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.

This is a Brainstorm detailing the key points of the AQA Biology 8461 syllabus. I have used it as part of a group brainstorming activity, as follows: Group pupils into teams with 4/5 members and ask them to work together to create a brainstorm on metabolism. To support them give them a copy of the ‘cue sheet’. To ensure that all members have a role to play and take responsibility for it, also give the groups a ‘group task sheet’. They have to sign their name against the role that they are going to take responsibility for. This ensures that everyone is taking part. Give them a set time to work on the task and then swap the brainstorms between groups and ask them to peer assess them eg write targets for improvement on post-it notes. Give them a set period of time to meet the targets. Then give them a printed copy of the already completed metabolism brainstorm. Ask them to make additions to their own and to highlight anything that they have got which is not on the prepared brainstorm Keywords: metabolism, enzyme, metabolic pathways, anabolic, catabolic, respiration, mitochondria

Suggestion slips which are made available to parents on open evening, cup-a-chat, drop in. They can also be filled in by pupils to collect a student voice.

Whilst I do not claim that these are of the quality you would purchase from a science shop, they are certainly good enough for use in class. Obviously quality is also dependent upon your printer and please only print on printable OHP acetate film . If you use the incorrect type it can melt inside your printer and wreck it. Method Print out on printable transparency acetate film 24 micrometers per A4 sheet Cut out and use directly (no need to put on a slide) Each interval is 500um

Performance management proforma set up for two years with two six month reviews.

Reluctant toilet user? This may help Description: “Toilet Time Tales,” a creative and engaging resource designed to make toilet training an exciting journey for both parents and children. This innovative story prompt combines imagination, visual aids, and the essential process of using the toilet to create a positive and interactive experience for your child. Key Features: Interactive Visual Prompts: “Toilet Time Tales” is packed with colourful and captivating images that spark your child’s imagination. Each image represents a unique element of a story, waiting to be woven together with your child’s creative input. From friendly wizards embarking on adventures to magical worlds waiting to be explored, these images transform the toilet space into a canvas for storytelling. Parent-Child Bonding: Toilet training can sometimes be a challenging phase for both parents and children. “Toilet Time Tales” brings you together with your child in a shared storytelling experience, fostering a sense of connection and cooperation. As you create stories together, your child’s anxieties about using the toilet can transform into moments of laughter and enjoyment. Empowerment and Choice: This resource empowers your child by allowing them to take an active role in the storytelling process. By giving them choices on characters, settings, and actions, you help them regain a sense of control over a potentially stressful situation. This newfound sense of agency can translate into increased confidence in using the toilet independently. Customizable Stories: The modular nature of “Toilet Time Tales” ensures that each session can be tailored to your child’s preferences. Whether they’re in the mood for a daring space odyssey or a magical underwater quest, the images can be rearranged to create countless story variations. This flexibility keeps the experience fresh and exciting, encouraging regular toilet use. Positive Reinforcement: As your child engages in storytelling during toilet breaks, they’ll associate these moments with fun and creativity. This positive reinforcement can alleviate any resistance or reluctance towards using the toilet, gradually transforming it from a chore to a fun part of their routine. How to Use: Begin Storytelling: Invite your child to select an image and start telling a story based on it. Encourage them to use their imagination to describe characters, settings, and events. Take Turns: As the story progresses, take turns adding new images and ideas to the narrative. This interactive exchange keeps both you and your child engaged and invested in the story. Celebrate Creativity: Embrace the unexpected twists and turns your child’s imagination brings to the story. Celebrate their creativity and enthusiasm, making each storytelling session a memorable experience. This resource empowers both parents and children to conquer toilet training challenges together through creativity, imagination, and a strong sense of connection.

