Relevant resources

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)". Open-ended 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.
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) 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.
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.
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	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: The interface, and the way the questions are presented (could the questions be labelled better, appear better, what is the functionality like, etc.?) The style of questions asked The sort of feedback given, both on individual questions, and overall on the completion of the quizzes 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 mini-whiteboards^(tool) or ICT tools - and outside of them, perhaps using quiz^(tool) or voting^(tool) software.
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 sub-atomic 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	Stars in the sky: what's up?
	Use a software planetarium and encourage students to think about astronomy This 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.
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 naked-eye 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).
Blogs	Getting a buzz out of blogging
	Starting with the basic principles of blogs^(tool) and blogging, this primary course looks at their use within education and how they can be used to improve teaching and learning. The focus is particularly on blogs as an ICT⁽ⁱ⁾ tool for collaboration^(ta) which encourages the effective use of reasoning^(ta) and language^(ta). The unit also discusses practical elements such as e-skills^(topic) and copyright^(topic) issues you might encounter in blogging.
Blogs	Creating and Using OER to Promote Best Practice
	One school's approach to sharing and promoting best practice using a blog This 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).
Blogs	Digital Reporters at Camp Cardboard
	Children using iPads to blog about Cardboard Sculptures This 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.
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	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	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	Subject Specific Vocabulary
	What's that word? Thinking about the language used in your subject This resource highlights the importance of subject-specific 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	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	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	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	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	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	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	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.
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	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	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 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.
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.
Differentiation	Differentiation
	Developing effective techniques for differentiation by task and outcome The small group work^(ta) nature of this task allows teachers to share ideas, and attempt to conceptualise two different types of differentiation^(ta), together. It also encourages teachers to share practice⁽ⁱ⁾s in differentiation. Teachers are first asked to consider differentiation ‘by task’ by thinking about self-sustaining activities which pupils could manage with little support. They are also asked to consider differentiation by outcome, and ‘hierarchies of achievement’ for particular topics. The practical nature of the task offers a concrete outcome for teachers to take away and use in their practice both day to day, and in curriculum planning^(topic). The resource could be used as a prompt to start teachers off, a comparator for teachers working on similar topics, or just as an additional set of possibilities.
Digital Art	Creating Digital Painting using iPads
	Children using iPads to create observational drawings of flowers This 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.
Digital Media	21st century show and tell
	A DEFT case study with Dinnington Comprehensive, Rotherham This cross curricula⁽ⁱ⁾ case study focusses on Digital Literacy, in particular using E-skills⁽ⁱ⁾ to: support skills in writing/recording for a target audience and to improve communication and research skills through the process of creating OER⁽ⁱ⁾s. The case study illustrates issues involved in the use of video⁽ⁱ⁾ for educational purposes, with an emphasis on students producing and releasing OERs. The method could also be used for self/peer assessment⁽ⁱ⁾ with pupils. One of the lesson ideas from the case study is available as a separate resource at Creating Instructional Videos.
Discussion	The Environment for Group Talk in Science
	"Ask questions rather than provide answers: ‘What’s the strength of his or her point?’ ‘How you could check that out?’ " This resource contains a set of activities and examples to discuss and work through based around maintaining group talk^(ta) in whole class^(ta) and group work^(ta) settings, including setting up Ground Rules, and creating appropriate environments (physical and 'class rule' based) for argumentation^(ta) and discussion^(ta)
Discussion	Discussion in Science Teaching
	Equip yourself to run a discussion in class This resource is aimed at developing student teachers’ skills in working with discussion^(ta). It can be presented to them as a hand-out to accompany an activity or read as reference material. See it online at BEEP website. Although it uses a science context, the real focus of the resource is managing and organising discussion-based activities. It provides guidance on: Starting and structuring a discussion Organising group talk^(ta) Role Play/drama^(ta) Ground Rules for discussion and handling difficult discussions
Environment	Our Living Environment
	Wise up on ecology This study module, an online booklet, deals with the particular ways of thinking about and studying of the environment. It is a useful homework^(ta) resource to encourage pupils to engage with key scientific vocabulary^(ta) and use their knowledge of the scientific method^(ta) to engage with inquiry^(ta) learning.
