This is an effective way show students how to approach and write 6 mark questions. These work very well along side my more structured 6 mark template approach - which is not sold as part of this set. Students love these. This resource is a designed to be quick to set up (with exam pro or existing 6 mark questions), aid the student on how to structure there answer, write in feedback, from which they can then write an excellent response to the question. You will need to add in the 6 mark question of choice (paste it in). It consists of three slides. the first one is the student copy. step 1) Students do not write in the answer but write in the ideas and connectives that will them answer. Step 2) from exampro, the ideas or statements from the 6 mark answer will be in the ideas box. Students write in feedback and corrections in green. Step 3) students then write the answer. Give a time limit. Step 4) mark and give back feedback. I found this to be really powerful, particularly in step 2 with the metacognitive phase. I have thrown in an example to show you how to do it.

This is a plenary randomiser that is based on a wheel. You can spin it when you want, stop it when you want, re-spin it if necessary. The wheel has eight different plenary types. My students love it. Ability of the wheel activities ranges from low to high abilit There is a second version which will allow you peer assess students ideas.

Attached are some quick to place in lessons, fun literacy style challenges intended for start or plenary use. The ppt contains a template for: word wheel, word wheel to encourage students to use words in sentences, find the keywords in two different formats and finally a taboo template.

This lesson is aimed at GCSE grades 2 onwards with some challenging application resources for the Higher ability (grades 7 - 9). This lesson is mainly aimed at students grades 2 -7. This can also be used for low ability A/AS level groups who need to develop their understanding of the importance of Active Transport in Biological organisms. The lesson comes with frequent assessment opportunities, clear opportunities for modeling by the teacher, differentiated tasks and worksheets at all points in the lesson. The lesson also comes with model answers when reinforcing and extending student understanding. All slides have instructions attached for student and teacher. The lesson comes with starter and plenary as well. Objectives: I can able to define diffusion, osmosis and active transport and simply describe how active transport works. I can accurately describe how active transport works and suggest some examples of where it occurs. I can explain why active transport is important and why it is useful in different scenarios.

This lesson is targeted are GCSE students Grades 2 - 9. This looks at Enzyme activity and specifically looks at graph interpretation. My students have found the focus of this lesson particularly useful. I can describe how the rate of enzyme activity can be limited I can explain enzyme activity may vary in different conditions and refer to the structure of the enzyme. I can use evidence and data to support my understanding of the effect of temperature and pH on the rate of enzyme activity. This lesson comes with all the trimmings: Starter (choice of two), Plenary, Content to deliver, Assessment and consolidation task, differentiated sheets, written model answers. Starter (one to recap the structure of an enzyme and th other to encourage thinking skills) Video link and task. Content delivery - with hand out out to avoid writing. Student Oracy, assessment and thinking skill task. Differentiated sheets. Model answers. Plenary task.

This is designed for students completing GCSE and specifically aim at students who need extra support. So from the low ability groups to mid ability groups. Grades 1 - 6. These work well along side my less structured 6 mark templates for the higher ability groups which focus on what they know and how they are going to use that information. This resource is a designed to be quick to set up (with exam pro or existing 6 mark questions - paste them into the template), aid the student on how to structure there answer, write in feedback, from which they can then write an excellent response to the question. They also work along side a metacognitive approach. Students do not answer the questions yet! Students will need there ppt printed out but both slides on one sheet. This makes it easier to trim down and glue in books as a piece of formative assessment and also as a task on one side. My students love these. Instructions are on the ppt. 1.When showing this on the board, go through the tasks that need to be completed once they have read the question. 2. Students will need to then go through the tasks on their sheet and tick when completed. This will mimic how students should break down a long style (6 mark) answer. 3. Discuss what the students have come up with – if possible write down there ideas on the board on the ppt. 3. Then show ideas once they have completed the table on their sheet.

This lesson will cover an hour and is aimed at students with target grades 2 - 8. The tasks for students to complete will be on slide 2 which will need to be printed A3. Aims: I can define what is meant by finite, reuse and recycle - stating examples I can describe how re using and recycling materials decreases environment impact I can evaluate and analyse ways of reducing the use of limited resources Questioning Starter. Differentiated. Students can choose level of difficulty. Aims Content delivery Task 1 (with model answers) quick knowledge building task. Links into starter. Exam Style Question activity. Questions printed on A3 (three sets) and are taped on the walls of room. Students in pairs will add one sentence to answer the question. Keep the students moving from question to question building answers. 10 mins. Students at questions mark the Exam Style questions in green. Model answers on ppt. Quiz to assess all students and individuals. The score will differentiate starting points on the student worksheets e.g. Bronze silver and gold. These have model answers. Students mark- when you through the answers. Plenary.

This lesson can be used from mid to HA year 7/8/9 and also low to mid ability KS4. It contains worksheets and also capacity for assessment and whole group/individual progress tracking during the lesson. It also has the model answers within the ppt as well.

