1. Planning and Progression
Effective Learning Strategies
A range of my tried and tested ideas – all in one place and just for you!
Assessment for Learning is…
Students knowing what they are learning, how they are learning, how they will be assessed, why they are at X level and how to get to the next level.
Teachers informing students of objectives, using different teaching and assessment methods, making success criteria clear, showing how to achieve the success criteria and giving clear advice on how to make progress.
Learning Objectives
clear, shared and explained to the students
used within the plenary to check understanding
levelled
challenging
Marking and Feedback
use S and T on students work (research shows that comment marking is effective).
use of RAG on students work.
clear targets for improvement
opportunity to improve work
verbal and written feedback
Planning and Progression
Use knowledge to inform future teaching
plan questions into your lessons
use levelled tasks and ladders
“student speak” success criteria
appropriate task setting
self and peer assessment
There are lots of strategies to support AfL and I have tried to give as many examples of possible on the next few pages.

2. Literacy Strategies
Text Features
Explain the different parts of text book eg headings, pictures and important points.
SQ3R
Survey the text before reading it. Predict the contents.
Questions – ask students to come up with the questions. Talk about the relevance of the questions.
Read to answer the questions.
Recite the answers to questions out loud.
Retell – re read sections of text.
Bundling
Good at the start of a topic. Write down facts on paper and then get into groups to classify them. Students use text books to support their work.
Visualisation
Read the text (you could do this the first time) and get students to draw what they see. Could be useful for work on cycles or experimental methods.
Summarising
Focuses on the key ideas. Allows a deeper knowledge of what has been read. Useful for revision. See starter templates.
Research
Use an organiser to plan. Teach students to skim read, use contents and index and relevant questions. What do I know? What are my questions? Where can I find my answers?
Modelling reading
Explain thought processes as you read through the text.
Power Talk and Writing
Encourage the use of proper sentences and correct vocabulary when talking and writing about science.
VCOP Placemats
See example in the pack.
Summary Pyramids
The List of 11
Levelled learning objectives
Literacy objectives
Literacy techniques
Formative questioning by the teacher
Questioning by pupils
Independent learning
Paired and group work
Differentiation
Use of data to inform learning
Progress
Formative feedback
Other important strategies to support your teaching – all in one place to make it easier for you!
Climate for Learning
colourful clear displays showing keywords, students work, exemplar work and assessment criteria.
Use of rewards
Constructive feedback in the assessment of work
constructive use of data
high expectations of work and behaviour
Questioning
ABCD cards, No hands up, Wait Watchers, Basketball, Class Vote, Mini white boards, Phone a Friend

3. Diagnostic questions – what do the students know
Hinge questions – these are the important questions that must be understood in order to move the learning on
Diagnostic questions – what do the students know
Discussion questions
Ideas
No hands up
Wait watchers
Open v Closed
Students write questions
Basketball
True/False
Mini white boards
Class vote
Phone a friend
Questioning Techniques and Independent Learning
Good activities to get students asking the questions are…
Noughts and crosses
Blockbusters – excellent for power talk during a starter
I challenge you – students challenge each other to answer the questions. This is also a group independent learning technique.
Independent Learning
Getting the students to work without the intervention of the teacher. Could be individual, paired or group tasks.
Remember to use the 4 B’s approach!

4. What we will mark... When we will mark...
Teachers will mark work regularly during every teaching sequence in Key Stage 3.
To ensure that marking is carried out in line with the school policy, I have set some compulsory tasks that all students must complete. The assessment of some tasks will be moderated and other marking will be scrutinised during book monitoring.
It will be essential for the teacher to forward plan and ensure that marking is distributed over the teaching sequence. For example do not set a homework deadline in the same week as a test.
Teachers can choose to assess other work at any time and are encouraged to do so. It is also essential to use peer and self assessment regularly as this will benefit students and their ability to access the success criteria.
Teachers will mark the following pieces of work…
Compulsory homework task
Other homework tasks selected by the student
Level Assessed Tasks and Tests (a minimum of two per teaching sequence)
Extended writing task
Group work task
Teachers may choose to mark class work, especially tasks that require independent work.
When we will mark...
Marking and feedback are essential! Use the marking policy that we have in place, including…
Success and Target
RAG
MADIC and RADIC

5. An outstanding lesson would contain…
Exemplary subject knowledge and teaching style.
Learners engrossed in their work.
Students with exceptionally good attitudes towards their work.
Teaching styles matched to the learners needs.
Exemplary behaviour from students as a result of their engagement and enjoyment with the work.
Work is tailored to the capability of the students.
Resources are directed and managed highly effectively so that learners make exceptional progress.
Assessment methods allow students to improve.
There are a range of assessment methods including effective peer assessment.
Use the list of 11 to make sure that all of these points are covered.

