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

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!!\nAnyway 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.\nLet me know how you find these resources.

Peer Assessed Work sheets.\nBest when printed 4 to an A4 page.\nThese are useful when asking students to peer assess each others work - be it verbal, visual, written or practical.\nAlso allows for students to respond to their feedback.\nPlease let me know how useful these are with your groups. For reference M.R.I. stands for My Response Is - this is where the student replies to their comments

These are best printed 4 to a page and back to back. You then get 2 sided A6 size sheets with teacher feedback on one side and student response (MRI=my response is) on the other side.\nI use these when student's work needs assessing but it would be difficult to write comments directly onto their work, e.g emailed presentations, models, verbal presentations or hard copies that would be spoiled with comments being written on them.\nIf printed correctly then they can be stuck into students books or files and can flip up to reveal student's responses.\nAs usual please give me any feedback, suggested improvements or just simply how you have used these.

This is the improved version of the BAA sheets (Book analysis and assessment). These are best printed 4 per page so each resource is then a half page of A4. These can easily be adapted to allow the students themselves to self assess their own work. Generally these are done once per half term - any more than that would be marking madness!\nAs usual any feedback would be welcome along with what use you have been able to make of them.

This is an alternative to an enable table. These are resources that I use within my classroom. My First aid cupboard is where I store resources such as text books etc. The first aid badges (which I laminate and have in lanyards) are used with students who complete their work and then support others in the class. The certificates are used to encourage the First aiders to reflect on their learning (and recognise their great efforts).As usual feedback is welcome.

The exit passes are best printed 4 per A4 sheet. There are multiple copies as each has a separate interesting science fact on it.The table toppers are best done on A4 and laminated. These can be left on tables for the duration of the lesson and any questions the students have can be written on them.Both these resources are in response to the requirement to encourage students to have a curiosity about science.As usual please provide feedback.

This resource is used for the students to record any misspelled words in the work.It is the purple spelling bee as I write corrected spellings in purple (see also my marking key resource).An A4 copy of this is stuck into the back of the students' books.As per usual please feedback is welcome.

Have put this visual together as part of the Learn to Learn scheme that I am developing at our school. It shows how the 4 main pillars (Independence / Collaboration / Creativity / Communication) support the learning of all subjects and how it is underpinned by a Growth mindset.\nThere are also some levelled criteria available that I have written for each of the 4 pillars.\nPlease let me know how useful you find this.

Science Terminology Analysis Report posters.\nThese are the key words associated with current AQA scheme.\nThese are best printed A3 and can be used in conjunction with the STAR exit pass.\nPlease let me know how useful you find these.

These are my first attempt at providing levels for the 4 main pillars that I have written into our Learn to Learn scheme. They can be used along with the display document - Pillars of success.\nPlease let me know how useful you find these.

These are A3 posters for classroom display - this one contains all the key words for AQA KS4 Biology (2016 onwards) section 1 (Cells and organisation). It consists of 13 pages with around 30 words per page. They are deliberately not in alphabetical order to assist with retention strategies. These contain more words than the glossaries alone.

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.

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

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.

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.

Contains all the key words and definitions for the KS3 Year 9 science course. Best used in conjunction with Quick quiz sheets and definition sheets. 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 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!)