These resources are designed to help students develop knowledge of what the keywords in Physics means and get them to practice independence (research) skills to find out what they mean. These resources are designed to act as homework sheets, which can easily be printed off on A4 and then easily marked in class. They can also be used as research formative assessment sheets in class. These sheets are designed in a format which can quickly and easily be further differentiated depending on group and needs of the group. Each sheet has model answers which can be shown in class and students can write in instant feedback. Topics included are: Energy, Particle model matter, Atomic Structure and Radiation, Electricity. These topics and word sheets are specifically aimed at the AQA GCSE course P1, however they cross over easily into other specifications. My classes have really appreciated them, especially those classes who find it hard managing the amount of jargon needed to be understood in Physics. These students also found it reassuring partcularly when physics got too mathsy or abstract for them.

These resources are designed to help students develop knowledge of what the keywords in Biology means and get them to practice independence (research) skills to find out what they mean. These resources are designed to act as homework sheets, which can easily be printed off on A4 and then easily marked in class. They can also be used as research formative assessment sheets in class. These sheets are designed in a format which can quickly and easily be further differentiated depending on group and needs of the group. Each sheet has model answers which can be shown in class and students can write in instant feedback. Topics included are: Homeostasis and Response, Inheritance and Evolution, Ecology. These topics and word sheets are specifically aimed at the AQA GCSE course B2, however they cross over easily into other specifications. My classes have really appreciated them, especially those classes who find it hard managing the amount of jargon needed to be understood in Biology.

These resources are designed to help students develop knowledge of what the keywords in Biology means and get them to practice independence (research) skills to find out what they mean. These resources are designed to act as homework sheets, which can easily be printed off on A4 and then easily marked in class. They can also be used as research formative assessment sheets in class. These sheets are designed in a format which can quickly and easily be further differentiated depending on group and needs of the group. Each sheet has model answers which can be shown in class and students can write in instant feedback. Topics included are: Cells, Organisation (digestion and enzymes), Organisation (Heart, Blood and Lungs), infection and response, Bioenergetics 1 (photosynthesis and plant structure), Bioenergetics (aerobic and anaerobic respiration. These topics and (Six) word sheets are specifically aimed at the AQA GCSE course B1, however they cross over easily into other specifications. My classes have really appreciated them, especially those classes who find it hard managing the amount of jargon needed to be understood in Biology.

This is a simple checklist that covers two pages and can easily be glued in students books, accessed by students, parents and placed on areas such as show my homework. Each topic is broken down into lessons. One page covers B1 and another B2. This has been developed in response to the needs and wants of my students. They love this. It has required practicals which is useful for the students to know as well as the content.

Designed for A-level student. Also compares animals, to bacteria and plants.

This lesson is designed for year 9 - year 11 students. Can be used for year 8 and 7, if you are selective with which group. It includes the lesson ppt and contraceptive fact sheets. Main Lesson: research and information collection task. Peer assessment and chance to improve there work. Differentiated question sheet (by outcome) which can be orchestrated by getting students to start at different points in the main question sheet - Based on Blooms. It has many opportunities for class discussion throughout the lesson.

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.

This lesson is designed to get the students really thinking about Science Investigation variables and what these look like in other investigations they never have seen before. This is also designed to get students thinking about alternative equipment for practicals. This lesson comes with worksheets and fully differentiated with model answers. This lesson is aimed to be about 50 mins but can be made longer when modelling physical equipment. Aims: I can define and write what the independent, dependent and control variables are in a scientific investigation. I can find and say where the variables are in many different experiments and identify examples of equipment used. I can write a scientific investigation title using my knowledge of variables and identify how I might use different types of equipment. Starter. Do it now style activity 10 mins. Objectives Modelling of what independent, dependent and control variables are and what it may look like from a classic experiment. Plus linking to a investigation title. Student work on A3 student Worksheet. Sheets with practical pictures are around the room. student circulate to identify variables and equipment from the pictures. Differentiated Bronze to Diamond. Work though model answers. Students correct with green pen. Quiz to assess understanding.