6. How we will mark... Type of work Marking Storage of work
Frequency
Storage of work
Compulsory Homework
RAG work initially, giving students with RED or AMBER the chance to improve. On final marking the work must be levelled.
1 per unit
In APP folder
Other homework tasks
This will depend on the work…
posters and similar formats might be marked with success and target
questions may be marked out of 10 (and so on)
In classwork folder
Classwork
Use MADIC and RADIC to annotate work that we have gone through in class.
As often as possible
Group work Task
Great opportunity for peer assessment here. Use success and target to assess the work overall.
Level Assessed Tasks and Tests
Level work. Use success and target to give written feedback.
Min 2 per unit
Extended writing
Mark this against the literacy focus for the unit, giving a clear target for the student to work on.

7. What do the colours mean?
RAG
Use this on as many pieces of work as possible. The students will have this
in their work books so that they will know what you mean.
MADIC and RADIC
Marked and discussed in class or Read and discussed in class. These acronyms should be used when you are going through and self marking questions. Quick, simple and effective.
Literacy
Use the literacy marking guide to assess the work against the focus for the unit.
Success and Target
Longer pieces of work need written feedback in the form of success and target (or tip, which sometimes fits better). I prefer to think about these as what went well and even better if….
Levels
Levelled work should be included each unit. Use the level ladders to introduce the criteria to students. You can also RAG the work with this system – I give a target for all work at A and R.
What do the colours mean?
Work has not been completed or it is incorrect.
You must make improvements and show your teacher when you have. Make sure you aim for amber or green next time.
Work has been completed but it could be improved or achieve a higher level.
You need to write down how you can improve the work and aim for green next time.
Work has been completed well and you have achieved your target or more.
Make sure you ask your teacher to give you achievement points and keeping aiming for green!

8. Brain Book Buddy R.A.D.I.C M.A.D.I.C
Be an independent learner – use the 4 B’s!
Brain
Think about the
question again
Book
Try to find the
answer in a book
Buddy
Ask the person
next to you
Then you can ask me – the Boss!
R.A.D.I.C
What do the colours mean?
Work has not been completed or it is incorrect.
You must make improvements and show your teacher when you have. Make sure you aim for amber or green next time.
Work has been completed but it could be improved or achieve a higher level.
You need to write down how you can improve the work and aim for green next time.
Work has been completed well and you have achieved your target or more.
Make sure you ask your teacher to give you achievement points and keeping aiming for green!
Read and discussed in class
M.A.D.I.C
Marked and discussed in class
Assessment in Science

9. Literacy Strategies

10. Use interesting words to begin your sentences.
Name:
Use the VCOP grid to help you write the answer to your work. What happens in this experiment and why?
Vocabulary
Connectives
Openers
Punctuation
particles
solid
heating
expansion
contraction
conduction
thermal
energy
and
also
as well as
next
however
whereas
otherwise
although
meanwhile
Use interesting words to begin your sentences.
.”!()
,?’;
What went well…
Even better if…

11. Vaccines One word to say who discovered vaccines.
Two words to describe what a vaccine is.
Three words to explain how a vaccine works.
Four words to explain why we vaccinate people.
Five words to say why vaccination is so important

12. Starter Ideas

13. Crack the Code a b c d e f g h i j k l m n o p q r s t u v w x y Z z
Put your keywords here: change to “windings” text

14. Odd One Out
Say why you have chosen the keyword.

15. Silent Sentences
Make sentences, placing a word or phrase in each box so students have to make a sentence

16. Anagrams Put the keywords here and make sure they are scrambled up.
Extension – ask students to make a sentence with the words in it.

17. Word Grid
Add keywords here (or not) and ask students to find them.

18. Matching Keywords

19. Place the keywords below but miss out the vowels.
A,E,I,O,U
Place the keywords below but miss out the vowels.

20. Here are the answers…
Put the answers here and ask students to write the questions

21. Turn over
for extension
Title
In pairs, decide who is “noughts” and who is “crosses”. If you answer the question correctly, you win the square. If you both don’t know the answer, look it up in the revision guide. You have 5 minutes to play the game.

