This is the GSCE physics glossary resource translated into Persian. (Primarily matched to the AQA course). It is best used in conjunction with the standard English version. All words and phrases are numbered and match across both languages. There are suggested methods to revise the words. The glossaries are also matched with quiz quiz trade cards and SOLO hexagons for possible classroom activities. Biology and Chemistry are also available as are other translated languages. As I don’t speak this language please excuse any mistakes in translation!

This is the GSCE biology glossary resource translated into Persian. (Primarily matched to the AQA course). It is best used in conjunction with the standard English version. All words and phrases are numbered and match across both languages. There are suggested methods to revise the words. The glossaries are also matched with quiz quiz trade cards and SOLO hexagons for possible classroom activities. Physics and Chemistry are also available as are other translated languages. As I don’t speak this language please excuse any mistakes in translation!

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. Use these in conjunction with the ideas of science and ideas about science. 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 on the SOLO taxonomy system and encourages students to consider the outcomes for their learning. Great for metacognition. I have found having a selection of various exit passes preprinted means I always have the right one at the right time!

Use these slides to scaffold students' use of mindmapping to consider level of learning. Growth mindset expandabubble (my own name!) is used to show the importance of effort etc to achieve success and what happens if complacency sets in. Processing image is used to encourage students to use various strategies to process (and consequently learn) information, i.e. reduction, expansion, transformation etc.

This is a scaffold for providing students with regular no-stakes testing of their Physics glossaries. As such it is best used in conjunction with the GCSE Physics 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.

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 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.

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.

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 great for literacy in all subjects - particularly with the emphasis on tier 3 vocabulary in exams. I have found having a selection of various exit passes preprinted means I always have the right one at the right time!

This includes an Assessment without levels grid (student version and staff version) and a feedback sheet. The statements are all coded to reduce workload when providing feedback to students. The statements are also matched to SOLO taxonomy, new GCSE grades and old KS3 levels. The statements are generic rather than explicit which allows for fewer statements.

This is a scaffold I designed for using with students to encourage them to make notes that they can then use to teach another student (or small group of students). They then get feedback from their peer before repeating the process finally being reviewed by the last student they teach. I use this to great success with Y7 through to Y13 for the teaching of science. It could however be used with any subject and any age range.