Students find writing and expressing Science ideas hard. This an easy to refer to (tried and tested) guide for students. This is a resource that shows students how to write and break down a sentence when expressing a science idea at different levels and grades. This resource uses models of science sentences to do that, and its presented in a way that can be stuck in a glued in student books at the start of the year and then referred to. My student have found this invaluable and I also got in the habit of referring to it to help students. On this is also a guide to the written skills and the grades that the written grade for science might gain. This makes it a valuable reference sheet for KS3 and KS4.

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 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.

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.

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!!

These cards are designed to be specifically used in Science but can quickly and easily be adapted for any subject. One set is for Low ability and another set for high ability. This task is designed to reinforce, consolidate, challenge and get students to think more deeply about ideas. These question cards are based on blooms. The resource is colourful and engaging (small) pack of cards with question prompts (sentence starters) that will prompt another students to ask another student insightful questions based on information that the teacher has given them. Each card has 5 question starters approx. Each card has a point score so students can get competitive and score themselves. There is a task slide to slide for lessons or that can be easily slotted into ppt. Each slide is one set of cards with the exception of the LA cards, one slide is two sets. One pack is for low to mid ability and one pack is for Mid to High ability. This is a great way to get students to look back at work to develop, think and extend there understanding. My students really enjoyed this resource and progressed as a result. These cards are good at developing critical thinking and when used over a period of time, great confidence and oral skills within the subject. Top tip! I would ask students to read key parts of lesson material or paragraphs first so students can easily locate the information they need to ask other student questions.

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.

These home works are designed to be quick to organise and easy to mark, without sacrificing the quality of the home work for the students. All you need to do is add the information required for the home work activity. The instructions are differentiated by outcome and they too can be modified depending on the task. These are quick to edit, upload and print out. My students love these. Marking them is quick. Highlight in one colour the task which is a WWW and in another colour an EBI. I always try and give a sentence or two that is specific to the student. This makes it easier to hand the home work back quickly and for the students to respond to their feedback.

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.

Quick Generic Science HWK activities for all abilities. All you need to do is add the information needed for the task. This could be an image, bunch of words, links to videos, a couple of questions. This PPT has 6 different home work activities that can be quickly edited, uploaded or printed off. These have been designed with the busy teacher in mind but not sacrificing the quality of the home work for the students. Each task is differentiated by outcome and all the students need to do is follow the task, number by number. They are easy and quick to mark as well. Highlight the the task (WWW) that they did well in one colour and highlight the task (EBI) that they did not do well. I will always add something specific for the student to focus on. I have trialled these in my class room and the students have enjoyed them. Always encourage them to spend time thinking and research before answering. Plus, because the task are quite short when the students get going, its easy to only accept quality work.

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.

This is a one page checklist that can be glued in student books and also placed on websites like show my homework. It is designed to be simple for students and parents wanting to help students. Higher tier and required practical content is indicated on the page.

These resources are designed to help students develop knowledge of what the keywords in Biology means and get them to practice independence (research) skills to find out what they mean. These resources are designed to act as homework sheets, which can easily be printed off on A4 and then easily marked in class. They can also be used as research formative assessment sheets in class. These sheets are designed in a format which can quickly and easily be further differentiated depending on group and needs of the group. Each sheet has model answers which can be shown in class and students can write in instant feedback. Topics included are: Homeostasis and Response, Inheritance and Evolution, Ecology. These topics and word sheets are specifically aimed at the AQA GCSE course B2, however they cross over easily into other specifications. My classes have really appreciated them, especially those classes who find it hard managing the amount of jargon needed to be understood in Biology.

These resources are designed to help students develop knowledge of what the keywords in Biology means and get them to practice independence (research) skills to find out what they mean. These resources are designed to act as homework sheets, which can easily be printed off on A4 and then easily marked in class. They can also be used as research formative assessment sheets in class. These sheets are designed in a format which can quickly and easily be further differentiated depending on group and needs of the group. Each sheet has model answers which can be shown in class and students can write in instant feedback. Topics included are: Cells, Organisation (digestion and enzymes), Organisation (Heart, Blood and Lungs), infection and response, Bioenergetics 1 (photosynthesis and plant structure), Bioenergetics (aerobic and anaerobic respiration. These topics and (Six) word sheets are specifically aimed at the AQA GCSE course B1, however they cross over easily into other specifications. My classes have really appreciated them, especially those classes who find it hard managing the amount of jargon needed to be understood in Biology.

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.

Designed for A-level student. Also compares animals, to bacteria and plants.

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 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 resource that covers all of B1 and B2 Trilogy. Each slide covers the whole of one topic and has 11 sections with revision tasks. Topics include: Cells Biology and Transport, Organisation a (tissues and organs), Organisation b (enzymes and digestion),Organisation c(health and disease: lifestyle effects and non communicable),Infection and Response, Bioenergetics (photosynthesis, respiration and anaerobic respiration), Homeostasis, Inheritance and genetic Material a, Inheritance and genetic material b (evolution and classification), and ecology. 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 their 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 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.