This booklet contains all the required practicals for Combined Physics (AQA). It begins with a contents page, which has the list of practicals and the skills the pupils will learn during the practical. The skills have a RAG box so pupils can self assess how well they think they can do the skill. The contents also has a space for the date when the practical was done and a column for exam question feedback. Each required practical has a sheet for pupils to fill in. Each sheet follows the same format. Pupils fill in the risk assessment, results, conclusion and evaluation for each practical. Graph paper is included where needed. Finally, each practical has questions relating to the practical and practice exam questions that are either about the practical or similar practical or ask the pupils to apply what they have learnt from the practical.

This booklet contains all the required practicals for Combined Chemistry (AQA). It begins with a contents page, which has the list of practicals and the skills the pupils will learn during the practical. The skills have a RAG box so pupils can self assess how well they think they can do the skill. The contents also has a space for the date when the practical was done and a column for exam question feedback. Each required practical has a sheet for pupils to fill in. Each sheet follows the same format. Pupils fill in the risk assessment, results, conclusion and evaluation for each practical. Graph paper is included where needed. Finally, each practical has questions relating to the practical and practice exam questions that are either about the practical or similar practical or ask the pupils to apply what they have learnt from the practical.

This booklet contains all the required practicals for Combined Biology (AQA). It begins with a contents page, which has the list of practicals and the skills the pupils will learn during the practical. The skills have a RAG box so pupils can self assess how well they think they can do the skill. The contents also has a space for the date when the practical was done and a column for exam question feedback. Each required practical has a sheet for pupils to fill in. Each sheet follows the same format. Pupils fill in the risk assessment, results, conclusion and evaluation for each practical. Graph paper is included where needed. Finally, each practical has questions relating to the practical and practice exam questions that are either about the practical or similar practical or ask the pupils to apply what they have learnt from the practical.

Pupils begin by using the magazine article (page 5) and highlighting all the words they think are parts of the digestive system. Pupils then RAG the lesson objective on the worksheet Pupils are then shown the Gums to Bums demonstration. Each step being spoke about to a suitable level. Pupils then use the Why Do We Digest worksheet to show what they have learnt. This is then peer marked and for each task (which links to an objective) pupils RAG again depending on how many they got correct. The homework is based on the final RAG. The pupils choses what section to do based on how well they have done in the lesson

This is aimed at a lower ability KS3 class, with a Scooby Do theme. Pupils begin by recalling the 7 food groups. They then watch Mambo No5 Food Tests song and complete a table to show what the test is for each food group. Pupils then investigate different foods using the tests. Finally there is a food tests multiple choice quiz.

This is aimed at a low ability KS3 class, with a Scooby Doo theme. Pupils begin by sorting some of the thing Scooby and Shaggy eat into healthy and unhealthy foods. They then watch a video on balanced diets. They then match the food group with what it provides the body with. This is an interactive slide, so can be printed as a worksheet or done on the board together. Pupils then sort foods into the food group they think it belongs in. Lastly pupils are given a worksheet and told that Scooby and Shaggy are going to order the meal on the sheet. They are to answer the questions about the meal.

This is aimed at a KS3 class, with a Peter Pan theme. Pupils begin by describing the glow around Tinkerbell. You then go on to explain luminous objects and if you can describe Tinkerbell this way. There is also a question to cover the moon misconception. You then explain how to draw ray diagrams and pupils practice by showing how Peter can see different things in Neverland (the sheet gets harder as it goes down). Pupils then Think, pair and Share on how thy think shadows are formed - using keywords. They then watch a video and write down an explanation in their books. There is a homework about bioluminescence. Finally pupils create a summary poster for the introduction for Light.

This is for a low ability KS3 class, with a Ghostbusters theme. Pupils begin by putting in order the stages of hearing (they would have done this in a previous lesson). Pupils then determine their own hearing range using a video. Pupils then watch a video on narwhals and how they use echolocation, answering some questions along the way. Pupils then get introduced to ultrasound and some uses. They are then given differentiated maths questions to go along side this. Finally pupils compare the hearing ranges of different animals.

This is aimed at a low ability KS3 class, and has a Ghostbusters theme. Pupils enter the room and begin by doing a wordsearch. The teacher, using a diagram, explains how to read a wave from an oscilloscope, including keywords. A oscilloscope can also be used to demonstrate the different sounds and waves produced. Pupils then do a mini-experiment using a ruler, to investigate pitch and amplitude, to ensure that they understand the meaning of these words. Pupils then use a template the draw wave diagrams. There is then a task where pupils read descriptions of sound and match these to wave diagrams. Finally in teams pupils complete a small quiz. There are two homeworks available, which I let them chose between, both are experiments that they can do at home.

