Test pupils reading and listening skills and understanding of the lesson context by using true or false answers.
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In this activity send you pupils off to find clues and solve problems as an alternative way to deliver your lesson.
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In this task pupils are given various written statements. Using these they are then to identify and justify the odd ones out.
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Introduce your lesson using a mystery picture for pupils to figure out and ensure progress right from the start.
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An alternative to using text to check understanding by allowing pupils to analyse pictures related to the lessons objectives.
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Get pupils moving with this relay based on communicating and replicating a set diagram related to the lesson.
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A quick action starter using mobile phone text speak to introduce the lessons learning. Make it as easy or difficult as you like.
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Ask pupils to rotate around the room to visit and read statements related to the lesson and rank their understanding of them.
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Use a range of pictures which pupils have to figure out to introduce a new topic. Use class opinion to assess the findings.
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Use ‘boxing’ to encourage active assessment of literacy. A simple technique to focus students.
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Develop active assessment skills through supporting students to focus on the spelling of keywords.
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Utilise the power of listening skills to support the assessment of literacy within written work.
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Challenge your students to assess their use of punctuation with a focus on specific types.
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Give students a starting position through identifying the lines of text containing errors.
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Support student identification of errors within their work with simple, clear codes related to literacy.
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This is a strategy to help students engage with an extended piece of text when reading.
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This formula is aimed at helping to construct arguments in relation to text.
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This is a more challenging version of the PEE and PQE formulas for constructing arguments.
This resource is aimed at helping students to understand when to start a new paragraph within their extended writing.
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This is the main resource for supporting your students in producing extended writing.
This exercise is designed to allow students to use a set of assessment criteria to support their green pen comments.
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The aim of green pen circles is to encourage students to explore their reflective points.
This is a visual way to ask students to reflect upon the piece of work that they have produced.
The questions used within this task are designed to be generic that focuses on the overall quality of the work that has been produced.
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Ask your students to reflect upon their work in relation to what went well and even better if…
This is a simple, visual way for students to reflect upon their work and also involve their peers in the process as well.
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Use the BIG Assessment framework in conjunction with green pen to use reflection to inform improvements.
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Students use the BIG Assessment framework to reflect upon their work using green pen.
As part of the BIG Assessment framework there are times when students will receive detailed feedback from their teachers.
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BIG assessment is as much about providing quality reflection as it is about acting upon the feedback given.
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Encouraging students to reflect upon their work is essential to developing their independence around how to improve.
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Use this resource for when you wish to undertake an activity to instruct students.
This resource is designed to be used when the students are to undertake a practical activity to demonstrate their learning.
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This resource is designed to be used when the teacher needs to give a demonstration to the class or groups of students.
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This resource is designed to be used when the students are required to watch a video clip.
This resource is designed to be used when the students are required to undertake a listening activity.
Reading is often an important part of a lesson. However what is important is to use clear guidance on what makes effective reading.
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Teacher explanations form an important part of lessons to impart knowledge directly from the expert.
Use this resource when you want the class to undertake an activity, this could be individual, pairs or groups.
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In-lesson tests and exams are a great opportunity to build and reinforce examination skills and technique.
Periods of extended writing are ideal for developing students’ literacy skills. These can be tied in with the Connect strategy and the Connect Mat.
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There are times during a lesson when the use of a textbook exercise is a useful way to reinforce the learning taking place.
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There are times during a lesson when the use of a worksheet exercise is a useful way to reinforce the learning taking place.
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Mind mapping is an effective away to download information and to allow students to reflect on the learning they already know.
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Learning Blooms focusses on giving students independent choice over how to interpret their learning.
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Learning Blooms focusses on giving students independent choice over how to interpret their learning.
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Learning Blooms focusses on giving students independent choice over how to interpret their learning.
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Learning Blooms focusses on giving students independent choice over how to interpret their learning.
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Learning Blooms focusses on giving students independent choice over how to interpret their learning.
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Learning Blooms focusses on giving students independent choice over how to interpret their learning.
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Learning Blooms focusses on giving students independent choice over how to interpret their learning.
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Learning Blooms focusses on giving students independent choice over how to interpret their learning.
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Get students to prepare a presentation that they will perform to the class. This should challenge them to demonstrate and apply their learning.
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Get students to prepare a presentation that they will perform to the class. This should challenge them to demonstrate and apply their learning.
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Get students to prepare a presentation that they will perform to the class. This should challenge them to demonstrate and apply their learning.
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Get students to use the information that they have learnt to create a series of blog posts to demonstrate and apply their learning.
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Get students to design and make a board game that challenges them to demonstrate and apply their learning.
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Get students to be creative when demonstrating their learning through the use of cartoons to represent key facts.
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Get students to write a comparison. They will need to consider what to compare and look at the similarities and differences.
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Get students to produce a mind map that reflects the learning that has taken place and identifies how this learning can be improved.
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Get students to create a diagram to demonstrate and apply their learning. They will need to consider how to translate information into graphical form.
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Get students to create flashcards to demonstrate and apply their learning. They will need to consider how to translate information into graphics.
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Get students to create a flowchart to demonstrate and apply their learning. They will need to consider how to translate information into graphical form.
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Get students to consider how they can present their learning as a graph or a chart. They will need to consider how to translate information into values.
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Get students to design and make a hanging mobile that challenges them to demonstrate and apply their learning.
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Get students to use pictures and limited text to produce an infographic to demonstrate and apply their learning.
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Get students to demonstrate what they have learnt through the production of a leaflet to outline the different aspects.
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Get students to draft a letter that is based upon a conveying the learning that is taking place to another person.
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Get students to design and make a mini sculpture that challenges them to demonstrate and apply their learning.
