(You can read the free version on free but for a complete version you need to purchase it.) Orphan is a captivating, immersive and memorable read written by Jamaal Zindi at the age of 13, during the COVID pandemic. This book “will undoubtedly capture a very wide audience as there is realism to each nuanced characterisation which balances well the tackling of uncomfortable truths surrounding family structures, depression, and manipulation, drawing the reader into intriguing, intricate narrative led by three orphans – Jordan, Lily and Adam – well representing the adolescent friendships that often shape the core of a person’s being,” according to one reviewer. “The authorial voice is transfixing, challenging archetypal stereotypes, and subverting classic tropes, each layer of their journey further engrosses the reader as the reader becomes a friend, protector, and confidant to all the three characters, holding them close to their hearts. Throughout there is a compelling honesty well-paced against the thrilling twists and turns; combining a deep emotional effect with a compulsion that drags the reader to the edge of their seat beyond the final moments,” according to one Editorial Board. Jamaal Zindi is looking for someone to help him publish this book but you can also enjoy it here in its current form or use it as a classroom read in an English lesson or use it in PSHE.

A COMPLETE GUIDE TO TEACHING CHILDREN AND YOUNG PEOPLE WITH SPECIAL EDUCATIONAL NEEDS AND DISABILITY (SEND) part 1 by Levi L. Zindi Table of contents What is SEN/D? Identifying and defining a child, young person with SEN/D Strategies for working with SEND-CYA with ADHD/ODD/ADD Key Principles and Qualities for any teacher working with SEN/D children, young people, adults (SEND-CYA) Strategies for working with SEND-CYA with ASD Overall Positive Behaviour Support Plan (PBS) Strategies for tackling the challenges of an inclusive classroom.

This revision guide gives you an insight into Sample Answers for GCSE History, Edexcel, that will earn you the highest marks. It will also teach you how to break down questions so you fully understand how to answer them and check for yourself if you have fully comprehended and addressed all the demands of the question. It covers different Edexcel History papers and attempts to cover all papers. There are also lesson plans for teachers and revision guides/ questions and answers for students to practise on their own. In addition, it will explore what examiners will be looking for in each question and it addresses many different past papers and mark schemes and what those mark schemes mean. The first booklet/guide will consist of Past Papers and Mark Schemes only. These are accessible to any teacher or student on the Edexcel website but I have put them here for easy accessibility in one place. The second booklet will then be a follow up to the question papers and this will explain the chosen questions, how to answer them as well as explain the mark schemes and show possible sample answers.

20 marks question: Interpretation 3 (d) How far do you agree with Interpretation 2 about the reasons why the Nazis and Hitler were able to come to power in 1933? Explain your answer, using both interpretations and your knowledge of the historical context. Target: Analysis and evaluation of interpretations.AO4: 16 marks. Spelling, punctuation, grammar and the use of specialist terminology(SPaG): up to 4 additional marks.

Using a text book, sources and a worksheet, this work can be done by students as classwork or cover work, independently to analyse sources for their Nature, Origin, Purpose and offer evidence based explanations and conclusions using PEEL.

This GCSE resource compares the roles of Emmett Till, Rosa Parks, Malcolm X and Martin Luther King in the development of Civil Rights in the USA. The objectives of the lesson are: • To be able to know the role played by key individuals in the Civil Rights Movement. • To be able explain why each individual was important in the Civil Rights Movement. • To be able to make a judgement on the most important individual in the Civil Rights Movement. The Learning and Thinking Skills will focus on: • Analysis • Evaluation • Synthesis • Exam style writing

In this resource (including the differentiated one) pupils read information and plot it on a graph to determine if the Tudors were really Protestant or Catholic.They will be able to decide how much the Church changed from Catholic to Protestant during Tudor times, using a graph and then interpreting that graph to reach a decision.

This is an interpretation/judgement lesson based on sources and pupils need to reach a fair final judgements by comparing different interpretations and sources. There is a writing frame for this Resource and its suitable for GCSE History. Field Marshal Haig has been nicknamed the “Butcher of the Somme.” Is this interpretation fair?

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Exploring how Autism is viewed in some African countries

(You can read the free version on free downloads but for a complete version you need to purchase it at https://www.tes.com/teaching-resource/orphan-by-jamaal-zindi-12961988 .) Orphan is a captivating, immersive and memorable read written by Jamaal Zindi at the age of 13, during the COVID pandemic. This book “will undoubtedly capture a very wide audience as there is realism to each nuanced characterisation which balances well the tackling of uncomfortable truths surrounding family structures, depression, and manipulation, drawing the reader into intriguing, intricate narrative led by three orphans – Jordan, Lily and Adam – well representing the adolescent friendships that often shape the core of a person’s being,” according to one reviewer. “The authorial voice is transfixing, challenging archetypal stereotypes, and subverting classic tropes, each layer of their journey further engrosses the reader as the reader becomes a friend, protector, and confidant to all the three characters, holding them close to their hearts. Throughout there is a compelling honesty well-paced against the thrilling twists and turns; combining a deep emotional effect with a compulsion that drags the reader to the edge of their seat beyond the final moments,” according to one Editorial Board. Jamaal Zindi is looking for someone to help him publish this book but you can also enjoy it here in its current form or use it as a classroom read in an English lesson or use it in PSHE.

Take a look at a short research I have done to show the effectiveness or ineffectiveness of Nurture Group intervention in reintegrating children with SEN/ SEMH back into mainstream classroom.

This is a short research proposal examining the role of TAs in the classroom and its impact on pupils on the Autistic Spectrum. The main question is: "How does the deployment of TAs, the understanding of their roles and responsibilities, impact on the inclusion of children with ASD in secondary mainstream schools?" As there is an increasing number of children with Autistic Spectrum Disorders currently enrolled or joining mainstream secondary schools, the biggest challenge and concern is to assess whether the specific needs of these children are being met in line with the government policy of inclusion. This concern naturally gives rise to an enquiry of how the deployment of Teaching Assistants, the understanding of their roles and responsibilities impact on the inclusion of these students. It is important to state, right from the outset, that while TAs and inclusion seem to be completely two different areas of research, the two are intertwined in the sense that one of the main reasons that necessitated the recruitment of TAs in the first place, was “the drive to include greater numbers of pupils with Special Educational Needs (SEN) in mainstream education” as well as the “idea that TAs could help schools meet the needs and demands of including pupils with SEN and disabilities…” (Webster and Blatchford, 2012, p.78).