125 Gifted and Talented Activities.Quick View
OllyFurnival

125 Gifted and Talented Activities.

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These tasks are designed to challenge Gifted and Talented students. They are designed to extra curricular work that challenges their thinking skills. I hold an awards evening at the end of the school year based on these tasks where they are displayed in the school hall and students give a presentation on their work to parents and and teachers.<br /> <br /> Some tasks are based on school curriculum subjects while others are based on the higher level thinking of Bloom`s Taxonomy--Analysis, Evlauation and Synthesis.<br /> <br /> The tasks can be edited to suit your local community.
The role of a Gifted and Talented Lead TeacherQuick View
OllyFurnival

The role of a Gifted and Talented Lead Teacher

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This indepth report gives an overview of how, in the role of Gifted and Talented Lead Teacher I built up and sustained a Gifted and Talented programme at a secondary school in England. This 9,100 word report, and the resources, aims to help new and existing coordinators, with examples of good practice that have been put into place at a Secondary Comprehensive.<br /> <br /> Contents.<br /> <br /> Part 1.Working with parents<br /> 1.1 Initial meeting with year 7 parents.<br /> 1.2 Parents evenings.<br /> 1.3 Providing a link between parents and subject teachers.<br /> 1.4 Awards evening Shown in more detail in….<br /> 1.5 Report on underachievers.<br /> <br /> Part 2 Working with staff.<br /> 2.1 Creating the Register<br /> 2.2 Identifying G&amp;T pupils.<br /> 2.3 CPD training for staff.<br /> 2.4 Classroom Quality Standards.<br /> 2.5 Bloom’s Taxonomy. Questions and Activities<br /> 2.7 Shadow register and monitoring the pupil’s progress.<br /> 2.8 Pupil underachievement.<br /> 2.9 Notice board in staff room.<br /> 2.10 Department meetings.<br /> 2.11 Talk at HODS meetings.<br /> 2.12 Staff briefing<br /> 2.13 Audit<br /> 2.14 Differentiation Ideas for the more able.<br /> 2.15 Teacher’s class registers.<br /> 2.16 Trips. <br /> 2.17 Extension activities.<br /> <br /> <br /> Part 3 Working with students.<br /> 3.1 Two Curriculum Extension Challenges a year <br /> 3.2 The annual awards evening.<br /> 3.3 Summer school in the 1st week of the summer holidays.<br /> 3.4 Pupil voice. <br /> 3.5 Mentor system.<br /> 3.6 Creating a quiz for primary schools.<br /> 3.7 Trips<br /> 3.8 Study Skills Days and Puzzle Days<br /> 3.9 Representing the school.<br /> 3.10 Newsletter.<br /> 3.11 Rewards.<br /> 3.12 Membership of YG&amp;T<br /> 3.13 Competitions.<br /> 3.14 Charity week.<br /> <br /> 2.6 Schemes of work.
The role of a form tutor.Quick View
OllyFurnival

The role of a form tutor.

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You have been a tutor, friend, inspiration, a teacher and at times almost a parent”.<br /> <br /> <br /> This 12,000 word report gives advice, based on my 14 years experiece, on how to be a form tutor. It includes examples of activities for form time, how to set up a form room, relationships with parents, how to motivate pupils, mentoring pupils, PSE and how to help pupils in the different stages of their school life, with a focus in year 11. <br /> <br /> The report is full of real examples from my experience as a form tutor in order to add a narrative to the points I am making. <br /> <br /> I have used this report for staff training, for both experienced teachers and NQTs. <br /> <br /> Contents.<br /> <br /> Introduction.<br /> <br /> 1) How to motivate pupils.<br /> 2) Form activities.<br /> 3) The form room<br /> 4) Mentoring pupils<br /> 5) The relationship with parents.<br /> 6) PSHE<br /> 7) End of term / half term.<br /> 8) Assemblies<br /> 9) Festival of Sport<br /> 10) Focus days<br /> 11) Work Experience<br /> 12) Year 11<br /> 13) Relationship problems between pupils<br /> 14) Your Stories<br /> 15) Form jokes<br /> 16) Time<br /> 17) Pupils’ views<br /> 18) Parents’ views.
Revision TechniquesQuick View
OllyFurnival

