Resources: Secondary
Relevant resources
Acids  Forensic Science Investigation  
A whodunnit circus of activities This lesson introduces inquiry^{(ta)}based learning through the topic of forensic science. It engages pupils in higher order^{(ta)} reasoning^{(ta)} solving a variety of forensic problems.
 
Algebra  Seven Squares  
Choose a few of the sequences. Try to picture how to make the next, and the next, and the next... Can you describe your reasoning? This lesson idea is about reasoning, justifying, convincing and proof^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?.  
Algebra  Factorising with Multilink  
Can you find out what is special about the dimensions of rectangles you can make with squares, sticks and units? This lesson idea is about visualising and explaining^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?.  
Algebra  Temperature  
Water freezes at 0°Celsius (32°Fahrenheit) and boils at 100°C (212°Fahrenheit). Is there a temperature at which Celsius and Fahrenheit readings are the same? This lesson idea is about applying and consolidating^{(ta)}. The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking.
This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?  
Algebra  Diamond Collector  
Collect as many diamonds as you can by drawing three straight lines. This lesson idea is about thinking strategically^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?.  
Algebra  Pair Products  
Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice? This lesson idea is about visualising and explaining^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?.  
Algebra  Charlie's Delightful Machine  
Here is a machine with four coloured lights. Can you develop a strategy to work out the rules controlling each light? This lesson idea is about working systematically^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?.  
Algebra  Number Pyramids  
Try entering different sets of numbers in the number pyramids. How does the total at the top change? This lesson idea is about posing questions and making conjectures^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?.  
Algebra  What's Possible?  
Many numbers can be expressed as the difference of two perfect squares. What do you notice about the numbers you CANNOT make? This lesson idea is about exploring and noticing structure^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?.  
Area  Circles, frustums and cylinders revision  
Measure the volumes of objects This resource offer students the opportunity to engage in active learning^{(ta)}  measuring and calculating using large size cylinders and frustums. This lesson brings great opportunity for small group "dialogic teaching^{(ta)}". Openended and closed questioning^{(ta)} of students can be used to draw on their existing knowledge and extend their understanding. The teacher provides a practical commentary below.
 
Argumentation  Starting an Argument in Science  
Strategies to get discussion going This resource provides a table of useful activities and effective prompts to stimulate reasoning^{(ta)} argumentation^{(ta)} and discussion^{(ta)} in science teaching.
 
Assessment  Diagnostic Questions in Maths Teaching  
Using questions to probe what pupils do, and do not, understand These questions provide a useful starting point from which to think about the use of diagnostic questions^{(ta)} for assessment^{(ta)} for learning and whole class^{(ta)} dialogic teaching^{(ta)}. They may be useful for teachers in their own right as sample questions, or to think about the best way to deliver feedback, use ICT tools effectively, and support learners through assessment. In this context the questions should be considered with a critical eye. Teachers might like to think about:
Teachers might take this as an opportunity to engage in sharing practice^{(ta)} to think about how to use such questions in the classroom  perhaps using miniwhiteboards^{(tool)} or ICT tools  and outside of them, perhaps using quiz^{(tool)} or voting^{(tool)} software.  
Assessment  Changing KS3 Questions for Engaging Assessment  
A large set of questions grouped by topic, paper, and national curriculum level Test questions are often seen as uninteresting and useful only to assess pupils summatively. This resource however allows questioning^{(ta)} to be used to support pupils’ revision, creativity and higher order^{(ta)} problemsolving in class. The tasks could be conducted via whole class^{(ta)} discussion^{(ta)} or assessment^{(ta)}, perhaps using miniwhiteboards^{(tool)}, or in small group work^{(ta)} situations.
 
