AQA Entry Level – Biology 2

Scheme of work and accompanying worksheets for AQA Entry Level unit 4 – Chemistry in our World. Designed to be taught in 3x45min lessons a week, and to take a term. Assumes you have access to expected lab equpiment

Based on Exploring Science textbooks. Not all worksheets are my own, a majority have been found on TES and remodelled slightly to suit the needs of our students.

Biology Environment evolution and inheritance

1 SAPS – Bubbling Cabomba pondweed – student sheet

1a SAPS – Bubbling Cabomba pondweed – technical notes

2 Animal adaptations

3 plant adaptations

4 creature design

5 pyramid of biomass

6 Food webs

7 Decay

8 Competition between plants

9 How fossils are formed

10 Factsheet – Fossils

11 Darwin-Storybook

12 sticky dogs

13 peppered moth

14 Peppered moth Qs and As

15 Gm_organisms

Environment, evolution and inheritance

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Linda – teacher prof development

Effective cpd is a partnership between teachers and slt. Focus,  does it make it better?  How do I know?  Evidence or expertise based?  Collaboration?  Bigger picture at school? 

Lucie – educational doctorate

Need time, finances, support. 

Start with a question,  three research papers,  project,  thesis, 

Need to find a gap in the field of research.  Question everything you read. Supervisor makes a difference, as do colleagues. 

Learn to manage supervisor.  Keep a research diary.  Supervisor and course team will develop skills. 

Looking for volunteers to take part.  Use  Twitter to take part in discussions about teaching contact @yorks_bunny

Liz – teaching about nature of matter during transition

Young people leave education without understanding particulate nature of matter.  Begin to study behaviour of matter in ks2. Huge dip in attainment and interest in secondary transfer.  How do teachers interpret the curriculum in this area? How do students experience curriculum? What is happening in the classroom? Ks2 and ks3 documents are not similar. 

Going to survey teachers,  analyse documents and teacher materials,  case studies. How to help – complete a survey,  link to follow. Short interview.  Must teach ks2 or 3, all sectors of education @oboelizzy

Stuart – Iop. Looking at teacher learning

How important is the role of knowledge of others to help teachers learn? 

What is the essential knowledge for someone coming into teaching?  What should you look out for and identify during an observation week? 

Katherine-  gratnell #learningrooms

Looking at a child’s journey through school.  Focus on physical environment and impact on learning.  Labs and prep rooms need to be planned for learning. 

How does space we teach in affect learning outcomes?  How much control do teachers have over learning spaces?

Sarah – finding out what students know (questioning) 

Hinge questions…. those that determine where your lesson is going next.  Questions should not be too wordy.  Multiple choice responses can show a increase in difficulty to check understanding.  True or false statements.  Easier to write when in teams with a range of experience.  Quality of questions is important. 

 Need to allocate time in departmental meetings for collaboration. 

Finding out where students are stuck is the key.  Hinge questions should show benefits as students get unstuck

Alistair – research informed curriculum development 

Best evidence science teaching-  new curriculum project for ks3. Four main strands focusing on engagement,  practical work,  assessment and effective teaching of difficult ideas. 

Looking for some partner schools to run trials and give feedback

Use of written questions to assess practical skills, research project.  Looking for partner schools

Linda – technician conference 

Some ideas for science club activities. Discussion about how to make these more likely to involve science learning and how to extend this learning

Richard – practical 

Using predict,  observe,  explain to get students thinking about practical experiments

Born to engineer website.  Worth a look on stem learning website 

Helen-  writing or compiling tests

For aqa activate.  Writing questions and compiling tests. 

When compiling tests need the outcome to help discriminate between students.  Consider language and phrasing,  start with the answer and craft the question from  there,  working as a team helps. 

Need to look at spec to identify questions.  Use real data.  Keep questions short  and wording clear. 

Alex – using video to teach teachers

When showing video have questions to respond to.  Do teachers have enough time to read?  Videos are quicker.

Has a spreadsheet with all #asechat tweets.  Lots of uses. Ask for info. Use if this then that put the topics you are teaching and how long you want to take,  to set these tests as homework.  Forgetting curves. Blog is really good for resources and cognitive science. Especially strategies for revision

Mary-  electricity 

Does the colour of insulation on a wire matter?  Easier to see the circuit if use one colour.  Add parallel in different colours.

