Take-Away Revision

A ‘Sharing best practice’ post by Sarah Fox (Food Technology)

Reading time: 2 minutes

‘I’m looking forward to revising for my exams!’, said no student ever.

Revision is a fact of life for students preparing for exams and for many it may seem like an insurmountable obstacle.  Building revision time into your scheme of work, teaching students effective and efficient revision strategies and lots and lots of exam practice will all help but the fact remains – revision is about hard work.

Once students have faced the fact that revision is a necessity if they wish to achieve their best results, then offering them support, encouragement and resources is the teacher’s next job.

One of the ways in which you can do this is to provide them with a ‘Take-Away Revision Bag’.

Goody bag 2

In the bags go…

  • ‘What is the examiner looking for from each question?’ guides
  • ‘How to answer different types of exam questions’ guides
  • Revision booklets
  • Past papers
  • Worksheets
  • Factsheets
  • Pen and Pencil
  • A highlighter
  • Blank revision cards
  • Post-its
  • Sweets
  • A personal message from me

Goody bag 3

Once students have been given their take-away bag they can add to them, or use them to keep all their revision materials and notes together in one place.

Students then bring elements of the bag to each lesson to use.

The bags also  mean they are able to work through different tasks at their own pace and plan their own revision.

Goody bag 4

I am then able to use the time gained from having pre-planned the revision activities to analyse their exam answers to target further revision on required topics or to focus on the needs of individual students.

The students were delighted by their revision ‘gift’ and it gave them a lift when undertaking the hard work that was being demanded of them.

Goody bag 1

Why not offer your students a take-away!

Learning with Games

A ‘Sharing best practice’ post by Sarah Fox (Food Technology)

Reading time: 2 minutes

‘To play or not to play?’, that is the question.  Are games a valuable tool in the teacher’s arsenal of learning strategies or are they a distraction and trivialisation of education?

Go fish

Figure 1: Go Fishing: hook yourself a question and provide an answer.  Get it right and keep your catch.  Get it wrong and the fish goes back in the pond

There are those who would argue that we as teachers are ‘educators not entertainers’ and there are indeed times when we need to remind our pupils of that.  However, there are also times when the enthusiasm and engagement engendered by ‘playing’ a game in class can be harnessed to serve the teacher’s purpose, whether it be to acquire knowledge, reinforce learning or to develop critical thinking skills.


Figure 2: Jenga.  Take a question from the pile and a block with a points score written on it.  Answer the question and score the points.  Get it wrong and no points are scored and the question goes back in the pile

As teachers our priority is to ensure that the learning behind our choice of teaching strategy remains the key focus of our lessons and games do not become an end in themselves.

Guess who - what's for dinner

Figure 3: Guess What’s for Dinner? Swap the cards in the ‘Guess who?’ boxes for food related words and concepts and then take it turn to question your opponent until you have worked out what the answer is

Games do have many educational virtues to commend them, not least the development of social skills such as cooperation and teamwork  but perhaps above all, it is the sense of engagement they can foster that makes them a useful learning tool.

Labelling game

Figure 4: The Labelling Game  Compete with a friend to produce the most detailed ‘Nutri-Man’ and ‘Healthy Hands’

Taking the principle or format of some of the most popular or simple games that have stood the test of time and adapting them to the classroom can be a very effective teaching strategy.  Simplicity is key to making such games work.  Take a familiar format from a traditional game (snakes and ladders, hangman) or one from the popular culture (Who wants to be a millionaire?, Top Trumps, Guess Who?) and you have a head start as pupils know how to play the game.

A carousel of such games (as shown in the pictures) can make an engaging revision session.

Why not visit your local charity shops and pick up the games people no longer want and re-purpose them in your classroom!

Featured image: ‘Dice, game’ by OpenClip-Art Vectors on Pixabay.  Licensed under CC0 Public Domain


Improving pupils’ handwriting

A ‘Sharing Best Practice’ post by Sarah Barker (English)

Reading time: 2 minutes

Teachers are expert at deciphering poor handwriting.  Whether it be the last footsteps of a spider who has dragged its eight, ink-stained legs across the page of an exercise book, or the text that has taken leave of the lines  to wander freely about the page in defiance of the laws of gravity.  However, there are times when even the most skilled and experienced of teachers is left stumped by what a pupil has written.

Expressing oneself clearly in writing is a skill for life, not to mention the desire we have to ensure that the examiner will be able to read our pupils’ answers!

Improving handwriting, especially when a pupil is well into their teens is a challenge and requires real effort and concentration once writing habits have been formed.

