Course Guide Evaluate

NEW FOR THE 2014 CURRICULUM

o C

u G i de e s r u

Evaluate the first unit online: free!

Measurable progression in Key Stage 3 Science for every student in every lesson – from the UK’s number one science course!

U051a Exploring Science Course Guide.indd 1

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The UK’s Number 1 Key Stage 3 Science course is back! Our new edition of Exploring Science: Working Scientifically is the comprehensive digital and print service for all your planning, teaching, learning, homework and assessment needs for the new curriculum.

✓ Clearly defined and differentiated Learning Objectives for every lesson. These develop according to our unique progression grids, and allow you to define, secure and measure progression for every lesson. Learn more on pages 11-13.

✓ Extensive support on the use of formative assessment techniques. Our

approaches have been rigorously trialled by the University of Reading to ensure that your students make greater progression through the use of high-impact teaching approaches.

✓ Tackle the barriers to progression in Key Stage 4 right from the start of Year 7,

and follow evidence-based approaches to the teaching of Literacy and Numeracy.

✓ Rigorous summative tests, which you can use to track progression in line with your school’s policy, including the continuing use of National Curriculum Levels.

And, of course – we’re the UK’s number 1 Key Stage 3 Science course.

See how Exploring orts Science supp measurable progression on page 11 2


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Why now? The changing curriculum ●

As you know a new National Curriculum was introduced in September 2014. Content new to Key Stage 3 includes: • new emphasis on scientific terminology • energy stores and transfers • the skeleton • reproduction in plants • Dalton’s Atomic Model.

Other key changes include: ●

no year-by-year programme of study for Key Stage 3

●

new Working Scientifically skills replace How Science Works

●

National Curriculum Levels have been removed but not replaced.

New-style GCSE Science coming in 2016. Recent trends in GCSE have included: ●

end to modular exams and new rules on retakes

●

extended answer questions introduced into exams.

Plus, the draft GCSE Science subject criteria from April 2014 include extensive ‘Use of Mathematics’ requirements.

Turn over and see how Exploring Science will support you in these changes 3


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How Exploring Science will support you Working Scientifically ●

Working Scientifically integrated throughout the course in line with the National Curriculum expectations.

Literacy

7Dc PARAGRAPHS

Developing literacy and communication skills in readiness for Key Stage 4

HOW ARE IDEAS ORGANISED AND SHAPED USING PARAGRAPHS? Scientists need to understand how to write good paragraphs. Scientists write about their experiments in papers, which are published in journals. They may also write books, or scripts for documentaries on radio or television. So it is important that they write in such a way that people can easily understand their ideas.

●

The purpose of paragraphs We use paragraphs to show where different ideas are introduced. Changes in time, people, topic or place (remember ‘TiPToP’!) generally have new paragraphs. If there are no breaks in a text, it makes it hard to see the different ideas and makes the text more difficult to understand. 1

Read the book extract below. a| Suggest an advantage of dividing the text into paragraphs. b| What are the three main topics covered in the text? c | Suggest places to split the text to make three paragraphs.

● A | Steve Backshall has written many books and TV scripts about his adventures and his studies of different species.

Most animals need to make changes to survive in winter. Colder temperatures mean that mammals and birds need to spent more energy keeping themselves warm. However there is less food at this time of the year for them to eat, which provides the energy they need. Many animals would die if they did nothing to prepare for winter. One strategy is hibernation. This is when an animal finds a sheltered and warm place and enters a period of inactivity (‘sleep’). To prepare for this, the animals eat a lot in the summer and autumn and add fat to their bodies. This not only keeps them warm but it also provides a store of energy to use while hibernating. Even though they are very inactive, and their body temperatures and heartbeat rates drop right down, the animals still need a source of energy. Other animals leave the country. They spend the winter months in warmer parts of the world where there is a source of food. This is called migration. Swallows, for example, leave the UK and fly to Africa in September and October, returning in April and May.

Each unit contains in-depth student and teacher material to deliver a specific aspect of literacy and communication. The literacy teaching approach has been developed in collaboration with the Literacy Consultant Dr Helen Lines, University of Exeter.

MS

The structure of paragraphs Paragraphs often start with a short topic sentence. This clearly sums up one main idea, which the rest of the paragraph will explore in more detail. For example, the first topic sentence in the book extract is ‘Most animals need to make changes to survive in winter.’

