# Mastery Curriculum Resources for science

The resources within this shop are innovative yet easily apply-able. They utilise the latest pedagogical research. All resources are engineered around the new GCSE 2016.

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The resources within this shop are innovative yet easily apply-able. They utilise the latest pedagogical research. All resources are engineered around the new GCSE 2016.

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The resources within this shop are innovative yet easily apply-able. They utilise the latest pedagogical research. All resources are engineered around the new GCSE 2016.

The lesson starts by identifying the key word ... cavity. The students then get to investigate how best to keep a coffee warm, this is then summarised by a worksheet. The Lesson concluded with an exam question specific to Edexcel 9-1.
This lesson has been designed to start getting motivation back into a difficult year 10 class. It is one that I did not think was good enough to list on TES premium however it is not a bad lesson.
For lessons with high quality AFL and differentiation inbuilt please view my TES shop:
https://www.tes.com/teaching-resources/shop/ScienceMastery

Revision timetable and resource bank. To use: print and give to the students, put it up in the lab, send it home to parents or publish as an electric copy.
QR codes and hyperlinked topic titles take the students to a revision resource (mostly BBC Bitesize), on most days there is a key diagram and a selection of subtopics to revise.
This resource is designed to chunk the challenge of revision, giving students two months to revise every topic required for the mock exam that Edexcel are using to calibrate results. The calendar starts on the first of March and goes up until two days before the first exam.
Revising is a vital skill that many teachers neglect to teach their pupils. Most students struggle to plan their revision and rely on pre-exam cramming, as these students will not sit their final exam this year we need to ensure we help them retain the information. Spreading it out like this makes it an achievable challenge and will help them with long-term retention.

More lessons in the series are available on my premium resources - ScienceMastery
The lesson starts with a series of questions to illicit prior understanding of the students. There is then an explanation of gravity and the calculations extensively modelled. After that the students get an opportunity to select from a series of tasks and opt to work, this is outcome differentiated via gold, silver, bronze tasks. The students then complete a hinge point question (AFL) that directs them to 1 of 3 differentiated tasks, there is a purple (high order thinking) task available for the students to move onto once their tasks are completed. The lesson concludes with an exit ticket and a rag of LO.

This is the end of unit test that assesses learning the the series of work. There is a grade converter to give and accurate idea of the 9-1 grades these student would currently be working at. There is a flight path to assess whether the student is on track or not.

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CB1a - microscopes
CB1b,d - cells
CB1c - specialized cells
CB1e - enzymes and nutrition
CB1f - enzyme action
CB1g - enzymes factors and exam.
CB1h - transporting substances
Revision map
Revision timetable

This a core concept for Edexcel 9-1 GCSE physics. This lesson is aimed at year 8-9 however could be made course specific.
The lesson starts be acting on any feedback from the previous lesson before establishing the learning outcomes for the lesson. The teacher demonstrate the limit of proportionality with the spring and masses, there is space on the ppt for the results to be recorded and a graph drawn showing the elastic limit. students then rank their confidence before selecting a differentiated gold or silver task. The lesson concludes with an exit ticket.

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This is an outstanding series of lessons aimed at providing the foundation to GCSE 9-1 success. This Mastery style curriculum scaffold learning and includes constant recapping and revising to ensure content and skills are not lost. The scheme includes two short answer assessments with remediation of knowledge, a 'redraft for success' 6 mark question, exit ticket revision.
Admin: Learning Outcomes, Knowledge Organiser part 1 and part 2.
Lesson 1: forces intro,
Lesson 2: contact and non-contact,
lesson 3: 6 mark question feedback,
Lesson 4: testing friction,
Lesson 5: DIRT on friction,
Lesson 6: short answer assessment a revision, Lesson 7: weight and mass
Lesson 8: Magnets.
Lesson 9: Magnetic Fields
Lesson 10: Free body diagrams
Lesson 11: Resultant force
Lesson 12: short answer assessment and revision.
Lesson 13: energy
Lesson 14: chemical energy
Lesson 15: stored energy
Lesson 16: energy transfer
Lesson 17: 6 mark question
Lesson 18 : short answer test and revision
End of unit test

The lesson starts with a series of questions to illicit prior understanding of the students. There is then an explanation of gravity and the calculations extensively modelled. After that the students get an opportunity to select from a series of tasks and opt to work, this is outcome differentiated via gold, silver, bronze tasks. The students then complete a hinge point question (AFL) that directs them to 1 of 3 differentiated tasks, there is a purple (high order thinking) task available for the students to move onto once their tasks are completed. The lesson concludes with an exit ticket and a rag of LO.

