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This task is designed for the NEW AQA A-Level Biology, particularly the ‘Cells’ unit. For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience This activity is a revision activity for the ‘Cells’ unit, students can either have a card each and the task can be completed as a card loop activity with the whole class. Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity, I often have a prize for the students who complete the task in the fastest time! The solution for this activity is included so you can check their answers. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This task is designed for the NEW AQA A-Level Biology, particularly the ‘Cells’ unit. For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience This activity is a revision activity for the ‘Cells’ unit, students can either have a card each and the task can be completed as a card loop activity with the whole class. Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity, I often have a prize for the students who complete the task in the fastest time! The solution for this activity is included so you can check their answers. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This task is designed for the NEW AQA A-Level Biology, particularly the ‘Cells’ unit. For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience This activity is a revision activity for the ‘Cells’ unit, students can either have a card each and the task can be completed as a card loop activity with the whole class. Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity, I often have a prize for the students who complete the task in the fastest time! The solution for this activity is included so you can check their answers. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This task is designed for the NEW AQA A-Level Biology, particularly the ‘Cells’ unit. For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience This activity is a revision activity for the ‘Cells’ unit, students can either have a card each and the task can be completed as a card loop activity with the whole class. Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity, I often have a prize for the students who complete the task in the fastest time! The solution for this activity is included so you can check their answers. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This task is designed for the NEW AQA A-Level Biology, particularly the ‘Cells’ unit. For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience This activity is a revision activity for the ‘Cells’ unit, students can either have a card each and the task can be completed as a card loop activity with the whole class. Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity, I often have a prize for the students who complete the task in the fastest time! The solution for this activity is included so you can check their answers. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This task is designed for the NEW AQA A-Level Biology, particularly the ‘Cells’ unit. For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience This activity is a revision activity for the ‘Cells’ unit, students can either have a card each and the task can be completed as a card loop activity with the whole class. Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity, I often have a prize for the students who complete the task in the fastest time! The solution for this activity is included so you can check their answers. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This task is designed for the NEW AQA A-Level Biology, particularly the ‘Biological Molecules’ unit. For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience This activity is a revision activity for the ‘Biological Molecules’ unit, students can either have a card each and the task can be completed as a card loop activity with the whole class. Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity, I often have a prize for the students who complete the task in the fastest time! The solution for this activity is included so you can check their answers. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This task is designed for the NEW AQA A-Level Biology, particularly the ‘Biological Molecules’ unit. For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience This activity is a revision activity for the ‘Biological Molecules’ unit, students can either have a card each and the task can be completed as a card loop activity with the whole class. Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity, I often have a prize for the students who complete the task in the fastest time! The solution for this activity is included so you can check their answers. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This is a homeschool pack designed for the KS3 Year 8 Science course, specifically the ‘B2.2 Ecoystem Processes’ unit of work. For more lessons & homeschool packs designed for KS3 and KS4, please visit my shop at: /teaching-resources/shop/SWiftScience. This comprehensive pack contains eight pages of information, to meet learning objectives within the Year 8 ‘Ecosystem Processes’ unit of work. This is followed by three pages of questions, differentiated to suit a range of abilities, as well as a detailed mark scheme for students/parents to mark and correct answers. The pack covers the following topics: Photosynthesis Leaves Plant Minerals Aerobic Respiration Anaerobic Respiration Food Chains & Webs Disruption to Food Chains & Webs Ecosystems Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

This is a homeschool pack designed for the KS3 Year 8 Science course, specifically the ‘C2.3 Reactions with Metals’ unit of work. For more lessons & homeschool packs designed for KS3 and KS4, please visit my shop at: /teaching-resources/shop/SWiftScience. This comprehensive pack contains four pages of information, to meet learning objectives within the Year 8 'Reactions with Metals’ unit of work. This is followed by three pages of questions, differentiated to suit a range of abilities, as well as a detailed mark scheme for students/parents to mark and correct answers. The pack covers the following topics: Acids & Metals Metals & Oxygen Metals & Water Metal Displacement Reactions Extracting Metals Ceramics Polymers Composites Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

