A comprehensive collection of materials needed to deliver the entire activate 3 (for year 9) curriculum. Although the SoW states that GCSE content can be delivered in term 3, there is enough content in this pack to last the final half term. Materials were prepared using google docs / slides - to prevent formatting issues, please open the resources using google slides instead of powerpoint. The materials include: A fully written scheme of work. Full lessons for each lesson / concept. Revision mind maps for end of units. GAP tasks to consolidate learner knowledge. It does not include due to copyright infringements: The end of unit tests for activate 3.

This resource originally produced on google slides was used to guide students through the pig trotter dissection. It includes: The risk assessment, The method, A quiz regarding joints in the body, Big question plenary - Describing how joints are arranged.

A comprehensive collection of materials needed to deliver the entire activate 2 (for year 8) curriculum. The materials include: A fully written scheme of work. Full lessons for each lesson / concept. Revision mind maps for end of units. GAP tasks to consolidate learner knowledge. It does not include due to copyright infringements: The end of unit tests for activate 2.

A comprehensive collection of materials needed to deliver the entire Pearsons Edexcel Combined Science (9-1) curriculum. Following the Activelearn curriculum. The materials include: A fully written scheme of work. Full lessons for each lesson / concept. Revision mind maps for end of units. Some core practical resources are still in the process of being completed (this resource will be updated as soon as these are updated) It does not include due to copyright infringements: The end of unit tests from Activelearn.

By the end of the lesson learners should be able to: Identify the reactants and products of photosynthesis. Describe how a leaf is adapted for its function. Explain why the leaf requires guard cells. Compare root cells and cells of a plant’s leaf.

By the end of the lesson learners should be able to: State the limiting factors for photosynthesis. Describe how a limiting factor can affect photosynthesis. Explain why these limiting factors have the effect that they do.

By the end of the lesson learners should be able to: Identify substances that are transported in the xylem and phloem. Describe how a plant transports sucrose and water. Explain why the phloem and xylem are good at their roles of transport.

By the end of the lesson learners should be able to: State what’s meant by biodiversity. Describe how biodiversity can be increased / decreased. Describe what non-indigenous / alien species can do to biodiversity. Explain why there is a limit on how much fertiliser a person can buy.

By the end of the lesson learners should be able to: Identify 2 musculoskeletal disorders. Describe the role of the joint. Explain why decreased collagen content can lead to hypermobility. Explain why rheumatoid arthritis leads to pain in the joints.

By the end of the lesson learners will be able to: Identify parts of the female and male reproductive systems. Describe the journey of sperm to the egg. Explain why it’s best for fertilisation to occur in the female’s reproductive system.

A simple and fun competitive snap game using scientific terminology matched with pictures. PPT can be presented to the entire class for a whole class session, or can be printed and cut for team games - there will always be a snap between 2 cards but the students need to find and identify the correct scientific key word. The students who calls out the key word first wins the round. Key words included are: Units, DNA, Bunsen burner, Tripod, Beaker, Gauze, Heat mat, Measuring cylinder, Safety glasses, Repeatability, Dissolving, Melt, Solidify, Evaporate, forceps, solid, Liquid, gas, reaction, reproductive system, microscope, pH, Periodic table, pipette, carbohydrate, fat, protein, test tube, lab coat, kinetic energy, sound energy, gravitational potential energy, atom, thermometer, cell, digestive, system, Electrical energy, circulatory system, electron, respiratory system, nervous system, litmus paper, skeleton, photosynthesis, light energy. Excellent as a settling activity or starter / interim activity.

Resource designed to use when delivering the Pearsons iBTEC Applied Science: Unit 5: Principles and Applications of Biology II Learning aim A: Understand biological molecules and pathways and their effect on the body Consists of 7 slides Slides were designed on Powerpoint and includes minor guidance on how to structure their coursework. Success criteria: I can identify lipids. I can describe the function of lipids in the body. I can compare lipids to carbohydrates.

A comprehensive lesson which will teach students about the process of transcription and translation Contains support slides to aid learners. Differentiated tasks in order to meet the needs of different learners. Learning objective: Analyze the intricate molecular mechanisms of transcription and translation, explaining how genetic information flows from DNA to RNA and ultimately to functional proteins. Success criteria: I can describe the different types of RNA within a cell and relate this to their location. I can justify why RNA plays an interconnecting role within the cell. I can predict and evaluate the effects of a mutation from the DNA code to the entire cell. Contains 23 slides and a lesson plan I used this resource to teach the Pearson international BTEC level 3 unit 14A genetics course.

A comprehensive lesson which will teach students about mutations and the role of siRNA Contains differentiated tasks in order to meet the needs of different learners. Learning objective: Analyze the impact of mutations on gene expression, protein structure and function, and organismal traits, considering both beneficial and harmful effects. Success criteria: I can define mutations and explain why mutations affect the produced protein. Critically evaluate the role of siRNA and RISC in regulating gene expression at the post-transcriptional level, emphasizing their impact on mRNA stability, translation efficiency, and cellular processes. 3. I can critically assess the ethical considerations surrounding siRNA-based therapies, addressing concerns about potential unintended consequences and the manipulation of gene expression. Contains 17 slides and a lesson plan I used this resource to teach the Pearson international BTEC level 3 unit 14A genetics course.

Resource designed to use when delivering the Pearsons iBTEC Applied Science: Unit 1: Principles and Applications of Biology I Success criteria: I can identify different structures within a plant. I can describe the uses of the parenchyma, collenchyma and sclerenchyma I can explain why these tissues are effective at their function.

By the end of the lesson learners should be able to: Identify 4 possible pathogens. Describe the effects of these pathogens on the body. Compare and give examples of each pathogen.

By the end of the lesson learners should be able to: Identify the two types of white blood cell. Describe the roles of phagocytes and lymphocytes. Explain why vaccines are an effective way of preparing the body against a pathogen.