“The Assault Cycle” by Breakwell is a model of aggression that was introduced in Breakwell, G. (1997) Coping with Aggressive Behaviour. Leicester, British Psychological Society According to the model, aggressive behaviour is a cyclical process that progresses through a series of phases. The five phases of the assault cycle, as described by Breakwell, are: Trigger: The first phase involves the trigger event, which sets the aggressive behavior in motion. The trigger can be internal (such as frustration or anger) or external (such as a perceived threat). Escalation: The second phase is characterized by an increase in the intensity of the aggressor’s behaviour. The aggressor may become more verbal or physical, and may experience a loss of control. Crisis: The third phase is a critical point in the cycle, where the aggressor may lose all self-control and act out in a violent manner. Plateau or Recovery: The fourth phase involves a decrease in the aggressor’s behaviour, as they begin to regain control over their actions. Post-Crisis Depression: The final phase involves a return to normal behaviour, although the aftermath of the assault may continue to have an impact on both the aggressor and the victim. The Assault Cycle model can be useful in understanding and managing aggressive behaviour, as it emphasises the importance of identifying triggers and intervening early in the cycle to prevent escalation. By recognizing the warning signs of aggression and taking proactive steps to address the situation, individuals can help to defuse potentially violent situations before they escalate. We use this PowerPoint to capture and record triggers, signs and strategies for each phase. The first slide shows an entire cycle, this is followed by a slide for each phase with an image of that point on the graph on the left, and titled text boxes to complete on the right. They are individual to the child and they are stored in an easily accessible shared folder on our SharePoint; this means that it can be completed collaboratively and dynamically. We have found it to be a very useful tool for supporting children who are regularly acting aggressively or who go into crisis, perhaps from overstimulation or in response to a headache. The behaviour may be a trait of a particular neurodivergence such as ASD or pathological demand avoidance. We use this tool within an early years setting, but it could be applied at any level within education. We have found it to be very useful for identifying triggers so that that strategies can be put in place immediately which are specific to that individual child, so that they do not get to crisis point; or if they do, to ensure that their support is individual and appropriate for them.

If a child is exhibiting a particular behaviour and you want to identify why it is occurring and what the child may be communicating, an ABC table can help. It is an observational tool, we have ours uploaded to sharepoint so that anyone can access it, and complete it on an iPad shortly after a behaviour occurred. Alternatively you can print it out and have it close at hand within the classroom. The antecedent is what happened just before the behaviour occurred. You may want to include factors such as the noise level in the classroom, how busy it was, temperature, proximity to others The behaviour is what occurred e.g. ‘child x’ knocked the books deliberately off the shelf. . The consequence is what happened immediately after the behaviour. This is both for the child that exhibited the behaviour and to those who were affect by it. It can also include the effect on the environment.

Biologists use microscopes to see things that they can't see clearly with the naked eye. Microscopes are a fairly expensive piece of equipment and generally not very portable. In this practical you will convert smart phone/tablet to create a simple, portable digital microscope using cheap, easily accessible components. Then use it to explore and make observations about the microscopic details of everyday things. Keywords: science, microscopes, DIY, simple, fun activity, biology, STEM, STEM activity, STEM project, Science Club, STEM club.

Mini plenaries are a type of formative assessment and are a great way to review progress of learning during a lesson. It also allows pupils opportunities for self reflection. "Teachers have also begun to be more flexible in introducing effective ‘mini plenaries’ at critical points in a lesson to review progress, clarify misunderstandings and move the work forward (OFSTED Dec. 2003)". Just ask a pupil to select a card and in so doing will feel like they are taking responsibility for their own learning. Just print out 9 copies of page 1 of the PDF and return to the printer for double sided printing and then print out pages 2-10. It is best to print out the cards on thick paper/thin card. I have laminated my set for durability. There are five sets available from my TES shop, the only difference is the back design, the actually mini plenary suggestions are the same. This is the blue backed design. Keywords: formative assessment, mini plenaries, plenary, assessment.

Mini plenaries are a type of formative assessment and are a great way to review progress of learning during a lesson. It also allows pupils opportunities for self reflection. "Teachers have also begun to be more flexible in introducing effective ‘mini plenaries’ at critical points in a lesson to review progress, clarify misunderstandings and move the work forward (OFSTED Dec. 2003)". Just ask a pupil to select a card and in so doing will feel like they are taking responsibility for their own learning. Just print out 9 copies of page 1 of the PDF and return to the printer for double sided printing and then print out pages 2-10. It is best to print out the cards on thick paper/thin card. I have laminated my set for durability. There are five sets available from my TES shop, the only difference is the back design, the actually mini plenary suggestions are the same. This is the biology themed back. Keywords: formative assessment, mini plenaries, plenary, assessment.

