This is a lesson for a low ability KS3 class. It has the theme of Star Wars. Pupils start with match some words with their definitions. There is then a circus activity where pupils go around a do small tasks to answer questions about different types of forces. Pupils then create a learning sheet for Luke Skywalker, so he can learn about 'The Force'. Finally pupils do a small literacy task as their exit ticket.

Here is a collection of mind maps for the applied geology module prompting. -Water -Oil and Gas -Metallic Minerals -Construction Materials -Coal

This is aimed at a low ability KS3 class, with a Zombie theme Get a lot of glitter on your hands. As pupils walk in greet them with a hand shake or pat on the shoulder. Pupils begin with a word search of some key terms. Pupils then do a "Think, Pair, Share" on how they could catch Zombie-ism. Then get pupils to check their hands a shoulders, discuss what this represents. Go through the possible routes of transmission. Use mini white board to do some Q&A to check understanding. Put the different hospitals around the room. Pupils decide on how each patient became infected with Zombie-ism. There is then a Maths focus, where pupils draw tally charts, calculate percentages and draw graphs. Finally, pupils do an exit ticket which involves them describe ways disease can spread over different distances.

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 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 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.

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

Firstly, I would like to say thank you for purchasing or considering purchasing a QWC writing frame or bundle. I have found these an amazing resource, which if why I have made so many. But, how could they be differentiated? I know how tempting it can be to use these as a standalone task, and even stretch it out into a lesson. This document gives some ideas on how to differentiated for different classes as well as other activities you could do with the frames.

Have you got low ability pupils that you don't think will be able to cope with the intensity of next year of the AQA Combined Trilogy? Have you considered double entry? These planning resources show how you could teach the ELC content as well as meet the requirements for the Combined Trilogy so you can double enter your lower ability pupils. This way if they do not achieve in the Trilogy they can at least have an entry level certificate. These planning resources show how you would teach the Year 10 (Year 11 to follow) and how the TDAs of the ELC map with the Required Practicals of the Combined Trilogy. Hope this helps anyone who is concerned with their lower ability pupils next year.

A lesson about extremophiles. It starts with a video of hydrothermal vents with some music to play as they enter. There is then a challenge question as a starter. Pupils then listen to a podcast and watch a small video about how deep the ocean is and what hydrothermal vents are. There are questions with both to ensure that pupils take from the media what is needed. Pupils then go over the different types of extremophiles and decide which one's would be around hydrothermal vents. Pupils then have to write a script for James Cameron's documentary for a narrator. I used the beginning video as the scene they were to write a script for. They have to decide hydrothermal vents and extremophiles to the audience. With quick workers you can then ask them to present it over the video. This is a nice end.

This is aimed at a low ability KS3 class. It has the theme of Star Wars. I would like to say that the Star Wars examples are from RichardBonser (https://www.tes.com/teaching-resource/moments-levers-and-pivots-introduction-with-star-wars-11204405) Pupil begin by doing a wordsearch. They then go over the equation for a moment. The using examples they calculate moments. Pupils then discuss how changing the distance an affect the moment. Pupils complete some calculations and then do an experiment using meter rulers and wooden triangles. Finally they do a challenge question.

This is a lesson for a low ability KS3 class. The lesson is themed Gnomeo and Juliet. Pupils begin by trying to make words from the letters of NEUTRALISATION. They then predict what will happen if they add an acid and alkali together, followed by doing a small experiment to determine if their prediction was correct. Pupils then complete word equations (the bookmark is to help them name salts) Finally they complete an exit ticket to predict what substances will neutralise each other out.

This lesson has a theme of Gnomeo and Juliet and is or a low ability KS3 class. It begins with pupils refreshing their knowledge on hazard symbols. Pupils then can discuss as to why gnomes may be afraid of acids - focus on safety here. Pupils then find hidden words and pictures around the room, which give them information about what acids can be used in. Pupils then are split into two groups and make two different indicators (beetroot and cabbage), they then test these on a lemon and soap solutions. There is a table that results can be collected as a class. Finally pupils decide whether the statements shows that acids are harmful or useful.

This is part of a Pokemon Cells unit for KS3. The pretense is that Team Rocket are trying to find out about the hierarchy of organisation in Pokemon. It starts with pupils matching words to definitions. Pupils then watch a video (which is hyperlinked to Jessie's speech bubble) about cells, tissues and organs. Pupils then complete a pyramid of hierarchy using the keywords (Team Rocket's Pokemon, Meowth, is Egyptian so the kids may enjoy this). Pupils then use some questions to write a letter to Team Rocket's boss and then peer assess. There is then a short quiz, followed by an exit ticket that requires pupils to extract information from text and complete a flowchart.

This lesson is done with a Pokemon theme to gets pupils interested. The first slide is to draw them in, the "Bellsprout" slide is just a leaf cell, and the "Rhyhorn" slide is a rhino's horn under the microscope. Pupils start with labeling a microscope, it is assumed they have don this before and are revisiting. The same with the table in which they put into order how to use the microscope. Pupils then do a card sort on how to prepare an onion skin slide. They then prepare the slide and draw the cells using the checklist as a success criteria. Higher pupils can then calculate magnification. As a plenary this can be peer assessed.

This is a lesson on the pH Scale with a theme on Gnomeo and Juliet for a low ability class. Pupils begin with doing a Sudoku task as they enter the room. They then watch a short video on the pH scale and complete the worksheet, followed by colouring their own pH scale. There is then a small experiment where pupils determine the pH of different substances. I have left the sheet blank so you can decide on your own substances. I would put the substances in test tubes and let them go around the room and put a drop of Universal Indicator in, or dip Universal Indicator paper in (this way you use less equipment). They can also use Litmus paper and then write a conclusion on the two types of litmus paper. There is then a short AfL quiz where pupils decide if what is shown is acid or alkali. Pupils then do a small experiment on how the strength of acid affects limestone, with the pretense of Juliet's tower being made out of limestone and the worry of it dissolving. The exit ticket involves pupils going around the room and finding examples of different pH's. There are 2 homeworks available. Both are online experiment. The lower ability homework is changing the pH of soil to change the colour of flowers for Juliet. The second is exploring the amount of hydrogen and how it affects pH.

This lesson is about the 7 life processes for a low ability class. It is based around the theme of Pokemon. It begins with a simple "Is it Alive?" quiz, using Pokemon characters and accessories. It then goes onto a think pair share and then a word-search with a bookmark they can make. There is then a match exercise and the lesson ends with a quiz. There is also an exit ticket for pupils to complete before they leave the room.

This is a comic stripe simplifying the formation of oil for A Level Geology students

A poster in the style of lecture notes (if they were anything like mine that is) on the differences between regular and irregular echinoids.