These simple revision mats can be printed A3 with a single sheet forming a revision activity for an entire topic. These 6 printable A3 mats cover unit 1 and unit 2 Mat 1 1) Atoms, elements and compounds 2) Mixtures 3) Development of the model of the atom 4) Relative electrical charges of subatomic particles 5) Size and mass of atoms 6) Relative atomic mass 7) Electronic structure Mat 2 8) The periodic table 9) Development of the periodic table 10) Metals and Non-metals 11) Group 0 12) Group 1 13) Group 7 14) Transition metals Mat 3 15) Chemical bonds 16) Ionic bonds and compounds 17) Covalent bonds compounds 18) Metallic bonding Mat 4 19) States of matter 20) Structure and properties for ionic compounds 21) Properties of small molecules 22) Properties of polymers 23) Giant covalent structures 24) Metals and alloys 25) Conductivity 26) State symbols Mat 5 27) Diamond 28) Graphite 29) Graphene and fullerenes Mat 6 30) Bulk and surface properties and nanoparticles 31) Uses of nanoparticles PHEW!!!! Should take a fair few lessons to work though and revise or can set as a homework sheet a week in the run up to exams. Unit 3 and 4 to come next watch this space.

These simple revision mats can be printed A3 with a single sheet forming a revision activity for an entire topic. These 3 printable A3 mats cover unit 5 - Energy Changes Mat 1 Definitions of exothermic and endothermic chemical reactions Uses of exothermic and endothermic chemical reactions Particle model and activation energy Relative energies of reactants and products in exothermic and endothermic chemical reactions Energy profiles for exothermic and endothermic chemical reactions Changes in temperature for exothermic and endothermic chemical reactions Mat 2 Energy profiles to show activation energy and overall energy change Bond energies Using bond energies to calculate overall energy change Calculating bond energies Drawing molecules to show all the bonds present Improving experiments to measure changes in temperature Comparison of energy needed to break bonds with energy released making them Mat 3 Chemical cells and the factors affecting voltage Rechargeable and non-rechargeable cells identification Rechargeable and non-rechargeable cells advantages and disadvantages Hydrogen fuel cell advantages and disadvantages Equations in a hydrogen fuel cell overall and at each electrode Designing a lemon clock

These simple revision mats can be printed A3 with a single sheet forming a revision activity for an entire topic. These 3 printable A3 mats cover unit 4 part 2 - acids, alkalis and neutralisation Mat 1 Reaction of metals with acids to produce salts and hydrogen Formation of hydrogen and hydroxide ion in solution Indicator Neutralisation and salt formation Names and formulae of common laboratory acids Names and formulae of common laboratory alkalis Charges on common ions Soluble and insoluble hydroxides Metals and acids as redox reactions Mat 2 Formation of soluble salts by evaporation and crystallisatiion pH scale and neutralisation Indicators vs. pH probes Titrations Calculations for titrations Ionic equation for neutralisation Mat 3 Strong and weak acids Ionisation of acids Difference between the terms strong and weak and concentrated and dilute The meaning of the pH scale

These simple revision mats can be printed A3 with a single sheet forming a revision activity for an entire topic. These two printable A3 mats cover quantitative unit 4 part 1 - the reactions of metals Mat 1 Formation of positive ions when metal atoms react Observations when alkali metals react with water Tendency to form positive ions and the reactivity series Inclusion of carbon and hydrogen in the reactivity series Observations when metals react with acids Placing metals in order of reactivity by observation of their reactions The meaning of displacement Mat 2 What is a metal ore Examples of metals that can be found natively in the Earth Reduction to form metals Meaning of the terms oxidation and reduction in terms of oxygen Meaning of the terms oxidation and reduction in terms of electrons Equations for the extraction of metals using carbon Metal displacement Ionic equations for displacement reactions Comparisons of cost of titanium extraction vs iron extraction

8 page worksheet to support students learning to identify anions in solution including activities and exam questions 1) Identifying carbonate anions 2) Identifying chloride, bromide and iodide anions 3) Identifying sulfate anions Mark scheme also included

Powerpoint lesson resource for 2 to 4 lessons including practical work Identifying cations 6 page worksheet to support students with the following success criteria: 1) You should be able to describe the flame tests used to identify metal ions 2) You should be able to describe how to use sodium hydroxide to identify metal cations Mark scheme included 8 page worksheet to support students learning to identify anions in solution including activities and exam questions with the following success criteria 1 You should be able to describe the test for a carbonate using acid 2 You should be able to describe the test for chloride, bromide and iodide using silver nitrate 3 You should be able to describe the test for sulfate ions using barium hydroxide 4 You should be able to explain why it is safe to use barium hydroxide to take X-rays of the internal organs in a human being Mark scheme also included