Use colours of spectrum to label electrical potential of each wire,  red highest potential, violet lowest. Draw circuit with cells on side to highlight potential difference

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AQA Entry level – Chemistry 4

Scheme of work and accompanying worksheets for AQA Entry Level unit 4 – Chemistry in our World. Designed to be taught in 3x45min lessons a week, and to take a term. Assumes you have access to expected lab equpiment

Based on Exploring Science textbooks. Not all worksheets are my own, a majority have been found on TES and remodelled slightly to suit the needs of our students. (and I’ve just spotted two worksheet 19s. damn)

Chemistry – chemistry in our worldChemistry in our world

1 Make your own indicator


3 comparing reactivity

4 Acid with metals

5 making salts

6 acid + allkali

7 Reactions of Carbonates Practical Sheet

8 Exothermic and Endothermic Reactions

9 combustion

10 concentration

11 temperature

12 surface area

13 catalysts

14 atmosphere

15 Fractional Distillation

16 Fractional Distilliation Cut and Stick

17 global warming cartoons

18 Greenhouse Cloze

19 filtration

19 Modeling the Greenhouse Effect

20 Distillation

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AQA Entry Level – Physics 6

Scheme of work and accompanying worksheets for AQA Entry Level unit 6 – Electricity, Magnetism and Waves. Designed to be taught in 3x45min lessons a week, and to take a term.

Based on Exploring Science textbooks. Not all worksheets are my own, a majority have been found on TES and remodelled slightly to suit the needs of our students.

Physics Electricity magnetism and waves

1 measuring current

2 measuring voltage

3 Alternating Current and Direct Current

4 how a powerstation works

5 the plug

6 How fuses work

7 calculating bills

7a bill

8 calculating cost of electricity

9 magnets

10 magnetic field lines

11 strength of electromagnet

12 uses of electromagnets

13 reflection refraction

15 wave equation

16 Electromagnetic Spectrum

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Making indicators

It is really easy to make your own indicators to show if a chemical is an acid, neutral or alkali. This experiment can be done without a Science lab, and can be adapted to be a sensory experience as well.

You will need:

beetroot, red cabbage and/or blackberries. Boiling water. A range of acids/alkalis to test.

To make the indicator, chop up your beetroot etc into small cubes. Add to boiling water and let stand until the colour has come out into the water.  Remove the lumps, preferably by filtering (practice those practical skills) and let the coloured liquid cool.

You can then add this to a range of acids/alkalis and look for the colour change. These work best if they are colourless and can include:

acid – lemon juice, vinegar, lemonade

alkali – bicarbonate of soda, glass cleaner

To make this a more sensory experience, encourage students to smell each of the chemicals that are being used. They can taste the acids, before they add a bit of their indicator to observe the colour change.

You can make all three indicators and then compare results, which do students think is the best? Can they think of any applications for this?

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What does sewing mean to me

This is my response to the question posed by Naomi – What does sewing mean to you?


I sew because I am (was) a Guide. This is the first sewing project I really undertook, although it is not (quite) all my own work. It was my Grandad’s army blanket – my sister has the matching pair – and my Nan sewed on the first 20 or so badges. I have had it since the age of ten, and now, at 39, it is ‘finished’. Well, it’s never quite finished, but I think it’s full. Over the years I have sewed on badges that have been swapped at local, national an international levels, those that I have bought at camps or events or places I have visited, and those that have belong to other people. It started with a ring of badges around the edge, and has worked it’s way to the middle, with many badges having been re-positioned over the years. It is a talking point on camp, a conversation starter as we compare badges, and a gigantic memory of fun times with others. It was on my bed when I was at university, as a way of staying connected to home.

My stitches have definitely improved over the years!


As you can see, this piece was completed in the summer of 1996. I was 18, and had just started work on my Queen’s Guide Award. One of the sections required that I started a new personal skill, and developed it. My Queen’s Guide Advisor enjoyed cross stitch, and suggested this was something that I could do. I liked the poem, and designed the whole piece. Each of the images around the edge mean something and are related to that summer – Orchestra tour, first aider on Brownie pack holiday, camping with PHAB, a trip to Dominican republic and a summer romance. The mice also have a meaning, but I cannot recall (or find the piece of paper that explains it, which I thought was attached to the back. It’s probably inside the frame…). There’s a bee amongst the flowers, and finally my initials and a reminder it was for my Queen’s Guide.


