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.

Need to Know Learning Matrix This learning matrix is for a project based topic on natural hazards. 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 Topic - Women's Suffrage and the Right to Vote 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.

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.

Lesson on the decline and extinctions of mega-fauna as part of a study on climate change. Can be done as two lessons or one lesson and choose between the two tasks offered in the powerpoint. When I've taught this students have enjoyed taking the role on the wall sheet home with them to decorate to suit thetheory of climate change or hunted to extinction.

A key word list for KS3 tsunami topic. \n\nA list of the most frequently used key terms in the topic.

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.

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.

Key word list to go with a SOW on local and global connections.\n\nTopics covered by words\nculture and identity\ndifferent scales (with examples)\ntype of industry\nglobalisation

This is my first attempt at writing a Humanities SOW having just progressed into a new role. Feedback would be appreciated. Planning for a 5 week term. \n\nSOW on the History of Entertainment. \nLooks at pastimes of the Romans, the Middle Ages and the Victorians followed by modern day entertainment and the significance of the internet.\n\nLooks at a variety of historical skills over the term. \n\nSome ideas developed from http://www.tes.co.uk/teaching-resource/History-of-Fun-SOW-dh-6066147/, with thanks. A number of links within the SOW to other great resources from other contributors.

A checklist for pupils to use to assess their understanding of the learning outcomes for Oceans on the Edge Edexcel Spec B (Linear). \n\nI have taken each point from the Edexcel exemplar SOW and organised it for the pupils to consider their understanding of each learbning outcome to identify where further revision/help is needed.

A lesson on the role of celebrity chefs and the influence they have on what we eat. \nIntroduction with a quiz, leads on to discussing the role of celebrity chefs then looks at Jamie Oliver and his role by watching a short clip from JO Food Revolution. \nPupils then make research and create a fact-file on a celebrity chef.

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.

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.

Dragon's den style project. \n\nPupils to design a product and complete a project on it to show their understanding of globalisation, interdependence and the social and environmental consequences of the things we buy. \n\nDesigned as a homework to be completed along side classwork on the Geography of Fashion and Sport. \nPupils to hand in a project and to produce a presentation on their product to be delivered in a Dragon&'s Den style.

Assessment paper on globalisation/fashion and sport

A word list to support KS3 learners with the spelling of key words for a global issues topic that covers \nglobal warming, energy and food and water security.\n\nThese are the words I find they most frequently use within the topic.

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

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