A few schools from @ThePiXLNetwork shared at yesterday’s #PiXLNationalConferences about their weekly Raising Achievement Meetings, with HoY 11 and EM HoD. Would love to hear from anyone doing this. How do you structure these meetings? What impact has it had?

Love the idea shared by @RachelPiXL today of the ‘post-victoryem’ rather than ‘post-mortem’. It’s August 2025 and the Yr11 outcomes are just what you wanted. What had to happen for everything to go right? #PiXLNationalConference

When I observe lessons that use PowerPoint, most of the time I see: Students reading different parts to what the teacher is talking about Students copying random bits of information Teachers reading off slides Teachers failing to adapt or respond to student errors Teachers

8/ Integrating both CfL & CfU Qu helps maintaining student attention and develop deeper understanding.

7/ This q checks if students understand how the system worked how it was a key factor. This requires deeper thought, connecting the exp to the larger cause-and-effect relationship.

6/ CfU example cont … Student: "The alliances meant that if one country was attacked, its allies were obligated to defend it, which caused many countries to get involved quickly after the assassination."

5/ CfU example: Teacher: "Can someone explain how the system of alliances contributed to the outbreak of World War I?" …

4/ This differs from CfU qu, which are used to assess how well students have grasped the content being taught. These are typically asked after a segment of teaching.

3/ CfL example cont… Teacher: "Who was assassinated to trigger the start of World War I? …Sophie?" Sophie: "Archduke Franz Ferdinand, sir." Asking these questions helps hold students attention. And as a history teacher helps me highlight key dates, names and places.

2/ CFL example: Teacher: "The assassination of Archduke Franz Ferdinand was the event that triggered the start of World War I. I say, you say: ‘Archduke Franz Ferdinand.’" Students (in unison): "Archduke Franz Ferdinand!" …

1/ CfL Qu are frequent qu asked immediately after information is presented to students. They are designed to be easy to answer if students are paying attention. They help reinforce key points, keep class energetic and encourage active participation.

Been reflecting on the idea of CHECKING FOR LISTENING from @Mr_Raichura Here are some thoughts on using Checking for Listening vs Checking for Understanding questioning. 🧵

If you want more on live marking, I’ve done a post setting out in detail how I approach live marking and overcome some of the common challenges. https://t.co/bRgWAR9hE3

3. Finally, it includes a list of features of strong and weak answers. This includes examples of these. Students can be referred to these to support them in responding to the targets I set during live marking. I can also refer to these when I give whole-class feedback.

2. Next it includes five targets. These I can use to write in the margin giving students clear next steps for their improvements. This can be done as I circulate the room giving students feedback.

1. The first feature of ‘feedback grid’ is a model answer from a slightly different question which makes clear the standard expected and acts as a scaffold student can refer to for prompts.

If you are looking at LIVE MARKING this is a quick thread on the ‘feedback grid’ I use to support my live marking. 🧵

Written this week about live marking. Including how I’ve used this ‘feedback grid’. https://t.co/bRgWAR9hE3

Looking to reduce workload and improve learning? Then I think LIVE MARKING is the way forward. New blog: Using live marking to shorten the feedback loop https://t.co/bRgWAR9hE3

Such a useful model for considering professional development.