This is a whole lesson with tasks and presentation. The lesson looks at a difficult and new concept the three domains of life. This lesson utilises teacher led learning and video based learning to cover the preferences of the student. The learning is assessed with a hinge point question into a differentiated task. The lessons concludes with an exit ticket.

This is a whole lesson that includes worksheets and a presentation. Over arching concepts in biology. The lesson is part of a series of lessons that cover topic one of Biology. This lessons focuses on osmosis and diffusion with the addition of active transport. There are multiple opportunities for differentiation already built in in a bronze, silver gold format. There are two hinge point questions that offer a really good AFL opportunity. The lesson requires potassium permanganate and a deodorant can.

The lesson starts with a simple assessment of students understanding of the concept of speed. The lesson then poses a GCSE question to challenge students before two different opportunities for the teacher to model how to calculate SDT. To assess the students learning I have embedded a hinge point question, this will redirect learning to the most appropriate task, e.g. gold, silver, bronze or the Purple extension. The lesson gives the student the opportunity to show of their new learning with a GCSE question before the lesson is concluded with an exit ticket.

Here are 4 differentiated worksheets on speed distance time. Bronze worksheet: very basic unit and number manipulation in a scaffold-ed table. Silver worksheet: harder question than bronze yet still within a table structure. Gold worksheet: harder questions than silver with a more open style. Purple worksheet: Exam style open ended questions

The lesson start by establishing what the student know already about distance time graph. The lesson then moves onto modelling how to calculate speed from several examples on the graph. As an AFL opportunity there is an inbuilt hinge point question, diagnostic of understanding. The outcome of the HPQ directs student to a gold, silver or bronze task all based on the same graph. The students demonstrate their knowledge by drawing their own graph with an extension task if needed. The lesson concludes with an exit ticket.

Waves and Electricity is a scheme of work for year 8-9, it is engineered from the Edexcel 2016 GCSE therefore the spec points a prerequisites for start the GCSE. Lessons are highly differentiated and aimed for high ability to low ability. Much AFL is embedded with in the scheme, this includes hinge questions, short answer assessment an redraft for success. There is a sample of the work on the free downloads. type ' lesson 8 frequency calculations' Admin: this includes an exit ticket tracker, learning outcomes, and knowledge organiser. Lesson 0 - is an entry test to establish what is already understood by the students.

Topic three lesson one focuses on DNA. The lesson starts with an administrative starter ensuring that presentation is to Ofsted Standard. The lesson moves onto discuss DNA using images and key points that build on KS3. Understanding is assessed via a hinge point question and a silver or gold task is allocated to evidence differentiation and give the students the most appropriate task. The lesson gives the students the opportunity to demonstrate their knowledge with and exam style question and markscheme before the lesson concludes with an exit ticket.

Here are 4 differentiated worksheets on speed distance time. Bronze worksheet: very basic unit and number manipulation in a scaffold-ed table. Silver worksheet: harder question than bronze yet still within a table structure. Gold worksheet: harder questions than silver with a more open style. Purple worksheet: Exam style open ended questions

This resource is not a stand alone resource rather should be purchased with any of The 'Forces and Energy' resources by razeitlin. The year 7 and year 8 learning outcome sheets feature all learning outcomes for the 6.5 week term. Aligned with the learning outcomes is space to record exit ticket scores, these scores are used to provide formative feedback to both the pupils and the teacher and reduce the need to extensive marking as the exit tickets are diagnostic of understanding. Next to the Exit ticket score is place for a RAGing of learning, this allows the students to customise their revision and feedback. The colour of the learning outcome related to the colour on the knowledge organiser, this allows student to take accountability for their own learning and progress as the knowledge organiser aims to close the feedback loop. The Knowledge organiser has questions on the reverse of it, again colour coded to the learning outcomes to make progress accessible.

The lesson start with a puzzle of lateral thinking for the students. It then goes on to model more complex SDT problems than lesson 3 involving unit conversions. As the students start to understand they move on to the bronze, silver, gold, purple activities with in the 20 minutes. The learning is then demonstrated by calculating their own Speed before the lesson concludes with a true or false exit ticket.

Topic three lesson five focuses on inheritance. The lesson starts with a key word association. The lesson moves onto look at the most basic variation, male or female, and gives the students the opportunity to make their own observations of a punnet square. The learning journey then looks at cystic fibrosis as a case study to inheritance; both the symptoms and prognosis are discussed. Students then look at pedigree analysis and answer questions regarding it. The main demonstrate activity is differentiated and led by a hinge point question, the lesson concludes with an exit ticket.

Topic three lesson four focuses on Alleles. The lesson starts with a review of previous learning. The lesson moves onto an independent research task to help embed meta-cognitive regulation, this is the discussed via teacher and slides to ensure pupils have understood. Understanding is assessed via a hinge point question and a bronze (mini lesson), silver (structured task) or gold task (structured open) is allocated to evidence differentiation and give the students the most appropriate task. students then get to see and exam question which is modelled on the board before the lesson concludes with an exit ticket.

The lesson requires a print out of some of the slides to enable the students to gain the information in a engaging and discovery led way. The students develop their ideas with a differentiated activity before attempting the same exam question to demonstrate their knowledge. There is an exit ticket at the end. The lesson embeds high quality student led learning and matches the learners' needs via differentiated activities.

Overarching concepts in biology. The lesson requires microscopes and slides, it focuses on identify the difference between prokaryotes and Eukaryotes. The AFL component is a 10 mark hinge question this lead to a differentiated outcome depending on the score. There is an exit ticket at the end. Lesson allows student to be independent but at the same time provides structure and fits the students needs.

The lesson requires microscopes and slides, it focuses on making comparisons between plant and animal cells and assesses this in a 6 mark question, this is to be self-assessed with and mark scheme (foundation and higher lessons attached as a formative feedback activity. The lesson concludes with an exit ticket. With in the download there is a information sheet on plant, animal and prokaryote cells and a differentiated exam question with the mark schemes on the back to encourage resilience for the students and modelling success.

Topic three lesson three focuses on Meiosis . The lesson starts with an key word to definition starter. The lesson moves onto a open discussion and a video. Understanding is assessed via a hinge point question and a bronze (cloze), silver (cloze) or gold task (structured open) is allocated to evidence differentiation and give the students the most appropriate task. The lesson gives the students the opportunity to demonstrate their knowledge with a step by step labelled diagram before the lesson concludes with an exit ticket.

Edexcel 9-1 GCSE Biology: Topic 3, lesson 1-7 admin. This resource includes the learning outcomes, exit ticket tracker and an excel lesson schedule. This is not a stand alone resource.

This a core concept for Edexcel 9-1 GCSE physics. This lesson is aimed at year 8-9 however could be made course specific. The lessons starts by allowing the student to take ownership of their learning by selecting a title for the lesson. The lesson then moves to let students discover Hooke's law in a structured yet problem based and independent way. The students demonstrate learning with a graph and a short conclusion always driving them to come up with Hooke's Law by themselves. The lesson concludes with a Cloze exit ticket.