This is a lesson aimed at the new GCSE Physics specification, it meets specification points for the 'Energy' module. For more lessons within this series please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins by students considering how energy is transferred to useful or wasted energy stores and the concept of energy dissipation is introduced. The first activity involves students filling in a worksheet to identify the useful and wasted energy transfers in different systems, this is then self-assessed using the answers on the PowerPoint. Pupils are then given the opportunity to describe the energy transfers of a pendulum, particularly thinking about why a pendulum eventually comes to a stop. Pupils can self-assess their work using the mark scheme on the PowerPoint. Pupils are then introduced to energy 'efficiency' and how they can use the wasted and useful energy values of a system to calculate the efficiency of this device. Pupils are firstly given some easier calculations to try which can be modelled on the board, answers are provided. Pupils can then complete the worksheet of calculations, which they can self-assess using the answers on the Power Point slide. For the last activity pupils are required to copy and complete a table, filling in missing values of either the efficiency, the wasted energy or useful energy values of different devices. Pupils can again self-assess using the answers provided. The plenary activity is a past-paper exit card, I get pupils to hand the completed worksheet to me as they leave and I will mark it and hand it back to them for the next lesson with a grade and improvements. Thanks for purchasing, please let me know if you have any feedback :). Worksheets are found at the end of the PowerPoint slide and all answers are provided so pupils can peer or self-assess their work throughout the lesson.

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical changes and electrolysis’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a definition of a salt and an introduction into chemical reactions between acids and metals to make a salt. Students are shown which salts form from using certain acids and will then need to complete a set of word equations, this work can be self-assessed using the mark scheme included in the PowerPoint. Students will then need to complete a set word equations for a set of reactions between metals and acid, including the balanced symbol equations with state symbols. Students can either peer or self-assess their work using the mark scheme provided. The next part of the lesson focuses on ionic equations, students are asked to write the ionic half equations for the reaction between magnesium and hydrochloric acid. Once students have completed this task, the answer as well as an explanation is included in the PowerPoint so pupils can check their own work. Now students are given a set of chemical reactions, for each one they will need to write the ionic half-equations. This work can also be self-assessed using the mark scheme included. To summarise this section of the lesson students will need to complete a fill-in-the-blank task. The second half of the lesson, pupils will look at the reactions between an acid and a base and be shown how to generate the formulae of salts given the names of the metal or base and the acid. To check their understanding, pupils are now asked to complete a ‘quick check’ task, a set of questions on what they have learnt so far. This work can be self-assessed using the answers provided. Finally, pupils are shown examples of chemical reactions between an acid and a alkali and acid and carbonates. Pupils will need to answer questions about these two types of reactions, work which can be self-assessed using the mark schemes included. The plenary task is a ‘Silent 5’ task, pupils will need to write an account of what they have learned in the lesson today, including details of what they have understood well and what they would like to spend more time on. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Earth’s Atmosphere’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins by looking at the percentage of different gases in our atmosphere today compared to 3 billions years ago, this then follows into a task whereby pupils will need to walk around the room to read information posters on the evolution of our atmosphere. Using the information they will need to complete a set of questions, this work can be self-assessed using the mark scheme provided. The next part of the lesson focuses on theories of how life evolved on Earth, to begin with students need to ‘Think > Pair > Share’ their ideas about the conditions needed for life on Earth. Once this has been discussed as a class, some of the factors can be revealed on the PowerPoint presentation and one of the theories of how life evolved is outlined, using an animation. Pupils will now complete a mid-lesson progress check, this task can be self-assessed once complete. The next task requires pupils to construct a time-line of events outlining the history of the evolution of the Earth’s atmosphere and life on on Earth given the information they have learned so far this lesson. Pupils can self/peer assess their work using the mark scheme provided in the PowerPoint. The final task is for pupils to discuss their ideas about how carbon dioxide levels decreased so dramatically from being the majority of the Earth’s atmosphere to now only 0.04%. Pupils can mind map their ideas, before the answers are revealed using the PowerPoint. The plenary task is for pupils to complete a 3-2-1 of what they have learned during the lesson - 3 facts, 2 key words and 1 question. All resources are included within the PowerPoint presentation, if you have any questions please email me at swift.education.uk@gmail.com. Any feedback would be greatly appreciated :) Thanks!