Use of mathematics

To convert a fraction to a decimal

64

KS3_ExploreScience_Unit7D.indd 64

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We’ve worked with maths experts to ensure the progression, terminology and approach in Exploring Science is consistent with the approaches found in maths teaching.

Fractions, decimals and ratios

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Divide the top number of the fraction by the bottom number. If the top number is smaller than the bottom number, then the decimal will always start ‘0’. Some fractions don’t divide completely, so you end up with a recurring (repeating) number.

Try remembering common fractions as decimals, to save time: 1

1

3

1

/2 = 0.5

/4 = 0.25

/4 = 0.75

/8 = 0.125

1

For example, /3 = 0.3333… (the ‘…’ means the numbers continue forever). If we have numbers like this, we ‘round’ it to one or two decimal places. Each number after the decimal point is one decimal place. When rounding numbers, the rule is: 1 Choose the number of decimal places. 2 Look at the number in the next decimal place. 3 If it is 5 or more round up. If it is less than 5 round down. So 0.3333… is 0.33 to 2 decimal places. 2

/3 = 0.66666…, which is 0.67 to 2 decimal places.

1 Convert the following fractions to decimals. (Remember to show your working.) a

1

/10

b

6

/100

c

3

/8

d

5

/6

To convert a decimal to a fraction First, find the lowest place value of your decimal. Now write the place value under the number as a fraction. Then cancel the fraction down.

4

So, the lowest place value in 0.6 is tenths. As a fraction this is 6/10 or 3/5. 0.75 is 75/100 or 3/4 and 0.851 is 851/1000 2 Convert the following fractions to decimals. (Remember to show your working.) a

1

/10

b

6

/100

c

3

/8

d

5

/6

Ratios


A ratio shows how something is divided up. A statement like there are 3 blues for every 2 reds is a ratio statement. This can be written as a ratio using a colon (:) 3 : 2

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Formative assessment

Embeds formative assessment into learning ●

●

Best practice is fully incorporated into all aspects of the course, along with full teaching support for each lesson, so teachers can use formative assessment techniques to drive effective learning.

The course uses an Assessment-Feedback-Action model.

High-impact formative assessment techniques have been fully embedded and verified by the consultant editor Dr Angela Hall, formerly of the Nuffield Institute.

Measurable progression in every lesson

Each topic uses Blooms’ Taxonomy to progress through the content, ensuring the logical build-up of demand. For example: Conceptual statement In addition to what animals cells contain, plant cells usually also contain a cell wall, permanent vacuole and chloroplasts.

Cognitive progress Remembering (a)

Understanding (b)

Applying (c)

Identify the [cell wall, permanent vacuole, chloroplasts] on a diagram.

Identify a cell as a plant cell.

Identify the contents of plant cells in unfamiliar plants.

List the main features commonly found in plant cells.

Describe what the [cell wall, permanent vacuole, chloroplasts] do.

Suggest differences in plant cell components based on [tissue type, cell function].

Analysing (d)

Evaluating (e)

Justify the classification of an organism as a plant based on cell structure.

Suggest reasons for differences between plant cells (in terms of their function).

Synthesising & creating (f) Uses sources to outline the development of cell theory.

The content is therefore structured following an evidence-supported methodology for the ordering of learning objectives. In this way, knowledge and learning are better secured with clear links to Key Stage 4 progression.

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The Exploring Science course Exploring Science: Working Scientifically course components Year 8

Year 9

Teaching Service powered by ActiveTeach • Front-of-class Teaching Resources

• Front-of-class Teaching Resources

• Front-of-class Teaching Resources

• Activity Pack

• Activity Pack

• Activity Pack

• Assessment Support Pack



• Teacher and Technican Planning Pack



• Planner

• Planner

• Planner

Homework Practice and Support powered by ActiveLearn

Print and Online

ActiveLearn Digital Service

Year 7

Student books are available in print or as an ActiveBook subscription. The Teacher and Technician Planning Pack, The Activity Pack and the Assessment Support Packs are available in print or downloadable online.

Course structure Exploring Science includes 36 units of teaching spread over three years. The first 30 units cover the 2014 Key Stage 3 National Curriculum for Science. The final six units cover GCSE preparation and skills, extended projects, a final end of Key Stage 3 exam, and a revision period leading up to the exam.

