These is a set of resources that I developed for my GCSE and A level students to help them structure their revision. This will help to reduce stress levels and my improve exam performance. Each day of the week is broken down into seven sections. These could be seven hours or seven half hours, depending on how much time the student wants to spend revising in one go. Revision tips are provided at the bottom of the calendar. A example revision schedule is provided for students to have a look at.

This is a copy of a 10 minute presentation on personal learning checklists that I gave at the Science Done Right conference at the Open University in Milton Keynes in March 2017. The presentation starts by talking about a 2014 OECD report on teaching that shows that 20% of teachers in the UK work over 60 hours per week and yet schools can still be improved. It moves on to talk about the Shanghai mastery method of teaching Mathematics where all students understand a topic before a class moves on. Personal learning checklists allow teachers to check that students thoroughly understand a topic before sitting an exam. The Excel document is for teachers to use to check that students understand a topic. The Word document is handed out to students so that they can check their own understanding as they progress through a topic. These can easily be modified. The names in the Excel document are fictional but the results are real.

This is a presentation that I gave to colleagues at a TeachMeet event on using Socrative as an ICT assessment for learning tool. This presentation provides 8 tips for teachers on how to effectively use Socrative in their classrooms.

There are two resources - an example lesson and a tube map slide that is easy to modify. This is a student friendly alternative way of sharing learning outcomes with students at the start of lesson and assessing their learning at the end. The first slide can be shown to the students. Each tube line represents a different part of the lesson. The learning outcomes start easier and then become more challenging as the lesson progresses. The second slide can be printed and used as a personal learning checklist for the lesson and as an assessment for learning tool. Students rate their confidence on a scale of 1 to 5. 1 is low and 5 is high. They can share this score with the teacher using their fingers. They write this score in the left of the two boxes at the start and in the right of the two boxes after a learning activity.

This is a student friendly marking grid that was designed following a staff CPD session that I attended where an art teacher related how she provided students with specific pre-written assessment points that were numbered to reduce copying out. There are 6 marking points. I make the first 3 easier points for weaker students to meet and the last 3 more challenging points to stretch the students and provide evidence of progress. The grid can then be copied to a word document and printed two grids to one A4 page. An example lesson is provided (alternatives to fossil fuels) to see how this can be used in lesson. The students reply to their EBI in their books. Please rate this resource and leave feedback.

This is a BRAVO reward points chart. Students stick the second A4 slide in their books. BRAVO stands for Book presentation, Reaching out for extension work, Avoiding behaviour points, Verbal contribution and responsibility, Outstanding work. This can be incorporated as part of an established school reward and behaviour system. The class teacher may reward students every 20 points using a phone call home, postcard or any other strategy. Please rate this resource and leave feedback.

These are a comprehensive selection of chemistry keywords that students use at KS3 and GCSE. I have taken a lot of time to create this resource so that each keyword is carefully linked to Blooms taxonomy, cognitive demand and grades. This is explained in detail in the comments document. These keywords as a display will not only improve literacy in science but also make students aware of the words that they should be using at a particular target grade. Please rate this resource and leave a comment.

The website Read-able is an outstanding literacy resource providing instant determination of the reading content of material. You paste a website URL or a text (e.g. copied from a PDF or Word doc) and instantly get a range of data including reading and grade (US year group). Add 1 to the US grade to get the UK year group. An example analysis is attached of differentiated websites for a science graded task that I produced for GCSE. This will help in determining the correct level of challenge for students in lesson. Please share this with other teachers, SENCO and teaching assistants.

This is a proforma that I have designed for parents evenings that is designed to: 1. Keep conversations focused 2. Make sure that students have targets to improve 3. Allow for any action points to be made during the discussion with parents. I have found this to be a really useful document. Please leave a comment and rating if you find this document useful as well.

The aim of this ticklist is to help students stay focused and help teachers highlight what is going well as the lesson progresses.Each day one lesson is selected to use this ticklist in - starting with subjects where the student has been particularly poorly focused.This should work particularly well for students such as those who are autistic who need to visualise their behaviour. The updated version leaves space for positive comments to be made in the lesson. This resource can be given to the student by teachers, their tutors or support staff. Feedback to my TES inbox please.

There are a variety of ways to bring a class to a standstill so that you have their attention. A really exciting way is to use a song or tune that also provides a stimulating learning environment. Using a tune that lasts for around 3 minutes provides excellent pace. This strategy works particularly well with noisy, boisterous or simply excitable classes. This PowerPoint provides links to YouTube clips that you can use for a variety of classes and topics. Feedback to my TES inbox please.

This is series of revision calendars for students for the summer of 2013. It helps students with time management for revision. ideal for GCSE and A level students. Each page has revision and exam preparation tips to promote exam success. Please provide feedback to my TES inbox.

These are A4 moved classroom labels that I laminate and keep on the back of my door. Then when the class moved from a lab to an ICT room or the library we put this on the front of the door so that staff or students know where the class has moved to.

Debating and critical thinking skills are an absolutely essential component of scientific thinking. I have provided a range of resources to promote debating skills: a lesson plan where students consider the disadvantages of cars and create their own solutions, debating strategies ideas and student instructions that can easily be adopted into a wide variety of lessons across different subjects. Feedback to my TES inbox please. Thank you.

Templates are provided that can be readily modified. One template is a GCSE revision template where students are guided to create their own exam questions and peer edit answers. The second template is useful for writing Blooms-leveled answers at Key Stage 3 and includes a wordbank. The third is an AS Chemistry exam question with keyword glossary. All templates include written instructions for students. Peer editing is great when combined with AFL strategies before and after the activity.

This is a set of labels to printed as 6 slide handouts and stuck in student books either when homework is handed out or when it is handed in. It serves a similar purpose to the missing labels (see my other resources) in that it allows teachers to easily track missing homework and check which students regularly miss handing in homework. Feedback to my TES inbox please.

I have created an achievement wall that shows student work that has been peer assessed as well as marked by the teacher. Photos of my 2 displays are provided. These displays are changed relatively quickly once a half term or so. See my other resources for an activity that promotes peer and teacher assessment. These display letters are printed on A4 paper then cut and laminated. They are coloured according to levels - blue = 3, turqouise = 4, green = 5, orange = 6, red = 7, pink = high level 7 or 8. Please give feedback to my TES inbox.

This is one in a series of AFL strategies that I have put together. A photo is provided to show the equipment that I use. It works really well with clear Blooms-leveleld objectives and the number line (see my other resources). I have been using a question ball for some time now and here have tried to develop a variety of there kinaesthetic activities that can be used during question sessions. P.E. teachers within my school have made some excellent suggestions. I will be implementing these in the new year 2013. Feedback to my TES inbox please.

This is a visually engaging and fun method for students to self assess their progress at the end of a class. If more than 1 web is used students could assess their progress at the start, during and end of a task as part of assessment for learning. Slides are printed as 6 slide handouts. Feedback to rowan.savage@hotmail.com, rowan savage@highfield.herts.sch.uk or contact me via TES.

This is a tracker that I designed so that I can clearly see which students are not answering up in class so that I include them more during whole class AFL questions and answers. This is an A4 page with 3 tables that are cut out and stuck in the back of student books. I check them when marking books. Feedback to rowan.savage@hotmail.com