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 C1.2 ’Elements, Atoms & Compounds’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. Students are firstly asked to complete a worksheet which is a recap on what they have learned prior to this lesson on the differences between elements, compounds and mixtures. Once this task is complete students can self-assess their work using the mark scheme provided. Next, students are introduced to some of the basic concepts of naming compounds. Students are shown a particle diagram of a carbon monoxide molecule and a carbon dioxide molecule and are asked to ‘Think > Pair > Share’ their ideas about which is which. The answer is then revealed and students are shown that molecules with an atom of one element alongside an oxygen atom are called ‘oxides’, those with one oxygen atom are called monoxides and those with two oxygen atoms are dioxides. Students are now given a table with some information missing out of it, students will need to identify either the name of a compound or the elements that are found within a named compound. Once complete, the task can self-assessed using the mark scheme provided in the PowerPoint presentation. The next part of the lesson focuses on chemical formulae, students are shown what the chemical formula of a substance tells us about that compound, in terms of the relative number of atoms of each element found in that compound. Students will then need to complete a worksheet to assess their knowledge of what they have learned so far this lesson, first part requires students to name the elements found in a set of compounds given the name or the chemical formula. Second task requires students to identify the number of atoms of each elements in a set of compounds. Once this task has been completed, students can self-assess their work using the mark scheme provided. The plenary requires students to write a five minute account of what they have learned this lesson, including what they know now and what they would like to spend more time on. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 B1.3 Module on ‘Reproduction’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with an introduction to the definition for ‘gametes’, students will learn the role of the gametes in fertilisation and the specific structural features that sperm and egg cells possess which help them to carry out their function. Once students have learned about this, they will then complete on gametes structure to function. Once this task has been completed, students can self-assess their work using the mark scheme provided. Students are now introduced to the idea of fertilisation, a description of the process is provided, which students could take notes on in their book. This is followed by a task whereby students are given three terms - fertilisation, sperm cell and egg cell - using a bank of key words they will be required to write a definition for each. Next, students are shown a labelled diagram depicting sexual intercourse as well as an explanation of the process. The explanation should be read through as a class, answering any questions where necessary, before students are asked to complete a ‘progress check’ of questions on sexual intercourse. This work can then be self-assessed using the mark scheme provided. Lastly, students are shown a video of the journey a sperm cell has to make to reach an egg cell. Whilst watching the video, students will need to fill in the blanks on a cartoon strip depicting these events. Again, the mark scheme for this task is included in the PowerPoint for students to either self-assess or peer-assess their work. The plenary task is a 3-3-1 reduction, students need to write down 3 facts and 3 key words from the lesson today, as well as 1 question to test their peers knowledge of what was learned. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the B2 1.2 Ecosystem Processes. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with a ‘Think, Pair, Share’ task for students to discuss amongst themselves - ‘Why can’t muscles continiously carry out aerobic respiration?’ After a short class discussion, the answer to this questions can be revealed to the class. Students will then complete a fill-in-the-blank task to summarise what they have learned about anaerobic respiration so far, this work can be self-assessed using the mark scheme provided. Students will now watch a video on anaerobic respiration, whilst students are watching this video they will need to answer a set of questions. This task can then be self-assessed using the mark scheme provided on the PowerPoint presentation. Students will now look at how anaerobic respiration is carried in different organisms, particularly plants and yeast, focusing on the importance of anaerobic respiration in yeast for food production. Next, students knowledge of aerobic and anaerobic respiration is assessed using a true or false activity, this task can be marked and corrected using the answers provided on the PowerPoint. The last activity is a set of exam-style questions, students can use their knowledge from this lesson to answer this set of questions in their books. This work can then be self-assessed using the mark scheme provided. The plenary activity requires students to come up with a list of questions for a list of answers which are provided for them in the plenary. