This lesson introduces students to the AFOREST techniques used in persuasive writing, helping them understand and apply devices such as emotive language, rhetorical questions, and statistics to strengthen their arguments. The session includes modelling, short practice tasks, and an extended writing activity where students incorporate multiple AFOREST features into their own work. The accompanying PowerPoint has been designed to complement the lesson by breaking down each technique clearly, providing visual examples, and guiding students step-by-step through the activities to support engagement and understanding.

This scheme is designed for Key Stage 2 students aged 7–11 in Lewis Class, particularly those who: • Struggle to identify and respond to internal body signals • Experience emotional dysregulation, sensory integration difficulties, or anxiety • Benefit from explicit teaching of self-regulation skills • Have diagnoses such as Autism, ADHD, or emotional/behavioural needs

At KS4, students are more cognitively mature and often navigate more intense social, academic, and emotional experiences (e.g., exams, identity, independence). This scheme supports students in: • Developing independent self-regulation skills • Understanding how interoception links to mental health • Recognising internal signals of stress, anxiety, motivation, fatigue, and more • Applying strategies across settings: exams, work experience, relationships • Becoming self-advocates for their needs in education, home, and life beyond school

This 27-week Key Stage 3 interoception scheme builds on the foundational skills introduced in Key Stage 2 by offering a more mature, reflective, and personalised approach to developing body awareness and emotional regulation. Based on Kelly Mahler’s interoception framework, the scheme empowers students aged 11–14 to explore the internal body signals that influence their emotions, decision-making, and behaviour, while helping them to develop self-awareness, resilience, and self-advocacy. By Key Stage 3, students are ready to engage with more advanced concepts, such as how puberty, hormones, stress, and lifestyle choices affect their internal signals. They also explore the social impact of interoception, including how body signals influence peer interactions, anxiety, and self-esteem. This scheme ultimately equips Key Stage 3 students not just with body awareness, but with a strong emotional toolkit that supports lifelong emotional health, learning readiness, and social confidence.

This one-hour training session is designed to give staff a simple, practical resource that can be used together when a student’s behaviour feels challenging or difficult to understand. The focus is on working as a team to explore the possible reasons behind behaviours, and to build confidence in supporting students more effectively. The session is straightforward and accessible, providing both reassurance and practical tools that can be immediately implemented in the classroom. By the end, you should feel more confident in recognising early signs, reflecting as a team, and using strategies that create positive outcomes for both students and staff.

This resource is a complete year-long tutoring programme designed for AQA GCSE English Literature students. It covers Macbeth, Blood Brothers, A Christmas Carol, and the Love & Relationships poetry cluster across 36 structured weekly lessons. Each lesson plan includes clear objectives, activities with timings, and exam-focused practice, with adaptations to support learners with dyslexia and slower processing. The resource aims to build confidence, improve recall of key quotes, and develop exam skills so that students working at Grade 3 can progress towards a secure Grade 4 or 5.

This is a complete, fully resourced scheme of work built around Roald Dahl’s Matilda learners (especially suited for SEMH/ASC needs, but adaptable across mainstream). It spans 21 lessons — one per chapter — with carefully designed starters, main activities, plenaries, differentiation strategies, SMSC links, cross-curricular opportunities, and key vocabulary. The scheme combines: Analytical tasks (character analysis, debating fairness, exploring themes of justice and power). Creative tasks (descriptive writing, diary entries, alternative endings, empathy-based reflection). Drama-based activities (freeze-frames, thought-tracking, role play, “detective drama” to uncover plot twists). Discussion & Debate (morality of Matilda’s tricks, meaning of power, fairness vs. revenge). The balance of analytical, drama, and creative writing makes it highly engaging and accessible, while still building core English skills.

This is a comprehensive, 27-lesson scheme of work based on Matilda by Roald Dahl, designed to spark curiosity and creativity in even the most reluctant readers. Tried and tested with a wide range of age groups—including a recent group of Year 10 boys—this scheme captures attention through the clever integration of ICT and Art. By combining storytelling with interactive and visual elements, students become immersed in Matilda’s world while developing key literacy skills. The scheme also promotes British Values and supports SMSC (Spiritual, Moral, Social, and Cultural) development, making it a rich and meaningful resource for any classroom. Whether you’re looking to engage hard-to-reach learners or bring a fresh, dynamic approach to a classic text, this scheme delivers.

This is a practical and editable example of how I timetable for both students and staff within my team, ensuring clarity, consistency, and effective planning for everyone involved. The template provides a clear overview of who is working with whom, where they are based, and what each session involves. It includes scheduling for both on-site classes and off-site provisions, helping to streamline communication and avoid confusion. Fully customisable, you can easily adapt times, titles, and names to suit your own setting. Whether you’re managing a complex timetable or coordinating multiple staff and student needs, this resource is designed to make your week run more smoothly. I hope you find it as useful and time-saving as we do.

A full lesson, with attached planning, to support a student in creating a persuasive argument on why students should be allowed to have phones in lessons to support learning.