Year 7

Year 8

Year 9

Biology

Chemistry

Physics

Cells, tissues, organs and systems

Mixtures and Separation

Energy

Sexual reproduction in animals

Acids and bases

Current Electricity

Muscles and bones

The particle model

Forces

Ecosystems

Atoms, elements and compounds

Sound

Food and nutrition

Combustion

Fluids

Plants and their reproduction

The Periodic Table

Light

Breathing and respiration

Metals and their uses

Energy transfers

Unicellular organisms

Rocks

The Earth and Space

Genetics and Evolution

Making materials

Forces and motion

Growing our food

Reactivity

More on electricity

Revising Key Stage 3 Biology

Revising Key Stage 3 Chemistry

Revising Key Stage 3 Physics

Preparing for GCSE Biology

Preparing for GCSE Chemistry

Preparing for GCSE Physics

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Our Digital Teaching & Learning Service Our ActiveLearn Digital Service combines front-of-class teaching resources with online homework and practice, as well as planning and assessment materials. The service has been developed alongside our Student Books to give one coherent approach. It also comes with full customer support throughout the subscription to ensure you and your students get the most out of the course.

Planning & T ra

In Clas s

ng i n i Teacher and Technician Planning Pack and Planner

Front-of-class teaching resources

ActiveLearn Digital Service

Assessment Support Pack and Activity Pack

Homework, practice and support

Homework & Practice

Front-of-class teaching Contains interactive assets and animations developed for front-of-class use, with world-class videos, including stunning BBC and Sky News clips, integrated throughout for a high-impact learning experience. Visit www.pearsonschools.co.uk/evaluateexploringscience15 to view free units and try it for yourself.

Homework, practice and support Online homework for students with instant feedback and powerful reporting to aid motivation and progression.

Set differentiated online interactive homework for every lesson.

Track results and student progress.

See how Exploring Science can help support measurable progression - page 13 7


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Student Books A rich and stimulating learning experience – Exploring Science: Working Scientifically Student Books present Key Stage 3 Science in the series’ own unique style. Packed with extraordinary photos and incredible facts the Student Books encourage all students to explore, and to learn.

LIFE

7Aa PROCESSES

Sensitivity

Growth

Organisms sense and react to things around them.

Living things increase in size. We say that they grow.

WHAT DO ALL LIVING THINGS DO?

The Ancient Egyptians had cures for death, including one made from onions and beer. It is doubtful that this worked! When they died, the bodies of important people were treated to stop them rotting – they were mummified. This was done because Ancient Egyptians believed that living things contained a ‘life force’ called ka, which needed somewhere to live.

D | This sensitive plant closes its leaves if it senses something touching them.

Today, we have different ideas about what it means to be alive. We look at what things. If something can do the following life processes, it is a ‘living thing’ or organism: ■ ■ ■

move reproduce sense things 1

■ ■ ■

grow respire excrete waste

■

need nutrition.

A | The tomb of a pharaoh called Tutankhamen was found in 1922. It was full of food, drink and objects for his ‘life force’ to use.

Copy and complete the table below with the items in the list. car, chair, coal, cow, daffodil, goldfish, mouse, octopus, robot, rock, snake, Sun

Organism

2

Not an organism

Respiration

Excretion

Living things use a process called respiration to release energy for them to use.

Organisms produce waste materials. When they get rid of these waste materials we say that they excrete them.

A ‘mnemonic’ is a word or phrase that helps you remember a list. It is usually made using the first letters of the words in a list. What mnemonic is spelled out by the first letters of the life processes?

Movement

Reproduction

All living things can either move from place to place or move parts of themselves.

Organisms can make more living things like themselves. We say that they can reproduce. F | Humans, like many living things, need oxygen and food in order to respire.

Nutrition Living things require various substances to help carry out other life processes. We say that they need nutrition. B | Arctic poppies move parts of themselves. Their flowers turn to follow the Sun during the day.

3

Suggest one difference between how most animals move and how most plants move.

H | Animals eat food but plants make their own food. However, even plants need small amounts of substances from the soil to help them grow well.

C | a baby pig developing inside its mother

4

E | The blue whale is the largest animal that has ever lived on Earth. An adult can grow up to 30 m long and have a mass of 170 tonnes.

Suggest one thing that many plants do to reproduce but animals do not do.

G | waste materials include liquids (urine)

5

Describe two ways in which you show sensitivity.

6

Suggest one difference between how trees grow and how humans grow.

7

Suggest one difference between how fish and humans get their oxygen.

