The Guide To PiXL Classrooms

TheGuideToThePiXLClassroomsApp

©2017PiXLClubLtd

GuidetothePiXLClassroomsApp

©2017PiXLClubLtd.GuideproducedbyMatthewWoodfine

Page Description1 ContentsandwhatisthePiXLClassroomsapp?2 WorkflowofthePiXLClassroomsappinitiative3 Howdoyouaccesstheapp?Howdoyoulogin?4 NavigatingthebannermenuMyinitialsetupClassregister6 Create/EditclassregistersSeatingplans8 Create/editseatingplans

MyReal-timePLC12 EnteringdataintotheReal-timePLCFind/Createmyinterventionlesson12 Howdoyoudownloadthetop10interventionlessons?12 Howdoyoucreateyourowninterventionlesson?14 Howdoyoucreateindividuallessonstages?15 Howdoyouview/editthestageelementsthatyouhavecreated?Createfeedforwardactivities16 HowdoyouviewexistingMarkingtemplates?17 EnteringdataintoaMarkingtemplate18 HowdoyoucreateaMarkingtemplate?19 Fulllistoftop10PLCelementsWhatisit?ThePiXLClassroomsAppisyourinterventionassessmenttool.HavingidentifiedaPLCelementthatstudentshavestruggledwithoverasequenceoflessons,youwill thendeliver yourPiXLClassrooms lesson to ensure that all students havemade progresswithin that single element. The tool allows you tomonitor thework of students before, during and after the classrooms lesson. In order toprepare for the classrooms lesson, the app will suggest heavily differentiatedresourcesoratleastgiveyouthetoolstobeabletocreatethemwheretheydon’texistorwhereyouwanttocreateyourownlesson.Asafollowup,theappwillallowyoutoeffectively trackprogresswiththesingleelementandprovidethemeansforstudentstoreflectonhowwelltheyhavedone.

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WorkflowofthePiXLClassroomsappinitiative

Offerthe"reds"aninterventionrevisionsession

Givethefeedbacksheetstostudentsasfeedforward

Producethefeedbacksheets

CreateorsetaMarkingworksheet

Deliverthelessonandre]lectRevisitthe"Real-timePLC"informationandupdate

HighlightasingleskillthatrequiresimprovementDesignalessonusingtheinterventionlessontool

TeachasequenceoflessonsCollectprogressinformationofstudentsusingthe"Real-timePLC"tool

Setupyourregistersandseatingplans

Downloadtheappfromthesupportpage

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Howdoyouaccesstheapp?All links to the available versions of the app can be found on the apps mainsupportpage:https://classrooms.pixl.org.ukFrom here you will be able to download the most relevant version of thesoftwarethatwillworkonyourdeviceorcomputer:

i) Desktopwebsite–Flashplayerrequiredii) AppleAppStore–AppforiPod,iPhoneandiPadiii) GooglePlayStore–App forallAndroiddevicesrunningAndroid4.2

andaboveHowdoyoulogin?To access the app, you need to be a PiXL Schools member with an activemembership to the PiXL Classrooms program. You will need a PiXL id, PiXLpassword (the 2 same pieces of information that are requiredwhen accessingthemainPiXLwebsite)andanemailaddress.

Whenaccessingtheappforthefirsttime,you will need to verify your emailaddress. An email will be automaticallysent toyourselectedemailaddress(cantake up to 5 mins to arrive and pleasecheckyourspam/junkfoldertoo)whereyouwillneed to clickon the linkwithintheemail toactivateyouraccount.Onceyouraccounthasbeenactivated,youwillbeable to loginusingyourPiXL id,PiXLpasswordandyouremailaddress.Ifyouare using a mobile/tablet device, thisinformationwillbestoredon thedeviceforyourconvenience.Afteryouhaveloggedinyouwillneedtomakeyoursubjectandclassselections.

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NavigatingthebannermenuFigure1 Figure2

