Who is it for? This is an assessment based upon the new national curriculum on energy suitable for KS3 but could also be used at KS4 for a pre-topic assessment. What is included? This resource is a carefully designed, 25 question multiple choice quiz, that assesses depth and breadth of knowledge. There are two ways to use the resource. Firstly, it can be manually marked within a couple of minutes, by students. Secondly, it can be marked using the free Quick Key App for android and IOS. Data is collected within seconds using the teacher's mobile phone or tablet, and results visible immediately as well as consolidated in an Excel Spreadsheet. The data in this form is exceptionally useful, teachers are able to assess progress in a matter of minutes, and address misconceptions immediately. I've been using this app for a very long time and can't recommend it highly enough. Feedback tasks can be generated in either little report forms or as a whole class spread sheet that can be RAG rated by outcome. See the video tutorial here https://www.youtube.com/watch?v=K0XcUHc09Qc Info on the app can be found here: https://get.quickkeyapp.com/teachers/ Feedback Tasks related to this assessment will be available by 14 November and can be found at my shop. https://www.tes.com/teaching-resources/shop/heelis

Resources contain a foldable activity, bingo cards, assessment and a card sort Suited for the disengaged lower achieving classes. Get them hooked - stealth learning!

Objective: Understand the differences and similarities between specialised cells. Understand the adaptations of specialised cells. Understand how to build a content rich paragraph. The fact builder is suitable for higher ability KS3 and KS4 students. Used in conjunction with textbook or other reference material it forces students to clarify their thinking before writing, as well as encouraging their interaction with text. There are 5 fact builder worksheets, all similar to the one displayed, including: - red blood cells, sperm cells, root hair cells, leaf cells and muscle cells I have included the Power Point file and the pdf should you wish to tailor them to your students. Instructions: Students use their text books to find out about the adaptations, design and function of the cell in question. Students choose 5 of the most important keywords and write it in the space provided Finally students answer the question incorporating the keywords they have identified.

I found this document after a long search on the internet. It dates back to early 2000 and has the complete breakdown of topics, learning objectives, outcomes, possible activities and teaching notes. Published by the QCA.

This is the National Strategies Framework document for Science published under Labour Govt. Very useful for KS3 planning.

All answers included This resource contains editable documents that include: a simply worded 2 page text with all relevant information included and analysis activity in the form of a card sort/Venn diagram spot the mistake with correction activity differentiated comprehension activity based on the text provided Objective: To gain a deeper understanding of how the periodic table developed, why Newlands’ law of octaves was rejected and Mendeleev’s idea of periodic law accepted by the scientific community. Previous knowledge: Limited knowledge of the periodic table and and chemical symbols

Objectives: To understand the conservation of energy To understand the meaning of endothermic and exothermic To give examples of endothermic and exothermic reactions To distinguish between exothermic and endothermic reactions. A range of activities are included in this resource. The information Gap activity is probably my favorite as it engages students and provides them with instant feedback. The resource includes: Information Gap, Questions and Answers, Matching Pairs, Cloze x2, Spelling x2 . Visit me here https://www.tes.com/teaching-resources/shop/heelis

GCSE Physics, Big Bang, Red Shift, Expanding Universe, Cosmic Background radiation, microwaves, evidence, theory This activity is designed to get all abilities creating their own learning through comic strips and a newspaper type activity. Activity one students complete tasks in a newspaper style. Activity two, students can create comic strips. Brief information on the Big Bang, Red Shift and Cosmic Background radiation is included in the form of a comic strip (good for reluctant readers). Students then have to produce their own image that depicts the content of each scene, forcing them to engage with the text and personalise their learning. As an further activity or homework, students are given the template for the comic strips and instructed to produce their own more detailed version. Students do not need to be artistically gifted and can use a variety of material to create the images, ie a collage from old magazines, plasticine or even pieces of shaped pasta. The idea is that they think about the information and how they would like depict it, no matter how abstract.

Approximately 30 word searches in total covering the topics of solutions, heating, classification, variation, acids and alkalis, cells and safety.

NEW SPECIFICATION FOR EXAMINATION IN 2018 Objective: To understand the function of the different wires in a plug, how a mains cable works, the importance of the earth wire, the difference between a three and two core cable. Included: Text, 2 Tarsia Puzzles of different sizes, answers to the Tarsia Suitable for both high and low achievers. Approximately a 40 minute activity. Lesson Ideas: Give students the text document and allow them time to read and highlight any words they do not understand. Put the students in groups of 2 or 3 and issue each group with 2 post-it notes. Students then cut and assemble the tarsia puzzle, matching the question and answer. If students are really struggling, they are allowed to write a single question on each of the post-it notes and then wait for the teacher to circulate and answer the questions. After the time is up, issue each group with the answers and have them complete their puzzles. This is a good starter activity for the following lesson, to re-inforce the ideas.