This is a revision resource for the low to mid ability. The lesson consists of looking at and modelling the calculation before the students attempt the calculation and them try an exam style question. This is the format for calculating: speed, weight, acceleration and force.

The knowledge organiser comprises of the key information need for a student to be successful in this first half of the course. On the reverse of the KO there are progress focused questions, either to strengthen understanding or extend thinking.

This is sample resource for the scheme of work available from the premium resources type in -
'Waves and Electricity - 13 lessons and end of topic assessment.'
The lesson starts with a review of previous learning, before modelling how to calculate frequency. The understanding of this calculation is assessed via a hinge point question, this directs learning to one of three tasks, the students demonstrates their learning before the lesson concludes in an exit ticket.

The lesson starts by assessing baseline knowledge by reviewing the meaning of energy. There is then a card sort which involves associating the energy with pictures to act as a memory prompt.
There is a short video to push the students to identify forces and reviewing their knowledge. The lesson has an AFL task embedded in it to direct learning, this leads to 3 different task, two on the attached KO and one Cloze activity. The lesson concludes with an exit ticket.

The lesson is aimed at year 8-9 and focuses on efficiency . The lesson encourages the student to work out the efficiency calculation on their own before testing their understanding, the student then complete different tasks (high quality differentiation) to best suit their ability. the lesson finishes with an exam questions and exit ticket.

The lesson starts by explain the law of thermodynamics before the student experiment with a series of mini-activities and identify the energy transfer happening within them. The learning is assess via a hinge point question before a differentiated activity. The lesson concludes with an exit ticket.

The lesson start by looking at the Apollo 8 rocket taking off and introduces the huge unbalanced forces at play. The teacher then lead with a series of images of scuba divers an gives an opportunity to question the class. The lesson builds to start including numbers so the student can calculate the resultant force before the students construct meaning using a simple worksheet on force diagrams. The lesson concludes with a detailed exit ticket.

The resource includes the learning outcomes with RAG code for confidence and an exit ticket tracker for recording the exit ticket scores at the end of the lesson. There are two knowledge organisers both with differentiated questions on the back.

This a core concept for Edexcel 9-1 GCSE physics. This lesson is aimed at year 8-9 however could be made course specific.
The lessons starts by allowing the student to take ownership of their learning by selecting a title for the lesson. The lesson then moves to let students discover Hooke's law in a structured yet problem based and independent way. The students demonstrate learning with a graph and a short conclusion always driving them to come up with Hooke's Law by themselves. The lesson concludes with a Cloze exit ticket.

The lesson is highly differentiated and focuses on allowing the student a degree of choice as to which tasks to complete. The lessons starts with a DO it Now activity which has two options for the students to choose, an easy and a harder, this demonstrates stretch and challenge. The central activity to the lesson get the students up and reviewing different forces and coming up with examples. Knowledge is shown via a Blooms pyramid activity. The lesson finishes in an exit ticket.

These are not stand alone lesson however a powerful way to secure knowledge for students who are participating in a mastery scheme of work.
Utilising short answer testing is a good way to ensure that the key knowledge is learned if interested pleases read Roediger 2011, it is a really insightful study to the benefits of testing; I now included a short answer assessment of this format approximately every 6 lessons and have been observed teaching this format by an Ofsted inspector who rated the lesson outstanding (not that we do that anymore).
Lesson 5 consists of the dedicated improvement and reflection time (DIRT) from the previous lesson, this is followed by a review of the RAGed learning outcomes using the knowledge organiser to guide their revision. The lesson concludes by the student attempting a 15 mark short answer assessment with a structured self assessed feedback template.
Lesson 6 starts by looking at ways to revise and allows the teacher to model how to revise. The lesson then moves on the students trying to revise themselves before resitting a very similar test to demonstrate to the pupils that they can make progress by revising. The lesson concludes with a self assessment.

Lesson 3 SDT is designed for all abilities in year 8. The lesson has GCSE focused questions to ensure that the long term goals of the students are established. The lesson caters for all abilities by utilising micro teaching and hinge-point questions, the use of HPQ directs learning depending on the understanding at vital point at the lesson; this determines whether the student attempts gold, silver, bronze tasks. There is a purple extension task to push the high on entry students. The lesson concludes with an exit ticket.