A collection of five fact file writing frames based on woodwind instruments. Fact file writing frame for each of the following woodwind instruments: flute, oboe, bassoon, clarinet, saxophone. Prompt questions asked to help children construct their fact file including: description of the instrument why the instrument is woodwind how the instrument makes a sound key features of the instrument history of the instrument a question about the instrument There is also space for students to draw an image and label the different parts of the instrument. Great activity for developing student’s writing, encouraging independent research, and as a way of producing a revision resource or consolidating student’s knowledge.

Worksheet combining music and times tables. Solve the times table problems to crack the code and spell out the names of percussion instruments. 2 worksheets provided. Answers provided on a separate sheet. Great starter or plenary activity - allows for numeracy and literacy development across the curriculum. Worksheet presented in an appealing way with a musical border.

A collection of 7 fact file writing frames for different percussion instruments - drum, cymbal, drum kit, timpani, xylophone, glockenspiel, shakers. Writing frames include 6 prompter questions with lines underneath to help students structure and focus their fact file. There is space to provide an image. Prompter questions focus around key features of the instruments and their sound, history of the instruments, description of the instruments, then finish with more reflective questions, encouraging children to think creatively and form opinions. This resource is a great example of cross-curricular working, allowing students to develop knowledge on a specific topic whilst furthering their literacy skills in a proactive fashion. It combines student’s critical thinking with creative thinking and knowledge-based learning.

Worksheet combining music and times tables. Solve the times table problems to crack the code and spell out the names of keyboard instruments. Answers provided on a separate sheet. Great starter or plenary activity - allows for numeracy and literacy development across the curriculum. Worksheet presented in an appealing way with a musical border.

A collection of 2 fact file writing frames for different keyboard instruments - piano and electric piano. Writing frames include 6 prompter questions with lines underneath to help students structure and focus their fact file. There is space to provide an image. Prompter questions focus around key features of the instruments and their sound, history of the instruments, description of the instruments, then finish with more reflective questions, encouraging children to think creatively and form opinions. This resource is a great example of cross-curricular working, allowing students to develop knowledge on a specific topic whilst furthering their literacy skills in a proactive fashion. It combines student’s critical thinking with creative thinking and knowledge-based learning.

Worksheet combining music and times tables. Solve the times table problems to crack the code and spell out the names of string instruments. 2 worksheets provided. Answers provided on a separate sheet. Great starter or plenary activity - allows for numeracy and literacy development across the curriculum. Worksheet presented in an appealing way with a musical border.

This worksheet includes a comprehensive list of government acts created by the British government in the years 1951 - 1979. The worksheet is currently organised by party in power: list of acts created under the Conservatives 1951 - 1964, list of acts under Labour 1964 - 1970, and a list of acts under the Conservatives 1970 - 1979. The resource could either be used as an activity whereby students must cut out each act and then arrange them under the three time/party-based headings as stated, or the resource could be used as a reading sheet, or as a revision fact sheet, or as flashcards.

A whole lesson on conjunctions aimed at children in upper-primary school / lower high school (Yr4-8 England) (P5-7 /Scotland). The lesson takes the form of a highly interactive presentation which is structured as follows: What is a conjunction? Examples of Conjunctions Application of conjunctions into sentences Activities Section one on “What is a conjunction”? encourages the children to find their own answer through discussion. A recap is provided of clauses - main and subordinate clauses and how conjunctions interact with these to form sentences. Section two on examples of conjunctions aims to help students create a word bank of different conjunctions that they will be able to apply to their writing. This is delivered by showing pupils examples of sentences with conjunctions and guiding them through identifying the conjunction in each case. By including sentences at this point, it helps the students to already start to develop their application and understanding of how conjunctions fit into sentences. Section three on application of conjunctions into sentences is broken down into small chunks. The section is structured by different purposes a conjunction may have in a sentence for example: comparison, adding information, giving a reason etc. At each point at least three examples of conjunctions are given including an example of how they fit in a sentence. Students are encouraged to take an active part in their learning by the section being structured with various pause points do students to have a go themselves. The section aims to cover many examples of conjunctions but in a way that is relevant to writing. Small chunks help the volume of information to be less overwhelming. Every conjunction mentioned has at least one example sentence included. Section four includes 3 different activities. The first activity is a writing activity. To help engage students, the activity includes a highly relatable, relevant and interesting topic. Students are asked to reflect on a recent problem they had and write an “agony aunt” newspaper article describing the problem and solution using conjunctions. The second activity is a scavenger hunt activity which involves students searching for conjunctions in different books. This activity does not involve any writing and is designed as an active learning task. It could easily be completed as individuals, pairs, or teams. The final activity is a game of Simon Says that has been adapted to include different types of words including conjunctions. This game helps to add fun to your lessons whilst reinforcing the topic and encouraging leadership and listening skills. The whole lesson aims to be relevant to student experiences and interests and applicable beyond the lesson throughout. Students are encouraged to take an active part in their learning as the lesson is interspersed with many opportunities for engagement through questions, short tasks, longer tasks, and games. Colour and