8

a| In what ways is a car like an organism? b| Why is a car not an organism?

I can … ■ ■

8

Year 7 Student Book sample KS3_ExploreScience_Unit7A.indd 8

18/02/2014 15:50

KS3_ExploreScience_Unit7A.indd 9

CONVENTIONS 7AbIN WRITING If there is a change in the way that life processes occur in our bodies, it can cause illness. A doctor looks at the symptoms of the illness and uses them as evidence to draw a conclusion about what the illness is. This conclusion is called a diagnosis. Doctors often suggest medicines to treat an illness. They write out an order for these medicines, which you get from a pharmacy. These orders are called prescriptions.

A | Doctors have written instructions for how to treat problems for thousands of years. This Ancient Egyptian carving records the range of instruments and medicines that a doctor used to treat patients. Many of the instruments still look familiar!

LITERACY &

COMMUNICATION Doctors and scientists have certain ways of presenting information, called conventions. These conventions make it easier to find information, to understand information and to compare information. A convention fixes the: order in which the information is given ■ type of symbols used (shorthand ways of writing something) ■ type of diagrams used. There is a convention for writing prescriptions. The information is always in the same order and symbols are used for the units showing the amount of medicine in a tablet. ■

When you write a report about an experiment that you have done, you will use a convention. This is similar to the convention that all scientists use to write reports. The convention is to split the report into sections. D | the sections of an investigation report

Growing cress seeds Aim Are cress seeds alive? Introduction All living things grow. Cress seeds germinate and grow into plants and so cress seeds must be alive. I predicted that if we boiled seeds, then they would not grow. Method I used cress seeds, beaker, water, 2 dishes, kitchen towel. A| I put 50 cress seeds in boiling water to kill them. B| I put the seeds on some damp kitchen towel in a dish. I did the same with the same number of unboiled seeds. C| I left the dishes on a window sill.

B | a prescription

a doctor 8from working for

the NHS. mg = milligrams. 1000 milligrams = 1 gram (g)


C | a prescription from a private doctor

9 18/02/2014 15:50

Clear learning outcomes are provided for every page spread, ensuring students understand their own learning journey.

Highly illustrated and prepared to the highest standards of design quality.

WHY DO SCIENTISTS USE CONVENTIONS IN THEIR WRITING?

recall and describe the life processes explain the differences between organisms and non-living things.

Results All the unboiled seeds grew. Three boiled seeds grew. Conclusion If you boil seeds they are killed and will not grow. Unboiled seeds grow and so must be alive. This agrees with my prediction. Evaluation I would boil the seeds for longer to try to kill them all.

An aim is what you were trying to find out. It can be a question, or start with a phrase like ‘My aim was to …’ or ‘I wanted to find out …’. You explain an idea that you have and why you have that idea. You may also make a prediction – say what you think will happen. You list the apparatus (equipment) you used. You also describe your method (what you did) in a series of steps. You record your results (your measurements or observations). Your results are your evidence. In the conclusion you explain what your results show. In the evaluation you say how you could make the experiment better to get better evidence.

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Activity Packs ●

●

●

Your teacher

● ●

Over 800 new differentiated worksheets across all three years of Key Stage 3.

End of Unit Test Class

Name proces 1 Write down two life

ses that a real mouse

does but a clockwork

[2 marks]

you expect to chang g below. Which would r. 2 Look at the drawin st? Explain your answe Sam, Jack or the signpo

e the most in the next

five years –

●

● will change the most becau

plants respire.

Method

Apparatus

● ● ●

A B C D

bung eye protectio n muslin bag

● ● ●

conical flask limewater seeds

● ●

Take care with limewater. It can irritate your skin and eyes. Wear eye protection.

cotton wool measuring cylin der

Measure out 25 cm 3 of lime water. Pour this into the conical Place some dam flask. p cotton wool cotton wool. inside the mus lin bag. Then place your see Lower the bag ds on top of the into the conical place, above the limewater, flask and put the bung in the as shown in the flask. This will Wash your han diagram. hold the bag in ds.

L3 Label the

diagram and

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only. This mate

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Assessment Packs

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in seedlings

Date

When organism s respire, they chemical calle make a gas calle d limewater, it d carbon diox makes the lime make some lime ide. If this gas water go ‘milk is mixed with water go milk y’. So, if seeds y. a respire, then they will

© Pearson Educ

mouse does not.

may watch to

Introduction

E

Date

Life proces ses Class

Aim

Top 50 practical activities fully tested in school labs by a dedicated testing team and reviewed by CLEAPPS for health and safety compliance.

