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I am a secondary school & A-level Science teacher, specialising in Biology. I am also an experienced AQA GCSE Biology Examiner. My resources contain a mix of Biology, Chemistry and Physics lessons aimed at meeting specification points for the new AQA Trilogy GCSE course and KS3 Activate course. All of my lessons include at least one opportunity for self-assessment, a range of activities to suit students of all abilities, a set of differentiated starter questions and a plenary.

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I am a secondary school & A-level Science teacher, specialising in Biology. I am also an experienced AQA GCSE Biology Examiner. My resources contain a mix of Biology, Chemistry and Physics lessons aimed at meeting specification points for the new AQA Trilogy GCSE course and KS3 Activate course. All of my lessons include at least one opportunity for self-assessment, a range of activities to suit students of all abilities, a set of differentiated starter questions and a plenary.
NEW AQA GCSE Biology - 'Homeostasis' lessons - HT only
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NEW AQA GCSE Biology - 'Homeostasis' lessons - HT only

9 Resources
This bundle of resources contains 9 whole lessons which meet all learning outcomes for the higher tier, separate science modules within the ‘Homeostasis’ unit for the NEW AQA Biology Specification. Visit https://www.swyftresources.com/ for discounted bundles, and a huge range of FREE science resources! Lessons included: 1. The brain HT 2. The eye HT 3. Common problems of the eye HT 4. Plant hormones & responses HT 5. Using plant hormones HT 6. Controlling body temperature HT 7. Removing waste products HT 8. The kidney HT 9. Dialysis & kidney transplants HT The lessons contain a mix of differentiated activities, progress checks, extra challenge questions and exam questions plus more than one opportunity, per lesson, for self/peer red-pen assessment of tasks.
NEW AQA GCSE Trilogy (2016) Biology - Anaerobic Respiration Homework
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NEW AQA GCSE Trilogy (2016) Biology - Anaerobic Respiration Homework

(6)
This task is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Bioenergetics’ SoW. For more resources designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity contains a set of differentiated questions worth 20 marks in total, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension or revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work against their target grades, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
NEW AQA GCSE Biology - 'Cells' lessons
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NEW AQA GCSE Biology - 'Cells' lessons

14 Resources
This bundle of resources contains 11 lessons which meet all learning outcomes within the ‘Cells’ unit for the NEW AQA Biology Specification. Visit https://www.swyftresources.com/ for discounted bundles, and a huge range of FREE science resources! Lessons included: 1. Cells 2. Specialised cells 3. Eukaryotic and prokaryotic cells 4. Microscopy 5. Chromosomes 6. Mitosis 7. Stem cells 8. Diffusion 9. Osmosis 10. Active Transport 11. Exchanging materials The lessons contain a mix of differentiated activities, mid-lesson progress checks, extra challenge tasks and 6-mark exam questions and more than one opportunity, per lesson, for self/peer red-pen assessment of tasks.
NEW AQA GCSE Biology 'Bioenergetics' - Learning outcome checklist
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NEW AQA GCSE Biology 'Bioenergetics' - Learning outcome checklist

(5)
This is a resource which contains all of the learning outcomes for the new AQA Biology 'Bioenergetics' SoW. Pupils should mark whether they feel they very confident (green), a little confident (amber) or not confident at all (red) for their ability to achieve each learning outcome. This can be used before an end-of-topic test for pupils to reflect on areas of revision which are most important. It can also be used again after to see whether students have progressed in their understanding of the topic.
NEW AQA Trilogy GCSE (2016) Biology - Digestive Enzymes
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NEW AQA Trilogy GCSE (2016) Biology - Digestive Enzymes