Assessment  Assessment for Learning  
Research shows that good practice in assessment for learning can bring about significant gains in pupil attainment Assessment for learning has been defined as the process of interpreting evidence to decide where learners are in their learning, where they need to go and how best to get there. When assessment^{(ta)} for learning is well established in a classroom, pupils are actively involved in their learning; able to judge the success of their work and to take responsibility for their own progress.
For some shorter more focused documents drawn from this DfES document see Giving Oral Feedback, Giving Written Feedback, Sharing Learning Objectives and Outcomes.  
Assessment  Using Assessment to Raise Achievement in Maths  
Learning goals; self & peer assessment; effecting questioning; marking and case studies This resource explores approaches to assessment^{(ta)} in maths, including the sharing of learning objectives^{(ta)}, group work^{(ta)}, whole class^{(ta)} assessment, questioning^{(ta)} and more. Four case studies serve as useful discussion prompts to share practice^{(ta)}. This .doc version of the QCA's 'Using assessment^{(ta)} to Raise Achievement in Maths' allows schools to select parts of the document that are most relevant to them.
 
Astronomy  Celestial Wanderers  
Why would we fly to another planet to study its rocks? Drawing on a rich range of sources, this presentation allows the teacher to introduce planetary geology^{(topic)}, something not normally studied until degree level. It uses the narrative^{(ta)} of the Voyager Probes journey to illustrate the vastness of the solar system^{(topic)} and also the challenges of designing a spacecraft to travel that far. It ends with a discussion of the history^{(topic)} of Mars, and how the differences between it and the Earth resulted in Mars loosing its water and atmosphere whereas we have kept ours.
 
Astronomy  Recreating the Big Bang  
An introduction to the creation of the Universe. This presentation offers a tour of the European Organization for Nuclear Research (CERN) and explains why it is worth spending money on one experiment. It then delves into particle physics, looking at subatomic particles to offer analogies for what these particles are. The session focuses on whole class^{(ta)} dialogue^{(ta)} and higher order^{(ta)} thinking skills as well as exploring scientific language^{(ta)}. This 4th session and the 5th are together the most theoretically complex and they present challenges to young peoples world views. As such they are led as much by their questions^{(ta)} as by the presentation.
 
Astronomy  Astronomy Master Class  
An overview of of six astronomyrelated lessons resources (SC019 to SC0024) The Astronomy Master Class was developed to inspire the next generation of scientists and in particular physicists. Although this course of 6 lessons is framed mostly around the science of astronomy, it draws on many themes from physics and aims to show how they all can link together. Additionally, it is structured so that it deliberately does not cut across material in most standard GCSE science courses and does not aim to answer every question. A deliberate part of the design was to visit each topic area only briefly and leave students hungry for more.
 
Astronomy  It's full of stars  
Using a telescope and considering how those early astronomers may have worked Astronomy^{(topic)} has been practiced for centuries and doesn't require expensive equipment! This first session aims to train the whole class^{(ta)} to use a telescope and, hopefully, to provide an opportunity to engage in some active learning^{(ta)}. The lesson includes some nakedeye observations and describes how modern technology helps scientists know where to look. You can explore the scientific method^{(ta)} and language^{(ta)} at this point, using targeted questioning^{(ta)}/differentiation^{(ta)}. Students may be able to engage in an inquiry^{(ta)}based project around this work, perhaps for homework^{(ta)}.
 
Astronomy  Alien Life  
Are we alone? This last of six presentations to recruit students for A level physics, is more lighthearted and simpler than the two previous resources. It considers the arguments around whether or not humanity is alone and includes an initial look at the bizarre nature of many of the claims of alien encounters  including a fictional one for good measure  before moving onto the more serious side of alien hunting. It concludes with a probabilistic argument based on the Fermi paradox.
 
Astronomy  From Earth to Moon  
Why the efforts to get to the moon in the 1960's might make you understand why we've not returned since. The race to the Moon was as much driven by politics as science, and this backdrop continues to influence space exploration and terrestrial research to this day. It was an amazing achievement to travel so far  guided by computers that were trivial set beside today's mobile phones. It is a story well worth telling to encourage engagement in science, scientific method^{(ta)} as well as the understanding of the ethical^{(topic)} context of this pursuit.
 
