KS3 Science
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0
Quality
53%
Reviews
57

Auto-marked, formative assessments which identify the strengths and weaknesses of individual students or of your class as a whole for the KS3 Science syllabus. Tests cover the Year 9 SoW for Physics and include sophisticated analysis tools that deliver results to you quickly and accurately.

Features list:

  • Separate quizzes for each SoW unit
  • Separate quizzes at NC levels 5,6 and 7
  • Instant marking for both teacher and student
  • Formative feedback after each question
  • Professionally written to both test and develop knowledge, understanding and evaluation
Popularity
6
Quality
27%
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21
Quizes and activities to accompany the new Exploring Science KS3 course
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0
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50%
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11
Six quizzes and a survey on the scientific method, to prepare students for the ISA that forms part of the AQA assessment at GCSE level.
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0
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35%
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11
Chemistry quizzes based around the National Curriculum chemistry topics
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0
Quality
78%
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0
Students are following the Exploring Science 9 and Cambridge 9 SOW. Students are given the target sheet at the beginning of the topic for AfL and update it on a lesson by lesson basis to show improvement.
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0
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49%
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14
A sequence of four quizzes on respiration.
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0
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72%
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1

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0
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66%
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One quiz on key terms, with well-written feedback at the end.
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0
Quality
65%
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3
Popularity
12
Quality
65%
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1
Popularity
0
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67%
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3
A quiz on Living Things
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0
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44%
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5
A selection of Chemistry and Physics quizzes.
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0
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67%
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2
Key Stage Three (Year 7)Science based on Longman books
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238
Quality
64%
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0
8C Microbes

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0
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65%
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Questions based upon the Year 9 Cambridge Essentials SOW for KS3 science. This topic covers pressure and moments. Also included are the target sheet and AfL quiz.
Popularity
79
Quality
63%
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1
BPS course light.
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0
Quality
60%
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1
This 'Open Book' quiz is intended to be used in conjunction with the 'Science Pathways Y9' book for the N.I. Curriculum.
Popularity
239
Quality
56%
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0
Students: MUST Know & Do
\u2022 know that scientific ideas are based on evidence
\u2022 know that solids, liquids and gases are made up of particles"}" style="padding: 0.375rem; border-right: 1px solid rgb(51, 51, 51);">• know examples of solids, liquids and gases 
• know that scientific ideas are based on evidence 
• know that solids, liquids and gases are made up of particles
Students: SHOULD Know & Do
\u2022 know that theories are ideas based on evidence which are facts"}" style="padding: 0.375rem; border-right: 1px solid rgb(51, 51, 51);">• know about the behaviour of solids, liquids and gases 
• know that theories are ideas based on evidence which are facts
Students: COULD Know & Do
\u2022 use the terms evidence, hypothesis and theory when talking about scientific knowledge"}" style="padding: 0.375rem; border-right: 1px solid rgb(51, 51, 51);">• be able to suggest explanations for the behaviour of solids, liquids and gases 
• use the terms evidence, hypothesis and theory when talking about scientific knowledge

Students: MUST Know & Do


\u2022 know that scientific ideas are based on evidence
\u2022 know that solids, liquids and gases are made up of particles"}" style="padding: 0.375rem; border-right: 1px solid rgb(51, 51, 51);">• know examples of solids, liquids and gases
• know that scientific ideas are based on evidence
• know that solids, liquids and gases are made up of particles
Students: SHOULD Know & Do
\u2022 know that theories are ideas based on evidence which are facts"}" style="padding: 0.375rem; border-right: 1px solid rgb(51, 51, 51);">• know about the behaviour of solids, liquids and gases 
• know that theories are ideas based on evidence which are facts
Students: COULD Know & Do
\u2022 use the terms evidence, hypothesis and theory when talking about scientific knowledge"}" style="padding: 0.375rem; border-right: 1px solid rgb(51, 51, 51);">• be able to suggest explanations for the behaviour of solids, liquids and gases
• use the terms evidence, hypothesis and theory when talking about scientific knowledge
Students: MUST Know & Do
\u2022 know that scientific ideas are based on evidence
\u2022 know that solids, liquids and gases are made up of particles"}" style="padding: 0.375rem; border-right: 1px solid rgb(51, 51, 51);">

• describe what happens when a material expands or changes state • begin to use particles when explaining.

