A simple resource to be used as an exit ticket (or quick homework task) to assess how concise pupils can be with their knowledge.

Three resources (one for Yrs7, 8 and 9) to aid teachers in assessing specific reading strands within the LNF. The documents have coloured boxes (easily removed when purchased) which refer to the following methodology: Year 7: Red Box – Element (Locating, selecting and using information) > Aspect (Reading strategies) > assess the quality and reliability of information on web pages, considering its origins and verifying accuracy. Green Box – Element (Responding to what has been read) > Aspect (Comprehension) > read with concentration texts, on screen and on paper, that are new to them, and understand the information in them and select the main points from texts. Purple box – Element (Responding to what has been read) >Aspect (Response and analysis) > distinguish between facts, theories and opinions and evaluate the content, presentation and appeal of a text. Year 8: Red Box – Element (Locating, selecting and using information) > Aspect (Reading strategies) > be selective about which internet sources to download or quote depending on their reliability and relevance . Green Box – Element (Responding to what has been read) > Aspect (Comprehension) > read with concentration texts, on-screen and on paper, that are new to them, understand the information in them and locate and selectively use additional information and evidence from different sources. Purple box – Element (Responding to what has been read) >Aspect (Response and analysis) > identify different views of a topic and any areas of agreement and contradiction and evaluate texts in terms of quality and level of interest. Year 9: Red Box – Element (Locating, selecting and using information) > Aspect (Reading strategies) > make full but selective use of the internet to update, broaden and deepen understanding of information, ideas and issues. Green Box – Element (Responding to what has been read) > Aspect (Comprehension) > read with concentration texts, on-screen and on paper, that are new to them, and understand the information in them, and follow up and use additional material in texts to extend understanding.

An interesting group activity on the options available to Elizabeth when dealing with the threat of her cousin, Mary, Queen of Scots. (Enough for 2 lessons). Each group (ideally no more than 3 pupils) are allocated 2 Thinking Hats (slide 4-5) and have to approach the issue of how to deal effectively with Mary (firstly in 1567). The coloured hats give each pupil a specific role within the group. All required printable sheets are found within the ppt (e.g. slide 8 is the colourless version of the group sheet, but keep the coloured version projected to guide them and slides 4-5 have the Thinking Hats and need cutting up for the pupils etc.) The ppt will then ask pupils to consider what Elizabeth should do in 1587 one Mary's involvement in the Babbington Plot was uncovered (slides 10-14). The last slide will give pupils the opportunity to give their opinion (based on their conclusion to slide 14). Was observed using the first part of this resource, and got an excellent as it covered so many bases! Enjoy.

An interesting group activity on the aims and objectives of the Big Three at Versailles. Each group (ideally no more than 3 pupils) represents one of the Big Three. Group members are allocated 2 Thinking Hats (last slide) and have to approach the issue of how to punish Germany from the perspective of their individual (Wilson, Lloyd George or Clemenceau), but also from the specific roles provided by their coloured hats. All required printable sheets are found within the ppt (e.g. slide 3 will need to b cut up into three, slide 9 is the colourless version of the group sheet, but keep the coloured version projected to guide them and slide 10 have the Thinking Hats and need cutting up for the pupils etc.) Was observed for this lesson, and got an excellent as it covered so many bases! Enjoy.