Physics made simpler.
An outstanding physics teacher who loves using data with a purpose. My resources allow for easy marking and tracking of information to further inform student progress. Fully explained answers also help with learning, whether you are a student or a teacher!

Physics made simpler.
An outstanding physics teacher who loves using data with a purpose. My resources allow for easy marking and tracking of information to further inform student progress. Fully explained answers also help with learning, whether you are a student or a teacher!

There are 14 differentiated questions on the topic of Energy Transferred = Charge x Potential Difference (E=VQ).
Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging.
The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information here: https://www.opendyslexic.org/. This is saved as a pdf to keep the font working (if you have not got it installed). The word version is also included so that you can choose your own font and edit the document.
Typical layout of questions where Q1 is simplest and the last is hardest (towards AS Level Physics).
Example:
Q1 to 5 - 1 Chilli (Low demand). Focused around remembering equations (students should use mini whiteboards or scrap paper for repetition)
Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation.
Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions.
Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers.
Designed so that students can choose where to start, although the highest ability will want to complete all of the questions.
Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade.
Perfect for:
• Assessing prior knowledge
• Homework (easy to mark and suggest how to move forward as focused around skills of using equations).
• Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses.
• Recall and Retrieval
• Metacognition
• Self-monitoring
• Revision
• Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions on the topic of Wave speed = frequency x wavelength (v=fλ). The final question requires students to use the frequency = 1/period equation.
Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging.
The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information here: https://www.opendyslexic.org/. This is saved as a pdf to keep the font working (if you have not got it installed). The word version is also included so that you can choose your own font and edit the document.
Typical layout of questions where Q1 is simplest and the last is hardest (towards AS Level Physics).
Example:
Q1 to 5 - 1 Chilli (Low demand). Focused around remembering equations (students should use mini whiteboards or scrap paper for repetition)
Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation.
Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions.
Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers.
Designed so that students can choose where to start, although the highest ability will want to complete all of the questions.
Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade.
Perfect for:
• Assessing prior knowledge
• Homework (easy to mark and suggest how to move forward as focused around skills of using equations).
• Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses.
• Recall and Retrieval
• Metacognition
• Self-monitoring
• Revision
• Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions on the topic of Velocity-Time Graphs.
Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging.
The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information here: https://www.opendyslexic.org/. This is saved as a pdf to keep the font working (if you have not got it installed). The word version is also included so that you can choose your own font and edit the document.
Typical layout of questions where Q1 is simplest and the last is hardest (towards AS Level Physics).
Example:
Q1 to 5 - 1 Chilli (Low demand). Focused around remembering equations (students should use mini whiteboards or scrap paper for repetition)
Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation.
Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions.
Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers.
Designed so that students can choose where to start, although the highest ability will want to complete all of the questions.
Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade.
Perfect for:
• Assessing prior knowledge
• Homework (easy to mark and suggest how to move forward as focused around skills of using equations).
• Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses.
• Recall and Retrieval
• Metacognition
• Self-monitoring
• Revision
• Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions around using the topics linked to the National Grid. The harder questions allow students to demonstrate their knowledge of rearranging the power equation for the primary and secondary coils of a transformer.
Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method - this worksheet has 9 additional pages of notes). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging.
The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information here: https://www.opendyslexic.org/. This is saved as a pdf to keep the font working (if you have not got it installed. The word version is also included so that you can choose your own font and edit the document.
Typical layout of questions where Q1 is simplest and the last is hardest (towards AS Level Physics).
Typical example:
Q1 to 5 - 1 Chilli (Low demand). Focussed around remembering equations (students should use mini whiteboards or scrap paper for repetition)
Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation.
Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions.
Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers.
Designed so that students can choose where to start, although the highest ability will want to complete all of the questions.
Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade.
Perfect for:
• Assessing prior knowledge
• Homework (easy to mark and suggest how to move forward as focused around skills of using equations).
• Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses.
• Recall and Retrieval
• Metacognition
• Self-monitoring
• Revision
• Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions on the topic of Potential Difference = Current x Resistance (V=IR).
Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging.
The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information here: https://www.opendyslexic.org/. This is saved as a pdf to keep the font working (if you have not got it installed). The word version is also included so that you can choose your own font and edit the document.
Typical layout of questions where Q1 is simplest and the last is hardest (towards AS Level Physics).
Example:
Q1 to 5 - 1 Chilli (Low demand). Focused around remembering equations (students should use mini whiteboards or scrap paper for repetition)
Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation.
Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions.
Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers.
Designed so that students can choose where to start, although the highest ability will want to complete all of the questions.
Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade.
Perfect for:
• Assessing prior knowledge
• Homework (easy to mark and suggest how to move forward as focused around skills of using equations).
• Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses.
• Recall and Retrieval
• Metacognition
• Self-monitoring
• Revision
• Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 5 differentiated questions around using Plugs.
Please note that this resource has 5 questions rather than the normal 14-20. This is because the questions are based qualitative thinking. The answers are provided in full. Aimed at students as well as teachers who are new to teaching physics.
Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging.
The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information here: https://www.opendyslexic.org/. This is saved as a pdf to keep the font working (if you have not got it installed. The word version is also included so that you can choose your own font and edit the document.
Designed so that students can choose where to start, although the highest ability will want to complete all of the questions.
Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade.
Could be used to assess prior knowledge. Homework (easy to mark and suggest how to move forward as focused around skills of using equations).
Also use for plenary and as part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses.

