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

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.

Kerboodle Activate (1) Chapter 1: Cells The Kerboodle worksheet are not included so as to be acting within the TES code of conduct. Keywords: Nucleus, Cell membrane, Cytoplasm, Mitochondria, Organelle

Kerboodle Activate (1) Chapter 1: Cells The Kerboodle worksheet are not included so as to be acting within the TES code of conduct. Keywords: Chloroplast, Cell wall, Chloroplasts, Photosynthesis

Kerboodle Activate (1) Chapter 1: Cells The Kerboodle worksheet are not included so as to be acting within the TES code of conduct. Keywords: Unicellular, Amoeba, Euglena, Flagellum

AQA GCSE Sciences (9-1) Chemistry: C3 Structure and bonding Lesson 4: C3.4 Covalent bonds Based on the Kerboodle Resources The AQA Kerboodle worksheet are not included so as to be acting within the TES code of conduct.

The resource models the difference between 5 and 6 mark answer.

Best used just before or after finishing a topic - an ideal activity for deep marking. Each slide contains a set of connective and also prompt ideas. Topics included: * Adaptation, Neutralisation, Particle theory, Detecting sound, Puberty, Drugs and health, Fossil fuels. * Respiration, Rock cycle, Payback-time, Digestion, Diffusion, Acidification of forests, Pollination, Earth and space

Designed to be the fourth lessons for Year 7s (4/4). Learning outcomes: (*) Describe the three different types of data. (*) Calculate means. (*) Draw a suitable graph for given measurements. Students recap the three types of variables and then learn the three types of data (Continuous, Discrete and Categoric). They are then shown how to fill in a results table (where the dependent and independent variables go). They learn how to calculate means and how to plot this data onto a graph. The steps in drawing a graph are laid out in a step by step method (designed to be down together with the whole class). They are also informed on when to use line or bar charts.

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..

This resources was modelled using the AQA KS4 ISA system. This resource contains: *the practical workbook - fully scaffold with hints and prompts. *mark-scheme *Technician sheet *Lesson power-points (this should last a week ~4 lessons) *This particular practical investigates effect of concentration on reaction rate

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.

A 10 paged document that covers the two learning aims of Component 1: Learning aim, A: Understand human growth and development across life stages and the factors that affect it. Learning aim, B: Investigate how individuals deal with life events. The learning aims are structured into three parts: Information gathering task: A series of small tasks that once completed provide a frame work of information for the main task. Each of these tasks has a modelled answer and hints when needed. Main task: A task with a series of reminders that if answered with the aid of the assessment criteria should aim pupils towards a Distinction. Assessment criteria: The assessment criteria and code for each learning aim presented in a student friendly format so that they can track their target grade and ensure that they are meeting the necessary criteria.

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 Chemistry 1 and included 4 question sheet for these units: C1 Atomic structure C2 The periodic table C3 Structure and bonding C4 Chemical calculations C5 Chemical changes C6 Electrolysis C7 Energy changes

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 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

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