SOS: So after the Y11 mocks, what?

We just completed our second set of mock exams for Y11 before the February half-term and after analysing results, most students missed the next grade up just for two or three marks. This shows me that the next three of months will be key for my classes. How to maximise our time with our Y11 classes from now up to their exams to improve grades a grade or more?  I wrote a post on this topic in 2021 and my approach has not changed much!

This is my straight-forward line of action, which I have followed for many years, to make sure that students improve their Mock results for at least one grade.  In fact, although a SOS guideline, these are strategies we apply to all our KS4 lessons, including the new GCSE course. 

Maximising Listening skills

This is the skill our students tended to underperform in the trial and in the real GCSE exams, the wrongly called the passive skill!  Nevertheless, listening is the foundation of the learning journey to achieve fluency and get students using the language.  In our department we believe so strongly in the fundamental need to develop listening skills, linked to phonics, that we start tackling this skill at KS3 with a dedicated lesson every two weeks where students carry out listening personalised tasks, independently, with their headphones, in Google Classroom. I wrote extensively about listening at KS3, how to exploit textbook audio material and how to create a virtual language lab in this blog. 

Focussing on GCSE,  these are the strategies we adopt as from Y10:

• We dedicate a lesson every two weeks, exclusively, to practise listening skills. We have three lessons per week so, one of those 6 lessons, in a fortnight, is exclusively a listening lesson. During that lesson, we prepare listening material + transcripts, based on the topics we teach in the curriculum and students carry the activities individually with their headphones.  
• During the first lessons we do independent listening practice, we record ourselves and create classic activities such as "dictation with gaps" "putting sentences into order" "fill in the gaps without gaps" or "finishing the sentence", using 100% vocabulary that we have covered in lessons, so it is 95% understandable material, this is an example of a Y10 Independently Listening session. The idea is to treat listening for learning and retrieve vocab in a listening format.
• As we carry out these lessons, and definitely at this stage of the GCSE course in Y11, we use mainly past paper listening questions,  for that use Exampro activities for AQA. Examwizard is the equivalent for Edexcel Pearson. We choose tasks, on a given theme/topic, so we concentrate on specific vocabulary at a time. When we create the tasks using Exampro, we use a variety of questions: Foundation, Overlapping and Higher. Students work with at their own pace individually, using headphones, so we also develop independent learning skills: Students learn how to revise for the listening exam, once they are at home. 
• Use the transcripts wisely. Share them, with your students, at all times, but especially when carrying out exam style questions. We always include the transcripts and the mark schemes. Remember this is listening for learning not testing!  Use the transcripts to create pre-listening tasks, so there is an opportunity to look up vocabulary and do translation activities.  Ideally, this can be done in previous lessons, or as a homework task. During our listening independent lesson, students always listen to the audio while reading the transcript and then complete the task. Students work at their own pace and some may do only 2/3 tasks this way. On a second listening lesson, they can attempt some of the same tasks, again, interleaved with previous topic tasks, without  using the transcript, although this is always accessible to them. This is a powerful listening technique: Listening while reading the transcript. This practice has become more valuable now with the new GCSE and the reading aloud task, as this will provide excellent modelling practice for students for the reading aloud task, as well as developing their phonological recognition and develop listening processing skills.
• At some point in the process, we also carry out an exam style question together: we look at the transcript first and highlight key vocabulary. We read the exam question and make sure we understand it, emphasising key words which may act as distractors in the exam: a sentence may start with something someone likes but later will say what they love, which is what is needed for the actual task. We pay attention to key, high frequency words that can be key for the listening exam, especially negatives and superlatives and opinion key words. We analyse why a particular question is challenging and what is key in the transcript to make it accessible: developing  metacognitive skills as we go through the thinking process of tackling a listening exam question.
• We look up random vocabulary in transcripts and reading past papers: vocabulary that has appeared in previous years and we know we have not taught explicitly, and we create Quizlet courses. This is one of mine, I have two of these courses. Students learn this vocabulary over several homework tasks. It is amazing to see how some of the most random vocabulary keeps appearing in exams, year after year like: falta, ancianos, sopa de marisco, productos lácteos or me enteré/me decepcionó/ me di cuenta in AQA!
• Students must add, any unknown vocabulary appearing in the transcript to their own random Quizlet courses: the more vocabulary they know, the better they will be at recognising it in a listening but also a reading task!

