A simple grid to provide feedback to students on a piece of work or work from several lessons. I use two highlighters - one for successes and another for next steps. How to use Change the topic title. Work out the success criteria for the work and fill in the successes section. Use the success criteria to create next steps criteria. Provide students with the marking and feedback grid as success criteria for the task or series of lessons. As students work have discussions with them on what they've achieved so far and what they could do to improve. At this stage I tend to highlight the successes and put an asterisk in the box of successes that they should try and do next. Mark the remainder of the work, highlighting successes in one colour and the 'next steps' in another. DIRT - give students an opportunity to complete the 'next steps' you've highlighted. I tend not to give out the merits or grade until DIRT has been undertaken. Students can use the marking and feedback grid to self and peer assess as well.

A selection of cards for positive and negative behaviour. \nI print the positive behaviours on green and the ones for negative behaviour on red. \nThe negative behaviour cards rather than tell the pupil what they are doing wrong give the instruction for the alternative action that is expected. \ne.g. If they are talking over the teacher, card says listen when others speak. \n\nIf a pupil recieves 3 red cards a sanction is issued. \nIf a pupil recieves 3 green cards a reward is issued.

Powerpoints and resources for a Scheme of Work on Climate Change Planned for 2012-2016 Edexcel B specification but suitable for other GCSE specs. I'm sharing these resources to support others in their planning for the new specs. Some of the resources have been adapted from resources I've collected over the years. Please feel free to ask for credit where credit is due.

Activity to encourage students to consider our ancestors and migration into the British Isles over time. Develops cross-curricular links with History.

This is a lesson I did for year 6's during transition week to help develop atlas skills and knowledge of places. Pupils used the atlas to create a fact file on the country of their choice on the back of the balloon outline. They then drew the flag on the balloon. Once complete they cut them out and hung them on a 'washing line&' in alphabetical order. This required them to look at the factfile to find out the country represented by each flag.

Need to Know Learning Matrix Topic - Population Growth and Megacities Linked to AQA GCSE Geography I use these to assess student understanding and progress through the term and to provide quality feedback without the need for excessive comment writing. I simply put the matrix in the front of the students book, every time I mark their books I highlight the relevant criteria in one colour (usually yellow) and criteria I would like them to attempt in DIRT in another (usually pink). Once the criteria to attempt is achieved I simply tick it off on the matrix. In their books I will write WWW and list the codes for the criteria achieved. I will then draw steps to indicate how to level up and write the corresponding codes of criteria I want them to attempt. The Need to Know questions are based on the lessons & learning objectives over the term, which are also used to create the coded success criteria. I find this technique reduces the time I spend marking books however allows me to provide quality feedback and to clearly see progress over the term. It's great for outline the SoW and encouraging independent learning. Hope it's of use.

Simple template for thinking hats activities.

Revision Booklet This editable guidance booklet will support learners in their revision of a variety of subjects. The booklet includes general approaches to develop retrieval practice and revision strategies with links and space to explain to students how they can apply the strategy to your subject area. All ideas are supported by research. The booklet is editable in order for teachers to customise to their subject area.

Worksheet to complete on how shield and composite volcanoes differ.

Lesson designed after this Winters storm surge to get the pupils think about coastal management in the UK. Used after a lesson on coastal management techniques, pupils used their knowledge to make a decision on how to manage the coastline.

Powerpoints to go with the the project on Dangerous World. Resource consists of a range of powerpoints and resources to assist with the delivery of a project on natural hazards. Project resources can be found here https://www.tes.com/teaching-resource/dangerous-world-natural-hazards-project-11278775 Lesson 1 - takes a look at tectonic plate movements with a variety of activities to choose from to demonstrate. Set 1 I do the oreo activity but lower sets I do the tectonic kung fu. After each project lesson students complete an exit ticket each to demonstrate what they've learnt. I mark these throughout the project to check understanding and misconceptions.

Assessment for a topic on river - covers river features, processes, land form formation and flooding.