A

Aa-2

see if you can : measure volu mes using a mea suring cylinder use chemicals safely.

To find out if

More than 700 classic worksheets from previous editions, freshly edited and incorporated into the new curriculum.

7

7

Name

se

[2 marks]

Features completely new materials including end-of-unit summative tests, designed and reviewed by assessment experts. A range of high-quality materials that can be used as part of best practice formative and summative assessment.

Page 1 of 4 Ltd 2014. Copying © Pearson Education

permitted for purchasi

ng institution only. This

material is not copyrigh

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25

Teacher and Technician Planning Packs ●

● ●

●

Background information for each unit, including explanations of the science and potential misconceptions. Detailed Technician notes. All the answers to all the questions in the Student Books and Activity Packs. Full mapping of the units to the curriculum and skills coverage, including a Blooms’ Taxonomy for each unit.


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Planner The Planner presents all the course content in lesson form, divided into Starters, Exploring, Explaining, Plenaries, and Homework. It also allows you to choose from four pre-populated differentiated routes through the course: All the content – complete flexibility over what you want to teach. Pick and choose the resources you feel most comfortable delivering.

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Developing – lesson plans and resources that are suitable for students still developing towards the standard of the National Curriculum.

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Securing – lesson plans and resources for students who are meeting the standard defined by the National Curriculum.

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Exceeding – lesson plans and resources suitable for gifted and talented students who are exceeding the standard of the National Curriculum.

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Fully differentiated.

Links to all the resources. Lesson Plan 3/12/2014

ActiveTeach

Exploring Science: Working Scientifically (Evaluation) 7A Cells, tissues, organs & systems (Must) Copy of 7Aa Life processes (Must)

1hour

Summary Topic 7Aa introduces the unit with a reminder of what an organ is and how scientists look at evidence from which to draw conclusions. The topic then goes on to explore what makes an organism. Use the editing tools to remove any tasks you prefer not to teach and add timings to the tasks.

Playlist

Objectives L3 - Must: Identify things as being alive or not. L3-4 - Must: Recall the life processes: movement, reproduction, sensitivity, growth, respiration, excretion, nutrition. L4 - Must: State the meaning of and correctly use the word: organism.

Tags Student Book Differentiation The Student Book questions allow for learners to achieve up to the equivalent of the following National Curriculum Levels: 7Aa Doctors past and present Question 1 = Level 3; Question 2 = Level 4; Question 3a = Level 4; Question 3b = Level 5. 7Aa Life processes Question 1 = Level 3; Question 2 = Level 4; Question 3 = Level 3; Question 4 = Level 3; Question 5 = Level 4; Question 6 = Level 4; Question 7 = Level 5; Question 4 = Level 5.

Starters 1: Quick Quiz

10mins

Use the 7A Quick Quiz for baseline assessment. Students can use the 7A Quick Quiz Answer Sheet to record their answers. You could use all of the Quick Quiz as a starter for the whole unit, and then again at the end of the unit to show progress. Or just use the first four questions, which relate to this topic. These questions could be revisited formatively in a plenary for this topic. There is more information on Quick Quizzes in the ASP.

7A Quick Quiz

Export your lesson plan as a PDF, print it out or add it to your playlist.

https://www.activeteachonline.com/pae/lesson/749

1/3

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Supporting progression with Exploring Science ●

●

If you’ve not selected one of the pre-populated differentiated routes, you can select your lesson and choose your Learning Objectives from the bands, Developing, Securing or Exceeding. Each Learning Objective is defined using National Curriculum Levels.

Whether you prefer resources for front-of-class teaching, group work or practicals - or a mix of all three - there are multiple options, all differentiated by National Curriculum Level, for you to select from.

You can also add your own resources and lesson ideas seamlessly into the lesson plan.

Review the resource whether video, worksheet, presentation, interactive activity or animation.

Decide how long you want to spend on each activity and the Planner will calculate the lesson duration.

See more overleaf

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Print or save to PDF and you have your own unique lesson plan in your hand!

●

Curriculum tags.

ActiveTeach 3/12/2014

7A Quick Quiz Answe

r Sheet

Level 3-7 Baseline Assessment

Explaining Tasks present (Student Book) 1: 7Aa Doctors past and

Levelled Learning Objectives.

