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Resources for STEM subjects highlighting transferable skills and concepts.
AQA Physics A level candidates'  summer preparation
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AQA Physics A level candidates' summer preparation

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When High GCSE point score students are successful in joining an A level Physics course, they can take responsibility for their AS progress with this condensed resource to help them recap and revise key concepts during the long summer holiday. Hand this resource on results day to establish high expectations and an ethos of preparation. Answers and commentary to all AQA GCSE challenge level 3 and 4 questions are added. This allows the A level teacher to reduce marking time and enhance the quality of feedback at the start of the course. High impact!
GCSE Waves  Glossary: key words, definitions and example sentences to support literacy.
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GCSE Waves Glossary: key words, definitions and example sentences to support literacy.

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For £2 this resource covers all the key terms in the Trilogy and Physics Waves topics of the AQA GCSE Physics course: 4.6.1 ( 3 subsections), 4.6.2 ( 2 subsections) and 4.6.3. ( 3hrs). Each sub-glossary is in a single detachable section. Cut them , photocopy them in A5 and ask students to glue them to their exercise books. Alternatively copy them on A5, in colour and display around the class room and the corridors adjacent to the classroom , and the School's magazine literacy section. Includes key terms (over 50) , definitions and a sentences to exemplify the use of the key term. The examples will help students understand the context in which the key term can be used. The examples are level 5-6 literacy to support boys whom struggle with vocabulary and complex sentence construction. You can use this comprehensive resource to plan Science literacy quizzes and other engaging activities: 'new word' discussion, 'Key term spotter', 'dictionary champion', 'Science literacy' bingo etc. Used as the platform for higher Teaching and Learning resources to optimise the impact of your teaching.
Literacy
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Literacy

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Highlighting the importance of subject specific literacy in Teaching and Learning.
'AS' Linear motion graphs starter activity or a revision and consolidation lesson activity
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'AS' Linear motion graphs starter activity or a revision and consolidation lesson activity

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10 MC unusually phrased questions that require students to compare two types of graph: d-t,v-t and a-t graph. Challenge students to reflect on their understanding of these graphs. As a starter activity allow 10 minutes for individual students to answer the 10 questions. As and AFL activity this delivers peer assessment when you ask students to check and discuss each other's answers. As a 'talk to learn' strategy allow students 5-10 minutes to argue for or against their answer. Detect general misconceptions or identify students with fundamental problems in this unit and plan an intervention lesson, or work with them while other students work on exam practise questions. Buy 'AS motion challenge' resource for additional differentiation. Raise your T+L impact in your class for £2.
A level Chemistry functional groups and nomenclature  exercises
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A level Chemistry functional groups and nomenclature exercises

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A2 Chemistry ' identify and name organic compounds'. This resource can be used as an independent tasks or as a group activity . It has 15 cards, each with the structural formula of an organic compound , examples of all the functional groups required at A level have been given. Students can see the difference between esters, ethers, aldehydes, ketones and carboxylic acids. The resource also provides a good revision resource for organic chemistry nomenclature. Answers are provided.
Circular Motion and centripetal forces/ further Mechanics
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Circular Motion and centripetal forces/ further Mechanics

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OCR and AQA Further Mechanics A level work, for exams in June 2018. Please refer to the 2015 Specifications. This unit of work covers A2 circular motion, it is suitable for 1.5 to 2 hours teaching, but must be supported by teacher demonstrations and Practical work ( please refer to the exam board's list of practicals). The explanations and solutions of the vertical circle and the engineering context of this topic have not been covered, to leave room for the teacher to drive it in his/her direction of choice. AFL in the form of Multiple choice questions is included. Please up load this resource to your VLE to support your students. Find additional support in IOP and refer to your Exam board specifications for past paper practise.
Circular motion and centripetal forces
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Circular motion and centripetal forces

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Interactive presentation with exam multiple choice questions. A level further mechanics OCR and AQA. 3 hour preparation. This unit of work can be delivers in 1.5 to 2 hours but must be complemented by teacher demonstrations and practical work, ( see Practical skills assessment for AQA and OCR 2015 Specification). Multiple choice examples are given as well as step by step methods for problem solving. Load up this resource in your virtual learning platform to support the progress of your students. Use exam board past exam questions to develop numeracy and problem solving skills.
Physics A2 electric fields
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Physics A2 electric fields

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PPP Windows detailed introduction to A2 Electric fields. AO1's are signposted. Key points often misunderstood by students are clearly highlighted. Example problems with step by step solutions. Very useful for Multiple choice training. Ideal for AQA PH4 old and New Electric fields specifications. Load it up on your VLE to promote independent learning.
AQA GCSE Energy 4.1
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AQA GCSE Energy 4.1

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2017-19 AQA GCSE Energy 4.1. Give students a table at the start of each of the 4.1 sub-units for them to track their progress in each learning outcome. 'Evaluate' skills can be achieved by open ended research HW. Students can colour in the right-hand side columns with the traffic lights or RAG scheme, or choose their own emoji to show their progress and confidence level, and teachers can use the information to targte formative feedback or plan revision interventions.
GCSE Physics Electromagnetism
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GCSE Physics Electromagnetism

