A Level resources showing all of the different mechanisms to produce all of the organic molecules covered in the AQA course. The ppt takes the students through the different mechanisms and shows the reagents and conditions needed as well as identifying the type of mechanism involved. Questions are included which are planned using the “I do, We do, You do” principle.

Students will learn about the two types of respiration and will carry out a practical in order to find out what is produced in aerobic respiration. The lesson starts with the common misconception that respiration and breathing are the same thing and clarifies the differences. Students then move on to identifying what is produced by aerobic respiration in order to plan an investigation to find out which of two flasks of germinating peas is respiring. A planning template is provided for the students to follow. The experiment can be easily set up by having two sealed vacuum flasks, one with hot water peas and one with room temperature water and peas with thermometers. A delivery tube can also be attached to test for carbon dioxide using a bicarbonate indicator. You may need to “fudge” the set up in order to ensure that carbon dioxide is being produced by the correct flask.

Guided revision for the AQA covalent bonding section, specifically the small molecules. The key specification points are covered with tips on how to draw the molecules and identifying the limitations of the molecules. AQA past paper exam questions are given to go through with the students modeling how to answer them, using the BUG technique (explained on the slides).

Calculations for AQA Physics Electricity. This uses the BUG and ISSR techniques to guide students through the question and maximise their marks. Students are given the need to know information before introducing the equation and how to use it. BUG = ***B***ox the command word; ***U***nderline key information and ***G***o through it twice ISSR = Identify the equation needed and what you are given in the question; Substitute the values into the equation; Simplify the numbers if possible and Rearrange if needed. This allows students to meet the new criteria of having to show their working for calculations to get all the marks. Equations covered are: E = QV Q= It V = IR P = I2R P = IV E = Pt

Summary assessment lesson for the new AQA GCSE spec. Students assess their prior learning in the starter by choosing a set of questions to answer. In the main activity, they need to make the key notes on the three topics which can be added to from textbooks/ revision guides etc. The topic that they start with is the topic that they ignored because it was too hard in the starter. Once they have made notes, they complete a set of questions before self assessing with the mark scheme. There are differentiated questions for ionic and covalent bonding. Plenary is an exam question to check understanding. I have run this as a challenge race where students record their scores for the 3 topics on the board and prizes are awarded for the highest mark in each section, the highest total mark and the first person to complete all three sections. It has worked well with a low ability and low motivation group.

This focuses heavily on literacy while learning about the digestive system. You will need access to a lot of Biology textbooks from KS3 to A Level and potentially access to the internet. The starter is a Scrabble based activity where students are challenged to find the words that have the highest score. This can be differentiated by giving students the choice of an unlimited number of letters, no more than 7 letters etc. The main part of the lesson is a research based task in groups. This takes the form of a “FIGHT!” as students will have to decide which is the most important in the body. Groups are allocated an organ to research using the questions on the powerpoint. The groups then nominate a spokesperson to feedback the information from the group. Students then have to vote which organ they think is the most important. There are then questions to answer as the plenary of the lesson. Hope you find this useful!

This is a summary and revision of the AQA C1 Atomic Structure unit. This is planned for an entire lesson at the end of the topic and covers all of the content in two sections. The first section is the starter and main part of the lesson and covers Atomic Structure, History of the Atom and Separating Techniques. For the starter, students are asked to complete one set of questions. The main part of the lesson allows the students to complete a set of key notes on each topic before answering a set of questions. They are to start with the topic that they ignored in the starter because it was too hard. There are two levels of questions for each topic and the student can either choose their level or be directed by you. Answers are provided for the students to self assess. If they do not meet the minimum requirement to demonstrate understanding, a mini masterclass can be run to reinforce the key topics. An exam style question for each topic is provided. The plenary is about balancing equations and students are given the rules, a brief overview of writing equations and practice questions with answers. I have run this lesson with a challenge for the main part of the lesson. Prizes awarded for the first student to complete all of the notes and questions for each topic; highest mark overall; highest mark for each section etc…

Revision for the AQA C3 Structure and Bonding unit. The questions on the sheet cover all of the areas in the topic and will provide a revision sheet for the students once completed. I recommend printing back to back onto A3. I have used it: As a starter to identify areas of weakness. As a final summary before the end of unit test. This can be in class or as homework. A group activity during the lesson. Students work in pairs and take it in turns to answer the questions on the sheet. Once the first person has answered a question, their partner can either answer another one, add to the previous answer or, using a different colour, correct a previous answer.

