This is the handout for my GCSE Spanish class to prepare for Speaking assessment. It includes brief success criteria and where to find it, what to include and a template for an answer. I have included both the PowerPoint slide and the handout.

This is a 2b lesson on school rules for a GCSE Spanish class that I happened to have an observation with (unexpectedly!). The lesson includes a literacy starter (students have to find and amend the mistake in the sentence), a mini-plenary on grammar in relation to the starter, a tongue twister slide to practise 'i' sound, a mini-test on present tense verbs conjugation ( I often give these ones), a mini-test on articles, a pronunciation slide and a quizlet on the words that would be used in the reading task, and a reading task itself. I am trying to teach them how to approach these tasks in the most effective way so they underline the words they know and find out the ones they do not. I wrote the text myself on the basis of the one from the specimen materials for it to have a similar structure to the one they will see in the exam. Finally they self-assess their work (and learn new words!). This lesson includes the explanation on how to use 'Spanish Dict Box' application to finds out the meaning of unknown words.

This is a research project lesson (or two lessons really) that I created for my year 9 Spanish students. It can also be used for older students as the model answer has a list of grammar / some more can be added. The idea is to promote independent learning via research. There are two choices: a bilingual movie poster (I wanted them to practise translating authentic information) about a movie of their choice or an interview with a famous actor/musician. Students decide on the task, the roles and start researching relevant information using their iPads (one of the students needs to summarise the information that others found). Those who chose the second option have to prepare a script in Spanish and if there is enough time, to make a video using iMovie or any other video application. If there is little time I would suggest them to present it and I would film it. The whole process takes about 2 lessons and is perfect for the end of the topic as you can incorporate all of the structures / vocabulary learned during the term!

This is the speaking framework and the model answer that I wrote for the early GCSE classes. The model answer and the framework were originally designed for them to write an essay that they might use for the speaking test or keep it in file to revise prior to the exam. I have also used it as a writing model answer. There are three documents in there because I was trying to check what works better and in the end decided that the framework is quite sufficient for them to realise what are they expected to write / say. I have left references to the VCOP mat in case someone wants to put their numbers in, alternatively, just delete them as I left the names of the structures.

This is a research project lesson (or two lessons really) that I created for my year 7 French students. The writing example can be easily adapted if more structures are to be added. The idea is to promote independent learning via research. Students have to research information about a sports team and create a poster. After that they have to produce a piece of writing to express their opinion on that team. Students decide on the task, the roles and start researching relevant information using their iPads (one of the students needs to summarise the information that others found). The whole process takes about 2 lessons and is perfect for the end of the topic as you can incorporate all of the structures / vocabulary learned during the term!

This lesson was prepared for the year 11 Citizenship students (AQA full course). This lesson is on the topic of Rights and Responsibilities in the workplace. It includes settler, starter, learning objectives/keywords introduction slide, a keywords match-up activity, a 'complete a table' activity on the topic, followed by the answers provided (and there is the possibility to introduce discussion / red pen activity!), some information on discrimination at work and the groups that are usually / might be discriminates (SMSC emphasis) and some exam practice on the questions of the Part B with success criteria, model answers and self-assessment. The presentation ends with a cartoon for a plenary discussion.

This lesson was prepared for the year 11 Citizenship students (AQA full course). This lesson is on the topic of Fairness, Justice and Law: Human rights in UK. It includes settler, starter, learning objectives/keywords introduction slide, a quick match-up activity to revise some keywords, the slide with information on the Human Rights Act 1998, some activities for discussion of the latter (I especially like the activity where they have to guess the rights!) and exam practice materials. The latter is an example of a part B question (4 c) with a model answer and success criteria, followed up by the self-assessment slide. The presentation ends with a cartoon for a plenary discussion.

This lesson was prepared for the year 11 Citizenship students (AQA full course). This lesson is on the topic of Roles of Parliament and Government. It includes settler, starter, learning objectives/keywords introduction slide, a keywords quiz, some key information and call for discussion on the roles of the governing system in UK (Parliament-Monarch), a short quiz to check the understanding of information presented, some information and Round Robin activity on the Government in UK, Keywords Challenge slide (to revise the keywords!), and some exam practice on the questions of the Part B (4 a and 4 b) with success criteria, model answers and self-assessment. The presentation ends with a cartoon for a plenary discussion.

