The lesson is specific the new Edexcel GCSE and part of topic 5. The lesson starts by engaging the students in what it means to be healthy before to learning outcomes are discussed. The lesson moves to look at the WHO definition of help with memory trigger pictures to help students make associations. After this a graph is interpreted that helps establish the correlation between wealth and health, there are questions to guide thinking and HOTS questions to stretch able students. Definitions of communicable and non-communicable disease are reviewed with students before a work sheet and a further HOTS questions stretch learning and demonstrate understanding the lesson concludes with an exam question and model answer.

The lesson starts by engaging the students in what it means to be healthy before to learning outcomes are discussed. The lesson moves to look at the WHO definition of help with memory trigger pictures to help students make associations. After this a graph is interpreted that helps establish the correlation between wealth and health, there are questions to guide thinking and HOTS questions to stretch able students. Definitions of communicable and non-communicable disease are reviewed with students before a work sheet and a further HOTS questions stretch learning and demonstrate understanding the lesson concludes with an exam question and model answer.

The lesson starts by recapping what a force diagram is before looking at examples of force diagrams. There is the a active watch video with HOTS questions to answer. The understanding is assessed via a mini-whiteboard identification of forces. The lesson further assesses understanding with a hinge question an this leads a differentiated activity on force diagrams. The lesson concludes with an exit ticket.

Learning outcomes as part of a bundle. Not a stand alone resource.

Included in this CPD presentation are ideas about differentiation, HPQ, entry tests and exit tickets. **for inspiring training sessions only this will not apply to every school.

This was a CPD session on the importance of modelling for the students. The presentation focuses on a case study that I ran over three lessons using model answers rather than personalised feedback. The CPD session also includes the evidence for it.

On the Wasted Years report recommendations this is the first lesson in a scheme of work that looks at preparing Year 6 students for secondary science. It is written by a secondary science teacher for the cross phase development program being run 2016-17. The spec is based on the interim assessment framework. The lesson states by reviewing solids, liquids and gases before starting to introduce the idea of particles and linking to the properties of the state of matter. This is modelled and presented to the students before they demonstrate their understanding using small balls/ marbles. The lesson then assesses understanding before directing the learning appropriate worksheet. The lesson review learning by the student producing a flow diagram and annotating inter conversions.

The lesson is aimed at year 8-9 and focuses on efficiency . The lesson encourages the student to work out the efficiency calculation on their own before testing their understanding, the student then complete different tasks (high quality differentiation) to best suit their ability. the lesson finishes with an exam questions and exit ticket.

The lesson looks at the 3 methods of heat transfer: radiation, convection and conduction. This is done via demonstrations and discussion. With a double bubble the students take the ideas of convection and radiation and compare and contrast them before they write a GCSE style 6 mark questions, this is differentiated via a hinge point question. The lessons concludes with an exit ticket.

This resource is the learning outcome sheet to CB4 - from the new Edexcel GCSE spec. This is not a stand alone resource but an essential part if purchasing a series of lessons.

This knowledge organiser makes and ideal in lesson help sheet or a homework revision activity. On the reverse are standard and higher progress question to ensure the learning outcomes have been achieved.

On the Wasted Years report recommendations this is the second lesson in a scheme of work that looks at preparing Year 6 students for secondary science. It is written by a secondary science teacher for the cross phase development program being run 2016-17. The spec is based on the interim assessment framework (IAF). The lesson starts by reviewing previous learning before introducing the skills focused practical, adhering to the IAF. The students then record the results on a table before producing a graph. The lesson finishes with a structured conclusion to ensure that the learning has been achieved.

The lesson starts by reviewing the WHO concerns on antibiotic resistance before looking at how it works. After students see this they prepare a storyboard on antibiotic resistance. Students then attempt an outcome differentiated worksheet before a 3 mark exam question and review of that to end the lesson.

On the Wasted Years report recommendations this is the third lesson in a scheme of work that looks at preparing Year 6 students for secondary science. It is written by a secondary science teacher for the cross phase development program being run 2016-17. The spec is based on the interim assessment framework (IAF). The lesson focuses on an experiment to test the solubility of sugar and salt vs the amount of stirs it takes to dissolve. There intended outcomes of this lesson are for students to be able to use lab balances, record data and have some understanding that a substance may dissolve.

The lesson starts by outlining what is needed and what an exam question looks like. It then moves to so questions and discussion based on the 3 cells that are required for the exam spec before getting the student to relate fertilization to all 3 specialist cells. The lesson finishes with a work sheet.

The resource is a spreadsheet containing topic CB1- CB9 quick quiz questions. There are 550 questions, use the drop down to select for topics. This is a resource to promote the recall of knowledge for the new tough linear exam. I use this when planning for starters and plenaries. If you think of any other innovative ways to use please let me know.

We all know that a big problem for low confidence lower ability students are their levels of literacy. This is my attempt to close the gap on the literacy deficit of some of our student. This activity comprise of 3 different task based around the key language of CB6. The first activity is dual coding where students draw images of the key words. The next is a match up activity and the final is an MCQ task. Really interested to hear your thoughts.

The lesson starts with 8 recall questions before discussing the components of blood. The information is summerised in a carousel style task looking at the function and adaption of each component of blood. The lesson then moves to looking at the different blood vessels and a adaptions of each. This is a lesson very much focused on memory and short activities.