22. ü ü û ü ü û ü ü ü û ü û û ü û ü This is on $Drive – called wipeout
Limestone and clay are heated to make cement
Limestone is also called calcium carbonate
When limestone is heated, calcium hydroxide is made.
Endothermic reactions take in energy. ü ü û ü
Cement is mixed with sand and water to make mortar.
Limestone neutralises alkaline soil.
Quarrying damages the environment by making lots of dust and noise.
Calcium Oxide has the chemical formula CaO. ü û ü ü
Limestone is heated with sand and sodium carbonate to make glass.
No energy is needed to produce cement and quicklime.
Waste materials produce unsightly tips.
Slaked lime is an acid. ü û ü û
Slaked lime is also known as calcium hydroxide.
Limestone can be crushed and used for road surfaces.
Limestone is made from plants.
When calcium carbonate breaks down, carbon dioxide is made. û ü û ü

23. Classroomtools.net Use this website to make your own quizzes.
I write the questions in word and copy them in.

24. An alloy containing tin and lead How copper can be purified
The alloy used in dentistry
Called “catchphrase” – on the $Drive
The alloy which contains iron
The electrode which
copper ions are
attracted to
Gold is found…
Brass is used for…
The melting points of alloys are compared to metals
Nitinol is an example of a…
Two advantages of building
cars with aluminium bodies
Alloy containing copper
and tin.
Two useful
properties of copper

25. Cross out the wrong sentence in each pair

26. What am I?
I am …

27. Hangman
Back To Starters
You know what it is!

28. A - Z
Back To Starters
e.g. Write down a key/related word for our topic area for as many letters of the alphabet as you can.
Arms
Bay
Conflict
Darfur
Earth
Freedom
Guantanamo
Harm
Can also do it verbally. Ask students/groups to shout out when you give them a letter.

29. Taboo
Back To Starters
Students have to describe a key word without using that word (it is taboo!).
(could do it in teams, pairs, whole-class)

30. Compare and Contrast What differences and similarities do you notice?
Back To Starters
What differences and similarities do you notice?
(Zimbabwe, Oct 2007)

31. 4 W’s and an H
What?
Where?
When?
Why?
How?

32. UPD8 Electromancer - Useful additional activities - NE Feb 2010
Acrostic Poem M A G N E T S
UPD8 Electromancer - Useful additional activities - NE Feb 2010

33. Bingo Sheets
Back To Starters
e.g. Pupils get bingo sheets with key words/phrases and you read out definitions...

34. ? Mystery Bag Take a bag into the classroom that
Back To Starters
Take a bag into the classroom that
contains an object which has a
connection to the lesson.
Pass it around and let the students
feel the object inside the bag.
The first person to guess
what it is could be rewarded
with a merit. ?

35. Word or phrase What do you know? Back To Starters
(variation – ideas must be pictures instead of words)

36. Flow Chart Back To Starters Prime Minister MPs Voters
Fill in the gaps!

37. Make links between the words

38. Lesson Review
3 things I have learnt today are…

39. Continuum
Make a continuum in the room with strongly for and strongly against at either end. As students come in tell them the proposition and that they must justify the position on the continuum they choose.
(variation – pupils line up randomly. They discuss with their neighbour only and then move accordingly. Continues until the continuum is fully drawn)
Back To Starters

40. Pass the Parcel
Back To Starters
Wrap up an object related to the lesson and play pass the parcel.
Each layer could include a question related to previous
learning or the lesson to come.

41. Dominoes Gordon Brown Labour Party Harriet Harman Subway Equality
Franchise
Democracy
Voting
Back To Starters
Develop by making huge dominoes to lay out on the floor

42. Challenge Ideas

43. Random Words Give students a list of five random words,
Contents Page
Random Words
Give students a list of five random words,
e.g. Box; Cow; Sunshine; Beyond; Fence
And ask them to:
Show how any or all of the words connect to one another.
Explain how they may influence one another.
Suggest how they might link to the learning.
Create a story encompassing all the words.
Mind-map the connotations of each word and then analyse the links between them.
Adapted from an idea by Edward De Bono – a super author for all things thinking.

44. Contents Page
Exam Questions
Ask students to produce exam questions for the topic they are studying. These could be scaffolded by criteria or left open.
Extension:
- Students go on to create model answers to the questions they have set.
Students swap questions with one another and then answer these.
Questions are taken in by the teacher and redistributed at random. After writing answers students meet up with the question author to mark the work.