There are 14 differentiated questions on the topic of Pressure = Force ÷ Area and Pressure = height x density x gravitational field strength.
Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging.
The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information here: https://www.opendyslexic.org/. This is saved as a pdf to keep the font working (if you have not got it installed). The word version is also included so that you can choose your own font and edit the document.
Typical layout of questions where Q1 is simplest and the last is hardest (towards AS Level Physics).
Example:
Q1 to 5 - 1 Chilli (Low demand). Focused around remembering equations (students should use mini whiteboards or scrap paper for repetition)
Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation.
Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions.
Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers.
Designed so that students can choose where to start, although the highest ability will want to complete all of the questions.
Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade.
Perfect for:
• Assessing prior knowledge
• Homework (easy to mark and suggest how to move forward as focused around skills of using equations).
• Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses.
• Recall and Retrieval
• Metacognition
• Self-monitoring
• Revision
• Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions around using Force (N) = Mass (kg) x Acceleration (m/s^2).
Students feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging.
The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information here: https://www.opendyslexic.org/. This is saved as a pdf to keep the font working (if you have not got it installed. The word version is also included so that you can choose your own font and edit the document.
Typical layout of questions (most worksheets have around 14 questions) where Q1 is simplest and Q14 is hardest.
Example:
Q1 to 5 - 1 Chilli (Low demand). Focussed around remembering equations (students should use mini whiteboards or scrap paper for repetition)
Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation.
Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions.
Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers.
Designed so that students can choose where to start, although the highest ability will want to complete all of the questions.
Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade.
Perfect for:
• Assessing prior knowledge
• Homework (easy to mark and suggest how to move forward as focused around skills of using equations).
• Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses.
• Recall and Retrieval
• Metacognition
• Self-monitoring
• Revision
• Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 20 differentiated questions around using scalars and vectors. The harder questions allow students to demonstrate their knowledge on Pythagoras and use of trigonometry (SOHCAHTOA) to resolve forces.
Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method - this worksheet has 9 additional pages of notes). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging.
The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information here: https://www.opendyslexic.org/. This is saved as a pdf to keep the font working (if you have not got it installed. The word version is also included so that you can choose your own font and edit the document.
Typical layout of questions where Q1 is simplest and the last is hardest (towards AS Level Physics).
Example:
Q1 to 5 - 1 Chilli (Low demand). Focussed around remembering equations (students should use mini whiteboards or scrap paper for repetition)
Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation.
Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions.
Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers.
Designed so that students can choose where to start, although the highest ability will want to complete all of the questions.
Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade.
Perfect for:
• Assessing prior knowledge
• Homework (easy to mark and suggest how to move forward as focused around skills of using equations).
• Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses.
• Recall and Retrieval
• Metacognition
• Self-monitoring
• Revision
• Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions on the topic of Moment = Force x Distance
Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging.
The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information here: https://www.opendyslexic.org/. This is saved as a pdf to keep the font working (if you have not got it installed). The word version is also included so that you can choose your own font and edit the document.
Typical layout of questions where Q1 is simplest and the last is hardest (towards AS Level Physics).
Example:
Q1 to 5 - 1 Chilli (Low demand). Focused around remembering equations (students should use mini whiteboards or scrap paper for repetition)
Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation.
Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions.
Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers.
Designed so that students can choose where to start, although the highest ability will want to complete all of the questions.
Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade.
Perfect for:
• Assessing prior knowledge
• Homework (easy to mark and suggest how to move forward as focused around skills of using equations).
• Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses.
• Recall and Retrieval
• Metacognition
• Self-monitoring
• Revision
• Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

