This is a constructive observation/ practical lesson that offers the student the choice of task as to gain a better response and effort from the child. The lesson starts with a review of how homework help exam performance, it then moves on to the students identifying for themselves what 3 things a force can do to a lump of Plasticine. The lesson swiftly moves to another independent identification of 8 key forces via a differentiated worksheet. The lesson concludes with an 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.

This Ofsted Outstanding format is a great way to engage student is self assessment rather than the meaningless and superficial marking that arbitrarily occurs 3-4 times per term. Make formative assessment count! The lesson start by a think - pair - share activity to engage student in what it mean to be successful. The lesson then explains what a 6 mark question is in the new GCSE. There is then a hinge question which assesses prior understanding and differentiated the question for the next task. The students can then use the success criteria to attempt a GCSE style 6 mark question. After that the class reviews some of the lower level question model answers against the mark scheme and give them a medal (WWW) and a mission (EBI). The student then mark their own answers against the corresponding mark scheme giving themselves a medal and mission. The lesson concludes with them redrafting their own answer to include the improvements.

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.

The lesson starts with a wordsearch based on previous learning. Via a video and target questioning the history of magnetism is briefly visited. The lesson then moves to a learning through doing practical task involving defining the key words. There is then a selection of questions about magnets with a HOTS purple questing included. The lesson concludes with an exit ticket.

This lesson is intended for KS3 and focuses on the structure not the function of the lung. The lesson start by discussing some of the key terms for the lung before a safety and risk focused demo dissection. There is then an AFL opportunity via a deep hinge point question; there are 3 differentiated activities that come of this depending on the students understanding. The lesson concludes with a image based exit ticket.

These Knowledge organisers provide the basic knowledge for the topic including diagrams and key words. On the reverse of this there are some basic question and some higher order question to stretch the students.

Cells and Control. The lesson is part of a series of lessons that cover topic two of the new GCSE (to be sat in 2017). The lesson start by looking at the results of the exit tickets including a remedial feedback session. The lessons introduces the idea of reflex arcs with an animation and diagram before a hinge point question to assess understanding, this is followed by a differentiated task based on the answer to the HPQ. The lesson then moves to a practical class experiment with a discussed conclusion. This is followed by a modelled exam question and answer and summery worksheet and concludes with an exit ticket.

This is a hard hitting lesson on cancer that is a core part of Edexcel GCSE 2016- Cells and control. The lesson start by getting the student to guess what is is about, it is a conversation led lesson that engages the students in a potentially emotional content. The lesson includes both the theory and some of the ethical considerations about smoking and advertising. The main task involves the students answering questions on the discussed topics before the lesson concludes with an exit ticket.

The resource is an opportunity to embed student accountability and student led tracking. This will only be applicable if used with my other forces and energy resources available to purchase.

one of the eight biology core practicals.

The lesson starts with recall questions and then moves on to a thinking for learn activity. Students then watch a video and answer some questions based on the video before summerising their understanding. The students then do an exam style question before an exit ticket. I think the resource is good an will promote good learning however it is not as detailed as many of my other lessons so I have listed it for free..... enjoy.

Core practical

Core practical for Biology topic one

This is just the Learning outcome sheet to the edexcel module CB8. The learning outcome sheet has space to RAG the learning outcomes, log the exit ticket score from the lessons and has a QR code to scan and complete further revision.

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.

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

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.

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.

This focuses on the discovery of the atoms and scientists that contributed to it. This is done with a fun sci-book activity. All resources are included.