This quick and fun starter activity will help students gain familiarity with the layout and meaning of the symbols in the periodic table. Use as an engagement activity in lessons from the AQA GCSE Chemistry 4.1.2/ Periodic table. Only do 2 films at a time, save more for next lesson. Most school diaries have a periodic table, and students must use if to find out the title of the film. Otherwise give student a copy of the periodic table. This resources also gives you an opportunity to talk a briefly about the F block elements, mostly found in the late 20th century, and the most infamous or important being Uranium and Plutonium. Slide 2 is an example for you to run with the class Slide 3 Mama mia Slide 4 Frozen Slide 5 Sky fall Slide 6 The Hobbit Slide 7 Zootropolis Slide 8 the Martian

4 levels of ' Forces' engagement or plenary activities focused on the use of key terms and the construction of sentences that accurately describe, explain, compare and suggest. Teacher's notes with answers, assessment and feedback points. Ideal for non-specialist teaching GCSE Physics. Recycle activities a few times with different assessment emphasis.

KS3 level 5 covers practical skills and a GCSE topic; Hooke's law in the context of sport and injuries in tennis. This is part of a set of lessons to engage year 7 to 13 students (KS3, KS4 and KS5) with STEM subjects ( forces, data analysis and materials' technology) in the context of sport, and particularly Tennis as June-July is the season of many great tournaments. Why re-invent the wheel? Invest and enjoy for a many teaching groups and a few years to come.

Previously displayed with errors for teachers to highlight most common mistakes. The correct process is now fully demonstrated, to be used in lessons without further preparation or to be set as an independent exercise. A further list of chemical equation is provided to test students on their balancing skill. A anwers page is provided.

This (2 lesson) required practical has an assessment grid, spaces for student reflection after each section, and a detailed list of command phrases to help all students attain their predicted level. The first part helps developing students attainment with a tick list for equipment. The method section is written at a SMOG level 5/6( KS4 consolidated literacy students cope well with SMOG level 12 -15text). Data analysis techniques are supported with formulae. Print in A5 or A4 white or pale Yellow ( for vision impaired or dyslexia needs) and glue to a dedicated Required practical exercise book. Make assessment efficient by signing an attainment box and plan lesson time for collective reflection of common errors or misconceptions. The resource fully supports Teacher Assistant interventions.

2017-19 AQA GCSE 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.

2017-19 AQA GCSE Forces and Motion. Students use these tables to track their our progress in the skills and concepts of each sub-unit. Students use the traffic lights colour scheme or emojis of their choice to show and reflect on their progress. The teacher can give feedback or plan interventions based on the visual information in these trackers. Over the course of 2 years, students build up evidence of progress and a personal subject revision list.

2017-19 GCSE AQA Waves 4.3. Students use these tables to track their progress. Students colour in the right-hand columns with the traffic lights scheme or an emoji of their choice to convey their confidence in each sub-unit of the Waves specification. Teachers can use the data to target feedback or intervention lessons. Bloom's taxonomy is used in each learning objective to familiarise students with level 5 to 8 skills for answering exam questions, communicating the key ideas of Waves and transferring skills to Chemistry and Environmental science. This document is a sound revision list for the AQA trilogy and Physics course.

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.

PPP for six lessons on this topic. Learning objectives, practical work ideas, Youtube videos, teacher's notes and Teaching and Learning ideas. Why reinvent? Try this as a platform to launch your own personality and engage your Y8 students in the adventure of digestion. Strech and challenge included.

2017-19 AQA 4.8 GCSE 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.

2017-19 AQA GCSE Physics Matter/Heat. 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 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.

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.

2017-19 AQA GCSE 4.4 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 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.

Use to assess students progress on cell division as well as a revision resource for students to refer to at home. Intermediate level with visual prompts .

Glossary for Literacy impact on KS4 AQA Biology H/F. Buy it, Print copies for all, and hand them to pupils at the start of the unit. Refer to it regularly to embed the vocabulary as you move through the topic. Use as a resource for starter or plenary activities. Ask students to make questions for other students, to arrange the words alphabetically in 1 min, to refer to the glossary when answering exam style questions to improve spelling and understanding in a context. Cut it into individual strips to support a class project or poster.

Use as a revision resource of to consolidate the electromagnetic induction lessons. Can be differentiated with levels of secondary resources.

Students learn about useful energy and wasted energy, using a sankey diagram, Opportunities are offered through resources for real time assessment of progress and differentiation.

Based on UK teaching and learning practices to engage all learners ans provide challenge (level 3 to 5 ). 2 hour preparation.

Revise the key ideas of mitosis and meiosis . Based on UK teaching and learning strategies, and students' progress assessed in real time.