This is for a low ability KS3 group, with a Ghostbusters theme. Pupils begin by using images to determine the title of the lesson. They then listen to sounds and try to describe them (link in notes section of ppt). Pupils then do a circus activity where there are a number of ways to make sound and try to decide the common factor. Pupils then line up facing forwards and teacher demonstrates how sound travels. Finally pupils try to answer the question "If a tree falls in a forest with no one around to hear it fall, does it make a sound?"

This is a low ability KS3 lesson, with a Ghostbusters theme. Pupils begin by creating a word cloud using keywords and using the size of the word to represent their understanding of that word. 4 experts are chosen to run 4 demos, sound travelling in a solid, liquid, gas and vacuum. Take these pupils aside and explain to them each demo and make sure they understand the information enough to explain to other pupils. While you are doing this, the other pupils are completing a data analysis task. Pupils then do go to each demo and get it explained to them - completing the worksheet. Pupils then write a letter explaining how to trap a ghost so it cannot communicate with other ghosts. This is then peer assessed.

This is designed for low KS3 class, with a Frankenweeie theme. Pupils begin by deciding which material to use to help bring Sparky back to life. Pupils watch a video and then do a quick match exercise. They then conduct an experiment to test a variety of conductors and insulators, filling in a table as they go. As a plenary they write a postcard to Victor Frankenweenie. There is also a virtual experiment attached which can be used as a homework or as the experiment.

This is a KS3 lesson with a Jurassic Park theme. Pupils begin by brainstorming ways that heat is lost in a house. They then do a QR hunt to research different types of insulation in buildings, I put mine up around the school or room in the places you would find that particular type of insulation. Pupils then write a letter to John Hammond describing how he could reduce heat loss in his park. Finally pupils attempt a QWC question using a writing frame.

This is a KS3 lesson, for a low ability class. It has a theme of Frankenweenie. Pupils begin by using mini whiteboards to brainstorm how to create a circuit that ensures other light bulbs work if one goes out. They then watch a quick video and use this to write a summary sentence about the differences between series and parallel circuits. Pupils in groups model a parallel circuit, for a lower ability class you can do this as a class. Pupils are given components, and the remainder are electrons and are given plastic balls to represent energy. Pupils then complete a Cloze exercise. Finally pupils do a comprehension task about parallel and series circuits, and as an extension draw circuits for Christmas Tree lights and a house.

This is a low ability KS3 lesson, with a theme of Tim Burton's Frankenweenie. Pupils begin by looking at a diagram of a circuit and discussing why it would not work. Pupils then draw series circuit diagrams from descriptions and decide if the circuit is open or closed. Pupils go onto an interactive website to create circuits and investigate how the number of bulbs and cells affect the brightness of bulbs (I find this more reliable than the actual electrical equipment). Pupils consolidate their learning with a Cloze exercise. Finally pupils design a series circuit that will bring Sparky back to life.

This is KS3 lesson with a Jurassic Park theme. Pupils start with three pictures and pupils use letters to figure out the title of the lesson (it is set up to look like 4pics1word). Pupils then play Yes/No to find out about the three different ways energy is transferred. Pupils then do 3 mini experiments using instructions cards. Who Wants to be a Millionaire is then available as a plenary. Finally pupils do an exit ticket where they decide on the type of energy transfer in different scenarios, they are to explain their choice. There are two homeworks, a QWC writing frame which is available to purchase on its own and a QR scavenger hunt.

This is designed for a low ability KS3 class and has a theme of Frankenweenie. Pupils start with a Think, Pair and Share activity on how Victor brought Frankenweenie back to life (for a high ability group, I would give them the Frankenstein text) Then use the Van der Graff to show pupils electricity and ask them to define it from this. Pupils then watch a video about what electricity is and complete a gap fill exercise. Pupils then create a flashlight using just a few easy to come by components. Then teach the symbols kinaesthetically, there is a video but I tend to do it myself. Go through this a number of times and finally get pupils to match the symbol with the component.

This is a KS3 lesson, with a Jurassic park theme. Pupils begin by sorting the types of energy sources into groups. They then have to justify their groupings. Pupils then when a quick video (link in picture) and are asked to note down the differences between renewable and non-renewable resources. Pupils are then put into groups and asked to research different types of energy sources (link in notes section of ppt) ready to present to a number of judges (Dragon Den style). The pretence is that they are selling their type of resource to John Hammond to use to run Jurassic Park. Pupils then present this, to make sure all students are engage, there is a table that they fill in with the information that they hear. Finally pupils complete a six mark question using a QWC writing frame on the evaluation of different energy sources.