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Get students to use the various features of a newspaper article to demonstrate and apply their learning.
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Get students to design and make a piece of packaging that challenges them to demonstrate and apply their learning.
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Get students to create a picture mind map to demonstrate their learning. They will need to consider how to translate information into pictures.
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Get students to produce a popup card that challenges them to demonstrate and apply their learning.
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Get students to use the various features of a simple postcard to demonstrate and apply their learning.
Get students to graphically demonstrate and apply their learning with poster. Students creativity will challenge their learning.
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Get students to create a relationship diagram to demonstrate and apply their learning.
Get students to plan and act out an interview. This should challenge them to demonstrate and apply their learning.
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Get students to prepare a presentation that challenges them to demonstrate and apply their learning.
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Get students to plan and act out a short story. This should challenge them to demonstrate and apply their learning.
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Get students to produce a single sketch that challenges them to demonstrate and apply their learning.
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Get students to produce a series of sketches that challenges them to demonstrate and apply their learning.
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Get students to create a song. The contents of this should challenge them to demonstrate and apply their learning.
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Get students to write a short, concise speech. This should challenge them to demonstrate what they have learnt.
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Get students to design and make a stage set that challenges them to demonstrate and apply their learning.
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Get students to reflect upon their learning using stars and wishes that also rank order the level of importance.
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Get students to produce a step-by-step plan that challenges them to demonstrate and apply their learning.
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Get students to produce a drawn step-by-step plan that challenges them to demonstrate and apply their learning.
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Get students to create a story to demonstrate and apply their learning. They will need to devise a plot and characters.
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Get students to produce a storyboard that challenges them to demonstrate and apply their learning.
Get students to produce a tweet within the character limit. This should challenge them to demonstrate what they have learnt.
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Get students to reflect upon their learning through using traffic lights and extending this through requiring justification.
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Get students to produce a set of twitter posts within the character limit. This should challenge them to demonstrate what they have learnt.
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Get students to design the layout of a website page that challenges them to demonstrate and apply their learning.
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Get students to write an interview that is based upon a conversation related to the learning that is taking place.
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As part of the BIG Assessment framework there are times when students will receive detailed feedback from their teachers.
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As part of the BIG Assessment framework there are times when students will receive detailed feedback from their teachers.
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Use the BIG Assessment framework in conjunction with green pen to use reflection to inform improvements.
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Use the BIG Assessment framework in conjunction with green pen to use reflection to inform improvements.
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Use the BIG Assessment framework in conjunction with green pen to use reflection to inform improvements.
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BIG assessment is as much about providing quality reflection as it is about acting upon the feedback given.
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BIG assessment is as much about providing quality reflection as it is about acting upon the feedback given.
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BIG assessment is as much about providing quality reflection as it is about acting upon the feedback given.
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Students use the BIG Assessment framework to reflect upon their work using green pen or they can be given the assessment criteria.
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Students use the BIG Assessment framework to reflect upon their work using green pen or they can be given the assessment criteria.
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Students use the BIG Assessment framework to reflect upon their work using green pen or they can be given the assessment criteria.
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Encouraging students to reflect upon their work is essential to developing their independence around how to improve.
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Encouraging students to reflect upon their work is essential to developing their independence around how to improve.
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Encouraging students to reflect upon their work is essential to developing their independence around how to improve.
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Using group work, test pupils knowledge with this quick fire assessment activity set around 10 questions.
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Using group work, test pupils knowledge with this quick fire assessment activity set around 10 questions.
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For this exercise ask pupils to dream of a desert island and what lesson facts they would take in this fast activity.
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Test pupils reading and listening skills and understanding of the lesson context by using true or false answers.
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Use the whole class to produce a mind map on a gigantic scale whilst allowing them to support each other.
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In this activity send you pupils off to find clues and solve problems as an alternative way to deliver your lesson.
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In your room set up an interactive wall display to use for starters,plenaries or AfL activities to engage pupils throughout the lesson.
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Introduce your lesson using a mystery picture for pupils to figure out and ensure progress right from the start.
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An alternative to using text to check understanding by allowing pupils to analyse pictures related to the lessons objectives.
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Get all your pupils rapidly thinking with this quick fire quiz activity to test understanding of the lessons content.
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Get pupils moving with this relay based on communicating and replicating a set diagram related to the lesson.
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A quick action starter using mobile phone text speak to introduce the lessons learning. Make it as easy or difficult as you like.
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Using a combination of individual and group work allow pupils to explore the meanings of subject terminology with this starter.
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Ask pupils to rotate around the room to visit and read statements related to the lesson and rank their understanding of them.
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For this exercise your students will be challenged to consider what the lesson will be about using just the sky high question as a starting point.
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Use a range of pictures which pupils have to figure out to introduce a new topic. Use class opinion to assess the findings.
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With pupils working in pairs get them thinking about the lesson by giving them true and false statements to analyse.
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For this exercise your students will be asked rank order the keywords from the sky high question and justify their reasoning.
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For this exercise your students will be posing additional questions in order to support answering the bigger sky high question.
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For this exercise your students will be challenged to think of as many words associated to the sky high question as possible.
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For this exercise your students will be asked to analyse the keywords identified from the sky high question using differentiated tasks.
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For this exercise your students will be asked to create possible questions to ask their teacher, which they may also have to justify.
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For this exercise your students will be asked to produce a Mind Map using differentiated exercises.
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For this exercise your students will be as to judge their confidence at answering the sky high question.
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For this exercise your students will be to interpret the sky high question as a picture or series of pictures.
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For this exercise your students will be challenged to breakdown the Sky High question using a Mind Map.
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