(5)
A PowerPoint and worksheet aimed at the NEW AQA Trilogy GCSE specification, designed for the 'Organisation' SoW. This is a lesson I used in an Ofsted inspection which received an 'Outstanding' grading. For more lessons designed for the NEW AQA TRilogy Biology, Chemistry and Physics specification please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Students will recap on the digestive system from previous lessons on tissues and organs and then go on to look at the role of digestive enzymes within the digestive system. Pupils will use posters to answer levelled questions on a worksheet, there is a mini-plenary in the middle of the lesson to regroup and show progress then a final self or peer-assessment of the work completed throughout the lesson. The worksheet resource has three versions, each version contains information on a different digestive enzyme. Students can therefore use each other to compete the table on the first page of the worksheet. The extension sheet and the mini-plenary resources are found at the end of the PowerPoint.
NEW AQA GCSE Trilogy (2016) Biology - Air Pollution
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NEW AQA GCSE Trilogy (2016) Biology - Air Pollution

(5)
This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The first part of the lesson asks students to think > pair > share some of their answers to questions about pollution - where does it come from? How may we monitor it? Once pupils have gathered together their ideas as groups, a class discussion can highlight some of the important ideas & the next slide details the answers. The next task focuses on sulfur dioxide pollution and it’s contribution to the formation of acid rain. Pupils will be given some information in pairs about this pollutant and will be required to answer questions about this information in their books. Once completed pupils are able to self-assess their work using the answers provided in the PowerPoint. The next part of the lesson is on catalytic converters, pupils will be given some information about a catalytic converter and a human bingo grid. Pupils will wander around the room and others will ask them questions in order to fill in their bing grid. Once a student has completed their grid they can shout bingo! When everyone has had enough time to complete the grid they will need to self-assess their work using the answers provided. The next task is for pupils to consider alternative fuels as a way of reducing air pollution. Pupils are given sets of information about three alternative fuels, they will then need to fill in a table of the advantages and disadvantages of these fuels. Once completed pupils can check their work against the answers provided, marking and correcting their answers. A mid-lesson progress check requires pupils to identify whether a set of statements are true or false, this can be completed with a mini whiteboard or in their books. The next part of the lesson focuses on how scientists can monitor pollution, pupils are given a set of results from particle collector pads which have been left in certain locations around the UK. Pupils need to record their results in a table, draw a graph to represent the results and write a conclusion about their results. The plenary task is for pupils to complete a fill-in-the-blanks task on air pollution, pupils can also self-assess their work using the answers provided. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
NEW AQA GCSE Biology (2016) - The eye HT
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NEW AQA GCSE Biology (2016) - The eye HT

(5)
This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Homeostasis’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with a recap on the difference between a stimulus and a receptor and asks students to think>pair>share what the function of photoreceptors might be and where they are found. Pupils are then shown a diagram of an eye, pupils are asked to consider (from a list of structures provided) which labels might go where, they can discuss in pairs and annotate their own diagram if they know for sure. Pupils can then assess their own work when the answers are revealed on the next slide. Pupils must now learn the functions of each of these structures, they will each be given a slip of information about the function of one part of the eye and they should walk around the room and share their information to complete the table in their books. This task can be self-assessed using the answers provided. The next part of the lesson focuses on the pupil reflex, firstly a practical is undertaken whereby pupils block out light from the room and then observe what happens to their partners pupils when they bring a torch to the side of their partners eye. This leads into a description of the pupils reflex, including the role of the circular and radial muscles. Pupils will need to summarise this information by copying and completing the sentences into their book, which can be self-assessed once completed. The last activity is looking at how light is focused on the retina by the lens, pupils are shown a diagram of how this works. After being given a verbal description they are asked to firstly copy the diagram complete with labels and explain how light is focused on the retina using a list of key words that are provided. The plenary task is an exam question on what the students have learnt this lesson, pupils should complete this in silence in their books and then red-pen their work using the mark scheme provided once they have finished. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
NEW AQA GCSE Trilogy (2016) Biology - Digestion & Enzymes Homework
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NEW AQA GCSE Trilogy (2016) Biology - Digestion & Enzymes Homework