We keep doing this routine every two weeks, starting in Y10. During our normal lessons, we continue emphasising listening skills via Modelling activities such as Dictation, listening Battleships, Finishing the sentence, Spotting the listening mistake etc.. Over time, start mixing up topics and themes and set up listening tasks for homework too.  

Maximising Reading Skills

Students tend to do better in this skill. Learning  high frequency words and random general vocabulary, as done per listening, and all topic vocabulary is key for success! 

I normally tackle this skill via homework tasks, as I personally like using lesson time for oral/listening activities mainly. The use of Exampro or Examwizard can prove invaluable here too!

The key for success for this skill is to treat it, like the listening component, as an opportunity to learn the language!  So, students are encouraged to add any unknown vocabulary to their Random Vocabulary Quizlet, when carrying out the activities. In fact doing this is part of the homework task!

It is important that students don't see this practice as a test/assessment but as a learning opportunity!  Going through the reading tasks/answers with students and stop, to model, as a whole class, the thinking process to tackle those tricky questions, it is vital and super important. 

Don't just ask students to complete a task: reflect on the process of how students came to a particular answer and why it was not another. The exam is full of "catchy" bits, so training students to recognise these and look up for intensifiers, synonyms, negative words etc.. in a text are crucial skills!

Tackling  the Writing paper 

To get better at this, students need models of what a good writing task looks like and must know the structures/vocabulary/grammar extremely well! This is why using Sentence Builders throughout the GCSE course, not just at KS3, is so important: as these provide a wonderful framework to work with and manipulate the language as needed. 

All our Sentence Builders for GCSE can be found here . Of course, interleaving, retrieval practice and carrying out key activities throughout the GCSE course to help students learn these Sentence Builders and transfer them to their Long Term Memory, are essential.  To get ideas on Writing Tasks in general, as from KS3, visit this blogpost. 

• Present students with a model of a writing task. This is my model video on how to tackle the 150 word question in AQA, modelling with students they thinking process they have to through when tackling a writing task question/bullet points.

• We also dedicate a lesson every two weeks, to carry out a timed writing task in Y11, as we do with listening as from Y10.  For the tasks, again, we use Exampro past paper questions. We always prepare two tasks:  one aimed at Foundation level, including Description of a photocard, 40 words task a d 90 word task, and another at Higher level, 90 word task and 150 word task. Every two weeks, students for homework, prepare one of the tasks (Foundation or Higher), taking into account the 5 Magic Powers. 
• To be successful in the previous task and to do also really well in the oral exam, especially the General Conversation, students need to fulfil certain criteria.  This is what I call the 5 Magical Powers:
  • Use of different tenses (at least three)
  • Giving opinions 
  • Giving Reasons
  • Talking about someone else, in its simple form, the use of reported speech mi madre/amigo dice/dijo que..
  • High Impact expressions

  We embed these Magical Powers in our SoW as from Y7! In fact our mark scheme at KS3 is based on how well these powers have been achieved in a written/oral task. Click here for a Blogpost on this. Looking at the new GCSE, still these criteria are present so it makes sense to get students familiar with them as from Y7! The idea is that when preparing their writing task for a timed writing lesson, they must make reference to these powers. 
  
  
  To help students to use the Magical Powers, we created the following document, with examples of the Powers to practise as from Y10. This document has been printed in A3, laminated and displayed in the students' desk.  Click here for a copy.  Students also have their own laminated copy for their bedrooms! 
  
  
  I have talked extensively about the Powers before, but one of the elements I developed recently is the use of LINKS or NUGGETS.  
  
  
  What are the NUGGETS?
  
  
  My Y11 students were really struggling with verb endings so I thought of using LINKS or NUGGETS, basically expressions acting as shortcuts,  which can be used for different tenses, without having to conjugate a verb.  I still expect most of my students to use verb endings but, if they struggle, in a moment of panic, the nuggets work wonders. Similarly, those students who can conjugate well and easily can alternate traditional conjugation with the NUGGETS, as these are also examples of High Impact expressions (a Magical Power), widening their use of vocabulary!
  
  
  

  
  

  How do they work? If students do not remember the endings for the present tense, especially for irregular verbs, they may use Suelo/Suele/ Me gusta/ Podemos/Se puede. In the Preterite, Decidí/empecé a, in the Imperfect, Solía, in the future Voy a and in the Conditional Me gustaría. The NUGGETS or LINKS are very popular because once you use them, you just need to use the Infinitive after them!!

