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Technology - more emphasis on the design and hands on work.

Students to use a practical task with a video or multimodal presentation in an investigation. Practical Materials investigation and testing is actually part of the Stage 2 DT&E.

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Yellow traffic light option - For certain tasks, I will allow students to find 10 references from chat to use for their assignment. They can then spend the time checking the resources and then decide which best 5 they might use. They know and then I know the sources they're using....

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HPE

Evidence building on their personal skill development with specific examples/pictures/skills audits on how they have demonstrated particular skill sets.

Reflective tasks to draw on their learning connecting their strengths and where they need to improve - providing evidence of this.

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Multi-part tasks. Part 1: in class on paper, submitted in class. Part 2: Homework.

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Teachers aware of tracking the editing time on Microsoft Word Documents?

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Analysing Macbeth - Students were given topics that they needed to respond to.

The topics were discussed in class.

Students were given time to discuss the topics with their peers in groups.

Students then used their notes to write the responses during a double lesson.

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Rhett - doing more hand written steps that demonstrates their progression through the task and proves learning. Per evidentiam as it were...

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Submit progress at the end of the lesson, rather than waiting until home to complete quickly with AI.

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Use a lock down browser ..... exam.net is AMAZING

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Science

SHE Tasks

Students are given printed articles in a double lesson and are to annotate the articles under supervision with no technology allowed

In a lock down browser students then write their SHE paragraphs only using the articles and their annotated articles

Can also complete a face to face check in with students on their SHE tasks after completion to gain an understanding of their knowledge of their task without referring to it

Completion Practicals

Students to create tables and graphs from practical

In a double lesson - students are to access a lock down browser and write their analysis in class (or on paper) and submit at the end of the lesson

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Essay Voche: Link tasks with a required 5 minute interview/discussion with the teacher critically justifying their response/work.

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Group tasks, to some extent, may discourage students individually/privately using AI given that the task requires collaboration. Especially when the task does not require extensive written work (e.g. building a model).

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Provide the students with a written component (in test conditions) after an assignment is completed to check for understanding. Can be assessed

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Persuasive Text Writing - students were given a hard copy of the task sheet with possible topics. They were also given a Persuasive Map - scaffolding sheet. They had lesson and homework time to prepare for the task and then completed it on Charis using the 'submission text box' feature.

Worked quite well.

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Use document tracking to see how long students have spent typing something. If the time is too short, then they have probably copied and pasted from somewhere else.

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English LA

1. Ask students to produce part of their draft by hand writing to check understanding and their writing style. They can then produce a final draft on computer.

2. Introduce an assessment task which requires students to dialogue with their teacher using prompts they are provided with 5 minutes before the conversation. They may produce hand written notes within a 5 minute planning period. No technology allowed. Students may only use the shared study notes created within their class. To be used in Year 11 English this year with potential implementation in Year 12 in 2026.

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Using very 'niche' content. For example, students have to reference a physical artifact that you brought into the classroom as part of their task.

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As a 'checkpoint', have a 3 minute conversation with each student about their understanding of the task so far