These are three lessons on Islam that I have prepared for the KS3 RE class. They all include settlers, starters, lesson objectives, keywords, Kagan-type activities featuring SMSC. Enjoy!

These are the templates that I used as examples for controlled assessments for the Citizenship studies (AQA). The vast majority I have written myself with some help from the past work of students. I have tried to highlight the important points to mention and to show how it should look like.

This is a template that I prepared for my higher year 8 Spanish students and early KS4 in relation to answering a Writing Foundation Questions 2 and 4 // Higher Tier Question 1. The topic of this example is celebrations / festivals. Students begin by translating the short text into English and coaching each other if stuck at the same time assessing each other’s work. Then they revise some grammar by playing tarsia game (see template in the end of the presentation). Consequently they get on with reading the question and what is required from them and discussing the what they could include in their answer (both content and grammar structures). Then they make a break and play a dice game (can be prepared prior to the lesson or during the same - see template in the end of the presentation) and a learning grid to revise verb tenses. They then get back to the task and work in pairs to plan their answers. Finally they complete the task individually, discuss the success criteria and the marking scheme with the teacher and peer / self assess their work. Please let me know if there are any problems / ideas!

This is a revision lesson to look through some of the events in the Nazi Germany such as Hitler becoming a Chancellor (exam question wit success criteria and peer-assessment help slide), Versailles Treaty (video and a task), problems faced by the Weimar Governemnt (video and a task) and a source-based exam question asking students to explain why people supported the Nazi party. The latter also has an example (see file attached). I have also included a settler and a Team Challenge activity (see file attached) that asks students to answer the questions . I usually give one sheet to each table and set the rewards for the ones who will finish it first.

This resource is based on the fact that students are watching the movie named above and the teacher is stopping it to ask the questions and students answer the same. The lesson includes a settler, homework reminder (I tend to ask for the same to be completed in the google classroom), Learning Outcomes, slide with some questions (you can find the timings for the scenes online), Oracy activity, Ask a question (read the instructions on the slide, I use it quite often and question starters are provided on the next slide), mini-plenary and a 'Make your own Quiz Quiz Trade' slide in case you have some time left. This lesson can be broke into several lessons, depending whether you have time to watch it all at once.

The lesson for GCSE History about the Development of the Nazi Party, for instance, the impact of the Great Depression, The Bruning, Von Papen and Schleicher Coalitions, an exam question and a usual Plenary and Food for thought. I am usually using the WJEC book and a revision guide as an additional resource in case they need a reference or a mean to get 'unstuck' when completing an exam question task. They are also using it to draw a timeline / summarise main facts via spider diagram. I have used Section 7.2 of the Revision Guide in this instance.

This is a collection of 5 lessons on Medieval England that I teach in my school. We discussed life in villages and towns, Black Death, its consequences and crime and punishment. Please note that I the videos are included for the convenience of access to the same and that they are from you tube.

These are three KS3 lessons about: 1. General attitude to religion in Tudor / Medieval England; 2. English Reformation 3. Religious Rollercoaster - motivational triggers in the end - creating / drawing a rollercoaster in relation to change of religion in Tudor England. I have mostly used the BBC Horrible Histories videos as I find them quite useful and children really like them. I am also including COP(A) task in nearly every lesson and peer assessment related to the same.

This lesson is about the Consolidation of the Nazi power. It includes some exam practice, Quiz-Quiz trade activity (see worksheet attached) and an Ipad research activity with a true/ false plenary. In my experience, when you cannot book the Ipads or any other resources, you can have a look for a useful information on the internet and print a page for students to find the answers.

This is a research project lesson (or two lessons really) that I created for my KS3/lower KS4 Spanish students. The idea is to promote independent learning via research.Students have to research information about Spanish Christmas, compare the traditions with the ones in Britain and to create a presentation / poster. Students decide on the task, the roles and start researching relevant information using their iPads (one of the students needs to summarise the information that others found). There is also a designer and an analyst (usually the most attaining student in the group. Enjoy!