3) Devised 3 diﬀerent rotations and activities to enable students to access the higher grade boundaries in extended answer questions. We used ‘Player of the Lesson’ and ‘most motivated group’ to award prizes. A number of our students struggle to access analysis and evaluation questions in the written paper. 25% of the paper is recall so a large % requires the students to go in to extra detail.
M Daybell K Hardwick, C Le Roy.
A common teacher comment- "Add more detail!" Do the students know what this means? We focused on the 6 mark questions in detail to link in with both subjects.
‘A number of our students struggle to access analysis and evaluation questions in the written paper.’
Station 1 got the students to build on each other’s answers (groups of 3). They had 5 minutes to say 'what' the key terms were. They then passed their answer to the next person who said 'why' the key terms were important. After this they rotated their answer for the last time and built on the previous answers by adding 'how' this helped. This was a great way of students breaking down the answer in to sections and making sure they have provided the detail required.
Station 2 Station 2 was based around the idea of trying to work out what makes up a successful answer to a 6 mark question. The students were given a completed answer to a circuit training question, which perfectly mod-