A selection of practise exam questions for GCSE Biology. The exam questions are developed based on past papers. Questions test knowledge on the following topics: the digestive system, enzymes, types of cells, sampling living things, and diffusion. They include a range of command words and tasks to suit the varied nature of exam paper question styles. Individual questions from the sheet could be used at the end of a taught lesson to consolidate student knowledge, or the whole sheet could be distributed to students to aid their exam practice. Students could peer mark exam questions to encourage collaborative learning. This resource prepares students for the range of questions they may be asked in the exam by allowing them to practice exam technique, as well as acting as a refresher of knowledge. The resource could be used to highlight strengths and weaknesses in student’s exam technique or knowledge.

Tables/bullet points provided outline the successes and failures of Thatcher during her time as Prime Minister (1979 - 1990.) The content is organised into four sections covering: political successes and failures, economic successes and failures, social successes and failures and successes and failures in Thatcher’s foreign policy. The tables/bullet points use SFD and dates where possible. The resource could be provided as a revision resource for students or used in lesson as a cut and stick activity where students organise each point into either a success or failure under the four headings: political, social, economical and foreign policy. Each section ends with a small summary of overall successes/failures along with a judgement on the extent of success in that area.

Designed as a lesson to introduce younger children to conjunctions. The lesson provides a simple explanation of what a conjunction does. The lesson focuses on four different conjunctions: and, because, but, so. It shows children what each of these conjunctions mean and shows examples of how they can be used in sentences. The lesson takes the form of a highly interactive presentation that is structured in four chunks as follows: What is a conjunction? Examples of conjunctions (introduced to the 4 chosen conjunctions) Using (four-chosen) conjunctions in sentences Activities By using just 4 conjunctions, it is hoped that younger children will develop a basic understanding and competency of conjunctions and how to apply them to their writing without becoming overly confused or overwhelmed. This lesson helps to introduce younger children to the principles of conjunctions in sentences, so they can later progress onto to using more advanced conjunctions with minimal difficulties, drawing on the foundational understanding gained in this lesson. The lesson is highly interactive and students are encouraged to take an active role in their own learning. It is certainly not a lesson to sit and listen too. Students are asked questions throughout and encouraged to problem-solve to come up with their own solutions; the lesson offering its own solutions for reference as it progresses. Throughout the lesson aims to be applicable to wider literacy skills, writing, and real-life skills. Showing children examples of conjunctions in sentences occurs throughout the lesson, with the third section showing multiple step-by-step processes of how sentences can be constructed with conjunctions. Every time a sample sentence is provided, the topic of the sentence is always something relevant and appropriate for younger children for example sentences about animals, food, the beach, games etc. The final section of the lesson includes four suggested activities. These take the form of games to add a physical element to the lesson. Games include musical corners and a listening game. There is also a short, simple rhyme included at the end to help children remember what a conjunction is and the examples they’ve looked at. Colour and subtle animations are used throughout to aid memory and provide aesthetic interest. A worksheet pack is also available from this author’s shop which would accompany this lesson, however this is not compulsory. There is enough content within this resource to be a standalone lesson, therefore, removing the need for any worksheet based activities.

A collection of 4 worksheets that aim to improve understanding of conjunctions and build confidence applying conjunctions into sentences. These worksheets are ideal for younger children of primary-age. The worksheet focus on 4 selected conjunctions: and, so, but, because. The focus of the worksheets is on identifying these conjunctions and using them in sentences. The first 3 worksheets are a collection of differentiated, scaled application tasks. Each worksheet focuses on applying conjunctions into sentences. The task takes a form of a fill-in-the-blank with the options provided. One worksheet uses the conjunctions and / so. The second worksheet uses the conjunction but / because. The third worksheet includes all four conjunctions: and, so, but, because. By providing three tiered worksheets this will enable the sheets to be distributed according to ability whilst still having all pupils complete the same style of task. This way, every student has a maximised opportunity to succeed. Sentences include common phonetic words appropriate for children aged 5-7 to read mostly independently. Sentences feature content relatable to children of this age. The fourth worksheet is a colouring activity where students are asked to separate conjunctions from other words through colouring. This worksheet is designed to help children identify conjunctions from other words. Ideal for developing understanding of what sorts of words are conjunctions, before a child starts to apply these words to sentences. Worksheet pack would work well alongside the lesson on introduction to conjunctions also available from this author’s shop.

