Revision Templates, Organised

A perpetual classroom problem is that students translate what we say into what they want to do. How many times have you come back from time off to see that students answered questions 1 and 10, not 1 to 10? Sometimes this is deliberate awkwardness. Sometimes it’s an actual lack of understanding, either of what the task was or why we’re asking them to do it in what seems ‘the hard way’. I’ve long been a fan of the template approach, giving students a framework so they’ve got a place to get started. And I produced a bunch of resources, some of which may be useful for you. I’ve shared these before, here and there, but figured a fresh post was worthwhile. This was mainly prompted by a tweet from a colleague:

So here’s a quick reminder of some printable resources. I’m not going to go through and remove the QR code, but it now goes to a dead link. Feel free to mess around with them as you see fit.

Some of these can be downloaded as Office files, mainly docx and pub (links to a GDrive folder). There may also be jpg versions available for adding to Powerpoints or websites. If there’s no editable version of an example above that you’re after, add a comment here and I’ll dig it up.

If you’ve not already seen it (not sure how, but it’s possible), can I strongly recommend the excellent posters and resources available from the team at @acethattest, AKA The Learning Scientists. On my long and growing jobs list is producing some Physics specific versions to show how they could be applied within a subject.



Now How Next

I just wanted to share a plenary that I’ve tried out a few times now. I’ve found it quite useful and it works with any topic, knowledge or skills. To be honest, I suspect the title makes it clear but I’m going to quickly explain anyway.


Students gauge their current level of understanding, ideally considering progress from a  starting point. This would often be matched against one or more lesson outcomes. The best assessment will be based on something objective, for example an exam question or score in a vocabulary test. This needs to be about competence, not confidence (although I sometimes find it useful to have them assess that too). Building an ongoing list of science skills that they could have gained might be helpful.


This is metacognition; students describe the methods they have used to make this progress. Can they identify what triggered a ‘lightbulb moment’? Was it about a particular method, peer explanations, examples in a textbook, practical results… don’t overlook simple things like using a glossary.


There is always more to do. Students should be encouraged to identify what they might do, in school or out, to make further progress. Do they need more rehearsal of the technique? Do they need to memorise the key terms to improve fluency? Most significantly, what will they do to make this happen? Can they name apps on their phone or techniques on paper that will help them? Ideally what they do should be visible, by the effect on scores if not directly.

Now How Next

This could be a written exercise in students’ books, or in the form of a modified exit ticket. You could even do this weekly and have a double page spread summarising what they’ve done. Choosing their next area of development would fit very nicely with takeaway homework, something I’ve not tried yet. It’s really a formalised version of what we do anyway, but it’s something we could profitably apply to CPD as well I think. I don’t like to think of myself as aiming to tick boxes, but consider:

  • assessing progress (potentially peer and self)
  • L2L/metacognition
  • target setting
  • differentiation

Worth a go? Comments appreciated, as ever – below or via GoogleForm.

Revision Lesson Ticklist

Disclaimer: I stole this idea from @ange01. It was saved to my notes a while back, and while planning today’s revision lessons I found the idea and decided to put it into practice. As usual, I’ve adapted it to suit what I wanted; blame me for the problems and credit her with the original idea.

Each student gets a printed list of things they need to achieve during the lesson’s different revision activities. (I’ll be blogging some of these during the week, to help out colleagues with students preparing for the AQA P1 exam.) I’ve split these into two categories:

General Learning

  • Helped another student
  • Got myself ‘unstuck’
  • Gave advantages/disadvantages
  • Looked up a definition
  • Used an example to support my answer

Science Skills

  • Remembered an equation
  • Rearranged an equation
  • Converted units
  • Described a method
  • Used scientific vocabulary

This would obviously take moments to produce and customize, but if you’d like my effort: lesson ticklist as .pdf

These act as a prompt for strategies as well as a reminder of the skills tested during the exam. You could use the slips as ‘exit tickets’, or ‘loyalty cards’ as I’ve seen online. You could award credits to students who have the most ticks; this is something I think might work particularly well with younger students. I’m also going to produce an equivalent list for practical lessons, as so many kids either avoid touching equipment or never let go of the damn test tube.


