Engage your pupils observation skills through challenging them to spot the mistakes in an activity or piece of work.
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Challenge pupils to convert information related to the lesson into other formats to improve their understanding.
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Quickly assess the groups understanding and progress using true and false statements arranged around the room.
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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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Support independent learning through the use of ‘Fact Islands’ and at the same time transform your room into a learning resource.
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Get pupils to reflect on their lesson through looking at the positives and how to develop areas identified for improvement.
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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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Main lesson activity in which the pupils follow a carousel of 5 minute activities set up around the classroom.
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Get your pupils to track their learning up the ladder and encourage them to be reflective about their progress.
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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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Challenge your pupils thinking by asking them to predict what comes next from a piece of text related to the lesson.
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Get pupils moving by arranging questions around your classroom for them to visit. Also get them to reflect on each others answers.
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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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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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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.
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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Use the 4-part Q-Time strategy to structure effective questioning sessions to maximise progress.
Use the 4-part Q-Time strategy including bouncing questions to structure effective questioning sessions.
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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Use this resource for student presentations to the class or groups. The resource includes a set of timers to use so that you can monitor the presentations.
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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.
During a lesson it is usual to have a period of student reflection on their own work so that they can see how they are progressing.
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A useful activity during a lesson is to have is a period of peer reflection so that they can see how each other are progressing.
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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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Get students to consider their learning and produce a hot list of the 10 keywords to summarise the learning within the lesson.
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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 write an argument. They will need to consider the main points from the learning and why these are important.
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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 summary picture for a plenary activity. This should challenge them to demonstrate what they have learnt.
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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 consider their learning and produce a set of questions based upon the key points from the learning within the lesson.
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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 design and make a spinner that can be used as part of a game to summarise their learning.
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Get students to consider their learning and produce a summary tree containing the key points that summarise the learning within the lesson.
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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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Get students to plan and act out a YouTube video. This should challenge them to demonstrate and apply their learning.
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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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Students are to reflect on the ‘Sky High’ question set at the start of the lesson and answer it through reflecting on the learning from the lesson.
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Students are to reflect upon the learning from their lesson and create a mind map.
Students are to reflect on the ‘Sky High’ question set at the start of the lesson and answer it through reflecting on the learning from the lesson.
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.
Launch Resource
Encouraging students to reflect upon their work is essential to developing their independence around how to improve.
Launch Resource
Encouraging students to reflect upon their work is essential to developing their independence around how to improve.
Launch Resource
Engage your pupils observation skills through challenging them to spot the mistakes in an activity or piece of work.
Launch Resource
Challenge pupils to convert information related to the lesson into other formats to improve their understanding.
Launch Resource
Quickly assess the groups understanding and progress using true and false statements arranged around the room.
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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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Support independent learning through the use of ‘Fact Islands’ and at the same time transform your room into a learning resource.
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Get pupils to reflect on their lesson through looking at the positives and how to develop areas identified for improvement.
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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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Use this exercise as a quick plenary or AfL activity to summarise pupils learning using a combination of individual and paired work.
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A main lesson activity in which the pupils follow a carousel of 5 minute activities set up around the classroom.
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Instantly check pupils understanding at any point during the lesson and then use this to target additional focussed support.
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Get your pupils to track their learning up the ladder and encourage them to be reflective about their progress.
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In this task pupils are given various written statement. Using these they are then to identify and justify the odd ones out.
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Get your pupils testing each others knowledge with their own self written questions based upon the lessons learning.
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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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Through the use of a post box evaluate pupils progress in the lesson and use this as a focus for group discussion.
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Challenge your pupils thinking by asking them to predict what comes next from a piece of text related to the lesson.
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Get pupils moving by arranging questions around your classroom for them to visit. Also get them to reflect on each others answers.
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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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Assess your pupils understanding of the lesson and extend this through them setting their own homework task.
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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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Test pupils listening skills through reading text with extracts missing. Their challenge is to listen and identify 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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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 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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