<p>The materials in this PDF file comprehensively cover the topic of Dissolving and are organised as follows:</p> <p>Section 1 : Solids in Water</p> <p>(i) Clozes<br /> (ii) Proformas for Recording Results during a practical<br /> (iii) Sequencing Activity before a practical<br /> (iv)DARTs – Text 1, Text 2 and Text 3:</p> <ul> <li>Generic Darts</li> <li>Comprehension questions</li> <li>Jumbled sentences</li> <li>True clozes</li> <li>Matching the beginning of sentences to ends (versions 1 and 2)</li> </ul> <p>(v) Writing Frames<br /> (vi) Clozes 2<br /> (vii) Listening and Observing Activities</p> <p>Section 2 : Mixing Liquids Together</p> <p>(I) Recording Results proformas<br /> (ii) Sequencing Activity before a practical<br /> (iii) DARTs – Text 1, Text 2 and Text 3:</p> <ul> <li>Generic Darts</li> <li>Comprehension Questions</li> <li>Matching beginnings of sentences to ends (Version 1 and 2)</li> <li>True clozes</li> </ul> <p>(iv) Writing Frames</p>

<p>These worksheets introduce students to Electrical Circuit Symbols, and provide a wide choice of resources which will offer students plenty of practice in order to become familiar with, and confident, in recognising how symbols are combined to represent electrical circuits. The worksheets also facilitate differentiation through the teacher’s choice of task.</p> <p>The PDF file is divided into three sections:</p> <p>The first section contains a set of Circuit Symbol Diagrams designed to be cut out. Students would then have a set of ‘cards’ that they could use to ‘build’ circuit diagrams by arranging the symbol cards correctly.</p> <p>The second section deals with Series Circuits. The first group of worksheets require students to draw circuit diagrams, corresponding to different pictures of circuits, which include various components; the next group of worksheets asks students to match the correct circuit diagram to its corresponding picture. Each of the worksheets have a cut-out version, and a second version where the students have to match the number of each picture to the correct circuit diagram.</p> <p>The third section deals with Parallel Circuits, and provides the same activities as the second section.</p> <p>All worksheets are suitable for projection on whiteboards, and some are ideal for lamination so that they can be re-used.</p>

<p>Food Chains and Food Webs in and around a Pond Habitat</p> <p>NB: The direction of the arrows in food chains and food webs can be difficult for students to make sense of. At KS2, food chains and food webs are described in terms of feeding relations, and it would seem to make sense for the arrows to point in the opposite direction. The reason why the arrows point from the organism that is eaten to the organism that is doing the eating is because chains and webs actually represent the transfer of energy. It is important that the students understand how the arrows should be drawn. Explanation is given in the PowerPoint Presentation.</p> <p>PowerPoint Presentation (35 slides):</p> <ul> <li>What are food chains?</li> <li>Different food chains in and around a pond habitat</li> <li>Combining the food chains into a food web</li> <li>Interactive activity to complete food chains in and around a pond habitat</li> <li>Other animals and plants in and around a pond habitat (that could also be<br /> included in the food web)</li> <li>Quiz – what are food chains?</li> <li>What are producers and consumers (definitions and examples in the context of<br /> a pond habitat)</li> <li>Producers, primary consumers, secondary consumers and tertiary consumers<br /> (definitions in the context of a pond habitat)</li> <li>Quiz- Producers and Consumers</li> <li>What are omnivores, herbivores and carnivores? Predators and Prey<br /> (definitions)</li> <li>More complex food webs in and around a pond: adding a heron to the food web;<br /> adding a perch to the food web; adding a bank vole to the food web.</li> </ul> <p>For each new animal added, there is an activity to complete food chains contained within the “new” food web.</p> <p>Worksheet/Activities (34 Activities):</p> <p>There are four food webs showing feeding relations between animals and plants in and around a pond habitat. The complexity of the food webs facilitates differentiation by task<br /> For each food web, the activities are as follows:</p> <ul> <li>reference food web</li> <li>what eats what? – fill in a table exercise</li> <li>identifying the food chains within the food web (colouring in the arrows)</li> <li>completing food chains (cut and stick)</li> <li>completing food webs (cut and stick)</li> <li>blank food webs and pictures of plants and animals to cut out</li> <li>producers and consumers: making a mobile for display</li> </ul> <p>There is a blank version of each food web and pictures of all the animals and plants that can be cut out and used to create a food web in and around a pond.</p> <p>Information Cards:</p> <p>The information cards (if cut out and laminated) are a permanent resource. A ‘set’ can be given to each group and used as a reference which will enable them to complete the blank food webs. They are particularly useful for group work – students discuss and make decisions as to which organism goes where in the food web, Each animal in and around a pond has a ‘data card’ that contains the following information:</p> <ul> <li>animal group (e.g. reptile, amphibian, mammal, insect, arachnid)</li> <li>habitat</li> <li>diet</li> <li>how the animal reproduces</li> </ul>