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the C2 1.4 unit on ‘The Earth’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with an introduction to the structure of the Earth and a description of each of the layers found within the centre of the Earth. Students will now complete a ‘Memory Test’, students will need to memorise the information shown about the structure of the Earth. They will then be given a blank worksheet to copy down as much information as they can remember, this will the be self-assessed using the mark scheme provided. The next part of the lesson focuses on the composition of elements found in the Earth’s crust, students will firstly be shown a table which shows % composition of different elements found in the Earth’s crust. Students will then watch a video demonstrating the steps involved with drawing a pie chart. Students will then need to use the skills acquired to carry out the necessary calculations and draw a pie chart, using the data provided. Once complete, students can then self-assess their work using the mark scheme provided. Lastly, students will learn about the gases which are found within the Earth’s atmosphere and how these have changed over time. Students will compare the composition of the Earth’s atmosphere today to the Earth’s atmosphere 3 billion years ago. Firstly, they are asked to describe the changes which have occurred over the 3 billion years and secondly they will need to draw a pie chart to represent the composition of the Earth’s atmosphere today. The plenary task is an anagram challenge, students are given five anagrams of key words learned this lesson. They will need to unscramble them to figure them out, the answers to this task is included in the PowerPoint. All resources are included at the end of the presentation, thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson on co-transport and absorption of glucose in the ileum begins with a starter discussion which asks students to compare and contrast transport and diffusion. They are also asked to discuss the importance of transport rather than diffusion in regard to reabsorption in the kidneys. The first task is a microscope activity for students to work in partner pairs and investigate adaptations of the epithelial cells of the ileum. Students will set up their light microscope to examine prepared slides and answer some questions. Answer samples are in the notes below the slides. The following slides define villi and microvilli for students to note in their books. There is a brief explanation of the relationship between increased surface area and space for carrier proteins. Students are then introduced to the role of diffusion in absorption and should take clear notes regarding facilitated diffusion. They should use the diagram on the slide to discuss why glucose concentration differs between epithelial and ileum cells. Relying on diffusion will only result in the concentrations either side of the intestinal epithelium becoming equal. Students should discuss why this is a problem, and how it might be overcome. The next slide is a complete diagram explaining co-transport of amino acids or glucose molecules. Students should take notes in their books because the next task is to complete a cartoon of this process and summarise the main steps. Students are then asked to ‘think > pair > share’ about the co-transport process and decide whether it is a direct or indirect form of active transport. They should use the details on the slide to inform their discussion. The final task is an exam-style question, with a mark scheme on the following slide for students to self-assess and consolidate their learning from this lesson. The plenary task is to either; summarise the lesson in three sentences, or complete definitions for five key-terms from the lesson. All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the C2 1.1 unit on ‘The Periodic Table’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with an introduction to the elements found within Group 7 of the Periodic Table - the Halogens. Students will learn about some of the properties of these elements before each being given some information on the physical properties of one particular halogen. Students will then need to walk around the room and share information with each other in order to complete a summary table. This work can be self-assessed using the mark scheme provided. Students will now need to focus on identifying trends with the halogen group, students will be given the melting points and boiling points of the halogen elements. Using this data they will need to answer a set of questions, this task can then be self-assessed using the mark scheme provided. The next part of the lesson will focus on displacement reactions which occur amongst halogens, students will be shown a diagram which demonstrates how a more reactive halogen will displace a less reactive halogen. Students will now assess their knowledge of this topic by completing a set of word equations, this work can the be self-assessed using the mark scheme provided. The plenary activity requires students to ‘Pick a Plenary’ - either summarise what they have learned in three sentences or write a definition for a set of key words