Most resources I develop are geared towards GCSE 2016-18 (AQA and Edexcel) curriculum and are practical solutions to classroom teaching. I keep most of these black and white for simple/cost-effective print.
I read each novel/play/poem and break down into manageable parts.
I find this most effective within classrooms where students require chunks of information they can order, in sequence. The 'study-packs' I create can apply to any book/play/poem and provide visual tools for memory recall.
Most resources I develop are geared towards GCSE 2016-18 (AQA and Edexcel) curriculum and are practical solutions to classroom teaching. I keep most of these black and white for simple/cost-effective print.
I read each novel/play/poem and break down into manageable parts.
I find this most effective within classrooms where students require chunks of information they can order, in sequence. The 'study-packs' I create can apply to any book/play/poem and provide visual tools for memory recall.
A Student-Teacher 13-page booklet with a wide variety of questions and tasks relating to the text that really test the student ability to recall and interpret key meanings and terminology. This resource works through the book in order of the chapters and could very much be used across a whole term, or as a revision guide for students to take home. Includes: Grammar, Punctuation, Writing Techniques, Lists, Timelines, On-Line Research.
The strength of this tool is that, once completed, it provides the student with a detailed 'visual' map of the entire book, i.e. most useful for GCSE examination 'recall' purposes. It also provides the English Teacher with a 'very' clear understanding of the learner's level of understanding.
Resource can be used as a natural progression tool towards students reading or watching the play and responding to AO4, i.e. typical teenage behaviour; how Stephen's presents Christopher in the play; how characters deal with loneliness; how characters are presented.
This is SUCH an amazing book on so many levels.
NUTRITION PROJECT: Since childhood you have consumed foods that were initially prepared for you. Now that you are developing, you are becoming responsible for making your own choices. These ‘nutrition-options’ will be carried in to adulthood, where a whole range of diseases and disorders await you, each one of these with direct and scientifically-proven links to your diet. By enhancing your awareness of certain foods and gaining an understanding as to how these items are created, marketed and make their way in to your fridge, your cupboards and on to your plate, you can improve your chances of reducing and even eradicating certain ailments associated with the consumption of the ‘wrong’ types of foods. This project will put YOU in the driving seat. Your destination, is an improved sense of well being.
A resource used in English to encourage the Learner to describe their own evidence of meeting outcomes in Reading, Writing, Analysing, Interpreting, Extrapolating, Discussing, Researching, Opinion-Sharing, Evaluating. The student level is measured using the Green, Amber, Red, with emphasis on the 'learner&' completing their own chart and gaining writing/typing/ICT skills as a result.
Developed in classroom practice by Tor Alexander Bruce.
The resource document contains a table of terminology and listed explanations of 20 key performance types including: Abstract; Mantle of the Expert; Narration; Still-Image and Thought-Tracking, breaking down the criteria into manageable chunks/with space for student/teacher notes.
Could be used as part of a discussion/team-building exercise or as an addition to a Lesson Plan. Developed working with students studying this subject in 2015.
Designed and developed in classroom settings by Tor Alexander Bruce.
A resource developed to allow for greater student involvement in the assessment process via the monitoring and mapping of their own understanding and experience of key terminology and research pathways in English Reading, Writing, Speaking, Listening, Presenting, Debating and Performing.
Resource used in training of Teaching Assistants/Teachers to prepare for Ofsted inspections.
Created in line with two inspections via a local authority and was very well received by teachers in training and the Ofsted inspector.
As a learning tool it assists with overall classroom awareness/knowledge of 'what the teacher prepares for' throughout the course of each working day and leading to an inspection.
Resource was supported by the local authorities own paperwork and the student TA's graded their own lessons in accordance to these guidelines.
Recommended to create combined awareness of the types of items each Ofsted inspection will cover.
See Of(in)ste(a)d resource by same author for a complimentary tool to add to this resource.
A study document highlighting a range of innovative techniques and classroom additions/resources used in what could become an 'alternative' inspection focus within classroom settings. There are 34 Performance Indicators linked to a learner-focussed environment and linked to a range of items including: Emotional Intelligence; Zero Isolation; Healthy Students; Environmental Awareness and Child Abuse (Confidence in Reporting).
