A bank of colour coded questions (colour signifies the tense the student should aim to answer the question in) for each theme of the Edexcel French spec.

A bank of colour coded questions (colour signifies the tense the student should aim to answer the question in) for each theme of the AQA French spec.

A 40 page document that goes trough every theme and sub-topic of the new spec GCSE. Each table has between 15 and 35 questions which test the student on their understanding of the topic. How I have been using them is... Step 1: Provide the student with the knowledge check table in ADVANCE of teaching any content in order to ascertain what they already know. They write their answers in the grid in black/blue ink. Step 2: Ask students to swap to the colour pen you use for marking in your school and go through answers. They MUST NOT add any answers, simply just tick those they got correct/correct any that were partially there. OR...use three different highlighters. Green for secure answer, yellow for partially there, red for not understood/attempted. STEP 3: students see from the blank answers/highlighted answers, where they need to revise. They update their score on the progress tracker for that particular topic and then identify the questions which need most revision. STEP 4: I provided my students with photocopies of all of the vocab in the Studio textbook which they have at home. Homework is then set to revise from this vocab sheet, learning any answers that were red from 1st attempt. STEP 5: The SAME knowledge check is done the following week but this time students use a different colour pen for their answers and once again, answers are gone through. STEP 6: Students record their second attempt mark on the progress tracker. I have issued consequences for lack of progress and written letters home to indicate that intervention is needed after school and have used the knowledge checks as evidence. Of course, they do not have to be used as above and could simply be given at the end of the teaching of a topic to show how much knowledge students have secured. Hope they're useful! The idea is obviously to help students secure knowledge but also to engage them in their learning/revision. I put a song on whilst they complete the grid and find that making it a timed exercise promotes a bit of competition! NOTE: the vocab/structures were all taken from the HIGHER textbook and where I have some weaker students in my class who cannot cope with some of the vocab, I crossed that question out or made it slightly more simple.

A bank of colour coded questions (colour signifies the tense the student should aim to answer the question in) for each theme of the Edexcel Spanish spec.

A bank of colour coded questions (colour signifies the tense the student should aim to answer the question in) for each theme of the AQA Spanish spec.

A bank of colour coded questions (colour signifies the tense the student should aim to answer the question in) for each theme of the AQA French spec. Foundation tier

A bank of colour coded questions (colour signifies the tense the student should aim to answer the question in) for each theme of the AQA Spanish spec.

A series of knowledge check questions that go through (nearly) every topic of Allez 1 and Allez 2. Each table has between 15 and 30 questions which test the student on their understanding of the topic. How I have been using them is... Step 1: Provide the student with the knowledge check table in ADVANCE of teaching any content in order to ascertain what they already know. They write their answers in the grid in black/blue ink. Step 2: Ask students to swap to the colour pen you use for marking in your school and go through answers. They MUST NOT add any answers, simply just tick those they got correct/correct any that were partially there. OR...use three different highlighters. Green for secure answer, yellow for partially there, red for not understood/attempted. STEP 3: students see from the blank answers/highlighted answers, where they need to revise. They update their score on the progress tracker for that particular topic and then identify the questions which need most revision. STEP 4: I provided my students with photocopies of all of the vocab from the end of the unit to take home OR we spend some time making personalised revision cards/mind-maps. Homework is then set to revise the vocab needed, learning any answers that were red from 1st attempt. STEP 5: The SAME knowledge check is done the following week but this time students use a different colour pen for their answers and once again, answers are gone through. STEP 6: Students record their second attempt mark on the progress tracker. I have issued consequences for lack of progress and written letters home to indicate that intervention is needed after school and have used the knowledge checks as evidence. Of course, they do not have to be used as above and could simply be given at the end of the teaching of a topic to show how much knowledge students have secured. Hope they're useful! The idea is obviously to help students secure knowledge but also to engage them in their learning/revision. I put a song on whilst they complete the grid and find that making it a timed exercise promotes a bit of competition! NOTE: the vocab/structures were all taken from the Allez textbooks. Some key words are repeated across topics to really embed the spelling/understanding!

A bank of colour coded questions (colour signifies the tense the student should aim to answer the question in) for each theme of the Edexcel French spec.

A4 sheets which have been designed to be displayed/given to students to show them what is expected of them in their French GCSE exams (based on the new spec) The pages outline the length of time they have for each exam, how to approach elements of the exam ( thank you to the author of Translate in 8, sorry I can't credit you (I've forgotten where I found the resource!) the marks awarded and some key phrases/structures to succeed in certain parts of the exam e.g. describe a photo/question stems.

A display featuring both French and Spanish key phrases to help students describe a photo for the new specification. The idea is that the teacher changes the photo every week and students use the key phrases to describe what they can see.

A resource designed to be displayed/given to students which outlines the timings, marks awarded and success strategies on how to approach the new exams. There are some key structures for students to learn alongside the tips on how to approach each question. (Thank you to the author of the Translate in 8 idea- apologies for not crediting but I cannot remember where I found the original resource) The Top 10 box on the writing H has been left blank for students/teachers to write key structures for students- this could be done as a class or individually e.g. for my most able student, these are subjunctive phrases and idioms but for my less able, it is set structures such as I went, it was, I will go etc.

A series of knowledge check questions that go through every topic of Viva 1. Each table has between 6 and 24 questions which test the student on their understanding of the topic. They could be used for homework by providing the student with a blank sheet to fill in once the lesson content has been taught or, as a pre-test before the lesson content is taught, revisiting the knowledge check once all lesson content has been delivered. How I have been using them is… Step 1: Provide the student with the knowledge check table after teaching the content in order to ascertain what they know. They write their answers in the grid in black/blue ink. Step 2: Ask students to choose three colour highlighters. They MUST NOT add any answers and at this point I make sure that they are only holding highlighters and not normal pens. Teacher displays the answers (all answer grids provided in this resource pack) and students just highlight in the following way: green for secure answer, yellow for partially there, red for not understood/attempted. (Of course, they can use different colours but ask them to make a key!) STEP 3: students see from the blank answers/highlighted answers, where they need to revise. They update their score on the progress tracker for that particular topic and then identify the questions which need most revision. STEP 4: I provided my students with photocopies of the answer sheet or uploaded it onto our school homework system. Alternatively, if lesson time permits, we spend some time making personalised revision cards/mind-maps. Homework is then set to revise the vocab needed, learning any answers that were red from 1st attempt. STEP 5: The SAME knowledge check is done the following week but this time students use a different colour pen to add answers to their previously unknown/incorrect as well as improve their partially correct if they can. Once again, answers are gone through. STEP 6: Students record their second attempt mark on the progress tracker. I have issued consequences for lack of progress and written letters home to indicate that intervention is needed after school and have used the knowledge checks as evidence. Of course, they do not have to be used as above and could be given pre topic teaching and then again post topic or just as vocab learning homeworks. Hope they’re useful! The idea is obviously to help students secure knowledge but also to engage them in their learning/revision. I put two songs on whilst they complete the grid and find that making it a timed exercise promotes a bit of competition! NOTE: the vocab/structures were all taken from the Viva 1 textbook. Some key words are repeated across topics to really embed the spelling/understanding!