(4)
This task is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Organisation’ SoW. For more resources designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity contains a set of differentiated questions worth 20 marks in total, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension or revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work against their target grades, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
NEW AQA Trilogy GCSE (2016) Biology - Transport in plants
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NEW AQA Trilogy GCSE (2016) Biology - Transport in plants

(4)
This lesson is designed to meet specification points for the NEW AQA Trilogy GCSE Biology ‘Organisation’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy Biology, Chemistry and Physics specifications please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins by pupils observing a diagram of a phloem and a xylem vessel and discussing what the similarities and differences are between the two tissues. This can lead into a class discussion about the two structures. Next is a quick recap task, pupils should have already looked at the overall function of both of these vessels so pupils now need to complete sentences to describe the role of the xylem an phloem vessel in plants. The next activity is a video, pupils will given a set of questions and they will need to answer these questions using the video. Once finished they can self-assess their work using the answers provided on the PowerPoint. Next, pupils will need to draw two columns in their book entitled Xylem and Phloem and sort statements into these two columns, after this is completed they can assess their work. The last thing students will need to consider is why is transport so important in plants, pupils will discuss/brainstorm in their books why sugars, mineral ions and water are important to the plant. The answers can then be revealed to them. The final activity is a past-paper 6 mark question, pupils will need to attempt to answer this on their own, at the back of their books for an extra challenge! Plenary activity is to complete a summary of what the students have learnt that lesson, a list of key words will be provided to help them complete this task. All resources are included in the PowerPoint, any questions please ask me via the comments section. Any feedback of this lesson would be much appreciated :) thank you!
KS3 ~ Year 7  ~ Elements, Atoms & Compounds Homework
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KS3 ~ Year 7 ~ Elements, Atoms & Compounds Homework

(4)
This homework activity is designed for the KS3 Science Course, specifically Year 7 C1.2 Module on ‘Elements, Atoms & Compounds’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This activity contains a set of differentiated questions, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension/revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com, any feedback would be appreciated :)
NEW AQA GCSE Biology 'Viral, Bacterial, Fungal and Protist Diseases' - Dominoes Revision Activity
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NEW AQA GCSE Biology 'Viral, Bacterial, Fungal and Protist Diseases' - Dominoes Revision Activity

(4)
This task is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Infection & Response’ SoW. For more resources designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity is a revision activity for the ‘Infection & Response’ SoW, students can either have a card each and the task can be completed as a card loop activity with the whole class. Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity I often have a prize for the students who complete the task in the fastest time! The solution for this activity is included so you can check their answers. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
NEW AQA GCSE Trilogy (2016) Biology - Deforestation & peat destruction
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NEW AQA GCSE Trilogy (2016) Biology - Deforestation & peat destruction

(4)
This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The first part of the lesson outlines the definition of deforestation and some key facts and figures about the destruction of forests around the world. The next task is for pupils to discuss why they think rainforests may be being cut down & the consequences this might have on a local & global scale. The next two slides outlines the four main reasons why rainforests are being destroyed and some of the consequences of their destruction, pupils can check their work against the answers provided. The next task requires pupils to watch a video and answers questions using the information provided in the video, once they have completed the question they can asses their work using the answers provided. Pupils will now be required to complete a recap task on the carbon cycle, they will be given a worksheet which they will be asked to fill in using the captions provided on the PowerPoints slide. Once this has been completed pupils can assess their work using the answers on the PowerPoint slide. The next part of the lesson focuses on the importance of peat, firstly pupils will be given a set of information about peat bogs and they will be required to answer questions using this information. This work can be self or peer assessed once it has been completed. The final task is for pupils to answer an exam-style question on the carbon cycle and deforestation. Pupils can assess their work using the mark scheme provided. The plenary task is for pupils to choose words from a list of key words to formulate three summary sentences on what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
NEW AQA Trilogy GCSE (2016) Biology - Plant diseases & responses HT
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NEW AQA Trilogy GCSE (2016) Biology - Plant diseases & responses HT

