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Maths: Make the student a manager within a team question relay activity. Utilize there competitive nature to manage their peers and keep track of the work being completed

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MFL: Explain your knowledge of a new grammar rule to another person

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Biology: Purposefully allocate them a debating team whose argument will be from a different perspective to their own.  Give them the role of 'interrogator' to the opposing team e.g. the use of stem cells, oil based vs plant plastics

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History: Journalist role at a historic event. Use often in year 9 to facilitate a lesson on the Paris Peace conference and Treaty of Versailles. Student will take on the role of a journalist or Germany!

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English: for this student I have asked them (usually girls!) to document the lesson for the Instagram Page in English. They still take part but they create a story for the lesson commenting on key learning moments in the lesson. Creative for them and engages them instantly

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English: for this student I have asked them (usually girls!) to document the lesson for the Instagram Page in English. They still take part but they create a story for the lesson commenting on key learning moments in the lesson. Creative for them and engages them instantly

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Try to incorporate something that they're interested in to spark their interest. Give them advance notice that this will happen to allow them to prepare.

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Try to incorporate something that they're interested in to spark their interest. Give them advance notice that this will happen to allow them to prepare.

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English: not usually in the lesson but recent research has shown that gamers who are disengaged readers an make huge progress by simply turning their subtitles on with plot-based games. 

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English: not usually in the lesson but recent research has shown that gamers who are disengaged readers an make huge progress by simply turning their subtitles on with plot-based games. 

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Arabic: Divide the task in to small chunks and ask the student to complete a piece at a time. Then build their confidence up in small sections. Practice with the teacher, then with a partner.

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Arabic: Divide the task in to small chunks and ask the student to complete a piece at a time. Then build their confidence up in small sections. Practice with the teacher, then with a partner.

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Give answer... what was the question? Safe responses so no wrong answer responses. 

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Give answer... what was the question? Safe responses so no wrong answer responses. 

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Target them by asking them questions directly rather than asking students to raise hands to offer an answer.

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Politics : very similar but set them the task of producing stats for the debate team or pre-empting rebuttals

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English: always making sure that the answer is written down in note form. This way, when they answer the notes are in front of them - they aren't put on the spot.

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English: always making sure that the answer is written down in note form. This way, when they answer the notes are in front of them - they aren't put on the spot.

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Leader of a group. So the onus is on them to get involved actively in the task. 

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Leader of a group. So the onus is on them to get involved actively in the task. 

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Ask the silent student to prepare something to present later as one-to-one presentation. Then pair them with a student who is interested in what they might present, and also who is a good listener in the same time. This way, the silent student will find that speaking up is the only way for this exercise to be done, and in the same time, they won’t feel uncomfortable.

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Create a carousal lesson where they are moving from group to group sharing what they've learned.

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Create a carousal lesson where they are moving from group to group sharing what they've learned.

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Let them write their answers eg on whiteboards and let them choose someone else to read it aloud 

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Let them write their answers eg on whiteboards and let them choose someone else to read it aloud 

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Challenge the socialite to record responses and then find areas where they can develop their answers further. 

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Challenge the socialite to record responses and then find areas where they can develop their answers further. 

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Give question cards (3 per lesson) so they don't over contribute

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English: for this student I would plan the questions to criticize whatever we are learning about. For example today - we all know Malvolio wants to restore order within the play but how does he actually create chaos? 

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English: for this student I would plan the questions to criticize whatever we are learning about. For example today - we all know Malvolio wants to restore order within the play but how does he actually create chaos? 

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History & Politics : Collate and present group findings using technology. Often glossary of key thinkers for politics

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Give them a very specific and measurable role when doing group work, to ensure they're participating.

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Give them a very specific and measurable role when doing group work, to ensure they're participating.

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Give responsibility within the workshop for key equipment and make them an expert in that field so they feel a lot more important. They then share their skills with other students.

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English - Bounce Questioning. This almost trains the class in listening being the key to learning. They know any question can bounce of them and, without knowing the others students' responses, they become stuck. It forces active listening and therefore learning.

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English - Bounce Questioning. This almost trains the class in listening being the key to learning. They know any question can bounce of them and, without knowing the others students' responses, they become stuck. It forces active listening and therefore learning.

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Have their name on the board and let them be in charge of a task. This way, they will be active.