  
  

  They also help weaker students to understand that an infinitive can never be used without the support of a NUGGET or LINK.  When we practise sentences, for example, we always do it using a verb ending but also a LINK/NUGGET if it is possible.  This has helped my students a LOT to avoid grammatical mistakes regarding verb endings. 

  
  

  The nuggets or links work so well that these are introduced as from KS3, so they become a second nature for students when they reach KS4.

 During our Writing Timed lesson, students carry out their Foundation/Higher task in exam conditions, which will be marked by the teacher, using the AQA Mark Scheme, so we can give give students specific feedback.

This technique, has dramatically improved the writing grades of our students in exams. As a matter of fact, we start using Timed Writing lessons in Y11 as from October Half-term up to their Study leave.

• We retrieve, constantly in lessons, the 5 Magic Powers that students need,  to get the highest grades in the writing and oral papers.
• During lesson time, we carry out Translation activities in a game environment using MWBs.

Maximising Speaking skills 

As with the Writing skills, it is important to model how to tackle the different components of the Speaking exam. In the case of AQA, knowing how to do well in the Roleplay and the Photocard is essential, as these two components will provide 50% of the marks for the whole oral and they just require exam technique! To prepare students well for this, we created this Oral booklet, based on past paper Roleplays and Photocards, as well as, example oral questions. 

• We try to spend as much lesson time as possible on oral skills and scaffolding activities leading to fluency. This is the only skill which is very difficult for students to master on their own! Similarly, it is the skill that will motivate them the most to study a language at GCSE and beyond!!! If they feel they cannot speak, they will give up on the subject. For that, you can use, some of the activities proposed on this blog, preferably from KS3.
• Using the Oral Booklet, model and practise, first in writing using MWBs, the Roleplay and Photocards. In Y11, these present great starter activities for a lesson! After practising as a whole class with MWBs, Students can practise the tasks, easily, with their partners as the oral booklet has on one side the student card and on the other the teacher's version. 
• To practise the General Conversation part of the exam, 50% of the whole speaking mark, we give them model questions which students can start preparing in flashcards, little by little as from Y10, as the course progresses. I make it clear they cannot learn by heart all these questions! but having them in writing, gives them some confidence for their own revision on what a good model answer looks like! We are also continuing with this practice with the current Y10 cohort in preparation for the new GCSE. On this occasion, the model questions will be in preparation for the conversation to take place after talking about two photocards in the last part of the oral paper and the questions that will be asked after the reading aloud task (AQA)

Make the link between the General Conversation in the Speaking exam and the Writing exam

• We help students practise these questions via home work tasks and we connect the oral to the writing: for example, we link the next timed writing, as explained above, to the same theme/topic covered in a previous oral homework task. There’s a clear link between both exams and students need to understand such link!

  Students must realise that by revising potential oral questions for the general conversation they are, in fact, learning potential content for the writing tasks. Understanding this link breaks down the gigantic task of tackling four different exams for GCSE. Such concept is also reinforced by using multi skilled activities and the same type of tasks to practise different skills, for example Battleships for listening, oral and writing. Students must understand that all skills are interwoven and must be practised interlinked with each other. Using our 5 Magic Powers has certainly helped us with this link, as the powers are valid for both productive skills.

• During lessons, dedicate time to practise the general conversation questions in a game format. This is an example with Flippity: students click on the randomiser, play, Piedra, Papel, Tijera and must answer a question as it spins. To make the task more challenging, ask them to include a high impact expression, from the second column, in their answer. We tend to do this in writing with MWBs too. It works wonders as it reinforces the link between the speaking and writing paper and gives confidence to students before tackling purely oral tasks.

• We dedicate our lessons two weeks leading to the Mock and real MFL orals to just to practise oral skills. 

• As with writing, we retrieve, during our lessons, key verbs in different tenses and high impact expressions: basically our 5 Magic Powers.

These techniques have made a big difference for me year after year and have helped my students maximise their grade! I hope it is useful for you. For a blog just on maximising Speaking and Writing skills at Y11, look at this blogpost.  I would be super happy to hear what other techniques you use which are successful for you and your students!

