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. Hope it's of use.

This is a work in progress and has been created through collaboration with a number of teachers from both geography and history as part of online collaboration. Criteria may well change once the new GCSE grade descriptors are produced fro Geography and History but this is a starting point for others in the blue. This isn't definitive and is just an outline for assessment until greater detail has been provided by exam boards.

Instruction sheet to help students to understand tectonic plate boundaries - the movements, hazards and landforms. Requires playdough and cardboard - photos included of an example taking place.

18 ideas for marking, feedback and DIRT #FeedbackNOTmarking Clearly presented and ready for a CPD session. Lots of ideas to improve feedback and reduce time spent marking.

Fully resourced Humanities Scheme of Work on the Romans and Pompeii. Differentiated resources included. Not all my resources - they've been collected over the years. Please feel free to claim credit and I will add credit for resources here.

Feedback and success criteria sheet for a project on changes to farming. Can be set as classwork or homework.

Starter activity - key words have been split into two. Give individuals one part of the word. As a starter they find their partner - the student with the other half of the word.

An activity to encourage students to use a wide variety of map skills in order to describe routes. Activity is centered around a police chase to catch bank robbers in the fictional town of Kingstown. This was made quite some time ago in my PGCE 6year, probably dated but useful.

Resources for teaching map skills to year 7 covering a range of skills Activities have been collated from a variety of free resources over the years - I'm sharing this SoW to help others with planning and resourcing. If there is work of yours I will happily credit it in the resource description, just let me know. Topics covered Longitude and latitude 4 and 6 figure grid references (some resources adapted from https://www.tes.com/teaching-resource/4-and-6-figure-grid-references-6373196) Map symbols Scale (some resources adapted https://www.tes.com/teaching-resource/what-is-scale-6169040 and https://www.tes.com/teaching-resource/scale-drawing-and-maps-6280918) Height

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

Resource to help students understand and create a climate graph for Manaus, Brazil. Differentiated for lower ability students. Choice of extension task to develop interpretation and description of climate graphs.

Resources to go with a SoW on Natural Hazards - can be set in class or for homework. Powerpoints for the SoW can be found here https://www.tes.com/teaching-resource/dangerous-world-project-powerpoints-and-resources-11278771

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.

This is a fully resourced scheme of work adapting resources from variety of freely shared sources. The majority of resources were adapted from AllyUganda's fantastic Adventure and Exploration SoW - https://www.tes.com/teaching-resource/sow-geography-and-adventure-6434814 I am sharing these lessons and resources to help others with their planning. Learning Matrix - I currently use these to record student progress over the term. Students put them in the front of their books and the criteria is highlighted yellow as they achieve it. If I'd like them to try and do a particular criteria it is highlighted pink, once achieved it is ticked off. Set 1 completed the SoW as a project, they used the learning matrix as a guide and provided feedback to one another at the end of the term using the project feedback sheet.

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.

Add some fun to lesson planning with Teaching and Learning Secret Missions. In this pack are 50 secret mission cards to develop creativity and good practice. Ideal for T&L coordinators, ITT or PGCE mentors and Heads of Departments. Can be applied to a variety of subjects and key stages.

A template for students to use during directed improvement and reflection time (DIRT). After feedback, if pupils have a piece of extended writing to improve or if they have a level up task to push them close to their targets, they write their answers on the sheet. In addition I also get pupils to use the sheets if they have completed a piece of extended writing with numerous SPaG errors. They simply tick their area of focus and when I remark the piece of work I give them simple feedback by ticking whether they achieved the improvements or if they were not quite there. The level accomplished overall is also given. DM for subject specific ones.

Pupils are given the sheet and as part of the plenary each lesson they simply write the date, what they learnt and assess how well they understood what was being taught. I'd recommend that pupils keep it in a plastic wallet in their books. \n\nPupil and teacher to refer to the sheet regularly to assess progress, determine areas for extra support and to aid revision. Can be used daily, weekly or every few lessons.

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.