This is a scaffold that can be stuck into students' books. Whenever they have a spelling mistake that needs correcting it can then be written into the appropriate box. I always provide the correct version in purple ink - hence the purple spelling bee!

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 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 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.

Best printed double sided on A3 paper. This resource contain 2 versions. These can be used to compare students' initial knowledge with their final understanding. Have been used with Y7-13.

WIKI - What I know Initially - encourages students to scaffold their prior learning before adding new knowledge either during or at the end of a lesson. Has been used successfully with Y7-Y13. WIKI - Teach - What I Know I teach - encourages students to scaffold information before they use it to teach another student or student - also includes space for peer assessment. Used very successfully with Y7-13 and staff!. Adapted Cornell note sheet. Uses the Cornell design but has been adapted to encourage deeper level of thinking - in particular the left hand column scaffolds metacognition. Again used with Y7-13.

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.

Peer Assessed Work sheets. Best when printed 4 to an A4 page. These are useful when asking students to peer assess each others work - be it verbal, visual, written or practical. Also allows for students to respond to their feedback. Please 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

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!! Anyway 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. Let me know how you find these resources.

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

These are best printed 2 per side and double sided - to give A5 size sheets. These are for giving students when they have online (self marked) pieces of homework. Often there is no evidence of these other than a simple percentage. These sheets provide students with an opportunity to evaluate their progress and also for parents to write a comment. I would perhaps use these 2 or 3 times a half term (rather than every piece of homework). These can be adapted for other online homeworks or KS4. As usual any feedback is welcome.

These are best printed 2 per page and back to back. I have used these as homeworks (but could be used as cover work or lesson activities) to encourage students to be more creative. Have had some fantastic pieces of learning from Y7 through to Y12 students. As per usual feedback is welcome.

Before everything else! Does exactly what it says on the tin! For use with students before they start a topic or lesson. As with exit passes they are best printed 4 per A4 page. Have found the students can make use of these very quickly. Please let me have any feedback with respect to how you useful or otherwise you have found these.

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. There are also some levelled criteria available that I have written for each of the 4 pillars. Please let me know how useful you find this.