A teaching and learning inventory



I, We, You

Recently I shared one of my approaches to guided practice/modelling, using the I, We. You backwards fading approach.

This example was from a Y11 lesson covering the 8 Mark Source Utility question in the early stages of student practice, when are ‘novices’

The sheet involves:

  • Using a worked example (which I ‘live’ wrote under the visualiser and magically it was on their sheet) and we annotate, discuss and highlight
  • Joint construction, student and teacher led collaboration to write a further paragraph
  • Completion of example, students complete a partially written example
  • Independent, students complete their own answer using the worked examples to support

Attached ppt.

This work is a continuation from my Chartered College, Chartered Teacher Programme research project, where I looked at the use of Sweller’s Worked Example effect, Cognitive Load Theory and the use I, We, You as an instructional model.

There’s a lot of evidence behind using worked examples, reducing cognitive load and the like, and I’ve spent a few years providing worked examples, silent modelling and completion examples but my first experience into I, We, You came through reading a blog series by English teacher Tom Needham ( – this is a seriously awesome series and encouraged me to trial in history.

Tom’s model combines so much goodness it’s clear to see why I love it.

It also sits so well with Rosenshine’s principles, and huge thanks to Tom Sherrington for his book on it’s practical application. I’ve just let a copy to our new trainee, getting them informed from early.

This was my first effort, based on a 12 mark question and since it has evolved into the example above!

I’ve already begun to roll this out across a number of lesson (enquiry in history) rather than individual lessons, and have trialled it in my first workbook – which I’ll blog about soon!

A summary of my research project in poster form is below, if you want the PDF do let me know. If you’ve not joined the Chartered College why not? Also if you want an excellent CPD course which hugely improves you as a evidence informed teacher, please do look at signing up

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How do we revise for history?

A combination of using Twitter & working at a Research School, I have the wonderful opportunity to read and engage in the latest evidence and research based practice but often during readings, conferences and discussions I wonder how can I translate this practice into meaning methods and resources for my students.

One of these issues is independent revision and a lack of student confidence/knowledge of what to do. I often hear ‘I just read my notes sir’ or ‘I don’t know how to revise sir’, even in the last week before Y11 examinations. This sorely needed fixing.

Luckily, the recent move towards evidence based practice has allowed me to really focus on methods to help my students that have proven success, I must nod to the Learning Scientists, Alex Quigley, Oliver Caviglioi, Sandringham Research, Impact Wales and various others for research, explanation and inspiration. Our school are great at introducing a range of revision techniques and methods that are beneficial, with revision evenings led by @lizzyfrancis and Breakfast Jam CPD sessions whilst  Science have recently introduced the Cornell Method and my lovely colleague @missbkearns has been doing some great research on retrieval practice.

Despite this, I still felt I needed to create something history specific that linked to these tools within my subjects’ context, hence the ‘How do we revise for history’ sheet below which outlines methods with clear ‘how to use in history’ sections, linking to the knowledge and skills GCSE students need.


Free PDF copy attached here: How Do We Revise for History

Editable copy here: Tes

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Breakfast Jam – Visualisers in the classroom

Today I had the opportunity to present at our in-school CPD sessions called Breakfast Jams on how I have been using visualisers throughout the history classroom & my thoughts going forwards. I must say a big thanks to Susan Strachan @susanSenglish and those at Michaela for the inspiration to these uses.

I LOVE my visualiser at the moment & hope to continue finding new methods to use within the class.

PPT attached at the bottom:

V 1v 2v 3V 4v 5v 6v 7v 8v 9v 10v 11v 12v 13


`Breakfast Jam Visualisers

Whole Class Feedback & Crib Sheet Handout

As part of our first Meols Cop High Research Conference I finally had the balls to speak about the Crib Sheet & whole class feedback after a 18 months of refining it.

Below is the handout I produced to accompany my session, hope it can be useful in helping clear up how it works or if you need to persuade or explain to others 🙂

Screen Shot 2017-09-10 at 09.21.02Screen Shot 2017-09-10 at 09.21.16

Copy available on dropbox to download, link below

Knowledge Organisers

So, a new focus for me and my department this year has been Knowledge Organisers.

I attended a seminar at the SHP conference this summer about knowledge and one of the parts they introduced was the use of Knowledge Organisers, it was something I was aware after reading the blog of @joe__kirby (Blog Post) but I didn’t have time to set up.

Very simply, these are documents which give the background and contextual knowledge to a set topic – the bare bones you could say. They are given one per topic, so our Y7 students receive a total of 6 a year.

The example below, created for the Edexcel British Medicine Through Time topic, contains all the basic informations students should know about Medieval Medicine. This includes key dates in a timeline, second order concepts and key word – you could obviously include important people and statistics. Each fact is numbered, so that students can be given specific sections to revise for their homework.


We give students certain numbers to learn, e.g 1-10 for a weekly test. They are given one physical copy as an example and the remainder are put on Show My Homework so they can access a digital copy. The tests given to students are based on the KO, this could include recalling dates, spelling key words, describing key terms or any way of applying their understanding. Results are tracked and graded (BSG), if they get below half it is a fail.


Eventually as part of our assessment, students are asked 10-15 questions from across the whole KO as a memory activity.