<p>Food Chains and Food Webs in a Seashore Habitat</p> <p>NB: The direction of the arrows in food chains and food webs can be difficult for students to make sense of. At KS2, food chains and food webs are described in terms of feeding relations, and it would seem to make sense for the arrows to point in the opposite direction. The reason why the arrows point from the organism that is eaten to the organism that is doing the eating is because chains and webs actually represent the transfer of energy. It is important that the students understand how the arrows should be drawn. Explanation is given in the PowerPoint Presentation.</p> <p>PowerPoint Presentation (33 slides):</p> <ul> <li>What are food chains?</li> <li>Different food chains in a seashore</li> <li>Combining the food chains into a food web</li> <li>Interactive activity to complete food chains in a seashore habitat</li> <li>Other animals and plants in a seashore habitat (that could also have been<br /> included in the food web)</li> <li>Quiz – what are food chains?</li> <li>What are producers and consumers (definitions and examples in the context of<br /> a seashore habitat)</li> <li>Producers, primary consumers, secondary consumers and tertiary consumers<br /> (definitions in the context of a seashore habitat)</li> <li>Quiz- Producers and Consumers</li> <li>What are omnivores, herbivores and carnivores? Predators and Prey (definitions)</li> <li>More complex food webs in a seashore:: adding a sea urchin to the food web;<br /> adding a guillemot to the food web</li> </ul> <p>For each new animal added, there is an activity to complete food chains contained within the “new” food web.</p> <p>Worksheet/Activities (26 Activities):</p> <p>There are five food webs showing feeding relations between animals and plants in a seashore habitat. The complexity of the food webs facilitates differentiation by task For each food web, the activities are as follows:</p> <ul> <li>reference food web</li> <li>what eats what? – fill in a table exercise</li> <li>identifying the food chains within the food web (colouring in the arrows)</li> <li>completing food chains (cut and stick)</li> <li>completing food webs (cut and stick)</li> <li>blank food webs and pictures of plants and animals to cut out</li> <li>producers and consumers: making a mobile for display</li> </ul> <p>There is a blank version of each food web and pictures of all the animals and plants that can be cut out and used to create a food web in a seashore habitat.</p> <p>Information Cards:</p> <p>The information cards (if cut out and laminated) are a permanent resource. A ‘set’ can be given to each group and used as a reference which will enable them to complete the blank food webs. They are particularly useful for group work – students discuss and make decisions as to which organism goes where in the food web, Each animal in a seashore has a ‘data card’ that contains the following information:</p> <ul> <li>animal group (e.g. reptile, amphibian, mammal, insect, arachnid)</li> <li>habitat</li> <li>diet</li> <li>how the animal reproduces</li> </ul>

<p>Food Chains and Food Webs in a Woodland Habitat</p> <p>NB: The direction of the arrows in food chains and food webs can be difficult for students to make sense of. At KS2, food chains and food webs are described in terms of feeding relations, and it would seem to make sense for the arrows to point in the opposite direction. The reason why the arrows point from the organism that is eaten to the organism that is doing the eating is because chains and webs actually represent the transfer of energy. It is important that the students understand how the arrows should be drawn. Explanation is given in the PowerPoint Presentation.</p> <p>PowerPoint Presentation (35 slides):</p> <ul> <li>What are food chains?</li> <li>Different food chains in a woodland</li> <li>Combining the food chains into a food web</li> <li>Interactive activity to complete food chains in a woodland</li> <li>Other animals and plants in a woodland (that could also have been included in<br /> the food web)</li> <li>Quiz – what are food chains?</li> <li>What are producers and consumers (definitions and examples in the context of<br /> a woodland habitat)</li> <li>Producers, primary consumers, secondary consumers and tertiary consumers<br /> (definitions in the context of a woodland habitat)</li> <li>Quiz- Producers and Consumers</li> <li>What are omnivores, herbivores and carnivores? Predators and Prey<br /> (definitions)</li> <li>More complex food webs in a woodland: adding a crow to the food web; adding<br /> a toad to the food web; adding an owl to the food web; and adding a badger to<br /> the food web</li> </ul> <p>For each new animal added, there is an activity to complete food chains contained within the “new” food web.</p> <p>Worksheets/Activities (34 Activities):</p> <p>There are five food webs showing feeding relations between animals and plants in a woodland habitat. The complexity of the food webs facilitates differentiation by task For each food web the activities are as follows:</p> <ul> <li>reference food web</li> <li>what eats what? – fill in a table exercise</li> <li>identifying the food chains within the food web (colouring in the arrows)</li> <li>completing food chains (cut and stick)</li> <li>completing food webs (cut and stick)</li> <li>blank food webs and pictures of plants and animals to cut out</li> <li>producers and consumers: making a mobile for display</li> </ul> <p>There is a blank version of each food web and pictures of all the animals and plants that can be cut out and used to create a food web for a woodland.</p> <p>Information Cards:</p> <p>The information cards (if cut out and laminated) are a permanent resource. A ‘set’ can be given to each group and used as a reference which will enable them to complete the blank food webs. They are particularly useful for group work – students discuss and make decisions as to which organism goes where in the food web, Each animal in a woodland habitat has a ‘data card’ that contains the following information:</p> <ul> <li>animal group (e.g. reptile, amphibian, mammal, insect, arachnid)</li> <li>habitat</li> <li>diet</li> <li>how the animal reproduces</li> </ul>

