A classroom display to highlight the importance of Respect. R=respect each other; E=engage and listen; S=support each other; P=politeness and kindness always; E=every idea is valuable; C=care for your belongings; T=try your best!

A poster to outline my expectations for learning in the classroom. If a pupil struggles with these throughout the year I send them out to look at the poster and reconsider their learning attitude. For some it is a behaviour management tool, for others it is a gentle encouragement to have faith in themselves. Link to original for editing... https://magic.piktochart.com/output/7573898-mrs-ks-learning-expectations

PLEASE SPARE A MINUTE TO REVIEW AFTER DOWNLOADING! Thank you :) A lesson planning checklist rather than templates. I have found templates quite restrictive so developed this checklist instead. I have printed this out and stuck it above my desk so that I can make sure I include all the key elements of an Outstanding lesson, but can write my plan in my own format! Please share any feedback on twitter @mrskidson14 You can find information and ideas on what to include in each section on my blog: www.mrskslightbulbmoments.wordpress.com

This is a 6/7 week lesson plan for Year 9s to carry out an investigation whilst still being taught the Data Collection Topics they need to know. Each lesson is split into 2 sections: Introduction of Concept and Application of Concept. Either the pupils can choose different tasks in groups or the whole class can work on one big project. The project culminates in an A3 poster depicting their work and a group presentation which is peer-reviewed.

A poster to go up in my Problem Solving corner of the classroom

Each student needs an A4 or A3 piece of paper that they can split into 12. They then get 3 minutes per slide to write down everything they remember about the given topic. At the end of each topic they can give themselves a RAG rating of how well they think they’ve done. They can then use this to focus their revision. Alternatively their home-learning after the lesson can be to “mark” their revision clock, checking their content is accurate and adding any forgotten content. You could also split this over 2 lessons and have 5 minutes of class discussion after each topic so that they can get feedback in real-time.

Each student needs an A4 or A3 piece of paper that they can split into 12. They then get 3 minutes per slide to write down everything they remember about the given topic. At the end of each topic they can give themselves a RAG rating of how well they think they’ve done. They can then use this to focus their revision. Alternatively their home-learning after the lesson can be to “mark” their revision clock, checking their content is accurate and adding any forgotten content. You could also split this over 2 lessons and have 5 minutes of class discussion after each topic so that they can get feedback in real-time.

This resource walks students through the first steps needed to solve an equation. They will already need to have a basic understanding of algebraic expressions and “I’m thinking of a number…” problems. I have tried many different ways of introducing algebra to year 7s and I find this combination of techniques works where others have limitations. I encounter far fewer stumbling blocks when making the jump to more challenging equations. Some techniques involved include: I’m thinking of a number, balancing method and gobstopper method.

I have created 4 rotating squares revision cards for Schizophrenia. The preview is an example, created by someone else and not based on schizophrenia. The page is split up into 4 with a 16 mark essay question in the centre. Each of the 4 sections has a different prompt to elicit students to consider certain aspects of the question. I print these on A3 and place in the middle of the table. Each student then has 5 minutes to work on their section, bullet pointing ideas and references. This can be open book, used as a tool to aid good essay planning. The students then rotate the sheet and see if they can add anything to each other’s sections. They then have a strong, detailed essay plan and I often set them the task of completing the essay for homework or as a timed assessment at the end of the lesson.

This classroom display encourages students to ask themselves questions when trying to solve a challenging problem. For example: “can I find a right-angled triangle?” or "can I use a letter to represent an unknown?" It tries to go beyond the generic “can I draw a picture” questions normally used for problem solving and focuses on specific methods necessary for the more challenging questions of the new GCSE.

A creative activity for the festive season, that still revolves around mathematics! It uses basic algebraic rules to simplify fractions, but only using pictures. Skills involved: multiplying fractions, dividing fractions, simplifying fractions, algebraic notation Happy puzzling!

A slideshow guiding students to question the limitations of using the mode, median and mean, using real life examples. Questions for whole-class discussion, a table of pros and cons of each average and an activity for them to practise.

This interactive flowchart helps you decide which statistics test to perform based on the type of data you have and what you are looking for. If you click on each of the categories it brings up a help bubble with a descriptor of what it means. If you click on each statistical test it brings up a complete worked example of how to perform that test. It also includes a help sheet and example questions on reading from a table of critical values. My students have found this invaluable in helping them navigate which test to use, but also as a visual display to aid their memory.

This lesson is suitable for a top GCSE class or A Level students. It explores the symmetry of trig curves. The lesson includes an initial introduction to the symmetry of the sine curve and then some AfL questions, before providing multiple questions and answers for students to check their work. It also includes some extension questions to stretch those most able, including working with surds.

This set of lessons walks students through creating a testable hypothesis and collecting data on reaction times. I have then included some examples of how this data could be represented in bar charts, pie charts, scatter graphs and line graphs. The pupils are then guided through creating their own poster presentation and instructions are given for peer marking.

This slideshow can be used either as whole-class teaching or as student-led discovery. I would recommend using graphing software such as Desmos or Geogebra to allow students to discover the transformations, led by the prompts in the slideshow. There are also blank spaces to draw on the correct graphs on a whiteboard. This slideshow contains AfL questions which would be ideal for mini whiteboards And finally there are exam style questions with answers at the end so students can put this skill into practice.

I have used this lesson every year since I began teaching and it’s a winner! Students get to practise isometric drawing and drawing plans and elevations of 3D shapes. It is based on The Lego Movie and requires students to have access to little cubes they can fix together, e.g. mathlink or snap cubes. I use miniature cubes which work well. There is a competitive, game element to the lesson which encourages team work and motivates students!

This lesson contains guided instructions for an outdoor activity based around 4 main loci. The powerpoint then guides students through how to construct these loci with a pair of compasses. A worksheet is included for pupils to practise these skills There is a further extension where students have to construct several loci to cross a room without intercepting the lasers.

This lesson allows students to explore the different methods of studying the brain for themselves, before then discussing as a class. I lead them through how to use Google Trends to investigate the change in popularity of different methods over time. The students then have to pick out key words for each method to help them understand the process. The students also have to complete a pros and cons table for each method (answers provided). Finally an AfL task muddles up the different aspects of each method and the students have to decide which belong to each method (answers provided) This could be used as an independent enquiry lesson or as a flipped learning task for the students to complete at home before the lesson.