I hand out my contract to pupils in the first week of having a new class. They then write their own. We discuss the ins and outs of this, specifically thinking about WHY we have certain rules. I laminate theirs and mine and put them on the wall to be referred to whenever one of us steps out of line! There’s also a planning frame for poor writers.

I used this with particular autistic children that struggle to explain in words what they are feeling and why they are feeling this way - e.g. after an argument on the playground. They can write down what happened and you can give them house points as an incentive for telling you how they feel.

I developed this when working with a year 5 class, as I felt communication between school and home wasn’t good. Pupils filled this in on thursday, I checked it on friday and added any comments if necessary (usually not) and then pupils took this home on fridays for their parents. Logs then came back to me on monday and I could then deal with any issues the parents have. The aim is to improve school-home relations. Suitable for KS2 students.

This is the plan - with extra cast sheet, resources list and invites - for a Roman Castleford assembly. It lasted about 15 minutes, and the kids absolutely loved it. The bits about castleford could easily be adapted so that you keep the rest about Roman britain and change it to suit your local area.

Here are 10 different teamwork-based scenarios which pupils (preferably in teams) can discuss, before teamwork gets underway. Each group is given a specific problem and has to discuss together how they would resolve the situation and encourage the team to work together. They then feedback and we discuss as a class. If I have time and students are keen to add some drama, I’ll ask them to act our their scenario and resolution as a role play. As a teacher of life-skills, I saw teamwork as a discreet skill-based subject, as well as linking this in throughout other subject areas. These scenarios are based on the situations that just seemed to happen again and again. I find it extremely useful to use something like this BEFORE teamwork begins - things seem to run a lot more smoothly afterwards. Inevitably, you may still have some problems within groups, but you can refer back to these scenarios and how the class chose to solve problems. I’ve also thrown in a ‘Top Ten Teamwork Tips’ sheet, which students can use alongside this activity and keep in sight to support any partner/group based task. For strategic advice, ideas, lesson plans related to Inclusive Teamwork - ideas that fit nicely with this discussion-based task, go to https://skillswithfrills.com/wp-content/uploads/2018/04/Published-Optimus-magazine-pull-out-Inclusive-Teamwork.pdf for my 4-page pullout in Optimus Educations’ ‘Special Children’ magazine.

This is a lesson that I created for all year 7 teachers upon our first meeting with students - it’s a great project to try out with KS2 or KS3 pupils. It will help you to really see who they are, how they think, what their team skills and confidence are like, across different subjects. In a nutshell: there’s a mix of speaking and listening tasks, amidst the introduction of P.M.I (plus, minus and interesting.) At the beginning of the lesson, we model a task, via the example: ‘what if money grew up on trees?’ - Pupils have to really consider the realistic positive, negative and interesting outcomes. This isn’t so much about getting the ‘right’ answers (though one laptop or ipad per group will certainly help with research), but more about engaging students in thought-provoking, curiosity-based discussion. The P.M.I topics here bring up some really interesting ideas and debate, whilst students develop their teamwork, research and presentation skills too. Included here is: ppt. slides for the full lesson, slides to hand out to groups (different scenarios for each group), a blank P.M.I grid to support note-taking and group research/ideas, an assessment grid to judge presentations and a full walkthrough of the lesson.