A perfect way to display the Wellbeing Indicators to ensure you and the pupils are reminded of them to allow for effective classroom practice. Wellbeing (SHANARRI) Using the GIRFEC principles, the approach to considering children’s wellbeing should be rights-based, strengths-based, holistic and adaptable enough to take account of stage of development and the complexity of each child or young person’s individual life circumstances. Practitioners and organisations should consider each of the eight wellbeing indicators (SHANARRI) in collaboration, with children, young people and their family. Safe – growing up in an environment where a child or young person feels secure, nurtured, listened to and enabled to develop to their full potential. This includes freedom from abuse or neglect. Healthy – having the highest attainable standards of physical and mental health, access to suitable healthcare, and support in learning to make healthy and safe choices. Achieving – being supported and guided in learning and in the development of skills, confidence and self-esteem, at home, in school and in the community. Nurtured – growing, developing and being cared for in an environment which provides the physical and emotional security, compassion and warmth necessary for healthy growth and to develop resilience and a positive identity. Active – having opportunities to take part in activities such as play, recreation and sport, which contribute to healthy growth and development, at home, in school and in the community. Respected – being involved in and having their voices heard in decisions that affect their life, with support where appropriate. Responsible – having opportunities and encouragement to play active and responsible roles at home, in school and in the community, and where necessary, having appropriate guidance and supervision. Included – having help to overcome inequalities and being accepted as part of their family, school and community.

A perfect way to display the Wellbeing Indicators to ensure you and the pupils are reminded of them to allow for effective classroom practice. Wellbeing (SHANARRI) Using the GIRFEC principles, the approach to considering children’s wellbeing should be rights-based, strengths-based, holistic and adaptable enough to take account of stage of development and the complexity of each child or young person’s individual life circumstances. Practitioners and organisations should consider each of the eight wellbeing indicators (SHANARRI) in collaboration, with children, young people and their family. Safe – growing up in an environment where a child or young person feels secure, nurtured, listened to and enabled to develop to their full potential. This includes freedom from abuse or neglect. Healthy – having the highest attainable standards of physical and mental health, access to suitable healthcare, and support in learning to make healthy and safe choices. Achieving – being supported and guided in learning and in the development of skills, confidence and self-esteem, at home, in school and in the community. Nurtured – growing, developing and being cared for in an environment which provides the physical and emotional security, compassion and warmth necessary for healthy growth and to develop resilience and a positive identity. Active – having opportunities to take part in activities such as play, recreation and sport, which contribute to healthy growth and development, at home, in school and in the community. Respected – being involved in and having their voices heard in decisions that affect their life, with support where appropriate. Responsible – having opportunities and encouragement to play active and responsible roles at home, in school and in the community, and where necessary, having appropriate guidance and supervision. Included – having help to overcome inequalities and being accepted as part of their family, school and community.

Posters to share motivational words with your class. Ideal for upper school classes that might not respond well to visual posters.

A great way to keep track of pupils’ birthdays. You will never forget a birthday with this display!

An ideal way to display what you are working on with your BigMaths CLIC. Once printed and laminated it’s the perfect display to showcase learning with the class. Pupils and teachers will use it to remind themselves of the week’s focus.

Perfect way to assess what pupils have learned during the day. One way to use AiFL strategies in your teaching day. Cut out, laminate and stick on the wall. Let pupils write their name on a post-it with one thing that stuck with them that day. This document provides you with all the letters needed for your display.

Perfect Display to highlight the Nurture Nook. Cut out and staple over a string to create cute Nurture Nook Bunting.

When printed and laminated, this place value display is perfect to lay-out multiple digit numbers using the correct place value.

These breathing posters are perfect for Nurture Nooks, Calm Corners and to promote a nurturing environment. After instruction, pupils can use these independently to control their breathing.

Posters that would be perfect for a Nurture Nook, Calm Corner or to promote kindness and positivity in the classroom.

Posters explaining different literacy strategies with visual support. Metalinguistics, Inferencing, Visualisation, Summarising and Comprehension

Realistic Animal Alphabet with Photos of Animals Perfect for a wall display to encourage pupils to relate the alphabet to real animals.

A helpful reminder to use your AiFL Strategies!

Week 1: Introduction to Colour Theory Objective: Students will understand the basics of colour theory and how it can be applied to create art. • Introduce the primary colours (red, blue, yellow) and secondary colours (purple, green, orange). • Discuss complementary colours (opposite on the colour wheel) and how they can be used to create contrast. • Provide examples of art pieces that demonstrate colour theory principles. • Students will create a colour wheel using the primary and secondary colours and label them. Week 2: Introduction to Perspective Objective: Students will understand the basics of perspective drawing and how to create the illusion of depth in art. • Define perspective drawing and provide examples of art pieces that use this technique. • Teach the basic principles of one-point and two-point perspective. • Demonstrate how to draw simple objects (e.g. boxes, cylinders) using perspective. • Students will practice drawing simple objects using perspective. Week 3: Introduction to Still Life Objective: Students will understand the basics of still life drawing and how to accurately represent objects in a composition. • Discuss the concept of still life and provide examples of still life art pieces. • Teach the principles of proportion, shading, and composition. • Demonstrate how to draw a simple still life composition. • Students will create their own still life composition and draw it. Week 4: Introduction to Sculpture Objective: Students will understand the basics of sculpture and how to manipulate materials to create a three-dimensional art piece. • Discuss the concept of sculpture and provide examples of sculptural art pieces. • Teach the basics of sculpture materials (e.g. clay, paper mache, wire). • Demonstrate how to create a simple sculpture using the chosen material. • Students will create their own sculpture using the material provided. Week 5: Introduction to Printmaking Objective: Students will understand the basics of printmaking and how to create a print using a variety of techniques. • Discuss the concept of printmaking and provide examples of printmaking art pieces. • Teach the basics of printmaking techniques (e.g. relief, intaglio, screen printing). • Demonstrate how to create a simple print using the chosen technique. • Students will create their own print using the technique taught. Week 6: Final Project Objective: Students will use the skills and techniques learned throughout the previous lessons to create a final art project. • Allow students to choose their preferred medium (drawing, painting, sculpture, printmaking). • Encourage students to use the principles of colour theory, perspective, still life, and sculpture in their final project. • Provide feedback and support as needed. • Students will present their final project to the class and discuss their inspiration and artistic choices.

Week 1: Introduction to Electricity Define key terms such as current, voltage, and resistance Discuss the different sources of electricity, such as batteries and generators Explain how electricity is produced and transmitted Conduct simple experiments to demonstrate how electricity flows through a circuit Week 2: Conductors and Insulators Differentiate between conductors and insulators Identify materials that are good conductors and insulators Build a simple circuit to test conductivity of different materials Week 3: Circuits and Components Explain the difference between open and closed circuits Identify the different components of a circuit, such as switches and resistors Create and analyze different circuits with different components Week 4: Series and Parallel Circuits Define and differentiate between series and parallel circuits Build and compare circuits in series and parallel configurations Analyze the properties of each type of circuit and their applications Week 5: Energy and Power Define and differentiate between energy and power Calculate the energy and power of a circuit using basic formulas Discuss the importance of energy conservation and efficiency in electrical systems Week 6: Safety and Maintenance Identify common electrical hazards and safety precautions Discuss the importance of proper maintenance and care for electrical equipment Conduct a review of the key concepts learned throughout the previous weeks and review for any misconceptions or unanswered questions.

TEFL - Irregular Verbs English

Mountain display numbers.

Mountain display punctuation .

Mountain display upper case letters,