This resource comes with 20 multiple choice questions on the topic of Nuclear Decay Equations and Half-Life. Primarily aimed at GCSE / iGCSE students, but could equally be used as a reminder for A Level students.
The topics of the questions are as follows (on the front page of the exam style paper):
• Labelling atom
• Alpha definition
• Beta definition
• Particle names
• Periodic Table
• Neutron facts
• Alpha/Gamma compare
• Alpha decay
• Alpha decay
• Beta decay
• Beta decay
• Alpha or beta?
• Alpha or beta?
• Half-life definition
• Activity definition
• Half-life graph
• Half-life graph
• Using data – activity
• Half-life from data
• Half-life from data
Questions are given with 5 choices of answer (A,B,C,D,E). Each answer is “plausible”, which makes the student think and allows misconceptions to be discussed quickly. A great way to assess learning in a non-threatening and fun way. I have used this to build confidence with my students, but also as part of continually revisiting earlier parts of the course that I have taught. Repetition, repetition, repetition!
Students can write their answers on the front page. Easy marking for teachers, but lots of exam question exposure for students. Feedback from teachers is that it is extremely easy to mark and therefore giving more time to spend on the feedback and where students have made mistakes.
Extensive answers are provided – giving the full working / method where required. The answers provide a step by step method so that students can identify exactly where they have gone wrong.
The word document is included so that you can edit the resource as you wish. The pdf is also there for quick printing.
#SLOP - shed loads of practice
The resource has primarily been made for AQA Science. As with most topics however, each exam board will require the same knowledge – physics is physics. Always consult your specification.