Figure3 Figure4

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Figure1explained:A list of all active subjects within your account will drop down. Select yoursubjectorclickon“Addasubject”(seeFigure2explanation).Ifyouwanttodeleteasubjectthatyouhaveaddedtothelist,select“X”alongsidethename.Apersonalpasswordwillberequired,asthiswillremovealldatafromthesystemforthechosensubject.Ifthisisthefirsttimeyouhaveusedtheappand the password creator prompt is shown, please add a personal password(numericpin)andbesuretokeepthepasswordsafe.Figure2explained:Havingselected“Addasubject”,thesearchboxinFigure2willbeshown.Begintyping your subject name in and the options will be shown. Select “ADD”alongsideasubjectnameanditwillbeaddedtothesubjectlistinFigure1.Selectthe“X”buttontoclosethemenu.Figure3explained:After a subjecthasbeen chosen, a list of all active classeswithinyouraccountwill drop down. Select your class or click on “Add a class” (see Figure 4explanation).Ifyouwanttodeleteaclassthatyouhaveaddedtothelist,select“X”alongsidethename.Apersonalpasswordwillberequired,asthiswillremovealldatafromthesystemforthatchosenclass.Ifthisisthefirsttimeyouhaveusedtheappandthe password creator prompt is shown, please add a personal password(numericpin)andbesuretokeepthepasswordsafe.Figure4explained:Havingselected“Addaclass”,thesearchboxinFigure4willbeshown.Selecttheyeargroupandaddtheregistercode foryourclassname in the textbox.Yourchosenoptionswillbepreviewedatthebottomofthescreen.Select“ADD”anditwillbeaddedtotheclasslistinFigure3.Selectthe“X”buttontoclosethemenu.Uponselectingbotha subject anda class, youwillbetakentothemainmenushownhereontheright.Fromhereyouwillthenbeabletoaccessallofthekey featuresof theappexplainedon the followingpages:

i) MyInitialsetup(page6)ii) Real-timePLC(page10)iii) Interventionlesson(page12)iv) Marking(page16)

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Myinitialsetup-Create/editclassregistersBeforeseeingoreditingtheregisterforyourchosenclass,youwillneedtoenterinyourpersonalpin(Figure5).Ifthisisthefirsttimethatyouhavebeenintotheregisters,itmayrequireyoutocreatethepinforfutureusewithintheapp.Ifyouhave already entered the pin earlier in the app, the password will be selfpopulatedforeaseofuse.Figure5 Figure6

Thereare2mainwaysofenteringstudentsintotheapp:

i) CSV(Commaseparatedvalues–i.e.typeofexcelspreadsheet)upload(onlyavailableviathedesktopFlashapp).

ii) Keypadatthebottomoftheregisterscreen(allplatforms).InstructionsforcompletingtheCSVuploadsuccessfullyareavailablewithinthedownloadeddocument.Bothformsofentryrequirethesamething;names(asabareminimumofaddingstudents to the app), starting data, current data, target data and studentmetadata (all information about a student will maximise the seating planfunctionalityinthenextsection).

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Ifyouareaddingstudentstotheappviathekeypad,enterintheirname(oneata time)makingall relevant selectionsbefore thenselecting “Add”.The studentwillthenappearintheregister(exampleshowninFigure7). Figure7 Figure8

To edit the information, select a students name and the information will beshowninthekeypad(exampleshowninFigure8).Makethechangesandthenselect“Edit”.To removea student from the list, select the “X” alongside theirnameand thestudent will be instantly removed from the class register (including all otherinformationstoredwithintheapp).

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Create/editseatingplansFigure9 Figure10When setting up your seating plan for the first time, all students will appearstackedup(Figure9).Youwillneedtomoveeachstudenttoapositionusingtool(a),markedinFigure10.Thistoolworksasadraganddrop.Ifadifferentseatorientation is required, use tool (b) to rotate the seat. This tool works bydraggingthetoolinacircularmotionorbytappingtorotate90degrees.This informationwill be stored under seating plan 1. If youwant to design adifferent seating plan you can create up to 3 seating plans within the app byselectingplan1,2or3.Atthebottomofthescreen,youhaveseveralhighlightingtoolsandascaletool.The scale tool enables you to enlarge your seating plan depending on yourseating orientation.With regards to the other buttons, by selecting any of thehighlighter tools (pin required), you will then be able to see the relevantinformationshownontheseatingplanthathasbeenpulledfromthemetadatathatwasuploadedwhencreatingtheregister.Figure11showsthedifferencesbetweencurrentdataandtargetdata.Figure12showsthestudentsintheclasswhoareFSM.

(a)Move (b)Rotate

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Havingtheabilitytoshowthemetadataontheseatingplanenablesyoutothencreate a plan that best supports the learning of all students prior to collectingassessmentdataaboutindividualPLCelements.Figure11 Figure12

Itispossibletoexporttheseatingplanasapdf.Select“Plan”nexttotheexportoptionsandyourplanwillbeconvertedintoapdf.Thepdfwillcompriseofanyinformation(metadataincluded)thatiscurrentlyshowingonyourscreen.Ifyouwant a blank seating plan, you will need to deselect all of the options at thebottomofthescreen.Besuretoclick“Save”whenyouhavecompletedtheseatingplan.

