I found this document after a long search on the internet. It dates back to early 2000 and has the complete breakdown of topics, learning objectives, outcomes, possible activities and teaching notes. Published by the QCA.

This is the National Strategies Framework document for Science published under Labour Govt. Very useful for KS3 planning.

Objectives: To understand the conservation of energy To understand the meaning of endothermic and exothermic To give examples of endothermic and exothermic reactions To distinguish between exothermic and endothermic reactions. A range of activities are included in this resource. The information Gap activity is probably my favorite as it engages students and provides them with instant feedback. The resource includes: Information Gap, Questions and Answers, Matching Pairs, Cloze x2, Spelling x2 . Visit me here https://www.tes.com/teaching-resources/shop/heelis

GCSE Physics, Big Bang, Red Shift, Expanding Universe, Cosmic Background radiation, microwaves, evidence, theory This activity is designed to get all abilities creating their own learning through comic strips and a newspaper type activity. Activity one students complete tasks in a newspaper style. Activity two, students can create comic strips. Brief information on the Big Bang, Red Shift and Cosmic Background radiation is included in the form of a comic strip (good for reluctant readers). Students then have to produce their own image that depicts the content of each scene, forcing them to engage with the text and personalise their learning. As an further activity or homework, students are given the template for the comic strips and instructed to produce their own more detailed version. Students do not need to be artistically gifted and can use a variety of material to create the images, ie a collage from old magazines, plasticine or even pieces of shaped pasta. The idea is that they think about the information and how they would like depict it, no matter how abstract.

Approximately 30 word searches in total covering the topics of solutions, heating, classification, variation, acids and alkalis, cells and safety.

Based on the AQA key words produced by them, this is designed to get students to interact with the words and definitions. Suitable for C grade and above or in mixed ability groups. Activity should take about 20 minutes.

Objectives: To understand how evaporation is linked to thermal energy transfer To understand how to change the rate of evaporation/condensation I have found this works best in small groups where students can discuss ideas. The activity should take about 40 minutes and then another 20 minutes for peer assessment. Activity overview: Give higher achievers a text book and lower achievers the accompaning text. I usually allow students to answer whichever questions they wish but generally find that they attempt most. Students have found themselves stranded on a deserted island with no food, shelter, water or fuel. They have discovered that the island’s inhabitants are only too happy to supply them with the essentials, providing that they share their knowledge of science with them. Each question asked has point values. At the end of the journey students count up how many points they have accumulated to see how well they were able to survive!

A range of resource to use with foundation groups. Focused on the photosynthesis aspect of Bioenergetics, it is particularly useful to go over the key concepts of the topic. This works well in groups for the card sort activity, or as an independent learning task when using the question activity. It is also a good revision resource with over 20 flash cards. Answers are provided.

Worksheet to help those struggling with this topic to gain merit. Helps them to describe how lenses can affect rays of light. A similar one for mirrors can be found here http://www.tes.co.uk/teaching-resource/Concave-and-amp-Convex-Mirrors-BTEC-low-abiltiy-6-3-6427471/requestAction/add/ - answers to be uploaded shortly.

Resources contain a foldable activity, bingo cards, assessment and a card sort Suited for the disengaged lower achieving classes. Get them hooked - stealth learning!

Students find themselves stranded on a tropical island and have to answer questions relating to Sound Waves and the Doppler Effect in order to get food, water, shelter and fuel from the local tribe. Designed to stretch and challenge but accessible to all abilities, fully differentiated. Suitable for GCSE Physics course. Doppler Effect, Frequency, Sound Waves, pitch, amplitude,

This activity reinforces some of the key terminology and parts and functions of the National Grid that students will have encountered during this lesson. I have designed this so that it can be accessible to those with literacy difficulties by putting in plain student speak where possible. I have also included the answers so that students can peer or self assess. Some of the terminology includes: step-up transformer, current, substation, pylon

Objective: Understand the differences and similarities between specialised cells. Understand the adaptations of specialised cells. Understand how to build a content rich paragraph. The fact builder is suitable for higher ability KS3 and KS4 students. Used in conjunction with textbook or other reference material it forces students to clarify their thinking before writing, as well as encouraging their interaction with text. There are 5 fact builder worksheets, all similar to the one displayed, including: - red blood cells, sperm cells, root hair cells, leaf cells and muscle cells I have included the Power Point file and the pdf should you wish to tailor them to your students. Instructions: Students use their text books to find out about the adaptations, design and function of the cell in question. Students choose 5 of the most important keywords and write it in the space provided Finally students answer the question incorporating the keywords they have identified.

NEW SPECIFICATION FOR EXAMINATION IN 2018 Objective: To understand the function of the different wires in a plug, how a mains cable works, the importance of the earth wire, the difference between a three and two core cable. Included: Text, 2 Tarsia Puzzles of different sizes, answers to the Tarsia Suitable for both high and low achievers. Approximately a 40 minute activity. Lesson Ideas: Give students the text document and allow them time to read and highlight any words they do not understand. Put the students in groups of 2 or 3 and issue each group with 2 post-it notes. Students then cut and assemble the tarsia puzzle, matching the question and answer. If students are really struggling, they are allowed to write a single question on each of the post-it notes and then wait for the teacher to circulate and answer the questions. After the time is up, issue each group with the answers and have them complete their puzzles. This is a good starter activity for the following lesson, to re-inforce the ideas.

A crossword that focuses on some of the biology terms encountered at KS3. Answers included. To save on this resource buy it as part of a bundle for £2.50 https://www.tes.com/teaching-resource/new-2018-biology-cells-and-introduction-bundle-11359079

Additional free resources when purchased as part of a bundle. Objective : to understand and consolidate ideas related to specific heat capacity. Differentiated set of questions that can be shaped into a foldable. This resource is suitable for GCSE or high achieving KS3. I use it either on A3 paper As a groupwork activity for revision or consolidation, or, as an individual homework task.

This resource is ideal for both the new and legacy AQA course. It consists of 2 identical crosswords, excepting that the one for foundation students has some of the letters already inserted. A very good resource to consolidate learning or for revision.

Students are given a set of 24 clues the answers to which are in words in the wordsearch.

A very good revision or consolidation activity, suitable for level 1 - 5 students. This can be used as a pair or an independent activity. This is a very engaging activity, usually lasting up to 30 minutes. Ideally the end product should be peer assessed. Highly suited to SOLO taxonomy. Some ideas on how to use the resource: 1. Students work in groups of 2 and make as many sentences as they can using the words in the grid. The scores are then totalled for each sentence. For example: “ Photosynthesis produces oxygen and glucose” each of these words carries a 5 point score, totalling 15 points for that sentence. 2. Students are given a set of dice, student A roles and for example, should they role a 6 and 3 those are the co-ordinates for word 1. Student B then roles a set of co-ordinates and together they need to formulate a sentence to show how these words are linked. 3. Students are placed in groups of 2. Student A makes a simple sentence using only 2 of the grid words, for example: photosynthesis produces oxygen. Student B then has to add a third word to the sentence: photosynthesis produces oxygen and glucose. Student A then tries to add another word and so on until one is unable to complete the sentence, the total point score for that sentence will then go to the last student to add a word.