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. 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. The tasks can be edited to suit your local community.

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. Contents. Part 1.Working with parents 1.1 Initial meeting with year 7 parents. 1.2 Parents evenings. 1.3 Providing a link between parents and subject teachers. 1.4 Awards evening Shown in more detail in…. 1.5 Report on underachievers. Part 2 Working with staff. 2.1 Creating the Register 2.2 Identifying G&T pupils. 2.3 CPD training for staff. 2.4 Classroom Quality Standards. 2.5 Bloom’s Taxonomy. Questions and Activities 2.7 Shadow register and monitoring the pupil’s progress. 2.8 Pupil underachievement. 2.9 Notice board in staff room. 2.10 Department meetings. 2.11 Talk at HODS meetings. 2.12 Staff briefing 2.13 Audit 2.14 Differentiation Ideas for the more able. 2.15 Teacher’s class registers. 2.16 Trips. 2.17 Extension activities. Part 3 Working with students. 3.1 Two Curriculum Extension Challenges a year 3.2 The annual awards evening. 3.3 Summer school in the 1st week of the summer holidays. 3.4 Pupil voice. 3.5 Mentor system. 3.6 Creating a quiz for primary schools. 3.7 Trips 3.8 Study Skills Days and Puzzle Days 3.9 Representing the school. 3.10 Newsletter. 3.11 Rewards. 3.12 Membership of YG&T 3.13 Competitions. 3.14 Charity week. 2.6 Schemes of work.

You have been a tutor, friend, inspiration, a teacher and at times almost a parent”. 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. 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. I have used this report for staff training, for both experienced teachers and NQTs. Contents. Introduction. 1) How to motivate pupils. 2) Form activities. 3) The form room 4) Mentoring pupils 5) The relationship with parents. 6) PSHE 7) End of term / half term. 8) Assemblies 9) Festival of Sport 10) Focus days 11) Work Experience 12) Year 11 13) Relationship problems between pupils 14) Your Stories 15) Form jokes 16) Time 17) Pupils’ views 18) Parents’ views.

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. It covers many different ways to revise for exams, allowing students to work out which technique(s) suits their learning style. 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. The document is to be designed to be student friendly. Teachers can demonstate how each one works in different subjects with different types of assessments. This booklet explains how to use, and the positive outcomes, of the following revision techniques:  Revise as you go through the course.  Mind Maps  Presentations  Past Papers  Flash cards  Quizzes  Memory games  Note taking  Poster  Check lists  Revision notes around the house.  Mnemonics

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

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. 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. 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. The second part concentrates on techniques you can use during lesson times. All advice in the thesis is based on my personal experiences as a teacher and Head of Department at a secondary school in England. Contents: Part One. The whole school. 1.1 Get to know the students outside the classroom. 1.2 Be seen around the school 1.3 Communication with parents and other staff. 1.4 Don’t suffer alone. Part Two. Inside the classroom. 2.1 Never speak over a class. 2.2 Set lesson up beforehand. 2.3 Entering and leaving the classroom. 2.4 Clear instructions. 2.5 Seating plans. 2.6 Give students a choice and a way out 2.7 Speak to students without an audience and set targets. 2.8 Speak assertively and stick to point. 2.9 Don’t shout in anger. 2.10 Don’t make threats or give multiple warnings. Act quickly. 2.11 Face issues head on. 2.12 Use detentions wisely 2.13 Share your expectations with the class. 2.14 Show awareness of school disciplinary policy 2.15 Take control of class 2.16 Humour. 2.17 Reward good behaviour for all.

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

This video gives an in depth explanation of how to plan and deliver the TOK presentation. The video covers: The goal of the oral presentation. The format of the presentation. The focus of the TOK presentation: Knowledge questions. The assessment criteria. Past student examples. TK/ PPD form. Past Student TK/PPD form. Presentation plan. Please email me at if you would like a copy of the booklet.

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

This video explains one way to hold a class debate, going through the structure of the lesson step by step. 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 I have used this debate structure for years 7-13, but it would also work for primary school students. If you would like a copy of the supporting handout please contact me.

This video explains how to use Mind Maps to help students revise for exams. Mind Maps were created by Tony Buzan. Click on the following link for his website

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.

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