Biodiversity  Using Science to Support Biodiversity  
A virtual field trip to study biodiversity. This is an investigation^{(ta)} in a virtual field trip to Dartmoor National Park. It involves research, designing a scientific investigation and analysing the results.
 
Blogs  Getting a buzz out of blogging  
 
CPD  Approaches to Reading  
Do we have to read it? Thinking about using 'reading' effectively in the classroom This resource highlights a range of approaches to reading in the classroom and the reasons we ask pupils to engage in reading activities, including the importance of subject language^{(ta)}, study skills^{(topic)}, and conceptual reasoning^{(ta)} and visualisation^{(ta)} arising from subject based reading activities.
 
CPD  DfES Pedagogy DVDs  
A series of videos
 
CPD  Encouraging Pupils to Ask Effective Questions  
Getting pupils to do the questioning This resource describes some methods to encourage pupils themselves to engage in effective questioning^{(ta)}  an active learning^{(ta)} approach which may be useful in whole class^{(ta)} or group work^{(ta)} discussion^{(ta)}.
 
CPD  Group Work  Maintaining Momentum  
Keep going! Maintaining momentum in group work activities This resource discusses some practical classroom management^{(ta)} strategies for maintaining momentum in group work^{(ta)} activities.
 
CPD  Planning for Inclusion  
Planning for inclusion in your classroom This resource discusses planning^{(ta)} for inclusion^{(ta)}, in particular as related to active learning^{(ta)}, group talk^{(ta)} and more generally interactive pedagogy.
 
CPD  Subject Specific Vocabulary  
What's that word? Thinking about the language used in your subject This resource highlights the importance of subjectspecific vocabulary^{(ta)} and its consideration in teaching as well as offering some practical tips for encouraging its effective use, and remembering in classroom contexts.
 
CPD  Giving Oral Feedback  
Developing good practice in giving oral feedback This resource discusses giving oral feedback, particularly in the context of assessment^{(ta)}, which could include whole class^{(ta)} discussion^{(ta)} or group talk^{(ta)}, as well as questioning^{(ta)} contexts.
 
CPD  Structuring Learning  
Thinking about sequencing and planning for high quality pedagogy The resource includes relevant information regarding lesson and curriculum planning^{(ta)} for high quality pedagogy.
 
CPD  Teaching Models  
Concrete preparation – Action – Metacognition – Bridging  Mediation This resource offers advice on planning^{(ta)} for interactive pedagogy. Three subsections have been drawn from it (see related DfE resources).
 
CPD  Choosing and Selecting Groups  
What group am I in? Thinking about choosing and selecting groups This resource discusses various options for choosing groupings for group work^{(ta)} activities, and their benefits and limitations.
 
CPD  Using Drama Activities in your Teaching  
A lesson by any other name...Using Drama across the curriculum to enhance teaching This resource highlights some strategies to use drama^{(ta)} activities in the teaching of other subjects. Drama^{(ta)} can provide a useful cross curricula^{(i)} way to prompt active learning^{(ta)} and subsequent discussion^{(ta)} and group talk^{(ta)}.
 
CPD  Questioning Techniques  
How do I question? Thinking about questioning techniques in the classroom This resource explores some alternative strategies to direct questioning^{(ta)} including some advice and activities for supporting teachers in classroom practice.
 
CPD  Using Thinking Skills  
What do you think? Exploring thinking skills for the classroom This resource highlights higher order^{(ta)} reasoning^{(ta)} skills and activities to prompt their use in classroom contexts.
 
CPD  Common Pitfalls in Questioning  
Exploring problematic questions and ways to avoid them Questioning^{(ta)} is a key classroom practice, and skill, and can sometimes fall into the trap of focusing on lower levels, as opposed to higher order^{(ta)} reasoning^{(ta)} and discussion^{(ta)} skills. This resource covers some reasons why this  and other pitfalls  occur, with some practical advice for ensuring high quality questioning in your classroom.
 