<p>Food Chains and Food Webs in the African Savannah</p> <p>NB: The direction of the arrows in food chains and food webs can be difficult for students to make sense of. At KS2, food chains and food webs are described in terms of feeding relations, and it would seem to make sense for the arrows to point in the opposite direction. The reason why the arrows point from the organism that is eaten to the organism that is doing the eating is because chains and webs actually represent the transfer of energy.<br /> It is important that the students understand how the arrows should be drawn. Explanation is given in the PowerPoint Presentation.</p> <p>PowerPoint Presentation (35 slides):</p> <ul> <li>What are food chains?</li> <li>Different food chains in an African Savannah habitat</li> <li>Combining the food chains into a food web</li> <li>Interactive activity to complete food chains in a savannah habitat</li> <li>Other animals and plants in a savannah habitat (that could have been included<br /> in the food web)</li> <li>Quiz – what are food chains?</li> <li>What are producers and consumers (definitions and examples in the context of<br /> a savannah habitat)</li> <li>Producers, primary consumers, secondary consumers and tertiary consumers<br /> (definitions in the context of a savannah habitat)</li> <li>Quiz- Producers and Consumers</li> <li>What are omnivores, herbivores and carnivores? Predators and Prey<br /> (definitions)</li> <li>More complex food webs in an African Savannah: adding a cheetah to the food<br /> web; and adding a lion to the food web</li> </ul> <p>For each new animal added, there is an activity to complete food chains contained within the “new” food web.</p> <p>Worksheet/Activities (34 Activities):</p> <p>There are five food webs showing feeding relations between animals and plants in a savannah habitat. The complexity of the food webs facilitates differentiation by task. For each food web, the activities are as follows:</p> <p>reference food web<br /> what eats what? – fill in a table exercise<br /> identifying the food chains within the food web (colouring in the arrows)<br /> completing food chains (cut and stick)<br /> completing food webs (cut and stick)<br /> blank food webs and pictures of plants and animals to cut out<br /> producers and consumers: making a mobile for display</p> <p>There is a blank version of each food web, and pictures of all the animals and plants that can be cut out and used to complete the food chains and food webs.</p> <p>Information Cards:</p> <p>The information cards (if cut out and laminated) are a permanent resource. A ‘set’ can be given to each group and used as a reference which will enable them to complete the blank food webs. They are particularly useful for group work as students can discuss and make decisions as to which organism goes where in the food web, Each animal in an African Savannah has a ‘data card’ that contains the following information:</p> <ul> <li>animal group (e.g. reptile, amphibian, mammal, insect, arachnid)</li> <li>habitat</li> <li>diet</li> <li>how the animal reproduces</li> </ul>

<p>Snakes and Ladders’ Games for Positive Behaviour Management and PHSE:<br /> with editable Target-Setting proformas in Microsoft Word.<br /> (Format: A3 COLOUR/ / A4 COLOUR / GREYSCALE)</p> <p>This game is one of a set of 11 different games, also offered in the Shop as “a bundle”.</p> <p>Each game is designed in the familiar format of a “snakes and ladders” game but the squares also have descriptions of situations and behaviours which typically occur in all classrooms and playgrounds. The ladders’ squares describe positive behaviours, and the snakes’ squares have descriptions of behaviours which negatively affect learning and relationships. The titles of the full set are listed below:</p> <p>How do you deal with angry feelings?<br /> What is “Bullying”?<br /> Bullying - How do you deal with it?<br /> Are you a good friend?<br /> How do you behave in class?<br /> Do you follow the School’s Code of Conduct?<br /> Do you look after your environment?<br /> Do you work well in a group?<br /> Are you well-organised for the school day?<br /> How should you behave on a school trip?<br /> Do you try to work hard at school?</p> <p>The games have been successful as a springboard for target-setting at KS2 and the early years of KS3. When laminated, they provide a permanent resource for your class and for future year groups. The statements in the games promote discussion which facilitates a focussed but non-judgemental approach to target-setting.</p> <p>The teacher/mentor chooses one or more of the games relating to difficulties that are pertinent to an individual or group. The student/s agree on the targets that they are confident to be able to achieve. The games which focus on friendship, anger management and bullying have also proven useful following incidents of conflict between individuals.</p> <p>The class plays a game, or different games, in pairs. If they play different games, the pairs can rotate and move on to another game. The teacher calls the class together for discussion with the most important targets agreed upon. Games can be chosen according to issues that need to be addressed. We have included editable Target Charts for whole class/groups and individuals., where teacher or students can type in the agreed targets which are ideally expressed in positive language.</p> <p>NB: The teacher MUST establish a rule at the beginning that no-one’s name should be mentioned when discussing behaviours. Their contributions can be written by the teacher on the “board” using the template provided in the worksheet section.<br /> We have provided examples of responses you might expect.</p> <p>We have also provided a worksheet which students could complete at home, or in a small group, where they have privacy to write their responses. Again, the “No Names” rule should apply. The teacher can then review these statements, see which issues are identified by the majority of students, and then establish whole class targets.</p> <p>The games have also been successful in lunch-time Games Clubs., and in “workshop” settings as part of a day focussing on Bullying and Friendship.</p>