As usual, if you find this resource useful, or adapt the idea to your own teaching, I’d really appreciate you taking a moment to add to my portfolio. Simply follow this link and tick a few boxes, no names necessary. Many thanks.

Current Electricity and Revision Thoughts

It’s that time of year, but I’ve not been able to post much about revision lessons and activities because I’ve been too busy doing them. And because of other projects, too. So my apologies for the long absence.

P2 electricity quick ref (as pdf)

This grew out of activities trying to help students make clear links between past questions and revision content. It was intended to be a fast way for them to check details (using the QR codes, which link to websites including BBC Bitesize and My GCSE Science) without getting bogged down in minutae. Time is short with Year 11 and this kind of approach should work well with revision classes, allowing self-directed study which you can then explain when they visit for extra sessions – I combined it with some relevant questions, broken down by topic.

Having students creating something like this would also work well. I’m going to try giving them an electronic blank with four spaces to write their own questions, but insist they add links to different resources which contain the answers to each of the four.

When revising, as usual I’m asking students to focus on active rather than passive techniques. A recent activity challenged them to suggest ways of turning common but less engaged methods into more dynamic ones.

Not Just Reading

It’s very telling when a student is asked how they revise, and respond with ‘looking at the revision guide’. Simply reading is too passive, but the use of looking suggests even less engagement. We came up with:

  • Pause to write summary sentences or bullet points
  • Highlight/underline key words, practise definitions
  • Cover/copy/check
  • Convert format to revision cards (paper or electronic), mindmaps or similar
  • Write questions (split between recall, explanation and mathematical) linked to content


Practice questions are of course a very useful way to prepare for exams, even if the focus inevitably turns to exam technique rather than understanding. I’ve blogged before about useful variations but most recently have been relying on:

  • BUS structure (from Twitter, can’t recall source) where students box command word, underline key points in question and scribble additional vocab to include
  • Write three hint words and pass to a classmate who has to use those words
  • Write an alternative question (convert maths Qs to words and versa vice) testing similar content
  • Produce a deliberately mid-level answer and add commentary for how to improve


The links in the worksheet include one to the video archive, Khan Academy style, of My GCSE Science. Some of these have built-in pauses but even if not, I’m encouraging my students to use a very specific format which also works for audio, such as the Naked Scientists podcasts hosted at the BBC.

  1. Write title and spend a couple of minutes bullet pointing what you think will be in it.
  2. Watch/listen to first few minutes, then pause.
  3. Tick what you were right about, adding details/examples where needed, and add main points you’d not remembered.
  4. Bullet point what you think will be coming next.
  5. Next few minutes, then pause and repeat.
  6. Once finished, attempt a question relating to the content, referring back to notes if needed.

One Hour to Success

It’s amazing, as usual, how many seem to think that putting their phone to one side is unreasonable while revising. I suggested to several parents recently that phones should be given to them during an active revision session in exchange for tea and biscuits

  • 0-15 min: active revision using methods above
  • 15-20 min: break, with cuppa, parents looking at written work while student texts their mates, then returns phone
  • 20-35 min: attempt and mark a past paper question on revised content
  • 35-40 min: second break, student loads dishwasher (including used mug) while parent looks at the exam answer
  • 40-55 min: worked examples and further practice of weak areas as identified, or simply learning vocab that’s relevant.
  • 55-60 min: write title of next revision priority on a new sheet of paper, ready for next time, placed in revision guide at relevant page.

I wonder how many will stick to it…


I’m trying to track my impact (eg you using this resource or basing your own on my ideas). You don’t have to leave your name, just a few words about how what I did made a difference. If you’ve blogged about it, I’d love for you to include a link. Tweets are transient, comments on the posts are hard to collect together, but this would really help.

Blog Feedback via Google Form


An Argument Worth Having?

A student doesn’t have a pen. You loan them a pen. Next lesson, the same student doesn’t have a pen. Now what?

Let’s assume – because I’m a professional teacher and, if you’re reading this, probably so are you – that we’re not talking about a student who (a) has specific needs making pen recall a problem or (b) a student whose family/carers can’t supply a pen. In each case of course it’s our job, as a school, to sort them out. Let’s ignore the students who usually manage it but, like everyone including me, sometimes forgets. No, this is a student who habitually fails to bring a pen to school.

