I found this document after a long search on the internet. It dates back to early 2000 and has the complete breakdown of topics, learning objectives, outcomes, possible activities and teaching notes. Published by the QCA.

This is the National Strategies Framework document for Science published under Labour Govt. Very useful for KS3 planning.

Approximately 30 word searches in total covering the topics of solutions, heating, classification, variation, acids and alkalis, cells and safety.

Based on the AQA key words produced by them, this is designed to get students to interact with the words and definitions. Suitable for C grade and above or in mixed ability groups. Activity should take about 20 minutes.

Resources contain a foldable activity, bingo cards, assessment and a card sort Suited for the disengaged lower achieving classes. Get them hooked - stealth learning!

Objectives: To understand the conservation of energy To understand the meaning of endothermic and exothermic To give examples of endothermic and exothermic reactions To distinguish between exothermic and endothermic reactions. A range of activities are included in this resource. The information Gap activity is probably my favorite as it engages students and provides them with instant feedback. The resource includes: Information Gap, Questions and Answers, Matching Pairs, Cloze x2, Spelling x2 . Visit me here https://www.tes.com/teaching-resources/shop/heelis

Designed as a tool to help teachers with marking. When coming across a student in need of some help with best fit lines simply stick one of these small 'how to' exemplars. 6 per A4 sheet.

Suitable for KS4 and higher KS3 This resource uses the same objectives and similar questions throughout so you can choose which students do which activity. Choice is yours! The questions center around the standard tests for oxygen, hydrogen, chlorine and carbon dioxide. Resource 1 is a matching activity Resource 2 is a card sort Resource 3 is more challenging and asks students to describe the tests, draw a diagram and complete equations. Resource 4 is the feedback activity - there are 2 sheets (worksheet A and B) and students are put in pairs and given either. After completing their questions they then check their answers - their partner’s worksheet will have the answers. A very engaging resource - 4 for the price for 1.

A range of short literacy activities on the above topics. Suitable for KS3.

Suitable for KS3 and KS4 Using photographs of models of diffusion students use their knowledge of the particle model to evaluate. The SEN activity guides students through in more detail and has only one model to evaluate.

Differentiated resource designed to promote deep learning. The resource comes with a total of 6 dice, some with question starters and the others with content. Please scroll through the resources for images. Instructions Put students into pairs. Issue each pair with either a foundation or higher QUESTION STARTER dice and one of the CONTENT dice. Students roll both die to form a randomly generated question/task stem and content. For example the pair may role "give 5 examples of" and on the other dice "alkali metals"

A card sort of 15 cards suitable for Key Stage 3 or low achievement KS4. Objectives To understand ways of separating mixtures. To understand Key terminology. The resource consists of a 15 question card sort and a set of 15 revision cards in colour and another in black and white.

Objective: To understand that metals need to be extracted from ores To understand the properties and uses of metals and alloys Suitable for higher KS3 students or KS4. This is resource consists of 2 activities. The first is a Jeopardy worksheet where students are given the answer and they come up with the question, the second is a learning grid that asks students to find relationships between words. Instructions for link word Students placed in groups of two and given a relevant piece of text. Working as a team, using glossaries, text book, internet etc. students then force a relationship between as many of the words as they can by making coherent sentences with their chosen words.. They can either:- 1. Write an sentence using the two words that clearly explains how they are linked 2. __________________ is linked to _______________________ because _____________________________. 3. ________________ is linked to ________________ an example is ___________________________________. 4. _______________ is similar to _____________ because __________________________________________. 5. ____________________ is different to _________________ because ___________________________________. 6. We can use ________________ to ____________________________ because _____________________________. To differentiate the task the words carry a number score. A high ability student would have a far higher score than a lower ability student. This forces the higher level student to choose words that have a higher value ie more difficult to make connections to. Encourage students to use as many words as they can in their EXPLANATION as they will be added to their scores.

Designed for feedback at the end of the acids topic, personalised targets or as personalised homework tasks. From Level 3 to gifted and talented. Each set has a number of activities suitable for that level. I usually print these on standard ASDA or Avery labels (3 x 7 65mm x 40mm) but they work equally well on paper.

Included are Learning Grids for KS3 Forces, Classification, Energy, Compounds Elements and Mixtures and Light This activity is designed to force deeper thinking at all levels, forcing students of all abilities to make links between concepts they have encountered over the course of the topic. This is a highly engaging activity for all which draws on both literacy and content. Each word has a point value ascribed to it, depending on level of difficulty. Students then construct sentences linking as many of the words as they can in a single sentence. They tally up their word score and then move on to producing another sentence. etc. Instructions on how to use the activity with a set of dice is also included. Always ensure that students have access to glossaries or text books so that they can challenge themselves to find the meaning of new terminology or concepts. This is best carried out in pairs, where students can discuss and share ideas.

This activity is designed to force deeper thinking at all levels, forcing students of all abilities to make links between concepts they have encountered over the course of the topic. This is a highly engaging activity for all which draws on both literacy and content. Each word has a point value ascribed to it, depending on level of difficulty. Students then construct sentences linking as many of the words as they can in a single sentence. They tally up their word score and then move on to producing another sentence. etc. Instructions on how to use the activity with a set of dice is also included. Always ensure that students have access to glossaries or text books so that they can challenge themselves to find the meaning of new terminology or concepts. This is best carried out in pairs, where students can discuss and share ideas. This has been designed specifically for the new GCSE Physics content and has been used for the first time with Year 9 in 2016. Some of the words/concepts include: Eureka Can, Solid, Sublimate, Vibrate, Liquid, Gas, melt, energy, inter-molecular etc.

All answers included This resource contains editable documents that include: a simply worded 2 page text with all relevant information included and analysis activity in the form of a card sort/Venn diagram spot the mistake with correction activity differentiated comprehension activity based on the text provided Objective: To gain a deeper understanding of how the periodic table developed, why Newlands’ law of octaves was rejected and Mendeleev’s idea of periodic law accepted by the scientific community. Previous knowledge: Limited knowledge of the periodic table and and chemical symbols