<p>Snakes and Ladders’ Games for Positive Behaviour Management and PHSE:<br /> with editable Target-Setting proformas in Microsoft Word.<br /> (Format: A3 COLOUR/ / A4 COLOUR / GREYSCALE)</p> <p>This game is one of a set of 11 different games, also offered in the Shop as “a bundle”.</p> <p>Each game is designed in the familiar format of a “snakes and ladders” game but the squares also have descriptions of situations and behaviours which typically occur in all classrooms and playgrounds. The ladders’ squares describe positive behaviours, and the snakes’ squares have descriptions of behaviours which negatively affect learning and relationships. The titles of the full set are listed below:</p> <p>How do you deal with angry feelings?<br /> What is “Bullying”?<br /> Bullying - How do you deal with it?<br /> Are you a good friend?<br /> How do you behave in class?<br /> Do you follow the School’s Code of Conduct?<br /> Do you look after your environment?<br /> Do you work well in a group?<br /> Are you well-organised for the school day?<br /> How should you behave on a school trip?<br /> Do you try to work hard at school?</p> <p>The games have been successful as a springboard for target-setting at KS2 and the early years of KS3. When laminated, they provide a permanent resource for your class and for future year groups. The statements in the games promote discussion which facilitates a focussed but non-judgemental approach to target-setting.</p> <p>The teacher/mentor chooses one or more of the games relating to difficulties that are pertinent to an individual or group. The student/s agree on the targets that they are confident to be able to achieve. The games which focus on friendship, anger management and bullying have also proven useful following incidents of conflict between individuals.</p> <p>The class plays a game, or different games, in pairs. If they play different games, the pairs can rotate and move on to another game. The teacher calls the class together for discussion with the most important targets agreed upon. Games can be chosen according to issues that need to be addressed. We have included editable Target Charts for whole class/groups and individuals., where teacher or students can type in the agreed targets which are ideally expressed in positive language.</p> <p>NB: The teacher MUST establish a rule at the beginning that no-one’s name should be mentioned when discussing behaviours. Their contributions can be written by the teacher on the “board” using the template provided in the worksheet section.<br /> We have provided examples of responses you might expect.</p> <p>We have also provided a worksheet which students could complete at home, or in a small group, where they have privacy to write their responses. Again, the “No Names” rule should apply. The teacher can then review these statements, see which issues are identified by the majority of students, and then establish whole class targets.</p> <p>The games have also been successful in lunch-time Games Clubs., and in “workshop” settings as part of a day focussing on Bullying and Friendship.</p>

<p>Snakes and Ladders’ Games for Positive Behaviour Management and PHSE:<br /> with editable Target-Setting proformas in Microsoft Word.<br /> (Format: A3 COLOUR/ / A4 COLOUR / GREYSCALE)</p> <p>This game is one of a set of 11 different games, also offered in the Shop as “a bundle”.</p> <p>Each game is designed in the familiar format of a “snakes and ladders” game but the squares also have descriptions of situations and behaviours which typically occur in all classrooms and playgrounds. The ladders’ squares describe positive behaviours, and the snakes’ squares have descriptions of behaviours which negatively affect learning and relationships. The titles of the full set are listed below:</p> <p>How do you deal with angry feelings?<br /> What is “Bullying”?<br /> Bullying - How do you deal with it?<br /> Are you a good friend?<br /> How do you behave in class?<br /> Do you follow the School’s Code of Conduct?<br /> Do you look after your environment?<br /> Do you work well in a group?<br /> Are you well-organised for the school day?<br /> How should you behave on a school trip?<br /> Do you try to work hard at school?</p> <p>The games have been successful as a springboard for target-setting at KS2 and the early years of KS3. When laminated, they provide a permanent resource for your class and for future year groups. The statements in the games promote discussion which facilitates a focussed but non-judgemental approach to target-setting.</p> <p>The teacher/mentor chooses one or more of the games relating to difficulties that are pertinent to an individual or group. The student/s agree on the targets that they are confident to be able to achieve. The games which focus on friendship, anger management and bullying have also proven useful following incidents of conflict between individuals.</p> <p>The class plays a game, or different games, in pairs. If they play different games, the pairs can rotate and move on to another game. The teacher calls the class together for discussion with the most important targets agreed upon. Games can be chosen according to issues that need to be addressed. We have included editable Target Charts for whole class/groups and individuals., where teacher or students can type in the agreed targets which are ideally expressed in positive language.</p> <p>NB: The teacher MUST establish a rule at the beginning that no-one’s name should be mentioned when discussing behaviours. Their contributions can be written by the teacher on the “board” using the template provided in the worksheet section.<br /> We have provided examples of responses you might expect.</p> <p>We have also provided a worksheet which students could complete at home, or in a small group, where they have privacy to write their responses. Again, the “No Names” rule should apply. The teacher can then review these statements, see which issues are identified by the majority of students, and then establish whole class targets.</p> <p>The games have also been successful in lunch-time Games Clubs., and in “workshop” settings as part of a day focussing on Bullying and Friendship.</p>

