2017-19 GCSE AQA Waves 4.3. Students use these tables to track their progress. Students colour in the right-hand columns with the traffic lights scheme or an emoji of their choice to convey their confidence in each sub-unit of the Waves specification. Teachers can use the data to target feedback or intervention lessons. Bloom's taxonomy is used in each learning objective to familiarise students with level 5 to 8 skills for answering exam questions, communicating the key ideas of Waves and transferring skills to Chemistry and Environmental science. This document is a sound revision list for the AQA trilogy and Physics course.

2017-19 AQA GCSE Energy 4.1. Give students a table at the start of each of the 4.1 sub-units for them to track their progress in each learning outcome. 'Evaluate' skills can be achieved by open ended research HW. Students can colour in the right-hand side columns with the traffic lights or RAG scheme, or choose their own emoji to show their progress and confidence level, and teachers can use the information to targte formative feedback or plan revision interventions.

2017-19 AQA 4.8 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 Physics Matter/Heat. 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 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 4.7 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 4.4 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 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.

OCR and AQA Further Mechanics A level work, for exams in June 2018. Please refer to the 2015 Specifications. This unit of work covers A2 circular motion, it is suitable for 1.5 to 2 hours teaching, but must be supported by teacher demonstrations and Practical work ( please refer to the exam board's list of practicals). The explanations and solutions of the vertical circle and the engineering context of this topic have not been covered, to leave room for the teacher to drive it in his/her direction of choice. AFL in the form of Multiple choice questions is included. Please up load this resource to your VLE to support your students. Find additional support in IOP and refer to your Exam board specifications for past paper practise.

10 minute activity to support quality of written communication level 4 to 6+. Ask students to describe the pair of contact forces and their effect in every slide. Students work on mini white boards with dry wipe pens, and share their written definitions , teacher picks the top 3 definitions to be read aloud ( promotes self assessment/ high impact feedback). You will also find a dominoes game with a variety of forces statement to use as a plenary or a revision activity and 2 engagement activities to use at the start of the lesson . High impact learning strategy! Promotes talk to learn, peer and self assessment. What price do you put on your time? Save them for other groups or to support revision in 2018.

Interactive presentation with exam multiple choice questions. A level further mechanics OCR and AQA. 3 hour preparation. This unit of work can be delivers in 1.5 to 2 hours but must be complemented by teacher demonstrations and practical work, ( see Practical skills assessment for AQA and OCR 2015 Specification). Multiple choice examples are given as well as step by step methods for problem solving. Load up this resource in your virtual learning platform to support the progress of your students. Use exam board past exam questions to develop numeracy and problem solving skills.

Use as a revision resource of to consolidate the electromagnetic induction lessons. Can be differentiated with levels of secondary resources.

This work sheet is to revise ray diagram skills or use as a summary for lenses lessons.

Students learn about useful energy and wasted energy, using a sankey diagram, Opportunities are offered through resources for real time assessment of progress and differentiation.

Based on UK teaching and learning practices to engage all learners ans provide challenge (level 3 to 5 ). 2 hour preparation.

Use this resource with a circus of energy; various electrical or mechanical appliances. Students identify the energy transformations using key terms. For challenge students can design their own sankey of an appliance of their choice, on graph paper and make questions up for other students.

I of 3 resources produced for students to practice the skills needed ISA controlled assessments. Apologies for a 3 errors in the text. They have now been corrected.Thank you for your purchase. Students can used the research notes or be encouraged to research Static friction, and come up with their sources to inform their hypothesis and subsequent method. Use resource 2 and 3 for a complete preparation set. Take every opportunity to use key terms, data collection and analysis vocabulary.

PPS with simple and effective animations to reinforce the variables that affect momentum. Practise questions and Updated exams style questions for homework or summative assessment , student progress chart based on lesson's objectives. Opportunities for AFL's self assessment. Teacher's instructions page useful for non-physics specialists. Teaching and learning ideas to promote Independence and communication skills. Are 2 hours of your time worth £3?

This is a summary to be used as an assessment HW to assess Knowledge and application of formula . Plan a reflection lesson . The work is scaffold to cover level 4 to 7+ .

100 questions covering all the AO1 assessment objective of the course. Questions require quick diagrams and sort answers. This can be used as a revision resource to support home study of to focus revision lessons. Students can work in groups on each topics to promote a specialist groups strategy or can work their way through the 3 main sections of the 2 year course. This resource will be redundant after the last 4403 exam in 2017. do not use for the new spec.

Differentiates C to A* ( 2016 grades 5 to 8); statements that describe the source of energy using AQA key terms. Use in conjunction with the pictures work sheet to have a visual support to the statements. Can be used for independent work following class demos or short videos, or as a consolidating short exercise in pairs or a group of four( in a snow ball strategy to promote self assessment and student talk).

http://filestore.aqa.org.uk/resources/physics/specifications/AQA-8463-SP-2016.PDF, page 93, 3/2/16 Students need to understand the vocabulary of mathematics as it applies to Science. This sheet has been devised to remind teachers of the rigorous approach to explaining and demonstrating how mathematical terms are interpreted and used in Science problem solving and data analysis. A copy can be glued to students' work books, for them to consult the definitions and worked examples to support them in their application of number in the Science course; AQA Trilogy and Individual Sciences.