Students: SHOULD Know & Do
\u2022 know that theories are ideas based on evidence which are facts"}" style="padding: 0.375rem; border-right: 1px solid rgb(51, 51, 51);">• describe what happens when a material expands or changes state. 
• know that expanding, melting and evaporating require energy to be put into the material. 
• use the particle model in some of their explanations.
Students: COULD Know & Do
\u2022 use the terms evidence, hypothesis and theory when talking about scientific knowledge"}" style="padding: 0.375rem; border-right: 1px solid rgb(51, 51, 51);">•also relate the energy input to the movement of the particles. 
• be able to criticise their own and other explanations.

Students: MUST Know & Do


\u2022 know that scientific ideas are based on evidence
\u2022 know that solids, liquids and gases are made up of particles"}" style="padding: 0.375rem; border-right: 1px solid rgb(51, 51, 51);">• describe mixing in liquids and gases. 
• state that the particles in a gas hit surfaces.
Students: SHOULD Know & Do
\u2022 know that theories are ideas based on evidence which are facts"}" style="padding: 0.375rem; border-right: 1px solid rgb(51, 51, 51);">• explain diffusion using the particle model. 
• explain a vacuum using the particle model.
Students: COULD Know & Do
\u2022 use the terms evidence, hypothesis and theory when talking about scientific knowledge"}" style="padding: 0.375rem; border-right: 1px solid rgb(51, 51, 51);">• predict and explain the relative speeds of diffusion in solids, liquids and gases using the particle model.
Students: MUST Know & Do
\u2022 know that scientific ideas are based on evidence
\u2022 know that solids, liquids and gases are made up of particles"}" style="padding: 0.375rem; border-right: 1px solid rgb(51, 51, 51);">• know that scientists use models • recognise familiar events (e.g. changes in state, expansion) in unfamiliar contexts.
Students: SHOULD Know & Do
\u2022 know that theories are ideas based on evidence which are facts"}" style="padding: 0.375rem; border-right: 1px solid rgb(51, 51, 51);">• understand how models can be useful to science. 
• explain observations using the particle model in challenging and/or unfamiliar contexts.
Students: COULD Know & Do
\u2022 use the terms evidence, hypothesis and theory when talking about scientific knowledge"}" style="padding: 0.375rem; border-right: 1px solid rgb(51, 51, 51);">• be able to make predictions using the particle model in challenging/unfamiliar contexts.
Popularity
50
Quality
53%
Reviews
2
Year 7 course on Forces. 7K1 Mass and Weight 7K2 Friction 7K3 Balanced Forces 7K4 Unbalanced forces
Popularity
150
Quality
57%
Reviews
0
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Questions relating to the structure and functions of living organisms

Cells and their organisation

The similarities and differences between plant and animal cells.

The functions of the cell wall, cell membrane, cytoplasm, nucleus, vacuole, mitochondria and chloroplasts.

Learn that cells are the fundamental unit of living organisms, including how to observe, interpret and record cell structure using a light microscope.

The structural adaptations of some unicellular organisms.

The role of diffusion in the movement of materials in and between cells.

The hierarchical organisation of multicellular organisms: from cells to tissues to organs to systems to organisms.

The skeletal and muscular systems

The structure and functions of the human skeleton, to include support, protection, movement and making blood cells.

The function of muscles and examples of antagonistic muscles.

Biomechanics – the interaction between skeleton and muscles, including the measurement of force exerted by different muscles 

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