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EnteringdataintotheReal-timePLCTheReal-timePLC is your tool for enteringRAG rated information about eachstudentforindividualPLCelementsonaregularbasis.Whenyoufirstaccessthetool, youwill need to identify thePLCelement that youare currently teachingusingthesearchtoolsshowninFigure13and14.Assoonasyoubegintyping,thebuilt inPLCelementswillbeshown. Ifyourelementdoesn’texist,youcancreateitbytypinginthefullelementname.Select“Add”alongsidetheoneyouwanttofocuson.AlternativelytofocusoredittheinformationstoredaboutyourstudentswithaspecificPLC,youcanselectthewormsshowninFigure13.Figure13 Figure14

Once you have made your selection, your seating plan for that chosen PLCelement will now be shown (Figure 15). By selecting each seat, you can thencyclethroughred,amberorgreenforeachstudenttoshowtheirstrengthwiththetopicarea,where:

i) Red–insecureii) Amber–onthefenceiii) Green–secure

Youarealsoabletomakechangestoyourseatingplantoo.

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Figure15 Figure16 Figure18If theseatingarrangement is toosmallduetohowyouhavescaledtheseatingplan, there is anotherwayof entering in theassessmentdata.By selecting the“Register view”, a list of all studentswill be shown. This register then has thesamefunctionalityastheseatingplan.AnexampleisshowninFigure18.Over time as you collect more information for various PLC elements, theinformation is collated into a covey board (pictured in Figure 16) or exportedinto a pdf file (that includes a summary page for staff and individual studentsheets)usingthebuttons inFigure13.WhenviewingtheCoveyBoardwebsite(Figure 16), by selecting any one of the cells (or by hovering over them on adesktopcomputer),thenameofthePLCelementbeingassessedinthatcolumnwill pop up (shown in Figure 17). The information shows strengths andweaknessesacross thewhole classover timeandmore importantly, feeds intotheinterventionlessonbuilder.

Figure17

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HowdoyoucreateaPiXLClassroomsinterventionlesson?Whenselectingthe“Find/CreateYourInterventionlesson”optionfromthemainmenu,todesignaninterventionlessonyouwillneedtoselectthesecondoptionfromFigure18oryoudownloadthetop10resourcesfromthetopoption.Figure18 Figure19

Figure20 Figure21

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AfterselectingaPLCelement, if the informationforthatPLCelementhasbeenenteredintotheReal-timePLC,theinformationandtheresources(iftheyexist)forthatelementarepulledthrough(Figure19).The Real-time PLC information is now represented as a worm indicating theproportionofred,amberorgreenstudents.Ifyouselecttheworm,itwillshowyouthenamesofred,amberandgreenstudents.If you select the seatingplanoption (1,2or3), theReal-timePLC informationwillbeshownontheselectedseatingplan.Byselecting1,2or3ontheoptionscreenthatappears,itwillchangetheseatingplanthatisattachedtothelesson.Onceyouhavemadeanyamendmentsthatarenecessary,youcanselectthe“X”atthetopandthechangewillhappeninthemenuofFigure19.Allsuggestedresourceswillbedisplayedforthe4differentphasesofthelesson(differentiated starter, teaching input, instant feedback and next steps). Thephases will be categorised in two ways: “PiXL recommended resource” (amoderated resource by a PiXL teammember), “My resource has been found”(one that you or someone from the same school has created) or “Norecommendedresourcesfound”.Ifyouwanttoviewaparticularlessonactivity,youcanselectitanditwillguideyoutoalistofallavailableresourcesforthatspecificlessonstage(Figure20).Ifyouclicktheeyesymbol,itwilltakeyoutoascreensimilartotheonewhereyoucandesignaphase(Figure22to24)andyouwillbeabletolookattheactivitiesinthatphase,oryoucanselect“Useit”anditwilltransfer/swapthatactivitytoyourlessonfortheselectedphase.Thelessoncanbeexportedin2formats:

i) Lessonplan(showninFigure21).Thelessonisexportedasapdfsoiseasilyprintable.Onpage1,alloftheavailablekeyactivitiesthatared,amber or green student would do for each phase will be displayed(outlinedwhenyouoracolleaguehascreatedaphase).Onpage2,thelessonplanoutlines thekey informationaboutwho is red,amberorgreen and also the seating plan with the PLC data for that specificelementisdisplayed.

ii) Azip filewithall resources foryour lesson inone folder.Within thefolder are sub folders for each learning phase of the lessonwith allresourcesforthatphasepackagedup.