This is a resource that covers all of P1 and P2 Trilogy. Each slide covers the whole of one topic and has 12 sections with revision tasks. Topics include: Energy, Particle model of matter, Electricity, Atomic structure (radiation), forces, forces and motion, waves and electromagnetism. Each slide and topic is differentiated and is broken down into bite size but significant tasks. Green tasks low able; orange mid; more challenging. Each topic includes activities on required practicals, equations and general subject knowledge. One slide is designed for one hourly lesson. The task type is also varied to make the resources more interesting. The students can choose the task they do and this can also be made to be competitive. The last slide has a grid (that gets frozen on the IWB), which students with small post it notes (names on) place it in the star score box that they have gained as they have been completing tasks. This also allows for visual assessment (individual and group). The score is gained by the number of stars they have achieved from the sheet. These are designed to allow the student to develop subject knowledge first and foremost, which can then be used to answer exam style questions. They will need there exercise books and possibly text books to support them. I have tried this with my students and they all love the format and has proved effective when helping them to revise. The competitive element (which can be used or not) has also been enjoyed and has made revision more enjoyable. Year 11’s really like this. Biology to come soon!

A set of twelve cards with things not to do in the lab. A bit of fun and good discussion point for what to do and what not to do in the Sci lab. It really gets the students thinking and gets them motivated. Taboo. At the top of the card is the thing that must not be done in the lab. The student has to describe to another student what that thing is, whilst not using the words on the card. As a bit of a challenge - students should not be allowed to make actions. Enjoy!!

The resource is based around a differentiated card sort: 1. circuit diagram 2. label 3. what it does 4. how it works. Card sort can be used for students in KS3 to higher KS4. The card sort is focused on the following components: switch, lamp, cell, battery, voltmeter, ammeter, fuse, fixed resistor, series circuit, parallel circuit, thermistor, variable resistor, LDR, LED, Motor and Diode. In that order. This can be used for Science as well as electronics. The card sort card is designed to so when printed the KS4 or components not needed for younger students can be easily left off. To support the card sort, attached is an information hunt research pack. All include colourful images and links to real life. So with students who need extra support they can find the information located around the room and make changes to the card sort. A easier to read version has been included to for students who may struggle to place information in categories. Instruction slide included.

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 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 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.

These quizzes 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. The first slide for all quizzes will be the student worksheet. This set includes quizzes on paper Biology 1: Cells (microscopes to Mitosis) Cells (Microbiology to transport) Organisation (Digestion and Enzymes) Organisation (heart lungs and circulation) Infection and Response Bioenergetics (plant tissues and photosynthesis) Bioenergetics (Respiration, Anaerobic Exercise and Exercise) 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. The date is automatically set for you. 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. They can easily sit well with most marking policies as well. B2 Coming Soon!

These/this quiz on infection response and immunity is designed to retrieve and reinforce key concepts and knowledge. This quiz should take 45 mins and then the model answers can then be used for the students to correct there work. 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. 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.

This is part of a set of quizzes (or alternative formative assessment tasks) that is designed to build and get students retrieving key ideas on nerves. The quiz focuses on: literacy and definitions; how science works; diagrams; and other key ideas that link biology to nerves. Its perfect for students 1 - 6, and also as part of a lesson to build students 6 -9 to more complex tasks. The quiz is designed to last a whole lesson. 35 mins - 45 mins to answer questions depending on the ability of the set. Then the 15 mins - 20 mins to write in the feedback from the answers and cover key material. The quiz worksheet is designed to be printed on A4 for the students to glue in flat. This could be printed on alternative colour paper in order to fit marking policies.

This lesson is all about how scale, units and standard form is used in Science. It uses ideas from microscopy, atoms and space and gets students to think about how scale, units and standard form can be used in science. The lesson is primarily used to prepare year 9’s for GCSE just before they start GCSE content. However it can be used for years 8 - year 11. Grades 2 - 8. Includes handouts, worksheets, differentiation, model answers, starter and plenary. The lesson is a two parter if the task on the solar system is completed. The lesson is designed to be engaging and interesting, incorporating many key ideas in science: the atom, solar system, microscopy, ways to go to calculate one unit to another. I can recognise what some science and mathematical prefixes are and appreciate scale I can describe how convert one unit into another for example metres to nanometres. I can explain how to convert numbers up (including in unfamiliar situations) and use standard form. Starter Discussion on measuring and scale Group and building solar system task based on measurements and scale. worksheet. Model answers and feedback plenary

This is part of a set of quizzes (or alternative formative assessment tasks that is designed to build and get students retrieving key ideas on the hormones. The resource focuses on: literacy and definitions; diagrams; graph and 6 mark questions and other key ideas that link biology to hormones. Its perfect for students 1 - 6, and also as part of a lesson to build students 6 -9 to more complex tasks. The quiz is designed to last a whole lesson. 40 mins approx to answer questions depending on the ability of the set. Then the 20 mins to write in the feedback from the answers and cover key material. 1 hour lesson. The quiz worksheet is designed to be printed on A4 for the students to glue in flat. This could be printed on alternative colour paper in order to fit marking policies.