This is primarily aimed at secondary schools but may also be of use in any sector. It is a presentation about how to design a basic layout for a linear tested curriculum based on current understanding and theory around memory and retention. Considers B.I.T.S approach; namely Bulking (my own phrase), Interleaving, Testing and Spacing. This would be beneficial for anyone who is writing or designing a scheme - be it a full year or even a termly scheme. Results with our KS3 science have improved significantly since introducing this interleaved approach.

PowerPoint to support presentation on Challenge in the secondary school classroom. Includes references to SOLO taxonomy and Socratic questioning. Great resource to support ITTs, NQTs and RQTs who are looking for suggestions on how to improve the level of challenge within their classroom.

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 spread sheet is to be used in conjunction with glossary definition templates. It can be used to record students' progress as they learn key definitions for any subject at any Key stage. It allows for easy analysis of individual students and also identifies patterns with particular key words. I have used this successfully to help monitor and improve students' retention and spellings of key words and their definitions. The information produced has also allowed for timely intervention.

This can be used to test students' retention of key words from their glossaries. This is best used as a starter to the lesson. 5 key words or phrases can be read from the appropriate glossary. Sheets can be collected in and the words marked for spelling. The definitions can be given a mark out of 2. Once returned the students can check and correct their answers and evaluate their performance using the scaffolded questions. This resource can be used with any of the glossaries... KS3 Year 7, KS3 Year 8, KS3 Year 9, GCSE Biology, GCSE Chemistry, GCSE Physics, AS Biology or A2 Biology. This also works well when used regularly in conjunction with Quick quiz templates. Best printed A4, 2 per side and back to back. They can then be cut in half. If folded the section including name and date can then be stuck down into exercise books at a later stage. (Far quicker to mark these loose rather than pre-stuck into books!)

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.

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.

This is a scaffold for students to make notes about any particular topic. Works well if the initial ideas section is first completed before being taught. The remaining sections are then filled in during and/or after they have been taught the topic. I have used this with Y7 through to Y13 primarily with science, however, it could be used with any subject and any age range.

This is a modified version of a note taking scaffold based around the Cornell model. Students should initially complete the title and objectives. They should then add processed information into the main notes section - this can be in the form of prose, bullet points or even mind maps. Simultaneously they should add key terminology and most importantly fill in the left hand column. This is a reflective section, basically is a record of their inner voice. After the note taking is complete then students should write a short summary (3-4 sentences) and then do the M.I.P. M.I.P. stands for most important point - this should be no more than 3 words (ideally 1). This scaffold can be used with any subject, any age and for any form of input; e.g. video, teacher talk, written information, Internet research.

Best printed 4 per page of A4. Useful for student self assessment and also provide quick feedback for the teacher. Great for evidence for work scrutinies / lesson observations. This is based on the SOLO taxonomy system. It encourages the students to progress their learning. I have found having a selection of various exit passes preprinted means I always have the right one at the right time!

Best printed 4 per page of A4. Useful for student self assessment and also provide quick feedback for the teacher. Great for evidence for work scrutinies / lesson observations. This is based around the SOLO taxonomy system and is designed to support student’s learning through that organisational structure. I have found having a selection of various exit passes preprinted means I always have the right one at the right time!

Best printed 4 per page of A4. Useful for student self assessment and also provide quick feedback for the teacher. Great for evidence for work scrutinies / lesson observations. I have found having a selection of various exit passes preprinted means I always have the right one at the right time!

Best printed 4 per page of A4. Useful for student self assessment and also provide quick feedback for the teacher. Great for evidence for work scrutinies / lesson observations. I have found having a selection of various exit passes preprinted means I always have the right one at the right time!

Best printed 4 per page of A4. Useful for student self assessment and also provide quick feedback for the teacher. Great for evidence for work scrutinies / lesson observations. I have found having a selection of various exit passes preprinted means I always have the right one at the right time!

Best printed 4 per page of A4. Useful for student self assessment and also provide quick feedback for the teacher. Great for evidence for work scrutinies / lesson observations. These are primarily used for restorative justice type situations when asking students to reflect on their behaviour. I have found having a selection of various exit passes preprinted means I always have the right one at the right time!

Best printed 4 per page of A4. Useful for student self assessment and also provide quick feedback for the teacher. Great for evidence for work scrutinies / lesson observations. I have found having a selection of various exit passes preprinted means I always have the right one at the right time!