Suitable for KS3 or Low Achieving KS4. The resource focuses on understanding the differences between atoms, elements, compounds, mixtures, molecules. The task includes a definition (either in students’ own words or from suitable text), explain using a diagram, apply by linking terms. The activity is best done after a teacher explains the concepts, or with suitable textbooks. Running time is approximately 30 -40 minutes.

This is a cut and paste activity (a paper investigation). Students cut out the parts and then glue them in to make a diagram. This is particularly suitable for lower to middle attaining students who need to do more recall on investigations. A worksheet is provided that focuses on observations, risks and comparing the paper model to the real investigation. The cover image is courtesy of one of my SEN year 11 students

A differentiated graph analysis activity suitable for all achievement levels.

This resource can be used as an aid for SEN students. The puzzle reinforces the learning.

This encourages deeper thinking and can be used with all ability levels. Students cut out the hexagons and put two or three together that they can match eg: REFRACTED and SPEED can be placed together. Students will then need to write how they are linked together ie: When light enters a medium its speed is changed and it is refracted. Encourage students to make as many links as they can. Higher tier students should then identify the concepts that the clusters make. If you need any help with this contact me at @heelismichelle

Objectives Guidance and worksheets 2003

A giant wordsearch suitable for end of term activities. Reinforces keywords. Suitable for Yr 9 to Yr 11

A short presentation with suitable video links. Suitable for new AQA GCSE Physics component. Please view the link on the penultimate page for a summary of black body radiation.

Written for Go Science but can be used with any scheme to improve vocabulary.

Based on presentation by Joe Ryan which I found on TES. Students view the slide and choose a strand of reflective questions answer.

A few wordsearches for this topic. Although based on the Go Science Scheme it is pretty generic.

Designed as a tool to help teachers with marking. When coming across a student in need of some help with best fit lines simply stick one of these small 'how to' exemplars. 6 per A4 sheet.

Use as a starter/through the door activity. Helps students to track progress during the lesson. Please let me know if you find these useful and I will upload more.

Use as a starter/through the door activity. Helps students to track progress during the lesson.

Use as a starter/through the door activity. Helps students to track progress during the lesson. Please let me know if these are useful and I will upload more.

Resources contain a foldable activity, bingo cards, assessment and a card sort Suited for the disengaged lower achieving classes. Get them hooked - stealth learning!

Students build the model in groups of two or three. It helps to show how the moon orbits the EArth and the Sun and that the Earth orbits the Sun. It can also be used to show eclipses and the different phases of the moon. There are host of differentiated set of resources for you choose from. Including peer assessment activity, cloze task, key term match, help sheet and a spot the spelling mistake activity.

This resource contains a wide variety of worksheets and activities for the Blood topic. Resources include: A simple SEN organiser Word link to consolidate and deepen learning Venn Diagram to compare and contrast concepts Picture It task for the more visual learner 2 x mind mapping tasks 2 x worksheets Card Sort and categorising activity Spot the mistake literacy and factual recall activity There really is something for everyone!

Lesson 2 in this SoW. Follow weblink for lesson 3. Ready-to-go lesson. The investigation is very simple and looks at how mass affects the force. L3 – I can name some forces L4 – I can take accurate measurements and know the range of my measurements L5 – I can correctly calculate the mean and draw a bar chart L6 - I can use my bar chart to help me draw a conclusion L7 – I can explain why friction is is considered a force. (it changes speed of object or works in opposite direction of applied force)

Ready to go lesson. There is no practical in this lesson. Differentiated by outcome. L3 – I can understand simple force diagrams and say which way the object will move. L4 – I can correctly draw a force diagram and say whether the force is balanced or unbalanced. L5 – I can work out the resultant force on an object and draw force diagrams. L6 – I can work out the resultant forces of complex forces working on an object.