3/12/2014

potato grows (it is sensing ActiveTeach the light) and why is this is useful (that plant will photosy nthesis)? need light to make food by Equipm ent: Shoebox, cardboard, sprouting potato (use a seed potato or warm place for a couple a normal potato that has of weeks to sprout), scissors been left in a basin). , sticky tape, felt, glue, shallow dish (e.g. evapora ting

15mins

provides a way of n doctors worked, which book, way that Ancient Egyptia that students use in the brief introduc tion to the This may be the first page This unit starts with a ) and find out (using evidence and organs). e them to the glossary revising some KS2 ideas the words in bold (to introduc e students to look up introduc e the index). (to evidence and so you could challeng about out the book you can find in what other parts of ension, compreh text n 1 on reading and assessment. (Questio a degree of rough baseline from KS2). Some questions allow ge, Question 3 on material y background knowled Question 2 on everyda 3. Disease. See Starter opens Symptoms and link ve interacti AT The

Level 4 Working Scientifically Practical

s and then use them as at a range of symptom diseases. Students look Match symptoms with have certain diseases. idea that certain patients evidence to support the

e Symptoms and diseas

Baseline Assessment

3/12/2014

Scienc Exploring

ues, 7A Cells, tiss Cop

organs & sys

proces y of 7Aa Life

lly (Evaluatio

1: Quick Check Assessm ent: Student 15mins s complete the Quick Check sheet for this topic, label with a life process which consists of a range . There is one ‘trick’ one of pictures to – a rock, which shows no life process es. Feedba ck: Students work in pairs to check one another’s answers have wrong. . They agree correct answers for any that they Action: Hold a class vote on which life process should be revisited next found most difficult). The lesson (based on the next topic looks at organs, one that students so pay extra attention the appropriate organ (e.g. if students choose to this life process in the nutrition, remind them context of talking about the stomach about life process es and or small intestine). nutrition when

Level 3-5

ActiveTeach

Scientifica e: Working

Plenaries

n)

tems (Must)

20mins

4: Potato maze 4

(the potato is a teaching about organs (or can be considered when short side of a shoebox to work but the results tres in diameter in the a This takes a few days T Make a hole, several centime from either side of the inside of the box. Place organ) in the next topic. out s storage rd (3 or 4) to so they jut illuminated, a potato box and the hole being Stick rectangles of cardboa the on lid s similar). the ith where it W fitting, light may leak in end opposite the hole. the If the lid is not snugly sprouting potato at the use to light. the wish you If towards the maze lid will prevent this. stem should grow through glued to the inside of the felt of e rectangl a box. box; it rotting the base of the meets the sides of the in a shallow dish to prevent box again, place the potato

1hour

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h nce from whic s look at evide how scientist organ is and . of what an es an organism a reminder ore what mak the unit with expl s to s. on duce task gs to the Topic 7Aa intro ns. The topic then goes h and add timin lusio r not to teac to draw conc task s you prefe remove any ng tools to Use the editi

Summary

7Aa Quick Check

Level 4 Formative Assess ment

Homework

etion, Objectives iration, excr alive or not. growth, resp s as being sens itivity , Identify thing reproduction, movement, proc esses: Rec all the life . L3-4 - Mus t: nism orga : the word nutrition. correctly use ning of and State the mea L4 - Mus t:

1: Living and non-living

L3 - Mus t:

Worksheet 7Aa-6 contains straightforward question s about life process es. ng as the tration. What is happeni happening in this demons light to make food by process es they can see useful (that plant will need Ask students what life light) and why is this is (it is sensing the/749 potato growshonline.com /pae/lesson

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m tion onal Curriculu following Nati valent of the up to the equi ers to achieve allow for learn tions ques Book The Student Levels: 5. 3b = Level ent 4; Question past and pres 3a = Level 7Aa Doc tors l 4; Question stion 2 = Leve = Level 3; Que l 4; Question 1 stion 5 = Leve 3; = Level Que Question 4 esses 3 = Level 3; 7Aa Life proc l 4; Question = Level 5. stion 2 = Leve Question 4 = Level 3; Que 7 = Level 5; Question 1 stion Que = Level 4; Question 6

Student Boo

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https://www.activeteachonline.co m/pae/less

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Differentiation through National Curriculum Levels.

