When we complete our comment based marking we need to think about what we are going o ask the pupils to do next to try and improve their work and make progress. I have created a bank of ideas that are levelled. They are based on history ideas but they can be added to, so I have made this a word rather than a pdf document. The idea would be to reduce to A5, laminate and have on the desk whilst assessing work. This works well with the yellow box idea of DIRT and feedback. Let me know if this is useful. I have added 'What you have done well' and 'What I was looking for' sections on the second page. These are the first two parts to my comment based marking.

This falls into two halves. In the first half pupils investigate the reality of a medieval hospital in order to see that it has no bearing on the expectations of a modern hospital, and the second half is a lesson to help them understand how to answer an exam question from Paper One. This includes a mark scheme and a way to approach the question.

This follows their work on the physician and demonstrates that most people ended up being cared for by their family. This is a theme that runs through most of the history of medicine, until the NHS in reality. I have tried to make it as clear as possible for the pupils to understand that most people had no choice.

This takes you through the works of Galen in a concise manner. It includes some reference to physiology and biology which your PE GCSE students should be scratching their heads over! It is important to remember that with edexcel they do not need to know much in-depth work on him.

Using a piece of artwork, I have created various exercises that take the year 7 class through the design and reasons for design of this basic castle. the PowerPoint includes comments to help. The PDF includes various copies and ideas. There is a lower ability jigsaw exercise that can be removed or used on its own. There are clear, differentiated learning objectives and a copy that I print out and have the pupils cut in their books in order to apply the objectives to the task being covered. The homework uses their imagination, some empathy and tests their ability to imagine life within the castle as shown. There are clear literacy aspects to the work. This is designed to cover one lesson.

This covers two lessons and has a progress check that connects them. At present I have had to scan in the art work in two halves, but I hope eventually to be able to have it completed whole, so creating a clearer image for use. (It's my artwork!) The idea here is to have the pupils understand what had changed between the Romans and the Middle ages and why. They should also know that this was not universal across the country or the time period as some pupils seem to think.

Many, many years ago, my brother was at university and complained that he couldn't revise. back in the old days, before league tables, no one taught you how to revise and the results were generally not published. So no one had taught my brother, or me for that matter, how to revise. Being 7 years older and having been through university already, I write out a long letter and included loads of ideas about how to revise. from this letter a booklet was born. the letter was written in the early 90's and the first booklet was written in 2001. (That's how old I am!) This version was completed 2 years ago for the school where I currently work. The aim of this booklet is to make it more interesting to the kids. Revision is hard work and there are simpler ways to break the information down, but it involves effort and planning. I have also looked at the changes in attitude, diet and exercise that aids good revision! I was aiming at getting my brother off his Pot Noodle and Stella diet! I hope this is of use and please let me know if it is, AND if I need to improve certain bits! I am never happy with something and am always sure it can be improved!!

This ppt has the activity sheets at the end and they are differentiated for the lower, middle and upper ability pupils. I have highlighted where the art work for this and the sources have been taken from. This has been designed to follow the Edexcel 1-9 GCSE but can be used for any History of Medicine work. The primary idea here is to introduce them to the rational ideas of the Greeks, with their four elements to match the four seasons and so on to the four humours. I have also included the descriptive words that have developed in English due to the use of the four humours in the medieval period.

I have pulled together the essential points of this area that pupils need to understand into one PPT. This is an integral part of the history of medicine, although the study of Hippocrates and Galen are no longer mentioned in some of the specs, pupils still need to know who they were and what they did. The artwork is from the John Murray Textbook.

I have created this chart for teacher use I order to show progress as time progresses across the 5 years of high school. I had a similar system for KS3 using the old NC levels and this was useful when showing Ofsted what progress was being made. it was also very useful when discussing progress and next steps at parents evenings. I had a similar version for pupils and am currently developing a student friendly version for Year 7, 8, 9 and GCSE. This is based on the 12 Progression Steps created by the Pearson Group. They are a useful framework as they move up into the GCSE grades from the start, using the language of the mark schemes that will be used at a later date. The idea would be to have a copy of the sheet for each child and after assessments or marking sessions, ticks would be added over the paragraph that matches the achievement being made. It could be useful to shade the sections in using the RAG system, but I find that in the long term, it's simpler to have the tick. In the past I used a tick for each achievement and could then say they were secure. To keep the work load down, I would have this open to the correct student under the child's work as I marked. It made it easier to decide if the steps aimed at had been achieved. The chart is also useful as it can give ideas for the phrasing of differentiated outcomes.