The NEW GCSE: It's all about RETRIEVAL. PART 3 PASSIVE structured Practice using AI

This blopost Part 3 is all about Retrieval of vocabulary and structures in the Structured Practice of our learning journey. When I think of Structured Practice after the Modelling stage, I think of receptive and productive practice. Receptive Structed Practice consists of students getting exposed to the vocabulary and structures we have modelled in the previous stage in a listening and reading format, but still not expecting students to produce language themselves. Productive Structed Practice will consist of tasks expecting students to produce language in an oral or written format with scaffolds, mainly, through the use of translation from English into target language or by the use of prompts that will encourage students to practice the language we want to focus on. 

Passive Structured Practice

At this stage, it can be really difficult not to end up doing the same types of tasks over and over again. Similarly, it can be very timed consuming creating new listening and reading material to base our activities/tasks on. 

That's why the use of Artificial Intelligence can be vital at this stage as it will allow us to create multiple texts, on given vocabulary, to be exploited in the classroom. It is also important to make it clear that any listening and reading tasks should not be based, purely, on reading/listening test comprehension questions, but these should be an opportunity to work with the language (meaning and form) to help students to embed new structures into their long term memory, reading/listening for learning not testing.

Using Twee to create multiple texts 

Twee is a free website that allows teachers to create a text based on specific vocabulary/structures and subsequent different types of questions, which we can easily modify, such as Fill in the gaps, Multiple Choice answers etc.. 

However, the best asset of Twee is to be able to create the texts in different formats: for example, in the format of a funny dialogue or funny story.  The key is to allow students to have access to the vocabulary we want them to embed in many different ways. Twee will also allow you to create activities based on Youtube videos, for Alevel students, vocabulary, or writing tasks. Once the texts are created, we can choose to use Twee activities or create our own ones, based on "form" as well as meaning. Some activities that we can create with the given texts are:

• Asking students to identify specific words/expressions/tenses or grammatical points in the text.
• Asking students to translate parts of the texts.
• If several texts are created, Twee will allow us to create Narrow Reading activities easily: comparing the differences between 2 or more texts. 
• Asking students to infer meaning from specific words/structures in the text. 
• Asking students to turn the text from present to past or future tenses.
• Asking students to focus on collocations of words, seeing words in context and create own sentences. 

Of course, the texts we create can also be used in the Fluency Stage as model texts on what students could write themselves! 

Using Diffit to spice up your texts

Once we created a text with Twee, we can use Diffit to format it and transfer it into Slides/ PowerPoint but also into Forms. I love the latter possibility. Diffit, will create questions based on a given text, that was created with Twee and will turn it directly into a Forms activity. Once in Forms, we can modify the questions by focusing, again, on form, specific meanings etc.. but within a Form activity.  I think this is great in order to retrieve the vocabulary we want students learn, aka, transfer to their long term memory, over and over again, in different formats: as a worksheet, in Slides/PPT and Forms.

Using Vocaraoo to personalise listening tasks

Once we have our texts created by Twee (we can also use Claude or ChatGPT) we can turn a text into sentences and exploit them as listening material by recording our voices with Vocaroo. Vocaroo is an old friend but it does the job! It will allow you to record your voice and share your recorded audiofile directly, with a unique URL (which expires within 3 months), or download your audio into a MP3 file to be used over and over again on different activities:

• Dictation/fill in the gaps dictation/ fill in the gaps without the gaps dictation.
• Transcription type of tasks: write down exactly what you hear in English or Target language.
• Correct the mistakes in given translations from an audio.
• Matching halves of sentences
• Putting sentences in order making up a full paragraph, which students can then translate or work from a reading point of view. 

To make the experience more real, I ask my students to bring headphones to our lessons, so they can carry out these activities individually at their own pace. This works wonders at KS3 too!

