The lesson has full written resources with: differentiated resources; points for assessment; links to video; fun task to test understanding of knowledge; a classroom assessment point to help differentiate for the last main task. The lesson is aimed at higher triple GCSE students (grades 5 to 9) but will also be effective for struggling a level students. Lesson aims: I can describe how monoclonal antibodies are made. I can explain how monoclonal antibodies are produced from mouse lymphocytes to produce monoclonal antibodies on mass. I can apply ideas and explain how monoclonal antibodies can be used in other applications. The lesson follows this route: quick starter. introduction of new material Using new material and describe the process of monoclonal antibody production from mice. peer to peer assessment and pairedwork on task. model answer and correction with green pen. Assessment true and false quiz. Differentiated questions. Plenary.

This a complete GCSE Specific Heat Capacity (SHC) lesson. It has key opportunities for assessment, metacognition when going through the calculation. All examples of calculations have model answers for green pen corrections. The practical is the standard SHC practical with a block and an immersion heater, then using the results to calculate SHC. The main worksheet is differentiated by the points that students start at, which is assessed by a true and false quiz based on objectives. The worksheet has model answers for green pen corrections. This is either a slow paced two part lesson (1 - six) or a high paced lesson (for a students grades 5 - 9). My students loved it

This is a bright and colourful lesson targeting students from grades 3 - 8. It has Challenge for all, with model answers for every question, a card sort and frequent opportunities for Assessment. Objectives: I can define what is meant by potable water and pure water I can describe and explain some stages of how potable water is obtained from fresh water sources such as a reservoir. I can apply the ideas from potable water to different scenarios. Questionings and class assessment. Main lesson content delivery. Card sort of water process (with clues for weaker students - memory task as an alternative before card sort) to allow students to absorb process. Class discussion about process and card sort correction. Assessment to lead students to differentiated worksheet. Extension question sheet. Model answers. Plenary

This is a complete lesson with differentiation through the lesson with regular opportunities for assessment to help and direct students. There is also a section to model and discuss what limiting factors are and the what the graphs mean. Also there is a card sort to help develop student understanding further. Starter Objectives Information delivered, broken down and modelled (specifically the graphs and what each section of the graphs) Card sort to assess and reinforce understanding. quick quiz and assessment checkpoint - which will direct question routes Bronze Silver Gold. Model answers for the questions (can be shown on board) - green pen opportunities Plenary. This is aimed at students aged 12 - 16 and can be used as a basic PPt for A level.

This lesson is designed for year 9 - year 11 students. Can be used for year 8 and 7, if you are selective with which group. It includes the lesson ppt and contraceptive fact sheets. Main Lesson: research and information collection task. Peer assessment and chance to improve there work. Differentiated question sheet (by outcome) which can be orchestrated by getting students to start at different points in the main question sheet - Based on Blooms. It has many opportunities for class discussion throughout the lesson.

This is a revision lesson on cell transport (osmosis, diffusion and active transport). It has a lot of active modeling within the first part of the lesson, which can then be used to answers questions and see model answers. Starter - Choice of two (Questioning or mini quiz). Differentiated. Objectives. Active modeling one. Students model particles. White board modeling. Quiz to determine task sheet starting point. Worksheet (differentiated) Model answers Plenary.

These quizzes are on the topic cells. They are designed to retrieve and reinforce key concepts and knowledge. Each quiz should take 45 mins and then the model answers can then be used for the students to correct there work. Quiz 1 = Cells - Microscopes to Mitosis Quiz 2 = Cells - Microbiology to Transport They can be used as a major consolidation point, confidence builder, assessment point, revision lesson. These type of quizzes have been very useful when building subject knowledge. Besides Knowledge the resource focuses on Scientific Literacy, maths skills and required practical’s (from AQA). They can be used for most exam boards. The resource/s gets more challenging as the quiz progresses. The resource should be printed in either A4 or A3. This can be used as a major consolidation point, confidence builder, assessment point, revision lesson. These type of quizzes have been very useful when building subject knowledge with my classes and have produced excellent results.

One Page trilogy checklist containing P1 and P2 material. Simple list of lessons within topics. Student friendly. Designed for students based on feedback from them. My students love these. It has Higher content indicated and it also has required practicals on it as well. Great to go in a students book or to go onto something like show my homework. Good for parents as well.

This is a simple checklist that covers two pages and can easily be glued in students books, accessed by students, parents and placed on areas such as show my homework. Each topic is broken down into lessons. One page covers B1 and another B2. This has been developed in response to the needs and wants of my students. They love this. It has required practicals which is useful for the students to know as well as the content.

This checklist has a simple list of lessons within topics with the corresponding required practicals that are needed to be known. This is designed to be glued in front of books, for parents, for students who want to revise at home. This was designed based on feedback from my students who wanted simple checklists instead of large cumbersome I can ones. They love this.

