Used with year 12 class to introduce ATP. Alongside questions from AQA online resource Kerboodle.

100 minute session designed for KS3 - could be expanded or reduced. Students understand the role of the respiratory system through: - true or false activity with key stats - demo of lambs lungs with bellow - ordering the sentences for inhalation and exhalation - team challenge to make a model of the system using limited resources - introduce gas exchange

Lesson used for a formal observation, which received a Grade 1. At a school where they have 100 minute lessons, therefore this could be adapted and spread over two lessons. Mixed ability class. Learners really enjoyed the interactive nature of the lesson, and I was successful in showing progress at regular intervals. Differentiated through range of support offered in booklets. I made dice for this lesson using excellent templates I had found on TES. One dice had pictures of specialised cells on each face, whilst the other had questions on each face. Students LOVED this, but I did make these myself to avoid wasted time in the lesson.

Lesson to a mixed ability year 7 group, 100 minute session but could be adjusted. Market place activity, using differentiated booklets. AfL Dice game. Followed by more ethics based activities, looking at how doctors can make the decision of who receives a donor organ. Developing higher order thinking skills (Bloom's) by ranking and justifying ideas. Donor cards to be printed, and used as exit pass for 3-2-1 plenary.

Lesson designed for high ability class - but could be adapted to suit any needs. - Began lesson with recap to previous learning relating to the nervous system. - Assess prior knowledge using laminated structure labels and A3 eye diagram. - Students move around the room using the table, and assorted sheets to collect information. - Use this information to reorder their labelled diagram, now they have a enhanced understanding. - Discussion regarding perception of colour - Plenary ('To the left'): books closed, each group gets a new diagram. In silence, one person in the group labels a structure, and passes it to the left, and so on. pupils may amend each others' answers, but this is a silent activity to check understanding.

Used with high ability year 12 class to go through the impacts of farming on diversity within an ecosystem - in conjunction with the Oxford A level Biology textbook.

Used with my year 11 classes to develop comprehension skills in the new health and disease unit within the GCSE syllabus. Discusses new treatments away from antibiotics, as well as the antibiotic resistance crisis.

Fun 100 minute session on the heart and blood vessels - could be expanded or reduced. Students to learn about the structure of the heart through a memory recall drawing challenge and a dissection. Video links to support learning. Cryptogram challenge for students to learn about the blood vessels.

Year 7 - Topic on Space Lesson to follow the concept of applying to be an astronaut. Big focus on the skills which might be required. In small groups, students consider the profiles of different applicants, and come to a decision as to who they would hire (imagine they are working for NASA). What sort of experience and key skills are they looking for, and why? How might hobbies link to this? Focus: justifying and supporting ideas. Next students collect information on how astronauts live and survive in space. Information cards spread around the room, and there is also a video link (Kevin Fong RI Xmas Lecture). My school has iPads for research, but textbooks could also be used. Homework: choice of tasks. Students to fill in NASA application form, or to create a space survival guide for new astronauts.

Activity I used with my high ability year 10 class - trying to encourage them to think about skill development, rather than simple knowledge acquisition. Used an intro to highlight why metacognition and self-assessment are important parts of learning. Students then used a sheet to write down their learning high points and improvement points for these topics. Then looked back through the end of unit test and formative comments in their books - made improvements/corrections to their work and noted these down in steps taken. Sheet glued in for me then to respond to, giving them targets for the next topic, as well as effort and test grading.

Could be used with Year 10/11. Was formally observed, and graded OUTSTANDING. Interactive activities with one student from each group having to memorise a diagram of metallic structure and then describe it to their group. Plenary activity to revise covalent bonding before their test. Molecules can be changed to make this lesson suitable for less able groups. Students thoroughly enjoyed the lesson.

Taught to a higher ability year 10 class over several lessons. Lesson 1 - The structure of the Heart Lesson 2 - Blood vessels Lesson 3 - Components of the blood (station activity, students collect info from around the room on the 4 components, and then apply their knowledge to answer exam-style questions).

A topic I looked at with my form over two tutorial sessions. The first session, discussing what a dilemma is and allowing them to look through the scenario cards in pairs and discussing the issues, before sharing ideas as a class. The second session allowed individuals to respond more personally, recording their ideas on the worksheet. Extension to get them to link this to everyday life - what are the big moral dilemmas facing society? Session used to tie in with bullying and 'snitch' issues within this year group. To get them to think more closely about their actions and their implications and to develop decision-making skills.

Used with my Year 12 class to introduce DNA and RNA, and to cover DNA replication.

Last year I gained QTS and was graded Outstanding. I have put together a selection of reflective logs, lesson evaluations, and a lesson plan to share with other trainees. I felt particularly isolated and unsure of what to do with regards to my portfolio of evidence as a trainee, and searched desperately online to see what others had done for inspiration.

Lesson designed for KS3 to creatively approach the topic of the tilt of Earth's axis and the seasons. Using hibernation and migration to explore these concepts. Students start by watching short clip (John Lewis Bear and the Hare) Research activity on the seasons and hibernation Choice of task: produce a documentary on the tilt of the axis OR to imagine a world without seasons (choose how to present this). Lower ability could make a model to demonstrate how the tilt affects the seasons. Taboo plenary For use over several lessons to enable students to explore this area fully. Fun and interactive!!! (and highlighting the hedgehog which is in huge decline in this country)

Used with a year 12 class over a series of lessons.

Used with high ability year 10 class to discuss bio-indicators, including Lichen and invertebrate species.

Resource I made to cover a couple of tutorial sessions, as we rejoin after the Christmas break. We discussed the number of famous people who died in 2016, and how they were influential. I went through two examples of inspirational people (this could be adapted) - Carrie Fisher for her work with mental health issues, and George Michael regarding his charity work and LGBT campaigns. Pupils then asked to consider who inspires them and to prepare a presentation on this, to deliver to the class/table to convince them of why their icon is the most inspirational (and the effect they have had on them). Class then votes. Good way to get them to consider what makes someone inspirational. Nice mix of celebrities, characters from novels, campaigners, and family members.

- high ability year 10 class. - began with Chinese whispers to mimic the Nervous System (seventy seven benevolent elephants). Class were then able to guess the topic we were learning about, through the game. - discussed 'brainbow' (google this, mapping of neural pathways) - labelled diagrams of neurones and discussed their structure.