Jeddah Prep and Grammar School - Playbook
Section 1
Introduction
At Jeddah Prep and Grammar School, we expect all teachers to use the JPGS Lesson Playbook every day, in every lesson and for every subject. This document should be used as a go-to guide when providing feedback to another teacher following a learning walk or when reflecting upon your own practice.
The Playbook should be at the fingertips of all classroom-based staff and students. World Class in the classroom will be shared through weekly CPD sessions, allowing staff to pick up action steps to develop their practice.
At JPGS we have defined what world-class looks like, and the behaviours required to achieve it via research and evidence-informed collection of best teaching practices.
Our lessons consist of 5 parts (JPGS Playbook), providing consistency and structure.
Below is the structure to our 5-part lesson:
5 Part JPGS Playbook
A clearly thought out lesson has set parts that need to be achieved, with parts in between to be filled with more knowledge through scaffolding and challenge. Engaging with students about expectations, content and outcomes also helps to boost student confidence in the current subject or topic. At JPGS, we believe in teaching in bite-sized chunks and checking for understanding throughout. Many of the principles for this playbook have been taken from Doug Lemov's Teach Like a Champion (TLAC) and we refer to it throughout the playbook.
Use this playbook as your reference point for every aspect of your classroom practice. Whether you are reflecting on your own practice or providing feedback to another teacher on their practice, this is your go-to guide. Remind yourself of world-class in the classroom, regularly. Pick out action steps to develop your practice or a colleague's. By investing our efforts in the script of this playbook, we will become better, and through regular feedback and coaching, we will 'get better faster'.
Section 2
Learning Walks and Live Coaching
At JPGS, no teacher stands over a pupil's work thinking, "I'll save that for marking later." Instead, they offer prompt, actionable feedback that helps the pupil progress on the spot. The same approach should guide us when we support colleagues in their classrooms: provide live feedback they can use immediately.
Live coaching, as set out in Paul Bambrick-Santoyo's Get Better Faster: A 90-Day Plan for Coaching New Teachers, works when it zooms in on just a single, high-leverage "action step" and embeds it immediately into the lesson. The focus on live coaching in the classroom needs to be the following:
- A student's learning is of the utmost importance- We can keep that sacred whilst also coaching the teacher. We do this simply by stepping in when needed.
- The teacher's accelerated development- By stepping in and coaching in the moment, the coach can deliver more feedback to the teacher and the teacher gets better, faster. They also fix their mistakes and become experts quickly.
Central to doing this well is an open door, trusting culture, ongoing quality teaching, and right at the centre of it all are the two points listed above: students' learning being of the utmost importance and our own accelerated development.
At JPGS we use live coaching to give one another immediate, actionable feedback. Each action step is deliberately small, sharply defined, and chosen for maximum impact. During coaching, we model the move so its value is clear, keeping the target 'bite-sized', something that can be mastered within a week. Careful preparation and purposeful practice are vital, which is why every CPD session is anchored to the JPGS 5-Part Lesson framework.
5 Part JPGS Playbook
Section 3
Jeddah Prep and Grammar School Lesson Playbook
1. Retrieve
- Have the Retrieval Practice activity ready on the board.
- Meet and greet at the door with a smile (half-in, half-out) & scanning the room.
- Establish silence for Retrieval Practice task & all students actively attempt task.
The activity should last for no more than 10 minutes and be linked to prior learning- short term, mid-term and long term (no new material to be taught).
- Registers to be taken whilst students attempt RP task in silence
- Registers to be taken whilst students attempt RP task in silence. Lateness to be recorded for students who arrive after the 3 minutes. Avoid any confrontation about lateness. This can be discussed at an appropriate point in the lesson.
- Be seen to be looking, praising/rewarding; including the acknowledgement of homework.
- LSAs/TAs actively involved in supporting the students.
2. Introduce - Students using SLANT throughout this phase
Show and introduce the key objectives linked to the new material you will teach in that lesson.
