Tag Archives: Extended Writing

Margin checklist

I saw this shared on twitter by a fellow PE teacher, see attached picture.  I have created one and added it into a practice test for Year 11.  Students often forget the structures we teach them when setting off on an extended question so this should help to scaffold their answers in preparation for exams.

The margin master could be cut out and stuck into books as pictured.

Margin Checklist

Margin Master

Concentric squares

This tip comes from something that I saw on twitter and used last year.  I am about to revisit it again with Year 11 in preparing for mocks and extended writing.  There are two links to two blogs where you can find out a little more about it.   In addition, Kal sent a SOLO taxonomy document that also support this.   Templates below.

Concentric Squares




Writer’s palette

This week’s tip has come from the book ‘Make Every Lesson Count’ which is excellent and well worth dipping into.

The writer’s palette is a simple strategy that can be put in place to challenge students to produce better writing.  It can include key terms and definitions which some students tend to omit from their answers, resulting in a loss of marks for AO1.  It could also be used with some anonymised papers.

The authors talk about the re-drafting process and the positive effect it can have, but that it can sometimes become just a tidy version of the original.  They write about ‘layered writing’ which I am sure is not new to most people.  Each layer slowly increases the quality of the written response.

There are English examples shown in the book that can be easily adapted to suit the needs of any subject area.  Students check through their work crossing off the points that they think they have covered.  It provides scaffolding and extension to develop their work.   Following this they redraft their work.

Learning grid

Below is a an activity that I have used to support the development of the extended question.  Instructions are on the sheet.  It was designed to give them time to discuss in pairs before attempting the answer at the bottom.  You will need two dice per pair for this.

It should work in any subject area and is specifically linked to the assessment objectives.

3.2 Components of Fitness Dice Activity