This lesson is aimed at GCSE students graded 2 to 7. It is has a focus on collaboration/discussion with practical work. The practical is based on the card, glass and penny trick. Objectives. I can define newtons first law and calculate resultant force. I can describe newton’s first law of motion in objects and link ideas of resultant force. I can explain how inertia law applies to non familiar contexts and answer exam style questions on this. Quick quiz starter Definition and task encouraging students to think about it. Practical and paired/group task. Differentiated sheets on the PPT to print out. Model answers for task. Assessment. True or False with answers. Assessment will then dictate the questions students complete consequently differentiated. Questions with model answers. Plenary.

The resource is based around a differentiated card sort: 1. circuit diagram 2. label 3. what it does 4. how it works. Card sort can be used for students in KS3 to higher KS4. The card sort is focused on the following components: switch, lamp, cell, battery, voltmeter, ammeter, fuse, fixed resistor, series circuit, parallel circuit, thermistor, variable resistor, LDR, LED, Motor and Diode. In that order. This can be used for Science as well as electronics. The card sort card is designed to so when printed the KS4 or components not needed for younger students can be easily left off. To support the card sort, attached is an information hunt research pack. All include colourful images and links to real life. So with students who need extra support they can find the information located around the room and make changes to the card sort. A easier to read version has been included to for students who may struggle to place information in categories. Instruction slide included.

These resources sheets (A5) are designed to cover the objectives of a lesson. They are designed to make students focus on specific reliable supported resources that will help them develop there understanding whilst they are preparing for future tasks. They are aimed specifically at all KS3 students but can very much be used for low to middle ability kS4 students. They can be used to prepare students prior to a lesson which can then allow you to go deeper into a subject. They help support students if they are completing presentations, good home based distance learning resources. Each resource has links to written and youtube sources. Each resource has differentiated objectives (by outcome), each resource has suggestions on how they could be used to present, mentor and deliver the content they have learned. These resources are covered: current and charge; endo and exothermic reactions; exam question technique; forces; photosynthesis; interdependence; graph skills; reactivity series and displacement; respiration; voltage and resistance. The ppt slides will need to be scaled to fit.

This a complete GCSE Specific Heat Capacity (SHC) lesson. It has key opportunities for assessment, metacognition when going through the calculation. All examples of calculations have model answers for green pen corrections. The practical is the standard SHC practical with a block and an immersion heater, then using the results to calculate SHC. The main worksheet is differentiated by the points that students start at, which is assessed by a true and false quiz based on objectives. The worksheet has model answers for green pen corrections. This is either a slow paced two part lesson (1 - six) or a high paced lesson (for a students grades 5 - 9). My students loved it

One Page trilogy checklist containing P1 and P2 material. Simple list of lessons within topics. Student friendly. Designed for students based on feedback from them. My students love these. It has Higher content indicated and it also has required practicals on it as well. Great to go in a students book or to go onto something like show my homework. Good for parents as well.

This checklist has a simple list of lessons within topics with the corresponding required practicals that are needed to be known. This is designed to be glued in front of books, for parents, for students who want to revise at home. This was designed based on feedback from my students who wanted simple checklists instead of large cumbersome I can ones. They love this.

P1 Physics (trilogy) AQA low stakes formative assessments. 11 tasks. Designed so they can be placed every 6/7 lessons in Physics GCSE topic Units. This fits most school marking policies that place an emphasis on formative assessment. These assessments have been designed for Low stakes - High Impact. There is an emphasis on thinking and planning which is great for metacognition. These are designed to allow students to give quality answers but also be relatively quick to mark. These are also designed to be used for home work as well. In fact that is where they developed from. Each task has related pictures/tasks on the left and three differentiated (by outcome) tasks. This has been based on blooms/IDEALS using command words like define, describe, explain, compare, evaluate etc. They have also been designed to with word limits to make them more challenging and focus on concise quality. Plus, this means less to mark. A class set takes me 30 mins - 1 hour to mark depending on ability. Usually 40 mins. I tended to use colour coded highlighters on task sheet and in the WWW and EBI, with a statement or two. Each assessment has a task slide and a statement box slide. Photocopy both to go on one sheet and it becomes an A4 sheet that can easily be transported, written on and glued in student excercise books. This is useful if your school likes coloured paper to highlight marked work in books. Names of assessments: Energy transfers and pathways, KE GPE and EPE, Renewable and Non renewable, static electricity and charge, components current and circuit rules, electrical resistance and IV graphs, Plugs alternating and direct current, states of matter and internal energy, particles and pressure, the atom and evidence for it, radiation types and decay. Once my students got in the pattern of completing these, they loved them because it took them less time to complete.

This lesson is designed to be a guided intro (metacognition and modeling) to electricity so that students gain confidence on the practical skills before going into detail on electricity as a whole. This is aimed at KS4 but can be used at KS3. This lesson will cover: circuit symbols; drawing circuits properly; and building circuits from diagrams and text. This can be done as one fast paced lesson or a two parter. For students grade 1-5. This lesson is a two parter and anything higher one lesson. I have always found, of this lesson is completed well, teaching electricity is always slightly easier and student confidence with circuits is better. The lesson comes with differentiated resources, card sorts and enough material for an information hunt (as an alternative to the card sort or as supporting material) Objectives: I can state what some of the keywords are for the unit electricity. I can identify circuit symbols of components, describe what many do and draw simple circuit diagrams I can draw series and parallel circuits and build these circuits from circuit diagrams Lesson structure. Starter. Do it now style task. Lesson intro. Card sort or information hunt. (differentiated) Modeling circuit diagrams. (metacogntion: Me (teacher), Us, you) Building circuits (differentiated task) Plenary

This is a whole lesson focusing on calculating magnification in Biology - from a do it now style starter, all the way through to a plenary. The lesson is fully differentiated with model answers. It has assessment built in assessment checkpoints. This lesson not only focuses on knowledge and execution of the calculation, but applies the ideas and gets the students to link it to real life. This lesson is also good for weaker AS level students before they complete harder magnification questions. Objectives: I can describe what is meant by magnification and resolution. I can carry out calculations involving magnification, real size and image size. I can also describe the differences between mm, um, nm. I can work out questions related to magnification by rearranging the formula. I can recognise when/how to change units in questions and how to use standard form. The lesson will: Introduce definitions and basic material. Get students to think and look at conversions of units. Students will then practice calculating magnification and teacher will model how to complete questions. Mini assessment. Quiz Assessment and reinforcement of key ideas Differentiated questions Bronze Silver Gold Model answers Plenary.