These are designed to be used for when students come into class, similar to ‘do it now’ tasks. The starters can be photocopied and handed to students, or can be just completed in books. Once students have had 10 minutes, you can show them the model answers which are also part of the resource. Date on the slides automatically change. Each sheet focuses on two equations (six questions in total): 1) What is the equation triangle 2) What are the units 3) Example question to complete. Its perfect to build students memory, confidence and recognising what equation is needed to be used in what situation. Each sheet has model answers so that students can correct there work there and then! My students have really enjoyed and appreciated them This set covers all Trilogy equations in P1 (AQA), which is virtually every Triple (Single) Physics equation in P1. The resources comes with two resource sheets to help students when completing the task. Each starter quiz has the date automatically changed on the day of use. At the end the student will have a full P1 resource of equations, units and model answers. This resource is also great if you are making a department or Science group push on equations. P2 and P1 now available as a bundle!!

These are designed to be used for when students come into class, similar to ‘do it now’ tasks. The starters can be photocopied and handed to students, or can be just completed in books. Once students have had 10 minutes, you can show them the model answers which are also part of the resource. Date on the slides automatically change. Each sheet focuses on two equations (six questions in total): 1) What is the equation triangle 2) What are the units 3) Example question to complete. Its perfect to build students memory, confidence and recognising what equation is needed to be used in what situation. Each sheet has model answers so that students can correct there work there and then! My students have really enjoyed and appreciated them This set covers all Trilogy equations in P2 (AQA), which is virtually every Triple (Single) Physics equation in P2. The resources comes with two resource sheets to help students when completing the task. Each starter quiz has the date automatically changed on the day of use. At the end the student will have a full P2 resource of equations, units and model answers. This resource is also great if you are making a department or Science group push on equations. P1 and P2 as a bundle for cheaper overall. 15 starters (lessons) approx.

This is a resource that covers all of P1 and P2 Trilogy. Each slide covers the whole of one topic and has 12 sections with revision tasks. Topics include: Energy, Particle model of matter, Electricity, Atomic structure (radiation), forces, forces and motion, waves and electromagnetism. Each slide and topic is differentiated and is broken down into bite size but significant tasks. Green tasks low able; orange mid; more challenging. Each topic includes activities on required practicals, equations and general subject knowledge. One slide is designed for one hourly lesson. The task type is also varied to make the resources more interesting. The students can choose the task they do and this can also be made to be competitive. The last slide has a grid (that gets frozen on the IWB), which students with small post it notes (names on) place it in the star score box that they have gained as they have been completing tasks. This also allows for visual assessment (individual and group). The score is gained by the number of stars they have achieved from the sheet. These are designed to allow the student to develop subject knowledge first and foremost, which can then be used to answer exam style questions. They will need there exercise books and possibly text books to support them. I have tried this with my students and they all love the format and has proved effective when helping them to revise. The competitive element (which can be used or not) has also been enjoyed and has made revision more enjoyable. Year 11’s really like this. Biology to come soon!

This is a resource that covers all of B1 and B2 Trilogy. Each slide covers the whole of one topic and has 11 sections with revision tasks. Topics include: Cells Biology and Transport, Organisation a (tissues and organs), Organisation b (enzymes and digestion),Organisation c(health and disease: lifestyle effects and non communicable),Infection and Response, Bioenergetics (photosynthesis, respiration and anaerobic respiration), Homeostasis, Inheritance and genetic Material a, Inheritance and genetic material b (evolution and classification), and ecology. Each slide and topic is differentiated and is broken down into bite size but significant tasks. Green tasks low able; orange mid; more challenging. Each topic includes activities on required practicals, equations and general subject knowledge. One slide is designed for one hourly lesson. The task type is also varied to make the resources more interesting. The students can choose the task they do and this can also be made to be competitive. The last slide has a grid (that gets frozen on the IWB), which students with small post it notes (names on) place it in the star score box that they have gained as they have been completing tasks. This also allows for visual assessment (individual and group). The score is gained by the number of stars they have achieved from the sheet. These are designed to allow the student to develop subject knowledge first and foremost, which can then be used to answer exam style questions. They will need their exercise books and possibly text books to support them. I have tried this with my students and they all love the format and has proved effective when helping them to revise. The competitive element (which can be used or not) has also been enjoyed and has made revision more enjoyable. Year 11’s really like this.

