The lesson is a well constructed and differentiated lesson intended for the new Edexcel 9-1 GCSE. The lesson starts with a comparison between apes, humans and pre-humans before introducing the idea of fossilisation. There are then a couple of videos showing great apes acting in a human fashion. Students then complete a research task making a time line of human evolution. Learning is assessed before there are two differentiated worksheets to best cater for the level of need. The lesson concludes with a GCSE exam question.

On the Wasted Years report recommendations this is the second lesson in a scheme of work that looks at preparing Year 6 students for secondary science. It is written by a secondary science teacher for the cross phase development program being run 2016-17. The spec is based on the interim assessment framework (IAF). The lesson starts by reviewing previous learning before introducing the skills focused practical, adhering to the IAF. The students then record the results on a table before producing a graph. The lesson finishes with a structured conclusion to ensure that the learning has been achieved.

The lesson starts by reviewing the WHO concerns on antibiotic resistance before looking at how it works. After students see this they prepare a storyboard on antibiotic resistance. Students then attempt an outcome differentiated worksheet before a 3 mark exam question and review of that to end the lesson.

On the Wasted Years report recommendations this is the third lesson in a scheme of work that looks at preparing Year 6 students for secondary science. It is written by a secondary science teacher for the cross phase development program being run 2016-17. The spec is based on the interim assessment framework (IAF). The lesson focuses on an experiment to test the solubility of sugar and salt vs the amount of stirs it takes to dissolve. There intended outcomes of this lesson are for students to be able to use lab balances, record data and have some understanding that a substance may dissolve.

The lesson starts by looking the selective breeding of the pug before a video clip looking at the selection and breeding of cows. Student then make comparisons between brassicas and the common ancestor. Student answer question based on the plant example and then show off their understanding via a worksheet with HOTS extension task. The lesson concludes with an exam question.

The lesson starts with a reviewing protein and nitrogen fixation. The students then build a nitrogen cycle based on information sheets around the room (with in the ppt). Students then attempt a worksheet before the lesson concludes with an exam question.

The lesson starts with looking at oxygen and goldfish, the lesson moves to establish different abiotic factors before getting students to review there own. There are differentiated work sheets for an extended activity, the lesson concludes with an exit ticket.

The lesson starts by outlining what is needed and what an exam question looks like. It then moves to so questions and discussion based on the 3 cells that are required for the exam spec before getting the student to relate fertilization to all 3 specialist cells. The lesson finishes with a work sheet.

We all know that a big problem for low confidence lower ability students are their levels of literacy. This is my attempt to close the gap on the literacy deficit of some of our student. This activity comprise of 3 different task based around the key language of CB6. The first activity is dual coding where students draw images of the key words. The next is a match up activity and the final is an MCQ task. Really interested to hear your thoughts.

The lessons is focused around independent learning, the students have an A3 sheet with the stages of the carbon cycle for them to look into in more detail. The understanding is then assessed with a 9 question quiz before the an exam question.

The resource focuses on memory and key facts about maximizing the rate of diffusion. I do a dissection during the lesson however is not necessary, the lesson moves onto looking at surface area to volume ration and concludes with an exit ticket.

The lesson starts with 8 recall questions before discussing the components of blood. The information is summerised in a carousel style task looking at the function and adaption of each component of blood. The lesson then moves to looking at the different blood vessels and a adaptions of each. This is a lesson very much focused on memory and short activities.

This is a 2 in 1 lesson (due to exam time constraints. The lesson starts by addressing photosynthesis, breaking down the equation. It move on to a hinge point question and then either a lower ability WS or a short grades task. There lesson finishes with a how science works graph exercise an exit ticket.

The lesson starts with recall biology questions followed by a station based activity and exam questions.

Practical based lesson embedding graph skills.

This lesson on isotopes covers the basic theory and then assesses understanding with a GCSE 6 mark question.

To establish baseline knowledge all students have the opportunity to sit this assessment and remediate knowledge gaps from key stage 3. This is not a standalone resource and should be purchased alongside others in the series.

This resource targets student action, there is some instruction and then multiple opportunities for students to practice this key GCSE concept.