Introduction to basic Algebra using a language-based approach. The basic rules and concepts are introduced with examples using a scaffolded approach connected to language. Checking for understanding takes place at intervals with some simple questions. Basic practice is also included with a limited number of questions. Slides have been animated so that pace can be determined.

Introduction to the nth term formula. How to generate a sequence using the nth term as well as finding the nth term for a sequence. PPT also contains a link to a video from a popular website for mathematics resources. Practice questions and extension tasks contained in this PowerPoint.

This is a follow-on from An Introduction to Algebra: a language approach. The focus is on expanding brackets following a stepped approach that links the Distributive Law with the idea of perimeter. It then progresses to Factorisation, again following a stepped approach that looks at linking HCF with concepts from part 1 of the series. There is a brief review of part 1 in the beginning and practice questions are included at intervals.

Basic modern principles for coaching field hockey to young people in secondary schools. The guide covers principles for building a team culture and looks at defensive and attacking principles to build into coaching sessions. It also looks at penalty corner set pieces with a useful search item to look at on YouTube for some ideas on variations to practise. The guide is by no means exhaustive and is intended to support coaches by offering modern insights and coaching points into the game. A wealth of practice drills and units of play are available online so have not been included. The author is a UKCC Level 2 (England Hockey) qualified coach with experience of coaching at school, club, county and provincial age groups.

This resource presents key areas for working with fractions: how to make equivalent fractions by multiplying and cancelling down; comparing fractions using equivalence; calculating with fractions (4 operations). Key concepts and skills appear after the click of a button to scaffold the learning process. Practice questions are included after each key area.

Introduction to sin, cos and tan by way of an investigation in the first instance. This is followed by a stepped approach with worked examples for using sin, cos and tan for finding missing lengths, and includes practice questions. The second part follows similar steps with a focus on finding missing angles using the inverse functions. Again, a stepped approach with worked examples are included as well as practice questions.

Scaffolded approach for first encounter with the Sine and Cosine Rules. The basis is to reinforce information given (sides and angles) in a problem to decide which formula to use. A quick review of the basic trigonometric functions sin, cos and tan is included at the start. Clear worked examples are given for the Sine Rule for finding sides and then angles. Practice questions are included. Clear worked examples are given for the Cosine Rule for finding sides and then angles. Again, practice questions are included. Questions that extend the understanding and application at depth are included.

Aimed primarily at boarding houses, this is a values and choice-based tracking system that promotes reflective behaviour. Students are assigned to family units and the family with the most points every half-term receives a reward. Indiviudal rewards are also available. The element of competition promotes individual responsibility and collective camaraderie. The core values that are considered essential (found at the top of the sheet), may be amended to suit the environment. The value of the points awarded can be also amended. The premise is that students will make poor choices or “strikes”, and that is part of life, but the expectation is that they must learn from them.Staff enter details as per example. Consequences come into effect after 4, 6, or 8 strikes. The message to students then is that they are deemed not to be learning from their poor choices. The ladder of consequences can also be amended to suit the particular environment. Ideally, these need to be agreed beforehand and should be considered strong enough to have the desired impact. Merits and Concerns (or demerits) are linked to academic performance in lessons. These contribute to family totals and the graph is useful for picking up trends. The “Stars” sheet is for a star chart where students can be awarded stars for any positive contribution in house, for example, voluntarily helping to tidy up a room or helping another student in need. Stars contribute to family points totals.

A 2-part resource that develops fundamental skills for simplifying, collecting and multiplying Surds. Part 2 focuses on rationalising denominators. A 2-part resource with examples that scaffolds development of key concepts and skills used with Surds.

A topic specific list for Higher level Maths pupils to manage their revision ahead of the examinations. Topics have been prioritised high, medium or low, where high suggests a frequently asked asked question in the exam, and low is less likely to be asked but appears on one of the 2 papers. Pupils may wish to traffic light topics red, amber or green depending on their confidence levels with various topics.