Students complete answers with decreasing levels of scaffolding. Use Rubrics in Google Classroom to share assessment criteria and enable easy marking and feedback in a Google Doc, for example.

Questions that allow students to practice independently with incremental increases in difficulty. Potentially use a Google Form to add challenge questions when students answer the baseline question correctly.

For example, converting a piece of text to a diagram/graphic organiser. Students could also use a diagram to support writing a paragraph explaining the same information e.g. what happens at a destructive plate boundary.

One unquestionable use of past paper questions is in forming an excellent basis for revision in preparation for exams. This is a consolidation of knowledge and rehearsal of specific skills required in the examination. Read these articles for some additional thoughts: mock exams and ‘Are past papers always useful?’

For example, a piece of music or making something in DT or a model of something in History or Geography.

If related to teacher feedback given, students are given a task in which they need to show understanding of the feedback by answering a different question with the same skill set/knowledge applied.

Assessment doesn’t require individual feedback every time. You could provide recorded or live whole class feedback in a follow up lesson and more importantly, the feedback an assessment (summative or formative) provides to you, informs your planning. This is responsive teaching!

Use Google Doc to enable collaborative writing tasks. You can do this with small groups of students or with a whole class depending on how you set it up. Look for the how to video in Google Tools to find out how.

Use the ‘Question’ tool in Google Classroom and allow students to reply to each other. Look for the how to video on setting questions in Google Classroom.

Create assignments for smaller groups within a class to work together on. For example, this might be to compose a piece of music, to film a news report or collaborate on a written task. Look for the help video on how to do this.

Has cognitive load been considered? Does the task need to be reduced or time-bonded?

Are any texts compatible with reading ages? Does the student need a reading pen or text to speech?

Do presentations/resources need to have a certain colour background?

Can learning be accessed online or does physical work need to be provided? If so, how does it need to be printed?

Has spoken language been simplified so that students can comprehend it?

Has information on presentations been kept minimal with key words highlighted?

Does the student need modelling/scaffolding on how to structure peer feedback?

Is appropriate scaffolding in place to support vocabulary?

Do additional visual aids need to be implemented to support understanding?

Have videos been subtitled appropriately so they are accessible to deaf students?

Is the teacher's face big enough to lip-read?

Can visually impaired students see the work? Do they know how to use enlarging functions?

Is the font size/style appropriate?

Have practical tasks been adjusted so that students with physical disabilities can complete them successfully?

Are there any topics that could be triggering for the students, e.g. bereavement?

Is feedback framed positively so it doesn’t induce further anxiety?

If not completing learning, have you had a dialogue with their key adult to check there are no barriers to learning?