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Howdoyoucreateindividuallessonactivities?WhenviewingthealternativelessonstagesfromFigure20,toaddalessonstageyouwillneedtoselectthe+option.Figure22 Figure23

In Figure 22, the PLC element that you arecurrently working on will be shown in theheader. The PLC element and key words willhelptheresourcetobefoundinthePLCsearchmenu by others when designing their ownintervention lessons. At the bottom, you canselectfromsomeofthetemplatesthatwillkeepyourlessonPowerPointengaging.Thisiswheretheprocessbeginstodesignafrontlessonslidefor this specific activity that will beautomatically generated (Figure 23). With thefront slide, you need to specify what the red,amberandgreenstudentsaregoingtododuringthis activity. This information will also beavailable on the lesson plan (Figure 21). If youwouldlikestudentstorefertotextandyoudon’twanttouploaditasahandoutinFigure24,youcan select “Customise my own activity in thenext window” in Figure 22 and a centralinstruction window will then appear (in thespace at the bottom of figure 23). If you select“Preview” in Figure 24, it will download a zipotherwiseclick“Submit”.

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Figure24(desktoponly)



Howdoyouview/editthePLCelementactivitiesthatyouhavecreated?Whendesigningyourinterventionlesson,youwillneedtoselectaphaseforeachactivity. Selecting the starter, teaching input, instant feedback or next stepsbuttonsfromFigure19,alistofallexistingphaseswillthenappear(Figure20).Foranyphasesthatyouhavecreatedthathaven’tyetbeenverified,youwillstillhave control over the resource. A “Delete” button and “Edit it” buttonwill beavailableifthisisstillyourresource.Selecting“Editit”andyouwillbetakentoascreenlikeFigure22whereyoufirstdesignedthephaseexceptall informationwill be pre-populated with the lesson details. You can make any changesnecessaryandsave instage3of theupload.Byselecting“Delete”, theresourcewillbeimmediatelyremovedfromtheappandremovedbythereviewqueue.

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HowdoyouviewexistingMarkingtemplates?Figure26 Figure27

Havingcompletedaninterventionlesson,youwillbelookingtoassessthatthelearningfromthatlessonisnowsecure.The“Marking”areaenablesyoutocreatesharpanddifferentiatedworksheetsthatareaimedatdifferentiatingthePLCelementforallstudents.Whenselectingthemarkingtoolfromthemainmenu,allverifiedworksheets(orthoseavailablewithinyour school) are shown (Figure26). Fromhereyou canviewtheworksheets,thereflectionquestionsortheinputsheet.AnexampleofataskisshowninFigure27(showspage2ofatask),adataentryforminFigure28andmoreimportantlythefeedback(Figure29)thatwouldbeautomaticallygeneratedforanystudentwhentheygetaquestionfromtheoriginaltaskwrong.Youcanusethesearchfacilityatthetoptoreducethenumberoftemplatesthatareshown.

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EnteringdataintoaMarkingtemplateHavingcompletedaninterventionlesson,youwillbe lookingtoassessthatthelearning from that lesson is now secure. By entering data into Figure 28, itcollects information on how secure studentswere for a selected differentiatedworksheet and then uses this information to generate an individual feedbacksheet for each studentbasedon their areasof strengthandareasofweakness(Figure29).Figure28 Figure29

Select the data input button from Figure 26 and the template will then load(Figure28).Whenamarkingtemplateisfirstcreated(Figure30to32),yougiveeach question an assessment objective. By outlining the objective of eachquestion,itproducesatilethatyouwillcolourcodeinFigure28forthatspecifictemplate.Tochangebetweenred,amberandgreen,simplyselectthecell.Afteralldataforeachquestionandforeachstudenthasbeencompleted,click“Save”.Youcanselectto“UpdatePLC”tochangeanyexistinginformationinthe“Real-timePLC”totheinformationfromthemarkingtool.Youhavetheoptionsofdownloadingthetaskthatyouwouldhavesetstudentsandviewingabriefobjectivelistforeachquestion,however,themostimportantbutton is “Generatereport”.Thisoption looksat thecolourcoding fromFigure28 and decides on a suitable follow up question for 2 areas ofweakness. Thereport follows a “Black box” marking approach of highlighting both strengthsandareas todevelop.Thesecanbeprintedout forstudents tocompleteas thelastlineofinterventiontoassiststudentsintheirprogress.

