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New resource from National Strategies. This Excellence for All guidance assumes that good provision for G&T pupils is good provision for all pupils. It explores the characteristics of successful G&T learners and considers how those characteristics can be developed in under-achieving or potential G&T pupils, particularly those from a disadvantaged background. The leadership team has a fundamental role in establishing this priority in school. They need to make clear the expectation that all pupils will benefit from a high-challenge curriculum and high-challenge classroom teaching, with support as required. By raising expectations for all pupils, schools will be in a stronger position to: narrow any achievement gaps between pupils from different backgrounds narrow gaps in effectiveness between departments and classrooms. This guidance will develop teaching skills through a systematic approach to 'enquiry into practice'. It proposes that teacher enquiry groups can create a school-level evidence-base of what works well in a specific context. This evidence makes it much easier for teachers in the same school to make the link to their own classroom teaching and to their own pupils. It will help schools clarify and define what Quality First Teaching looks like in their own specific context; it will also enable schools to demonstrate improvement through the Institutional and Classroom Quality Standards (ICQS) for G&T. These materials are designed to be used in a flexible way that makes them easily adaptable to schools' individual priorities. This guidance includes a toolkit of CPD materials, useful resources and references.

When students are engaged in learning science or math which is personal to them (real world problem solving), they become more engaged in the learning process. Project based learning situations in science and math increase opportunity for students to internalize and make connections.

Students make connections with many science concepts and communicate their recommendations to officials and organizations regarding the future of artificial reefs.

Teaching math to elementary students is critical for establishing a foundation of success in mathematics. There is a need for some basic memorization of facts, because students who do not memorize arithmetic functions struggle in upper grades. However, math must be fun and interesting, along with making connections with real-world applications.

Learning algebra is difficult for most students. Ask any student what they are learning in algebra and you will probably receive an answer similar to this (after - Why do I need to know this?). "Using Xs and Ys a lot, a bunch of numbers and symbols, and memorizing a lot of rules." This often comes with learning algebra without connection to anything students can relate to. When students learn basic math, they can make a lot of connections.

A framework is provided for making connections between everyday math problem and solving real world math problems. Connections are made regarding project based learning for teachers new to the process, along with recommendations for teachers who are veterans of project based learning.

Teaching Algebra is always a challenge with students, because it is procedural driven and typically taught without any connection to the real-world.

Students create their sandstone as they investigate the processes of the rock cycle.

A dozen activities are presented for using an online education technology tool to engage students in classroom activities to develop a better understanding of concepts.