which were learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This task is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Homeostasis’ SoW. For more resources designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity contains a set of differentiated questions worth 20 marks in total, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension or revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work against their target grades, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical changes and electrolysis’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson starts with students completing a ‘Think > Pair > Share’ activity whereby they need to consider some of the useful properties of metals Some example answers can be revealed using the PowerPoint presentation, some key word definitions are included for properties such as ‘malleable’ and ‘ductile’. The next task for pupils to complete is to decide which properties would be most suitable for a range of metal items - e.g. necklace, copper pipes. Pupils will now either observe alkali metals being dropped into water as a demo or watch a video demonstrating this practical. During which students should record their observations in a table. Students are now asked to predict what will happen if rubidium and caesium are dropped into water. A video can be played to reveal what happens when these two alkali metals react with water so that students can check their answers. Next, students are shown the general word equation for a reaction between a metal and water and will need to copy and complete for the reaction between potassium & water and lithium & water. Students can mark their work using the answers provided on the PowerPoint presentation. Pupils will now be shown four groups of metals and will need to match each group to the statement correctly describing the reactivity of those metals with water, their answers can be checked against the answers provided. The next activity is for pupils to carry out a practical to observe the reactions between different types of metal and dilute hydrochloric acid. Students can draw their results table in their books and then follow the procedure to carry out the investigation, using the results they can decide upon an order of reactivity of the metals they have observed. They can also carry out an evaluation for the practical procedure that they followed. The last part of the lesson focuses on the general word equation for when a metal reacts with an acid, students can use the example to complete the word equations for 5 more reactions between metals and dilute hydrochloric acid. Students can check their work against the answers provided on the PowerPoint presentation. The last task is a past-paper exam question, pupils can assess their work using the mark scheme provided. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed to meet specification points for the NEW AQA Trilogy GCSE Biology specification, particularly the ‘Organisation’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy Biology, Chemistry and Physics specifications please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins by introducing the heart as an organ and it’s function in the body, pupils will have a few minutes to read through the information on the slide as a ‘memory test’. Then move the slide forward where pupils have to copy and complete the information about the heart, using key words to help them. Pupils can then self-assess their work. For the next activity pupils are given an information sheet providing information about the structure of the heart and the job of the blood vessels supplying/taking blood away from the hear. Pupils will also be given a worksheet which they will need to complete using this information. Pupils will then be introduced to the idea of valves, they can watch a short video an have a look at the position of the valves within the heart. They will need to Think > Pair > Share ideas about the function of the valves in the heart. After a short class discussion the answer can be provided for them. The next activity will require pupils to sort information into a flow diagram to demonstrate the route the blood flows through from the right atrium onwards. The words they need to fill in the boxes will be provided, they can self-assess their work once it has been completed. The next part of the lesson focuses on problems with blood flow through the heart, firstly pupils are introduced to the idea of coronary arteries being blocked due to cholesterol/fatty deposits. They will provided with some information on the board and will need to answer questions on this information, which can then be assessed once the answers are revealed. Then they will shown the differences between different types of treatment - surgery, stents or statins - and will be asked some questions about the uses, advantages and disadvantages of these examples of treatment for people with cardiovascular disease. Again, all answers are provided for pupils to check their work throughout the lesson. Plenary is to write a twitter message about what the students have learnt this lesson, make sure to #keywords! Any questions please comment on the resource to ask me, any feedback if you have purchased this resource would be much appreciated :) thanks!

