Developed for specifically to help achieve the Unit 4 elements of the Forest School Leader (Level 3) “Plan initial 6 forest School programme sessions, showing links to own client groups learning and development objectives and needs”
The theorist Piaget was the first person to define the term subitising
as the ability to instantly recognise the number of objects in a small
group without needing to count them. This simple game helps children
to learn this key skill. Take the pattern for the number three on a dice,
children can recognise that this represents the value of three even if
they can’t read the number ‘3’. Children can also see numbers within
numbers using dot patters. For example, they can see the numbers
two and one within three.
When we played this game, children took turns to choose a counter
and match it to the number pattern. It proved to be very popular!
I created this excel sheet because our local authority ask for two SEND Plans to evidence that there have been two cycles of the graduated approach as part of the EHCAR documentation (although I acknowledge that there is no such requirement in the SEND Code of Practice).
Using this table you can detail the intent, implementation and impact of the different interventions/resources used to date.
Differentiated cell transport revision wordsearch. Students need to solve crossword clues to identify the words.
Words: Active transport, diffusion, osmosis, exchange surface, concentration gradient, surface area, respiration, water, transport, passive
Suitable for AQA GCSE Biology
A cell biology word search which is great way to introduce key words for the topic. Can be used as a starter, plenary, or extension task.
Keywords: Eukaryotic cell, prokaryotic cell, animal cell, plant cell, chloroplast, nucleus, vacuole, cell wall, mitochondria, ribosome
Created for the Forest School’s Leadership Qualification (Level 3). Specifically for Unit 5:
2 – Be able to assess the impact of Forest School on participants.
2.1 – Observe 3 individuals and assess the impact of Forest School on their behaviour and learning
References
British Association of Early Childhood Education (BAECE) (2012) Early Years Foundation Stage. Development Matters. London: Early Education.
Goleman, D. (1995). Emotional intelligence. Bantam Books, Inc.
Laevers, F. (1994) The Leuven Involvement Scale for Young Children. Experiential Education Series, No 1. Leuven: Centre for Experiential Education.
Laevers, F. (Ed.) (2008). Well-being and Involvement in Care Settings. A Process-oriented Self-evaluation Instrument (SiCs). Brussel: Kind & Gezin.
VanDellen, M. R. (2008). Social, personal and environmental influences on self-control. [Online] Available at: https://dukespace.lib.duke.edu/dspace/bitstream/handle/10161/612/D_VanDellen_Michelle_a_200805.pdf?sequence=1&isAllowed=y (last accessed 05.01.2020).
Designed for a KS3 class investigating enzymes and their role in the human digestive system. Enzymes include amylase, lipase and protease (example pepsin)
Resource includes a sheet of blank tables for pupils to complete as well as a competed table
Keywords linked to variation and classification. Developed for use with a Ks3 science class but could be used for GCSE. A great way to settle a class whilst consolidating learning of definitions linked to the topic.
Revision mat created for use with a unit delivered at my school entitled ‘Materials and Everyday Chemistry’. It is a rather composite course including elements of ‘How Science works’ in addition to ks3 chemistry
Material covered includes: Definitions, diffusion, hydrocarbon, pH, graphing and tabling skills, calculating percentage increase and decrease, fuel triangle, experimental accuracy and uncertainties.
Template form to evaluate each of six sessions making up a block for assessment as part of a Forest School Leader Portfolio.
LO 3 Evaluate a Forest School programme
3.1 Evaluate each Forest School session and make amendments to the next session plan as appropriate
A worksheet which explains how Fick's Law is calculated and uses alveoli as an example, illustrating how rate of diffusion would change if surface area and/or exchange surface thickness is changed.
Includes extension question with answer
Pupils are asked to complete a storyboard to illustrate what happens when a bacteria enters their body.
The process starts from the moment 'Toby' gets scratched by his cat. His blood begins to clot then the immune system uses phagocytes and lymphocytes to target the bacteria.
Key words: Y shaped molecules, antibodies, phagocyte, phagocytosis, lymphocyte, agglutination, immune system, bacteria, storyboard
Keystage 3 Resource
A card sort where pupils are asked to match keywords with their definitions. Each central square has four keywords printed on each side. The definitions are on triangles which match up to the appropriate keyword. There are two sets of keywords, one in red and one in blue. They are also single or double bordered which means that the sets can still be identified when printed in greyscale.
The card sort has been designed so that minimum cutting is required!
Keywords: Solution, soluble, insoluble, saturated, dissolve, solubility, solvent, solute
Tracking the animals from Handa’s surpise using droppings. This was done using actual models of the poo, but the photographs can be used instead. We used them in the local woods too for added realism and created a film using FX Guru (Zoo Escape special effect).
The poo discussion could use size of dropping and size of animal. Why is there a difference in colour? Similarities between your own poo and another animal (monkey) - why? Identifying bird poop from prior knowledge of bird poop in the UK.
Stimulates children’s interest and is very entertaining. We also wore gloves for added realism when handling the model droppings.
Droppings were made from clay and painted where appropriate with a mix of PVA and ready mixed paint. The bird poop is cornflour and water with a drop of black read mixed paint.
Explore numbers, developing an understanding that they represent quantities and use them to count, create sequences and describe order.
Skill development supported by this resource include:
Match numeral and quantity.
Recognition of numerals 1-5.
Make comparisons between quantities.
Use some language of quantities, such as ‘more’ and ‘a lot’.
Develop subitising skills.
Number order.
Use some number names accurately in play.
I created these tins for use in my former nursery where they were enjoyed by
children aged 2.5 years to school age. On one side are the ladybirds with 0 - 5 spots
and on the reverse the number is written. The tins were left on one of the radiators
and the children accessed them when they chose. Sometimes I would find some very
curious things in the counting boxes but more often than not the quantity would
match the number of spots on the ladybird.
Keywords: EYFS, Curriculum for Excellence, Early Numeracy, Numbers, Counting, Nursery, Reception