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HowdoyoucreateaMarkingtemplate?Figure30 Figure31

Figure32

Tocreateamarkingdocument,youwillfirstneedtoselectatemplatename(linkedtothePLCelement to aid search facilities) (Figure30–toptextbox).Oncethisisdone,youwillmoveontothedocument(Figure30–squarebox). To create the document you need toprovide3things:

i) Objectiveii) Questioniii) Feedforwardquestion

The question (Figure 31) can be eitherdrawn or typed using the orange tool bar.The same applies for the feed forwardactivity (Figure 32). The question and feedforwardactivityshouldbesimilarintermsofcomplexity. You will need to write up to 6questions in total for the worksheet and 6accompanying feed forward tasks. Click“Save&Generate”whencompletedinFigure31or32,then“Submit”inFigure30.

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Fulllistofsubjectsandelements:Subject Yeargroup PLCelementBiology KS4 IcandemonstrateknowledgeandunderstandingofreadingdatafromagraphortableBiology KS4 IcandemonstrateknowledgeandunderstandingofhowtocalculateareausingcmandmBiology KS4 IcandemonstrateknowledgeandunderstandingfertilisationandcelldivisionBiology KS4 IcandemonstrateknowledgeandunderstandingofthekeywordsconnectedwithinheritanceandgeneticcrossdiagramsBiology KS4 IcandemonstrateknowledgeandunderstandingoftheorganelleswithinplantandanimalcellsBiology KS4 IcandemonstrateknowledgeandunderstandingofrespirationBiology KS4 IcandemonstrateknowledgeandunderstandingofhowbloodflowchangesduringexerciseBiology KS4 IcandemonstrateknowledgeandunderstandingofhowtoconstructandinterpretgeneticdiagramsBiology KS4 IcandemonstrateknowledgeandunderstandingofwhatenzymesandtheirfunctionBiology KS4 IcandemonstrateknowledgeofthefunctionsofcellcomponentsBiology KS5 Icandemonstrateknowledgeandunderstandingofthestructureofbacteriaandviruses.Biology KS5 IcandemonstrateknowledgeandunderstandingoftheroleofBandTcells.Biology KS5 Icandemonstrateknowledgeandunderstandingofhowgenemutationcanleadtoanon-functionalproteinBiology KS5 IcandemonstrateknowledgeandunderstandingofconvertingbetweenunitsBiology KS5 Icandemonstrateknowledgeandunderstandingofusinggraphdatarelatedtoratesofreaction.Biology KS5 Icandemonstrateknowledgeandunderstandingofproducingatangenttoacurvetodeterminerate.Biology KS5 Icandemonstrateknowledgeandunderstandingofselectingandapplyingastatisticaltest.Biology KS5 IcandemonstrateknowledgeandunderstandingofwhatisshownbyastandarddeviationofthemeanBiology KS5 Icandemonstrateknowledgeandunderstandingoftheemulsiontestforlipidswithreferencetotheirstructureandchemicalproperties.Biology KS5 Icandemonstrateknowledgeandunderstandingofthelocationandactionofendopeptidases.Chemistry KS4 IcandemonstrateknowledgeandunderstandingofatomicstructureChemistry KS4 IcandemonstrateknowledgeandunderstandingofthedifferencesbetweenintermolecularforcesandbondsChemistry KS4 IcandemonstrateknowledgeandunderstandingofwhenioniccompoundscanbeusedinelectrolysisChemistry KS4 IcandemonstrateknowledgeandunderstandingofnamingconventionsofionsandatomsChemistry KS4 IcandemonstrateknowledgeandunderstandingofthecomparativesizeofnanoparticlesChemistry KS4 IcandemonstrateknowledgeandunderstandingofsmartalloysChemistry KS4 IcandemonstrateknowledgeandunderstandingofneutralisationreactionsusingwordequationsChemistry KS4 IcandemonstrateknowledgeandunderstandingofnamingsaltsChemistry KS4 IcandemonstrateknowledgeandunderstandingofthemeltingpointsofionicandcovalentsubstancesChemistry