Here is a walking talking mock done for students. This enables students to use exam skills to help them answer exam questions with your guidence. It is designed for 1 hour, a script is included for the teacher to use as well as ppt for visual representation for the students when answering the questions on the paper.<br /> <br /> Hope its useful.

<p>I have used resources from others to combine these lessons. It covers the whole chapter on P11 and the students were fully engaged with them and there end of unit exam results showed how well the lessons worked.</p>

<code>These resources use questions from the 2019 paper 1 combined science biology, chemistry and physics exam. Students can use them as a quick independent warm up before the exam or as a DIRT activity. The questions are on one side with space for the students to write in and then on the reverse side the answers where students can check. Great for independence and revision. Higher and Foundation included with added questions on scientific skills. </code>

Generic science bookmark for students to use in class

<code>These resources use questions from the 2019 paper 1 seperate science biology, chemistry and physics exam. Students can use them as a quick independent warm up before the exam or as a DIRT activity. The questions are on one side with space for the students to write in and then on the reverse side the answers where students can check. Great for independence and revision. Higher and Foundation included with added questions on scientific skills. </code>

information sheet used for parents evening to help support their child in GCSE science

<p>This is a revision resource used for tutor time on long questions. One topic per week. Students firstly read the question and understand the command word, they use the video links (which can be changed to suit) to write Cornell notes on the topic. Then use these to answer the question. Finally they self assess to get to know the how the marking scheme works. This spans over 3 tutor time sessions per week. Its differentiated to include keywords, making criteria, extension question and hint questions to allow students to succeed.<br /> It helps to expose students to many long questions and target students who need support with extended answers.</p> <p>Example of how it works included in the first section of the power point before starting on week 1.</p>

This is a book mark that each student has in there books to help with tasks or assessment. this I am hoping will help the students recall and remember key information that they sometimes struggle with. <br /> <br /> To be Printed in colour<br /> Folded and laminated for durance to use all the time in lessons and class assessments.<br /> <br /> Hope it helps.<br /> Please leave a review.

This resource was made with the help of other revision material from tes. The idea was created by Cheys for biology so I adapted it for Chemistry. This is for Foundation content, Higher one is also available.

This is a book mark that each student has in there books to help with tasks or assessment. this I am hoping will help the students recall and remember key information that they sometimes struggle with. <br /> <br /> To be Printed in colour<br /> Folded and laminated for durance to use all the time in lessons and class assessments.<br /> <br /> Hope it helps.<br /> Please leave a review.

Checklist modified from other resources for AQA biology unit 1 and 2

This resource was made with the help of other revision material from tes. The idea was created by Cheys for biology so I adapted it for Chemistry. This is for higher content, foundation one is also available.

Each block contains a letter or letters which is a key word or phrase from the topic. Statements or clues to go with each of the letters are to be found on the right hand side of the sheet. Students take it in turns to find the right answer and colour in the block when they get the answer right. First student to make the chain wins.