The ‘How and I Feeling Fan’ is a simple way for children to express how they are feeling. The fan contains 14 different faces depicting different emotions along with the matching vocabulary. The fan can be easily made by both staff and child.
*requires one paper fastener
Angry, WOW, Thoughtful, Surprised, Silly, Nervous, Unwell, Shocked, Sad, Happy, Cross, Pleased, Upset, Worried.
This workbook is designed for children across EYFS, KS1 and KS2 to reflect on their COVID story and journey. This book promotes social and emotional recovery and offers the children the opportunity to express.
To support this workbook, ideally family members in the home environment would be invited to complete alongside the pupil.
Our schools are using this workbook as part of the pupils re-integration back into education on or around the 1st June.
Thank you for taking the time to consider using this, i truly hope it helps the little ones in your school!
A warmup activity for the class. A fun game to engage the students using an interactive whiteboard or a standalone PC. There are 5 differences between each picture, can you find them all? If not, give me an email and iwill send the answer sheet.
Warm-up tasks designed to engage the students brain prior to the lesson starting. This is student led and required no effort from the teacher. The documents contains fun resources to engage a wide range of students.
The pack includes:
What goes where - Matching ICT components to their ports.
Keyboard 1 - A computer keyboard with gaps for children to fill out (easy)
Keyboard 2 - A blank computer keyboard. (Hard) How many keys can you correctly identify?
Bits and Bobs - Can you identify popular Microsoft based keys and shortcuts?
Quiz - An ICT based crossword.
A worksheet designed to engage children in talking about themselves. This booklet can be used to reflect on home life and provide a supportive and nurture based intervention with children. The document helps break down the language barriers for children who suffer with social anxieties and behavioural difficulties. The booklet is fun, engaging and thought provoking for key stage 1/2 children.
The outcome for the booklet is that children are able to talk about themselves and understand that home life and school life are both a supportive capacity to learning.
An 'Idiots&' guide to using emails with extra tips and friendly to follow guides.
Topics include sending emails, email attachments, email signatures, archiving, group emails, formatting, out of office assistant and much more.
A GCSE interactive presentation introducing the students to Mean, Mode, Median using fun characters and cartoons. The presentation uses interactive elements and some aspects require it to be taught from the front of the class.
I created this resource to introduce Human Behaviours, how we learn and more importantly how we can utilise this in school. I plan to use this as a training resource for my behaviour team at school and to challenge their beliefs on behaviours.
The resource goes into the psychology of behaviour and the learning processes involved. The resource touches on the Behaviourist Perspective, Classical Conditioning and Operant Conditioning.
The outcome is for the users to 'understand key motivators to behaviour', 'develop a toolkit to use within schools' and 'gain knowledge in the ways we can influence others to behave the way we want.'
I hope you find this resource useful.
This resource is designed for people who work within a school setting and wish to develop their skill-set in behaviour management. I will be using this training tool for NQTs and the enhance the expertise of the schools SENCOs/Pastoral team.
The presentation covers a wide variety of topics and techniques including:
Low Level Responses
Empathic Responses to Behaviour Management.
Many techniques in this resource are based upon sound research and evidenced based practices that have been utilised within the classroom for years. I have merely collated and presented.
I hope you find the resource useful.
These are the presentations I gave to my year 10/11 art students. These presentations were the source artwork and inspirations for their contemporary art pieces.
The presentations include large scale images and videos of the artists*. There is also a review sheet for the students to make notes on for later reference.
The presentations enabled us as a group to host large debates and discussions around the formal elements of the pieces.
*All artwork used in the presentations are the artist own work!!!!!!
The purpose of this circle time if to provide the children with the opportunity to express their understanding of what they have experienced and to gain some clarity. This enables us, as educators, to have a unified basis on which to build and repair.
A range of Microsoft application based tasks to use as an initial assessment for ICT. These tasks use a wide range of ICT skills to challenge the students upto a level 2 qualification. Based on the NOCN ICT user skills mark scheme.
As a multi academy trust, we are developing a response to our pupils returning to education following the COVID pandemic. This document sets out theories that relate to social isolation from a behavioural science stance and puts forward a suggested series of responses/activities educational institutions could use to help repair the trauma.
This is very much a working document, but I wanted to share… we are all in this together!
If you have any suggestion, comments or feedback please let me know.
These are a series of behaviour management one minute guides produced as usual references or training pieces. The one minute guides cover a range of techniques including being assertive, descriptive cues, directional cues, empathic responses, praise, secondary behaviour and a range of low level behaviour responses.
Restorative Approaches are somewhat new to schools, especially the primary sector. However, data already shows that Restorative Approaches reduce incidents of disruptive behaviour, reduce incidents of verbal abuse, reduce incidents of theft, reduce incidents of physical assault and reduce exclusions. It has also been found to increase attendance.
These resources are designed to support the behaviour systems currently in place within schools, aid the learning from these systems (for all parties) and repair any harm that has taken place (both physical and emotional harm).
The resources cover initial introductions for all staff, specific training for Low-High level responses (including handouts and an introduction to pedagogical ideals) and all school INSETS to support. The resources are supported through a whole school plan and risk management documents.
Using these resources I introduced restorative practices across six primary schools within the academy I work. I utilised the expertise already in place within my pastoral teams and school SENCOs to support the delivery of this across two academic terms (Sept-March).