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Lower ability students sat with higher ability.

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Always shower the kids with praise

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Email their parents when they've achieved something good.... Or their assessment result.

Definitely promotes parental engagement... And hence motivation (amongst most... But not all learners).

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Mind map full topic onto one page

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Model the activity first then allow pupils to become the teacher and take control of the activity at the front of the class.

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💜💙💚💛❤️
Consolidation is the key

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Pupils complete exam question for homework. Peer mark using a mark schemes in next class. Re-draft and self assess in class. Next lesson Complete a different question. Teacher marks final draft with better results

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Students can choose what work they do - different start points depending on what they feel they need to work on.

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Pictures - get students to pick their own to motivate them. Students then branch off on different aspects of particular topics

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Pictures - get students to pick their own to motivate them. Students then branch off on different aspects of particular topics

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Understand small concepts

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Get the class to write a markscheme. Then ask the pupils to mark their peers work against the markscheme.

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Create a mind map then reduce it down to the title and number of branches

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Create a mind map then reduce it down to the title and number of branches

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Pupils create the question and their peers answers them. These question are then used as a recap question when the books are marked.

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Lower ability pupil sat next to higher ability pupil

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Condensing notes in stages for a more focused revision practise leading up to exams.

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Exam questions are completed each week, the marked questions are given back

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Evidence that pupils have turned back into their books and found the class example.
Get pupils to talk through the example with me.

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Peer mark scheme

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After practice exams kids access this revise website and search for a video clip relevant to their own errors in the exam.

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Model examples and provide support resources to enable less able students to access work independently. 

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Model examples and provide support resources to enable less able students to access work independently. 

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Concept Cards

Pupils make key cards during lessons which build to small pack per topic. Starter / plenary to shuffle pack and recite concepts learned.

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Write a markscheme with the class and then get the class to mark each other's practical work against that mark scheme.

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Provide resources of a key topic. Group discussion on essential elements then students expand their own project wot

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Work stations around the room.

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SEN, small achievable meaningful tasks. Independent work stations

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Students create their own pathway through choosing the difficulty of their work. They complete this in their own way.

Year 10s review their exams with revision guides individually to

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Consolidation notes/ disgrams

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Study groups who work both within lessons and at home.

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Provide the markschemes and work backwards. Use the markscheme to draft an exam answer then do it without notes afterwards

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Selecting their own pathway based on marking and feedback.

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Think, pair, share

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Set roles of responsibility

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Use of VLE to post homework questions (support by looking at peer work completed)

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Use of VLE to post homework questions (support by looking at peer work completed)

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Talking chips (students 5 chips and are only allowed to ask 5 questions)

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Talking chips (students 5 chips and are only allowed to ask 5 questions)

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Extended independent tasks with time to complete

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Extended independent tasks with time to complete

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Group work, pair work and independent lead on warm ups

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Group work, pair work and independent lead on warm ups

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Set students off on a challenge and left them to work alone

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Set students off on a challenge and left them to work alone

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Students select their own pathway from their own starting point

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Students select their own pathway from their own starting point