Written for Legacy AQA C3.3.1 but also useful for the C5.5.1.3 of the 2018 GCSE (The energy change of reactions) and probably some other exam boards too! The expectation is that students already know what exothermic and endothermic reactions are, and have encountered qualitative energy profile diagrams. Resources are: - A simple powerpoint with two worked examples for working out Delta H - A worksheet with problems for students. In the first three questions students practice working out the energy for 1 mol of a compound, several mol of a compound, and a mass of a compound (requiring them to first figure out how many moles that is). On the back of the sheet students then apply this to full questions. - Answers! I did them quickly by hand (as you'll see) so let me know if there are errors. I've showed working wherever I could fit it in so hopefully that's helpful. The only one I couldn't fit in was combusting the three fuels!

This is a spreadsheet containing lesson titles, learning objectives and success criteria for Years 7 - 9 (on separate tabs), for Biology, Chemistry and Physics. (I have also left my 'Tec sheet' column in there, as this is a working document but I thought some people might find it useful for ideas. If anything sounds interesting and you want me to explain what the practical was just drop me a message). The modules covered are: 7A Cells 7B Animal Reproduction 7C Muscles and Bones 7D Ecosystems 7E Separation 7F Acids and Alkalis 7G Particles 7H Atoms, Elements and Compounds 7I/J Energy and Electricity 7K Forces 7L Sound 8A Food and Nutrition 8B Plant Reproduction 8C Breathing and Respiration 8E Combustion 8F The Periodic Table 8G Metals and their uses 8H Rocks 8I Fluids 8J Light 8K Energy Transfer 8L Earth and Space 9A Genetics 9B Plant Biology 9E Making materials 9F Reactivity 9I Forces and Motion 9J More electricity The codes were taken from a commercially available scheme of work, which is why 7I and J are merged, and 8D is missing! This document is based fairly closely on the national curriculum, so it's quite narrow and to-the-point. (There are 61 lessons for year 7, 57 lessons for year 8, and 41 lessons for the KS3 part of year 9 - who start GCSE midway through the year). In reality what I teach is actually slightly broader than this (e.g. I spend longer on the Periodic Table and genetics than this would suggest). Some of the lessons you will see have four or five success criteria, and these are generally double lessons. The Year 9 Physics is fleshed out beyond the national curriculum, as we roll straight from Year 9 Physics into the start of GCSE Physics. This document would be useful to you if you are an NQT, or perhaps teaching KS3 outside your specialism for the first time, and want help deciding what order to sequence the lessons in and what to include in each lesson. It might also give you some ideas for practical work or things to do in lessons (although I haven't included references to worksheets and so on for obvious reasons!) A couple of other things: all of my questions are titles (school policy!) which lends itself nicely to easy plenaries (can we now all answer the question?!). The LOs are generally very short and to the point, as in my school all students have to write these down at the start of the lesson.

Having encountered a similar Physics resource, I have found that this makes for a really great revision lesson. It forces all students to get involved (you can see if they aren't, because they aren't moving) and it introduces good flash card technique (i.e. saying the answers out loud, making sure you get precise wording etc). I've ended up making these for many many different topics, because every class I've tried it with has responded really well. Step 1: Print pages 1 to 4 on coloured card, and cut into small individual cards (one copy of the entire document for the class). Step 2: Print pages 5 and 6 on A3 paper (1 each for every student). Step 3: Give students 1 card each Step 4: Explain to students that they now each have a model answer to a question. They will have 15 - 30 minutes (depending on how large / compliant your class are!) to swap answers with their peers like so: Student 1 - *reads question 1* Student 2 - *answers question 1* EITHER: Student 2 gets it right, and wins the card or Student 2 gets it wrong. THEN: Student 1 *reads out the answer to question 1* Student 2 *repeats it back* Then reverse roles. Basically, nobody can move on until they can say the model answer and they don't just keep guessing. They get told what the right answer is. BUT they have to be able to repeat it, which keeps them listening. AFTER this period is completed you then give the students the A3 sheets and ask them to fill in as many answers as they can remember. This means that they finish the lesson with a summary resource they can take home to revise from. Depending on the class I've tried this as a silent memory exercise, or allowed them to carry on moving around and grabbing the cards they can't remember. This resource covers: - Animal and Plant Cells - Specialised Cells - Eukaryotic and Prokaryotic Cells - Magnification - Diffusion - Osmosis - Active transport NB It does not cover meiosis / mitosis (as it was based on the first 10 lessons from my textbook, which doesn't quite marry up with the order in the spec!) Happy revising.