<p>Snakes and Ladders’ Games for Positive Behaviour Management and PHSE:<br /> with editable Target-Setting proformas in Microsoft Word.<br /> (Format: A3 COLOUR/ / A4 COLOUR / GREYSCALE)</p> <p>This game is one of a set of 11 different games, also offered in the Shop as “a bundle”.</p> <p>Each game is designed in the familiar format of a “snakes and ladders” game but the squares also have descriptions of situations and behaviours which typically occur in all classrooms and playgrounds. The ladders’ squares describe positive behaviours, and the snakes’ squares have descriptions of behaviours which negatively affect learning and relationships. The titles of the full set are listed below:</p> <p>How do you deal with angry feelings?<br /> What is “Bullying”?<br /> Bullying - How do you deal with it?<br /> Are you a good friend?<br /> How do you behave in class?<br /> Do you follow the School’s Code of Conduct?<br /> Do you look after your environment?<br /> Do you work well in a group?<br /> Are you well-organised for the school day?<br /> How should you behave on a school trip?<br /> Do you try to work hard at school?</p> <p>The games have been successful as a springboard for target-setting at KS2 and the early years of KS3. When laminated, they provide a permanent resource for your class and for future year groups. The statements in the games promote discussion which facilitates a focussed but non-judgemental approach to target-setting.</p> <p>The teacher/mentor chooses one or more of the games relating to difficulties that are pertinent to an individual or group. The student/s agree on the targets that they are confident to be able to achieve. The games which focus on friendship, anger management and bullying have also proven useful following incidents of conflict between individuals.</p> <p>The class plays a game, or different games, in pairs. If they play different games, the pairs can rotate and move on to another game. The teacher calls the class together for discussion with the most important targets agreed upon. Games can be chosen according to issues that need to be addressed. We have included editable Target Charts for whole class/groups and individuals., where teacher or students can type in the agreed targets which are ideally expressed in positive language.</p> <p>NB: The teacher MUST establish a rule at the beginning that no-one’s name should be mentioned when discussing behaviours. Their contributions can be written by the teacher on the “board” using the template provided in the worksheet section.<br /> We have provided examples of responses you might expect.</p> <p>We have also provided a worksheet which students could complete at home, or in a small group, where they have privacy to write their responses. Again, the “No Names” rule should apply. The teacher can then review these statements, see which issues are identified by the majority of students, and then establish whole class targets.</p> <p>The games have also been successful in lunch-time Games Clubs., and in “workshop” settings as part of a day focussing on Bullying and Friendship.</p>

<p>Snakes and Ladders’ Games for Positive Behaviour Management and PHSE:<br /> with editable Target-Setting proformas in Microsoft Word.<br /> (Format: A3 COLOUR/ / A4 COLOUR / GREYSCALE)</p> <p>This game is one of a set of 11 different games, also offered in the Shop as “a bundle”.</p> <p>Each game is designed in the familiar format of a “snakes and ladders” game but the squares also have descriptions of situations and behaviours which typically occur in all classrooms and playgrounds. The ladders’ squares describe positive behaviours, and the snakes’ squares have descriptions of behaviours which negatively affect learning and relationships. The titles of the full set are listed below:</p> <p>How do you deal with angry feelings?<br /> What is “Bullying”?<br /> Bullying - How do you deal with it?<br /> Are you a good friend?<br /> How do you behave in class?<br /> Do you follow the School’s Code of Conduct?<br /> Do you look after your environment?<br /> Do you work well in a group?<br /> Are you well-organised for the school day?<br /> How should you behave on a school trip?<br /> Do you try to work hard at school?</p> <p>The games have been successful as a springboard for target-setting at KS2 and the early years of KS3. When laminated, they provide a permanent resource for your class and for future year groups. The statements in the games promote discussion which facilitates a focussed but non-judgemental approach to target-setting.</p> <p>The teacher/mentor chooses one or more of the games relating to difficulties that are pertinent to an individual or group. The student/s agree on the targets that they are confident to be able to achieve. The games which focus on friendship, anger management and bullying have also proven useful following incidents of conflict between individuals.</p> <p>The class plays a game, or different games, in pairs. If they play different games, the pairs can rotate and move on to another game. The teacher calls the class together for discussion with the most important targets agreed upon. Games can be chosen according to issues that need to be addressed. We have included editable Target Charts for whole class/groups and individuals., where teacher or students can type in the agreed targets which are ideally expressed in positive language.</p> <p>NB: The teacher MUST establish a rule at the beginning that no-one’s name should be mentioned when discussing behaviours. Their contributions can be written by the teacher on the “board” using the template provided in the worksheet section.<br /> We have provided examples of responses you might expect.</p> <p>We have also provided a worksheet which students could complete at home, or in a small group, where they have privacy to write their responses. Again, the “No Names” rule should apply. The teacher can then review these statements, see which issues are identified by the majority of students, and then establish whole class targets.</p> <p>The games have also been successful in lunch-time Games Clubs., and in “workshop” settings as part of a day focussing on Bullying and Friendship.</p>

