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

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 Biology 1 and included 4 question sheet for these units: B1 Cell structure B2 Cell division B3 Digestion B4 Organising plants and animals B5 Communicable diseases B6 Preventing and treating diseases B7 Non-communicable diseases B8 Photosynthesis B9 Respiration

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 Biology 2 and included 4 question sheet for these units: B10 The Human nervous system B11 Hormonal coordination B13 Reproduction B14 Variation and evolution B15 Genetics and evolution B16 Adaptations, interdependence and competition B17 Organising an ecosystem B18 Biodiversity and ecosystems

Content Lesson objective Skills objective Learning outcomes Keywords Numeracy Practical Homework Misconceptions Key questions to ask Lesson plans: Observing cells Animal Cells (Practical) Plant cells Making an onion slide (Practical) Specialised cells (Practical) Movement of substances Measuring diffusion (Practical) Unicellular organisms Observing Unicellular Organisms (Practical) Chapter Summary

Content Lesson objective Skills objective Learning outcomes Keywords Numeracy Practical Homework Misconceptions Key questions to ask Lesson plans: The particle model (Practical) States of matter (Practical) Melting and freezing Observing the cooling of stearic acid (Practical) Boiling More changes of state (Practical) Making copper sulphate crystals (Practical) Diffusion (Practical) Gas pressure (Practical) Chapter summary

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.

List of activities to show how carbon is stored and released in different actions.

Pupils discuss if science is helping or destroying the earth.

In this lesson, learners will learn about the billiard ball model, plum pudding model, nuclear model and Bohr model of the atom. They will also learn the contribution of James Chadwick and how to distinguish the different sub-atomic particles.

Learners will discover how JJ Thomson came up with his Plum Pudding Model and will also see how Millikan discovered the charge of the electron.

In this lesson, learners discover how Rutherford and his students deduced the nuclear model from the alpha scattering experiement.

Pupils discuss why some people need transplants. Also you ma want to link in why people travel to different countries to get a transplant.