Revision Techniques

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This document describes 11 different strategies for different learners. It is aimed at student about to take exams and can be used for SAT / GCSE / A Level /IB students.<br /> <br /> It covers many different ways to revise for exams, allowing students to work out which technique(s) suits their learning style. <br /> <br /> The method and outcomes of each revision technique is clearly explained in the document, making it easy for teachers and students to try them out.<br /> <br /> The document is to be designed to be student friendly.<br /> <br /> Teachers can demonstate how each one works in different subjects with different types of assessments.<br /> <br /> This booklet explains how to use, and the positive outcomes, of the following revision techniques:<br />  Revise as you go through the course.<br />  Mind Maps<br />  Presentations<br />  Past Papers<br />  Flash cards<br />  Quizzes<br />  Memory games<br />  Note taking<br />  Poster<br />  Check lists<br />  Revision notes around the house.<br />  Mnemonics
GCSE Citizenship 250 questions and answersQuick View
OllyFurnival

GCSE Citizenship 250 questions and answers

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This document covers the whole of part 1 of the Edexcel GCSE Citizenship course.<br /> <br /> The short questions and answers can be used as an interactive quiz, for revision, for starters and plenaries.<br /> It covers Human Rights, Power, Politics and the Media and The Global Village.
19 classroom activitiesQuick View
OllyFurnival

19 classroom activities

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This document includes 19 classroom activites that I have used in my career, in secondary UK curriculum and in the IB.<br /> <br /> Each activity is designed to be interactive and get students to use a variety of skills.<br /> <br /> Each activity is clearly described, step by step and also includes the learning outcomes. There is a picture to help visual learners.<br /> <br /> These activities are an excellent resource for staff training and for lesson planning. I have them on my classroom wall and use them regularly in my lessons. <br /> <br /> The activities are:<br /> Post-it notes<br /> Interactive homework<br /> Silent debate<br /> Yes /No stations<br /> Card Sort<br /> Question Time<br /> Class debate<br /> Brain storm<br /> Quiz<br /> Think-pair-share<br /> Active listening<br /> Envoy<br /> Jigsaw activity<br /> Find someone who..<br /> Peer assessment<br /> Self assessment<br /> Speed questioning<br /> Problems and solutions<br /> Role play
Behaviour StrategiesQuick View
OllyFurnival

Behaviour Strategies

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This 8,200 word thesis is full of advice on behaviour management strategies that I have used in my career in state secondary education. It is full of practical suggestions for teachers on building positive relationships, both inside and outside of the classroom.<br /> <br /> The techniques have led to me feeling confident in dealing with issues of poor behaviour and building up a positive reputation within the schools I have worked in. <br /> <br /> The first part concentrates on how you can build up relationships with students, colleagues and parents outside class times and within the whole school community which can lead to a positive effect on behaviour within the classroom. <br /> <br /> The second part concentrates on techniques you can use during lesson times.<br /> <br /> All advice in the thesis is based on my personal experiences as a teacher and Head of Department at a secondary school in England.<br /> <br /> Contents:<br /> Part One. The whole school.<br /> 1.1 Get to know the students outside the classroom.<br /> 1.2 Be seen around the school<br /> 1.3 Communication with parents and other staff.<br /> 1.4 Don’t suffer alone.<br /> <br /> Part Two. Inside the classroom.<br /> 2.1 Never speak over a class.<br /> 2.2 Set lesson up beforehand.<br /> 2.3 Entering and leaving the classroom.<br /> 2.4 Clear instructions.<br /> 2.5 Seating plans.<br /> 2.6 Give students a choice and a way out<br /> 2.7 Speak to students without an audience and set targets.<br /> 2.8 Speak assertively and stick to point.<br /> 2.9 Don’t shout in anger.<br /> 2.10 Don’t make threats or give multiple warnings. Act quickly.<br /> 2.11 Face issues head on.<br /> 2.12 Use detentions wisely<br /> 2.13 Share your expectations with the class.<br /> 2.14 Show awareness of school disciplinary policy<br /> 2.15 Take control of class<br /> 2.16 Humour.<br /> 2.17 Reward good behaviour for all.
TOK presentation support video: All you need to know.Quick View
OllyFurnival

TOK presentation support video: All you need to know.