<p>Snakes and Ladders’ Games for Positive Behaviour Management and PHSE:<br /> with editable Target-Setting proformas in Microsoft Word.<br /> (Format: A3 COLOUR/ / A4 COLOUR / GREYSCALE)</p> <p>This game is one of a set of 11 different games, also offered in the Shop as “a bundle”.</p> <p>Each game is designed in the familiar format of a “snakes and ladders” game but the squares also have descriptions of situations and behaviours which typically occur in all classrooms and playgrounds. The ladders’ squares describe positive behaviours, and the snakes’ squares have descriptions of behaviours which negatively affect learning and relationships. The titles of the full set are listed below:</p> <p>How do you deal with angry feelings?<br /> What is “Bullying”?<br /> Bullying - How do you deal with it?<br /> Are you a good friend?<br /> How do you behave in class?<br /> Do you follow the School’s Code of Conduct?<br /> Do you look after your environment?<br /> Do you work well in a group?<br /> Are you well-organised for the school day?<br /> How should you behave on a school trip?<br /> Do you try to work hard at school?</p> <p>The games have been successful as a springboard for target-setting at KS2 and the early years of KS3. When laminated, they provide a permanent resource for your class and for future year groups. The statements in the games promote discussion which facilitates a focussed but non-judgemental approach to target-setting.</p> <p>The teacher/mentor chooses one or more of the games relating to difficulties that are pertinent to an individual or group. The student/s agree on the targets that they are confident to be able to achieve. The games which focus on friendship, anger management and bullying have also proven useful following incidents of conflict between individuals.</p> <p>The class plays a game, or different games, in pairs. If they play different games, the pairs can rotate and move on to another game. The teacher calls the class together for discussion with the most important targets agreed upon. Games can be chosen according to issues that need to be addressed. We have included editable Target Charts for whole class/groups and individuals., where teacher or students can type in the agreed targets which are ideally expressed in positive language.</p> <p>NB: The teacher MUST establish a rule at the beginning that no-one’s name should be mentioned when discussing behaviours. Their contributions can be written by the teacher on the “board” using the template provided in the worksheet section.<br /> We have provided examples of responses you might expect.</p> <p>We have also provided a worksheet which students could complete at home, or in a small group, where they have privacy to write their responses. Again, the “No Names” rule should apply. The teacher can then review these statements, see which issues are identified by the majority of students, and then establish whole class targets.</p> <p>The games have also been successful in lunch-time Games Clubs., and in “workshop” settings as part of a day focussing on Bullying and Friendship.</p>

<p>Snakes and Ladders’ Games for Positive Behaviour Management and PHSE:<br /> with editable Target-Setting proformas in Microsoft Word.<br /> (Format: A3 COLOUR/ / A4 COLOUR / GREYSCALE)</p> <p>This game is one of a set of 11 different games, also offered in the Shop as “a bundle”.</p> <p>Each game is designed in the familiar format of a “snakes and ladders” game but the squares also have descriptions of situations and behaviours which typically occur in all classrooms and playgrounds. The ladders’ squares describe positive behaviours, and the snakes’ squares have descriptions of behaviours which negatively affect learning and relationships. The titles of the full set are listed below:</p> <p>How do you deal with angry feelings?<br /> What is “Bullying”?<br /> Bullying - How do you deal with it?<br /> Are you a good friend?<br /> How do you behave in class?<br /> Do you follow the School’s Code of Conduct?<br /> Do you look after your environment?<br /> Do you work well in a group?<br /> Are you well-organised for the school day?<br /> How should you behave on a school trip?<br /> Do you try to work hard at school?</p> <p>The games have been successful as a springboard for target-setting at KS2 and the early years of KS3. When laminated, they provide a permanent resource for your class and for future year groups. The statements in the games promote discussion which facilitates a focussed but non-judgemental approach to target-setting.</p> <p>The teacher/mentor chooses one or more of the games relating to difficulties that are pertinent to an individual or group. The student/s agree on the targets that they are confident to be able to achieve. The games which focus on friendship, anger management and bullying have also proven useful following incidents of conflict between individuals.</p> <p>The class plays a game, or different games, in pairs. If they play different games, the pairs can rotate and move on to another game. The teacher calls the class together for discussion with the most important targets agreed upon. Games can be chosen according to issues that need to be addressed. We have included editable Target Charts for whole class/groups and individuals., where teacher or students can type in the agreed targets which are ideally expressed in positive language.</p> <p>NB: The teacher MUST establish a rule at the beginning that no-one’s name should be mentioned when discussing behaviours. Their contributions can be written by the teacher on the “board” using the template provided in the worksheet section.<br /> We have provided examples of responses you might expect.</p> <p>We have also provided a worksheet which students could complete at home, or in a small group, where they have privacy to write their responses. Again, the “No Names” rule should apply. The teacher can then review these statements, see which issues are identified by the majority of students, and then establish whole class targets.</p> <p>The games have also been successful in lunch-time Games Clubs., and in “workshop” settings as part of a day focussing on Bullying and Friendship.</p>

