Model opening paragraphs or sentences to show students

Model opening paragraphs or sentences to show students how to put information into a particular form or for a particular audience. Seana

Use the irritating child questioning technique: Why? Seana

Jeopardy starter If this is the answer…what is the question? Seana

Encourage students to talk and write like scientists. Model this for them. Seana

Share false, bad models of answers to exam questions and improve as a class. Lucille and Martin

Include red herrings in card sorts to increase challenge. Martin and Lucille

Debating in the science classroom Organise groups with a speaker for and against and 6 audience members to listen and ask questions. Lucille and Martin

Set parental surveys or questions as homework. Lucille and Martin

Try a provocative starter question. e. g. Display a picture of an amoeba and God and ask, “How did we become what we are? ” Lucille and Martin

Analysing and commenting on data question frame Charlie, Neil, Brooke, Mark SC

Write a newspaper headline for what you have learnt today Mark St. Claire

Take a photo and share examples of students’ work on the board. Teacher and class quiz student on what results show. Mark St. Clair

Ultimate pub quiz on enzymes and digestive system Mark St. Claire

Link VIVO points to clear success criteria. e. g. Thoughtful observation (1 point) Spot a pattern (1 point) Accurately drawn bar graph (1 point) Mark St. Claire

Use imaginative scenarios to engage students in analysing and commenting on data. e. g. Zombie Fortress; Antarctic Anguish Neil and Karen

Students make calculations based on scenarios that involve them. e. g. Macy has made a robot of Luke so she never has to be without him again. How much does one hour of ROBOLUKE cost Macy?

Peer assess using a clear mark scheme. Neil and Karen

Real life data handling starters. Chris and Mark A

Send students exam questions from e-AQA for homework. Mark A and Chris

Divide science classroom into different laboratories or stations to be visited by teams. Mark A, Lucille

Give clear roles for group tasks. e. g. leader, scribe, practical researchers, lab assistants, teacher as chief science officer. Mark A. , Lucille

Students plan own investigation based on a statement. e. g. ‘Some organs react more violently to certain chemicals. ’ Brooke, Neil and Martin

Use QR codes to present new information. Brooke, Neil, Martin

Give students ‘real life’ roles. e. g. reconstructive surgeons, organ structure investigators Neil, Brooke, Martin

Posterboard plenary. Students stick post-its onto a board with ideas to remember for next lesson. Karen, Seana, Mark S. C

Skitch the force in action in rockets, fuels and forces lessons. Karen, Seana, Mark S. C

Concept maps. Which concepts can you link and why? Must – 2 connections Should – 3+ connections Brooke

Memory relay Information is available at front of class and one member from each team is allowed access to it for 30 seconds then swap. Team recreate info at their table. Brooke

Increase and organise class discussion with Think, Pair, Square, Share. Brooke

Provide TA or more able student with a prompt question card for main activity to ask students while they work. Brooke