Life after levels! As an experienced teacher and former head of department, I think it is important for us to now view the 5 years of history in high school not as KS3 and KS4, but look at this as a 5 year course of history and the skills needed. I have used the Pearson Progress steps as these seem to run smoothly into GCSE. I am a team leader and examiner for Pearson and the trackers use the language of the GCSE mark schemes. In order to help pupils keep track of their progress I have developed a range of trackers that can be put inside the pupils books. I used a similar system with the NC levels and it worked well as I could direct pupils instantly yo the skills being used in the lesson and they could see what they had achieved. When assessing and marking work and a step has been achieved in that area, I would place a tick on the paragraph it refers to. The more ticks. the more secure the pupil is. It would be straight forward to look at using the RAG system for the actual mark recording in your planners as suggested by Pearson. Many of my lesson plans and PowerPoints will use these steps as markers for progression and I am sure that they are very similar to the ones developed in many schools. Use the language of the trackers in your assessment and look for the next steps up in order to give specific feedback for their next steps or DIRT work. If you look on the Pearson Progress website, the baseline assessment on the Norman Conquest is free, the rest have a cost attached to them. They also have a excel spread sheet for the recording of marks and the official language of the steps. I do not own the copyright to these phrases or steps, please look at the website to see how these work within your department and across the school.

this asks pupils to look at the most important impact on the war on Germany, by separating out 100 coins, before looking at the 14 points from Wilson and asks a series of questions preparing the way for the beginning of the Peace Conference.

This looks at the ideas behind the big 4 at the start of the Paris Peace conference. This goes with the Conflict and Tension between 1918-1939 topic for AQA.

This introduces the candidates to the topic. It looks very briefly at the way we level and grade the subject at examiner level and then moves on to the levels of ill health in todays world. The pupils will need a large sheet of paper between groups or pairs as the first half of the lesson requires conversation and then directed feedback to enable them to pool their knowledge. The second half requires them to produce an essay using the format of q4 from paper one in the Edexcel/Pearson GCSE paper, but it covers AO1 and AO2 with the secondary concept of causation. There is a suggested writing frame but you may need to create a more concrete version for weaker pupils. The second lesson will look at the division of causation of disease into the older categories of supernatural etc., rather than the modern bacteria, infection etc.

this looks at the main reasons people had during the Middle Ages about what caused disease and asks them to think about the cures that would match up. I have included my own artwork, so be nice!

This looks in depth at the main reasons why Galen was being used and has been designed to be used over two lessons, with a homework task given. The end result leads the pupils to look at completing an answer for Question 5 or 6 on the Edexcel 9-1 Paper One and includes pupil help and a mark scheme they can follow. I am sure you could adapt this for the other two exam boards. I have used the idea of hexagons put forward by Russell Tarr and would recommend that you have a look at his website as there are quite a few ideas there that are very useful! With the diagram of change I have included the various versions of the artwork so you can decide which one to use! Only one version has been included in the PPT.

This takes the pupils through the start of the use of x-rays from their discovery and the issues with over exposure. There are two files. One is the powerpoint with a lovely little eughhhh exercise at the end, and the other is the worksheet that contains the information.

Due to bad luck and timing, I was not privy to training created after Ofsted announced the limiting factor of progress in class when observing a lesson. I managed to keep my head down and avoid scrutiny. But recently I got to thinking about a formalised approach to something we do all the time. If we are successful, then we are getting the kids to think about what they have learned, making connections and make it relevant. So in the same way I have approached all the big questions in education, I jumped into research with both feet and started finding out. Within days I had loads of ideas from lots of other teachers and had created a few myself. I have collected them all together and share them with you here. the artwork on the over view is mostly mine, apart from the logo's at the end! And the use of Stig is for educational purposes! Let me know what you think and add some more. I have to say a massive thank you to all the teachers who have shared ideas on TES and whose ideas I have used to create this compilation. You are all on TES as well! If I need to change stuff because of copyright, let me know, although I will sulk if Stig has to go!

This takes you through the work of Pasteur after the Franco-Prussian war and looks at the first 3 vaccines and then diphtheria. I have not spent ages looking at the downfall of Koch, but I do ask why they think Pasteur is more famous - but left that open ended with no specific ideas as to why. There are exercises on the PPT and two separate sheets - with a factors chart (based on the ideas in the old green Heinemann book) and questions that take them through the booklet.

This is a map for kids to help them when they are answering a longer style essay, such as the big ones in history! The idea is that this would be laminated and then used for reference as they are writing, helping them to understand what they need to be doing in order to give a good account. if used in year 9 it is familiar to them in years 10 and 11 and can be a useful reference point when they need to formalise their answers!

This is a top trumps game designed to get the kids to look at the advances and machines in modern medicine.