KS4 IcandemonstrateknowledgeandunderstandingofthedifferencebetweenthermosettingandthermosofteningpolymersChemistry KS5 IcandemonstrateknowledgeandunderstandingofdrawingdisplayedstructuresincludingfunctionalgroupsChemistry KS5 Icandemonstrateknowledgeandunderstandingofthedifferencebetweenintermolecularforcesandintramolecularbonding.Chemistry KS5 Icandemonstrateknowledgeandunderstandingofwhysymmetricalmoleculesarenonpolar.Chemistry KS5 Icandemonstrateknowledgeandunderstandingofselectingtitresandcalculateamean.Chemistry KS5 Icandemonstrateknowledgeandunderstandingofusingtheavogadroconstant.Chemistry KS5 Icandemonstrateknowledgeandunderstandingofhowtoprepareasolutionofknownconcentration.Chemistry KS5 IcandemonstrateknowledgeandunderstandingofhowtoreduceuncertaintyinaburetteChemistry KS5 IcandemonstrateknowledgeandunderstandingoftheshapesofsimplemoleculesandionsChemistry KS5 Icandemonstrateknowledgeandunderstandingoffullandhalfionicequations.Computerscience KS4 RecognisethedifferencebetweenClientServerandPeertoPeernetworksComputerscience KS4 IdentifyingthedifferenttypesofsecondarystorageopticalmagneticandsolidstateComputerscience KS4 UsethethreecommonprogrammingconstructswhendevelopingalgorithmsComputerscience KS4 RecognisehowimagesarerepresentedinacomputersystemComputerscience KS4 RecognisethemaincomponentsoftheCPUComputerscience KS4 ComparethedifferentusesofIPaddressingandMacaddressingComputerscience KS4 UnderstandthepurposeandfunctionalityofsystemsoftwareComputerscience KS4 UseofarraysComputerscience KS4 ExplaintheneedforadherencetosuitableprofessionalstandardsinprogrammingComputerscience KS4 ExplainthecharacteristicsofdifferenttypesoftranslatorsComputerscience KS4 RecognisethedifferencebetweenClientServerandPeertoPeernetworks.Computerscience KS4 Identifyingthedifferenttypesofsecondarystorageopticalmagneticandsolidstate.Computerscience KS4 ProgrammingtechniquesandalgorithmsComputerscience KS4 HandlingDatainAlgorithmsComputerscience KS5 DescribethecharacteristicsofknowledgebasedsystemsComputerscience KS5 ExplaintheneedforbothphysicalandlogicalprotocolsandtheneedforlayeringinaninterfaceComputerscience KS5 DefinedifferentmodesoffileaccessComputerscience KS5 InterpretanduseformalmethodsofexpressinglanguageComputerscience KS5 DatabasedesignandnormalisationtechniquesComputerscience KS5 RepresentationofafloatingpointnumberinbinaryComputerscience KS5 CompareandcontrastthinclientandrichclientcomputingComputerscience KS5 FetchdecodeexecutecycleComputerscience KS5 ClassesComputerscience KS5 Describethecharacteristicsofknowledge-basedsystemsComputerscience KS5 UnderstandingAlgorithmsComputerscience KS5 Highlevellanguageprogramming(OOP)Englishlanguage KS4 IcanuseterminologyEnglishlanguage KS4 IcanshowdetailedandperceptiveunderstandingwhenanalysingtheeffectsofwriterschoicesoflanguageEnglishlanguage KS4 IcanshowdetailedandperceptiveunderstandingwhenanalysingstructureEnglishlanguage KS4 IcanselectarangeofrelevantquotationsEnglishlanguage KS4 IcanusesubjectterminologyaccuratelyEnglishlanguage KS4 IcanshowclearunderstandingwhenexplainingtheeffectsofwriterschoicesofstructureEnglishlanguage KS4 IcanshowperceptiveunderstandingwhenanalysingstructureanduseterminologytoexplainEnglishlanguage KS4 IcanshowaclearunderstandingbydemonstratingclearconnectionsbetweentextsEnglishlanguage KS4 Icanshowaclearunderstandingbycomparingideasandperspectives

