All these techniques have been tried and tested by our colleagues at Frome College. Thank you for sharing them Simon Bendry

Primavera P6 progress line


  1. Simply write down 5 things you have learnt this lesson and then compare with a partner explain what you have written down and why.
  2. Create a summary box with 10 key words from the lesson. This can be filled up as the lesson progresses. Students can then compare them at the end of the lesson.
  3. Students complete a ‘What I know’, ‘What I would like to know’ and ‘What I have learnt today’ table to summarise their learning during the lesson.
  4. Set up the lesson with an enquiry based question. Get students to attempt to answer it at a mid point in the lesson and then again at the end. Compare the quality of answers.
  5. Speed dating. Divide the class into pairs. Each pair has a question and answer. One person in the pair asks the question and then assesses their partner on the quality of their answer. The person answering is scored on a scale of 1-5 for quality. Students can then swap roles and review each other.
  6. Create a ‘Top Tips’ board in the classroom. Students can then add to this throughout a unit of work with suggestions which could help others.
  7. Use self-assessment grids to track confidence and progress in a lesson (See SRC for example)
  8. Key word BINGO – demonstrate understanding of key words/terminology/vocab
  9. Get students to re-write the same answers after receiving feedback. Focus on developing their skills and technique rather than knowledge and understanding.  You must improve this…
  10. Stop the Press! Get students to summarise the work they have been doing in a newspaper style headline.
  11. Students write their own tasks once they have been set the objectives of the lesson. How are you going to achieve this…?
  12. Students use their key word or summary boxes (see #2) to do a written tasks. Either write a paragraph or see what the longest or shortest sentence you can write using the key words.
  13. Write a twitter entry to sum up the learning – sum up what you know in 140 characters.
  14. Create a Facebook entry to explain the context or background to an individual or events (see EB for examples)
  15. Triple Impact Marking – vary this by using both self and peer assessment as part of this process.
  16. Play ‘Just-a-minute’. Have a go at the start – how long can you talk about… Repeat at the end to show progress.
  17. Write your own quiz – students write down a series of questions and then swap with someone else.
  18. What is the question? Start by writing down 5 keys words from the lesson, and then swap with a partner. Then come up with a question to which the key word could be the answer.
  19. Write your own exam question. Students create their own exam questions demonstrating subject and exam knowledge.
  20. Create your own Wordle. Show which key words are more important than others?
  21. Student tracking stickers used to show how students are working towards targets and progressing over time.
  22. Create a summary of what you have learnt today on a single piece of A4.
  23. Get students to work in pairs/groups and in silence demonstrate what they have learnt in the lesson – use role play, drawings, mime etc.
  24. What is the link? Get students to come up with 5 key words, then swap books and then explain the links between these key words.