Ethics	Cloning
	Cloning - Potential and Issues The topic of the ethics^(topic) of modern biology needs to draw on a wider range of sources than a printed book may provide. This resource uses a web tutorial interspersed with external links to news and comment. Rather than leave the students to explore too many interests, a worksheet with questions enables the teacher to focus the students on a subset of the material. You can adapt this to your particular need, for example, if you wanted students to have a discussion^(ta)in small groups. You might also consider using a blog, chat room or other ICT tools to record the questioning^(ta) and reasoning^(ta) around this topic. The lesson-planning proforma (or draft lesson plan) includes a list of objectives that shows the scope of the material.
Ethics	Ethical issues in human reproduction
	Why does reproduction raises so many ethical issues? When does life begin? This lesson outline stimulates A-level students to engage in discussion^(ta), develop their reasoning^(ta) skills and increase their awareness of the bioethical^(topic) issues involved in human reproduction. Background texts and open-ended questioning^(ta) about human reproduction, contraception and IVF are provided as the stimulus. Small group discussion about these topics, writing on post-it notes, and reading case studies aim to get students reasoning^(ta) to justify their opinions, and to compare and evaluate competing views. Finally, whole class^(ta) discussion synthesises the emerging ideas and encourages students to consider changing their positions or adding additional issues to a recording table.
Ethics	Designer Babies
	When does life actually begin? By using an informative web tutorial, this resource aims to stimulate discussion^(ta) on the ethics^(topic) of modern biology. A worksheet asks students where they stand and reassures them that their response might be kept private. You might also consider using a blog, chat room or other ICT tool to record the questioning^(ta) and reasoning^(ta) around this topic. A teaching section offers guidance on 'teaching argument' using 'Toulmin’s model of argument' and 'The IDEAS project'.
Force	Force
	Thinking about 'force' in the national curriculum This sessions engaged pupils in inquiry^(ta) using the scientific method^(ta) to explore force. It offers opportunity for teachers to use higher order questioning^(ta), whole class assessment^(ta) and to engage pupils in effective group work^(ta) for investigation.
Force	Moving and falling objects
	Understanding moving and falling objects as well as progression through the years This published article explores the sorts of objectives^(ta) they should be meeting, and the questioning^(ta) teachers may engage in. The activities, aimed at progressively older children, engage them in inquiry^(ta) based learning. The article explores how increasingly complex topics may be taught, and how teachers can ensure that children have a good grasp of a topic. There are suggestions for further reading to extend the primary teacher's knowledge of the area. Some of the suggestions appear in a related resource Progression & questioning techniques in primary science projects
Force	Building bridges from a piece of A4 paper
	A bridge too far... This activity supports a number of learning types: small group work^(ta) - investigation conducted by small groups reporting back to the class. whole class^(ta) dialogue^(ta) - discussion of each situation open-ended questions^(ta) – why did this happen? what do you think causes this movement? peer assessment^(ta) – do peers agree? project work – linked in with the rest of the activities in this OER, topic work in design and technology, literacy, numeracy inquiry^(ta)-based learning – initial presentation to the class can be framed as a problem for them to solve; co-enquiry – children working collaboratively arguing and reasoning^(ta) – persuading each other about their explanations. exploring ideas – developing understanding of key scientific principles.
Force	Force in the early years
	Thinking about the language of force This lesson idea highlights the scientific language^(ta) around the topic of force, and through group work^(ta) and whole class^(ta) dialogue^(ta) engages pupils in inquiry^(ta) and the scientific method^(ta) surrounding force.
Force	What makes a good paper airplane?
