This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer, a success criteria (directly from the mark scheme) and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer, a success criteria (directly from the mark scheme) and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

Pupils begin by using the magazine article (page 5) and highlighting all the words they think are parts of the digestive system. Pupils then RAG the lesson objective on the worksheet Pupils are then shown the Gums to Bums demonstration. Each step being spoke about to a suitable level. Pupils then use the Why Do We Digest worksheet to show what they have learnt. This is then peer marked and for each task (which links to an objective) pupils RAG again depending on how many they got correct. The homework is based on the final RAG. The pupils choses what section to do based on how well they have done in the lesson

This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This is aimed at a low ability KS3 class, with a Scooby Doo theme. Pupils begin by sorting some of the thing Scooby and Shaggy eat into healthy and unhealthy foods. They then watch a video on balanced diets. They then match the food group with what it provides the body with. This is an interactive slide, so can be printed as a worksheet or done on the board together. Pupils then sort foods into the food group they think it belongs in. Lastly pupils are given a worksheet and told that Scooby and Shaggy are going to order the meal on the sheet. They are to answer the questions about the meal.

This is aimed at a KS3 class, with a Peter Pan theme. Pupils begin by describing the glow around Tinkerbell. You then go on to explain luminous objects and if you can describe Tinkerbell this way. There is also a question to cover the moon misconception. You then explain how to draw ray diagrams and pupils practice by showing how Peter can see different things in Neverland (the sheet gets harder as it goes down). Pupils then Think, pair and Share on how thy think shadows are formed - using keywords. They then watch a video and write down an explanation in their books. There is a homework about bioluminescence. Finally pupils create a summary poster for the introduction for Light.

This is aimed at a lower ability KS3 class, with a Scooby Do theme. Pupils begin by recalling the 7 food groups. They then watch Mambo No5 Food Tests song and complete a table to show what the test is for each food group. Pupils then investigate different foods using the tests. Finally there is a food tests multiple choice quiz.

This is for a low ability KS3 class, with a Ghostbusters theme. Pupils begin by putting in order the stages of hearing (they would have done this in a previous lesson). Pupils then determine their own hearing range using a video. Pupils then watch a video on narwhals and how they use echolocation, answering some questions along the way. Pupils then get introduced to ultrasound and some uses. They are then given differentiated maths questions to go along side this. Finally pupils compare the hearing ranges of different animals.

This is aimed at a low ability KS3 class. Pupils begin by looking at the word ear in lot of different languages (I've done this because I have a lot of EAL pupils) and try to figure out today's title. Pupils then do a back-to-back task for a diagram of the ear. The then use this to complete their own diagram of the ear. Pupils then watch a video and create a flow chart of how sound travels through the ear. Pupils then create a table and go around the room to find out the function of each part of the ear. Finally SPLAT is played, where the teacher describes the part of the ear and a pupils slaps the correct word on the board. This can be arranged in teams for a mini competition.

This is aimed at a low ability KS3 class, and has a Ghostbusters theme. Pupils enter the room and begin by doing a wordsearch. The teacher, using a diagram, explains how to read a wave from an oscilloscope, including keywords. A oscilloscope can also be used to demonstrate the different sounds and waves produced. Pupils then do a mini-experiment using a ruler, to investigate pitch and amplitude, to ensure that they understand the meaning of these words. Pupils then use a template the draw wave diagrams. There is then a task where pupils read descriptions of sound and match these to wave diagrams. Finally in teams pupils complete a small quiz. There are two homeworks available, which I let them chose between, both are experiments that they can do at home.

This is for a low ability KS3 group, with a Ghostbusters theme. Pupils begin by using images to determine the title of the lesson. They then listen to sounds and try to describe them (link in notes section of ppt). Pupils then do a circus activity where there are a number of ways to make sound and try to decide the common factor. Pupils then line up facing forwards and teacher demonstrates how sound travels. Finally pupils try to answer the question "If a tree falls in a forest with no one around to hear it fall, does it make a sound?"

This is a low ability KS3 lesson, with a Ghostbusters theme. Pupils begin by creating a word cloud using keywords and using the size of the word to represent their understanding of that word. 4 experts are chosen to run 4 demos, sound travelling in a solid, liquid, gas and vacuum. Take these pupils aside and explain to them each demo and make sure they understand the information enough to explain to other pupils. While you are doing this, the other pupils are completing a data analysis task. Pupils then do go to each demo and get it explained to them - completing the worksheet. Pupils then write a letter explaining how to trap a ghost so it cannot communicate with other ghosts. This is then peer assessed.

This is a Jurassic park themed lesson aimed at KS3. Pupils begin by identifying energy types and wasted or useful for given objects. Pupils then go onto the learn about the law of conservation and how to draw Sankey diagrams, they also assess a poorly drawn one. Pupils draw a few Sankey diagrams. Pupils then calculate efficiency. Million Pound Drop is then played by the pupils. This is from natashafox85 where you can get it for free (https://www.tes.com/teaching-resource/energy-efficiency-million-pound-drop-6142890) Finally pupils do a QWC question on the efficiency of light bulbs. This is from my QWC resources which can be found here https://www.tes.com/teaching-resource/qwc-writing-frame-with-picture-prompt-comparing-lightbulbs-11178129

This is a Ks3 lesson, with a Jurassic park theme. Pupils begin by converting units. They then use QR codes (the word document is in the same order as the table the pupils fill out) for different areas of the new Jurassic Park to read the electric meters of each area. They put this in a table and use the energy provider's rate to calculate the cost for each area. Pupils then create a question each and swap with each other, writing down questions and answers. There is a homework available, which consolidates each lesson of the entire topic; creating a Facebook page for the new Jurassic Park.

This is designed for low KS3 class, with a Frankenweeie theme. Pupils begin by deciding which material to use to help bring Sparky back to life. Pupils watch a video and then do a quick match exercise. They then conduct an experiment to test a variety of conductors and insulators, filling in a table as they go. As a plenary they write a postcard to Victor Frankenweenie. There is also a virtual experiment attached which can be used as a homework or as the experiment.

This is a KS3 lesson with a Jurassic Park theme. Pupils begin by brainstorming ways that heat is lost in a house. They then do a QR hunt to research different types of insulation in buildings, I put mine up around the school or room in the places you would find that particular type of insulation. Pupils then write a letter to John Hammond describing how he could reduce heat loss in his park. Finally pupils attempt a QWC question using a writing frame.

This is a low ability KS3 lesson, with a theme of Tim Burton's Frankenweenie. Pupils begin by looking at a diagram of a circuit and discussing why it would not work. Pupils then draw series circuit diagrams from descriptions and decide if the circuit is open or closed. Pupils go onto an interactive website to create circuits and investigate how the number of bulbs and cells affect the brightness of bulbs (I find this more reliable than the actual electrical equipment). Pupils consolidate their learning with a Cloze exercise. Finally pupils design a series circuit that will bring Sparky back to life.

This is aimed at a KS3 class, with a Zombie theme. Pupils begin by entering to a Morse Code they have to crack. Pupils then watch a short video on antibiotics and resistance and do a quick AfL multiple choice quiz, this would be a good time to discuss why antibiotics don't work on viral infections. Pupils then complete a Maths task, looking at the reproduction of bacteria, the affect of antibiotics and what happens when bacteria mutate. Pupils are then given a character and are to debate antibiotic resistance. Finally pupils answer an AQA exam question on antibiotic resistance. There is also a homework available about the effectiveness of plants as antibacterials, I've dubbed this "Plants vs. Zombies" for "fun-factor",