This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical changes, electrolysis and energy changes’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The first task is a recap on the differences between endothermic and exothermic reactions, students will need to complete a fill-in-the blank task which can then be self-assessed using the answers provided. Next, students are introduced to reaction profiles with a diagram to demonstrate what is happening during an exothermic chemical reaction. Students will then be asked to use mini-whiteboards to draw a reaction profile for an endothermic reaction, they can check their ideas using the answer provided in the PowerPoint. The next slide shows the reaction profiles for both an endothermic and exothermic reaction, as well as an explanation of the energy changes which take place during these types of reaction. Pupils can take notes from this slide, including sketching a diagram of the two reaction profiles. The next task is for pupils to complete is a progress check to assess their understanding of what they have learned so far, once complete pupils can self-assess or peer-assess their work using the answers provided. Next, pupils will watch a video on activation energy, they will need to answer a set of questions using the information provided in the video. Pupils can self-assess their work using the mark scheme provided in the PowerPoint. The next part of the lesson focuses on bond breaking/making and bond energies. Firstly, students are shown (using a diagram to demonstrate) what happens, in terms of energy changes, when bonds are broken or when bonds form during a chemical reaction. Students can then summarise what they have learnt so far by completing a fill-in-the-blank task, this task can be self-assessed using the mark scheme provided. Lastly, students are introduced to bond energies and are shown how to calculate the energy change for a chemical reaction using a worked example. Students will then need to complete a worksheet on bond energy calculations. The mark scheme for the worksheet is included in the PowerPoint for pupils to self-assess or peer-assess their work. The plenary task requires pupils to identify a WWW and EBI from the lesson, listing what went well/what they have fully understood and what they could do better next time. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The first part of the lesson outlines the definition of deforestation and some key facts and figures about the destruction of forests around the world. The next task is for pupils to discuss why they think rainforests may be being cut down & the consequences this might have on a local & global scale. The next two slides outlines the four main reasons why rainforests are being destroyed and some of the consequences of their destruction, pupils can check their work against the answers provided. The next task requires pupils to watch a video and answers questions using the information provided in the video, once they have completed the question they can asses their work using the answers provided. Pupils will now be required to complete a recap task on the carbon cycle, they will be given a worksheet which they will be asked to fill in using the captions provided on the PowerPoints slide. Once this has been completed pupils can assess their work using the answers on the PowerPoint slide. The next part of the lesson focuses on the importance of peat, firstly pupils will be given a set of information about peat bogs and they will be required to answer questions using this information. This work can be self or peer assessed once it has been completed. The final task is for pupils to answer an exam-style question on the carbon cycle and deforestation. Pupils can assess their work using the mark scheme provided. The plenary task is for pupils to choose words from a list of key words to formulate three summary sentences on what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with a definition on biodiversity, pupils are shown a pie chart of the numbers of different groups of organisms that have been identified to date. The first task is for pupils to consider which numbers correspond to which groups of organisms. Once pupils have discussed in pairs or groups the answers will be revealed, pupils can check their work against the answers provided. The next part of the lesson focuses on how and why scientists quantify biodiversity, pupils are firstly asked why it might be important to map out biodiversity - they can discuss in groups before the answer is revealed on the PowerPoint presentation. A map of the world depicting certain biodiversity hotspots is then shown to students and they are asked a couple of question about this map, pupils will be required to answer these questions in their books and then self-assess their work using the answers provided. Pupils are then asked to think > pair > share their ideas on why it is important to maintain biodiversity, in groups pupils may be given an A3 sheet for them to mind map their ideas onto. Once finished each group can feedback their ideas to the class and a larger mind map could be completed on the white board. Some of the key reasons for maintaining biodiversity cant then be detailed on the PowerPoint presentation for students to assess their work. The last task is for pupils to use information posters placed around the room to answer a set of questions, all on the topic of maintaining biodiversity. Once pupils have spent a good amount of time writing their answers down they should sit in their seats and use the mark scheme provided on the PowerPoint presentation to peer-assess their work. The plenary activity is for pupils to draw a feedback grid in their partners books and write down one positive comment, one negative comment and a question to test their knowledge. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical changes and electrolysis’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with a diagram to show how chemical cells/batteries work by relying upon the differing reactivity of metals. Students will then watch a video and will need to answer a set of questions using the information provided in the video, students can then self-assess their work using the mark scheme provided in the PowerPoint. Students will now need to complete an investigation into the potential difference produced by different chemical cells by following the instructions on the practical sheet provided. Pupils will need to record the results of their investigation and write a conclusion on the practical worksheet. The next task is a ‘Quick Check’ to assess students understanding of what they have learnt so far this lesson, pupils will need to complete a set of questions and they can then self-assess their work using the answers provided in the PowerPoint. The last part of the lesson will focus on fuel cells, students will watch a video and using the information provided they will need to ask a set of questions. The answers to these questions are included in the PowerPoint, so students can check their work once this task is complete. Finally, students will be given a set of information on hydrogen fuel cells which they can read in pairs. Using this information pupils will need to produce a table to sum the advantages and disadvantages of using hydrogen fuel cells as an energy source. Students can then check their work against answers provided in the PowerPoint. The plenary task is for pupils to summarise what they have learnt this lesson in three sentences, using key words from the list provided. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Biology GCSE, particularly the 'Infection & Response' SoW for the higher tier. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The first part of this lesson is a recap on the plant diseases students should have already covered within the 'infection & response' unit - rose black stop and tobacco mosaic virus. Plants will then be asked to come up with a brainstorm of the symptoms plants may exhibit when they are diseased. Once pupils have discussed this and tried to come up with some ideas you can reveal some of the common symptoms on the PowerPoint slide, along with images and examples. The next slide looks at the ways in which plant diseases can be diagnosed, from gardening manuals to monoclonal antibody testing kits. The next activity focuses on the role of certain minerals in the growth and development of plants, firstly students will draw a table in their book and then they will given a slip of information about one of the mineral ions - nitrates, magnesium or potassium. Pupils will need to walk around the room or swap these slips of paper with people on the same table as them to complete the table, they can then assess their work. The final part of the lesson focuses on plant defence responses, firstly pupils will be shown some diagrams of plants and their defence methods and will be asked to think > pair > share the potential ways plants can defend against disease. Pupils will then be given a card sort with different plant defence mechanisms, students need to sort these into three different categories - physical barrier, chemical barrier, defence against herbivore. Once completed pupils can then assess their work using the answers provided. The final task is an exam-style question on what they have learnt that lesson, pupils of higher ability may want to complete these questions in silence at the backs of their book. Pupils can then self or peer-assess their work. Plenary activity is to write 3 key words, 2 facts and 1 question about what pupils have learnt that lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Homeostasis' SoW and for higher tier students. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with an outline on the role of the kidney, pupils are asked recap questions on how water enters and leaves the body, which can be self-assessed using the answers provided. The next slide outlines the main functions of the kidney in controlling water and mineral ion balance, pupils will then need to answer questions on this information. This work can be self-assessed using the answers provided on the following slide. Pupils will then watch a video on how the kidneys work, pupils will need to answer questions whilst watching the video. Once the video is finished they can assess their own work using the answers provided. To summarise what the students have learnt so far they will then copy and complete sentences, filling in the blanks with the key words provided. Again, the answers for this task are provided for pupils to assess their work. The next part of the lesson focuses specifically on the release of ADH from the pituitary gland and it's control over the water balance in the body. Pupils are shown a flow diagram of the responses when water levels either rise too high or fall too low in the body. Pupils will then be given a list of statements and will be asked to recreate their own flow diagram to demonstrate this process. This work can then be assessed using the answers provided. The