This resource provides a detailed summary of some of the key issues and debates involved in psychology. Issues and debates discussed include: nature vs nurture, free will vs determinism, holism vs reductionism, nomothetic and idiographic approaches, gender bias in psychological research, culture bias in psychological research, and ethics in psychological reearch. The document provides summary flash cards of each issue which is best used as a revision resource but could be used for teaching. The resource focuses on providing a summary of both content and evaluation of each debate/issue, with specific focus on drawing upon psychological research and studies to support each point. Document is provided in a PDF form for ease of use.

A collection of 3 worksheets on the topic of expanded vocabulary, specifically looking at alternatives words for “said” when writing speech in creative writing. The 3 worksheets are scaled to assist with differentiation and developing a range of skills. A summary of the 3 worksheets is as follows: Word Bank exercise - students are given a grid with 10 different phrases that describe how someone might speak for example: “talking loudly”, “asking a question”," addressing an audience" etc. Students are asked to complete the grid with 3 appropriate “said” words for each phrase that could be used to describe someone talking in that way. This task is to help children develop a bank of alternative words and think about appropriate context for each choice. Complete the sentence application task - students are provided with 10 sentences containing speech with the “said” word missing. Students should read the sentence and fill in the missing “said” word for each sentence. This task is ideal for students who would struggle to independently think of their own ideas for sentences whilst still allowing them opportunity to apply their alternative “said” words to the context of a sentence. Independent Sentence Writing Application - the final worksheet should challenge older learners to construct the whole sentence independently, remembering to correctly use an alternative “said” word. In this worksheet, students are provided with 5 scenarios where a conversation is taking place for example: two friends playing Minecraft together, friends organising a party etc. Students are asked to write a brief conversation that the characters might have in each of the given scenarios. This task allows students more independence to apply their knowledge of the given topic to a relevant scenario. Learning intentions are typed onto every sheet. Sheets are presented clearly and simply.

This resource is a whole lesson on the topic of creative writing and writing speech that specifically looks at expanding vocabulary use through choosing alternative words for “said”. The lesson includes a presentation that can be worked through. The presentation is highly interactive involving questions, short and long activities, games, and worked examples so that students take an active part of their learning journey and engage a range of senses and skills. The presentation is structured in 4 parts as follows: Why should we consider alternative words for said? Worked Examples Application to Sentences Activities. Worked Examples The worked examples help students create a word bank of alternatives for said that they can then use in their sentences. To help students think about alternatives for “said” the presentation discusses the impact of feelings on how a person may speak. The presentation then works through common feelings and how someone may speak with each of those feelings. Students take an active part in gathering this knowledge by being involved in class discussions which will lead to the creation of class mind maps. To accompany these class activities, the presentation goes through its own mind maps for each of the chosen feelings so that students should finish this section with a bank of words they can apply to their sentences. Application to Sentences The presentation begins by giving students a short passage of speech where “said” is used repetitively to emphasise the lack of interest and information this creates. This passage of speech is then returned to at this point in the lesson as the presentation works through swapping out all the “said” for an alternative word chosen from the previously created word bank. The presentation takes this section sentence at a time to increase accessibility. Students are encouraged to complete the task in their own books, choosing their own words, along with the presentation. The presentation gives an example at each point to help those who may lack confidence to choose independently. Activities The presentation concludes with 4 activities. Including: Word Association game Sentence building dice game Charades game Real-life applicable task involving sentence writing. Each activity looks to develop different interpersonal skills such as leadership, communication, confidence, alongside academic learning. Subtle colour, images, and animations are used throughout the presentation to aid memory and ensure the presentation is aesthetically engaging.

