the fastest time!
The solution for this activity is included so you can check their answers.
Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)