plenary task is for pupils to come up with three summary sentences about what they have learnt this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical changes and electrolysis’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Firstly, students are introduced to the term ‘Electrolysis’ including a description of the process, a list of key words associated with the process and a diagram. Students will now watch a video about the process, using which students will need to answer a set of questions. After they have completed this task they will be able to self-assess their work using the mark scheme provided. Students will now complete a fill-in-the-blank task to summarise what they have learnt so far, this can be assessed using the answers provided. Pupils are now shown a diagram to demonstrate what is happening at the anode and cathode during the electrolysis of lead bromide, pupils will need to use the list of key words provided to complete captions to describe what is happening at each electrode. Students can check their work against the example answers provided in the PowerPoint. Next, pupils are shown the ionic half-equations for the reactions occurring at the anode and cathode during the electrolysis of lead bromide. Pupils will then need to identify the products at each electrode, as well as complete the ionic half-equations, for the electrolysis of a set of ionic compounds: lihtium oxide, sodium chloride and magnesium chloride. Once complete, pupils can self-assess their work using the answers provided. The next part of the lesson focuses on the products formed at each electrode when the ionic compound is within an aqueous solution. Students will be shown what will happen at the anode and at the cathode, using this information they will need to predict the products formed at the anode/cathode during the electroysis of set of solutions. Students can self-assess their using using the answers provided. The final task focuses on the electrolysis of brine, students will watch a video and will need to answer a set of questions using the information provided in the video. After completing this task, pupils will need to self-assess their work using the answers provided. The plenary task requires pupils to write a ‘Whatsapp’ message to a friend to explain what they have learnt this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with an introduction to evolutionary trees, pupils will be shown how to interpret evolutionary trees and understand the common ancestry between species of organisms. Pupils will then be shown the difference between convergent and divergent evolution. The next part of the lesson will focus on the work of Woese et al, pupils will watch a video and try to answer questions about Woese and his work, this can be assessed using the answers which can be revealed once the video has been watched. Pupils can then watch a second video, using this video they will then try to complete profile cards for three domains as proposed by Woese – archaea, bacteria and eukaryotes. Pupils can again check their work against the answers provided in the PowerPoint slide. Pupils will then be given some information on Woese and his work, students will need to use this information along with what they have learnt so far in the lesson to complete a newspaper article on his work and infamous discovery. The next part of the lesson looks again at evolutionary trees, pupils are shown how to use an evolutionary tree to compare the relationships between organisms. Pupils will then need to complete an exam-style question on evolutionary trees, which can be self-assessed using the mark scheme provided. The plenary task is for pupils to come up with questions for a set of answers. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Homeostasis’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson starts by recapping on the role of negative feedback systems in homoeostasis, pupils will need to complete a flow diagram to demonstrate how a negative feedback system works. This can be completed in their books and marked using the answers provided. The next part of the lesson focuses on thyroxine and adrenaline, pupils are reminded of the roles of each of these hormones and they will then be given some extra information (provided) using which they will need to answers some questions on the topic. Detailed answers are provided for these questions so that pupils can check their work by either peer or self-assessment. The next activity is a ‘who am I?’ task, pupils will have covered a range of hormones by this point and will now be given a set of descriptions about different hormones, they can discuss with their partners and try to identify the names of each of them. Once completed this work can be assessed. The final task is an exam question about hormones, with the mark scheme provided. The plenary task is for pupils to write a text message to a friend describing what they have learnt in the lesson today! All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Structure & Bonding’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a description of the new field of nanoscience and the types of industries where this may be important. Pupils are then given a set of questions which they must complete using a video, once the students have answered the questions they can assess their work using the mark scheme provided. Pupils will now focus on the importance of surface are to volume ratio when considering nanoparticles, students will calculate the surface area to volume ratio