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2017-19 AQA GCSE 4.7 Physics. Use these tables for students to keep a record of their progress in the Electricity units. The students can fill in the right-hand side column with a traffic light colour scheme to show their level of confidence in a sub-unit. For the teacher, this data can help formulate individual feedback or to plan revision interventions. Bloom's taxonomy is systematically used to help students develop the skills for answering exams style questions and competently communicate their subject knowledge.
New AQA AS Physics  Mechanics and electricity  revision booklet
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New AQA AS Physics Mechanics and electricity revision booklet

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New AQA AS Physics for assessment in 2016. This booklet is deigned to help students learn the AO1 definitions and practise the key learning on AQA Physics a past exam questions. The questions have to be photocopied or printed by the student, as part of the skills of preparing for revision. The remaining questions box allows you, teacher, to have a reflective dialogue with the student. ERRATUM; R= V/I and not V=RI as suggested in the 1st edition of the resistance section of this resources. Apologies
GCSE Energy AQA 4.1 Physics literacy: key terms, definitions and example sentences.
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GCSE Energy AQA 4.1 Physics literacy: key terms, definitions and example sentences.

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Support literacy in Physics/Energy. The resource cover the main key term to ensure that students understand all the key terms and can use them with growing confidence in written and verbal communication tasks. Print the tables and ask students to glue them to their exercise books at the start of a topic. The definition and example columns offers differentiation. Use this resources to support students progress during short literacy based engagement or lesson consolidation activities. Have high expectations, do insulate students from the importance of language in Science. High impact !!
High School equations of motion under uniform acceleration
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High School equations of motion under uniform acceleration

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his worksheet is rigorous in its use of scientific terms and conventions, and it is a step by step description of Newton's second Law of motion to derive the four most useful equations of motion. The students is shown how their knowledge and understanding improves and expands from Physics Lower high school 'C' grade to Physics 01 or Maths Mechanics 01 'A' grade, through the use of exam style questions. The Mark scheme gives a step by step commentary on the methods and final answer conventions, to help the student understand the pitfall in problem solving e.g carelessness with units and decimal place presentation. The work could be set as a 2 hour independent study to support learning of ' Motion in a straight line with constant acceleration' and or Maths Mechanics 1 Dynamics. This worksheet will allow the teacher to see differentiation in the class and understand student's needs, thus targeting feedback and assistance efficiently. Change the way you teach and improve the impact of your experience and knowledge on your student's progress for $4.
UK GCSE courses, personal progress tracker
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UK GCSE courses, personal progress tracker

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Ask students to glue the sheet to their exercise book, for a quick and visual report on progress and a list of tasks or skills where improvement is necessary to make further progress.
New School year! High impact Science Laboratory safety rules, foundation alternative: ws/lesson plan
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New School year! High impact Science Laboratory safety rules, foundation alternative: ws/lesson plan

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The basic Science laboratory safety rules mainly apply to Chemistry practical work, but they are universal and must be stuck in students' exercise books at the start of the year, for reference. The PPP is looking to diagnose students, ideas, myths or sound knowledge of safety. The groups of questions UK/ GCSE level: 2,4,6 (B old GCSE ), 8+ ( A* Old GCSE) will help the teacher and students identify the inconsistencies in their knowledge and understanding, and through pair work and whole class discussions of the answers, students will be 'talking the talk ' of health and safety,and learning to risk assess. Ideal for pair work. Slides with teacher notes and levels have been hidden so that you allow student to choose the set of questions that they believe they can answer, print them out and display them around the lab. Thus encouraging all students to have a go independent of the ability category they believe themselves to be in. This is an ideal and rigorous introductory lesson for KS3 and KS4 with differentiation . It will help NQTs understand the process formulating scaffolded and differentiated question.
Frame high impact questions
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Frame high impact questions

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The framework will help you to construct rich questions. Question_answer strategies have many teaching and learning roles to play in the classroom; To support effective feedback questioning should move away from the factual regurgitation of knowledge or simple observations in favor of question that progressively demand higher levels of thinking . A good question that support learning is one that is open, requires the learner to link or apply ideas, and gives the learner an opportunity to practise the language of science that he/she has picked up from practical work, research or didactic lessons. Good questions ans good learning is supported by rigorous presentation of key terms.
New year!  Laboratory rules and a Health and safety awareness lesson, high impact +Foundation ws.
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New year! Laboratory rules and a Health and safety awareness lesson, high impact +Foundation ws.

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The basic Science laboratory safety rules mainly apply to Chemistry practical work, but they are universal and must be stuck in students' exercise books at the start of the year, for reference. The PPP is looking to diagnose students' ideas, myths or sound knowledge of safety. The groups of questions, UK/New GCSE level: 2,4,6 (B old GCSE ), 8 +( A* Old GCSE) will help the teacher and students identify the inconsistencies in their knowledge and understanding, and through pair work and whole class discussions of the answers, students will be 'talking the talk ' of health and safety,and learning to risk assess. Ideal for paired work. Slides with teacher notes and levels have been hidden so that you allow student to choose the set of questions that they believe they can answer, print them out and display them around the lab. Thus encouraging all students to have a go independent of the ability category they believe themselves to be in. This is an ideal and rigorous introductory lesson for KS3 and KS4 with differentiation . It will help NQTs understand the process formulating scaffolded and differentiated question.