45. Contents Page
Symbols
Ask students to translate something into symbols that could be understood by an outside observer.
The something could be a specific piece of content, the whole lesson, their learning etc.
Example –
People vote in elections and whoever gets the most votes becomes leader.
A B C
vA vA vA vB vB vC vC vC vC
A B C

46. Defend Your Consequence
Contents Page
Defend Your Consequence
A great game to use in all manner of subjects.
Students are given a consequence (or cause) for which they must develop a defence. This can be done individually or as a group activity.
Example:
The most important consequence of not listening to your parents is…
You save your ears from being worn out
You miss potentially life-changing information
You fail to get a complete picture of their world
They might not listen to you
If you don’t listen, how can we say that they have really said anything?

47. Accuracy and Precision
Contents Page
Accuracy and Precision
Precision and accuracy are important skills. Create extension tasks that encourage students to practice them, or reflect on what they already do.
An example would be asking students to recreate an image exactly as it is in original, or, take journalist style notes of a partner talking which are then compared to what was actually said (perhaps the partner could write down first and read from the script).

48. Contents Page
Observer
Choose a student to sit and observe what is happening in the class (this might work particularly well with debate, discussion or group work).
Their role is to assess what is happening and offer suggestions for change, ways to improve, examples of excellent work etc.
Extensions:
Ask the student to produce a set of criteria they will use for their assessments.
Get the student to justify their decisions, including the criteria chosen.

49. Contents Page
Bloom’s
Have a list of evaluate and synthesis words to hand for teacher and student to create extension questions off the cuff.
Evaluate
Appraise Argue Assess Critique Defend
Evaluate Examine Grade Inspect Judge
Justify Rank Rate Review Value
Synthesise
Combine Compose Construct Create Devise
Design Formulate Hypothesise Integrate Merge
Organise Plan Propose Synthesise Unite

50. Contents Page
Specify
Ask students to review their work and analyse where they have not been specific.
They must explain why they have not been and rewrite their work so it is more specific. In addition, they can compare the meaning of the two pieces of work, drawing out the changes increased specificity brings.
Extend by asking students to examine the nature of communication and consider what the problems of ambiguity and vagueness might be.

51. Big Picture
Contents Page
Often in school knowledge can become compartmentalised and lose its connection(s) to the real world.
Challenge students to re-forge these connections by transferring knowledge out of the classroom and into society and the environment.
Ask them to analyse how what they are learning might link to jobs, ideas, actions, beliefs or relationships. Or, where it might have come from originally and why it might now be deemed important for schoolchildren to know.
Extend by asking students to think backwards from their own bigger picture and develop a plan for what they think should be added to the curriculum.

52. Reduction
Contents Page
Often in science, and particularly in physics, the material world is reduced into smaller parts so as to aid experimentation, observation and analysis. This has pros and cons as it can also lead to a failure to think about things in a holistic way.
Nonetheless it is a useful tool and students can be asked to reduce their learning, ideas or theories into smaller parts.
These can then be studied independently in order to reveal more about their nature and workings.
Extend by asking students to reduce more complex phenomena or plan specific methods of investigation they wish to pursue via reduction.

53. Experimenter
Contents Page
Students are asked to design an experiment which could be used to test the validity of:
What they have learnt
Their opinions
Their arguments
The ideas of others
This works in subjects beyond science. For example in Citizenship a student could design an experiment that tests whether democracy promotes human rights.
Extend by asking students to think about the limitations of their methodology, the limits to what we can know or the difficulties of conducting experiments.

54. What might happen if... Ask students ‘What might happen if...’
Contents Page
Ask students ‘What might happen if...’
...religion was banned tomorrow
...the laws of physics were temporary
...mathematical functions altered over time
...birds did not migrate
...written translation was not reliable
Extend by asking students to come up with their own ‘What ifs’ which they then answer.
Or, challenge them to produce multiple answers and argue which is most likely/appealing/harmful etc.

55. Changes
Contents Page
Ask students to recommend changes to something and explain why they have made such recommendations. For example:
How might you change the interpretation of the causes of World War One?
How might you change the structure of the textbook to make it more user-friendly?
How might you alter today’s lesson in order that future students learn more easily from it?