This is a choice.

This student has learned that not having a pen somehow offers a benefit. Perhaps it means they can demand attention, trying to pick a fight at the start of a lesson. They can start conversations with classmates about borrowing a pen, reinforcing friendships or subtly exerting dominance. It means they can waste time and disrupt the starter. Maybe they’re doing this to avoid writing. It’s hard to know.

Of course their motivation is important, but in this case we also have a choice.

  1. Refuse and see them waste more time, complain that we “don’t value their learning,” and perhaps refuse to write.
  2. Give them a pen, without consequences.
  3. Give them a pen, with consequences.
All of these take time. Enforcing consequences takes more time, either within the lesson eg recording names or afterwards for short detentions (or both). This time is increased if we actually expect to get the pen back (in which case our colleagues will face the same dilemma).  Because this is not an ‘and’ situation. Like so many other examples in teaching, this is an ‘or’ situation. Doing this means less time to do something else. There is always a price to be paid, something the government forgets whenever they have a new initiative to promote.
This is learning time. Wasting learning time is not okay.
If a student says they care about their grades, but actually spends every evening on their XBox, then we can reasonably suggest they don’t care that much about their grades. If we say we care about learning, we have an obligation to spend time helping our students learn. Whether you favour group work or teaching from the front, ‘progressive’ or ‘didactic’ methods, inquiry-based or core knowledge, I think we can agree that learning takes time. Less time means less learning. This is not rocket science. (Rocket science is more fun.)Teaching is not just about our subject knowledge. Students come to school to learn about life. To be, for want of a better word, civilised. The same as we’re not born knowing how to use a knife or fork, we’re not born organised. If students learn that they will be provided with equipment that they could reasonably bring themselves, they are learning dependence. We are teaching them to be needy. We are effectively preventing them from becoming self-reliant. We are giving them an incentive not to be responsible for their own pens and, by extension, their own learning.

Of course having a pen doesn’t automatically make a student a good learner. But not having a pen definitely makes it more difficult. Compare this with the things we so often pick up on, such as uniform. Now, I’m not starting the argument about whether having a uniform at all, or a blazer, or whatever, makes a difference. But I think most teachers, asked whether they would prefer students to have a pen or a tie, wouldn’t see this as a difficult choice. So why do we make a lot more fuss about uniform than equipment?
Of course I address this within my classroom. Of course many students learn to bring basic equipment most of the time. There are many lines in the sand we could draw, but this has the benefit of being one most adults wouldn’t really argue with. Even most teenagers find it hard to justify once they’re away from an audience. But like so many other things in school, it needs a united front. I don’t really care about my colleagues’ policies on group work, homework schedules or underlining titles. But if they’re loaning pens out freely when I make a point about the problem, they’re making my life more difficult.

When I rule the world, schools will check equipment instead of uniform at the start of the day. In fact, imagine a school where uniform rules only apply to those kids who have gained three or more debits the previous week. If they want to wear their own clothes, they have to behave. Imagine what that would be like…

Moving Beyond Predict/Observe/Explain

I don’t remember when I first used the idea of breaking down a demonstration for students by having them follow the POE format:

  • Predict what will happen
  • Observe what actually happens
  • Explain it in context

I think a lot of science teachers used this before – or even without – referencing the ideas of Michael Bowen, who explains the approach in this video. He wasn’t the first, but I tracked down the link via the site of the National Science Teachers Association in the US. There are several papers available there, for example this from a decade ago about hypothesis-based learning, which makes explicit the difference between a hypothesis and a prediction. It’s easy to see how these steps link nicely with a 5/7Es planning method. But I think it’s worth adding some steps, and it’s interesting to see how it might have developed over time. How students cope with these stages is an easy way to approach formative assessment of their skills in thinking about practicals, rather than simply doing them.

Please note – I’m sure that I’m missing important references, names and details, but without academic access I simply can’t track original papers or authors. My apologies and please let me know what I’m missing in this summarised family tree!

PEOE: I think this because

To stop students making wild speculations we need to involve them in a conversation justifying their predictions. I suppose this is a first step in teaching them about research, to reference their thoughts. I find this needs guidance as many students mix up the two uses of explain; the derivation of their prediction and the link to accepted theory.