(4)
This lesson is designed for the NEW AQA Biology GCSE, particularly the 'Infection & Response' SoW for the higher tier. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The first part of this lesson is a recap on the plant diseases students should have already covered within the 'infection & response' unit - rose black stop and tobacco mosaic virus. Plants will then be asked to come up with a brainstorm of the symptoms plants may exhibit when they are diseased. Once pupils have discussed this and tried to come up with some ideas you can reveal some of the common symptoms on the PowerPoint slide, along with images and examples. The next slide looks at the ways in which plant diseases can be diagnosed, from gardening manuals to monoclonal antibody testing kits. The next activity focuses on the role of certain minerals in the growth and development of plants, firstly students will draw a table in their book and then they will given a slip of information about one of the mineral ions - nitrates, magnesium or potassium. Pupils will need to walk around the room or swap these slips of paper with people on the same table as them to complete the table, they can then assess their work. The final part of the lesson focuses on plant defence responses, firstly pupils will be shown some diagrams of plants and their defence methods and will be asked to think > pair > share the potential ways plants can defend against disease. Pupils will then be given a card sort with different plant defence mechanisms, students need to sort these into three different categories - physical barrier, chemical barrier, defence against herbivore. Once completed pupils can then assess their work using the answers provided. The final task is an exam-style question on what they have learnt that lesson, pupils of higher ability may want to complete these questions in silence at the backs of their book. Pupils can then self or peer-assess their work. Plenary activity is to write 3 key words, 2 facts and 1 question about what pupils have learnt that lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
NEW AQA GCSE Biology (2016) - The human kidney HT
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NEW AQA GCSE Biology (2016) - The human kidney HT

(4)
This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Homeostasis' SoW and for higher tier students. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with an outline on the role of the kidney, pupils are asked recap questions on how water enters and leaves the body, which can be self-assessed using the answers provided. The next slide outlines the main functions of the kidney in controlling water and mineral ion balance, pupils will then need to answer questions on this information. This work can be self-assessed using the answers provided on the following slide. Pupils will then watch a video on how the kidneys work, pupils will need to answer questions whilst watching the video. Once the video is finished they can assess their own work using the answers provided. To summarise what the students have learnt so far they will then copy and complete sentences, filling in the blanks with the key words provided. Again, the answers for this task are provided for pupils to assess their work. The next part of the lesson focuses specifically on the release of ADH from the pituitary gland and it's control over the water balance in the body. Pupils are shown a flow diagram of the responses when water levels either rise too high or fall too low in the body. Pupils will then be given a list of statements and will be asked to recreate their own flow diagram to demonstrate this process. This work can then be assessed using the answers provided. The plenary task is for pupils to come up with three summary sentences about what they have learnt this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
NEW AQA GCSE Biology (2016) - Dialysis & kidney transplants HT
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NEW AQA GCSE Biology (2016) - Dialysis & kidney transplants HT

(4)
This lesson is designed for the NEW AQA Biology GCSE, particularly the 'Homeostasis' SoW and for higher tier pupils. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with an introduction to the reasons why a patient might be suffering with kidney damage and introduced to the treatments pupils will be learning about this lesson: dialysis and kidney transplants. For the next part of the lesson pupils will then need to get into four groups, two groups will read information on the treatment of dialysis and two will read information on kidney transplants. Using this information pupils will answer questions in their book and once a group has finished with one of the treatments, they should swap with another groups and answer questions about the other treatment. This task should take 40 minutes in total, once finished pupils should self-assess their work using the answers provided on the PowerPoint presentation. The last activity is for pupils to answer an exam-style question on the function of the kidneys and treatment for patients with kidney disease, once completed pupils can mark their work using the mark scheme provided. The plenary task is a 3-2-1 task, pupils write down 3 facts, 2 key words and 1 question to test peers knowledge of the topic of the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
NEW AQA GCSE (2016) Chemistry - Natural polymers & DNA
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NEW AQA GCSE (2016) Chemistry - Natural polymers & DNA

