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the i can philosophy

I aim to create high quality resources that are designed to suit the character of the group as well as their ability. This philosophy started after teaching one of the most challenging classes in 19 years of teaching. What I realised about the group is that their relationship with each other hinders their progress and supersedes their learning. It is essential that my resources supported their personal development as well as their learning. Many more resources to follow...

I aim to create high quality resources that are designed to suit the character of the group as well as their ability. This philosophy started after teaching one of the most challenging classes in 19 years of teaching. What I realised about the group is that their relationship with each other hinders their progress and supersedes their learning. It is essential that my resources supported their personal development as well as their learning. Many more resources to follow...
Wiring a Plug
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Wiring a Plug

(6)
GCSE Science activity to help students learn about the different wires in a plug. Could be used for KS3 as well. This is a peer activity where students describe to each other what they need to do. Once the plug is successfully wired the students complete an assessment and receive a certificate (all included). Instructions are on the worksheets to support this resource.
Electrical Circuits Practical Assessment
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Electrical Circuits Practical Assessment

(1)
A practical assessment activity that can be used for Key Stage 3 or lower ability Key Stage 4. I used it with my lower ability Year 9 students who have started their Science GCSE this year. The activity is student led. They plan it, complete it and assess it. It does not indicate GCSE grades but can be used alongside a more formative assessment. I wanted to design this to give the students a different way of being assessed and to maintain the enthusiasm and engagement they have demonstrated throughout the electricity topic. This is how it works: Students work in pairs and create 2 circuits. They draw them on the 'circuit design card' (A and B). Each group has a separate number 1A an 1B, 2A and 2B, 3A and 3B and so on. Once the circuit diagrams are drawn the pair then decides who is A and who is B. Student A goes to all the 'A' stations in the group and has 2 minutes to make the circuit that is shown on the drawing on card A. The Student Bs are the assessors and are responsible for completing the 'Practical Assessment Card' once the student has made it. Once all the A stations have been visited it is Student Bs turn to make all the Circuit Bs in the classroom. Student A is then the Assessor. I know this sounds a bit complicated but it really isn't! There is a PowerPoint to use throughout the lesson.