PODME: Recording what we observe

I got this from Katy Bloom (at York SLC, aka @bloom_growhow) I think after chatting at a TweetUp. I’m paraphrasing her point: in Science it’s not enough simply to observe, we must also share that observation. This can take two forms, Describing in words and Measuring in numbers. The explanation then becomes about the pattern rather than a single fact or observation. Bonus points to students who correctly suggest the words qualitative and quantitative for the observations here!

PBODME: My current approach

I’ve tweaked this slightly by making the first explanation phase explicit. The display is on the wall and students can apply this (with varying degrees of success) from year 7 practicals with burning candles to year 13 physics investigations into gamma intensity affected by thickness of lead shielding.

  • Prediction of outcome
  • Because of hypothesis based on life experience, context or research
  • Observation using senses, measuring devices
  • Description in words of what typically happens (sometimes as commentary during practical)
  • Measurement using appropriate units, with derived results and means where needed
  • Explanation of results, patterns, anomalies and confidence

Is it getting ungainly? Having this structure means students can see the next step in what they are doing, and are hopefully able to ask themselves questions about how to develop a practical further. I suppose you could argue that the original POE approach is the foundation, and these stages allow us to extend students (or ideally allows them to extend themselves).

PBODMEC: Why does it matter?

In many ways, the natural next step would be about Context – why should we care about the results and what difference do they make to what we know, what we can do or what we can make?

I plan to follow up this post with the printable resources (wall display and a student capability checklist) but they’ll have to wait until I’m home. In the mean time, I’d welcome any thoughts or comments – especially any with links to other formats and their uses in the school science lab.

Power Stations

“Okay, class… everybody… I’m not going to teach you about power stations. You need to know all the features but you’re going to be teaching each other. In groups of three you’re going to be putting together a presentation on one of the energy resources…”

Hands up if this sounds familiar? I’ve used variations on this theme for years, partly because I’m lazy but mainly because it works. I’ve fine-tuned it, of course; I now start off with two example presentations, one reasonable and one awful, and have the students tell me what they need to avoid.

If you can’t be a good example then you’ll just have to be a horrible warning.

Catherine Aird

But it doesn’t always work very well, even if you give them a energy resources blank table to complete as they listen. This year I’ve ended up trying out some different approaches and thought it might be worth sharing them.

Small changes

For chatty groups, how about having the presentations put together in the same way, but then present as part of a circus or marketplace activity? Students only need to speak to a handful of classmates at a time, and they get to rehearse it too. They can complete the same blank template as they work and ask questions they might not check if in a larger group. The downside is that you can’t listen in to correct misconceptions; I had students email their presentations first, then gave feedback before they shared with each other. Afterwards, of course, the powerpoints can be added to a shared drive through school. If you’ve the resources, kids could be videoed presenting for long term storage.


In small groups, students could identify viewpoints for and against different power stations. This risks being more about emotion than explanations, but doesn’t have to take a long time in the classroom. Choose good roles and after each discussion they can add + and points to a whiteboard; this can be photographed for later recall. Offer bonus points for students able to identify bigger patterns such as ‘fossil fuels all contribute to climate change’ or ‘renewable resources are often unreliable’.

Top Trumps

Some groups love the idea of choosing four or five categories then scoring each power station from 10 (fantastic) to 1 (awful). Some kids struggle with the arbitrary nature of the scores, while others get bogged down in irrelevant squabbles. I found that using the category definitions as a starter got them more or less focussed. Dissuading them from spending the majority of the time drawing pictures was an issue! This led me to a slightly different approach, which I tweeted.

Effectively I gave the students a power station scorecard listing the main ways in which two power stations could be compared. In pairs they had to choose one each, then discuss which ‘won’ each round. Finally they had to choose an overall winner. To make life more complicated, simply give the class a new location every five minutes. More able swtudents will recognise that these factors do not have equal weighting – you could discuss with them that a long-term view might award double points for ‘winning’ some of the rounds.



The cards ideas above are both good for reviewing content – you could also allow more time but provide resources like textbooks or laptops (or BYOD). To quickly review the content, it’s easy to produce a simple card sort which students can arrange into renewable/non, thermal/kinetic, carbon contributors/neutral and so on.

Hope some of these ideas are useful – please let me know if so!