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Englishlanguage KS4 IcanwriteaneffectiveandaccurateargumentEnglishlanguage KS4 IcanuseterminologyEnglishlanguageandliterature KS5 AO1AO2DevelopingIdentificationintoAnalysis-NounsEnglishlanguageandliterature KS5 AO1AO2DevelopingIdentificationintoAnalysis-AdjectivesEnglishlanguageandliterature KS5 AO1AO2DevelopingIdentificationintoAnalysis-VerbsEnglishlanguageandliterature KS5 AO1AO2DevelopingIdentificationintoAnalysis-Verbs-ActivePassiveVoiceEnglishlanguageandliterature KS5 AO1AO2DevelopingIdentificationintoAnalysis-Verbs-ActivePassiveVoiceEnglishlanguageandliterature KS5 AO1AO2DevelopingIdentificationintoAnalysis-Verbs-ModalityEnglishlanguageandliterature KS5 AO1AO2DevelopingIdentificationintoAnalysisAdverbsEnglishlanguageandliterature KS5 AO1AO2DevelopingIdentificationintoAnalysis-Sentences-Co-ordinationandSubordinationEnglishlanguageandliterature KS5 AO1AO2DevelopingIdentificationintoAnalysis-SentenceTypesEnglishlanguageandliterature KS5 AO1AO2DevelopingIdentificationintoAnalysis-SentenceTypeEnglishlanguageandliterature KS5 AO1AO2DevelopingIdentificationintoAnalysis-ConnotationsEnglishlanguageandliterature KS5 AO1AO2DevelopingIdentificationintoAnalysis-Discourse-AnalysisofSpokenLanguageFrenchstudies KS4 TobeabletorecogniseandusenegativeexpressionsinFrenchFrenchstudies KS4 IcanrecogniseandusearangeoftensesFrenchstudies KS4 IcanidentifyandunderstandprepositionsFrenchstudies KS4 TounderstandandusethelittlewordsthatcanmakeabigdifferenceinFrenchFrenchstudies KS4 TobeabletounderstandandformulatetheSimpleFuturetenseinFrenchFrenchstudies KS4 IcanunderstandanduseconnectivesFrenchstudies KS5 TobeabletousedirectandindirectobjectpronounsinFrenchFrenchstudies KS5 TobeabletomakeadjectivesagreecorrectlyinFrenchFrenchstudies KS5 TobeabletounderstandandusearangeofnegativeconstructionsinFrenchFrenchstudies KS5 TobeabletounderstandandusethesubjunctivecorrectlyinFrenchGeography KS4 InterpretingresourcesGeography KS4 ImprovingskillsinhumangeographyGeography KS4 ImprovingskillsinphysicalgeographyGeography KS4 HumangeographyandexamquestioninterpretationGeography KS4 GlobalactionsandorganisationsGeography KS4 Interpretingresourcesandansweringexamquestions(GCSEB)Geography KS4 AfocusonCoastsGeography KS5 InterpretationofexamquestionsGeography KS5 AnsweringphysicalgeographyquestionsGeography KS5 EnhancingskillsforEdexcel,A2,Unit4Geography KS5 EnhancingskillsforEdexcel,A2,Unit3History KS4 AchievingfullmarksHistory KS4 Chronology-Protest1800to1914History KS4 HitlerbecomesFuhrerHistory KS4 Context-Protest1800to1914History KS4 Crossreferencing-MunichPutschHistory KS4 Detailedknowledge-CrimeinMiddleAgesHistory KS4 ExamtechniqueHistory KS4 HitlerbecomesChancellorHistory KS4 WellExplainedParagraphsHistory KS4 CausationMathematics KS4 Calculatetheareaof2DshapesMathematics KS4 Calculatethevolumeof3DshapesMathematics KS4 IcanfindthenexttermofasequenceMathematics KS4 CalculateequivalentfractionsdecimalsandpercentagesMathematics KS4 AddandsubtractfractionsMathematics KS4 SolvetwolinearsimultaneousequationsMathematics KS4 FurtherindicesMathematics KS4 TakeoutCommonFactorstoFactoriseMathematics KS4 MultiplysingletermoverbracketMathematics KS4 FactoriseaquadraticexpressionMathematics KS4 FormandsolveequationMathematics KS4 SimplifyexpressionsusingindexlawsMathematics KS4 ExpresspercentagesasfractionordecimalMathematics KS4 RationotationMathematics KS4 SolvelinearinequalitieswithonevariableMathematics KS4 UnderstandandusestandardformMathematics KS4 Expand1ormorebracketsMathematics KS4 InterpretcumulativefrequencydiagramsandboxplotsMathematics KS4 ConstructlinearandquadraticgraphsMathematics KS4 CalculateprobabilitiesfromtreediagramsMathematics KS4 ApplyPythagorastheoremMathematics KS5 SimplifyandoperatewithsurdsMathematics KS5 SolvetrigonometricequationsMathematics KS5 UnderstandhowtodifferentiateandapplybasicprinciplesMathematics KS5 IntegrateanexpressionandapplybasicprinciplesMathematics KS5 ApplyanunderstandingofgeometricsequencesMathematics KS5 SolvelogarithmicequationsMathematics KS5 FindtheequationofalineinvectorformMathematics KS5 RationalisethedenominatorMathematics KS5 UseandunderstandthefirstderivativeMathematics KS5 UseandunderstandthesecondderivativeMathematics KS5 TrigonometrictransformationsPhysicalEducation KS4 HeartandCirculatorySystemPhysicalEducation KS4 MediaandSponsorshipPhysicalEducation KS4 MotivationandParticipation

