In celebration of Science Week and in conjunction with our current theme of ‘Down on the Farm’ I have created a series of ten experiments which can be done in nursery school as an adult led activity.

“The Assault Cycle” by Breakwell is a model of aggression that was introduced in Breakwell, G. (1997) Coping with Aggressive Behaviour. Leicester, British Psychological Society According to the model, aggressive behaviour is a cyclical process that progresses through a series of phases. The five phases of the assault cycle, as described by Breakwell, are: Trigger: The first phase involves the trigger event, which sets the aggressive behavior in motion. The trigger can be internal (such as frustration or anger) or external (such as a perceived threat). Escalation: The second phase is characterized by an increase in the intensity of the aggressor’s behaviour. The aggressor may become more verbal or physical, and may experience a loss of control. Crisis: The third phase is a critical point in the cycle, where the aggressor may lose all self-control and act out in a violent manner. Plateau or Recovery: The fourth phase involves a decrease in the aggressor’s behaviour, as they begin to regain control over their actions. Post-Crisis Depression: The final phase involves a return to normal behaviour, although the aftermath of the assault may continue to have an impact on both the aggressor and the victim. The Assault Cycle model can be useful in understanding and managing aggressive behaviour, as it emphasises the importance of identifying triggers and intervening early in the cycle to prevent escalation. By recognizing the warning signs of aggression and taking proactive steps to address the situation, individuals can help to defuse potentially violent situations before they escalate. We use this PowerPoint to capture and record triggers, signs and strategies for each phase. The first slide shows an entire cycle, this is followed by a slide for each phase with an image of that point on the graph on the left, and titled text boxes to complete on the right. They are individual to the child and they are stored in an easily accessible shared folder on our SharePoint; this means that it can be completed collaboratively and dynamically. We have found it to be a very useful tool for supporting children who are regularly acting aggressively or who go into crisis, perhaps from overstimulation or in response to a headache. The behaviour may be a trait of a particular neurodivergence such as ASD or pathological demand avoidance. We use this tool within an early years setting, but it could be applied at any level within education. We have found it to be very useful for identifying triggers so that that strategies can be put in place immediately which are specific to that individual child, so that they do not get to crisis point; or if they do, to ensure that their support is individual and appropriate for them.

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.

A Learning Outcomes/Objectives Slide proforma which can be added to your own lesson PowerPoint to show pupils which outcomes/objectives aim to be achieved during the lesson. Differentiated using Bloom's taxonomy enabling you to clearly show lower and higher level outcomes/objectives. Just adapt to your own requirements by deleting the boxes that you do not need - an example is given with three outcomes. Just type in the outcomes into the colour coordinated text box. Keywords: Bloom's taxonomy, knowledge, comprehension, application, analysis, evaluation, synthesis, lesson outcomes, lesson objectives, higher level, lower level, differentiation.

A whole school PowerPoint slide to present differentiated lesson tasks. This differentiated task sheet enables students to take ownership for their own learning. The resource has been created using PowerPoint, this means that text boxes can be inserted onto the challenge levels to describe the tasks. I suggest two or three choices of task per challenge level. The challenge levels are indicated by spiciness, the spicier the task, the more challenging it is. Keywords: whole school, lesson, task sheet, worksheet, class template, chili, differentiated

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.

I have created this worksheet to support A-Levels students to plot data accurately, but could easily be used with GCSE students. I deliver it as part of a lesson, prior to them doing a practical where they are required to demonstrate this as a skill. The data looks at the effect of temperature on the growth of * Onchorynchus mykiss* (Rainbow trout).

Analogy for Competitive and Non- Competitive Enzyme Inhibition Rate Graph Situation: Preschool birthday party game of musical chairs. The preschoolers are the substrate, the chairs are the enzymes, dads are competitive inhibitors and siblings are non-competitive inhibitors. Competitive Inhibition Some of the parent’s want to play. But the more parents there are the less likely the preschoolers are going to get a seat when the music stops. Eventually there will be a point when they are out competed for the seats because there are so many parents playing Non Competitive Inhibition The preschoolers have older siblings who are too cool to be at a party like this. When the music starts they run around pushing the chairs over so they can’t be used in the game anymore. It doesn’t matter how many preschoolers there are, they can’t ever fill all of the chairs because some are out of action.

I have created this mini test as a quick assessment of my Year 10’s photosynthesis knowledge. Formated with three tests to a page so can be easily answered on the sheet and stuck in books without lots of printing. Answers included.

A set of dominoes to use as a plenary or as a revision resource. Students have to cut out the dominoes and then match up the questions with the answers. All are from the GCSE biology topic 'plant hormones'.

Pupils are asked to complete the table as part of an explore task. To be delivered as part of the curriculum for AQA GCSE 4.1.3.1 Diffusion Research can be conducted using textbooks or as part of a websearch Diffusion: adaptations, root, small intestine, leaves, kidney and lungs

Pupils are asked to complete a storyboard to illustrate what happens when a bacteria enters their body. The process starts from the moment 'Toby' gets scratched by his cat. His blood begins to clot then the immune system uses phagocytes and lymphocytes to target the bacteria. Key words: Y shaped molecules, antibodies, phagocyte, phagocytosis, lymphocyte, agglutination, immune system, bacteria, storyboard

Designed for use in our nursery school. A single page page profile that includes the four broad areas of need and support : Communication and interaction; cognition and learning; social, emotional and mental health, and sensory and/or physical needs. For information a detailed explanation of these is given in Chapter 6, Schools, in the 0-25 SEND Code of Practice, from paragraph 6.28.

Keystage 3 Resource A card sort where pupils are asked to match keywords with their definitions. Each central square has four keywords printed on each side. The definitions are on triangles which match up to the appropriate keyword. There are two sets of keywords, one in red and one in blue. They are also single or double bordered which means that the sets can still be identified when printed in greyscale. The card sort has been designed so that minimum cutting is required! Keywords: Solution, soluble, insoluble, saturated, dissolve, solubility, solvent, solute

A set of questions and answers written to go with a class watching the ‘Messengers’ episode (Ep 4) of Brian Cox’s ‘Wonders of the Universe’ series. Links into topics Light and Sound. Helps to keep engagement throughout the film. A good lesson for end of term or a cover lesson.

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”

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

I work as an SEN assistant and am employed to work one-to-one with a three year old child who has global developmental delay. Whilst she has very limited verbal communication, I have discovered that she is great at playing memory and enjoys playing the game. We have been focusing more recently on colour and shape so I have created this memory game to specifically support her learning. The game consists of 32 colour cards. The shapes are square, circle, triangle and star printed in pairs in each of four colours: red, blue, yellow and green. I do not play the game using all 32 cards and currently use either all of one particular shape in all of the colour variations or one of each shape in different colours. She now recognises the four different shapes. But you can adapt the game to play in any way which you see fit. Because the game uses pairs of cards it can be played either as memory or snap. I will shortly be publishing a black and white version of this game to support those children who work better using this colour scheme. Keywords: SEN, memory, shapes, colour, game, learning through play, snap, EYFS, Curriculum for Excellence, numeracy,

Table for students to complete detailing the different biological components of inspiration and expiration Created for an A-Level class but may be suitable for higher level GCSE #ventilation #gas exchange #breathing #lungs #inspiration #expiration

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