Created for the Forest School’s Leadership Qualification (Level 3). Specifically for Unit 5: 2 – Be able to assess the impact of Forest School on participants. 2.1 – Observe 3 individuals and assess the impact of Forest School on their behaviour and learning References British Association of Early Childhood Education (BAECE) (2012) Early Years Foundation Stage. Development Matters. London: Early Education. Goleman, D. (1995). Emotional intelligence. Bantam Books, Inc. Laevers, F. (1994) The Leuven Involvement Scale for Young Children. Experiential Education Series, No 1. Leuven: Centre for Experiential Education. Laevers, F. (Ed.) (2008). Well-being and Involvement in Care Settings. A Process-oriented Self-evaluation Instrument (SiCs). Brussel: Kind & Gezin. VanDellen, M. R. (2008). Social, personal and environmental influences on self-control. [Online] Available at: https://dukespace.lib.duke.edu/dspace/bitstream/handle/10161/612/D_VanDellen_Michelle_a_200805.pdf?sequence=1&isAllowed=y (last accessed 05.01.2020).

Developed for specifically to help achieve the Unit 4 elements of the Forest School Leader (Level 3) “Plan initial 6 forest School programme sessions, showing links to own client groups learning and development objectives and needs”

Revision mat created for use with a unit delivered at my school entitled ‘Materials and Everyday Chemistry’. It is a rather composite course including elements of ‘How Science works’ in addition to ks3 chemistry Material covered includes: Definitions, diffusion, hydrocarbon, pH, graphing and tabling skills, calculating percentage increase and decrease, fuel triangle, experimental accuracy and uncertainties.

LO 3 Evaluate a Forest School programme 3.2 Carry out a summative evaluation at the end of the six Forest School sessions and explain how this will inform future sessions Template form to evaluate a block of six session for use as part of a Forest School Leader portfolio

Differentiated cell transport revision wordsearch. Students need to solve crossword clues to identify the words. Words: Active transport, diffusion, osmosis, exchange surface, concentration gradient, surface area, respiration, water, transport, passive Suitable for AQA GCSE Biology

A cell biology word search which is great way to introduce key words for the topic. Can be used as a starter, plenary, or extension task. Keywords: Eukaryotic cell, prokaryotic cell, animal cell, plant cell, chloroplast, nucleus, vacuole, cell wall, mitochondria, ribosome

Designed for a KS3 class investigating enzymes and their role in the human digestive system. Enzymes include amylase, lipase and protease (example pepsin) Resource includes a sheet of blank tables for pupils to complete as well as a competed table

A worksheet which explains how Fick's Law is calculated and uses alveoli as an example, illustrating how rate of diffusion would change if surface area and/or exchange surface thickness is changed. Includes extension question with answer

I created this excel sheet because our local authority ask for two SEND Plans to evidence that there have been two cycles of the graduated approach as part of the EHCAR documentation (although I acknowledge that there is no such requirement in the SEND Code of Practice). Using this table you can detail the intent, implementation and impact of the different interventions/resources used to date.

Plenary for A-Level biology lesson on haemoglobin

Template form to evaluate each of six sessions making up a block for assessment as part of a Forest School Leader Portfolio. LO 3 Evaluate a Forest School programme 3.1 Evaluate each Forest School session and make amendments to the next session plan as appropriate

An A4 sheet with six prepared exit tickets. A quick and easy way to collect feedback on learning which is taking place in your class.

A set of questions to use either in a targeted manner, or as a whole class AfL using whiteboards, or simply as raised hands questioning. Ranked according to Blooms taxonomy Keywords: cell transport, diffusion, cell transport and osmosis

KS3 activity to calculate the pressure on your feet. Requires: bathroom scales (Newtons or Kg), cm2 paper

Keywords linked to variation and classification. Developed for use with a Ks3 science class but could be used for GCSE. A great way to settle a class whilst consolidating learning of definitions linked to the topic.

Diagram of a leaf cross section to label. I have used this with KS3 and KS4 pupils.

Explore numbers, developing an understanding that they represent quantities and use them to count, create sequences and describe order. Skill development supported by this resource include: Match numeral and quantity. Recognition of numerals 1-5. Make comparisons between quantities. Use some language of quantities, such as ‘more’ and ‘a lot’. Develop subitising skills. Number order. Use some number names accurately in play.

The theorist Piaget was the first person to define the term subitising as the ability to instantly recognise the number of objects in a small group without needing to count them. This simple game helps children to learn this key skill. Take the pattern for the number three on a dice, children can recognise that this represents the value of three even if they can’t read the number ‘3’. Children can also see numbers within numbers using dot patters. For example, they can see the numbers two and one within three. When we played this game, children took turns to choose a counter and match it to the number pattern. It proved to be very popular!

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

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.