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<p>This video gives an in depth explanation of how to plan and deliver the TOK presentation.<br /> The video covers:</p> <ol> <li> <p>The goal of the oral presentation.</p> </li> <li> <p>The format of the presentation.</p> </li> <li> <p>The focus of the TOK presentation: Knowledge questions.</p> </li> <li> <p>The assessment criteria.</p> </li> <li> <p>Past student examples.</p> </li> <li> <p>TK/ PPD form.</p> </li> <li> <p>Past Student TK/PPD form.</p> </li> <li> <p>Presentation plan.</p> </li> </ol> <p>Please email me at if you would like a copy of the booklet.</p>
Classroom Management: Advice for teachers.Quick View
OllyFurnival

Classroom Management: Advice for teachers.

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<p>This presentation is full of advice for new and establised teachers, focusing on different strategies for classroom management.</p> <p>The presentation is split into the following parts:</p> <p>Part One: The whole school.<br /> 1.1 Get to know the students outside of the classroom.<br /> 1.2 Be seen around the school.<br /> 1.3 Communication with parents.<br /> 1.4 Don’t suffer alone: talk to colleagues.</p> <p>Part Two: Inside the classroom.<br /> 2.1 Never speak over a class.<br /> 2.2 Share your expectations with the class.<br /> 2.3 Show awareness of your school`s disciplinary policy.<br /> 2.4 Take control of the class.<br /> 2.5 Set lesson up beforehand.<br /> 2.6 Entering and leaving the classroom.<br /> 2.7 Lesson plans and activities.<br /> 2.8 Clear instructions.<br /> 2.9 Seating plans.<br /> 2.10 Give students a choice and a way out.<br /> 2.11 Speak to students without an audience and set targets.<br /> 2.12 Speak assertively and stick to the point.<br /> 2.13 Don’t shout in anger.<br /> 2.14 Don’t make threats or give multiple warnings, act quickly.<br /> 2.15 Face issues head on.<br /> 2.16 Use detentions wisely.<br /> 2.17 Humour.<br /> 2.18 Reward good behaviour for all.</p>
Class debate: video explanation.Quick View
OllyFurnival

Class debate: video explanation.

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<p>This video explains one way to hold a class debate, going through the structure of the lesson step by step.<br /> The video shows how a debate lesson can move from pair work to a whole class debate, explaining the different stages and learning outcomes in detail<br /> I have used this debate structure for years 7-13, but it would also work for primary school students.<br /> If you would like a copy of the supporting handout please contact me.</p>
Mind Map: video explanationQuick View
OllyFurnival

Mind Map: video explanation

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<p>This video explains how to use Mind Maps to help students revise for exams.</p> <p>Mind Maps were created by Tony Buzan. Click on the following link for his website </p>
Flash cards: video explanationQuick View
OllyFurnival

Flash cards: video explanation

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<p>This video explains how to use Flashcards to help students with revision. The process of using both paper and electronic flashcards is explained, along with the benefits and learning outcomes.</p>
Card sort: video explanationQuick View
OllyFurnival

Card sort: video explanation

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<p>This video explains how to do a card sort activity in class. I describe the activity and the learning outcomes in the video.</p> <p>Give pupils a variety of different answers to a question, such as ‘Why did America experience a boom in the 1920’s?’<br /> Each answer is on a separate card.<br /> Pupils, alone, in pairs or groups must rank the answers based on a chosen criteria—most money, most important to society, needs money the most.<br /> Follow up activities can include:<br /> • Pupils writing reasons for their views and feeding back as a class.<br /> • Creating an essay or speech based on the ideas.<br /> • Visiting other pupils work and trying to persuade them to change their order, which can lead to discussion.<br /> • Joining another group and agreeing on a top 3.<br /> • Swapping groups and justifying their ideas in front of the class.<br /> • Ranking the ideas from the viewpoint of someone else in society such as a businessman, a parent, a tourist, someone unemployed.<br /> • A class debate based on the ideas.</p>