CPD  Group Work  Group Size  
What size group are we in today? Thinking about group size This resource discusses group work^{(ta)} sizes, and the practical benefits and limitations of various group sizes  from individual work to whole class^{(ta)} work.
 
CPD  Sharing Learning Objectives and Outcomes  
What will they achieve  outcomes, objectives, and their importance This resource highlights the link between learning objectives^{(ta)} and assessment^{(ta)} for learning, and explores ways to engage in planning^{(ta)} for, and write good learning objectives  which identify the learning to take place, as opposed to just the activity with which the pupils will engage.
 
CPD  Teaching for Metacognition  
Thinking about Thinking, in the classroom context This resource describes some strategies to engage metacognitive reasoning^{(ta)}  thinking about thinking, for example, asking pupils to think about their own learning techniques. It includes activities to assist teachers in planning^{(ta)} for their own teaching.
 
CPD  Understanding the Purposes of Explanations  
Explaining why we explain  Thinking about how explanations are used in the classroom This resource focuses on 'explanation' in relation to learning objectives^{(ta)}, concept and process learning, and engaging higher order^{(ta)} reasoning^{(ta)} skills.
 
CPD  Developing Good Explanations  
Say that again? Developing good explanations for classroom teaching This resource explores some characteristics of good explanations (including linking to questioning^{(ta)}), explaining these thoroughly and linking them to pupils' ability to engage in active learning^{(ta)}
 
CPD  Directed Activities Related to Text (DARTs)  
Developing good pedagogy in using text based activities for learning This resource covers a range of Directed Activities Related to Text, highlighting the importance of language^{(ta)} and visualisation^{(ta)} in activities, and their role in active learning^{(ta)} and study skills^{(topic)}.
 
CPD  Establishing Purpose for Writing  
Why do we have to write it down? Thinking about why we write... This resource highlights some key types of text, and asks teachers to think about the key texts and language^{(ta)} in their own subjects, and how tasks can be well designed to illicit purposeful writing in their classroom practice. Teachers should consider learning objectives^{(ta)} for purposeful writing.
 
CPD  Questioning  Bloom's Taxonomy  
Developing questioning through Bloom's taxonomy This resource discusses questioning^{(ta)} and Bloom's taxonomy  which, at the higher levels, can be linked to higher order^{(ta)} thinking skills and reasoning^{(ta)}.
 
CPD  Guide to the DfES Resource  
Pedagogy and Practice: Teaching and Learning in Secondary Schools: Leadership guide This resource provides a general overview of the DfES Pedagogy resources (see related resources/below).
 
CPD  Giving Written Feedback  
Effective methods for written feedback This resource discusses written feedback in the context of assessment^{(ta)} and giving clear learning objectives^{(ta)} from any feedback given. While such feedback is often on homework^{(ta)}, the resource is intended more broadly than that.
 
Classroom management  Classroom Management  
Managing a classroom for learning This resource is a longer DfES document on classroom management^{(ta)}, from which some shorter more focused documents are drawn (see related resources). It highlights the importance of constructive language^{(ta)}, Ground Rules for learning, and the role of clear expectations in building a constructive classroom environment for interactive pedagogy.
 
Consecutive Sums  Using Prime and Square Numbers  How Old Am I?  
Last year I was square, but this year I am in my prime. How old am I? This short activity offers opportunity for pupils to engage in mathematical thinking^{(ta)} and higher order^{(ta)} problem solving/reasoning^{(ta)}. They should be able to make links between different areas of mathematics and explore their ideas in whole class^{(ta)} discussion^{(ta)} and questioning^{(ta)}.
 
Contemporary issues  Teaching the Science of Contemporary Issues  
Find lesson inspiration aplenty from news clips and stories. This longer (32 page) resource provides useful guidance, examples, and CPD activities for exploring contemporary issues in science, particularly to stimulate effective group talk^{(ta)} and discussion^{(ta)}, and provoke pupil's interest in science.