This is a homeschool pack designed for the KS3 Year 8 Science course, specifically the ‘C2.3 The Earth’ unit of work. For more lessons & homeschool packs designed for KS3 and KS4, please visit my shop at: /teaching-resources/shop/SWiftScience. This comprehensive pack contains four pages of information, to meet learning objectives within the Year 8 'The Earth unit of work. This is followed by three pages of questions, differentiated to suit a range of abilities, as well as a detailed mark scheme for students/parents to mark and correct answers. The pack covers the following topics: The Earth & its early atmosphere Sedimentary rocks Igneous & metamorphic rocks The Rock Cycle The Carbon cycle Climate change Recycling Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

This is a homeschool pack designed for the KS3 Year 8 Science course, specifically the ‘P2.2 Energy’ unit of work. For more lessons & homeschool packs designed for KS3 and KS4, please visit my shop at: /teaching-resources/shop/SWiftScience. This comprehensive pack contains four pages of information, to meet learning objectives within the Year 8 'Energy unit of work. This is followed by three pages of questions, differentiated to suit a range of abilities, as well as a detailed mark scheme for students/parents to mark and correct answers. The pack covers the following topics: Energy in Food Energy Stores & Transfers Energy & Temperature Energy Transfer: Particles Energy Transfer: Radiation Energy Resources Energy & Power Work, Energy & Machines Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: /teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson begins with a little challenge for students to calculate the actual size of a specimen and complete three measurement conversions. The first outcome is for students to begin to understand graticules and their use. The following slides define eyepiece graticules and explain how to calibrate the eyepiece properly. Students will also watch a short video before working though example (b). Students will then practice calculating magnification to understand the relationship between the eyepiece graticule scale and the stage micrometer scale. To practise their learning students will complete the Calibrating an Eyepiece Graticule worksheet. The next task is to practise calibrating the eyepiece and measure three onion cells. Students will also be asked to complete a biological drawing of their onion cells, and examples of poor and quality drawings are provided in the slides with more detailed expectations. Students will then consolidate their learning by completing an exam-style question, answers are provided on the following slide for self-assessment. The plenary task is a quick exit card, students should write thee things they’ve learnt, five key words, and on question for their peers about this lesson. All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the P2 1.1 unit on ‘Electricity & Magnetism’. For more lessons designed for KS3 and KS4 please visit my shop at: /teaching-resources/shop/SWiftScience. The lesson begins with students being asked to ‘Think > Pair > Share’ their ideas about whether like and unlike charges attract or repel each other. After a short class discussion, students will feed their ideas back to the class and the answers can be revealed - like charges repel each other and unlike charges repel each other. Students are now introduced to the sub-atomic particles which make up an atom - protons, neutrons and electrons. From the description provided students will need to have a go at filling in the blanks on the diagram of the atom, once completed students can self-assess their work using the mark scheme provided. Next, students will complete a ‘Memory Test’ activity whereby a table of information is provided to students on the relative mass and charges of a proton, neutron and an electron. Students will be given a few minutes to observe and remember the information, then the table is taken away and students will need to recreate the table. The complete table is then shown to students so they can show mark and correct their work. Students will now complete a mid-lesson progress check to assess their knowledge of what they have learned so far this lesson, the mark scheme for this progress check is included in the PowerPoint so students can self-assess the work once complete. The next part of the lesson will focus on static charge, students will watch a video about this phenomenon and will need to answer a set of questions whilst watching. Once complete students can either self-assess or peer-assess their work using the answers provided. The last task students will need to complete is a fill-in-the-blank task, students can mark this task using the mark scheme provided. The plenary requires students to write a WhatsApp message to a friend, summarising what they have learned this lesson. All resources are included at the end of the presentation, thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This resources is designed for the OCR Biology GCSE, particularly the ‘B3 - Organism-Level Systems’ scheme of work. This lesson starts by pupils watching a video about the organs and hormones involved in the menstrual cycle, during which time they will need to answer questions on their worksheet. This work can then be red-pen assessed once they have finished. Pupils are then shown a set of diagrams which goes through the steps involved in the menstrual cycle, using the diagrams pupils are asked to discuss in pairs what they think is happening. After a short class discussion pupils will be given the series of diagrams and a set of jumbled statements, they will need to match the statements to the correct diagram to accurately describe what is happening in the menstrual cycle. For higher ability pupils you may want to just give them a set of key words for them to write their own statements below the diagrams. To summarise the role of each of the hormones in the menstrual cycle the next activity is a table and a set of key words, pupils need to fill in the blanks using the key words to correctly describe the role of each hormone. This can be assessed using the answers provided in the PowerPoint presentation. The next activity is a true or false activity on what pupils have learnt about this lesson, the plenary activity is a past-paper question on the hormone levels during pregnancy. The mark scheme for both these activities is provided for pupils to red-pen their work. