- [[Topics/Curriculum development|Curriculum development]]
- [[Topics/Curriculum planning|Curriculum planning]]
- [[Topics/Curriculum development|Curriculum development]]
- [[Topics/Digital Art|Digital Art]]
- [[Topics/QR codes|QR codes]]
- [[Topics/Living things|Living things]]
- [[Topics/Using images|Using images]]
- [[Topics/Study skills|Study skills]]
- [[Topics/Using ICT in Science Teaching|Using ICT in Science Teaching]]
- [[Topics/Using images|Using images]]
You can browse our resources by topic here, or choose a subject / grade category here:
|Assessment||Changing KS3 Questions for Engaging Assessment|
A large set of questions grouped by topic, paper, and national curriculum levelTest 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) problem-solving in class. The tasks could be conducted via whole class(ta) discussion(ta) or assessment(ta), perhaps using mini-whiteboards(tool), or in small group work(ta) situations.
|Astronomy||Stars in the sky: what's up?|
Use a software planetarium and encourage students to think about astronomyThis activity offers an opportunity for whole class(ta) discussion(ta) and questioning(ta) centred around the use of the Stellarium. It also affords good opportunities for self-directed study or homework(ta) extensions, including perhaps the use of free mobile apps(tool) (see below). There are also opportunities for some cross curricula(i) discussion of geography (navigation by stars) and history or literacy in relation to the ancient world.
Are we alone?This last of six presentations to recruit students for A level physics, is more light-hearted 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.
|Blogs||Digital Reporters at Camp Cardboard|
Children using iPads to blog about Cardboard SculpturesThis activity is a cross curricula(subject) activity, involving a collaborative(tool) approach, giving children the opportunity to work together on a blog. Children were encouraged to engage in group talk(ta) and discussion(ta) in the classroom to reflect on the activity they were to report on. The activity furthers e-skills(topic) and e-safety(topic) through the use of whole class(ta) participation. The specific art activity provided a great stimulus for the blogging. Equally, however, this approach could be applied to any event in or out of school. The use of blogging and social media gave the opportunity for children to share their ideas with a wider audience, and also gave opportunities for real-time feedback to their work. The use of hand-held technology also enabled active learning(ta) as the portability of the iPads and iPods allowed them to be used outside the classroom.
|Blogs||Creating and Using OER to Promote Best Practice|
One school's approach to sharing and promoting best practice using a blogThis lesson idea encourages collaboration(ta) between teachers in order to develop and share practice(i) across a school. Blogs provide excellent opportunities for children and adults to share ideas and work together. They encourage and enable dialogue(ta) between a writer - or group of writers - and an audience, allowing for quick and easy feedback. They enable questions(ta) to be asked and answered quickly. This example shows a blog being used to encourage discussion(ta) to enable curriculum planning(topic) and curriculum development(topic).
|Digital Art||Creating Digital Painting using iPads|
Children using iPads to create observational drawings of flowersThis activity is a cross-curricular(subject) activity, that gives children to opportunity to work independently on an art activity that also encourages the development of E-skills(topic). This activity encouraged inclusion(ta) as the children's final work was displayed as a collaborative(tool) piece, where all children had the opportunity to make an equal contribution.
In this instance, the children created observational drawings of flowers. However, the subject of the art could change to fit with any topic across the curriculum. The use of hand-held technology could also active learning(ta) as the portability of the iPads and iPods would allow them to be used outside the classroom, thus enabling observational drawings to be made in a range of locations.
|Force||What floats and what sinks|
Is getting in the bath a way to lose weight?This activity supports a number of learning types:
|Force||Building bridges from a piece of A4 paper|
A bridge too far...This activity supports a number of learning types:
|Force||What makes a good paper airplane?|
|Force||Which material makes a good parachute?|
A simple investigation into parachutes and air resistanceThis activity supports a number of learning types:
|Genetics||How DNA is sequenced: the stages|
The complexity and scale of genome sequencingStudents match diagrams of the stages of DNA sequencing with a list of text descriptions of the process. The lesson can involve students discussing in pairs / group work(ta), followed by a teacher or student-led plenary. Students would share ideas, come to a consensus and check the ‘whole class(ta) response’ with their version. The teacher's questioning(ta) can focus on scientific method(ta) and use of scientific language(ta). The lesson idea provides opportunities for the effective use of assessment(ta).
|ICT||IT in Primary Science|
A whole book of ideas for using generic ICT tools in scienceThis book is a compendium of lesson ideas with ICT(i) as a key focus for use in inquiry(ta) based learning and the scientific method(ta). It offers opportunities for use of group work(ta) and collaboration(ta) as well as whole class(ta) questioning(ta).
|ICT||Creating Instructional Videos|
Children create instructional videos to upload to YouTubeThis activity is a cross-curricular(subject) activity with a literacy focus, involving a collaborative(tool) approach, giving children to opportunity to work together to produce a set of instructional resources. Children were encouraged to engage in group talk(ta) and discussion(ta) in the classroom to reflect on what they should include in their videos. The activity furthers e-skills(topic) through the use of whole class(ta) participation. It develops e-safety(topic) skills through discussion of the issues relating to posting digital content online. Children were allowed to choose their own subject for the video, although this could be set by a teacher with a specific outcome in mind, or could be tailored to cover a particular topic or subject. It could, for instance, be used to explain their mathematical thinking(ta).
Can all numbers be made in this way? For example 9=2+3+4, 11=5+6, 12=3+4+5, 20=2+3+4+5+6By definition, a problem is something that you do not immediately know how to solve, so learning how to solve something unfamiliar is not straightforward. Tackling an extended problem is difficult.