Mini plenaries are a type of formative assessment and are a great way to review progress of learning during a lesson. It also allows pupils opportunities for self reflection. "Teachers have also begun to be more flexible in introducing effective ‘mini plenaries’ at critical points in a lesson to review progress, clarify misunderstandings and move the work forward (OFSTED Dec. 2003)". Just ask a pupil to select a card and in so doing will feel like they are taking responsibility for their own learning. Just print out 9 copies of page 1 of the PDF and return to the printer for double sided printing and then print out pages 2-10. It is best to print out the cards on thick paper/thin card. I have laminated my set for durability. There are five sets available from my TES shop, the only difference is the back design, the actually mini plenary suggestions are the same. This is the yellow backed design. Keywords: formative assessment, mini plenaries, plenary, assessment.

Mini plenaries are a type of formative assessment and are a great way to review progress of learning during a lesson. It also allows pupils opportunities for self reflection. "Teachers have also begun to be more flexible in introducing effective ‘mini plenaries’ at critical points in a lesson to review progress, clarify misunderstandings and move the work forward (OFSTED Dec. 2003)". Just ask a pupil to select a card and in so doing will feel like they are taking responsibility for their own learning. Just print out 9 copies of page 1 of the PDF and return to the printer for double sided printing and then print out pages 2-10. It is best to print out the cards on thick paper/thin card. I have laminated my set for durability. There are five sets available from my TES shop, the only difference is the back design, the actually mini plenary suggestions are the same. This is the green backed design. Keywords: formative assessment, mini plenaries, plenary, assessment.

Mini plenaries are a type of formative assessment and are a great way to review progress of learning during a lesson. It also allows pupils opportunities for self reflection. "Teachers have also begun to be more flexible in introducing effective ‘mini plenaries’ at critical points in a lesson to review progress, clarify misunderstandings and move the work forward (OFSTED Dec. 2003)". Just ask a pupil to select a card and in so doing will feel like they are taking responsibility for their own learning. Just print out 9 copies of page 1 of the PDF and return to the printer for double sided printing and then print out pages 2-10. It is best to print out the cards on thick paper/thin card. I have laminated my set for durability. There are five sets available from my TES shop, the only difference is the back design, the actually mini plenary suggestions are the same. This is the grey backed design. Keywords: formative assessment, mini plenaries, plenary, assessment.

A Guess Who game designed for pupils revising Organic Chemistry functional groups. Inspired by the childhood game 'Guess Who?' and played in a similar way. Print out pages two copies of page 1 and print on the reverse page 2 so that when folded in half (as in the picture) the title page obscures the view of the functional groups. Print out two copies of page 3 and cut out the rectangles. Players face each other. Each player chooses a functional group and keeps it a secret. Players take it in turns to guess the identity of the other player's chosen group using clues associated with the different groups. Players use the white rectangles to cover the functional groups eliminated from the game. First player to guess the other player's functional group wins! Keywords: organic chemistry, functional groups, alkanes, alkenes, alcohols, aldehydes, ketones, carboxylic acids, esters, halogenalkanes, game. Guess Who?

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

I work as an SEN assistant and am employed to work one-to-one with a three year old child who has global developmental delay. Whilst she has very limited verbal communication, I have discovered that she is great at playing memory and enjoys playing the game. We have been focusing more recently on colour and shape so I have created this memory game to specifically support her learning. The game consists of 32 colour cards. The shapes are square, circle, triangle and star printed in pairs in each of four colours: red, blue, yellow and green. I do not play the game using all 32 cards and currently use either all of one particular shape in all of the colour variations or one of each shape in different colours. She now recognises the four different shapes. But you can adapt the game to play in any way which you see fit. Because the game uses pairs of cards it can be played either as memory or snap. I will shortly be publishing a black and white version of this game to support those children who work better using this colour scheme. Keywords: SEN, memory, shapes, colour, game, learning through play, snap, EYFS, Curriculum for Excellence, numeracy,

Listening to children is a skill which requires much more than the use of our ears. We can observe their actions and pay attention to their behaviour. This animation was developed for Anne Emerson-Smith Play Training Ltd and shares the key strategies for listening to children. Excellent for training early years and KS1 teachers, teaching assistants and early years educators.

A simple Venn diagram template to print out and give to pupils for use as a starter, plenary or even extension task. Keywords: Cell Biology, Venn diagram, Eukaryotic, Prokaryotic

Pupils are asked to complete the table as part of an explore task. To be delivered as part of the curriculum for AQA GCSE 4.1.3.1 Diffusion Research can be conducted using textbooks or as part of a websearch Diffusion: adaptations, root, small intestine, leaves, kidney and lungs