Biology B1 (trilogy) AQA low stakes formative assessments. Designed so they can be placed every 6/7 lessons in Biology 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: Microscopy, Transport, Enzymes, circulatory system and organs, plant organs and tissues, pathogens and diseases, drugs, vaccinations, photosynthesis and rate, respiration and metabolism. Once my students got in the pattern of completing these, they loved them because it took them less time to complete.

Biology B2 (trilogy) AQA low stakes formative assessments. 16. Designed so they can be placed every 6/7 lessons in Biology 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: nerves and hormones, genetic material and meiosis, genetic inheritance, natural selection and selective breeding, nutrient cycle, communities and food webs. Once my students got in the pattern of completing these, they loved them because it took them less time to complete.

These are support cards that will help students with the: key terms in investigation skills. how to write a method. How top draw a graph and what type of graph How to describe results from line graphs These cards will have sentences starters as well as how to calculate the gradient of graphs.

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 is a lesson with differentiated resources. This is designed for those departments who may not have enough equipment or need to have lessons purely focused on calculations. This is aimed at all abilities. The lesson does have a metacognitive edge. starter students will read the cartoon strip. 3 mins. Teacher will spend a good amount of time using targeted questioning stemming from the differentiated questions. Write key words on board Introduce lessons. Write down the writing in purple in books. Model calculation. Students then check understanding with whiteboard examples. You assess and give feedback. Students make mental not of score. Score then give the students an idea of what point to start on differentiated sheets. Students have 5 mins to work out in pairs how what is being asked and then have an approach. Students complete the questions. students go through answers.

This is a bright and colourful lesson targeting students from grades 3 - 8. It has Challenge for all, with model answers for every question, a card sort and frequent opportunities for Assessment. Objectives: I can define what is meant by potable water and pure water I can describe and explain some stages of how potable water is obtained from fresh water sources such as a reservoir. I can apply the ideas from potable water to different scenarios. Questionings and class assessment. Main lesson content delivery. Card sort of water process (with clues for weaker students - memory task as an alternative before card sort) to allow students to absorb process. Class discussion about process and card sort correction. Assessment to lead students to differentiated worksheet. Extension question sheet. Model answers. Plenary

This lesson is the first lesson for the GCSE Chemistry AQA unit Energy Changes. It can used for other boards who also cover this lesson. This is a fun, fast paced lesson. The purpose of this is to cover the description of, what each part means and how to draw energy profile diagrams before getting to the nitty gritty when explaining endothermic and exothermic reactions. Doing this lesson well means you can go deeper into the science later on in the unit. Objectives: I can define activation energy is I can describe activation energy and to link examples to it I can link energy profile diagrams to activation energy and explain what they are showing. Starter. Choice between literacy or mini quiz. Objectives. Deliver content and Modelling of energy profile diagrams. Practical work. Observe. Assessment. Whiteboards. This will help determine what tasks students will complete. Differentiated Worksheet. Feedback Using Model answers. Plenary. This lesson is a perfect base for the unit and can be quickly adapted for grade 8-9 students.

This lesson is is designed to last for an hour and cover: I can give examples and describe how humans selective breed animals and plants I can describe the risks and benefits of selective breeding. I can explain how selective breeding will affect the variation in a gene pool in a species. The lesson structure looks like this: Choice of starter: a) keyword puzzle b) questioning and cold calling think pair share starter - differentiated. Main note taking white board task. Quiz to see how well the students have done with note taking. Assessment. Quiz score dictates starting point on the worksheet (differentiated) Model answers and feedback green pen session Plenary.