Contains all the key words and definitions for the whole AQA KS4 Biology course. Includes those particularly for separate science (identified). Best used in conjunction with Quick quiz sheets and definition sheets. Also supported by Quiz quiz trade cards. All words are numbered on both the Quiz quiz trade cards and the glossaries themselves. Glossary also contains suggested SOLO linked revision strategies. Quick quiz sheet also incudes marking system so students can analyse their results to a greater depth. Students have found this resource and the others suggested invaluable in supporting their long term retention of key information.

Use these slides to scaffold students' use of mindmapping to consider level of learning. Growth mindset expandabubble (my own name!) is used to show the importance of effort etc to achieve success and what happens if complacency sets in. Processing image is used to encourage students to use various strategies to process (and consequently learn) information, i.e. reduction, expansion, transformation etc.

Contains all the key words and definitions for the whole AQA KS4 Biology course. Includes those particularly for separate science (identified). Best used in conjunction with GCSE Biology AQA - complete glossary. Also supported Quick quiz sheets and definition sheets. All words are numbered on both the Quiz quiz trade cards and the glossaries themselves. Glossary also contains suggested SOLO linked revision strategies. Quick quiz sheet also incudes marking system so students can analyse their results to a greater depth. Students have found this resource and the others suggested invaluable in supporting their long term retention of key information. Great use as a starter activity - simply provide each student with a card on entry to the class and then get them to pair up, quiz each other, swap cards and then move to another partner. Can also be used mid way through a lesson as a break activity. Alternatively students can use the cards to quiz each other in groups of four or place cards down on the table and only turn over if they can either recall the definition or the word corresponding to the information on the reverse.

Use this resource to encourage students to set and evaluate targets. Has been used with all age ranges.

These can be printed at A3 size and placed around the room. In addition I print 2 per A4 page and then students stick on the reverse of their exercise books. Using these codes has saved me around 70% of my marking time - better quality feedback but for far less time - win win!!

PowerPoint to support presentation on Challenge in the secondary school classroom. Includes references to SOLO taxonomy and Socratic questioning. Great resource to support ITTs, NQTs and RQTs who are looking for suggestions on how to improve the level of challenge within their classroom.

This is a modified version of a note taking scaffold based around the Cornell model. Students should initially complete the title and objectives. They should then add processed information into the main notes section - this can be in the form of prose, bullet points or even mind maps. Simultaneously they should add key terminology and most importantly fill in the left hand column. This is a reflective section, basically is a record of their inner voice. After the note taking is complete then students should write a short summary (3-4 sentences) and then do the M.I.P. M.I.P. stands for most important point - this should be no more than 3 words (ideally 1). This scaffold can be used with any subject, any age and for any form of input; e.g. video, teacher talk, written information, Internet research.

This is the GSCE biology glossary resource translated into Arabic. (Primarily matched to the AQA course). It is best used in conjunction with the standard English version. All words and phrases are numbered and match across both languages. There are suggested methods to revise the words. The glossaries are also matched with quiz quiz trade cards and SOLO hexagons for possible classroom activities. Chemistry and Physics are also available as are other translated languages. As I don’t speak this language please excuse any mistakes in translation!

QED = Quality Efficiency Demonstrable (my own term!). This was a presentation I used to encourage staff to consider the 3 key issues when designing assessment strategies for students. Basically - all resources and strategies should always ensure quality feedback to the learners. All must ensure efficiency and whenever possible reduce current work load rather than add to it. Finally, as monitoring is always an aspect of our role as teachers, the resources and strategies should provide demonstrable evidence of quality feedback to a third party, be that Middle leaders, SLT or OFSTED. If you download and want further information then please contact me.

Contains all the key words and definitions for the whole AQA KS4 Chemistry course. Includes those particularly for separate science (identified). Best used in conjunction with Quick quiz sheets and definition sheets. Also supported by Quiz quiz trade cards. All words are numbered on both the Quiz quiz trade cards and the glossaries themselves. Glossary also contains suggested SOLO linked revision strategies. Quick quiz sheet also incudes marking system so students can analyse their results to a greater depth. Students have found this resource and the others suggested invaluable in supporting their long term retention of key information.

This can be used to test students' retention of key words from their glossaries. This is best used as a starter to the lesson. 5 key words or phrases can be read from the appropriate glossary. Sheets can be collected in and the words marked for spelling. The definitions can be given a mark out of 2. Once returned the students can check and correct their answers and evaluate their performance using the scaffolded questions. This resource can be used with any of the glossaries... KS3 Year 7, KS3 Year 8, KS3 Year 9, GCSE Biology, GCSE Chemistry, GCSE Physics, AS Biology or A2 Biology. This also works well when used regularly in conjunction with Quick quiz templates. Best printed A4, 2 per side and back to back. They can then be cut in half. If folded the section including name and date can then be stuck down into exercise books at a later stage. (Far quicker to mark these loose rather than pre-stuck into books!)

This is the GSCE chemistry glossary resource translated into Arabic. (Primarily matched to the AQA course). It is best used in conjunction with the standard English version. All words and phrases are numbered and match across both languages. There are suggested methods to revise the words. The glossaries are also matched with quiz quiz trade cards and SOLO hexagons for possible classroom activities. Physics and Biology are also available as are other translated languages. As I don’t speak this language please excuse any mistakes in translation!

Best printed 4 per page of A4. Useful for student self assessment and also provide quick feedback for the teacher. Great for evidence for work scrutinies / lesson observations. This is based on the SOLO taxonomy system. It encourages the students to progress their learning. I have found having a selection of various exit passes preprinted means I always have the right one at the right time!

I have this resource printed and displayed in my classroom. Students are allocated teams as part of a seating plan - they are each given a number 1-4. Each number is then allocated a role. Teams move tables each lesson (indicated by a box with their team name on it). Teams are re-organised every half term. Roles and numbers are also changed half termly - as many students may retain the same number but in a different team! Hope that all makes sense. I will probably put together a help sheet to go with this resource at some point. Please let me know how useful you find these.

These are best printed 4 to a page and back to back. You then get 2 sided A6 size sheets with teacher feedback on one side and student response (MRI=my response is) on the other side. I use these when student's work needs assessing but it would be difficult to write comments directly onto their work, e.g emailed presentations, models, verbal presentations or hard copies that would be spoiled with comments being written on them. If printed correctly then they can be stuck into students books or files and can flip up to reveal student's responses. As usual please give me any feedback, suggested improvements or just simply how you have used these.

These exit passes are linked to the 4 pillars of Independence, Collaboration, Creativity and Communication. They can be used by students to assess their levels against the 4 pillars criteria (see other resources). We use them in the Learn to Learn scheme that we teach in Y7. I also intend to use them in my science lessons. Please let me know if you find these of any use.