The aim of Knowledge Organisers is simply to improve student retention of key information, develop revision skills and as a result improve their application of knowledge within their written assessments.

Please find attached example of our medieval medicine knowledge organiser.


Assessment Feedback Sheet V2

Having used assessment feedback sheets last year in conjunction with my code marking, I thought it was time for a rework after some inspiration from @geographia I made some improvements.

Please example and explanations

Screen Shot 2016-08-26 at 10.12.01


Please find free copy of resource below:

Assessment Feedback Sheet

Peer Assessment Mats

asseStudents can often struggle with peer assessment, especially what to write rather than simplistic comments. I use this peer assessment mat alongside success criteria and scaffolding to allow pupils to develop their peer assessment skills. Laminated it can be given out and reused whenever

Peer Assessment Sheet

Please find attached double A5 sized template

Peer Assessment Sheet

Highlighter Marking

Another favourite peer marking technique of mine that allows students’ to identify the key components of an exam question or assessment. As it’s so visual, I have found that it works well with low ability pupils.

Can be used across KS3-KS5 – I initially model with a practice example and then pupils peer assess each others.

Screen Shot 2016-05-11 at 20.46.29

Pupils enjoy it is a great different style of peer assessment that can be used to mix things up.

Please find attached template:

Highlighter Marking

Assessment Feedback Sheets

Alongside developing more effective marking techniques, I have also been looking at our assessment marking and how we can improve it. We are currently trialling code marking which we will be rolling out from September at KS3, but I decided to trial assessment feedback sheets as seen by @MrsHumanities on her excellent blog

Marking sheet

Really simple – you create the WWW/EBI as part of your success criteria when designing the assessment. Highlight the feedback you wish to give, leave a comment and pupils respond with self assessment and then answer a Purple Pen Question.

The pupils find easy to understand and act on

Assessment Sheets

Please find attached resource you can edit 🙂

Assessment Feedback Sheet Final

S.P.I.T Marking

Another peer assessment idea I trialled in my NQT year that I like to use to keep peer marking of assessments fresh.

SPIT Marking

Really simple idea: pupil’s assess using the S.P.I.T criteria; Spag, Positives, Improvements and Targets and mini post-its to peer assess exam questions/assessments.



ABC Feedback

A great activity that can be used throughout the lesson in a variety of formats. I always tell my students that great historians can agree/disagree and argue a point regardless of their own personal thoughts. Secondly, I like to use this at KS3 to develop student’s agree/disagree skills for GCSE questions – embedding lower down really helps by Y9.

ABC Feedback 1

Simply, students are asked to ABC a peer’s judgement – this can be verbally or written out. They must agree, build upon or challenge the opinion that has been given. I especially like using this with judgement lines as a plenary.

ABC Feedback 2  ABC Feedback 3

Please find attached ppt. slide

ABC Feedback Plenary


What’s Missing?

In my never-ending quest to try peer assessment and critique ideas, I decided to trial ‘What’s Missing’. The aim is for my GCSE pupils to work on developing model answers through improving their peers’ exam question answers.

A rather simple idea, where pupils answer an exam question and leave 5/6 lines between each paragraph so that their partner can add improvements to effectively level up the paragraph. Another way is to answer question on A4 paper and cut it out and stick into books to improve.

This has been beneficial to many of my students as it pushes them to re-read their notes and find ways to improve an answer, regardless whether it has achieved a U or A*.

Attached is resource ppt.

Whats Missing


Marking Crib Sheet & Whole Class Feedback

Recently, I have been looking at our departments marking procedures and how best to be effective markers (obviously reducing workload is key!).

I designed this crib sheet as a way to provide quicker feedback to the whole classroom rather than writing comments in each book, so reducing marking time from 2-3 hours per class to less than an hour. Now I actually really do miss writing comments, leaving questions and the other bits in their books but it really wasn’t a workload issue I could continue with (especially as I have my first child on the way!).

Therefore the crib sheet allows me to go through each students’ book and I make comments on the whole class sheet using the sections below.


The benefits are that it gives me a snapshot of the whole class’s progress, allows me to ‘fine tune’ my lesson planning and it also gives activities and tasks for students to complete within DIRT the next lesson.



Using this I do the following which we complete in lessons for 20-25 minutes, you can also get a feel of what it looks like in students books. Students’ are given an A5 copy to stick in under the title of ‘DIRT’ and using a red pen they review their SPaG, answer questions I have created from reading their books, finish any work or complete an extension activity. We always finish with a spelling test to hammer home those misspelt key words.

dirt-1    dirt-2dirt-3  dirt-4

Pupils books look something like this – we do this every 2 weeks or so.


Photo 16-11-2016, 09 21 12.jpg

Now, that does not mean I use this for assessments – my focus is on providing more detailed and worthwhile assessment feedback, with this being reserved for standard lessons etc. For more on what I’m trying in assessments, check out the rest of my blog.

Need to convince SLT or others, or want a handy guide on how it works?

Screen Shot 2017-09-10 at 09.21.02 Screen Shot 2017-09-10 at 09.21.16

Attached is ppt. resource

Marking Crib Sheet ppt.    Marking Crib Sheet V2


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