The** required practical** exam questions are a challenge to most students whom fail to transfer their class room skills in the scientific method into comprehensive written descriptions and explanations. These worksheets are aimed at helping students remember terminology, practise method writing and recall and explain data collection techniques. March schemes are provided for guidance or self assessment Afl strategies.

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.

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 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. 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 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 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.

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.

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.

This resource covers the Trilogy and Physics Waves topics of the (UK) AQA GCSE Physics course. The examples will help students understand the context in which the key term can be used. The examples are UK 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: Whole class displays, 'new word' discussion, 'Key term spotter', dictionary champion, 'Science literacy' bingo etc. Used as the platform for higher Teaching and Learning resource to optimise the impact of your teaching.

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.

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.

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.

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.

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.

A set of 3 differentiated d-t graph work sheets for assessment. A detailed Mark scheme is provided so that you can use this resource to support self or peer marking. Spend your time in the classroom identifying needs and providing high quality feedback.Have more free time at weekends.

A set of 3 differentiated d-t graph worksheets for assessment. A detailed Mark scheme is provided so that you can use this resource to support self or peer marking. Spend your time in the classroom identifying needs and providing high quality feedback. Have more free time at weekends.