The lesson provides a definition of continuous and discontinuous variation, the students then apply their gained knowledge to a variety of graphs to identify different variation. Inbuilt into the lesson is a hinge point question, this is a string AFL device that directs learning to a distinct differentiated task. The students get an explanation with various examples of environmental and inherited variation. They then get the opportunity to show off their knowledge with two outcome differentiated worksheets. The lesson concludes with an exit ticket.

The lesson covers the core practical spec points for how to use a belt transect. This lesson is very simple and best purchased as a bundle.

The lesson is of vital importance to young adults as it make students aware of the risk of unprotected sex, the lesson in also LO 5.8 on the new Edexcel 9-1 GCSE scheme. The do it now activity is a image to inspire disgust and conversation around the topic. There is a short video clip and some active watch questions to inspire conversation. The lesson them moves to looking a facts of 7 STIs and ranking them in an arrowhead 7. There is a brief look on the prevention of the contraction of the disease and then students attempt a exam style HSW worksheet; there is an extension built into the worksheet.

The lesson is specific the new Edexcel 9-1 GCSE and part of topic 5. The lesson starts by gettign the students to decde the difference between communicable and non-communicable disease. The lesson moves to review the 4 exam spec nutrition related diseases. Students then examine a graph as a key part of the how science works component of the new exam, there are differentiated question built into this. The students conclude the lesson with examining a different graph and answering a 6 mark question about it, there are 3 levels of difficulty to evidence differentiated. This answer can then be marked by the teacher.

The lesson make much use of AFL and directs students to the most appropriate task. The lessons starts by describing different situations that diffusion takes place in. The understanding is then assessed by a hinge question with differentiated task as the outcome for this. The lesson moves on to discuss osmosis before assessing understanding and directing students to the most appropriate task. Active transport is reviewed before learning is concluded with an exit ticket.

The lesson starts by establishing what exam success looks like before an independent learning opportunity in which student research questions based on the hand-out slides (in the ppt). The lesson finishes with an exam question and markscheme. This lesson is aimed at promoting independence and assumes the students have already covered the content.

Topic three lesson six focuses on mutations. The lesson starts by reviewing the previous learning on punnet squares. The lesson them looks at addition, substitution and deletion before some awe and wonder images of mutations in humans and animals. The students then have the human genome project briefly explained before a short practical activity and then a high level comprehension on albinism and eye colour. The lesson concludes with an exit ticket.

Cells and Control. The lesson is part of a series of lessons that cover topic two of the new GCSE (to be sat in 2017). The lesson start by looking the theory of stem cells. This is assessed by a hinge point question followed by an extended differentiated task. The second part of the lesson looks at the ethics and difficulties of stem cells. This is build around a silent debate. Both the first and second lesson conclude with an exit ticket.

This CPD session is set to last about 20 mins. I used this technique extensively as a science teacher; both to assess misconception and to drive differentiation. The presentation includes examples from other subjects as well as the theory and justification to using them.

This is the entry test to CB4. The purpose of this is to assess baseline knowledge and then where students are weakest and have the least understanding the have a KS3 level introduction to the topic e.g. CB4b - Darwin's theory. The entry test bookmarks progress for the module.

The lesson starts by a summary activity of GMO before the student watch two clips of the pros and cons of GMO. The lesson evolves into a carousel style information gathering task which encourages independence and curiosity. The understanding is assessed via a hinge point question that directs the students to a differentiated worksheet. The lesson is concluded with an exam question.

This lesson looks a reviewing the understanding of the students, where understanding is weak the students are directed to a customised resource with some introduction and demonstrate activity. if students have a good understanding of all areas there is an extension task of exam questions. Topic reviewed: CB4a: human evolution CB4b: Darwin's theory CB4c: classification CB4d: selective breeding ** This is not a stand alone resource but should be purchased with ScienceMastery's other CB4 resources.

Over arching concepts in biology. The lesson is part of a series of lessons that cover topic one of the new GCSE (to be sat in 2017). This is a practical lesson looking at how the energy in food can be measured. The lesson focuses on the different between the energy density in developed vs developing countries. The lesson concludes with a 6 mark GCSE question that can be teacher of peer assessed. There is an exit ticket on the end of the lesson.

The lesson is highly differentiated and focuses on allowing the student a degree of choice as to which tasks to complete. The lessons starts with a DO it Now activity which has two options for the students to choose, an easy and a harder, this demonstrates stretch and challenge. The central activity to the lesson get the students up and reviewing different forces and coming up with examples. Knowledge is shown via a Blooms pyramid activity. The lesson finishes in an exit ticket.

The lessons starts by reviewing previous learning in the topic. It then moves on to a SOLO taxonomy task (not labelled as solo) with 5 separate tasks of increasing difficulty. Two tasks within are practical. The lesson concludes with an exit tick and a review of LO.

The resource is an opportunity to embed student accountability and student led tracking. This will only be applicable if used with my other forces and energy resources available to purchase.

one of the eight biology core practicals.