Summary assessment lesson for the new AQA GCSE spec. Students assess their prior learning in the starter by choosing a set of questions to answer. In the main activity, they need to make the key notes on the three topics which can be added to from textbooks/ revision guides etc. The topic that they start with is the topic that they ignored because it was too hard in the starter. Once they have made notes, they complete a set of questions before self assessing with the mark scheme. There are differentiated questions for ionic and covalent bonding. Plenary is an exam question to check understanding. I have run this as a challenge race where students record their scores for the 3 topics on the board and prizes are awarded for the highest mark in each section, the highest total mark and the first person to complete all three sections. It has worked well with a low ability and low motivation group.

A powerpoint to take students through the process of carrying out a titration and the calculations then required. The starter sets up the idea of how a concentration can be calculated and should lead to some discussion. There is then a summary of key terms before explaining how to carry out the titration and the calculations.

This focuses heavily on literacy while learning about the digestive system. You will need access to a lot of Biology textbooks from KS3 to A Level and potentially access to the internet. The starter is a Scrabble based activity where students are challenged to find the words that have the highest score. This can be differentiated by giving students the choice of an unlimited number of letters, no more than 7 letters etc. The main part of the lesson is a research based task in groups. This takes the form of a “FIGHT!” as students will have to decide which is the most important in the body. Groups are allocated an organ to research using the questions on the powerpoint. The groups then nominate a spokesperson to feedback the information from the group. Students then have to vote which organ they think is the most important. There are then questions to answer as the plenary of the lesson. Hope you find this useful!

Theory and then active engagement for the students. Teach the theory of work and power and do some worked examples of the calculations. The questions will need to be printed onto different colour paper and placed into envelopes around the room. Working in pairs, students will need to collect one question at a time to answer onto their sheets. Once they have completed one of the questions, they need to return it to the envelope before collecting another one. This is a race to see which pair can complete the challenge first.

This lesson takes students through the way to calculate masses in a reaction and covers a very simple definition of a mole. It moves onto Percentage Composition before having a checkpoint for the students to assess their learning and choose which independent learning task that they are going to complete. Worksheets are provided (with answers) for both of these tasks. The plenary is to write a tweet to explain what they have learnt in the lesson.

Revision summary for those students doing the new double GCSE (Trilogy) specification. Covers all of the information needed for the end of topic test.

A lesson that covers how salts are made with a scavenger hunt for the students. They need to be given a copy of the Notes to Make Sheet and will need to decipher the clues to complete the gaps. The powerpoint then goes through the tasks and the students have an assessment point before they have to decide which route to take. Worksheets needed for these routes are labelled and described in the powerpoint. One of worksheets is from creative-chemistry.org.uk as it was so good, I didn't see the point in reinventing the wheel - it is not my work.

Updated to remove references to levels. Please leave a review if you like this resource. Many thanks! The 'What Do You Know' worksheet is a starter that involves group work and assesses prior learning. Students work together and can either: 1. write an answer; 2. add to an answer or 3. correct an answer.The 'Research on Human Sex Cells' worksheet is the main body of the lesson and allows student to work either independently or in groups as you decide. They will need to have access to a range of textbooks for this. Hope you find it useful!

Remember to PEE when writing a conclusion. Simple wall display to help remind your students what to do when writing a conclusion.

A lesson focusing on finding out what the students already know about reversible reactions. They then have to self-assess where they are and choose which tasks to complete based on this. The main activity is another choice activity for students to move onto the main part of the lesson and the effect of changing conditions on chemical equilibrium.

A resource for Public Services Level 3, Unit 3 Citizenship. It can also be used for the Level 2 QCF, Unit 6 course.

For the AQA CH1 topic, a lesson that guides students through a recap about alkanes and their structure before looking at alkenes. Differentiated questions and tasks through the lesson. This was designed for a lower ability Foundation tier Y10 group.

New AQA GCSE spec lesson on chemical bonding. This is the introductory lesson to the topic on structure and bonding and so is more about establishing prior learning and beginning to understand what a bond is. The students can complete an investigation of burning magnesium in air to show that when a reaction takes place, a new substance is formed. Lots of questions and group work for them to complete.

Using the First World War Centenary and why we remember as the theme, this assembly summaries the events of 1914 and shows how warfare changed in 1915. It looks at the main battles and the cost to life and then gives facts about the cost of war.

A lesson that summarises and assesses electrolysis and redox reactions. Information is given on the powerpoint and then students are given the worksheet for them to choose their working level of questions. Textbooks, revision guides or access to BBC Bitesize (or similar) will be required.

Three lessons in one to try to encourage active and independent learning. The challenge and race element to the lesson really engaged a bottom set of disaffected Y11 boys. Students complete one of the starter activities about braking and stopping; thinking and braking distances or terminal velocity. They then have to start with the one that they ignored in the starter for the main part of the lesson. The key points of information for the three topics are given in note form but students will need to use textbooks to supplement it. The make notes on each topic, answering the questions and then self-assessing them. The question and answer slides in the power point will need to be printed out onto different colour paper for the students to help themselves to during this part of the lesson. I ran this as a challenge whereby I had a results table on the board and students recorded their marks for the each of the sets of questions and a prize was awarded for the first to finish and the highest total score. Once this section, has been completed, the elasticity topic is introduced to the whole class before some questions are given to check that they can use the equation.

An assembly aimed for secondary students that summarises the events of 1916 before examining the key events in 1917 such as the entry of the USA into the war and the impact of the Russian Revolution in brief. The assembly moves on to look at the main battles of 1917 with focus on the 3rd Battle of Ypres, known as Passchendaele. For more information about this battle and for videos to show, the Royal British Legion has a good series of videos which can be shown.

This fits into the Y8 Food and Digestion topic but can be used for assessing tables of results drawing and graph plotting. Students are given information to be able to plot a graph which they then have to analyse. The table of results must be completed by identifying any anomalies and then calculating the mean average before a line graph is plotted. New style assessment levels are given.

A Remembrance Day Assembly about the history of the poppy as the symbol of remembrance and why it is important to remember each year. The assembly traces the adoption of the poppy after the poem “In Flanders Fields” was written by John McCrae and how it led to the work of pioneering women to lead the way in creating roles for the widows and those left behind in the making and distributing of poppies. The role of the Royal British Legion founder Earl Haig is covered along with the role of the Royal British Legion today. The war casualties in terms of war dead and the injured are also covered to show that we also need to remember those who went to war to fight for us but came back injured. The opportunity for a period of silent reflection is provided with a slideshow to the Last Post which lasts for two minutes culminating in a slide explaining why we remember. The Kohima Epitaph, which will be read at all Remembrance Day events in the last slide. I recommend visiting the RBL website for more information if you need it along with other Remembrance resources.

What actually is identity? Are there different types of identity? How do you prove your identity? Why would you need to be able to prove your identity? This lesson looks at identifying the different types of identity within society before thinking about which type of identity you need to be able to prove. I have included some examples of identity requirements which I have downloaded from the internet (see the documents for acknowledgements) but students can research this in the lesson. The lesson finishes with a discussion about whether or not the methods currently in use are any good and whether or not they could be forged before deciding what they think should be used.