	This activity supports these learning types: small group work^(ta) - groups conduct an investigation and report back to the class. whole class^(ta) dialogue^(ta) - they discuss open-ended questions^(ta): why did this happen? what do you think causes this movement? peer assessment^(ta) – do peers agree? project work – the activity connects with others in this OER on forces, with literacy and numeracy and with topic work in design and technology. inquiry^(ta)-based learning – an initial presentation to the class can be framed as a problem to solve; children work collaboratively (co-enquiry) arguing and reasoning^(ta) – children persuade each other about their explanations. exploring ideas – the activity develops understanding of key scientific principles.
Force	What floats and what sinks
	Is getting in the bath a way to lose weight? This activity supports a number of learning types: small group work^(ta) - investigation conducted by small groups reporting back to the class. whole class^(ta) dialogue^(ta) - discussion of each situation open-ended questions^(ta) – why did this happen? what do you think causes this movement? peer assessment^(ta) – do peers agree? project work – linked in with the rest of the activities in this OER, topic work in design and technology, literacy, numeracy. inquiry^(ta)-based learning – initial presentation to the class can be framed as a problem for them to solve; co-enquiry – children working collaboratively arguing and reasoning^(ta) – persuading each other of their explanations. exploring ideas – developing understanding of key scientific principles.
Force	Which material makes a good parachute?
	A simple investigation into parachutes and air resistance This activity supports a number of learning types: small group work^(ta) - investigation conducted by small groups reporting back to the class. whole class^(ta) dialogue^(ta) - discussion of each situation open-ended questions^(ta) – why did this happen? what do you think causes this movement? peer assessment^(ta) – do peers agree? project work – linked in with the rest of the activities in this OER, topic work in design and technology, literacy, numeracy inquiry^(ta)-based learning – initial presentation to the class can be framed as a problem for them to solve; co-enquiry – children working collaboratively arguing and reasoning^(ta) – persuading each other about their explanations. exploring ideas – developing understanding of key scientific principles.
Genetics	How DNA is sequenced: the stages
	The complexity and scale of genome sequencing Students 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).
Genetics	Human Genome Project: from Sequencing to Sharing Genomic Information
	Discuss and share economic, political and ethical issues. This resource provides guidance on how to use whole class^(ta) discussion^(ta) and/or small group work^(ta) to engage students with the science and the economic, political, ethical^(topic), legal and social issues of a scientific project such as the HGP. Its focus is on the scientific method^(ta); language^(ta) and the nature of scientific inquiry^(ta).
Graph	Variation of human characteristics - Visualising Class data
	A big survey of ourselves, measuring hands, feet and more The lesson offers the opportunity to explore measurement, relationships between measurement, and ways to visualise and summarise this data. The use of ICT⁽ⁱ⁾ allows the teacher to enter data and for pupils to immediately see the impact this has on the pie chart and frequency tables (which are automatically updated). This also allows the teacher to change the 'range' for the frequency counts, and discuss with pupils the impact of this on the pie chart, and whether this is a good representation - encouraging the use of mathematical language^(ta) and scientific method^(ta) throughout. In collecting the data pupils have opportunity for some self-directed group work^(ta) - to measure various lengths as described below - and the teacher could use whole class^(ta) questions^(ta) to explore the strategies taken to conduct this investigation^(ta).
Group talk	Organising Group Talk in Science
	The group in which students are expected to work has a huge bearing on their willingness to speak openly. Can we better manage group talk? This resource contains activities and examples relating to group talk^(ta) in science lessons in whole class^(ta) and group work^(ta) settings.
Group work	Group Work
	A unit exploring Group Work in context This resource is a longer document on group work^(ta) from which a number of other more focused resources have been drawn (including Group Work - Choosing and Selecting Groups, Group Work - Group Size, Group Work - Maintaining Momentum).
Group work	Active Engagement
	This resource is a longer DfES document on active engagement/active learning^(ta) from which some other shorter, more focused, resources are drawn including Using Drama Activities and Using Thinking Skills.