I designed this workbook covering 5 lessons for year 11s starting C2.3 of the old AQA Chemistry course. Very little has changed with the new GCSE. I wrote it shortly before a period when I knew a lot of students would be missing, to allow them to quickly catch up. It contains a lot of worked examples (and I have also shown the working in the first few questions for each section in the answer booklet, which I hope non-specialists will find useful). The booklet consists of worked examples and tiered questions for - Relative atomic mass - Isotopes - Relative formula mass - Percentage by mass - Moles - Percentage yield Balancing equations, empirical formulae and atom economy are also included, but not tiered. (Generally I find either kids can do empirical formulae or they can't - there isn't really a way to make it easier or harder!) For each section there is a Level 1, Level 2, Level 3 so that students in a mixed ability class could all find a suitable level. The one thing that I haven't really done in this booklet is explain yield, as the way I teach that doesn't really lend itself to booklet form!

These flashcards cover the whole of the AQA Legacy Chemistry Unit 2 specification (final exams in 2017). In many cases, the model answers are copied directly from the specification. You can use these however you want, but for a revision lesson I suggest the following: - Print the first document (with the model answers) onto card and cut up. Print the second document (with the blank boxes) on paper. - Give students 1 card each - Tell students that they now each have a model answer to a question. They will have 15 - 20 minutes to swap answers with their peers like so Student 1 - reads question 1 Student 2 - answers question 1 EITHER Student 2 gets it right, and wins the card or Student 2 gets it wrong. IF Student 2 gets it wrong then Student 1 reads out the answer to question 1 Student 2 repeats it back Then reverse roles. Nobody can move on without saying the model answer. If they can't answer the question, they don't just keep guessing. They are told what the right answer is. BUT they have to be able to repeat it, which keeps them listening. When this period is over, give students the blank sheet to fill in. This acts as a summary to consolidate what they have learned, and gives them something they can take away. Depending on the memory skills of the class you're doing it with, this could be silent recall or you could let them make use of the cards.

A selection of purely factual recall questions covering the five topics examined by AQA GCSE Chemistry (or Combined Science) Paper 2. Unit 6: The rate and extent of chemical change Unit 7: Organic chemistry Unit 8: Chemical analysis Unit 9: Chemistry of the atmosphere Unit 10: Sustainable Development The idea of these questions are that they assess facts lifted straight from the specification, without any application or analysis: just AO1. I haven’t made answer sheets yet, but I have made a video tutorial for each one that contains all the answers (See the links below).

These flashcards cover the whole of the AQA Legacy Physics Unit 1 specification (final exams in 2017). In many cases, the model answers are copied directly from the specification. You can use these however you want, but for a revision lesson I suggest the following: - Print the first document (with the model answers) onto card and cut up. Print the second document (with the blank boxes) on paper. - Give students 1 card each - Tell students that they now each have a model answer to a question. They will have 15 - 20 minutes to swap answers with their peers like so Student 1 - reads question 1 Student 2 - answers question 1 EITHER Student 2 gets it right, and wins the card or Student 2 gets it wrong. IF Student 2 gets it wrong then Student 1 reads out the answer to question 1 Student 2 repeats it back Then reverse roles. Nobody can move on without saying the model answer. If they can't answer the question, they don't just keep guessing. They are told what the right answer is. BUT they have to be able to repeat it, which keeps them listening. When this period is over, give students the blank sheet to fill in. This acts as a summary to consolidate what they have learned, and gives them something they can take away. Depending on the memory skills of the class you're doing it with, this could be silent recall or you could let them make use of the cards.