56. Inventors
Contents Page
Invention requires creative, synthetic thinking, the use of the imagination and the proposal of possibilities. It requires an open mind, yet one that is also capable of honing in and sustaining a course of action; capable of cultivating an idea from seed to tree. What great skills for students to develop!
Challenge them to invent machines, slogans, theories, solutions, products, contraptions, advertisements...
You could set them a brief, provide criteria to fill, give a question or name a problem that needs cracking.
Extend by asking students to refine their inventions – what problems might they encounter and how could these be overcome?

57. Fact or Opinion
Contents Page
Separating fact and opinion is an important skill in everyday life – when in contact with the media, talking with others, at work etc.
Ask students to pull apart articles, reports or other texts in order to discern which aspects are factual and which are opinion.
Extend by:
Challenging students to think about the comparative validity of fact and opinion.
Asking what ‘facts’ can be definitely known.
Getting students to analyse what authorities the facts and opinions rely on.

58. Looking for Bias
Contents Page
Bias is everywhere, the nature of human experience is that it is partial. Ask students to engage with this idea by analysing texts or information related to the lesson to look for bias.
Extend by:
Asking for a set of criteria for spotting bias.
Questioning whether bias is ever legitimate.
Challenging students to compare different accounts of the same event or idea and synthesise them into a balanced piece of work.

59. What’s your opinion?
Back To Starters
Ask students to write/speak in pairs a short explanation of their opinion about the topic you are starting to study. This can then be revisited at the end of the lesson/unit.

60. Plenary Ideas

61. Back to Plenaries
Storyboard
Make a storyboard of today’s lesson/your learning/a key concept/the topic studied…

62. Back to Plenaries
Evaluation Tree
Ask students where they feel they are on the tree in relation to the lesson or topic.
Can be used repeatedly to articulate progress/problems.
Could print out on A3/A2 and get students to put post-it notes on with their name. Could then pair up strong and weaker students etc.

63. Which picture matches your learning today? Explain why?
Back to Plenaries
Which Pic?
Which picture matches your learning today? Explain why?
(pictures = new ideas, problem solving, discussion, experimenting, team/group work, creativity)

64. Use shapes and pictures to deluxe-ify 5-5-1
Back to Plenaries
5-5-1 Deluxe!
Now reduce that to 5 key words…
Write 5 sentences summarising today’s topic…
And finally to one word….
Use shapes and pictures to deluxe-ify 5-5-1

65. PLTS Independent Enquirer Creative Thinker Team Worker Self Manager
Back to Plenaries
PLTS
Pick one of the skills and explain how you have used it today…
Pick one of the skills and explain how you have improved it today…
3) Pick one of the skills and explain how you will aim to use it or improve it next time…
Independent Enquirer
Creative Thinker
Team Worker
Self Manager
Reflective Learner
Effective Participator

66. Your task is to try and beat the teacher!
Come up with questions based around your learning today and see if the teacher can answer them.
Develop by: - snowballing
- writing questions on pieces of paper and placing
in a box. One student (sensible - able to vet) then
sits opposite the teacher at the front of the class and pulls out questions to ask a la Mastermind.
Back to Plenaries

67. Pyramid Question you have about the lesson
Back to Plenaries
Question you have about the lesson
Pyramid
Things you have been reminded of today
Things you have learned today

68. Write a newspaper headline about today’s lesson…
Back to Plenaries
Extra! Extra!
Write a newspaper headline about today’s lesson…
Develop by: - asking for a plan of the article to go with the headline
- asking for a series of different headlines (i.e. sensational, serious, tabloid etc.)
- asking for a headline with picture

69. Exam Question
Write an exam question based on your learning today. Then, swap books and answer someone else’s question.
Develop by writing a mark scheme for the question as well, using peer/self assessment or using different types of exam questions – multiple choice, short answer, essay etc.
Back to Plenaries

70. Targets What three things have you done well this lesson?
Back to Plenaries
Targets
What three things have you done well this lesson?
What can you improve next lesson?
How will you do this?
Develop by signposting with exemplar, ideas of targets or oral Q+A

71. Equation Write an equation showing your learning… For example –
Back to Plenaries
Equation
Write an equation showing your learning…
For example –
Eggs + flour + milk + sugar X oven = cake

72. K U I As a result of the lesson today I: Know… Understand…
Back to Plenaries
K U I
As a result of the lesson today I:
Know…
Understand…
Can use the information in the following other situations….