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This resources is designed for the OCR Biology GCSE, particularly the ‘B3 - Organism-Level Systems’ scheme of work. Pupils will start the lessons by considering why a reflex action is important to living organisms and asking pupils to consider any examples they can think of. After revealing the importance of reflex actions and come examples, the slides then move on to look at the pathway an electrical impulse takes along a reflex arc. Pupils will delve a little deeper into this by watching a video, during which they can answer questions. Once this has been completed they can self-assess their work using the answers provided. This process can also be summarised using a copy and complete exercise. Next, the lesson focuses on synapse, a diagram of a synapse is shown with key details labelled, there is also a link to an animation that can be shown to demonstrate what occurs at the gap between neurons. After this has been demonstrated pupils are then asked to complete some tasks to show their understanding of what occurs at a synapse. The next activity involved a set of statements which are muddled up, pupils need to put them into the correct order to correctly describe the steps involved with a reflex arc. Once this has been completed pupils can assess their work using the model answer provided. The final activity is a past-paper question which can be printed for pupils or they can complete in their own books, this needs to be self or peer assessed once complete. The plenary task is for pupils to pick a task - either to summarise the work from the lesson using a list of key words or for pupils to come up with questions for the list of answers that are provided. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This resources is designed for the OCR Biology GCSE, particularly the ‘B3 - Organism-Level Systems’ scheme of work. The lesson begins with a recap on the difference between a stimulus and a receptor and asks students to think>pair>share what the function of photoreceptors might be and where they are found. Pupils are then shown a diagram of an eye, pupils are asked to consider (from a list of structures provided) which labels might go where, they can discuss in pairs and annotate their own diagram if they know for sure. Pupils can then assess their own work when the answers are revealed on the next slide. Pupils must now learn the functions of each of these structures, they will each be given a slip of information about the function of one part of the eye and they should walk around the room and share their information to complete the table in their books. This task can be self-assessed using the answers provided. The next part of the lesson focuses on the pupil reflex, firstly a practical is undertaken whereby pupils block out light from the room and then observe what happens to their partners pupils when they bring a torch to the side of their partners eye. This leads into a description of the pupils reflex, including the role of the circular and radial muscles. Pupils will need to summarise this information by copying and completing the sentences into their book, which can be self-assessed once completed. The last activity is looking at how light is focused on the retina by the lens, pupils are shown a diagram of how this works. After being given a verbal description they are asked to firstly copy the diagram complete with labels and explain how light is focused on the retina using a list of key words that are provided. The plenary task is an exam question on what the students have learnt this lesson, pupils should complete this in silence in their books and then red-pen their work using the mark scheme provided once they have finished. All resources are included at the end of the presentation. Thanks for looking :)

This is a resource which contains all of the learning outcomes for the new AQA Biology 'Bioenergetics' SoW. Pupils should mark whether they feel they very confident (green), a little confident (amber) or not confident at all (red) for their ability to achieve each learning outcome. This can be used before an end-of-topic test for pupils to reflect on areas of revision which are most important. It can also be used again after to see whether students have progressed in their understanding of the topic.

This task is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'The Earth’s Resources’ SoW. For more resources designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience This activity contains a set of differentiated questions worth 20 marks in total, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension or revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work against their target grades, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)