K Before

Figure 1. A pupil’s handwriting BEFORE handwriting practice

One strategy promoted by the English Faculty to develop ‘automaticity’ in handwriting for pupils in all year groups, is to go back to basics and consciously and deliberately practise some of the basic building blocks of handwriting as an activity in its own right.

Separating out the task of improving handwriting from the challenge of writing a considered evaluation of an extract from Shakespeare, works to the benefit of both endeavours.  Improve the physical skill and then apply it to the intellectual challenge.


Figure 2. A pupil’s handwriting AFTER handwriting practice

So, you might open an exercise book to see that a 15 year old boy spent the first few minutes of the lesson ‘writing’ lines of ‘mountains’ and ‘valleys’, followed by a line of breaking waves.  Or in a 13 year old girl’s book lines of ‘a’s, ‘c’s and ‘d’s have been carefully scribed as the first part of a homework assignment.   In this way the basics of a legible script are developed and when applied to the written work to follow, handwriting improves, the pupil feels a sense of pride and the teacher breathes a sigh of relief that they  (the examiner, the college admissions tutor and the future employer) will be able to read what has been written.


Featured image: ‘Font, lettering’  by Victorian Lady on Pixabay.  Licensed under CCO Public Domain


Word Triangles

A ‘Sharing Best Practice’ post by Caroline Hill (SENCO)

Reading time: 2 minutes

Supporting pupils with learning needs around literacy and dyslexia is a challenge most teachers face.  For some pupils the need to master key words is the issue, for some it is the technical vocabulary required for a particular subject and for others it may be the growing volume of vocabulary demanded by new exam specifications.


One simple strategy that can support pupils in this is the use of word triangles.  Quite simply these are triangles, subdivided into three sub-sections which contain: 1) The key word to be learnt, 2) the definition of the key word, 3) a visual representation, prompt or reminder of the word.


Pupils can be engaged in the production of the cards or they could be prepared for them, as their needs require.  Once a series of cards have been produced, challenge can be increased by cutting up the cards and using them like jigsaws, reinforcing the learning of each word and its definition.


A bank of such cards can then serve as a valuable revision resource or as an activity which can be used by a teaching assistant in lessons to reinforce learning if working with the child in class, or used during one-to-one/small group interventions.


Featured image: ‘Abstract/Mosaic’ by Vanntile on Pixabay. Licensed under Creative Commons Public Domain CC0

The Awkward Mole

A sharing best practice post by Jodie Johnson (Mathematics)

This activity sharpens up pupils’ ability to precisely follow a particular process to complete a specific task.  These examples come from Maths but they could apply equally well to any process in any subject.  For instance, ‘constructing a perpendicular bisector on a line’, ‘bisecting an angle’, ‘drawing an equilateral triangle’ etc., etc.


Step 1: Pupils A and B sit back to back with Pupil A facing the teacher/board with an incomplete worksheet (see above)

Step 2: The teacher silently demonstrates the process to complete a task on the board.  Pupil A copies the teacher’s demonstration onto their worksheet.

Step 3:  Without changing position Pupil A now explains to Pupil B how to complete the process on their worksheet by giving clear verbal instructions (they are not allowed to look at what Pupil B is doing)

Step 4: Pupil A and B look at the results and discuss the instructions given (were they specific?, were they clear?, how could they be more precise? how could they be improved), in order to refine and perfect them.

Step 5: (Here is where the ‘awkward mole’ comes in!)  You now invite a ‘random’ pupil to come up to the front and follow the instructions they are given by another member of the class to demonstrate how to complete the process in front of the class.  Unknown to the rest of the class you have primed the ‘random pupil’ to be your ‘awkward mole’ and instructed them to be as awkward as possible when following the other pupil’s instructions – to take instructions literally, to deliberately ‘misunderstand’ ambiguous instructions and so on.  The onus is then on the pupil giving the instructions to refine their thinking and instructions until they succeed in getting the mole to ‘get it right’!

In one case a pupil instructed the mole to ‘draw an arc’, so that’s what he did with Noah and the animals too!

You can prime more than one pupil to be your mole in the lesson and don’t forget to reverse the roles for pupils A and B so they both get a turn.

Featured image: Mick E. Talbot, Mr Mole, CC BY-SA 3.0


Silent Conversations

A ‘Sharing best practice’ post by Jodie Johnson (Mathematics)

“Shhh! We’re going to have a silent conversation…”

An unusual instruction to a class but one that can help to focus thinking and forge collaboration amongst pupils.  How?  Well listen in…

Working in pairs, the class are given a series of questions of varying levels of difficulty.  Their challenge is to answer the questions in silence.  Partners can ‘ask’ each other as many questions as they like, as long as they do so in writing.  At the end of the activity pairs can then demonstrate to their peers or to the class, how they would solve the problem…in silence just like they will have to do in an exam!