This lesson is is designed to last for an hour and cover: I can give examples and describe how humans selective breed animals and plants I can describe the risks and benefits of selective breeding. I can explain how selective breeding will affect the variation in a gene pool in a species. The lesson structure looks like this: Choice of starter: a) keyword puzzle b) questioning and cold calling think pair share starter - differentiated. Main note taking white board task. Quiz to see how well the students have done with note taking. Assessment. Quiz score dictates starting point on the worksheet (differentiated) Model answers and feedback green pen session Plenary.

P1 Physics (trilogy) AQA low stakes formative assessments. 11 tasks. Designed so they can be placed every 6/7 lessons in Physics GCSE topic Units. This fits most school marking policies that place an emphasis on formative assessment. These assessments have been designed for Low stakes - High Impact. There is an emphasis on thinking and planning which is great for metacognition. These are designed to allow students to give quality answers but also be relatively quick to mark. These are also designed to be used for home work as well. In fact that is where they developed from. Each task has related pictures/tasks on the left and three differentiated (by outcome) tasks. This has been based on blooms/IDEALS using command words like define, describe, explain, compare, evaluate etc. They have also been designed to with word limits to make them more challenging and focus on concise quality. Plus, this means less to mark. A class set takes me 30 mins - 1 hour to mark depending on ability. Usually 40 mins. I tended to use colour coded highlighters on task sheet and in the WWW and EBI, with a statement or two. Each assessment has a task slide and a statement box slide. Photocopy both to go on one sheet and it becomes an A4 sheet that can easily be transported, written on and glued in student excercise books. This is useful if your school likes coloured paper to highlight marked work in books. Names of assessments: Energy transfers and pathways, KE GPE and EPE, Renewable and Non renewable, static electricity and charge, components current and circuit rules, electrical resistance and IV graphs, Plugs alternating and direct current, states of matter and internal energy, particles and pressure, the atom and evidence for it, radiation types and decay. Once my students got in the pattern of completing these, they loved them because it took them less time to complete.

Full Set of Biology (trilogy) AQA low stakes formative assessments. 16. Designed so they can be placed every 6/7 lessons in Biology GCSE topic Units. This fits most school marking policies that place an emphasis on formative assessment. These assessments have been designed for Low stakes - High Impact. There is an emphasis on thinking and planning which is great for metacognition. These are designed to allow students to give quality answers but also be relatively quick to mark. These are also designed to be used for home work as well. In fact that is where they developed from. Each task has related pictures/tasks on the left and three differentiated (by outcome) tasks. This has been based on blooms/IDEALS using command words like define, describe, explain, compare, evaluate etc. They have also been designed to with word limits to make them more challenging and focus on concise quality. Plus, this means less to mark. A class set takes me 30 mins - 1 hour to mark depending on ability. Usually 40 mins. I tended to use colour coded highlighters on task sheet and in the WWW and EBI, with a statement or two. Each assessment has a task slide and a statement box slide. Photocopy both to go on one sheet and it becomes an A4 sheet that can easily be transported, written on and glued in student excercise books. This is useful if your school likes coloured paper to highlight marked work in books. Names of assessments: Microscopy, Transport, Enzymes, circulatory system and organs, plant organs and tissues, pathogens and diseases, drugs, vaccinations, photosynthesis and rate, respiration and metabolism, nerves and hormones, genetic material and meiosis, genetic inheritance, natural selection and selective breeding, nutrient cycle, communities and food webs. Once my students got in the pattern of completing these, they loved them because it took them less time to complete.

Biology B1 (trilogy) AQA low stakes formative assessments. Designed so they can be placed every 6/7 lessons in Biology GCSE topic Units. This fits most school marking policies that place an emphasis on formative assessment. These assessments have been designed for Low stakes - High Impact. There is an emphasis on thinking and planning which is great for metacognition. These are designed to allow students to give quality answers but also be relatively quick to mark. These are also designed to be used for home work as well. In fact that is where they developed from. Each task has related pictures/tasks on the left and three differentiated (by outcome) tasks. This has been based on blooms/IDEALS using command words like define, describe, explain, compare, evaluate etc. They have also been designed to with word limits to make them more challenging and focus on concise quality. Plus, this means less to mark. A class set takes me 30 mins - 1 hour to mark depending on ability. Usually 40 mins. I tended to use colour coded highlighters on task sheet and in the WWW and EBI, with a statement or two. Each assessment has a task slide and a statement box slide. Photocopy both to go on one sheet and it becomes an A4 sheet that can easily be transported, written on and glued in student excercise books. This is useful if your school likes coloured paper to highlight marked work in books. Names of assessments: Microscopy, Transport, Enzymes, circulatory system and organs, plant organs and tissues, pathogens and diseases, drugs, vaccinations, photosynthesis and rate, respiration and metabolism. Once my students got in the pattern of completing these, they loved them because it took them less time to complete.

