AQA GCSE Sciences (9-1) Physics: P7 Radioactivity Lesson 5: P7.5 Activity and half-life Based on the Kerboodle Resources The AQA Kerboodle worksheet are not included so as to be acting within the TES code of conduct.

AQA GCSE Sciences (9-1) Physics: P12 Wave properties Lesson 4: P12.4 More about waves Based on the Kerboodle Resources The AQA Kerboodle worksheet are not included so as to be acting within the TES code of conduct. Keywords Doppler effect, Wave source, Pitch, Volume, Ultrasound

AQA GCSE Sciences (9-1) Physics: P12 Wave properties Lesson 1: P12.1 The nature of waves Based on the Kerboodle Resources The AQA Kerboodle worksheet are not included so as to be acting within the TES code of conduct. Keywords: Amplitude, Frequency, Longitudinal, Wavelength, Transverse

AQA GCSE Sciences (9-1) Physics: P12 Wave properties Lesson 2: P12.2 The properties of waves Based on the Kerboodle Resources The AQA Kerboodle worksheet are not included so as to be acting within the TES code of conduct. Keywords: Wave speed Period

AQA GCSE Sciences (9-1) Physics: P12 Wave properties Lesson 3: P12.3 Reflection and refraction Based on the Kerboodle Resources The AQA Kerboodle worksheet are not included so as to be acting within the TES code of conduct. Keywords: Reflection, Refraction

I’ve uploaded an image of the finished product. This should be used ideally as a formative assessment before the summative assessment. The teacher (using your school’s designated colour) writes a WWW and relates the EBI to one of the tasks. The student completes the task using their designated feedback pen. The teacher follows up and marks the work with comments on how to improve. Since each unit has four different questions of various abilities, you can also differentiate. This pack is for Physics 1 and included 4 question sheet for these units: P1 Conservation and dissipation of energy P2 Energy transfer by heating P3 Energy resources P4 Electric circuits P5 Electricity in the home P6 Molecules and matter P7 Radioactivity

I’ve uploaded an image of the finished product. This should be used ideally as a formative assessment before the summative assessment. The teacher (using your school’s designated colour) writes a WWW and relates the EBI to one of the tasks. The student completes the task using their designated feedback pen. The teacher follows up and marks the work with comments on how to improve. Since each unit has four different questions of various abilities, you can also differentiate. P8 Forces in balance P9 Motion P10 Force and motion P12 Wave properties P13 Electromagnetic waves P15 Electromagnetism

AQA GCSE Sciences (9-1) Physics: P3 Energy Resources Lesson 1: P3.1 Energy Demands Based on the Kerboodle Resources The AQA Kerboodle worksheet are not included so as to be acting within the TES code of conduct.

AQA GCSE Sciences (9-1) Physics: P1 Conservation and dissipation of energy Lesson 1: P1.1 Changes in energy stores Based on the Kerboodle Resources The AQA Kerboodle worksheet are not included so as to be acting within the TES code of conduct.

AQA GCSE Sciences (9-1) Physics: P4 Electric circuits Lesson 4: P4.4 Component characteristics Based on the Kerboodle Resources The AQA Kerboodle worksheet are not included so as to be acting within the TES code of conduct.

AQA GCSE Sciences (9-1) Physics: P5 Electricity at home Lesson 1: P5.1 Alternating current Based on the Kerboodle Resources The AQA Kerboodle worksheet are not included so as to be acting within the TES code of conduct.

Models how students should write out a scientific report: *) Abstract *) Introduction *) Method *) Results *) Discussion

This is probably most appropriate for A-Level and GCSE students but I have been pushing my top KS3 students to get used to this way of writing. Shows how to reference: books, videos, websites etc..

I found that a lot of my KS3 were simply copying and pasting information for homework. This was designed to get them to have to think critically about the information they are including. Ideally, they follow the plan and you give feedback which they use along with the plan to write the actual essay.

This booklet was created to ensure consistency, and to develop scientific thinking skills. We have so much content to cover in lessons so this is a home resource which is designed to override homework. These activities include stop-motion activities, building 3D models and also scientific methods. Students should spend 6-8 hours in total on this booklet - a timetable is also incorporated in the booklet so that students can plan out which activities to attempt throughout the weeks before the due date. As mentioned in the title, the two content units are Particles and Cells but at the end, there is also a scientific skills section which walks students through the scientific method. They will end up creating their own scientific questions, plan an investigation and write it out. This booklet is 26 pages long but saves a lot of space by linking youtube videos where students will gain the necessary knowledge needed to complete the various sections (we all know students don't like reading a lot of information). Also incorporated are GCSE questions that link to the KS3 content. I hope you find this resource useful - Lagoondry

A worksheet to be stuck in pupils books or tables. Ideal for extended writing tasks.

Designed to be the second lessons for Year 7s (2/4). Learning outcomes: (*) List the scientific method into the correct order. (*) Identify questions that can be answered using science. (*) Identify the different variables in Brainiac experiments. Students will learn the difference scientific variables (Control, Independent, Dependent) and how to spot them in written situations and videos. Students also learn what makes a question scientific using Wolfgang Pauli's "not even wrong" quote.

A collection of student feedback sheets based on exam style questions. Best used when you have identified an area of weakness. This should help make marking meaningful. Topics include Forces, Sound, Light, Space

A collection of student feedback sheets based on exam style questions. Best used when you have identified an area of weakness. This should help make marking meaningful. Topics include Electricity and Magnetism, Energy, Motion and pressure,

Designed to be the first lessons for Year 7s (1/4). Learning outcomes: (*) State what an observation is. (*) Describe the difference between observation and inference. (*) Use data to formulate an inference about fossil distribution. Also included are sentence types (Simple, Compound, Complex) with scientific examples to build literacy skills in later lessons.