Resources for a ~1 hour revision lesson covering the key points about lenses for P3.1 of the AQA GCSE Physics (old spec). Students should already have covered all key terminology before this lesson. Page 1 should be printed on A3, and kept back. Pages 2-7 should be printed on card (cut into 4) and one card given to each student. If you have more than 24 students you could double up cards, or possibly write a few extra questions. Students aim to swap cards with other students, by correctly answering their question. If the person answering the question gets it wrong, the student with the card reads them the answer, and asks them to repeat it back. This can take several attempts, but they keep going until they get it right. When they do, they can swap cards. Even correctly answering every question on the first try it will probably take 30 minutes to get every card. After the students have had ample time to swap cards, they are given the A3 summary sheet. Now, from memory, they fill in the answers to the questions. (I ran out of room, so 23 and 24 are not on the summary sheet!) This helps to consolidate everything they need to know about the topic.

An interactive way for students to revise sedimentary, igneous and metamorphic rocks. Good points about this lesson - You can see whether students are engaged (because they have to move!) - It introduces encourages good flash card technique (i.e. saying the answers out loud, making sure you get precise wording etc). - Print the model answers file onto card (If you do the 2 pages on 2 colours you can then control the pace of the lesson a bit) and cut into small individual cards (one copy of the entire document for a class of 20, or you could double up for a normal-sized class. The class I wrote this for was very small.) - Give students 1 card each - Tell students that they now each have a model answer to a question. They will have 15 - 20 minutes to swap answers with their peers like so Student 1 - reads question 1 Student 2 - answers question 1 EITHER Student 2 gets it right, and wins the card or Student 2 gets it wrong. THEN Student 1 reads out the answer to question 1 Student 2 repeats it back Then reverse roles. Nobody can move on without saying the model answer. If they can't answer the question, they don't just keep guessing. They are told what the right answer is. BUT they have to be able to repeat it, which keeps them listening. When this period is over, give students the blank sheet to fill in. This acts as a summary of what they have learned. (In other topics I have given students other activities like a cloze exercise, a table or materials to mind map their answers. Lots of ways you could follow it up, but I think it's important to give them some way to consolidate their learning and produce a resource they can go back to). Depending on the memory skills of the class you're doing it with, this could be silent recall or you could let them make use of the cards.

A selection of purely factual recall questions covering the first two topics of AQA GCSE Chemistry (or Combined Science). The idea of these questions are that they are facts lifted straight from the specification, without any application or analysis: just AO1. I haven’t made an answer sheet yet, but I have made a video tutorial for each one that contains all the answers. (See the link!)

A user on twitter (@Miss__Thomson) had shared a photograph of one of these, which she'd made for her year 11s for a different exam board. I've just edited it to match the AQA (Legacy Spec) Chemistry 1 exam. Students need a dice. Roll once for the column, once for the row. Answer the question on a post-it. (It'll need to be on A3 for them to fit them on!) I've included publisher so you can edit for other uses, but pdf is easier to print from!

An interactive way for students to either revise Alkali Metals or learn the material for the first time. Fits into AQA Legacy C3 or the first part of the new AQA GCSE Chemistry. Good points about this lesson: - You can see whether students are engaged (because they have to move!) - It introduces / encourages good flash card technique (i.e. saying the answers out loud, making sure you get precise wording etc). - Print the publisher file onto A3 card and cut into small individual cards (one copy of the entire document for a class of 20, or you could double up for a normal-sized class. The class I wrote this for was very small.) - Give students 1 card each - Tell students that they now each have a model answer to a question. They will have 15 - 20 minutes to swap answers with their peers like so: Student 1 - *reads question 1* Student 2 - *answers question 1* EITHER: Student 2 gets it right, and wins the card or Student 2 gets it wrong. THEN: Student 1 *reads out the answer to question 1* Student 2 *repeats it back* Then reverse roles. Nobody can move on without saying the model answer. If they can't answer the question, they don't just keep guessing. They are told what the right answer is. BUT they have to be able to repeat it, which keeps them listening. When this period is over, give students the cloze exercise to fill in. This acts as a summary of what they have learned. (In other topics I have given students a copy of the publisher file with the answers removed on A3 to fill in, or I've given them materials to mind map their answers. Lots of ways you could follow it up, but I think it's important to give them some way to consolidate their learning and produce a resource they can go back to). Depending on the memory skills of the class you're doing it with, this could be silent recall or you could let them make use of the cards.

A simple grid with space for students to make their own notes about a number of key thermodynamics definitions (e.g. standard enthalpy of formation / combustion / solution) as a precursor to moving on to drawing Hess’s cycles. Written for Y13s on the AQA Chemistry course, but could be used for other boards.