This lesson gives pupils an opportunity to engage in mathematical thinking(ta) and develop their higher order(ta) thinking skills on a problem that is accessible but which has interest. For example, the problem is presented in diagrammatic and numerical ways.
The plan suggests several visualisation(ta) methods to present the same underlying task. It should be useful for teachers to compare these different presentations and either to select the one that they feel will be most useful for their pupils or explore ways for the pupils to see the links between the different methods. The assessment(ta) ideas, using other pupils' solutions from the NRICH website are widely applicable to other problems too.
|Living things||Classifying and organising living things using images|
Find different ways to classify living thingsThis lesson offers opportunities to explore ways to classify living things as well as characteristics which might be relevant, and how to address difficulties that may arise when trying to classify things in this way. The activity may be enhanced by the use of ICT(i) software (e.g. Picasa) but could be carried out with paper-based resources.
This lesson presents a good opportunity for small group work(ta) and some inquiry(ta) into how we classify; and why some classification methods might be more useful, or more scientifically interesting than others. There is also a good opportunity to use different sorts of questioning(ta); to encourage pupils to question each other; to engage in peer assessment(ta) and to focus discussion(ta) on the scientific method(ta) using key vocabulary(ta).
|Materials||Heating and Cooling Materials|
What happens when you heat and cool materials.In this inquiry(ta)-based lesson plan, students devise a ‘fair way’ to compare (mostly) physical changes in materials such as cheese and chocolate. They ask and answer questions about how to heat the materials and about using materials of the same size and shape. They also predict how substances may change and observe what actually happens.
The purpose of the lesson is to both support Year 2 students work on changing materials and to develop their ideas about ‘fair tests’. The activity thus offers an opportunity to assess(ta) how well students plan a test and observe change.
|Polygons||Exploring properties of rectangles: Perimeter and area.|
Do two rectangles that have the same area also have the same perimeter?A problem to inspire higher order(ta) questioning(ta) especially in whole class(ta) dialogic teaching(ta) encouraging pupils to engage in mathematical thinking(ta) and language(ta). You could use Geogebra(tool) in this investigation, as an example of same-task group work(ta).
|Progression||Developing Progression in Primary Science|
Progression and the wonders of 'one-ness' and 'two-ness'A first part on ‘developing progression in science investigations’ could be used to prompt discussion on how far we expect pupils to develop, and the sorts of inquiry(ta) which encourage this.
The second part, 'indicators of Level 1 and 2ness', provides a useful set of criteria for assessing national curriculum levels. These criteria prompt thinking about assessment(ta) levels in curriculum development(topic). A concrete outcome of the activity may be to keep such criteria in a mark book for day-to-day use.
|QR codes||Editing Using QR Codes to Engage Children with Learning|
Children using digital literacy to engage with reading and writingThis lesson idea uses technology to promote active learning(ta) as resources were produced to be located and explored in a public park. The early stage of the activity, involving the creation of the resources by the children, required discussion(ta) involving the whole class(ta). Group talk(ta) was also employed as a strategy, with the children agreeing on a narrative(ta) outline relating to the event. The creation of the online materials encouraged development of e-skills(topic).
The later stages of activity, where the children were looking for clues, required them to ask questions(ta) and to take a collaborative(tool) approach to find a solution, based on the digital texts they found.
|Sampling||Sampling techniques to assess population size|
|Shape||Getting Your Formulae in Shape|
Solving a card sort for perimeter, volume and area formulaeThis resource provides an opportunity for some revision of shape formulae - perimeter, area, and volume. It encourages pupils to engage in effectivereasoning(ta), and group talk(ta), and could be used as an effective assessment(ta) tool. The task could be differentiated(ta), or extended for a whole class by cutting the 'formulae' lines off the bottom of each hexagon, and asking students to match these to the shapes, prior to matching the shapes to the formulae type.
|Using ICT in Science Teaching||Effective Use of ICT|
A resource for lecturers to introduce their PGCE students to effective use of ICTA presentation introduces student teachers briefly to the history of school ICT(i) provision and engages them in more detail with ways ICT has been used effectively in supporting science teaching and learning as they engage in small group work(ta) to evaluate material.
|Using images||Organising images for a narrative|
Write an essay without wordsThe lesson encourages students to think about how to portray their knowledge through narrative(ta) - which may engage some students who would usually be less interested. The lesson encourages students to think about how to capture valuable information and ensure that key elements are highlighted while not 'overloading' the viewer with data. The lesson can be tailored to any age group - for younger pupils the task could be to take before and after photos and label them. More advanced pupils might explore time-lapse photography. Pupils should be encouraged to think about how this relates to the scientific method(ta) The task is interactive and could be conducted as a group work(ta) activity or as an element of an inquiry-based learning project. It could also lend itself to whole class(ta) dialogue(ta) and the use of ICT(i) including 'clicker' response systems for assessment(ta) and questioning(ta).
|Video||Digital Video in ITE|
Student teachers producing digital mediaThis activity is a cross-curricular(subject) activity, involving a collaborative(tool) approach, giving student teachers the opportunity to work together whilst making digital media in the form of films. The activity furthers e-skills(topic) and also helps to develop discussion relating to e-safety(topic). The topic of location provided the stimulus for the videos. Equally, however, this approach could be applied to any topic or subject in school. The use of video also encouraged active learning(ta), with the students developing their own skills through direct participation in the creation process.
|Visualisation||Perimeter of a rectangle.|
Interactive GeoGebra investigation that allows children (age 6-10) to explore an element of mathematics for themselves.