<p>Snakes and Ladders’ Games for Positive Behaviour Management and PHSE:<br /> with editable Target-Setting proformas in Microsoft Word.<br /> (Format: A3 COLOUR/ / A4 COLOUR / GREYSCALE)</p> <p>This game is one of a set of 11 different games, also offered in the Shop as “a bundle”.</p> <p>Each game is designed in the familiar format of a “snakes and ladders” game but the squares also have descriptions of situations and behaviours which typically occur in all classrooms and playgrounds. The ladders’ squares describe positive behaviours, and the snakes’ squares have descriptions of behaviours which negatively affect learning and relationships. The titles of the full set are listed below:</p> <p>How do you deal with angry feelings?<br /> What is “Bullying”?<br /> Bullying - How do you deal with it?<br /> Are you a good friend?<br /> How do you behave in class?<br /> Do you follow the School’s Code of Conduct?<br /> Do you look after your environment?<br /> Do you work well in a group?<br /> Are you well-organised for the school day?<br /> How should you behave on a school trip?<br /> Do you try to work hard at school?</p> <p>The games have been successful as a springboard for target-setting at KS2 and the early years of KS3. When laminated, they provide a permanent resource for your class and for future year groups. The statements in the games promote discussion which facilitates a focussed but non-judgemental approach to target-setting.</p> <p>The teacher/mentor chooses one or more of the games relating to difficulties that are pertinent to an individual or group. The student/s agree on the targets that they are confident to be able to achieve. The games which focus on friendship, anger management and bullying have also proven useful following incidents of conflict between individuals.</p> <p>The class plays a game, or different games, in pairs. If they play different games, the pairs can rotate and move on to another game. The teacher calls the class together for discussion with the most important targets agreed upon. Games can be chosen according to issues that need to be addressed. We have included editable Target Charts for whole class/groups and individuals., where teacher or students can type in the agreed targets which are ideally expressed in positive language.</p> <p>NB: The teacher MUST establish a rule at the beginning that no-one’s name should be mentioned when discussing behaviours. Their contributions can be written by the teacher on the “board” using the template provided in the worksheet section.<br /> We have provided examples of responses you might expect.</p> <p>We have also provided a worksheet which students could complete at home, or in a small group, where they have privacy to write their responses. Again, the “No Names” rule should apply. The teacher can then review these statements, see which issues are identified by the majority of students, and then establish whole class targets.</p> <p>The games have also been successful in lunch-time Games Clubs., and in “workshop” settings as part of a day focussing on Bullying and Friendship.</p>

<p>Snakes and Ladders’ Games for Positive Behaviour Management and PHSE:<br /> with editable Target-Setting proformas in Microsoft Word.<br /> (Format: A3 COLOUR/ / A4 COLOUR / GREYSCALE)</p> <p>This game is one of a set of 11 different games, also offered in the Shop as “a bundle”.</p> <p>Each game is designed in the familiar format of a “snakes and ladders” game but the squares also have descriptions of situations and behaviours which typically occur in all classrooms and playgrounds. The ladders’ squares describe positive behaviours, and the snakes’ squares have descriptions of behaviours which negatively affect learning and relationships. The titles of the full set are listed below:</p> <p>How do you deal with angry feelings?<br /> What is “Bullying”?<br /> Bullying - How do you deal with it?<br /> Are you a good friend?<br /> How do you behave in class?<br /> Do you follow the School’s Code of Conduct?<br /> Do you look after your environment?<br /> Do you work well in a group?<br /> Are you well-organised for the school day?<br /> How should you behave on a school trip?<br /> Do you try to work hard at school?</p> <p>The games have been successful as a springboard for target-setting at KS2 and the early years of KS3. When laminated, they provide a permanent resource for your class and for future year groups. The statements in the games promote discussion which facilitates a focussed but non-judgemental approach to target-setting.</p> <p>The teacher/mentor chooses one or more of the games relating to difficulties that are pertinent to an individual or group. The student/s agree on the targets that they are confident to be able to achieve. The games which focus on friendship, anger management and bullying have also proven useful following incidents of conflict between individuals.</p> <p>The class plays a game, or different games, in pairs. If they play different games, the pairs can rotate and move on to another game. The teacher calls the class together for discussion with the most important targets agreed upon. Games can be chosen according to issues that need to be addressed. We have included editable Target Charts for whole class/groups and individuals., where teacher or students can type in the agreed targets which are ideally expressed in positive language.</p> <p>NB: The teacher MUST establish a rule at the beginning that no-one’s name should be mentioned when discussing behaviours. Their contributions can be written by the teacher on the “board” using the template provided in the worksheet section.<br /> We have provided examples of responses you might expect.</p> <p>We have also provided a worksheet which students could complete at home, or in a small group, where they have privacy to write their responses. Again, the “No Names” rule should apply. The teacher can then review these statements, see which issues are identified by the majority of students, and then establish whole class targets.</p> <p>The games have also been successful in lunch-time Games Clubs., and in “workshop” settings as part of a day focussing on Bullying and Friendship.</p>

