This is a scaffold for providing students with regular no-stakes testing of their Physics glossaries. As such it is best used in conjunction with the GCSE Physics AQA Glossaries. It is best printed A3 size; 2 per page and back to back. It also includes my own marking system codes to allow students to fully analyse their own performance. To reduce the stakes to zero then results should not be collected. This allows students to maximise their long term retention. I have use this type of resource with great effect at KS3, 4 and 5 with small adaptations to suit the relevant glossaries. Excellent method for developing long term retention.

This is a scaffold for providing students with regular no-stakes testing of their Biology glossaries. As such it is best used in conjunction with the GCSE Biology AQA Glossaries. It is best printed A3 size; 2 per page and back to back. It also includes my own marking system codes to allow students to fully analyse their own performance. To reduce the stakes to zero then results should not be collected. This allows students to maximise their long term retention. I have use this type of resource with great effect at KS3, 4 and 5 with small adaptations to suit the relevant glossaries. Excellent method for developing long term retention.

This is a scaffold for providing students with regular no-stakes testing of their Chemistry glossaries. As such it is best used in conjunction with the GCSE Chemistry AQA Glossaries. It is best printed A3 size; 2 per page and back to back. It also includes my own marking system codes to allow students to fully analyse their own performance. To reduce the stakes to zero then results should not be collected. This allows students to maximise their long term retention. I have use this type of resource with great effect at KS3, 4 and 5 with small adaptations to suit the relevant glossaries. Excellent method for developing long term retention.

This is a scaffold that can be stuck into students' books. Whenever they have a spelling mistake that needs correcting it can then be written into the appropriate box. I always provide the correct version in purple ink - hence the purple spelling bee!

Includes 2 different versions of 7 steps. These can be used as poster displays and/or into students' exercise books. Allows for explicit reference when challenging students abut their behaviours and efforts.

Contains all the key words and definitions for the whole AQA A2 Biology course. Best used in conjunction with Quick quiz sheets and definition sheets. Also supported by Quiz quiz trade cards. All words are numbered on both the Quiz quiz trade cards and the glossaries themselves. Glossary also contains suggested SOLO linked revision strategies. Quick quiz sheet also incudes marking system so students can analyse their results to a greater depth. Students have found this resource and the others suggested invaluable in supporting their long term retention of key information.

Review - Analysis - Progress These are used as a structured revision homework for students. They are written for the new Chemistry (examined from 2018) AQA scheme. Material aimed only for Separate science is indicated. I have used these to great effect in order to ensure students use more focussed revision

Review - Analysis - Progress These are used as a structured revision homework for students. They are written for the new Physics (examined from 2018) AQA scheme. Material aimed only for Separate science is indicated. I have used these to great effect in order to ensure students use more focussed revision.

This includes an Assessment without levels grid (student version and staff version) and a feedback sheet. The statements are all coded to reduce workload when providing feedback to students. The statements are also matched to SOLO taxonomy, new GCSE grades and old KS3 levels. The statements are generic rather than explicit which allows for fewer statements.

12 A3 (or smaller!) posters containing all the Biology KS4 glossary words. Work well in conjunction with Glossaries, Quick quizzes and Quiz quiz trade cards.

This is a resource to demonstrate progress. It can be used with any subject material. Students should be given the opportunity to attempt the F.A.I.L. (first attempt in learning) before they are introduced to a topic or concept. Once the learning has taken place they can then complete the S.A.I.L. (second attempt in learning). These can then be assessed and feedback provided. Students can then be encouraged to identify their strengths, weaknesses and next steps.

12 A3 (or smaller!) posters containing all the Physics KS4 glossary words. Work well in conjunction with Glossaries, Quick quizzes and Quiz quiz trade cards.

12 A3 (or smaller!) posters containing all the Chemistry KS4 glossary words. Work well in conjunction with Glossaries, Quick quizzes and Quiz quiz trade cards.

Contains all the key words and definitions for the whole AQA AS Biology course. Best used in conjunction with Quick quiz sheets and definition sheets. Also supported by Quiz quiz trade cards. All words are numbered on both the Quiz quiz trade cards and the glossaries themselves. Glossary also contains suggested SOLO linked revision strategies. Quick quiz sheet also incudes marking system so students can analyse their results to a greater depth. Students have found this resource and the others suggested invaluable in supporting their long term retention of key information.

This is one of those strategies that I came up with in a moment of enlightenment - only to find that the idea had already been used before - primarily in the Primary phase!! Anyway I put these resources together myself and have them displayed. Make constant reference to them whenever students are thinking, talking, writing or reading. Helps them understand that a high quality written response does not 'appear' as if by magic - particularly when in an exam. Let me know how you find these resources.

I have this resource printed and displayed in my classroom. Students are allocated teams as part of a seating plan - they are each given a number 1-4. Each number is then allocated a role. Teams move tables each lesson (indicated by a box with their team name on it). Teams are re-organised every half term. Roles and numbers are also changed half termly - as many students may retain the same number but in a different team! Hope that all makes sense. I will probably put together a help sheet to go with this resource at some point. Please let me know how useful you find these.

Exactly what it says on the tin! This is an adapted version of a SOLO sequencing HOT map for practicals.It is best printed back to back on A3 paper. Students then plan their practical using one side. Once completed they can then write up their method, comparing this with the original plan.When I have used it I have found students are more likely to write in order to achieve higher SOLO levels.As usual feedback is welcome.