I’ve taken the challenge @MrsSpalding - a look through a year 10 student’s #english exercise book. If you came into my classroom and picked up a book... what would you see? #teamenglish #lifeofateacher #pedagogy
Daily low stakes quizzing of knowledge taken from the knowledge organisers. All marked by the students - demonstrating feedback in every lesson. 
You’ll see that making mistakes and getting things wrong is ok. It’s how we learn. We mark accurately, correct the error and get it right next time around.
As well as me keeping track of knowledge acquisition - students also do this on the big star chart. Get a star every time there’s an improvement in knowledge retention.
You’ll also see the importance of vocabulary. Learning new words is awesome - especially when they then use these words of their own accord as part of their every day use of language.
You’ll see students urung a variety of strategies for organising their current knowledge and sequencing new knowledge. There’s no ‘one way’ of presenting their knowledge or for revising. Just show me that you have it nailed.
Dual coding of new vocabulary is also a frequent feature.
You’ll see that students are ok with mark schemes and those dreaded assessment objectives. They need to know where the marks are coming from.
You’ll see plenty of re-drafting based on live marking
You’ll see plenty of ‘aggressive circulation’ where I make time for every student every week. I sit with them and make their work with them. They are part of the process and they make instant improvements/amendments.
You’ll see strategies pinched from other people. I’m a total magpie. The rainbow word analysis really helps students to unpick Meanings and connotations.
You’ll see a variety of strategies to engage students in productive and beneficial self and peer assessment that always leads to a detailed re-draft / improvement or development.
You’ll see plenty of teacher models. Sometimes pre-written and sometimes written live in class using visualiser. Sometimes they are silent and sometimes informed by students. But they always get annotated with the mark scheme.
You’ll see students independently critiquing their own work either with pen or highlighter. And always based on what the question needs in the answer.
You’ll see a big focus on spelling, grammar and punctuation. Standard. Not just circled but corrected. Always.
A variety of strategies for answering particular questions such as SEIZE for language paper 1 question 4. Never PEE though. 😜
You’ll see examples of more detailed teacher marks. Yes we need to reduce workload but we Also have to be confident about how well they are doing, what they can do and what they can’t do.
You’ll of course see some pages of work with no teacher marking on them. Shock horror. We can’t mark everything. People to see, places to go innit. These lessons are the prep lessons for the work that will be marked that will show off what they can now do.
You’ll also see student attempts to make their writing style more academic. Particularly for those students who want to pursue English post 16 and want the top grades. They simply have to be articulate snd academic sounding in their analyses.