Biology B2 (trilogy) AQA low stakes formative assessments. 16. Designed so they can be placed every 6/7 lessons in Biology GCSE topic Units. This fits most school marking policies that place an emphasis on formative assessment. These assessments have been designed for Low stakes - High Impact. There is an emphasis on thinking and planning which is great for metacognition. These are designed to allow students to give quality answers but also be relatively quick to mark. These are also designed to be used for home work as well. In fact that is where they developed from. Each task has related pictures/tasks on the left and three differentiated (by outcome) tasks. This has been based on blooms/IDEALS using command words like define, describe, explain, compare, evaluate etc. They have also been designed to with word limits to make them more challenging and focus on concise quality. Plus, this means less to mark. A class set takes me 30 mins - 1 hour to mark depending on ability. Usually 40 mins. I tended to use colour coded highlighters on task sheet and in the WWW and EBI, with a statement or two. Each assessment has a task slide and a statement box slide. Photocopy both to go on one sheet and it becomes an A4 sheet that can easily be transported, written on and glued in student excercise books. This is useful if your school likes coloured paper to highlight marked work in books. Names of assessments: nerves and hormones, genetic material and meiosis, genetic inheritance, natural selection and selective breeding, nutrient cycle, communities and food webs. Once my students got in the pattern of completing these, they loved them because it took them less time to complete.

This lesson is the first lesson for the GCSE Chemistry AQA unit Energy Changes. It can used for other boards who also cover this lesson. This is a fun, fast paced lesson. The purpose of this is to cover the description of, what each part means and how to draw energy profile diagrams before getting to the nitty gritty when explaining endothermic and exothermic reactions. Doing this lesson well means you can go deeper into the science later on in the unit. Objectives: I can define activation energy is I can describe activation energy and to link examples to it I can link energy profile diagrams to activation energy and explain what they are showing. Starter. Choice between literacy or mini quiz. Objectives. Deliver content and Modelling of energy profile diagrams. Practical work. Observe. Assessment. Whiteboards. This will help determine what tasks students will complete. Differentiated Worksheet. Feedback Using Model answers. Plenary. This lesson is a perfect base for the unit and can be quickly adapted for grade 8-9 students.

Students struggle to write good flash card questions. I regularly find I need to teach students how to do this. I use this resource to help students make flashcards and use it to model how to write good questions on flash cards for effective revision. The resource is differentiated into three varying levels of difficulty (easy, moderate and hard) and also shows question types. It is designed to have on one slide for a PPT presentation or printed out in A5 for support card format. It can even be used to help trainee teachers when they are developing worksheets and lessons.

This lesson is designed to be a guided intro (metacognition and modeling) to electricity so that students gain confidence on the practical skills before going into detail on electricity as a whole. This is aimed at KS4 but can be used at KS3. This lesson will cover: circuit symbols; drawing circuits properly; and building circuits from diagrams and text. This can be done as one fast paced lesson or a two parter. For students grade 1-5. This lesson is a two parter and anything higher one lesson. I have always found, of this lesson is completed well, teaching electricity is always slightly easier and student confidence with circuits is better. The lesson comes with differentiated resources, card sorts and enough material for an information hunt (as an alternative to the card sort or as supporting material) Objectives: I can state what some of the keywords are for the unit electricity. I can identify circuit symbols of components, describe what many do and draw simple circuit diagrams I can draw series and parallel circuits and build these circuits from circuit diagrams Lesson structure. Starter. Do it now style task. Lesson intro. Card sort or information hunt. (differentiated) Modeling circuit diagrams. (metacogntion: Me (teacher), Us, you) Building circuits (differentiated task) Plenary

This lesson is designed to get the students really thinking about Science Investigation variables and what these look like in other investigations they never have seen before. This is also designed to get students thinking about alternative equipment for practicals. This lesson comes with worksheets and fully differentiated with model answers. This lesson is aimed to be about 50 mins but can be made longer when modelling physical equipment. Aims: I can define and write what the independent, dependent and control variables are in a scientific investigation. I can find and say where the variables are in many different experiments and identify examples of equipment used. I can write a scientific investigation title using my knowledge of variables and identify how I might use different types of equipment. Starter. Do it now style activity 10 mins. Objectives Modelling of what independent, dependent and control variables are and what it may look like from a classic experiment. Plus linking to a investigation title. Student work on A3 student Worksheet. Sheets with practical pictures are around the room. student circulate to identify variables and equipment from the pictures. Differentiated Bronze to Diamond. Work though model answers. Students correct with green pen. Quiz to assess understanding.

This is a whole lesson focusing on calculating magnification in Biology - from a do it now style starter, all the way through to a plenary. The lesson is fully differentiated with model answers. It has assessment built in assessment checkpoints. This lesson not only focuses on knowledge and execution of the calculation, but applies the ideas and gets the students to link it to real life. This lesson is also good for weaker AS level students before they complete harder magnification questions. Objectives: I can describe what is meant by magnification and resolution. I can carry out calculations involving magnification, real size and image size. I can also describe the differences between mm, um, nm. I can work out questions related to magnification by rearranging the formula. I can recognise when/how to change units in questions and how to use standard form. The lesson will: Introduce definitions and basic material. Get students to think and look at conversions of units. Students will then practice calculating magnification and teacher will model how to complete questions. Mini assessment. Quiz Assessment and reinforcement of key ideas Differentiated questions Bronze Silver Gold Model answers Plenary.