There are 14 differentiated questions on the topic of Potential Difference = Current x Resistance (V=IR). Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging. The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information can be found on their open dyslexic website. This is saved as a pdf to keep the font working (if you have not got it installed). The word version is also included so that you can choose your own font and edit the document. Typical layout of questions where Q1 is simplest and the last is hardest (towards AS Level Physics). Example: Q1 to 5 - 1 Chilli (Low demand). Focused around remembering equations (students should use mini whiteboards or scrap paper for repetition) Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation. Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions. Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers. Designed so that students can choose where to start, although the highest ability will want to complete all of the questions. Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions around using a mixture of electrical power questions. The three equations required are P=IV, P=I2R and V=IR. Full answers (with method) are given for teacher/student use. Students feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging. The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information can be found on their open dyslexic website. This is saved as a pdf to keep the font working (if you have not got it installed). The word version is also included so that you can choose your own font and edit the document. Typical layout of questions (some worksheets have around 14 questions) where Q1 is simplest and Q14 is hardest. Example: Q1 to 5 - 1 Chilli (Low demand). Focussed around remembering equations (students should use mini whiteboards or scrap paper for repetition) Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation. Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions. Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers. Designed so that students can choose where to start, although the highest ability will want to complete all of the questions. Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions around using Force (N) = Mass (kg) x Acceleration (m/s^2). Students feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging. The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information can be found on their open dyslexic website. This is saved as a pdf to keep the font working (if you have not got it installed). The word version is also included so that you can choose your own font and edit the document. Typical layout of questions (most worksheets have around 14 questions) where Q1 is simplest and Q14 is hardest. Example: Q1 to 5 - 1 Chilli (Low demand). Focussed around remembering equations (students should use mini whiteboards or scrap paper for repetition) Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation. Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions. Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers. Designed so that students can choose where to start, although the highest ability will want to complete all of the questions. Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 16 differentiated questions on the topic of Nuclear Equations, including half-life and radiation . Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information can be found on their open dyslexic website. This is saved as a pdf to keep the font working (if you have not got it installed). The word version is also included so that you can choose your own font and edit the document. Typical layout of questions where Q1 is simplest and the last is hardest (towards AS Level Physics). Example: Q1 to 5 - 1 Chilli (Low demand). Focused around remembering equations (students should use mini whiteboards or scrap paper for repetition) Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation. Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions. Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers. Designed so that students can choose where to start, although the highest ability will want to complete all of the questions. Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions on the topic of Charge = Current x Time (Q=It). Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging. The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information can be found on their open dyslexic website. This is saved as a pdf to keep the font working (if you have not got it installed). The word version is also included so that you can choose your own font and edit the document. Typical layout of questions where Q1 is simplest and the last is hardest (towards AS Level Physics). Example: Q1 to 5 - 1 Chilli (Low demand). Focused around remembering equations (students should use mini whiteboards or scrap paper for repetition) Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation. Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions. Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers. Designed so that students can choose where to start, although the highest ability will want to complete all of the questions. Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions on the topic of Wave speed = frequency x wavelength (v=fλ). The final question requires students to use the frequency = 1/period equation. Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging. The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information can be found on their open dyslexic website. This is saved as a pdf to keep the font working (if you have not got it installed). The word version is also included so that you can choose your own font and edit the document. Typical layout of questions where Q1 is simplest and the last is hardest (towards AS Level Physics). Example: Q1 to 5 - 1 Chilli (Low demand). Focused around remembering equations (students should use mini whiteboards or scrap paper for repetition) Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation. Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions. Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers. Designed so that students can choose where to start, although the highest ability will want to complete all of the questions. Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions on the topic of Pressure = Force ÷ Area and Pressure = height x density x gravitational field strength. Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging. The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information can be found on their open dyslexic website. This is saved as a pdf to keep the font working (if you have not got it installed). The word version is also included so that you can choose your own font and edit the document. Typical layout of questions where Q1 is simplest and the last is hardest (towards AS Level Physics). Example: Q1 to 5 - 1 Chilli (Low demand). Focused around remembering equations (students should use mini whiteboards or scrap paper for repetition) Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation. Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions. Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers. Designed so that students can choose where to start, although the highest ability will want to complete all of the questions. Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions around using the physics concepts of resultant forces and weight calculations. Students feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging. The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information can be found on their open dyslexic website. This is saved as a pdf to keep the font working (if you have not got it installed. The word version is also included so that you can choose your own font and edit the document. Typical layout of questions (most worksheets have around 14 questions) where Q1 is simplest and Q14 is hardest. Example: Q1 to 5 - 1 Chilli (Low demand). Focussed around remembering equations (students should use mini whiteboards or scrap paper for repetition) Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation. Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions. Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers. Designed so that students can choose where to start, although the highest ability will want to complete all of the questions. Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions around using the physics concepts of resultant kinetic energy calculations. Students feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging. The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information can be found on their open dyslexic website. This is saved as a pdf to keep the font working (if you have not got it installed. The word version is also included so that you can choose your own font and edit the document. Typical layout of questions (most worksheets have around 14 questions) where Q1 is simplest and Q14 is hardest. Example: Q1 to 5 - 1 Chilli (Low demand). Focussed around remembering equations (students should use mini whiteboards or scrap paper for repetition) Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation. Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions. Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers. Designed so that students can choose where to start, although the highest ability will want to complete all of the questions. Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions around using Hooke’s Law and Elastic Potential energy. Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging. The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information can be found on their open dyslexic website. This is saved as a pdf to keep the font working (if you have not got it installed. The word version is also included so that you can choose your own font and edit the document. Typical layout of questions (some worksheets have around 14 questions) where Q1 is simplest and Q14 is hardest. Example: Q1 to 5 - 1 Chilli (Low demand). Focussed around remembering equations (students should use mini whiteboards or scrap paper for repetition) Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation. Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions. Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers. Designed so that students can choose where to start, although the highest ability will want to complete all of the questions. Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions on the topic of Moment = Force x Distance Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging. The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information can be found on their open dyslexic website. This is saved as a pdf to keep the font working (if you have not got it installed). The word version is also included so that you can choose your own font and edit the document. Typical layout of questions where Q1 is simplest and the last is hardest (towards AS Level Physics). Example: Q1 to 5 - 1 Chilli (Low demand). Focused around remembering equations (students should use mini whiteboards or scrap paper for repetition) Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation. Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions. Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers. Designed so that students can choose where to start, although the highest ability will want to complete all of the questions. Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions around using the physics concepts of resultant forces and weight calculations. Students feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging. The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information can be found on their open dyslexic website. This is saved as a pdf to keep the font working (if you have not got it installed. The word version is also included so that you can choose your own font and edit the document. Typical layout of questions (most worksheets have around 14 questions) where Q1 is simplest and Q14 is hardest. Example: Q1 to 5 - 1 Chilli (Low demand). Focussed around remembering equations (students should use mini whiteboards or scrap paper for repetition) Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation. Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions. Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers. Designed so that students can choose where to start, although the highest ability will want to complete all of the questions. Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions on the topic of Specific Heat Capacity. Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging. The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information can be found on their open dyslexic website. This is saved as a pdf to keep the font working (if you have not got it installed). The word version is also included so that you can choose your own font and edit the document. Typical layout of questions where Q1 is simplest and the last is hardest (towards AS Level Physics). Example: Q1 to 5 - 1 Chilli (Low demand). Focused around remembering equations (students should use mini whiteboards or scrap paper for repetition) Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation. Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions. Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers. Designed so that students can choose where to start, although the highest ability will want to complete all of the questions. Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions on the topic of Density = Mass ÷ Volume, ρ = m / V, and particle theory/model. Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging. The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information can be found on their open dyslexic website. This is saved as a pdf to keep the font working (if you have not got it installed). The word version is also included so that you can choose your own font and edit the document. Typical layout of questions where Q1 is simplest and the last is hardest (towards AS Level Physics). Example: Q1 to 5 - 1 Chilli (Low demand). Focused around remembering equations (students should use mini whiteboards or scrap paper for repetition) Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation. Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions. Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers. Designed so that students can choose where to start, although the highest ability will want to complete all of the questions. Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions on the topic of Velocity-Time Graphs. Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging. The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information can be found on their open dyslexic website. This is saved as a pdf to keep the font working (if you have not got it installed). The word version is also included so that you can choose your own font and edit the document. Typical layout of questions where Q1 is simplest and the last is hardest (towards AS Level Physics). Example: Q1 to 5 - 1 Chilli (Low demand). Focused around remembering equations (students should use mini whiteboards or scrap paper for repetition) Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation. Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions. Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers. Designed so that students can choose where to start, although the highest ability will want to complete all of the questions. Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions on the topic of Momentum = mass x velocity (p=mv). This resources been written especially for combined science and does not go into the depth required for the separate physics gcse. Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging. The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information can be found on their open dyslexic website. This is saved as a pdf to keep the font working (if you have not got it installed). The word version is also included so that you can choose your own font and edit the document. Typical layout of questions where Q1 is simplest and the last is hardest (towards AS Level Physics). Example: Q1 to 5 - 1 Chilli (Low demand). Focused around remembering equations (students should use mini whiteboards or scrap paper for repetition) Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation. Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions. Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers. Designed so that students can choose where to start, although the highest ability will want to complete all of the questions. Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions around using the topics linked to the National Grid. The harder questions allow students to demonstrate their knowledge of rearranging the power equation for the primary and secondary coils of a transformer. Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method - this worksheet has 9 additional pages of notes). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging. The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information can be found on their open dyslexic website. This is saved as a pdf to keep the font working (if you have not got it installed). The word version is also included so that you can choose your own font and edit the document. Typical layout of questions where Q1 is simplest and the last is hardest (towards AS Level Physics). Typical example: Q1 to 5 - 1 Chilli (Low demand). Focussed around remembering equations (students should use mini whiteboards or scrap paper for repetition) Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation. Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions. Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers. Designed so that students can choose where to start, although the highest ability will want to complete all of the questions. Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 20 differentiated questions around using scalars and vectors. The harder questions allow students to demonstrate their knowledge on Pythagoras and use of trigonometry (SOHCAHTOA) to resolve forces. Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method - this worksheet has 9 additional pages of notes). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging. The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information can be found on their open dyslexic website. This is saved as a pdf to keep the font working (if you have not got it installed. The word version is also included so that you can choose your own font and edit the document. Typical layout of questions where Q1 is simplest and the last is hardest (towards AS Level Physics). Example: Q1 to 5 - 1 Chilli (Low demand). Focussed around remembering equations (students should use mini whiteboards or scrap paper for repetition) Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation. Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions. Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers. Designed so that students can choose where to start, although the highest ability will want to complete all of the questions. Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

For KS4 Combined Science / Physics students. There are 14 differentiated questions around using Energy (J) = Power (W) x Time (s). Worksheet comes with a YouTube video of the solutions - focussing on WAGOLL (What a great one looks like). Like students do in maths, students will be able to apply the equation and use the triangle method for rearranging. It has been designed to build confidence as well as low-stakes competition into lessons. The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information can be found on their open dyslexic website. Typical layout of questions (some worksheets have around 14 questions) where Q1 is simplest and Q14 is hardest. Example: Q1 to 5 - 1 Chilli (Low demand). Focussed around remembering equations (students should use mini whiteboards or scrap paper for repitition) Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focussed around using the equation - e.g. simple conversion or having to rearrange the equation. Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions. Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers. Designed so that students can choose where to start, although the highest ability will want to complete all of the questions. Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chillis that the student has and this suggests a current working at grade. Answers available through a tutorial on YouTube (teach yourself and/or make available to students). Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

This resource is based on the topic of speed and distance-time graphs There are 20 questions, each multiple choice and answers provided at the end. The topics of the questions are as follows (on the front page of the exam style paper): • Graph describing motion • Average speed calculation • Equation recall • Units • Conversion • Speed calculation d-t graph • Speed calculation d-t graph • Average speed calculation • Distance calculation • Distance calculation • Time calculation • Distance calculation • Acceleration from d-t graph • Constant speed from graph • Speed from graph • Speed from graph • Speed from graph • Gradient understanding • Average speed • Stationary WARNING! Due to the nature of using graphs to make calculations, many questions take up one side of A4 and therefore will make it a large document when printed. I have used this for homework, but there is no reason that it couldn’t be used in lessons. I have included the word document so that you can edit the resource as you wish. The pdf is also there for quick printing. Students can write their answers on the front page. Easy marking for teachers, but lots of exam question exposure for students. This resource will give you more time to spend on the feedback and where students have made mistakes. I have used this to build confidence with my students, but also as part of continually revisiting earlier parts of the course that I have taught. Repetition, repetition, repetition! #SLOP - shed loads of practice