Using Vidnoz to create video/listening material with avatars

This is my favourite site. In the past I have used Synthesia for this type of activities but in September I came across Vidnoz, which is so much easier to use. Vidnoz allows us to create a video, within 5 minutes, with a chosen avatar from the site. We can choose a video template, an avatar, the language we want to practise, the voice and finally we can just copy and paste the texts we created with Twee to be turned into audio. We can decide the speed we want our avatar to talk and a MP4 video will be created within 5 minutes. You are allowed to use 3 minutes per day for free, which I think it is enough as videos, should not exceed the 2 minute length, to avoid fatigue. Once created, we can download it or we can upload it into our own Youtube channel to share more easily.  Once you have the audio/video material, it is great to carry out, again, lots of audio tasks:

• Fill in the gaps
• Transcriptions of the whole video
• Rearranging the transcript in the correct order
• Spotting all the verbs in a particular tense 

Using Google Earth to spice up reading tasks

Another app that can really help us to do reading/translation tasks with a twist, is Google Earth. Why not ask students to go on a virtual journey around Madrid, Paris, Barcelona or Berlin showing them the main landmarks while we ask them to translate specific texts/sentences? Again, this is a fantastic way to retrieve vocabulary in an interactive way! Once you create your project, by choosing your landmarks, your pictures and editing the content (the text you want students to translate, work on) you can share it as a slide show. Students will be taken to the specific landmarks, they can complete the tasks and have a walk around Barcelona, Paris or Berlin!

Passive structured practice is key to establish a very good foundation for students to be able to use the language. It should not be rushed and AI is great to help us create interactive material swiftly and interactively. 

SOS: maximising skills for the GCSE exam!

Just before our Xmas break and before I got Covid from one of my lovely daughters, we conducted our Oral Mock exams for MFL. After Xmas we will carry out the other papers: listening, reading and writing. It was a strange feeling as last time we did these oral exams was back in 2019! 

In this post, I want to concentrate on a straight-forward line of action, which I have followed in the past, when Mock results for some sets/students were at least one grade below Baseline Grades, based on Midyis predictions. In fact, although a SOS guideline, these are strategies we apply to all our Y11 lessons as from September, for a matter of fact! 

Maximising Listening

This is the skill our students tended to underperform in the trial and in the real GCSE exams, the Cinderella skill, like Gianfranco Conti calls it! We started tackling the listening skill at KS3 and I wrote extensively about it in this blog. However, these are the strategies you can adopt at GCSE:

• Dedicate a lesson every two weeks, exclusively to practise listening skills. We have three lessons per week so, one of those 6 lessons, in a fortnight, is exclusively a listening lesson.
• Look up random vocabulary in transcripts and reading past papers, which has appeared in previous years and you know you have not taught and create Quizlet courses. This is one of mine, I have two of these courses. Students learn this vocabulary over several homework tasks. It is amazing to see how some of the most random vocabulary keeps appearing in exams, year after year like: ancianos, sopa de marisco, productos lácteos or me enteré/me decepcionó in AQA!
• Use Exampro activities for AQA, if you have the subscription, on a given theme/topic, so you concentrate on specific vocabulary at a time. If you don't have a subscription to this site, I would recommend you do so! It is affordable and invaluable in preparing students for exam style questions!
• When practising listening, for example via Exampro tasks, do it as a way to learn the language not to test it! For this, we always start by giving students the transcripts first, looking up vocabulary, doing translation activities, filling in the gaps, ideally in previous lessons, or as homework tasks. During our listening lesson, we always listen to the audio while reading the transcript and then complete the task. We may do only 2/3 tasks this way and then we attempt them again without the transcript. On a second listening lesson, we will do them again, interleaved with previous topic tasks, without transcript. 
• Students do add, any unknown vocabulary appearing in the transcript to their own random Quizlet courses: the more vocabulary they know, the better they will be at recognising it in a listening but also reading task!

Keep doing this routine every two weeks and during your normal lessons, emphasise listening tasks via Dictation, Battleships, Rock Climbing, Faulty Echo etc.. as explained in my previous listening blog. Over time, start mixing up topics and themes and set up listening tasks for homework too.  

Maximising Reading 

Students tend to do better in this skill. Learning random vocabulary, as done per listening, and all topic vocabulary is key for success! 

I normally tackle this skill via homework tasks, as I personally like using lesson time for oral/listening activities mainly. Exampro proves invaluable here too!

The key for success for this skill is to treat it, like the listening component, as an opportunity to learn the language!  So, students are encouraged to add any unknown vocabulary to their Random Vocabulary Quizlet, when carrying out the activities. In fact doing this is part of the homework task!

It is important that students don't see this practice as a test/assessment but as a learning opportunity!  Going through the reading tasks/answers with students and stop, to model, as a whole class, the thinking process to tackle those tricky questions, it is vital and super important. 