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Inheritance, variation and evolution' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with a recap on the relative sizes of structures found within the cell, starting with nucleotides & building up to nucleus and then cell. The next task requires pupils to answer questions about the human genome whilst watching a video. This work can then be self-assessed using the mark scheme provided in the PowerPoint presentation. The next part of the lesson shows students the structure of a DNA nucleotides and of the overall double-helix structure of DNA. Pupils will then watch a video on the process of protein synthesis, pupils will need to answer questions whilst watching this video. Pupils can then self-assess their work using the mark scheme provided. The final activity is for pupils to complete an exam-style question, pupils then either self-assess or peer-assess their work using the mark scheme provided. The plenary task is for pupils to write a list of key words from the lesson today. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Organic Chemistry’ SoW. Pupils are firstly required to ‘THink > Pair > Share’ their ideas on the definition of a set of key words, once they have shared with each other and the class the definitions can be revealed, pupils can check whether their answers were correct. Pupils can now watch a video on fractional distillation, they will need to answer a set of questions whilst they are watching the video, their answers to this can be assessed using the mark scheme provided. Students will now be given a worksheet of levelled questions, placed around the room are information sheets which students will need to read and use to answer the questions on their worksheet. Once this task is complete students can peer/self assess their work using the answers provided on the worksheet. The final task, students will watch a video and will need to note down a use for each of the crude oil fractions listed, again this work can be checked and marked against the answers provided in the PowerPoint. The plenary task requires pupils to complete an ‘Exit Card’ - stating 3 facts, 2 key words and 1 question to test their peers knowledge of what they have learnt today. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This is a lesson designed to meet specification points for the new Biology Trilogy 'Bioenergetics' scheme of work. The lesson begins by focusing on the location of the main organs in the plant, students are then asked to match the name of the organs to their function. Once this work is self-assessed pupils will watch a video which will outline some of the adaptations a plant has that enables it to carry out photosynthesis. Pupils are then introduced to the major tissues in the leaf of a plant and are given some information on the location, structure and function of these tissues. Using this information pupils are required to complete a worksheet labelling a cross-section of a leaf. Once finished, pupils can use the mark scheme within the PowerPoint presentation to check their work. Students are then asked to consider why plants and the process of photosynthesis is so important. They are reminded of the fact that plants are needed to harness sunlight energy and synthesise organic molecules like glucose which not provides energy to the plant but to all organisms further up the food chain. The final activity is a past-paper question worksheet that pupils should complete in silence, once finished they can either self-assess or peer-assess using the mark scheme provided. The plenary is for students to summarise what they have learnt in the lesson by writing 3 facts, 2 key words and posing 1 question to their peers. All resources are found at the end of the PowerPoint presentation. Thank you for purchasing :)

This lesson is designed to meet specification points for the NEW AQA Trilogy ‘Organisation’ SoW within the Biology specification. The lesson starts by a recap on knowledge covered in KS3, pupils are asked to put tissues, cells and organs in order according to size and complexity. Once the answer is revealed pupils are then given definitions of cells, tissues and organs and are will need to answer some questions about the differences between the three structures. Pupils are then given the definition of an organs system and will then need to complete a brainstorm of the different types of organ systems they can think of. On the next slide pupils can self-asses their work using the list of organ system examples. In the next activity, pupils will be given a list and diagrams of different organs, they need to write down which organs they think are present in the digestive system, respiratory system and the water transport system in plants. Once completed pupils can self-assess their work using the answers provided. The next activity is for pupils to match the correct name of an organ system to the description of its function. Following self-assessment of this task pupils will need to complete a quick recap fill-in-the-blank task. For the last activity pupils are given a card sort of names and diagrams for cells, tissues and organs. They will need to sort these into three columns and they can then self-assess their work. The plenary task is a poster challenge - pupils get into groups and complete a poster of information on the topic of organisation as quickly as possible. Thank you for looking :) any questions please leave a comment and I will get back to you! And any feedback would be appreciated.

This lesson is designed for the NEW AQA Physics GCSE, particularly the ‘Radioactivity’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a recap of the three main types of radiation: alpha, beta and gamma radiation. Students will firstly be asked to draw and label a diagram to show how each of these types of radiation can be stopped. Students will then be given some information about the penetrating power of these three types of radiation, using the information and their own knowledge students will need to complete a summary worksheet. Once this has been completed students can self-assess their work using the mark scheme provided. The next part of the lesson will focus on the dangers of radiation, firstly students will be shown a teacher/technician demonstration of the different types of radiation, outlining some of the dangers and precautions taken when handling radioactive sources. Students can complete a table of information on the relative dangers of these radioactive sources whilst watching the demo. This work can self-assessed against the mark scheme provided once it is complete. Next, pupils are asked to ‘Think > Pair > Share’ ideas about how scientists/workers can protect themselves against the hazards of ionising radiation. After a short class discussion the answers can be revealed for students to check their work and take extra notes if necessary. Lastly, students are asked to think about the uses of radiation, they will be given a list and they will need to determine which are real uses of radiation. The real uses of alpha, beta and gamma radiation can then be revealed on the PowerPoint presentation - students can check their answers and take notes on extra uses. The plenary task is for students to talk to the person next to them for one minute about what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)