of a cube that is 100cm x 100cm, 10cm x 10cm and 1cm x 1cm. By doing this they can see that the smaller the particle the higher the surface area to volume ratio, this is an important property in nanoparticles - particularly for their use as catalysts. Students are then asked to prove that the same applies for a cube that is 10m x 10m and 0.1cm x 0.1cm. All work from these tasks can be self or peer assessed using the answers provided in the PowerPoint presentation. The next part of the lesson is a task for pupils to consider the application of nanotechnology, pupils will each be given a card of information describing one application of nanoparticles. They will need to walk around the room and discuss the applications with each other to complete a table in their books. The last task is for pupils to consider the potential risks involved with the uses of nanoparticles in everyday products, students should think > pair > share their ideas about how the industries using nanoparticles might be posing risks to people and the environment. Once the class has discussed these potential risks you can outline some examples using the PowerPoint presentation. The plenary is for pupils to pick a task, either write a twitter message or summarise what they learnt in the lesson in three sentences. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Organic Chemistry’ SoW. Firstly, pupils will need to complete a ‘True or False’ activity on carbohydrates, they will then be shown how polysaccharides are made from monosaccharides via a condensation reaction, as an example of a natural polymer. Pupils will also be provided with information on the structure of starch and glycogen ad how this relates to the function of these two polymers. Another example of a natural polymer are polypeptides/proteins which are made up of the monomers - amino acids. Again, pupils will be shown how a condensation reaction occurs to link together many amino acids molecules in a long polypeptide chain. Pupils will now complete a ‘Quick Check’ task to test their knowledge of what they learned so far this lesson, the answers to the questions will be provided in the PowerPoint for students to assess their own work. The next part of the lesson will focus on DNA as a natural polymer. Firstly, pupils will need to order the structures given in order of size - DNA, gene, chromosome, nucleus, cell. Next, pupils will watch a video on the structure and function of DNA and will need to answer a set of questions. This work can then be self-assessed using the answers provided in the PowerPoint. A diagram is then shown highlighting some of the key structural features of a double-helix DNA molecule, which pupils need to know and remember. The final task is a ‘Quick Check’ activity on the structure & function of DNA, students will need to answer the questions in their books and then peer or self-assess their work using the mark scheme provided. The plenary task is for pupils to write three quiz questions for pupils to test their peers knowledge of the topic learned in the lesson today. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Earth’s Atmosphere’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Pupils will firstly come up with a mind map of ideas about why water is such an important resource, they can discuss with their partner and write their ideas in their books. Some of the reasons can then be revealed via the PowerPoint presentation and pupils can assess their work - making corrections where necessary. Pupils are then shown a quick recap of the stages involved in the water cycle, before beginning to look at the treatment of fresh water and purification of salt water. Students will be given a worksheet of questions, around the room will be information sheet on how fresh water is turned into potable, drinking water and how sea water is purified. Pupils will need to read the information posters to answer their questions, this work can then be self-assessed using the mark scheme provided. The next part of the lesson will focus on waste water treatment, pupils will watch a video on the steps involved with sewage treatment. Pupils will answer a set of questions whilst watching the video, this work can then be self-assessed using the answers provided. The final task is for pupils to complete an exam-style question on this topic, they can answer in their books and either self or peer assess using the mark scheme provided. Finally, pupils will be given a set of answers, they will need to come up with questions which match these answers. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Infection & Response’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson firstly begins by looking at what monoclonal antibodies are and how they are produced, using a flow diagram the first slide goes through these details. The next slide is the images from the flow diagram but no description of what is happening, pupils need to match the statements to the correct part of the process. This can then be assessed. The next part of the lesson focuses on the uses of monoclonal antibodies, firstly pupils are given a set of questions about pregnancy tests which they will need to answer using a video. This can then be assessed using the answers provided. Pupils are then given a table/asked to draw a table in their book for the different uses of monoclonal antibodies. Pupils will then need to use posters which can be positioned around the room or on desks to fill this table in. The final activity is a card sort - pupils are given statements