This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This is a Pokemon themed lesson for a low ability groups. It begins with pupils grouping Pokemon and explaining their groups to the class. Pupils then look at variation within species and between different species of Pokemon. The exit ticket is comparing environmental and inherited features. The lesson isn't very detailed as it is for low ability and is meant as an introduction to classification.

This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This is aimed at a KS3 class, with a Zombie theme. Pupils begin by entering to a Morse Code they have to crack. Pupils then watch a short video on antibiotics and resistance and do a quick AfL multiple choice quiz, this would be a good time to discuss why antibiotics don't work on viral infections. Pupils then complete a Maths task, looking at the reproduction of bacteria, the affect of antibiotics and what happens when bacteria mutate. Pupils are then given a character and are to debate antibiotic resistance. Finally pupils answer an AQA exam question on antibiotic resistance. There is also a homework available about the effectiveness of plants as antibacterials, I've dubbed this "Plants vs. Zombies" for "fun-factor",

This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer, a success criteria (directly from the mark scheme) and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer, a success criteria (directly from the mark scheme) and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer, a success criteria (directly from the mark scheme) and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This is aimed at a low ability KS3 class, with a Zombie theme Get a lot of glitter on your hands. As pupils walk in greet them with a hand shake or pat on the shoulder. Pupils begin with a word search of some key terms. Pupils then do a "Think, Pair, Share" on how they could catch Zombie-ism. Then get pupils to check their hands a shoulders, discuss what this represents. Go through the possible routes of transmission. Use mini white board to do some Q&A to check understanding. Put the different hospitals around the room. Pupils decide on how each patient became infected with Zombie-ism. There is then a Maths focus, where pupils draw tally charts, calculate percentages and draw graphs. Finally, pupils do an exit ticket which involves them describe ways disease can spread over different distances.

This lesson introduces coral reefs and how humans are affecting them by using a comprehension starter. It then has a collective memory tasks where pupils learn about the environment in which coral reefs are found. It contains a link for a podcast with a few questions to ensure that pupils have listened and taken away the key points. The lesson then progresses into food chains, webs and energy transfer on coral reefs using Finding Nemo as an example. It contains a feed web game, which requires some printing, but little preparation. They then look at a Finding Nemo food web and discuss what would happen if characters were removed as well as energy transfer. For the homework pupils must use the simulation on explorelearning.com (the simulation is called the same as the worksheet title)

The lesson is for a low ability class with a Pokemon theme throughout. The starter involves designing a cell with a function. The pupils can be as imaginative as they like. You can get them to judge each other's cells. Pupils then get given a poster (to be printed in A3) to complete by circulating the room and collecting information. There is a lower ability poster which tells them where to write all the information and links it to animal and plant Pokemon. There is also a higher ability poster which they decide which Pokemon would have those cells, there is a male and female version of the same Pokemon (this may need explaining if your pupils aren't familiar with Pokemon - the top right is female and the one directly below is male - they look slightly different). Then show pictures of different cells and pupils can use mini white boards to name them - I use this as an opportunity to get verbal confirmation that pupils can give a structure and function of each. Finally there is a choice of two exit tickets, a true and false or a match exercise.

This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer, a success criteria (directly from the mark scheme) and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

Firstly, I would like to say thank you for purchasing or considering purchasing a QWC writing frame or bundle. I have found these an amazing resource, which if why I have made so many. But, how could they be differentiated? I know how tempting it can be to use these as a standalone task, and even stretch it out into a lesson. This document gives some ideas on how to differentiated for different classes as well as other activities you could do with the frames.

This is very similar layout to the QWC writings frames (https://www.tes.com/teaching-resource/aqa-core-science-b1-c1-p1-qwc-writing-frame-bundle-11163851) This can be used as a stand alone lessons. Pupils are given different animals to research (Camel - easiest; Star-nosed mole - hardest, Desert vs Artic Fox extension comparison). There is a Symbaloo link (https://goo.gl/Cju34F) which has all the websites needed for each animal, organised in groups by colour, so you can give the pupils the QR code and let them research their relevant animal. After the pupils have researched their given animal, they can then be asked to write an essay on how that particular animal is adapted, maybe comparing it to a friend's.

This is a Pokemon themed lesson for a low ability class. The lesson begins with a colouring exercise, where pupils put animals into groups, they should know this from primary. Pupils then watch a video in vertebrates and complete a worksheet as they watch the video. This is followed by an online quiz and then a quick quiz. Pupils then use information around the room to learn about invertebrate groups. Pupils finally play "Slap the Pokeball" or slap the board. Here the teacher can call out examples or features and two pupils at the front race to slap the correct Pokeball. The exit ticket involves pupils classifying Pokemon and explaining their decision.

This is a Pokemon themed resource about classifying plants. Pupils enter and are asked to complete a classification task of animals as a refresher from the previous lesson. Pupils then collect information about the different plant groups, a science dictionary will be needed at one of the stations for one of the tasks on the filler sheet. There is then a quiz to see if pupils can identify plants from images Pupils then are given a Pokemon and its leaf (notes on which Pokemon goes with what kind of leaf you need to provided is on the notes section of the relevant slide) and they complete the poster template. Pupils then play a quick game of taboo using the taboo cards. Finally pupils classify some plant images as an exit card.

This lesson is based around Pokemon. Using Pokemon such as Bulbsaur and Oddish as these would have both animal and plant cells. Pupils first are given a number of Pokemon and decide which doesn't belong. They then do a literal word search for the names of the organelles in cells. Back-to-back: pupils then play back-to-back. This involves one pupils facing the board, while the other faces the other way with a mini whiteboard. The pupil facing the board describes the image that they see and the one not facing the board draws it. Give a time limit for each. Pupils then do a simple table exercise based on what they've learned from drawing the cells. Pupils then read through a song, or sing it to the Pokemon theme tune, and do the instructions on the sheet. They also label images of cells. Pupils then read through statements to decide if Euglena is an animal or plant cell. Finally, pupils complete a poster task comparing both types of cells (this can be done as a homework)

This is a Pokemon themed lesson for a low ability class. Pupils start with refreshing the knowledge of plant and animal cells. This is followed by a video, which pupils then do a task on. Pupils then collect information about 4 different unicellular organisms, from posters and QR codes on PokemonGo backgrounds (links are included if your school doesn't allow portable devices), and create Pokemon cards for each one. The comprehension booklet can then be used as a plenary, exit ticket or homework.

Have you got low ability pupils that you don't think will be able to cope with the intensity of next year of the AQA Combined Trilogy? Have you considered double entry? These planning resources show how you could teach the ELC content as well as meet the requirements for the Combined Trilogy so you can double enter your lower ability pupils. This way if they do not achieve in the Trilogy they can at least have an entry level certificate. These planning resources show how you would teach the Year 10 (Year 11 to follow) and how the TDAs of the ELC map with the Required Practicals of the Combined Trilogy. Hope this helps anyone who is concerned with their lower ability pupils next year.