<p>Snakes and Ladders’ Games for Positive Behaviour Management and PHSE:<br /> with editable Target-Setting proformas in Microsoft Word.<br /> (Format: A3 COLOUR/ / A4 COLOUR / GREYSCALE)</p> <p>This game is one of a set of 11 different games, also offered in the Shop as “a bundle”.</p> <p>Each game is designed in the familiar format of a “snakes and ladders” game but the squares also have descriptions of situations and behaviours which typically occur in all classrooms and playgrounds. The ladders’ squares describe positive behaviours, and the snakes’ squares have descriptions of behaviours which negatively affect learning and relationships. The titles of the full set are listed below:</p> <p>How do you deal with angry feelings?<br /> What is “Bullying”?<br /> Bullying - How do you deal with it?<br /> Are you a good friend?<br /> How do you behave in class?<br /> Do you follow the School’s Code of Conduct?<br /> Do you look after your environment?<br /> Do you work well in a group?<br /> Are you well-organised for the school day?<br /> How should you behave on a school trip?<br /> Do you try to work hard at school?</p> <p>The games have been successful as a springboard for target-setting at KS2 and the early years of KS3. When laminated, they provide a permanent resource for your class and for future year groups. The statements in the games promote discussion which facilitates a focussed but non-judgemental approach to target-setting.</p> <p>The teacher/mentor chooses one or more of the games relating to difficulties that are pertinent to an individual or group. The student/s agree on the targets that they are confident to be able to achieve. The games which focus on friendship, anger management and bullying have also proven useful following incidents of conflict between individuals.</p> <p>The class plays a game, or different games, in pairs. If they play different games, the pairs can rotate and move on to another game. The teacher calls the class together for discussion with the most important targets agreed upon. Games can be chosen according to issues that need to be addressed. We have included editable Target Charts for whole class/groups and individuals., where teacher or students can type in the agreed targets which are ideally expressed in positive language.</p> <p>NB: The teacher MUST establish a rule at the beginning that no-one’s name should be mentioned when discussing behaviours. Their contributions can be written by the teacher on the “board” using the template provided in the worksheet section.<br /> We have provided examples of responses you might expect.</p> <p>We have also provided a worksheet which students could complete at home, or in a small group, where they have privacy to write their responses. Again, the “No Names” rule should apply. The teacher can then review these statements, see which issues are identified by the majority of students, and then establish whole class targets.</p> <p>The games have also been successful in lunch-time Games Clubs., and in “workshop” settings as part of a day focussing on Bullying and Friendship.</p>

<p>Snakes and Ladders’ Games for Positive Behaviour Management and PHSE:<br /> with editable Target-Setting proformas in Microsoft Word.<br /> (Format: A3 COLOUR/ / A4 COLOUR / GREYSCALE)</p> <p>This game is one of a set of 11 different games, also offered in the Shop as “a bundle”.</p> <p>Each game is designed in the familiar format of a “snakes and ladders” game but the squares also have descriptions of situations and behaviours which typically occur in all classrooms and playgrounds. The ladders’ squares describe positive behaviours, and the snakes’ squares have descriptions of behaviours which negatively affect learning and relationships. The titles of the full set are listed below:</p> <p>How do you deal with angry feelings?<br /> What is “Bullying”?<br /> Bullying - How do you deal with it?<br /> Are you a good friend?<br /> How do you behave in class?<br /> Do you follow the School’s Code of Conduct?<br /> Do you look after your environment?<br /> Do you work well in a group?<br /> Are you well-organised for the school day?<br /> How should you behave on a school trip?<br /> Do you try to work hard at school?</p> <p>The games have been successful as a springboard for target-setting at KS2 and the early years of KS3. When laminated, they provide a permanent resource for your class and for future year groups. The statements in the games promote discussion which facilitates a focussed but non-judgemental approach to target-setting.</p> <p>The teacher/mentor chooses one or more of the games relating to difficulties that are pertinent to an individual or group. The student/s agree on the targets that they are confident to be able to achieve. The games which focus on friendship, anger management and bullying have also proven useful following incidents of conflict between individuals.</p> <p>The class plays a game, or different games, in pairs. If they play different games, the pairs can rotate and move on to another game. The teacher calls the class together for discussion with the most important targets agreed upon. Games can be chosen according to issues that need to be addressed. We have included editable Target Charts for whole class/groups and individuals., where teacher or students can type in the agreed targets which are ideally expressed in positive language.</p> <p>NB: The teacher MUST establish a rule at the beginning that no-one’s name should be mentioned when discussing behaviours. Their contributions can be written by the teacher on the “board” using the template provided in the worksheet section.<br /> We have provided examples of responses you might expect.</p> <p>We have also provided a worksheet which students could complete at home, or in a small group, where they have privacy to write their responses. Again, the “No Names” rule should apply. The teacher can then review these statements, see which issues are identified by the majority of students, and then establish whole class targets.</p> <p>The games have also been successful in lunch-time Games Clubs., and in “workshop” settings as part of a day focussing on Bullying and Friendship.</p>

<p>The materials in this PDF file support the practical activity of making a filter bed, and are organised as follows:</p> <p>Making a Filter Bed</p> <p>(i) Sequencing Activity before a practical (3 versions)</p> <p>(ii) DARTs – Text1, Text2 and Text3:</p> <p>Generic Darts<br /> Comprehension questions<br /> Labelling a finished filter bed<br /> Completing a flow chart which explains how the filter bed works<br /> Matching the beginnings of sentences to their endings (2 versions)<br /> True Clozes</p> <p>(iii) Clozes (Filling in the missing words {6 Versions})</p> <p>(iv) Writing Frames (5 versions)</p> <p>About us:<br /> We are two experienced teachers: a Science teacher, and an English teacher who also has many years of experience in SEN and Behaviour Support Services. We have worked for many years in both primary and secondary schools, mainly in London (UK).</p>