10 MC unusually phrased questions that require students to compare two types of graph: d-t,v-t and a-t graph. Challenge students to reflect on their understanding of these graphs. As a starter activity allow 10 minutes for individual students to answer the 10 questions. As and Assessment for learning (AFL) activity this delivers peer assessment when you ask students to check and discuss each other's answers. As a 'talk to learn' strategy allow students 5-10 minutes to argue for or against their answer. Detect general misconceptions or identify students with fundamental problems in this unit and plan an intervention lesson, or work with them while other students work on exam practise questions. Buy 'AS motion challenge' resource for additional differentiation. Raise your Teaching impact in your class for $3

For £2 this resource covers all the key terms in the Trilogy and Physics Waves topics of the AQA GCSE Physics course: 4.6.1 ( 3 subsections), 4.6.2 ( 2 subsections) and 4.6.3. ( 3hrs). Each sub-glossary is in a single detachable section. Cut them , photocopy them in A5 and ask students to glue them to their exercise books. Alternatively copy them on A5, in colour and display around the class room and the corridors adjacent to the classroom , and the School's magazine literacy section. Includes key terms (over 50) , definitions and a sentences to exemplify the use of the key term. The examples will help students understand the context in which the key term can be used. The examples are level 5-6 literacy to support boys whom struggle with vocabulary and complex sentence construction. You can use this comprehensive resource to plan Science literacy quizzes and other engaging activities: 'new word' discussion, 'Key term spotter', 'dictionary champion', 'Science literacy' bingo etc. Used as the platform for higher Teaching and Learning resources to optimise the impact of your teaching.

Model the game, and let the class have fun. Walk around identifying inconsistencies and problems in student understanding or communicating. Engaging activity with an element of competition. Provides a fun way of peer and self assessment. Everyone is involved. High impact.

A2 Further mechanics; Circular Motion topic. Use the resources as starter activities or plenaries to reinforce the essential definitions ( Assessment Objective 1) for this topic. You might wish to purchase the Circular motion presentation for students' independent learning too. Download these resources, print them on card, laminate and enjoy their impact on your students' motivation and learning. Add a little fun and competitiveness at the start of lessons for years to come.

Bloom's taxonomy terms are used to help students make progress. From a simple practical task in question 2, that allows student to experience the concept of equilibrium to question 8 that challenges students to investigate equilibrium with moments calculations. You are free to walk around the classroom offering advice, formative feedback, and asking challenging questions. High impact.

10 MC unusually phrased questions that require students to compare two types of graph: d-t,v-t and a-t graph. Challenge students to reflect on their understanding of these graphs. As a starter activity allow 10 minutes for individual students to answer the 10 questions. As and AFL activity this delivers peer assessment when you ask students to check and discuss each other's answers. As a 'talk to learn' strategy allow students 5-10 minutes to argue for or against their answer. Detect general misconceptions or identify students with fundamental problems in this unit and plan an intervention lesson, or work with them while other students work on exam practise questions. Buy 'AS motion challenge' resource for additional differentiation. Raise your T+L impact in your class for £2.

his worksheet is rigorous in its use of scientific terms and conventions, and it is a step by step description of Newton's second Law of motion to derive the four most useful equations of motion. The students is shown how their knowledge and understanding improves and expands from Physics Lower high school 'C' grade to Physics 01 or Maths Mechanics 01 'A' grade, through the use of exam style questions. The Mark scheme gives a step by step commentary on the methods and final answer conventions, to help the student understand the pitfall in problem solving e.g carelessness with units and decimal place presentation. The work could be set as a 2 hour independent study to support learning of ' Motion in a straight line with constant acceleration' and or Maths Mechanics 1 Dynamics. This worksheet will allow the teacher to see differentiation in the class and understand student's needs, thus targeting feedback and assistance efficiently. Change the way you teach and improve the impact of your experience and knowledge on your student's progress for $4.

PDF/ Team work, literacy, Engineering, Science and Technology. Make the rocket, change the design, test, measure, talk, think and have fun. Use as part of the Forces unit at KS4 ( iGCSE, AQA and OCR) to investigate resultant forces, air resistance and momentum. For KS5 use to investigate projectile motion and contextualize the equations of motion. Use the activity to nurture team roles: leadership and dependability. Promote talk to learn, engage boys and introduce girls to STEM careers.

For revision and extension.

PPP Windows detailed introduction to A2 Electric fields. AO1's are signposted. Key points often misunderstood by students are clearly highlighted. Example problems with step by step solutions. Very useful for Multiple choice training. Ideal for AQA PH4 old and New Electric fields specifications. Load it up on your VLE to promote independent learning.

Interactive presentation with must know concepts . This is a lesson on momentum and change of momentum.

Revision and extension with calculations of refractive index.

Use this document to kick start research into levers and their context in every day life. Find ideas for practical work and facts about levers that will help students make a hypothesis and investigate properties of class one levers. Focus on progress and feedback and leave the resources to me. Thank you

An engaging resource for kinaesthetic and visual learners, with extension work and HT additions. Problems to test progress with answers for self-assessment. Choose your music, stop , start, freeze, to allow you to highlight a key point or differentiate through questioning. The resource is very helpful to non-specialist Science teachers.

4 levels of ' Forces' engagement or plenary activities focused on the use of key terms and the construction of sentences that accurately describe, explain, compare and suggest. Teacher's notes with answers, assessment and feedback points. Ideal for non-specialist teaching GCSE Physics. Recycle activities a few times with different assessment emphasis.

KS3 level 5 covers practical skills and a GCSE topic; Hooke's law in the context of sport and injuries in tennis. This is part of a set of lessons to engage year 7 to 13 students (KS3, KS4 and KS5) with STEM subjects ( forces, data analysis and materials' technology) in the context of sport, and particularly Tennis as June-July is the season of many great tournaments. Why re-invent the wheel? Invest and enjoy for a many teaching groups and a few years to come.

This (2 lesson) required practical has an assessment grid, spaces for student reflection after each section, and a detailed list of command phrases to help all students attain their predicted level. The first part helps developing students attainment with a tick list for equipment. The method section is written at a SMOG level 5/6( KS4 consolidated literacy students cope well with SMOG level 12 -15text). Data analysis techniques are supported with formulae. Print in A5 or A4 white or pale Yellow ( for vision impaired or dyslexia needs) and glue to a dedicated Required practical exercise book. Make assessment efficient by signing an attainment box and plan lesson time for collective reflection of common errors or misconceptions. The resource fully supports Teacher Assistant interventions.

The resource is written with Blooms taxonomy progression terms for differentiation. Students can work and make progress on each section of the work sheet. There is a very simple practical for students to experience the conditions for equilibrium, in contrast, the last set of questions challenges students to consider the conditions of equilibrium as an abstract numerical concept. Let the students work at their pace while you walk, observe, feedback and challenge.High impact.

2017-19 AQA GCSE Physics. Use these tables for students to keep a record of their progress in the Electricity units. The students can fill in the right-hand side column with a traffic light colour scheme to show their level of confidence in a sub-unit. For the teacher, this data can help formulate individual feedback or to plan revision interventions. Bloom's taxonomy is systematically used to help students develop the skills for answering exams style questions and competently communicate their subject knowledge.

2017-19 AQA GCSE Forces and Motion. Students use these tables to track their our progress in the skills and concepts of each sub-unit. Students use the traffic lights colour scheme or emojis of their choice to show and reflect on their progress. The teacher can give feedback or plan interventions based on the visual information in these trackers. Over the course of 2 years, students build up evidence of progress and a personal subject revision list.