Simple quiz on rivers. Multiple Choice - river features, processes and landforms Is it hard or soft engineering?

A template for creating work booklets for any subject. I've used them for primarily Opening Minds (used to teach PSHE, Citizenship and RE), along with a few for GCSE Geography and KS3 Humanities Homework. Simply outline the success criteria on the first page. I would then highlight the criteria achieved in one colour and the criteria to attempt to progress in another. Thus reducing marking workload. For each lesson, change the title and L/O and add any information, activities or required resources. Includes opportunities for DIRT, reflection and self-assessment.

Powerpoint and resources for carousel activity

A survey for pupils to complete before planning a new SOW for Humanities. Could be adjusted to apply to just History or Geography.\n\nPupils to identify their agreement with a statement about subject content and learning styles to help with planning for Humanities.

Need to Know Learning Matrix I use these to assess student understanding and progress through the term and to provide quality feedback without the need for excessive comment writing. I simply put the matrix in the front of the students book, every time I mark their books I highlight the relevant criteria in one colour (usually yellow) and criteria I would like them to attempt in DIRT in another (usually pink). Once the criteria to attempt is achieved I simply tick it off on the matrix. In their books I will write WWW and list the codes for the criteria achieved. I will then draw steps to indicate how to level up and write the corresponding codes of criteria I want them to attempt. The Need to Know questions are based on the lessons & learning objectives over the term, which are also used to create the coded success criteria. I find this technique reduces the time I spend marking books however allows me to provide quality feedback and to clearly see progress over the term. Hope it's of use.

Need to Know Learning Matrix Humanities Topic - Food and Farming Covered aspects of local history, farming and agriculture. Key skills - source analysis. I use these to assess student understanding and progress through the term and to provide quality feedback without the need for excessive comment writing. I simply put the matrix in the front of the students book, every time I mark their books I highlight the relevant criteria in one colour (usually yellow) and criteria I would like them to attempt in DIRT in another (usually pink). Once the criteria to attempt is achieved I simply tick it off on the matrix. In their books I will write WWW and list the codes for the criteria achieved. I will then draw steps to indicate how to level up and write the corresponding codes of criteria I want them to attempt. The Need to Know questions are based on the lessons & learning objectives over the term, which are also used to create the coded success criteria. I find this technique reduces the time I spend marking books however allows me to provide quality feedback and to clearly see progress over the term. It's great for outline the SoW and encouraging independent learning. Hope it's of use.

Need to Know Learning Matrix I use these to assess student understanding and progress through the term and to provide quality feedback without the need for excessive comment writing. I simply put the matrix in the front of the students book, every time I mark their books I highlight the relevant criteria in one colour (usually yellow) and criteria I would like them to attempt in DIRT in another (usually pink). Once the criteria to attempt is achieved I simply tick it off on the matrix. In their books I will write WWW and list the codes for the criteria achieved. I will then draw steps to indicate how to level up and write the corresponding codes of criteria I want them to attempt. The Need to Know questions are based on the lessons & learning objectives over the term, which are also used to create the coded success criteria. I find this technique reduces the time I spend marking books however allows me to provide quality feedback and to clearly see progress over the term. It's great for outline the SoW and encouraging independent learning. Hope it's of use.

Need to Know Learning Matrix I use these to assess student understanding and progress through the term and to provide quality feedback without the need for excessive comment writing. I simply put the matrix in the front of the students book, every time I mark their books I highlight the relevant criteria in one colour (usually yellow) and criteria I would like them to attempt in DIRT in another (usually pink). Once the criteria to attempt is achieved I simply tick it off on the matrix. In their books I will write WWW and list the codes for the criteria achieved. I will then draw steps to indicate how to level up and write the corresponding codes of criteria I want them to attempt. The Need to Know questions are based on the lessons & learning objectives over the term, which are also used to create the coded success criteria. I find this technique reduces the time I spend marking books however allows me to provide quality feedback and to clearly see progress over the term. It's great for outline the SoW and encouraging independent learning. Hope it's of use.