MARKING HAS JUST GOTTEN A LOT EASIER! This Marking resource that I designed was praised by school leaders and teachers in the schools that I have worked in for its simplicity, student led feedback focus and effectiveness. Essentially it is the mark scheme for English language and literature de-constructed and presented in a way that can be used simply for extended writing pieces which then doubles as a KPI checklist. What this revolutionary resource empowers you to do as a teacher is to simply focus on what really counts… teaching and verbal feedback. When I used this it seriously cut down my pen time! By literally up to 70% (I know because I timed it). For the students it clearly lets them know what areas to focus on and then enables them to know exactly what to do in order to improve and to see measurable progress themselves in specific areas of development. It walks them through the success criteria of the exam requirements independently, also it gets them familiar with the requirements of the mark scheme over time to the point where they are meeting the criteria should they follow the steps. IT’S A WIN WIN! This is how you use it. It has 4 main sections: Section 1 is the success criteria where once checking over the student’s work you would RAG rate the categories depending on how they did, each category has a number so you could just write the number in the margin, next to the written section to which the RED or AMBER category applies. (The student will know then what area to improve according to what criteria. Section 2 is where the teacher would underline or circle the parts to pay attention to for the student in the categories that are RED or AMBER for the student to correct OR complete extension tasks based on the indicated directions. The student would then complete the improvement task/s and then tick them off when complete. Section 3 is for the student to reflect upon their top 3 categories to improve upon, and how they will improve their work. Section 4 is where the student would reflect upon their top 3 strengths OR reflect upon how they improved upon their work and what they did better. The last box on the bottom right is used to judge the improved work and to give an overall score with a simple out of 20 as well as a checkbox for having met the task or not. It’s colour coded for ease of use, so all the green sections are for students to fill in and all the red is instructional and only for the teacher to briefly note against. Once the students got used to it, it made my job marking very quick and easy, and made them more independent in their writing, self assessment and peer assessment. Easy to print and hole punch for books with holes, or east to print and get the students to stick these next to their extended pieces of work. Marking has never been so easy and effective.

MARKING HAS JUST GOTTEN A LOT EASIER! This Marking resource that I designed was praised by school leaders and teachers in the schools that I have worked in for its simplicity, student led feedback focus and effectiveness. Essentially it is the mark scheme for Media Studies that covers the 4 main pillars of media de-constructed and presented in a way that can be used simply for extended writing pieces which then doubles as a KPI checklist. What this revolutionary resource empowers you to do as a teacher is to simply focus on what really counts… teaching and verbal feedback. When I used this it seriously cut down my pen time! By literally up to 70% (I know because I timed it). For the students it clearly lets them know what areas to focus on and then enables them to know exactly what to do in order to improve and to see measurable progress themselves in specific areas of development. It walks them through the success criteria of the exam requirements independently, also it gets them familiar with the requirements of the mark scheme over time to the point where they are meeting the criteria should they follow the steps. IT’S A WIN WIN! This is how you use it. It has 4 main sections: Section 1 is the success criteria where once checking over the student’s work you would RAG rate the categories depending on how they did, each category has a number so you could just write the number in the margin, next to the written section to which the RED or AMBER category applies. (The student will know then what area to improve according to what criteria. Section 2 is where the teacher would underline or circle the parts to pay attention to for the student in the categories that are RED or AMBER for the student to correct OR complete extension tasks based on the indicated directions. The student would then complete the improvement task/s and then tick them off when complete. Section 3 is for the student to reflect upon their top 3 categories to improve upon, and how they will improve their work. Section 4 is where the student would reflect upon their top 3 strengths OR reflect upon how they improved upon their work and what they did better. The last box on the bottom right is used to judge the improved work and to give an overall score with a simple out of 20 as well as a checkbox for having met the task or not. It’s colour coded for ease of use, so all the green sections are for students to fill in and all the red is instructional and only for the teacher to briefly note against.

This 2 Lesson pack for Sign of Four Episode of the barrel comes complete with a some spelling activities and starters as well as a writing frame of the end slides for independent writing supports for the workers who require a little more help. It’s a very interactive lesson and covers many aspects of engagement. enjoy!

Whether you need a calm and quiet starter activity that begins the lesson without use of a smart board to allow for some independent learning and interleaving of previously learned content as well as response and improvement time to marking… THEN HAVE I GOT A TREAT FOR YOU! This also has an exit ticket to boot! It has been adapted to suit any subject and formatted for double sided printing. When I used these I printed them, laminated them (or printed onto laminate paper), Then after trimming them off I stuck them to the desks so they can be a permanent fixture and beginning and end to lessons should you choose. Also You can differentiate them by circling with a dry wipe pen which activities you want certain students to do as a starter OR plenary to stretch and challenge or work on some particular area of practice and they will know exactly what to do. Use these! They are simple yet sooooo effective! Enjoy for free.