This resource is a whole lesson on the topic of creative writing and writing speech that specifically looks at including adverbs when writing speech to further describe how a character is speaking. The lesson includes an interactive presentation that can be worked through. The presentation is highly interactive through regular questions, short and long activities, games, and worked examples so that students take an active part of their learning journey and engage a range of senses and skills. The presentation is structured in 4 parts as follows: Why should we consider adding adverbs to our speech writing? Including a reminder of what adverbs are and how we use them. Worked Examples Application to Sentences Activities Worked Examples The worked examples help students create a word bank of adverbs that they can then use in their sentences. To help students think about appropriate adverbs and their contexts, the presentation breaks the subject down into different features of speech; taking each feature one at a time. This section is structured as follows: adverbs to describe feelings, adverbs to describe volume, adverbs to describe pace, adverbs to describe tone, adverbs relevant to the situations that someone may be speaking in, adverbs relevant to someone’s motivation for speaking. Students take an active part in gathering this knowledge by being involved in class discussions which will lead to the creation of class mind maps. To accompany these class activities, the presentation goes through its own mind maps for each of the factors so that students should finish this section with a bank of words they can apply to their sentences. Application to Sentences This section begins with a short passage of text involving a conversation between several characters containing no adverbs. The presentation then looks at the conversation a sentence at a time and shows how an appropriate adverb could be added to each sentence. The presentation takes this section sentence at a time to increase accessibility. By looking at multiple sentences, it allows for a range of adverbs to be demonstrated in appropriate contexts. Students are encouraged to complete the task in their own books, choosing their own words, along with the presentation. The presentation gives an example at each point to help those who may lack confidence to choose independently. Activities The presentation concludes with 2 activities. Including: Sentence building dice game Charades Each activity looks to develop different interpersonal skills such as leadership, communication, confidence, alongside academic learning. Subtle colour, images, and animations are used throughout the presentation to aid memory and ensure the presentation is aesthetically engaging.

A collection of four worksheets designed to consolidate student’s knowledge and help them practise using adverbs when writing speech. The four worksheets are each designed to target different skills, with each one aiming to be applicable to practical applications such as sentence writing and further learning. The four worksheets are as follows: Workbank activity - designed to help students expand their vocabulary and build up their knowledge of ambitious adverbs and the contexts they could be used. The worksheet provides students with 8 different verbs applicable to speech with space to write 3 or more adverbs that could be used in a sentence with each verb. The worksheet concludes by encouraging students to write 3 sentences of their own using the examples they have just created. Application to sentences - ideal worksheet for students who may struggle to create sentences independently. This worksheet provides students with sentences and asks them to fill in the gaps with appropriate adverbs to complete the sentences. This allows students to practise applying adverbs to real-life contexts without the need to create anything independently. Application to sentences - independent sentence writing. This worksheet is ideal for students who will benefit from the challenge of creating the whole sentence, with adverbs, independently. To help students create sentence themes, the worksheet provides 4 briefs for students to write short paragraphs of speech on. One example brief is: a conversation between a couple debating where to go on holiday. One partner wishes for a beach resort and the other wishes for a countryside, cultural trip. Cut and stick activity - more practice of choosing adverbs appropriate for different contexts. This activity is well-suited for not involving any writing. Answers provided on a separate sheet. All worksheets are structured simply with learning intentions typed at the top, clear instructions underneath, then the activities evenly and fairly spaced. Worksheet pack would work well in conjunction with the lesson on using adverbs in speech writing also available from this author’s shop, however, this is not necessary. The worksheet pack can also be used as a standalone resource.

English lesson on expanded vocabulary for students in upper primary school (Y3-6 / P4-7). Lesson follows the structure of a presentation that can be worked through. Lesson is designed to be interactive. Activities and teaching is scaffolded to support a varied range of learning needs and levels. Structure is as follows: Overview of Learning Intentions Definition of expanded vocabulary with examples Interactive activities - developing new vocabulary Application of learning to writing and sentences. Scaffolded. Activities: Thesaurus skills activity, true or false quiz, bingo. Colour and images are used throughout the lesson to aid memory and add to aesthetic value.

This resource is a whole lesson on expanded vocabulary, specifically looking at alternatives ways of describing something without using the word “very”. The lesson takes the form of a presentation which is structured into four parts: Learning intentions, key words, context Worked examples Application to sentences and writing Activities Throughout the lesson there are regular opportunities for student interaction to ensure students have an active part in their learning. Such interaction is aided in the form of questions (to which the answers are given in the presentation), scaffolded examples that the students can complete along with the presentation, and scaffolded opportunities for application. The powerpoint covers three worked examples where students where can have an active part in working through those examples along with the presentation. The lesson invites students to have a go themselves before offering suggestions and demonstrations of how an answer could be reached. Similarly, the lesson demonstrates application to sentences in a worked example that the students can try out and follow first, before encouraging more independent work at the end. Two activities are included which are designed to be real-life applicable independent tasks. Both activities target different skill sets. The first activity is a survey writing activity. The second activity looks at thesaurus skills and the use of a thesaurus to expand vocabulary. Both activities are clearly explained with examples in the lesson. Colour and images are used throughout to provide aesthetic advantages and aid memory. Slides are simply structured with animations and titles. Slides are not overloaded with information, but teaching is broken down into smaller chunks, included interactive activities throughout to help keep students engaged and enhance understanding. Lesson would work well in conjunction with the worksheet pack on “alternative ways of saying very”, also available in the shop, however, this is not necessary. The lesson involves enough content to not require additional worksheets / activities.