73. Success! I have been successful in the following three ways…
Back to Plenaries
Success!
I have been successful in the following three ways…
I could make this better next time if I…
If I were starting again and designing this for myself I would do this instead…

74. Write a txt msg explaining your learning
Back to Plenaries
Txt Msg
Write a txt msg explaining your learning

75. Back to Plenaries
Neighbours
Ask students to review the lesson through their neighbour. For example:
What three things has your neighbour learnt today?
What would your neighbour like to find out more about?
What does your neighbour think about….
What answer to the overall question can your neighbour give?
Set targets with your neighbour by sharing your work
(Develop by sitting different abilities together, snowballing so that a pair of neighbours then become the neighbours of another pair,)

76. 60 Seconds Timer on board –
Set students the challenge of summing up the lesson in sixty seconds.
Students then read out their summations until a really full picture is presented to the class.
(Develop by setting paired work – one speaker, one scribe; giving certain words/phrases to include; adjusting the time for more quick-fire/in-depth answers)
Back to Plenaries

77. Back to Plenaries
Predict it
Ask students to make a prediction based on the knowledge gained in the lesson. For example:
What do you think we will study next lesson?
What would happen if a catalyst were brought into the reaction?
Predict the changes if welfare benefits were removed

78. Potassium is an un-reactive element
Back to Plenaries
Mr Wrong
Give students the wrong answer and ask them to explain why it is wrong.
e.g. Parliamentary democracy has no safeguards for the individual against the state.
Potassium is an un-reactive element
3+8 = 12

79. Objective Traffic Lights
How do you feel about the lesson objectives?
Red = don’t think I have grasped this
Amber = feeling OK about this, have just about got there
Green = Confident I have achieved this
Develop through AfL tools i.e. hand out traffic light cards that students show visibly, use coloured pens for students to indicate on their work how they have assessed themselves, have a class count of red/amber/green and then pair up greens with reds and ambers to try and improve the spread
Back to Plenaries

80. Back to Plenaries
Aide Memoire
Students have to come up with something to help them remember what has been studied. This could be a mnemonic, visual aids, a story, a song etc. Allows differentiation for learning styles.
Develop by asking students to share their aide memoires and producing a pool of the most helpful ones.

81. Back to Plenaries
Question? Answer. 2
Put a question on the board and have different answers around the room. Students go to the one they think is right and justify their decision.
Make this easier by having A,B,C,D points or posters in your room. Then you can have the answers on the board as well to save faffing.
Develop by getting one member from each answer area to try and convince the others that their answer is right (good for encourage use of reason and uncovering of fallacy, misconceived reasoning etc.)

82. Graph It Draw a graph showing your learning during the lesson. Or;
Back to Plenaries
Draw a graph showing your learning during the lesson.
Or;
Ask students to draw a graph showing a certain aspect or topic from the lesson

83. (it’s a bit like the old TV show Knightmare)
Back to Plenaries
Knightmare
Make a grid 4 by 5 on the floor at the front of the classroom (or have five ‘stages’). Sort class into four teams. Each team sends a student up. They stand on the first square of the grid. They can only move on if their team gets a question right. Ask the teams in turn and the first student to the end of the grid/last stage is the winner.
(it’s a bit like the old TV show Knightmare)
Start
Finish

84. Odd One Out Maker Make an odd-one-out activity based on today’s lesson
Back to Plenaries
Odd One Out Maker
Make an odd-one-out activity based on today’s lesson
Could be key words, pictures, diagrams, concepts etc.
Students then try them out on each other.

85. Pyramid 2 Two words that have made an impression
Back to Plenaries
Pyramid 2
One thing you will do to follow up, or question you want to ask
Two words that have made
an impression
Three key words that are important

86. Back to Plenaries
Set your own homework
What homework would you set yourself on what you have learnt today? How would this help you to build on what you have done?
(students can then do the homework, or the class can vote for the best one and all do that)

87. Explain what you have learnt today and how you have learnt it
Back to Plenaries
What? How?
Explain what you have learnt today and how you have learnt it ?