about the uses of monoclonal antibodies which are either advantages or disadvantages, pupils will need to write these statements into the correct column in their books. Once finished they can self-assess their work using the answers provided. The plenary activity is for pupils to choose two questions to answer from a list about the topic of the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Bioenergetics' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with an introduction of the process of aerobic respiration including the word equations that pupils will need to learn. Next is a video, pupils will need to answer questions whilst watching the video, once it is finished they can self-assess their work using the mark scheme provided. Pupils are then introduced to the idea that aerobic respiration is exothermic and look specifically at the ultra-structure of the cell and which parts are important for respiration, this activity is a match up activity that pupils can complete and then mark. A mid-plenary is a true or false task and the final activity is a levelled worksheet pupils will complete using information cards on how animal and plant organisms use the energy released by respiration. Once finished they can self-assess using the mark scheme on the PowerPoint slides. Pupils have a choice of two activities to complete for their plenary - either an anagram challenge or a summary sentence using a list of key words. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Earth’s Resources’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The first part of the lesson focuses on the problems of metal extraction, particularly to the environment. Students will firstly brainstorm their ideas of how metal extraction can cause problems, then some examples are revealed using the PowerPoint presentation and the need for recycling is also explained. Students will then need to complete a progress check, a set of questions to assess their knowledge of what they have learned this lesson. The answers to which are included in the PowerPoint presentations so students can self-assess or peer-assess work. Pupils will now focus on the extraction and recycling of three metals: aluminium, copper and iron. They will firstly be given some information sheets on these three metals and using these they will need to answer a 6-mark exam question which requires pupils to give a use for each metal and outline reasons why they should be recycled by listing both economic and environmental reasons. This task can then be peer or self-assessed using the comprehensive mark scheme provided. Pupils will now watch a video which outlines limits to recycling, pupils will need to answer a set of questions whilst watching the video. This work can then be self-assessed using the mark scheme provided. The last task is a word search, pupils need to find a list of key words in the word search and for each word they find they need to write a sentence which links that word to the extraction of metal from it’s ore. The plenary activity is for pupil to spend five minutes thinking about what they have learned in the lesson - what they have understood and what they would like to spend more time on. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please email me at swift.education.uk@gmail.com and any feedback would be appreciated :)

This is a resource for the NEW AQA GCSE Biology 'Infection & Response' unit. Please find further resources designed to meet specification points for the NEW AQA Biology, Chemistry and Physics specifications at: https://www.tes.com/teaching-resources/shop/SWiftScience Pupils will firstly consider some traditional medicines such as digitalis for dropsy, willow trees for aspirin and penicillin mould. Pupils then consider the time and money taken to conduct a drug trial, as well as the stages that are involved. Pupils will watch a video to determine the definition of a placebo and a double-blind trial, pupils should also use the video to identify how clinical scientists maintain a fair test during a clinical trial. The next part of the lesson pupils will be introduced to what happens during the pre-clinical trial phase and the three stages of the clinical trial phase. Once students have learnt this they will need to match the key words to the definitions. They will also be given a set of 6 statements which they need to write in order, as a flow diagram, in their books to represent the stages of the drug trialling process. Pupils can then self-assess their work. There is a 6-mark question on what they have learnt this lesson. To really test pupils' knowledge they should try and complete this in the back of their books, perhaps giving them a set of key words as prompts. For a less able class, they should be able to use their notes from the lesson. Pupils can peer-assess their work using the marking criteria on the PowerPoint slide. All of the resources can be found on the PowerPoint slide, there is also extra resources at the end which could be used in an extra lesson or as a homework activity. Other lessons from the 'Infection and Response' unit can be found in my TES shop :)

This homework activity is designed for the KS3 Science Course, specifically Year 7 B1.2 Module on ‘Structure & Function of Body Systems’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This activity contains a set of differentiated questions, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension/revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com and any feedback would be appreciated :)