This was designed as an introductory lesson to radioactivity to a low ability group and covers the first lesson in the AQA P7 Radioactivity topic. Students are taken back to the structure of the atom to ensure that they are confident about the terminology of subatomic particles before moving on to look at the three types of radioactive decay. As a practical is not always possible depending on the policy about radioactive sources in schools, I found a virtual lab online, (link in the presentation), which allows you to either demonstrate to the whole class or to allow students to carry out investigations on their own. Tables of results are provided. Example data has been put into the tables on the slides to allow discussion. A conclusion is then written about the practical with students having to complete the core question and one other. Students are then given a choice of differentiated questions to complete the lesson. There are some extra slides at the end to help in discussion.

For the AQA CH1 topic, a lesson that guides students through a recap about alkanes and their structure before looking at alkenes. Differentiated questions and tasks through the lesson. This was designed for a lower ability Foundation tier Y10 group.

Designed to act as a summary for the Organisation and the Digestive System GCSE topic, this covers the key areas that students need to know. This was tailored for my lower ability GCSE class but can be easily tailored to the needs of your class by changing some of the questions on the last slide as required.

This is designed a summary question sheet for a foundation group but can be used for higher students too. Planned to be completed after the practical and theory work has been completed to check the understanding. Answers are provided!

This is for the AQA B10 Human Nervous System topic and is the first lesson in the topic covering homeostasis. There are two starter activities provided to choose from depending on the ability of your group and their prior knowledge. The lesson takes students through developing definitions of homeostasis and key terms before finishing with a set of questions for which they will need access to textbooks.

This is part of the AQA B9 Respiration topic and covers a practical to find out the effect of exercise on the body. This takes students through how to take a pulse and then step by step the practical method. The tables of results are provided for the four stages of the experiment. You will need to have a timer on screen if you are doing it whole class or stopwatches if they are going to work in pairs/individually. There are two sets of questions (using the data and making conclusions) at the end that can either both be completed or just one depending on the ability of your group. This was designed for a middle ability group.

This covers all of the key information that students need for the AQA B10 Human Nervous System topic. This can either be given as a graphic organiser to structure homework or as a prompt in lessons to direct revision. I have used it printed out double sided on A3 for students to complete and then keep in a revision folder in preparation for their GCSE exams. The questions in boxes with dotted lines are more challenging.

This is designed as the first lesson in the AQA P15 Electromagnetism topic. It is a practical lesson where the students carry out a range of investigations in order to find out about the properties of magnets. Equipment needed for the students: bar magnets; thread; plotting compasses; wooden clamp stands (if available) and paperclips. Equipment needed for the teacher to demo: OHP; iron filings; electromagnet. The three investigations are clearly explained and then there is a slide of differentiated questions. The final slides are images that may be useful in a class discussion about magnetic fields if an OHP is not available.

The first lesson for Y12 Organic Chemistry. This should involve refreshing from GCSE but does take the process of naming compounds in a step-by-step manner before giving some compounds to have a go at naming.

This was designed as part of the L3 BTEC Public Services Unit 1 Goverment and Politics unit and is the introduction to the section on Human Rights. This was set as independent study in order to prepare for the lessons but could also be taught as a seminar.

This is part of the L3 BTEC Public Services Unit 3 Citizenship unit and looks at the role of non-statutory public services in the UK. Students are given a recap about the difference between statutory and non-statutory public services before being given some levelled guided research to complete into the different non-statutory public services in the UK and their role supporting society and the statutory public services.

This is designed for the L3 BTEC Public Services Unit 1 Government and Politics unit and covers the requirements candidates must meet in order to stand for election in the UK. This provides students with the notes that they will need to complete one of the assignments in the unit. The lesson was designed to be an independent study task but can also be taught.