This resource was designed in line with discussions had with a range of inspectors across a variety of education settings, from Primary to Secondary, SEN, Post-16 and in community-based training settings. The comments as feedback on the resource from inspectors was 'excellent'.
A Timeline constructed by Tor Alexander Bruce over several months from research via Books, Websites, Discussions, Library visits and DVD-viewing. The resource is a multi-page Excel-spread sheet, stemming from what we currently regard as the birth of the Universe, through each stage of the evolution of the picture we regard as the natural world, through to educated-views of where our human desire to exhaust all natural resources may lead us and the co-inhabitants of Earth.
The document was originally compiled as a War-Chart, to highlight the varying stages of man's inhumanity to man, but the research led to documenting everything from archaeological discoveries resulting in greater knowledge of human development, to detailed information relating to prehistoric-earth; world leadership through the ages and facts relating to the resources that have allowed the human species to develop in the way they have.
A resource developed by Teacher and Documentary Filmmaker Tor Alexander Bruce based on an original film created over a period of four years using a £40 mini-DV camera. The resource includes the original documentary cover with some insightful questions linking to what could be an individual, class or a whole year project, as the subject matter of the film is applicable to a wide audience.
A resource developed by Tor Alexander Bruce for student reading/classroom discussion (KS4) in relation to Written and Practical GCSE Drama. The document contains a table of terminology and listed explanations of 20 key performance types including: Abstract; Mantle of the Expert; Narration;
Still-Image and Thought-Tracking, breaking down the criteria into manageable chunks/with a space for student/teacher notes. Could be used as part of a discussion/team-building exercise or as an addition to a Lesson Plan. Developed working with students studying this subject in 2014.
A poster intended for those who show the will to learn and develop themselves further. A motivational resource/poster/tool to inspire. Used by Tor Alexander Bruce within classrooms, training environments, business leadership programmes and in parallel with LEAD YOUR LIFE and other tools forming a pack of more than 50 resources.
Motivational poster for teachers/individuals. Can also be used as a study piece for English with questions based around the Author and general message from the piece.
A piece of writing with added questions describing a School Reunion with the author of the piece reflecting on the lives of two students, Anthony and Gin.
A journey through France becomes a study text (Reading)when the student reads the information of a real-life journey and then plots their own trip, using a budget (Numeracy) of £600.
The text is accompanied by a question sheet with the students then planning the resources (Life-Skills) and items required to successfully complete their treck.
Can be used as an inspiration tool for students to plan their own wild camping, within France or (Geography) in any country.
Written by Tor Alexander Bruce.
Your ability to study and participate in English Speaking, Reading and Writing extends beyond the classroom. You can capture using this chart the evidence of how you have continued to develop your skill-level in your own home environment.
Specified use for any classroom environment to capture the level of 'outside of school&' development each student is making. Can be used as part of collaborative process with parents.
Keith is a 28-year-old student I worked with throughout a 12-week period. Early on in the Teaching Assistant course he described his knowledge of ‘child-development’ as a subject area, as this applied to a number of ‘transitions’ worked through in his own life and how ‘resilient’ and independent he had become as a result. His ‘story’ was result of him relaying his thoughts on ADHD and the prescribing of drugs to him at Age 7. This document was created with the intention that another child/parent/teacher may benefit from his words.
A classroom-based exercise sheet where the Learners approach the Whiteboard/Flipchart/IWB and recall their learning of a particular subject area. An example is provided. This resource can be adapted ‘per learner’, i.e. an individual sheet for each learner present. The main purpose of the resource and exercise is that each Learner takes part in standing at the front of the classroom and takes on the role of Teacher, thus reinforcing their learning in this way and assisting in the Learner taking control of their own direction/learning path.
A document relaying the findings taken from a Year 11 PSHE class as the students were asked to enter open discussion and complete a Reality Timeline in relation to their lives.
The lesson led to the students expressing 'their&' views and painting a picture of what life means to them and how they felt.
The discussion led to a shared view that the channels of &';support' within schools could be made clearer and that PSHE-type lessons &'could&'; focus on the 'real&' picture.