By taking it in turns to solve each step of the problem everybody is engaged and by being allowed to ‘ask’ questions they can help each other get ‘unstuck’ when necessary.  The focus on the written demonstration of the solution helps cement the process needed to reach the solution.

Here’s an example of some worked solutions shared (in silence) by pupils with the rest of the class:


Featured image:  ‘Silence’ (original image) by Alberto Ortiz on http://www.Flickr.com (license CC-BY-NC-ND 2.0)

Key word or fact jigsaws

(featured image courtesy of http://www.freeimages.co.uk)

A ‘Sharing best practice’ post by Victoria Ryan (MFL)

Sometimes the best ideas are the simplest.  A simple activity to help pupils learn or revise key words, facts or information in any subject is the ‘Key word jigsaw’.

Easily prepared with paper, pen and scissors, just divide a sheet of paper into sections and in adjacent areas write a definition/piece of information and the key word/associated fact.

e.g. merci/thank you, Capital of Peru/Lima, Battle of Hastings/1066, process for producing petroleum from crude oil/refining

Write a key message/question/quotation in the centre of the sheet which will become fragmented when the sheet is cut up.  Place the pieces in an envelope and give to your pupils to solve.


The task is simple – reassemble the sheet, pairing up the key word with its definition, to reveal the message/question/quotation in the middle.


The activity requires little or no explanation and proves very engaging with pupils (and staff!).

A great little way to create a low stress method of testing/reinforcing learning.

Why not develop this further…

  • get pupils involved in devising their own jigsaws
  • build up a class set of different jigsaws to use as a revision tool
  • experiment with different shapes
  • use images as well as words
  • or if you want to go for an online version, why not try Tarsia puzzles (take a look at http://www.ideaseducation.co.uk/resources/Tarsia-guide.pdf  for a quick introduction)

Making the most of Personal Learning Checklists

(Featured picture: ‘untitled’ by AJC1 is licensed under CC BY 2.0)

A ‘Sharing best practice’ post by Kate Rolfe (Humanities)

Whether you call them Personal Learning Checklists (PLCs), RAG lists or as we refer to them, Module Outline/Review Lists, you have a tool which if used effectively, can cover a multitude of uses to support learning.


Picture 1: A Module Outline Sheet

In Humanities where pupils study two subjects (Geography and History) with the same teacher, we use our ‘module outline sheets’ and ‘module review sheets’, as a way to signal the beginning and end of topics. The first module outline sheet is used with pupils to discuss the structure of the term and key assessment points. It also allows pupils to engage with success criteria and the objectives for the term in order to select a target to aim for based on past progress and predicted targets. Finally, the RAG (Red, Amber Green) aspect of the sheet allows pupils to judge their current understanding of a topic and accept that red sections provide opportunities for new learning. It is also helpful for the teacher as it can highlight areas of overlap between subjects, where pupils may have already covered some of the content, so teaching of these topics can be modified accordingly.


Picture 2: A Module Review Sheet

The module review sheet allows pupils to reflect on their progress on a termly basis and over a longer period of time than specific assessments. By completing the RAG section a second time pupils are able to compare easily their perceived progress over time. It is also useful for the teacher as if there are any common “red” areas then these can be addressed through revision or other means. The right hand side of the page is a chance for the pupil to reflect on particularly strong areas of a topic and areas they could improve on. This could be related to specific skills or general attitude to learning. This has become more explicit in lessons through our school ‘Excellence Programme’, where pupils are asked to find a piece of work that they are particularly proud of in order to reflect on how they achieved excellence in learning. The teacher WWW and EBI section allows the teacher to give more generalised feedback to a pupil about their attitude to learning/response to feedback/homework etc.


Picture 3: A GCSE Geography Module Outline Sheet

At GCSE level module outline sheets use the terminology of the exam specification. This is because this is where a large number of questions originate from. For example, during a mock exam, a question referred to “how vegetation is adapted to the soil and is in harmony with it”. The term “harmony” was used on the exam specification but had not been used explicitly in the textbook or lessons. As such, although the pupils had the knowledge required to answer the question, the wording had thrown them. The module outline sheets can also be used to track topics and completed work. Now that the Geography GCSE exam has much more content, each topic can take up to two terms to complete. By dating work pupils can track any lessons they have missed in order to catch up on that work.