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.

I of 3 resources produced for students to practice the skills needed ISA controlled assessments. Apologies for a 3 errors in the text. They have now been corrected.Thank you for your purchase. Students can used the research notes or be encouraged to research Static friction, and come up with their sources to inform their hypothesis and subsequent method. Use resource 2 and 3 for a complete preparation set. Take every opportunity to use key terms, data collection and analysis vocabulary.

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 Assessment for learning (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 Teaching impact in your class for $3

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.

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.

Use this document to kick start research into levers and their context in every day life. Find ideas for practical work and facts about levers that will help students make a hypothesis and investigate properties of class one levers. Focus on progress and feedback and leave the resources to me. Thank you

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

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.

7 glossaries to match 4.1.1,4.1.2,4.1.3,4.2.1,4.2.2,4.2.3 and 4.2.4 topics in the New GCSE Chemistry SOW for AQA. Print and cut them, and hand them to students at the start of each section to support them with the literacy of these topics. Key terms for spelling, definition and example sentences using the key term. Support Literacy in Science and whole school literacy. A short plenary or summary lesson starter based on traffic lights is included.

This work sheet is to revise ray diagram skills or use as a summary for lenses lessons.

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 !!

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.

A2 Further mechanics; Circular Motion topic. Use the resources as starter activities or plenaries to reinforce the essential definitions ( Assessment Objective 1) for this topic. You might wish to purchase the Circular motion presentation for students' independent learning too. Download these resources, print them on card, laminate and enjoy their impact on your students' motivation and learning. Add a little fun and competitiveness at the start of lessons for years to come.

Revision and extension with calculations of refractive index.

The resource is written with Blooms taxonomy progression terms for differentiation. Students can work and make progress on each section of the work sheet. There is a very simple practical for students to experience the conditions for equilibrium, in contrast, the last set of questions challenges students to consider the conditions of equilibrium as an abstract numerical concept. Let the students work at their pace while you walk, observe, feedback and challenge.High impact.

Unlike the number and unit answer given at the back of the book; "Edexcel AS and A level Modular Mathematics M1", this resource gives a full method and a diagram to help students interpret the question in the context of the equations of motion under uniform acceleration. Buy it, and copy it to give to students for self assessment and reflection. Ideal for teacher cover work or independent study periods. keep checking the shop for similar resources for all other Exercises in the text book. Some answers differ in the significant figures given.

Biology 2,. This resource is aimed as a revision or consolidation lesson, focusing on cell division processes and stem cells.The structure of the Power point presentation is based on the ubiquitous UK 3 part lesson with inbuilt challenge and differentiation. The set of 10 questions to be used with mini white boards will allow in depth Assessment for Learning and will help students work on their descriptive writing or speaking skills, supporting their English language skills. Recognition to the variety of diagrams in clip art that give color and visual impact to this work and to the very useful Cord blood registry Systems Inc 2004 stem cell diagram. Erratum Q 4 some - come from...

Model the game, and let the class have fun. Walk around identifying inconsistencies and problems in student understanding or communicating. Engaging activity with an element of competition. Provides a fun way of peer and self assessment. Everyone is involved. High impact.

Literacy support in 7 sections to support student's literacy in the 7 subunits: Bonding, structure and the properties of matter, Atomic structure and periodic table. Contains key terms, definitions and example sentence to show students how to use the key term. Print them ready for the introduction of each topic. Ask students to glue them to their exercise book to help them with the specific terms in these units of work.

Bloom's taxonomy terms are used to help students make progress. From a simple practical task in question 2, that allows student to experience the concept of equilibrium to question 8 that challenges students to investigate equilibrium with moments calculations. You are free to walk around the classroom offering advice, formative feedback, and asking challenging questions. High impact.