The knowledge organiser comprises of the key information need for a student to be successful in this first half of the course. On the reverse of the KO there are progress focused questions, either to strengthen understanding or extend thinking.

These are not stand alone lesson however a powerful way to secure knowledge for students who are participating in a mastery scheme of work. Utilising short answer testing is a good way to ensure that the key knowledge is learned if interested pleases read Roediger 2011, it is a really insightful study to the benefits of testing; I now included a short answer assessment of this format approximately every 6 lessons and have been observed teaching this format by an Ofsted inspector who rated the lesson outstanding (not that we do that anymore). Lesson 5 consists of the dedicated improvement and reflection time (DIRT) from the previous lesson, this is followed by a review of the RAGed learning outcomes using the knowledge organiser to guide their revision. The lesson concludes by the student attempting a 15 mark short answer assessment with a structured self assessed feedback template. Lesson 6 starts by looking at ways to revise and allows the teacher to model how to revise. The lesson then moves on the students trying to revise themselves before resitting a very similar test to demonstrate to the pupils that they can make progress by revising. The lesson concludes with a self assessment.

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.

The lesson is aimed at early KS3 and is based on Edexcel GCSE spec. The Do it Now task is a review and identification of forces that should have been learned in previous lessons. The experiment is then demonstrated for the students before the students get the chance to perform and record their own results in a differentiated results table (one just has to have numbers recorded the other as place to work out averages for more mathematically able students. The students are then required to draw a graph, this is extensively modelled for them to ensure that it is achievable but yet challenging. The lesson concludes with a Cloze 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 starts with a simple assessment of students understanding of the concept of speed. The lesson then poses a GCSE question to challenge students before two different opportunities for the teacher to model how to calculate SDT. To assess the students learning I have embedded a hinge point question, this will redirect learning to the most appropriate task, e.g. gold, silver, bronze or the Purple extension. The lesson gives the student the opportunity to show of their new learning with a GCSE question before the lesson is concluded with an exit ticket.

Here are 4 differentiated worksheets on speed distance time. Bronze worksheet: very basic unit and number manipulation in a scaffold-ed table. Silver worksheet: harder question than bronze yet still within a table structure. Gold worksheet: harder questions than silver with a more open style. Purple worksheet: Exam style open ended questions

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.

Waves and Electricity is a scheme of work for year 8-9, it is engineered from the Edexcel 2016 GCSE therefore the spec points a prerequisites for start the GCSE. Lessons are highly differentiated and aimed for high ability to low ability. Much AFL is embedded with in the scheme, this includes hinge questions, short answer assessment an redraft for success. There is a sample of the work on the free downloads. type ' lesson 8 frequency calculations' Admin: this includes an exit ticket tracker, learning outcomes, and knowledge organiser. Lesson 0 - is an entry test to establish what is already understood by the students.

Here are 4 differentiated worksheets on speed distance time. Bronze worksheet: very basic unit and number manipulation in a scaffold-ed table. Silver worksheet: harder question than bronze yet still within a table structure. Gold worksheet: harder questions than silver with a more open style. Purple worksheet: Exam style open ended questions

This resource is not a stand alone resource rather should be purchased with any of The 'Forces and Energy' resources by razeitlin. The year 7 and year 8 learning outcome sheets feature all learning outcomes for the 6.5 week term. Aligned with the learning outcomes is space to record exit ticket scores, these scores are used to provide formative feedback to both the pupils and the teacher and reduce the need to extensive marking as the exit tickets are diagnostic of understanding. Next to the Exit ticket score is place for a RAGing of learning, this allows the students to customise their revision and feedback. The colour of the learning outcome related to the colour on the knowledge organiser, this allows student to take accountability for their own learning and progress as the knowledge organiser aims to close the feedback loop. The Knowledge organiser has questions on the reverse of it, again colour coded to the learning outcomes to make progress accessible.

The lesson start with a puzzle of lateral thinking for the students. It then goes on to model more complex SDT problems than lesson 3 involving unit conversions. As the students start to understand they move on to the bronze, silver, gold, purple activities with in the 20 minutes. The learning is then demonstrated by calculating their own Speed before the lesson concludes with a true or false exit ticket.

This a core concept for Edexcel 9-1 GCSE physics. This lesson is aimed at year 8-9 however could be made course specific. The lessons starts by allowing the student to take ownership of their learning by selecting a title for the lesson. The lesson then moves to let students discover Hooke's law in a structured yet problem based and independent way. The students demonstrate learning with a graph and a short conclusion always driving them to come up with Hooke's Law by themselves. The lesson concludes with a Cloze exit ticket.

This a core concept for Edexcel 9-1 GCSE physics. This lesson is aimed at year 8-9 however could be made course specific. The lesson starts be acting on any feedback from the previous lesson before establishing the learning outcomes for the lesson. The teacher demonstrate the limit of proportionality with the spring and masses, there is space on the ppt for the results to be recorded and a graph drawn showing the elastic limit. students then rank their confidence before selecting a differentiated gold or silver task. The lesson concludes with an exit ticket.

The lesson starts by recapping what a force diagram is before looking at examples of force diagrams. There is the a active watch video with HOTS questions to answer. The understanding is assessed via a mini-whiteboard identification of forces. The lesson further assesses understanding with a hinge question an this leads a differentiated activity on force diagrams. The lesson concludes with an exit ticket.

The lesson start by looking at the Apollo 8 rocket taking off and introduces the huge unbalanced forces at play. The teacher then lead with a series of images of scuba divers an gives an opportunity to question the class. The lesson builds to start including numbers so the student can calculate the resultant force before the students construct meaning using a simple worksheet on force diagrams. The lesson concludes with a detailed exit ticket.

The lesson start by looking at the Apollo 8 rocket taking off and introduces the huge unbalanced forces at play. The teacher then lead with a series of images of scuba divers an gives an opportunity to question the class. The lesson builds to start including numbers so the student can calculate the resultant force before the students construct meaning using a simple worksheet on force diagrams. The lesson concludes with a detailed exit ticket.

The lesson starts by assessing baseline knowledge by reviewing the meaning of energy. There is then a card sort which involves associating the energy with pictures to act as a memory prompt. There is a short video to push the students to identify forces and reviewing their knowledge. The lesson has an AFL task embedded in it to direct learning, this leads to 3 different task, two on the attached KO and one Cloze activity. The lesson concludes with an exit ticket.

This is sample resource for the scheme of work available from the premium resources type in - 'Waves and Electricity - 13 lessons and end of topic assessment.' The lesson starts with a review of previous learning, before modelling how to calculate frequency. The understanding of this calculation is assessed via a hinge point question, this directs learning to one of three tasks, the students demonstrates their learning before the lesson concludes in an exit ticket.