I completed a couple of large scale kits during my time at University, and then life as a teacher got in the way. About five years ago, I started taking regualar train journeys with a friend. Some days we’d sit and chat, other days we’d gaze out of the window, but most days we’d do both, which meant reading was out of the question. I found instead a small cross stitch kit that I had, and tucked that into my bag. I can sew and chat at the same time, and it feels like I’m keeping busy. This moved on to sewing on the train regardless of who I was (or wasn’t) with; it’s a good conversation starter, if that is what you are after. I find that stitching helps me to switch off, you have to be concentrating or else it all goes wrong, and feel a sense of achievement when I finish, as I have never been particularly ‘arty’. Once framed though, these cross stitches become art, and are something to be proud of.


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Russ Cowley #OnFire

With over 640 games and nearly 100 goals, Russ Cowley’s career with the Blaze spans 15 years. As well as playing, he has almost finished his PhD looking at fan response to transgression in sport at Coventry University.

For three seasons, he played alongside Blaze Head Coach Danny Stewart – how easy was it to make the transition from team mates to coach? “At the beginning it was a little strange,” explained Russ. “I think we’re both different people than when we played together – him as a coach and me as a player. We both have more experience. He handled things well when he came in and had meetings with guys that were coming back and told us what he was here to do. He also said what role he wanted me to fill as a player. For me, and the way I look at life, he’s the coach and that’s how I see him, regardless of me playing alongside him previously. I don’t look at him any different to anyone else in the room.”

Russ is known as being Mr Versatile. He is confident playing as a forward or as a defender, and has been known to switch during a game due to injuries. Is this an easy thing to do? Russ laughed, “I said I wanted to do one shift as goalie and then I have played everywhere! I think it’s tough when you swap positions. You have no time to get within your comfort zone within a position, you have to start thinking about all the set plays of what your job is, off any draw, in any zone and that’s whether I’m switching as a forward position or going back on the back end. You have to read the game as a D man to get a good gap between you and the rush that’s coming at you. Once I start playing in a position for a longer period of time it becomes easier because I get in the comfort zone, and get to know my line mates. Swapping a lot is tough, but like I say you get more comfortable being in one position. I’ve been playing defence since November now.  I guess some players wouldn’t be able to do it, the way my head thinks as a forward I think defensively. I skate well and I can read the game as a D man well. After me, the only other person who could do that would be Robbo, but he brings so much up front. In the last few years, one of the things that helps this team and one of the reasons the club has me back is that I can go back there if we get injuries. I do prefer playing as a forward, but I’ve always been one of those players -if there’s a gap I’ll fill it.”

It’s been a busy year for Russ, as well as playing he’s been working hard to complete his PhD and had to fit in family time as well. He explained “It’s been tricky this year. I’ve noticed the difference, I rarely have a day off a week. Obviously, we have Sophia, so when Rachel has her commitments I’m being a Dad. Otherwise, I’m here at the rink or working. I enjoy being a dad a lot. The joy that a child brings, it’s amazing. At home, she loves hockey. If I stick hockey on something she’ll say ‘hockey, hockey’, and sit there and watch it with me. She loves coming to the games, she talks about hockey. If I wear something with the Blaze or GB logo, she gets excited. As soon as I’ve got my gear on she’s frightened. I’ve even taken my helmet off to show her it’s me. It kills me that she’s frightened of me in hockey gear – I was hoping to take her into the room, but I can’t. I don’t know if it because what she sees on the ice makes her uncertain. I don’t smell like daddy – that could be why she’s saying no altogether!”

As ever, conversations at this time of year turn to the future, both long and short term. Russ said, “I’ve played over 600 games for the club in 15 years, I’m looking at my options for the end of the season, as my PhD will be finished by then. I’m looking at going into consultancy probably, I’m taking a long look at that route. I have enjoyed the research side of things for my PhD, I guess there’s a lot of doors open for me now. While I’m not totally certain, we’ll see what happens. When I do decide to hang my skates up I haven’t said no in my head to maybe moving into coaching, but I’ve done ten years at University and I haven’t done that to not put that to use. But never say never to having something on the side where I can help out perhaps. There will be certain priorities that have to come first!”


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