88. Place students in groups of 3 and number them 1-3.
As easy as 1 2 3
Place students in groups of 3 and number them 1-3.
3 statements on the board which the corresponding individual must explain to the rest of the group.
Develop by ‘phone-a-friend’ where if one student can’t explain they find another student with their number in the group and learn from them.
Back to Plenaries

89. Develop with snowballing, group answers or posters etc.
Helpful Tips
Write 5 top tips or golden rules about the topic for students taking the lesson next year.
Develop with snowballing, group answers or posters etc.
Back to Plenaries

90. Develop with word limits, producing for specific audiences.
Question? Answer.
Set a question at the beginning of the lesson – as the aim, lesson objective etc.
Return to this and ask students to now produce an answer. This could be in lots of different forms – written, verbal, still image, poster, storyboard
Develop with word limits, producing for specific audiences.
AfL with mini-whiteboards, thumbs/colours agreement when answers read out.
Back to Plenaries

91. Stop!...wait a minute Mr Postman
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Stop!...wait a minute Mr Postman
Use post-it notes to share reflection, recall and evaluation.
Could be done in groups of 3/4 on sugar paper and then presented.
Could use pictures relating to parts of the lesson or people/characters related to it.
Could have a number of A3 sheets with different questions/areas on.

92. 5 – 5 – 1 Summarise today’s topic in 5 sentences. Reduce to 5 words.
Now to 1 word.
(with as many variations as there are numbers!)
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93. Concept Map
Give students a list of words related to your chosen concept. This can either be on cards or on the board. They must then turn these into a ‘map’, where each connection can be explained and justified.
e.g. Democracy Voting
Safety Freedom
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94. Revision Poetry The first line is one word and names the idea.
The second line is two words and describes what the first line means
The third line has three words and says what the first line means
The fourth line has four words and tells how the writer feels about the first line
The fifth line renames the first line in a single word

95. Design a starter
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Ask students to design a starter activity to use next lesson. Set success criteria.

96. Just a Minute
One pupil starts to speak about a topic. At the first repetition, pause or mistake another takes over - and so on until the minute is up.
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97. Questioning Strategies

98. Questions can be posed by the teacher, in pairs or groups.
No to no and no to yes
Students are not allowed to use the words ‘no’ or ‘yes’ when answering questions.
Questions can be posed by the teacher, in pairs or groups.
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99. Think – Pair – Share
Give students a problem or question and then allow think time
in which they can engage with it.
Following this, students turn to their ‘Learning Partner’ and
discuss, clarify, challenge etc.
The pair then share with another pair or the whole class
(students should share their partner’s ideas as well as their own)
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100. Who Wants To Be A Millionaire?
Google ‘Who Wants To Be A Millionaire template’ and off you go!
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101. Draw me the answer
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Like ‘show me the answer’...except with drawing only!
e.g.
A) Show me what democracy looks like
B) Draw fairness
C) What does change look like?

102. True or False
True or is it false! Could do with material students have already covered, or with material they are about to cover.
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103. Questions
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e.g. A series of questions 1) What does consumer mean? 2) Are you a consumer? 3) Why? 4) What rights do consumers have? 5) Who protects them?

104. Post it Put up a number of different questions around the room and
give each student 1-2 post-it notes. They have 5 minutes to look
at the questions and discuss them with others. They must then
vote for which they would like to focus on during the lesson. This
is done by sticking their post-it note by the question. The
question with the most post-its becomes the focus of the lesson.
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105. Blockbusters No Set up a Blockbusters style grid using appropriate
key terms/names/places
etc. to play No
Can I have a
‘P’ please Bob
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106. Assessment
Ideas

107. One more time Plan peer and self-assessment opportunities
Link outcomes to learning objectives
Provide clear success criteria
Train children to develop an appropriate assessment language
Provide opportunities to discuss and reflect
Guide children in self-reflection
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107

108. Examples of good practice
'Find one example you are really proud of and circle it. Tell the person next to you why you are pleased with it.'
‘Decide with your talk partner which of the success criteria you have been most successful with and which one needs help or could be taken even further.'
(After whole-class sharing for a minute or two) 'You have three minutes to identify two places where you think you have done this well and read them to your partner.'
'You have five minutes to find one place where you could improve. Write your improvement at the bottom of your work.'
'Look back at the problems you have solved today. Where were you successful? What approach did you take?
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109. Homework Peer Assessment
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e.g. Students asked to swap homework (relies on it having being done) and peer assess their neighbour’s on the success criteria you set. Can also use two stars and a wish.

110. Pupil as Teacher
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e.g. One (or more?) pupil is the teacher. They have to summarise the last lesson(s) and question the class on what was studied.

111. Goal Setting
If beginning a unit of work, ask students to set their own goals by creating a chart showing – What I know about the topic... What I want to know... What I have learnt...
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