Powerpoint lesson linked to workbook for the lesson with spaces for students to write answers, example examination questions and a mark scheme for the workbook. Save time by avoiding the need for your students to write out lengthy sets of notes or draw diagrams. The work book includes spaces for marking and feedback including checked by teacher and verbal feedback given. Also leaves space to stick in improvement work or complete on the page. Could substitute for class books providing evidence for progress over time linked to success criteria. Success criteria covered in this lesson are: 1) I can draw simple reaction profiles for exothermic and endothermic reactions to show their relative energies. 2) I can annotate the reaction profiles to show the activation energy and overall energy change 3) I can explain whether a reaction is exothermic or endothermic using reaction profiles 4) I can explain that activation energy is the minimum energy required for a reaction to occur. I write Professor Bunsen resources to teach and test in my own classroom and try to make the resources compatible with a lot of the ways in which we are currently being asked to teach science including feedback and improvements and redrafting. The new specifications are intensive on time, and I am testing out moving towards workbooks and away from ordinary class books. These could be differentiated towards your own students. I hope that I manage to make the new GCSE in chemistry engaging and exciting. Most importantly it could save you and your school time!

This resource is designed to help A-level chemistry students get their heads around the multiple usage of the letter 'k' meaning Kc - the equilibrium constant Kstab - the stability constant of a complex Ka - the acid dissociation constant k - the rate constant

A quick off the shelf revision lecture style powerpoint ideal for a lunchtime revision session on Unit 3.1.1 atomic structure Includes atomic structure Fundamental particles Mass number and isotopes Electron configuration

Mind maps linking key definitions for new specification AQA A-level Chemistry Unit 3.1.1 Atomic Structure Unit 3.1.2 Amount of substance Cut and stick a comprehensive glossary onto a pre-prepared mind map showing the connections between the concepts and definitions in the topic. How many marks do your students lose because they cannot correctly interpret the question or use the incorrect terminology in the definitions? This activity is best printed A3 so the definitions can be easily read. Students can then prepare their own mind map definitions sheet by cutting and sticking the relevant definitions onto the mind map. Make it more or less difficult by adjusting the mind maps to contain more or less information to help them.

Save time by avoiding the need for your students to write out lengthy sets of notes or draw diagrams. The complete unit work book includes spaces for marking and feedback including checked by teacher and verbal feedback given. Also leaves space to stick in improvement work or complete on the page. Could substitute for class books providing evidence for progress over time linked to success criteria. I write Professor Bunsen resources to teach and test in my own classroom and try to make the resources compatible with a lot of the ways in which we are currently being asked to teach science including feedback and improvements and redrafting. The new specifications are intensive on time, and I am testing out moving towards workbooks and away from ordinary class books. These could be differentiated towards your own students. I hope that I manage to make the new GCSE in chemistry engaging and exciting. Most importantly it could save you and your school time!

Powerpoint lesson linked to workbook for the lesson with spaces for students to write answers, example examination questions and a mark scheme for the workbook. Save time by avoiding the need for your students to write out lengthy sets of notes or draw diagrams. The work book includes spaces for marking and feedback including checked by teacher and verbal feedback given. Also leaves space to stick in improvement work or complete on the page. Could substitute for class books providing evidence for progress over time linked to success criteria. Success criteria covered in this lesson are: 1) I understand that an exothermic reaction is one that transfers energy to the surroundings so the temperature of the surroundings increases. 2) I understand that an endothermic reaction is one that takes in energy from the surroundings so the temperature of the surroundings decreases. 3) I can explain and evaluate uses of exothermic and endothermic reactions 4) I can investigate the variables that affect temperature changes in reacting solutions such as neutralisation reactions. I write Professor Bunsen resources to teach and test in my own classroom and try to make the resources compatible with a lot of the ways in which we are currently being asked to teach science including feedback and improvements and redrafting. The new specifications are intensive on time, and I am testing out moving towards workbooks and away from ordinary class books. These could be differentiated towards your own students. I hope that I manage to make the new GCSE in chemistry engaging and exciting. Most importantly it could save you and your school time!

