Ian Cooksey is the Headteacher of Watford Grammar School for Boys, which is a partially-selective comprehensive school. During his career to date, he has led a great variety of schools, including single sex boys and girls , mixed, comprehensive and selective, representing schools in every Ofsted category.
He joined a comprehensive school in Special Measures in as Head of School and helped to lift it out of that category in one year. Whilst it is true that all change does not lead to improvement, all improvement requires change. Ian has led CPD in several different schools to support the development of exceptional teaching and learning across the educational system. He has also supported schools seeking to enhance their self-evaluation frameworks and their approach to strategic planning.
Having led one of the most financially efficient schools in the country, he has also developed some expertise in managing financial constraints, without adversely affecting outcomes — a challenge that many schools are being required to engage with in the current climate.
In particular, he developed considerable expertise in turning round under-performing businesses; improving processes, restructuring, revitalising and restoring them to profitability. Outside Lloyds Banking Group he was also General Manager responsible for setting up a merchant acquiring joint venture based in Mumbai, between a major Indian bank and a global US payments processing company.
Based at Mount Grace School. Having worked as a Head of Maths in two schools I have had experience of working in different settings to bring about improvement, in what is often one of the most challenging Middle Leadership roles.
I have a proven track record of identifying good and innovative practice and adapting it so that it can be effectively implemented. I have turned my own curriculum areas around, and supported others to do so in different subjects — creating a clear vision, setting achievable goals and working through a realistic plan to bring about change. This has led to faculties that focus forward, rather than constantly fighting fires, and staff that are empowered to take on responsibilities and excel at them.
I worked in business for nine years before I retrained to become a teacher. My roles included technology development, project management, business change, strategic planning and stakeholder management.
I am passionate about teaching Maths creatively to engage students. I believe that scaffolding and AfL are key components of successful Maths teaching, to ensure that all students make progress from their individual starting points.
I have mentored NQTs and unqualified teachers, as well as colleagues with more experience, to improve their teaching, maximise student progress and effectively manage their workloads to become successful members of the profession.
He also works with individual departments on developing practice and has also worked one-to-one with teachers in Hertfordshire. He has coached a National Cup winning football team, was invited to be a selector for England U18 Schoolboys, and has organised football competitions in the county for 16 years.
Amanda has been teaching Design Technology for 30 years, having been a head of a very large successful department for 20 years and she was the first advanced skills teacher in England June She has a real passion for her subject and can advise in the teaching and management for all specialisms in this subject.
She enjoys all things related to teaching and learning, particularly assessment for learning, progress and planning in DT. Amanda has previously worked at St Michaels 3 years ; Garston and Mill Hill County High school for 24 years , and outreach work in a variety of Barnet schools. Amanda has supported several schools with teaching and learning needs in DT across the county. Amanda has qualifications in coaching, through working with London Challenge and many years of coaching teachers in school and through her outreach work.
She has attended most schools in Barnet and has a reputation for having excellent knowledge of the DT curriculum, advises on refurbishments, recruitment interviews, health and safety and has vast experience in observing and supporting teachers across the authority. She has assisted several primary schools in supporting the delivery of new Scheme of Learning in DT. She also works with individual departments on developing good to outstanding practice and has worked one-to-one with teachers in several schools.
She has advised head teachers on curricular developments, staffing abilities, writing of bids related to school specialism and sponsorships. Amanda has created school partnerships with Middlesex University and more recently Goldsmiths and encouraging close links within the STEM subjects throughout schools. I am a dynamic teacher of Geography, with experience of working within my own department, at a whole school level and with colleagues from various schools in the local area.
As Head of Geography, I have experience of leading a successful and forward-thinking department. I have responsibility for the coordination and monitoring of teaching and learning across key stages 3, 4 and 5. I have worked as part of a team of external examiners for the GCSE Geography course and therefore I have a developed understanding of what is required for examination success.
The graph below show typical changes in concentration or amount of moles remaining of a reactant with time, for zero, 1st and 2nd order. In the zero order graph the gradient is constant as the rate is independent of concentration, so the graph is of a linear descent in concentration of reactant. The idea is that somehow you test for the order with an appropriate linear graph Connect the graphs with the following: Some possible graphical results are shown above.
Of course  to  could simply represent inaccurate data! There is another graphical way of showing the order with respect to a reactant is 1st order , but it requires accurate data showing how the concentration or moles remaining of a reactant changes with time within a single experiment apart from repeats to confirm the pattern. The rate of radioactive decay is an example of 1st order kinetics.
The graph below shows what happens to a reactant with a half—life of 5 minutes. It is the constancy of the half—life which proves the 1st order kinetics.
The mathematics of 1st order rate equations units. So simplified rate data questions and their solution is given below. Simple exemplar rates questions to derive rate expressions. From the point of view of coursework projects the detailed analysis described above is required, but quite often in examination questions a very limited amount of data is given and some clear logical thinking is required. So simplified rate data questions and their solutions avoiding graphical analysis are given below.
These example calculations below are based on the initial rate of reaction analysis - so we are assuming the variation of concentration with time for each experimental run has been processed in some way e.
The graph on the left illustrates the initial rate method for the formation of product. The gradients A and B would be for two different concentrations of a reactant, the concentration for A would be greater than the concentration of B. The initial rate is taken as the positive tangent - gradient for the curve at the point 0,0.
The same argument applies if you imagine the graph inverted and you were following the depletion of a reactant. Then you would get two negative gradients one steeper than the other for the greater concentration. Reminder [x] means concentration of x, usually mol dm The table below gives some initial data for the reaction: From runs i and ii , keeping [B] constant, by doubling [A], the rate is doubled, so 1st order with respect to reactant A.
Therefore the reaction is 1st order overall , and the rate expression is To calculate the rate constant, rearrange the rate expression and substitute appropriate values into it. In reality the results would be not this perfect and you would calculate k for each set of results and quote the average! From runs i and ii , keeping [B] constant, by doubling [A], the rate is unchanged, so zero order with respect to reactant A. Julie Boyd Curriculum Vitae.
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We work across all exam boards and needed a quick reference document when planning resources to suit all exam boards rather than having to constantly flick between several large documents. Comparing the approach to the written exams. This document i s our one page interpretation of the non exam assessment for all specs. General things to think about. See the GCSE specifications on the exam board websites. Free tutorials Buy E-Textiles E-textiles: Want to search for something on the website?
Designing has been removed from the exam paper as it is seen as too subjective. This feels daunting but has its advantages. This will impact on the course structure and how things are taught.
Welcome to GCSE graphic coursework document pages! Below is a range of useful documents for pupils currently taking GCSE graphics.
Product Description. The Design and Technology application provides students a new way to learn, work and prepare for tests and exams in many areas of Design and Technology.
Prior Park College. One of the UK's largest, co-educational, Catholic, independent senior schools, set in a breathtaking location overlooking the World Heritage city of Bath. Taken from the AQA specification for theory to be covered for Product Design GCSE examination/coursework.
Return to the D&T GCSE page. D&T GCSE specifications From September (England) There's no one exam board that is better than any other. They all have advantages and disadvantages and a department's choice of specification will depend on lots of different factors. A last minute revision page showing essential information on metals for GCSE AQA Product Design.