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Constantly display curriculum links throughout sessions, for both previous topics and future topics that they will eventually cover

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Keep referring to A01, A02 and A03 and the specification.

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Include quizzes and games to test knowledge just also inject a bit of fun into the lesson.

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When setting a task, teacher including a picture of a completed example (they created) to evidence what they would like students to do/give influence

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Constantly deliver exam tips throughout the session

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- No hands policy, when student does not know answer continue wider discussion and come to them to give another opportunity to answer with more knowledge.

- Bouncing questions to build class knowledge - also differentiating questions to students.

- When students ask what something means, teacher asks question to wider class if answer still not known setting "homework task" to an individual student to then feedback next lesson.

- When a repeat student answering questions, ask that student to choose another student to answer

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let students know what the plan is for next lesson so they know what to expect for next lesson

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Great questioning, they used a lot of strategies on the document Jas provided us. Such as no hands up, phone a friend, staged questioning

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Periods of both independent and group work

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-Recap on previous lessons before starting new topics.
- Have the right 'tone' of voice'.
- Mention AO1/A02/A03 ETC.
-Use different analogy's to explain structure

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Using module booklets so that all the information is in one place.

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have quiet times within the lesson but also interactive times where they can be louder/ work together

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Be consistent with how students come into the class each lesson, so they know what is expected of them every lesson

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go over content from previous lessons in starters or plenaries

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Includes different types of activities - interactive group work, pair work, individual work. Also need to include exam style questions and mini plenaries to measure understanding.
Also needs an enthusiastic and capable teacher who delivers a well-structured and organised lesson.

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learning objectives on the board so they know the plan and structure of the lesson

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Clear lesson objectives, with an outline of what will be covered and should be achieved by the end of the lesson. Good questioning strategies used throughout to make sure everyone understands.

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Thank the students for contributing to the class even if it is wrong. This could be what all of the students are thinking so it is a good chance to address any confusion.

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have a starter on the board ready for when the students arrive so they know what they're doing and can settle quickly

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Give prompts to students to encourage timing - "2 minutes left" "you should be currently up to xyz"

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Opportunity to apply what they have learnt to an example exam question. Then perhaps go through the mark scheme and what you will be looking for in an answer.

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To have clear, progressive lessons which offer differentiation and stretch and challenge. 

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To have clear, progressive lessons which offer differentiation and stretch and challenge. 

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-	Great questioning – peer on peer bouncing questions -	Using questioning for scaffolding to get students to the answer-	Have a ‘clicker’ so you can move around the room and teach from any spot – not be stuck behind the desk when doing “teacher talk”. -	Standing behind students who are disruptive and continuing to talk to the class – show them you are aware of them and keep on their radar. 

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-	Great questioning – peer on peer bouncing questions -	Using questioning for scaffolding to get students to the answer-	Have a ‘clicker’ so you can move around the room and teach from any spot – not be stuck behind the desk when doing “teacher talk”. -	Standing behind students who are disruptive and continuing to talk to the class – show them you are aware of them and keep on their radar. 

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Break up the lesson so that you aren't talking the whole time. Provide discussion tasks, questioning, videos and groupwork to keep their attention.