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!

This is the GSCE physics glossary resource translated into Arabic. (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. Chemistry and Biology 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 chemistry glossary resource translated into Arabic. (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 Biology 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 Arabic. (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. Chemistry and Physics 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 physics glossary resource translated into Portuguese. (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. Chemistry and Biology 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 Chemistry glossary resource translated into Portuguese. (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 Physics 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 Portuguese. (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. Chemistry and Physics are also available as are other translated languages. As I don’t speak this language please excuse any mistakes in translation!

This is a modified version of a note taking scaffold based around the Cornell model. Students should initially complete the title and objectives. They should then add processed information into the main notes section - this can be in the form of prose, bullet points or even mind maps. Simultaneously they should add key terminology and most importantly fill in the left hand column. This is a reflective section, basically is a record of their inner voice. After the note taking is complete then students should write a short summary (3-4 sentences) and then do the M.I.P. M.I.P. stands for most important point - this should be no more than 3 words (ideally 1). This scaffold can be used with any subject, any age and for any form of input; e.g. video, teacher talk, written information, Internet research.

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.

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.

12 A3 (or smaller!) posters containing all the Physics KS4 glossary words. Work well in conjunction with Glossaries, Quick quizzes and Quiz quiz trade cards.

12 A3 (or smaller!) posters containing all the Chemistry KS4 glossary words. Work well in conjunction with Glossaries, Quick quizzes and Quiz quiz trade cards.

12 A3 (or smaller!) posters containing all the Biology KS4 glossary words. Work well in conjunction with Glossaries, Quick quizzes and Quiz quiz trade cards.

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.