Unit Overview: “Cooking Basics and Nutrition Exploration” This term, students will embark on a journey of discovering the essential skills needed in the kitchen while understanding the science of food and its role in a healthy, balanced diet. From kitchen safety to understanding food groups and creating simple yet delicious dishes, Year 7 students will gain the confidence to cook, experiment, and apply their knowledge in fun and interactive ways!

A fantastic way to engage students and build connections! Here’s how you could implement This or That in your classroom to make it even more interactive: Setup: Designate two areas in the room as “This” and “That.” These could be marked with signs, colors, or just verbally explained. Play: Read a prompt aloud. Students choose their preference and move to the corresponding side of the room. Encourage students to discuss their choices with those around them. Reflection: After a few rounds, invite some students to explain their choices. You can also use this time to draw connections between similar interests. Extension: Have students come up with their own “This or That” prompts. Use prompts related to classroom topics to integrate learning subtly. This game can spark great conversations and helps students (and staff!) understand each other’s preferences and personalities. Would you like help creating a list of prompts?

This lesson will help you teach your students how to write their progression plans. There is an example, for learners, that help to support the write up. This can be used for all learner, but I personally use it to support SEN students.

This lesson encourages teenagers with SEMH needs to reflect on the qualities of healthy friendships and relationships. Through discussions, activities, and self-reflection, students will identify positive and negative friendship traits, explore ways to handle conflicts, and set personal goals for building stronger, more supportive relationships.

Students will recognise, read, and use sight words to build confidence and literacy skills through engaging activities. Sight Words: the, and, is, in, you, that, it, he, was, for

This lesson is designed to teach students the impact of anger on relationships and provide strategies for managing their emotions in healthy and constructive ways. Using the story-based video “Nails in the Fence | Control Your Anger”, students will explore how anger can leave lasting emotional marks on others, even after apologies are made. Through guided discussions, reflections, and practical activities, students will develop an understanding of: The consequences of uncontrolled anger. The importance of thinking before reacting. Strategies for managing emotions to build healthier relationships. The lesson includes interactive components like group discussions, journaling, and optional creative activities (e.g., drawing or poster-making) to reinforce learning in a variety of engaging ways. By the end of the session, students will: Be able to explain the key message of the story. Identify personal triggers for anger and reflect on how they’ve handled situations in the past. Set goals to use positive anger-management techniques in their daily lives. This lesson emphasizes emotional regulation, self-awareness, and empathy, fostering personal growth and stronger interpersonal connections among students.

In this interactive lesson with lesson plan and resources, students explore the concept of perspectives and learn why people might see or understand the same situation differently. Using engaging activities such as analyzing optical illusions and watching the Multiple Perspectives video, students will discuss how perspectives influence feelings, actions, and relationships. They will compare their interpretations of visual tasks, draw or write about different viewpoints, and reflect on how understanding perspectives can help them show empathy and work better with others.

This lesson focuses on helping students resolve ongoing animosity after a physical altercation. The aim is to provide students with tools to understand the impact of unresolved conflict, practice empathy, and develop strategies for forgiveness and moving forward. The session is structured to be engaging, reflective, and supportive, encouraging active participation and a sense of accountability.

Two Easy-to-Follow Recipes for BTEC Home Cooking Skills Looking for simple, delicious, and nutritious recipes that are perfect for honing your culinary skills? Look no further! These tried-and-tested favorites have been a hit with many students and are ideal for meeting the requirements of the BTEC Home Cooking Skills course. Each recipe balances flavor with practical cooking techniques, ensuring confidence in the kitchen while delivering wholesome meals and treats. Mushroom Omelette A quick, protein-packed dish loaded with the earthy flavors of mushrooms. Perfect for breakfast, lunch, or a light dinner. Shortbread Biscuits An all-time classic with a buttery, crumbly texture that’s perfect for any occasion. Easy to make and always a winner! Both recipes have been classroom-tested and are guaranteed to build confidence while introducing key cooking methods and nutritional value. Enjoy creating these winning dishes!

This engaging resource is designed to help your students actively identify and understand the emotions happy, sad, and angry. Through interactive activities, students will explore how these emotions are expressed on a face, experienced in the body, and triggered by different situations. The resource encourages meaningful discussions, allowing students to reflect on their personal experiences with these emotions—promoting self-awareness and emotional literacy in a supportive learning environment.

Cooking: A Fun Way to Support Your EHCP Targets This resource highlights how engaging in cooking activities can help you achieve your EHCP (Education, Health, and Care Plan) targets. Designed in a student-friendly way, it shows the exciting ways cooking can: Build Communication Skills: Talking about recipes, sharing ideas, and giving instructions help improve speaking and listening abilities. Enhance Social Interaction: Working together to cook promotes teamwork, turn-taking, and building positive relationships. Strengthen Fine and Gross Motor Skills: From mixing and chopping to pouring and stirring, cooking is a hands-on way to develop coordination. Encourage Independence: Following steps in a recipe supports self-help skills and confidence in completing tasks. Improve Emotional Regulation: Cooking is calming and structured, helping with focus and managing feelings. Develop Problem-Solving Abilities: Measuring ingredients and adapting recipes foster critical thinking. Let’s cook, learn, and grow together! This display emphasizes the benefits of cooking while keeping the tone friendly and relatable for students, helping them see how these activities connect to their personal goals.