My students stick this into the front cover of their exercise books and use it to record summative assessment results each half-term, giving them an overview of their progress over the year. It’s in the shape of an arrow and, at the end of the arrow, they write their target grade/level. When they record their assessment results, they also have to write a few words to say what they will do to try to improve their result for the next assessment.

As pupils go down the slope, they start with a sentence starter and make the sentence longer and longer as they go.

Enter words from the current or a past topic into the grid. In pairs, pupils must use as many of the words when speaking as possible.

This is a visual prompt for the popular activity of vocab tennis. It's simply a tennis ball being hit from side to side on a timer, so each pupil gets time to say something.

You could either use this yourself, or get pupils to use it themselves for revision.

Click on the squares to reveal part of a Tagxedo or Wordle that you’ve created. Pupils can say what they think the sentence is, then the other team could improve it.

I use this as a starter activity. Without showing this slide or telling pupils what they will be doing, ask them to write 5 words from the topic they did last lesson. Don’t mention anything about points, etc. After they’ve written the words, show them this slide and tell them to award the points for each letter of each word and then a total for all words. If you want to, tell them (for example) that each accent doubles the value of its letter. It’s a simple and competitive activity.

Throughout a lesson, pupils could fill in what they are learning into the outline of a brain. Great way to show progression.

This literally is a random letter chooser! In presentation mode, simply press 'S' to start and 'S' to stop on a random letter.

Put students' names on each slide and then press 'S' in presentation mode and then 'S' at any point to randomly choose a name.

Posters to remind pupils to regularly ‘think, pair, square, share’ their ideas.

Give each student one set of these cards to use throughout lessons. As they go through the lesson, they display one of them on their desks for you to see as you walk around. This way, you can see who needs help, etc. Print the ‘I don’t get it at all’ on red. Print the ‘I think I get it’ on yellow. Print the ‘I get it’ on green.

At the end of a lesson, or series of lessons, pupils stick this bright triangle in their books. They fill in the relevant section, stating what they know, don’t understand, etc.

I sometimes use letter shapes as a starter activity. Use the shapes on the sheet instead of the letters themselves. You could leave accents above letters as they are, or use the shapes for those as well.

An idea from Rachel Hawkes – thank you, as always! Give the pupils phrases in TL or in English. They mill around the room, testing random pupils in the class. If the pupils they ask get the answer right, they write their name in one of the boxes underneath the phrase.

Very simply, a triangle divided into three parts. Students write in whichever section they wish, according to what they have learned in the lesson.

This is a list of quotes from famous and successful people in history who failed their way to the top. I have this on display in my classroom and regularly refer to it when encouraging learning from mistakes.