There are 14 differentiated questions around using the physics concepts of resultant forces and weight calculations.
Students feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging.
The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information here: https://www.opendyslexic.org/. This is saved as a pdf to keep the font working (if you have not got it installed. The word version is also included so that you can choose your own font and edit the document.
Typical layout of questions (most worksheets have around 14 questions) where Q1 is simplest and Q14 is hardest.
Example:
Q1 to 5 - 1 Chilli (Low demand). Focussed around remembering equations (students should use mini whiteboards or scrap paper for repetition)
Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation.
Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions.
Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers.
Designed so that students can choose where to start, although the highest ability will want to complete all of the questions.
Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade.
Perfect for:
• Assessing prior knowledge
• Homework (easy to mark and suggest how to move forward as focused around skills of using equations).
• Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses.
• Recall and Retrieval
• Metacognition
• Self-monitoring
• Revision
• Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions around using a mixture of electrical power questions. The three equations required are P=IV, P=I2R and V=IR.
Full answers (with method) are given for teacher/student use.
Students feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging.
The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information here: https://www.opendyslexic.org/. This is saved as a pdf to keep the font working (if you have not got it installed. The word version is also included so that you can choose your own font and edit the document.
Typical layout of questions (some worksheets have around 14 questions) where Q1 is simplest and Q14 is hardest.
Example:
Q1 to 5 - 1 Chilli (Low demand). Focussed around remembering equations (students should use mini whiteboards or scrap paper for repetition)
Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation.
Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions.
Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers.
Designed so that students can choose where to start, although the highest ability will want to complete all of the questions.
Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade.
Perfect for:
• Assessing prior knowledge
• Homework (easy to mark and suggest how to move forward as focused around skills of using equations).
• Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses.
• Recall and Retrieval
• Metacognition
• Self-monitoring
• Revision
• Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions on the topic of Specific Heat Capacity.
Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging.
The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information here: https://www.opendyslexic.org/. This is saved as a pdf to keep the font working (if you have not got it installed). The word version is also included so that you can choose your own font and edit the document.
Typical layout of questions where Q1 is simplest and the last is hardest (towards AS Level Physics).
Example:
Q1 to 5 - 1 Chilli (Low demand). Focused around remembering equations (students should use mini whiteboards or scrap paper for repetition)
Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation.
Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions.
Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers.
Designed so that students can choose where to start, although the highest ability will want to complete all of the questions.
Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade.
Perfect for:
• Assessing prior knowledge
• Homework (easy to mark and suggest how to move forward as focused around skills of using equations).
• Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses.
• Recall and Retrieval
• Metacognition
• Self-monitoring
• Revision
• Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 16 differentiated questions on the topic of Nuclear Equations, including half-life and radiation .
Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons.
The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information here: https://www.opendyslexic.org/. This is saved as a pdf to keep the font working (if you have not got it installed). The word version is also included so that you can choose your own font and edit the document.
Typical layout of questions where Q1 is simplest and the last is hardest (towards AS Level Physics).
Example:
Q1 to 5 - 1 Chilli (Low demand). Focused around remembering equations (students should use mini whiteboards or scrap paper for repetition)
Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation.
Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions.
Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers.
Designed so that students can choose where to start, although the highest ability will want to complete all of the questions.
Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade.
Perfect for:
• Assessing prior knowledge
• Homework (easy to mark and suggest how to move forward as focused around skills of using equations).
• Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses.
• Recall and Retrieval
• Metacognition
• Self-monitoring
• Revision
• Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions on the topic of Charge = Current x Time (Q=It).
Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging.
The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information here: https://www.opendyslexic.org/. This is saved as a pdf to keep the font working (if you have not got it installed). The word version is also included so that you can choose your own font and edit the document.
Typical layout of questions where Q1 is simplest and the last is hardest (towards AS Level Physics).
Example:
Q1 to 5 - 1 Chilli (Low demand). Focused around remembering equations (students should use mini whiteboards or scrap paper for repetition)
Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation.
Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions.
Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers.
Designed so that students can choose where to start, although the highest ability will want to complete all of the questions.
Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade.
Perfect for:
• Assessing prior knowledge
• Homework (easy to mark and suggest how to move forward as focused around skills of using equations).
• Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses.
• Recall and Retrieval
• Metacognition
• Self-monitoring
• Revision
• Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

For KS4 Combined Science / Physics students.
There are 14 differentiated questions around using Energy (J) = Power (W) x Time (s). Worksheet comes with a YouTube video of the solutions - focussing on WAGOLL (What a great one looks like).
Like students do in maths, students will be able to apply the equation and use the triangle method for rearranging. It has been designed to build confidence as well as low-stakes competition into lessons.
The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information here: https://www.opendyslexic.org/
Typical layout of questions (some worksheets have around 14 questions) where Q1 is simplest and Q14 is hardest.
Example:
Q1 to 5 - 1 Chilli (Low demand). Focussed around remembering equations (students should use mini whiteboards or scrap paper for repitition)
Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focussed around using the equation - e.g. simple conversion or having to rearrange the equation.
Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions.
Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers.
Designed so that students can choose where to start, although the highest ability will want to complete all of the questions. Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chillis that the student has and this suggests a current working at grade.
Answers available through a tutorial on YouTube (teach yourself and/or make available to students).
Perfect for:
• Assessing prior knowledge
• Homework (easy to mark and suggest how to move forward as focused around skills of using equations).
• Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses.
• Recall and Retrieval
• Metacognition
• Self-monitoring
• Revision
• Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

3 Posters and a gif that you are able to use for a poster or as part of your PowerPoint presentation.
So you are aware - these are quite large files for optimum quality.