Suitable for all GCSE groups and higher KS3 Activity is designed to foster challenge in a fun and engaging way. The checkerboard is made up of a number of activities, each with a point value depending on difficulty. Students then choose the tasks they would like to do, however, teachers can control the level of challenge by assigning "total score targets" depending on ability. The activities force independent enquiry so it is always handy to have textbooks and dictionaries to hand if possible. Every time I have used this activity I am surprised by the enthusiasm and quality of work produced.

These 3 resources each form a large circular shape, ideal for group work. There is also space for students to show their calculations, corrections etc. This is a very useful for peer to peer revision/learning in a low stress environment. The answers are provided. This was made using Formulator Tarsia and the original files have been included if you need to amend.

Three activities with answers. Students work in pairs to match the questions with the answers and then show their calculations. This is a good resource for peer to peer learning and revision. Made with formulator tarsia

Suitable for KS3 and SEN GCSE students. Learning Targets - to name some forces, draw suitable forces arrows, describe types of forces There are three parts to the resource, - a comic strip explaining what forces are and how to draw force arrows - a newspaper template for students to complete, with instructions - a comic strip type activity to demonstrate that they are able to draw force arrows, name forces and describe them. This type of resource presents information in a more student-friendly manner than textbooks, so very suitable for the reluctant reader.

This resource includes 3 activities. Activity 1 Students analyse a distance time graph section by section. Activity 2 Students are asked to draw and analyse distance time graphs related to Polar Bear journeys. Activity 3 Jeopardy! Students write questions related to D-T graphs for given answers. Suitable for KS3 and KS4

Editable resource focusing on differences between pathways and stores. Designed to clarify misconceptions and reinforce key knowledge. This resource is best done individually as deliberate practice or direct instruction after the teacher has explained the core knowledge. Students should also know how to draw energy transfer diagrams before attempting the task. Differentiation: Students should be allowed to choose their tasks and teachers could differentiate using the guide at the top of the resource. Students could also be provided with suitable text or use the references at the bottom of the resource. Evidence-Based Research on student choice activities: This is a student choice activity based on the research by Dr J. Marzano to engage students - see reference below. "When given choice by teachers, students perceive classroom activities as more important. Research has shown that providing choices to students of all age levels often increases their intrinsic motivation. Choice in the classroom has also been linked to increases in student effort, task performance, and subsequent learning. However, to reap these benefits, a teacher should create choices that are robust enough for students to feel that their decision has an impact on their learning. In order to incorporate choice into the classroom, we recommend teachers provide choice to students in four ways: (1) choice of tasks, (2) choice of reporting formats, (3) choice of learning goals, and (4) choice of behaviors (pp. 14, 101)." https://www.marzanoresources.com/resources/tips/hec_tips_archive#tip23

Suitable for GCSE Students. The activity wheel has 8 activities linked to X-rays, their uses, dangers and properties. The wheel starts off with easier activities and become increasingly more difficult, suitable for E-grade to A*. Both a colour and black and white version are included. How to Use: 1) Teacher can allocate specific tasks to students 2) Teacher can allocate all the tasks to a mixed ability group and have them produce a joint presentation/poster 3) Students choose their own activities.

Designed to support students with evaluating, concluding and risk assessments. They can be used as: - bookmarks, - support sheets, - laminated self-help cards - marking aids

An engaging presentation ideal for flipped learning purposes or to use in class before a practical. The presentation focuses on these objectives: - What happens to GPE stores when an object is lifted - Why objects are easier to lift on the moon - Calculating GPE store changes - what causes a lifted object to have increase in GPE stores - how work done can be related to GPE

This magazine-type activity has always been a firm favourite with my groups. Put students in groups and have them work through the metacognition, calculations and understanding activities, or this can be set as a long-term homework. The key is to allow them to "get on with it" and source help from peers, text etc. At the end of the activity I usually do a peer assessment and then a directed feedback task.

Objectives: Understand types of energy and energy stores Understand how energy can be transferred between stores. Understand energy transfer diagrams This is a fully differentiated activity where students can choose their own level of challenge, allowing for low-threat, high-challenge. This activity has been run successfully as both an independent homework activity, or paired class work activity.

This resource is made up of "luggage tag" reminders for students on how to write conclusions, evaluations and risk assessments. A separate file is included for teachers to use as marking hacks during feedback. Great time saver. Can also be used to support those struggling with literacy.

A simple and engaging activity to encourage literacy, identification of sequences, identifying rules and completing simple patterns.

This resource includes 3 activities. Activity 1 Students analyse a distance time graph section by section. Activity 2 Students are asked to draw and analyse distance time graphs related to Polar Bear journeys. Activity 3 Jeopardy! Students write questions related to D-T graphs for given answers Highly engaging, in particular for reluctant readers!

Suitable for lower achievers at KS4 or higher at KS3. Page 1 has content relating to energy types, transfer, dissipation, GPE and KE, work done. Page 2 is a crossword based on the above.

Save on this resource by buying it as part of a bundle for £2.50 https://www.tes.com/teaching-resource/new-2018-biology-cells-and-introduction-bundle-11359079 Objectives: To know the main parts of a plant and animal cell Describe the function of these Compare and Contrast plant and animal cells Suitable for GCSE or high achieving KS3. Activity is designed to encourage discussion and pair work. Task Instructions 1) Draw and label a diagram of a plant cell in the middle of the quilt pattern. 2) Choose two colours to complete the pattern, one colour for correct statements and another for incorrect statements. 3) In your book copy out all of the correct statements and correct the incorrect ones. 4) Using these facts, write a paragraph that clearly shows the differences between a plant and animal cell.

Save on this resource by buying at as part of a bundle for £2.50 https://www.tes.com/teaching-resource/new-2018-biology-cells-and-introduction-bundle-11359079 Objectives: Understand how prokaryotic cells are similar and different to eukaryotic Draw and label a prokaryotic cell Apply knowledge Students start from the inside of the log pattern and choose 5 key words that best answer the questions posed. The next section up, they write short paragraphs to answer the question and using the keywords they have suggested.

This bundle has been designed to strengthen students' mathematical skills for physics. The "solve-me" activities emphasize the working out rather than the answer and are fully differentiated.