(4)
This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Organic Chemistry’ SoW. Firstly, pupils will need to complete a ‘True or False’ activity on carbohydrates, they will then be shown how polysaccharides are made from monosaccharides via a condensation reaction, as an example of a natural polymer. Pupils will also be provided with information on the structure of starch and glycogen ad how this relates to the function of these two polymers. Another example of a natural polymer are polypeptides/proteins which are made up of the monomers - amino acids. Again, pupils will be shown how a condensation reaction occurs to link together many amino acids molecules in a long polypeptide chain. Pupils will now complete a ‘Quick Check’ task to test their knowledge of what they learned so far this lesson, the answers to the questions will be provided in the PowerPoint for students to assess their own work. The next part of the lesson will focus on DNA as a natural polymer. Firstly, pupils will need to order the structures given in order of size - DNA, gene, chromosome, nucleus, cell. Next, pupils will watch a video on the structure and function of DNA and will need to answer a set of questions. This work can then be self-assessed using the answers provided in the PowerPoint. A diagram is then shown highlighting some of the key structural features of a double-helix DNA molecule, which pupils need to know and remember. The final task is a ‘Quick Check’ activity on the structure & function of DNA, students will need to answer the questions in their books and then peer or self-assess their work using the mark scheme provided. The plenary task is for pupils to write three quiz questions for pupils to test their peers knowledge of the topic learned in the lesson today. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
NEW AQA GCSE Trilogy (2016) Biology - Evolution & Extinction
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NEW AQA GCSE Trilogy (2016) Biology - Evolution & Extinction

(4)
This task is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Inheritance, variation & evolution’ SoW. For more resources designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity contains a set of differentiated questions worth 20 marks in total, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension or revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work against their target grades, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
NEW AQA GCSE Trilogy (2016) Biology - Diffusion, Osmosis & Active Transport Homework
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NEW AQA GCSE Trilogy (2016) Biology - Diffusion, Osmosis & Active Transport Homework

(13)
This task is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Cells’ SoW. For more resources designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity contains a set of differentiated questions worth 20 marks in total, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension or revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work against their target grades, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
Lesson Plenary Ideas
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Lesson Plenary Ideas

(10)
I have put together a collection of my favourite lesson plenaries which can be used as templates and tailored to your lessons needs! There are 17 altogether, ranging from anagrams to ‘Silent 5’ lesson summaries to writing twitter messages and Whatsapp messages to friends! Thanks for looking, if you have any questions please let me know in the comments section and if you download any feedback would be appreciated :)
NEW AQA GCSE Trilogy (2016) Biology – The importance of communities
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NEW AQA GCSE Trilogy (2016) Biology – The importance of communities

(3)
This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The first task involves pupils discussing the definitions for a set of ecological terms, pupils can write their ideas down in their books and then watching a video to fill in any blanks they were unsure of. Once this has been completed pupils can self-assess their answers using the mark scheme provided. The next task is for pupils to think > pair> share about how animals are interdependent upon each other, they can write down their ideas as a brain storm in their books. Once this has been completed, pupils can self-assess their work using the answers provided. Pupils will then be given some information on stable communities, they will need to read this information in pairs and then try and answer a set of questions. They can then self-assess their work, correcting anything they didn’t get correct using the answers provided. Pupils will now be introduced to the difference between abiotic and biotic factors, the first task is for pupils to watch a video and sort the factors demonstrated in the video into two columns – abiotic vs. biotic. They will then be given a set of descriptions, pupils will firstly need to identify which factor is for a list provided and the second task is for pupils to identify whether this factor is biotic or abiotic. Pupils can complete this on the worksheet provided, once completed students can either self-assess or peer-assess their work, making any corrections if necessary. The plenary task is for pupils to choose two organisms from the pictures on the PowerPoint slide, they will need to describe the difference in habitats between the organisms and compare the abiotic and biotic factors which affect their survival. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)