a set of slides that can be added into your own lessons to aid differentiation in lessons The six updated areas have six tasks attached to them. These slides can be slightly adapted in a minimal amount of time to fit to the lesson. A few require a little forward planning but nothing more than a quick five minutes.

add your objectives/outcomes to the text box or spercific questions for the students and they answer. you can collect it in and use it to inform your planning for next lesson. great to asses progress in the lesson and students to self asses their progress

Ideas and activities for lessons. they are all my resources that I have put on her individually in one at a combined price. there are two or so activities that overlap.

slides that can be used to add into your own files with generic activities. different sections such as starters, bell activities, class activities, paired activities, differentiation, extension, afl and quick mini plenaries. There is also power point slides with countdown timers for 1-5min, 10, 15, 20, 25 min timers. Over 100 slides. **All are hyperlinked together so you can navigate between different activities. 90 simple activities included in the slides. Most require no planning and a few require a little editing to put your own topic or questions in. ** hyperlinks don't require control + click, you need to be in slideshow mode and just click on the word to move to the appropriate page - in response to the first review**

a collection of ideas and templates to make lessons more engaging and interesting. most require little planning and have slides or documents that can be adapted and added into different material. some require a little more planning but really are great.

a complete lesson on a power point. video clip from you tube to answer questions from and then students model the process in modelling clay on a sheet. an exam question to finish which can be peer assessed or self assessed. very straightforward. students could be given the choice to draw or make the pictures.

Complete unit 1 - atomic structure for AQA but could be used for other exam boards. Based on the flipped learning approach - the students do the learning before the lesson and then perform consolidation in the lesson along with exam style questions to assess progress. Includes the lesson plan for each lesson, links and video links, suggested activities for before and during the lesson and then exam style questions for each lesson. Suitable for y1 A level or the AS course. There is no prescribed practical as there is none in unit 1. There are textbook references to advanced chemistry for you with questions given from the textbook that fit with the lesson subject.

a set of generic ideas to get engagement from your class. some do require a lot of planning and some require very little. There is a template with some of the scaffolds to help with differentiation and time saving.

This is a 6 page power point with each slide being a mat that can be printed or shown in lessons to sum up the learning. You will need a dice per group/pair. 6 tasks on each slide. slide one - summary/knowledge tasks slide two -number tasks based on consolidating the learning Slide 3 - drawing tasks slide 4 - writing tasks slide 5 - creating a learning task for the lesson slide 6 - helping others task

a lesson based around hearing ranges relevent to the 'mosquito' device and how it works. You need a signal generator and a speaker or download a free app on the iphone/pod/pad. if you have clip bank there are some good news clips about it you can use. It is based for a btec lesson but the outcomes on the plan and exit ticket can be changed to GCSE grades.

a grid that can be attached to work/book for students assesment. they are then supposed to go and correct mistakes in the work when it has been marked.

A basic sheet that can be photocopied and stick in the front of books for the words the student often mispelled when you mark books. Get the student to refer back to the list and use it as a personailsed spelling dictionary to help them corect their spelling.

A lesson based on how to use research and form hypothesis for the unit 2 btec applied science project. \ncould be used for other types of research too.\n\nThe only additional resource needed are some printouts of websites that can be used for planning an experiment.\n\nI have added the follow on list of stuff that we used to check off what was required for the write up in the next lesson - it may be useful to adapt to fit the assignment written in your school

a fully contained lesson for higher biology - b1b aqa but could be used for other boards.\n\nset up as a market place around the room with the posters.\n\nstudents draw a table in the book with the headings: animal, numbers left, reasons for endangered status

A set of tasks that can be placed in a pot for students to pick from when finishing before others. They are all generic secondary tasks which can be laminated and placed in a pot ( mine are in a colourfully decorated old baby milk tin). My students are now in the routine of collecting one as and when they are finished the main learning task. I have tried to make them challenging and engaging to stretch students.

a question based on the white blood cells and how it proctects against illness. the image file is how i presented it to the students and looked at the banding of the marks. we went through what was required and i explained that 6 points were not enough and that it was more about the structure of the answer. the model answer sheet shows the students what is required to gain the full 6 and an A*. hope you find it useful.

kinestetic activity to help understand how sedimentry rocks form. Can also be used for app evaluation strand when completing the levelled evaluation sheet. \nthe making needs to be done before the evaluation can be done.

a lesson based on using speed with the HSW angle of how speed cameras work. \n\nvideo clip taken from youtube to add an intresting angle to the lesson.

A marking grid for self or peer assesment for students. It should be used to help them understand what they need to know about ways the medical proffesion can see into the body without invasive surgery. Marks on the grid are guidlines to how many points are needed for each section

Modeling the digestive system. Students evaluate the model and suggest improvements to the model to meet the app focus. they then asses their evaluation against the app criteria attached. To model the digestive system you need a: mortar and pestle, tights, blender, food, water and a washing up bowl. The mortar and pestle are the mouth and teeth, the blender the stomach, the tights the intestines and the washing up bowl is the body.