Based on the AQA key words produced by them, this is designed to get students to interact with the words and definitions. Suitable for C grade and above or in mixed ability groups. Activity should take about 20 minutes.

Objectives: To understand how evaporation is linked to thermal energy transfer To understand how to change the rate of evaporation/condensation I have found this works best in small groups where students can discuss ideas. The activity should take about 40 minutes and then another 20 minutes for peer assessment. Activity overview: Give higher achievers a text book and lower achievers the accompaning text. I usually allow students to answer whichever questions they wish but generally find that they attempt most. Students have found themselves stranded on a deserted island with no food, shelter, water or fuel. They have discovered that the island’s inhabitants are only too happy to supply them with the essentials, providing that they share their knowledge of science with them. Each question asked has point values. At the end of the journey students count up how many points they have accumulated to see how well they were able to survive!

A very good revision or consolidation activity, suitable for level 1 - 5 students. This can be used as a pair or an independent activity. This is a very engaging activity, usually lasting up to 30 minutes. Ideally the end product should be peer assessed. Highly suited to SOLO taxonomy. Some ideas on how to use the resource: 1. Students work in groups of 2 and make as many sentences as they can using the words in the grid. The scores are then totalled for each sentence. For example: “ Photosynthesis produces oxygen and glucose” each of these words carries a 5 point score, totalling 15 points for that sentence. 2. Students are given a set of dice, student A roles and for example, should they role a 6 and 3 those are the co-ordinates for word 1. Student B then roles a set of co-ordinates and together they need to formulate a sentence to show how these words are linked. 3. Students are placed in groups of 2. Student A makes a simple sentence using only 2 of the grid words, for example: photosynthesis produces oxygen. Student B then has to add a third word to the sentence: photosynthesis produces oxygen and glucose. Student A then tries to add another word and so on until one is unable to complete the sentence, the total point score for that sentence will then go to the last student to add a word.

Worksheet to help those struggling with this topic to gain merit. Helps them to describe how lenses can affect rays of light. A similar one for mirrors can be found here http://www.tes.co.uk/teaching-resource/Concave-and-amp-Convex-Mirrors-BTEC-low-abiltiy-6-3-6427471/requestAction/add/ - answers to be uploaded shortly.

Lesson 1 Lesson and simple practical Heat and Temperature Aim: To see whether boiling water will cool faster if a cold metal cube is placed inside the beaker. Objectives Recognise what we mean by ‘temperature’. Describe how differences in temperature can cause heat energy to transfer. Explain the difference between heat and temperature Lesson 2 Lesson and simple practical conservation of Energy GPE, KE Aim To see if the height at which we drop an object will affect the size of the crater it makes. To describe energy transfer between gravitational potential energy and kinetic energy. Explain how energy is conserved when objects fall.

Estimated Activity Time: 1 hour Resource has been designed to appeal to all abilities and allows them all to access a challenge activity. The resource consists of two sheets, an activity sheet on generating electricity and a second based on "loci" learning theory which is excellent for recall. Activities include, linking concepts with a word cloud, drawing energy transfer diagrams, functions of a turbine , structure and function of furnace, geothermal energy. All instructions are on the activity sheets

Outcomes: recall the definition of specific heat capacity calculate the specific heat capacity perform and rearrange equations (using a triangle) Included: editable power point with model answer Differentiated question sheet Answer Sheet Exam Technique sheet (could be used for homework) Suitable for GCSE

This activity reinforces some of the key terminology and parts and functions of the National Grid that students will have encountered during this lesson. I have designed this so that it can be accessible to those with literacy difficulties by putting in plain student speak where possible. I have also included the answers so that students can peer or self assess. Some of the terminology includes: step-up transformer, current, substation, pylon

Activity Length: 40 minutes Suitable for GCSE students of all abilities. This is a 3 part resource. The first is a comic book style text that introduces EM waves as being transverse and as waves of different lengths and frequency (there is an explanation as to what these terms mean). The second part is a user friendly worksheet, again in a comic book style, where students can use textbooks, video or internet to discover the uses, dangers, advantages, disadvantages, frequency and wavelengths of the spectrum. My students enjoy using the comic-book style textbooks, in particular my reluctant readers and dyslexic students, however, there should always be an alternative source information around, like a text book, to ensure that they are exposed to text of all types. The third is a powerpoint file of the comic book if you should wish to present it rather than printing it. The activity will challenge the higher abilities as they will be expected to apply their knowledge in a compare and contrast activity, while also being expected to produce work that shows a deeper understanding. Keywords: transverse wave, electromagnetic spectrum, light, communication,