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PhysicalEducation KS4 PrinciplesoftrainingPhysicalEducation KS4 MusclesandBonesPhysicalEducation KS4 HowovereatingcanaffectphysicalactivityPhysicalEducation KS4 InitiativesforpromotingsportPhysicalEducation KS4 HowclimateandenvironmentaffectsphysicalactivityPhysicalEducation KS4 InjuriesinsportPhysicalEducation KS5 CardiacoutputfromresttoexercisePhysicalEducation KS5 CardiovascularPhysicalEducation KS5 EnergysystemsPhysicalEducation KS5 AerobiccapacityandintervaltrainingPhysicalEducation KS5 AudienceeffectsonsportsperformancePhysicalEducation KS5 AnxietyAggressionArousalPhysicalEducation KS5 SkillAcquisitionPhysicalEducation KS5 PsychologicalpreparationforsportPhysicalEducation KS5 SportPsychologyAttitudesPhysicalEducation KS5 SportPsychologypersonalityPhysics KS4 IcandemonstrateknowledgeandunderstandingoftherangepenetrationalphabetaandgammaradiationPhysics KS4 IcandemonstrateknowledgeandunderstandingofdistancetimegraphsPhysics KS4 IcandemonstrateknowledgeandunderstandingoftheformationofstarsPhysics KS4 IcandemonstrateknowledgeandunderstandingofnuclearfissionandnuclearfusionPhysics KS4 IcandemonstrateknowledgeandunderstandingofradioactiveHalflifePhysics KS4 IcandemonstrateknowledgeandunderstandingofelectricalcircuitsPhysics KS4 IcandemonstrateknowledgeandunderstandingofelectricalsafetydevicesPhysics KS4 IcandemonstrateknowledgeandunderstandingofgeneratingelectricityPhysics KS4 IcandemonstrateknowledgeandunderstandingofenergyandpowerincircuitsPhysics KS4 IcandemonstrateknowledgeandunderstandingofmomentumPhysics KS5 IcandemonstrateknowledgeandunderstandingofYoungModulusofmaterialsPhysics KS5 IcandemonstrateknowledgeandunderstandingofvectorquantitiesPhysics KS5 IcandemonstrateknowledgeofmomentumandconservationofmomentumPhysics KS5 IcandemonstrateknowledgeofsuperpositionandinterferenceofwavesPhysics KS5 IcandemonstrateknowledgeoftheprinciplesofstationarywavesonstringsPhysics KS5 IcandemonstrateknowledgeofRadioactivedecayPhysics KS5 IcandemonstrateknowledgeofmagneticfluxandhowtransformersworkPhysics KS5 IcandemonstrateknowledgeofresistanceandvoltageinapotentialdividercircuitPhysics KS5 IcandemonstrateknowledgeofmomentsandconservationofmomentsPhysics KS5 IcandemonstrateknowledgeofthephotoelectriceffectandtheequationstocalculatekineticenergyofaphotoelectronPsychology KS4 ResearchMethodsPsychology KS4 SexandGenderschemasPsychology KS4 SexandGenderTheoriesPsychology KS4 ReducingprejudiceanddiscriminationPsychology KS4 SexandGenderPPEPsychology KS4 LearningPsychology KS4 learningPPEPsychology KS5 ElaborationofevidencePsychology KS5 LocalisationoffunctioninthebrainPsychology KS5 SynapticTransmissionPsychology KS5 ExtendedwritingPsychology KS5 ApproachesinpsychologyPsychology KS5 PsychologicaltreatmentsPsychology KS5 DataanalysisPsychology KS5 OCDPsychology KS5 WritingskillsPsychology KS5 InferentialstatisticsPsychology KS5 ClassificationanddiagnosisofSchizophreniaSociology KS5 MethodologicalconceptsSociology KS5 EducationAnalyticalSkillsSociology KS5 AO2ApplicationSkillsinrelationtoCrimeandDevianceSociology KS5 30MarkEssaySkillsforEducationALevelPaper1Sociology KS5 MethodsinContextforEducationALevelPaper1Sociology KS5 SocialActionTheorySociology KS5 TimingandSkillsinrelationtomarksSociology KS5 A03skillsinrelationtoMethodsMovingawayfromjuxtapositionSociology KS5 A03EvaluatingskillsinrelationtoCrimeandDevianceSociology KS5 A01CrimePreventionStrategies

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The Guide To PiXL Classrooms

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