The lesson is planned using Principles of Practice and starts with Know it, Show it slides. Students are asked to evaluate the effectiveness of a frog’s circulatory system. Students then self assess with a mark scheme which is displayed on a PowerPoint slide. Students recall the parts of the heart and the major blood vessels, from GCSE by labeling two worksheets. Students self assess. The answers animate in on the slide. Students are then show an A level diagram of the heart and are asked to identify features that they have not heard of before. Students are then given 2 mins to remember all the labels. The following slide has the image with labels hidden and the teacher can ask students to identify the parts (pose, pause, pounce, bounce) and the answers are revealed by the click of a button! Students then label a diagram of this heart. Students are asked if cardiac muscle also needs to respire and are guided to realise that the oxygen and glucose cannot be provided to heart cell via the insed of the heart. Students recall coronary arteries from GCSE. There is a looped video playing the lub dub sound and students are asked to identify the source of the sound. Teacher explains it is the heart valves closing and then shows images of the heart valves on the PowerPoint. Students are then given a worksheet to complete assessing all the content of the lesson. Answers animate on the slides on the presentation. All worksheets are in

Two worksheets which have been designed to thoroughly assess pupil’s understanding of how to place electrons in ions, work out the charge and show how an ion should be represented in a drawing.

This is two lessons worth of resources, enabling you to teach covalent bonding in a methodical manner which your pupils will enjoy. The lessons have been designed to engage pupils, based on co-operative learning strategies. I have included ALL of the resources you need from worksheets to diagrams and markschemes on the powerpoint itself. Enjoy!

These are level descriptors I have written for the new GCSE levels 1-9. They cover planning, collecting and recording results and drawing graphs. You will find them very useful for developing assessments and levelling pupil's work.

A level lesson introducing the need for a circulatory system. This is something students find difficult to explain in words so I have linked it all to aerobic respiration and demand for oxygen and glucose and the removal of carbon dioxide. After the teacher explanation, students link key terms to explain the need for a transport system. They then self assess against a markscheme (provided in the presentation). The next activity asks students to apply their understanding to a question asking why spiders require a transport system. Again students self assess their answers against a model answer. Finally students revist surface area to volume ratio from GCSE. Activity and answers

This is an A level lesson. Students learn about open and closed circulatory systems and then practice comparing the circulatory systems of mammals to fish and also amphibians. The focus is on presenting students with diagrams and teaching them how to analyse the different systems and explain why each is effective for that particular organism. Students complete a worksheet to show their understanding and self assess via a mark scheme (included in the presentation). Finally students compare the effectiveness of a frog’s circulatory system to a mammal. Again students self asses their answers against a mark scheme (provided)

Three invaluable resources. Double sided sheet of key biological terms from the course and their definitions which relate to the article. I have predicted questions and written a markscheme for each question. I have identified the sentence in the article and the paragraph this content relates to. A set of past exam questions and markschemes covering the topics which are covered in the article.

There are 2 PowerPoints. First Ppt, students are asked to identify which organisms they believe have a transport system, from a slide containing images of organisms. The answers appear and then students are asked to consider what factors contribute to organisms needing a transport system. Students are asked to recall what substances are carried in the blood. Answers are revealed as images on the following slide. Students are directed to the need for glucose and oxygen (and removal of carbon dioxide). They are asked to recall the word equation for aerobic respiration (on whiteboards). Three images appear as clues as to why some organisms require a transport system. The following slides are used to explain the reasons why. Students then link key terms to explain why organisms need a transport system - larger organisms, more metabolically active organisms and those with a small surface area to volume ratio. Slides are used to teach students how to calculate surface area to volume ratio. Students then complete a set of questions and use the markscheme to self assess answers. All answer included. Know it, Show it included. Principles of practice used when planning the

The first slide asks students to recall why larger, more metabolically active organisms need a transport system (answers included). Students are then shown the circulatory system of a fish, a frog, a spider and a cricket and are introduced to open and closed circulatory systems. Students then compare the circulatory systems of the different mammal groups. There is a worksheet included and answer are all on the PowerPoint. Students then compare and contrast a frog’s circulatory system to that of a mammal. This is in the form of a Venn Diagram. Worksheet included and answers appear in the presentation.

I made this as an introduction to the Earth & Space topic with the aim of gaining pupils interest. 'Rule the World' by Take That should play in the background. The song matches the presenation perfectly. I have found that the pupils really enjoy watching it.

I found this flash animation free on the internet and it was one of the best finds I've ever had. You can use it in any lesson when giving pupils 30s thinking time during quizzes. I hope you get as much enjoyment as I have with my classes.

Use the Powerpoint to teach students how forces affect speed. If you have an interactive whiteboard, pupils can add the forces and arrows onto the images on the Powerpoint. The video clips are from animation factory. The worksheet assesses pupils understanding.

I designed this storyboard for independent learning. Pupils work in pairs to interpret each image and write their answers on post-it-notes for each box. Pupils use the labels and images to learn in detail the path of a nerve impulse. The worksheet assesses their understanding by applyng it to Christopher Reeve and his paralysis. I have included markschemes so pupils can self assess and correct their work.

Pupils note down the answers on paper first. When you are ready to mark, pupils volunteer to come up to the interactive whiteboard and double click over the label. They will hear an audio response. You can tell by the response whether the answer is correct or incorrect. They love the 'gentle' insults if they are wrong.

I designed this boardgame to assess pupils understanding at the end of the unit. Print out the boardgame template in colour and enlarge it onto A3 paper. Print the questions onto the back of the cartoon cards. You will need to buy dice and counters. When someone lands on a question mark, the person to the right picks up a card and reads out the question. If the pupil answers correctly, he/she can move the number of spaces given on the card.

I designed this quiz to engage lower ability pupils. It is used to assess their progress in a fun way at the end of the Rocks topic. Pupils are given a sheet to note down their answers and this can be stuck into their exercise books afterwards. When you are ready to mark, the quiz can become interactive. In Section A, pupils double click on the correct answer and will hear a response identifying whether the answer is correct or incorrect. In Section B, the answer appears on screen. I have used the 'Flintstones' font. You can download it easily using google to search for it. Have fun!

The Powerpoint is a quiz. Pupils use the interactive whiteboard and double tap on the answer. I have added sound effects to each label. You can tell from the effect which answer is correct. If you enjoy it I have included a similar one for 'Cells'. The worksheet is to assess understanding. It works well if pupils have access to highlighters. There isn't one correct answer - it depends on the explanation. Encourage more able students for find detailed links between the key words in order to explain the 'odd one out'. This activity is great for differentiation.

I produced this set of resources to engage top set students in learning about moments. It focuses on calculations. The worksheets are also creative and pupils enjoy completing them.

IMPORTANT - the second slide following the objectives if the fun part. Click on each image to hear a sound - the pointer will change to a hand. Students have to 'guess' what is making the sound and write down their responses in the first section of the worksheet. To mark, if you then click anywhere on that slide (except the images) so that the pointer remains as an arrow, the answers will be revealed. Lower ability students really enjoy completing this worksheet. You can even have milk bottles to demonstrate how the pitch changes when they are filled to different levels with water.