Powerpoint lesson linked to workbook for the lesson with spaces for students to write answers, example examination questions and a mark scheme for the workbook. Save time by avoiding the need for your students to write out lengthy sets of notes or draw diagrams. The work book includes spaces for marking and feedback including checked by teacher and verbal feedback given. Also leaves space to stick in improvement work or complete on the page. Could substitute for class books providing evidence for progress over time linked to success criteria. Success criteria covered in this lesson are: 1) I understand that an exothermic reaction is one that transfers energy to the surroundings so the temperature of the surroundings increases. 2) I understand that an endothermic reaction is one that takes in energy from the surroundings so the temperature of the surroundings decreases. 3) I can explain and evaluate uses of exothermic and endothermic reactions 4) I can investigate the variables that affect temperature changes in reacting solutions such as neutralisation reactions. I write Professor Bunsen resources to teach and test in my own classroom and try to make the resources compatible with a lot of the ways in which we are currently being asked to teach science including feedback and improvements and redrafting. The new specifications are intensive on time, and I am testing out moving towards workbooks and away from ordinary class books. These could be differentiated towards your own students. I hope that I manage to make the new GCSE in chemistry engaging and exciting. Most importantly it could save you and your school time!

1) An A3 grid to support students to learn and understand the different methods to make soluble salts. (docx and pdf) 2) Supportive checklist/table on the main reagents and methods for making salts (docx and pdf) 3) Practical method suitable for students to follow for making copper sulfate using sulphuric acid and copper oxide. (docx and pdf)

This powerpoint forms the basis of an interactive session I run every year for parents of year 11 students. We usually run one in October and another in February. The aim of this session is slightly different to a conventional lecture to parents which might focus abstractly on different techniques and on the websites that deliver content. These are easy to find by parents in a simple web search anyway. What I aim to do when leading this session is make parents revise. I try to show them what works, what is boring and doesn't work, what they are tempted to do instead of revise and most importantly when to spot these things happening with their child. The resources themselves are mainly a prompt to promote discussion and debate and to help parents to leave enlightened rather than full of a list of strategies and websites. It is also a really fun session to deliver. I tease parents by doing the "teacher thing" I tell them not to talk over me, I make them work in silence during parts of the session, and I ask them AfL questions using lolly sticks! Seeing the looks on the parents' faces is worth running the session for alone ;-) On a very serious note though, parents who have been through this training become very effective home study partners and the impact on work produced at home is measurable and rapid especially when supporting pupil premium parents who perhaps didn't receive this sort of support themselves.

An easy session with worked examples to provide as much information as most staff need to know for the transition to progress 8. This training session predicts the end of the flight path and while not offering concrete alternatives helps your staff to understand exactly what goes into the measure that their performance is now judged against. Three case study worksheets with marksheets help staff to work out for themselves the progress 8 scores. These should be accompanied by the download of the most recent KS2 to GCSE performance tables from the DfE (not included).

This is an afternoon session designed with ITT and PGCE students in mind to support them if they are asked to write or contribute to a scheme of learning. It covers ideas on how to gather information in your new school and what to do with it!

10 page introductory workbook introducing alcohols, carboxylic acids and esters Part 1 – Organic chemicals and functional groups Part 2 – Alcohols Part 3 – Carboxylic Acids Part 4 – Esters Success criteria covered You should know what a functional group is and know what the functional group for an alcohol, a carboxylic acid and an ester is You should be able to interpret information about alcohols, carboxylic acids and esters You should be able to recognise alcohols, carboxylic acids and esters from their names or formulae You should be able to give examples of alcohols, carboxylic acids and esters and explain their uses

6 page worksheet to support students with the following success criteria: 1) You should be able to describe the flame tests used to identify metal ions 2) You should be able to describe how to use sodium hydroxide to identify metal cations Mark scheme included

A simple introduction to functional groups, ethanol, ethanol acid and esters. Straightforward powerpoint accessible to foundation tier that can be co-taught with the work book to support students in their first introduction in functional group organic chemistry. Workbook and powerpoint both cover: Part 1 – Organic chemicals and functional groups Part 2 – Alcohols Part 3 – Carboxylic Acids Part 4 – Esters Success criteria covered You should know what a functional group is and know what the functional group for an alcohol, a carboxylic acid and an ester is You should be able to interpret information about alcohols, carboxylic acids and esters You should be able to recognise alcohols, carboxylic acids and esters from their names or formulae You should be able to give examples of alcohols, carboxylic acids and esters and explain their uses