Don't just ask students to complete a task: reflect on the process of how students came to a particular answer and why it was not another. The exam is full of "catchy" bits, so training students to recognise these and look up for intensifiers, synonyms, negative words etc.. in a text are crucial skills!

Tackling Writing

To get better at this, students need models of what a good writing task looks like and must know the structures/vocabulary/grammar extremely well! This is why using Sentence Builders throughout the GCSE course, not just at KS3, is so important: as these provide a wonderful framework to work with and manipulate the language as needed. 

All our Sentence Builders for GCSE can be found here . Of course, interleaving, retrieval practice and key activities throughout the GCSE course to help students learn these Sentence Builders and transfer them to the Long Term Memory, are essential.  To get ideas on Writing Tasks in general, as from KS3, visit this blogpost. 

• Present students with a model of a writing task. Silvia Bastow has written extensively on how to do this on this Blogpost  as has Sonja Fedrizzi on this other Blogpost. Inspired by these two wonderful educators, this is my model video on how to tackle the 150 word question in AQA:

• Dedicate a lesson every two weeks, to carry out a timed writing task in Y11.  This is the list of Timed writing tasks, which I created based on past papers to train students to carry out the AQA 150 word task.   Every two weeks, students for homework, prepare one of the tasks, taking into account the advice given on the right box:

     During our Writing lesson, they will carry out the task in exam conditions, which will be marked by me, using the AQA Mark Scheme and giving them specific feedback, which they need to tackle on the next task:

This technique, has dramatically improved the writing grades of our students in exams, prior Covid. As a matter of fact, we start using Timed Writings as from October Half-term up to Study leave in May.

• Retrieve, constantly in lessons, those verbs in present/past/future, that students need, together with high impact expressions to get the highest grades in the writing task.
• During lesson time, carry out Translation activities in a game environment! Genially games, as well as Carousel Learning tasks can be great here!

Maximising Speaking

As with the Writing skills, it is important to model how to tackle the different components of the Speaking exam. In the case of AQA, knowing how to do well in the Roleplay and the Photocard is essential, as these two components will provide 50% of the marks for the whole oral and they just require exam technique! To prepare students well for this, we have created this Oral booklet, based on past paper Roleplays and Photocards, as well as, example oral questions. 

• Spend as much lesson time as possible on oral skills. This is the only skill which is very difficult for students to maximise on their own! Similarly, it is the skill that will motivate them the most to study a language at GCSE and beyond!!! If they feel they cannot speak, they will give up on the subject. For that, you can use, some of the activities proposed on this blog, preferably from KS3.
• Using the Oral Booklet, model and practise, first in writing using MWBs, the Roleplay and Photocards. In Y11, these present great starter activities for a lesson! After practising as a whole class with MWBs, Students can practise the tasks, easily, with their partners as the oral booklet has on one side the student card and on the other the teacher's version. 
• To practise the General Conversation part of the exam, 50% of the whole speaking mark, give them model questions which students can start preparing in flashcards, little by little as from Y10, as the course progresses. I make it clear they cannot learn by heart all these questions! but having them in writing, gives them some confidence for their own revision on what a good model answer looks like! 

Make the link between the General Conversation in the Speaking exam and the Writing exam

• Help students practise these questions via home work tasks and connect the oral to the writing: make the next timed writing, as explained above, linked to the same theme/topic as a previous oral homework task. There’s a clear link between both exams and students need to understand such link!

  Students must realise that by revising potential oral questions for the general conversation they are, in fact, learning potential content for the writing tasks. Understanding this link breaks down the gigantic task of tackling four different exams for GCSE. Such concept is also reinforced by using multi skilled activities and the same type tasks to practise different skills, for example Battleships for listening, oral and writing. Students must understand that all skills are interwoven and must be practised interlinked with each other.

• During lessons, dedicate time to practise the general conversation questions in a game format. This is an example with Flippity: students click on the randomiser, play, Piedra, Papel, Tijera and must answer a question as it spins. To make the task more challenging, ask them to include a high impact expression, from the second column, in their answer. 

• Dedicate your lessons two weeks leading to the Mock and real MFL orals to just practise oral skills. 

• As with writing, make sure you retrieve, during your lessons, key verbs in different tenses and high impact expressions.

These techniques have made a big difference for me year after year and have helped my students maximise their grade! I hope it is useful for you. I would be super happy to hear what other techniques you use which are successful for you and your students!