10mins

Starters

et to record Ans wer She of the 7A Quic k Quiz n at the end can use the and then agai d be ent. Students the whole unit, . Thes e ques tions coul line assessm a starter for to this topic ASP. k Quiz for base of the Quic k Quiz as e the Quic relat in h 7A zes all k Quiz Use the tions , whic You could use first four ques more information on Quic ers. the answ use their just e is progress . Or this topic . Ther unit to show plenary for atively in a revis ited form

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pae/lesson/749 teachonline.com/ https://www.active

●

Worksheet 7Aa-6 2/3

Clear guidance on formative assessment.

3/3

Comprehensive answers, technician notes and health and safety advice.

It’s easy to switch seamlessly between the Planner and the playlist with one button, allowing students to see the resources supporting your lesson on the whiteboard.

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Supporting progression with online homework ●

Each lesson contains three homework options differentiated into Developing, Securing and Exceeding. Match your homework options to your original chosen band of learning objectives and assign to students.

Provides links to the ActiveBooks, our digital Student Books, with exercises integrated into the teaching and planning components.

Receive accurate reports and evidence of learning against lesson learning objectives.

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2015 Price list

EXPLORING SCIENCE STUDENT BOOKS Student Book Year 7

978 1 447959 60 1

£14.99

Student Book Year 8

978 1 447959 61 8

£14.99

Student Book Year 9

978 1 447959 62 5

£14.99*

EXPLORING SCIENCE ACTIVELEARN DIGITAL SERVICE The annual subscription includes: • Homework, practice and support (powered by ActiveLearn) • Front-of-class teaching resources (powered by ActiveTeach) • Teacher planning materials (Planner and Teacher and Technician Planning Pack) • Activity Pack • Assessment Pack YEARS 7 ActiveLearn Digital Service – subscription medium**

978 1 447999 07 2

Student ActiveBook – subscription medium**

978 1 447998 72 3

£400.00 (+VAT) £150.00 (+VAT)

YEARS 8 ActiveLearn Digital Service – subscription medium**

978 1 447999 13 3

£400.00 (+VAT)

Student ActiveBook – subscription medium**

978 1 447998 82 2

£150.00 (+VAT)

978 1 447959 65 6

£120.00*

Teacher and Technician Planning Pack (online) Year 7

978 1 447959 51 9

£120.00 (+VAT)


978 1 447959 52 6

£120.00 (+VAT)


978 1 447959 53 3

£120.00 (+VAT)*

EXPLORING SCIENCE ACTIVITY PACKS Activity Pack (print) Year 7

978 1 447959 39 7

£120.00

Activity Pack (print) Year 8

978 1 447959 40 3

£120.00

Activity Pack (print) Year 9

978 1 447959 41 0

£120.00*

Activity Pack (online) Year 7

978 1 447959 45 8

£120.00 (+VAT)


978 1 447959 46 5

£120.00 (+VAT)


978 1 447959 47 2

£120.00 (+VAT)*

EXPLORING SCIENCE ASSESSMENT SUPPORT

YEARS 9 ActiveLearn Digital Service – subscription medium** (Available from June 2015)

978 1 447999 13 3

£400.00 (+VAT)*

Student ActiveBook – subscription medium** (Available from June 2015)

978 1 447998 82 2

£150.00 (+VAT)*

FULL COURSE (YEARS 7, 8 & 9) ActiveLearn Digital Service – subscription medium** (Available from June 2015)

Teacher and Technician Planning Pack (print) Year 9

978 1 447999 02 7

£800.00 (+VAT)*

** Standard UK = 750-2000 students. Other school sizes and individual service subscriptions are available.

Assessment Support Pack 978 1 447959 42 7 (print) Year 7

£120.00


£120.00


£120.00*

Assessment Support Pack 978 1 447959 48 9 (online) Year 7

£120.00 (+VAT)


£120.00 (+VAT)


£120.00 (+VAT)*

EXPLORING SCIENCE TEACHER AND TECHNICIAN PLANNING PACKS Teacher and Technician Planning Pack (print) Year 7

978 1 447959 63 2

£120.00

Teacher and Technician Planning Pack (print) Year 8

978 1 447959 64 9

£120.00

* Prices are provisional until publication June 2015.

14


11/02/2015 16:15

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11/02/2015 16:16

NEW FOR THE 2014 CURRICULUM

Measurable progression in Key Stage 3 Science for every student in every lesson – from the UK’s number one science course!

1

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2015 edition


11/02/2015 16:17

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