Connect the lesson to the 'big picture':
- Past – "Previously we learnt …"
- Present – "Today we will …"
- Future – "this will link to future lessons …"
Anticipate and address common misconceptions up front.
LSAs/TAs scan and intervene where needed.
3. Steer & Scaffold - 'I do, We do, You do' - Staff and students to be using SHAPE throughout this phase
Plan ahead the questions you will ask when checking for understanding.
Teach step-by-step, chunking content and questioning frequently.
- Pitch to the top and scaffold down.
- LSAs/TAs directly supporting students where necessary.
- Make sure the model challenges your most able and supports developing learners (Adaptive Teaching)
- At this point, the teacher informs, explains, models and demonstrates examples.
- Students should be completely attentive and listening, enabling them to focus on the content, this supports those who need extra processing time and keeps everyone on an even footing.
- By the end of this phase, students should hold a secure grasp of the key concepts and be familiar with the essential vocabulary and key words.
- At this phase, the class tackles tasks collaboratively. Use partially completed worked examples so students can fill in the gaps and grow more confident with the new material.
- Working side by side deepens learning: students move beyond passive listening while the teacher guides and encourages, ensuring no one grapples with unfamiliar content alone.
- Complete a worked example together, step by step.
- Reveal the correct solution, then have students mark their own work in green pen, correcting errors, addressing misconceptions and noting ways to improve.
- This point in the lesson lets students demonstrate their first level of mastery over the material they have just learned.
- This stage allows students to show their first grasp of the new material. Give them repeated opportunities to rehearse the steps before full responsibility is transferred.
- Learners should apply what they have just been taught: practise the demonstrated skills, recreate the modelled task, or tackle a short question independently, completing every step themselves.
- Work should be done individually at this point; group tasks are more effective once everyone has gained a measure of confidence with the content.
- The teacher still circulates and observes, keeping a close eye on the quality of each student's work throughout this period.
- Have your students retrieve information themselves and make notes on it.
Pre-empt, observe and reteach common mistakes promptly.
4. Practice - (SLOP- Shed Loads Of Practice) - Independent Work & Live Marking
Students in SLANT while task and success criteria are explained.
Students work individually / in pairs / groups with minimal support.
Teacher moves constantly, giving immediate, targeted feedback.
Work the clock: provide time reminders and individual positive praise (House Points, Star Cards, emails home).
When a widespread error appears stop, gain 100 % attention, re-model, re-teach.
5. Ending/Evaluation- the best possible ending to the lesson & celebrate success
Display and review lesson objectives or success criteria.
Use appropriate questions/task to review learning.
Award House-Points, Star Cards, Emails Home.
Routine, rehearsed procedure.
Ensure a standing SLANT prior to the bell.
Teacher at the door, calm, orderly dismissal with clear reminders of expectations.
Section 4
JPGS Playbook - Script
1. Retrieve
- Have the Retrieval Practice activity ready on the board.
- Meet and greet at the door with a smile (half-in, half-out) & scanning the room.
- Establish silence for Retrieval Practice task & all students actively attempt task.
The activity should last for no more than 10 minutes and be linked to prior learning- short term, mid-term and long term (no new material to be taught).
- Registers to be taken whilst students attempt RP task in silence
- Registers to be taken whilst students attempt RP task in silence Lateness to be recorded for students who arrive after 3 minutes. Avoid any confrontation about lateness. This can be discussed at an appropriate point in the lesson.
- Be seen to be looking, praising/rewarding; including the acknowledgement of homework.
- LSAs/TAs actively involved in supporting the students.
Before the lesson
- Whenever possible, set up the classroom and resources before students arrive.
- Display the retrieval-practice task on the board.
- Open the Compass register ready for the class.
- If you cannot prepare in advance, teach a clear entry routine. Example: "As soon as you enter, in silence, open your exercise book and write three things we learned last lesson."
At the door and lesson change-over
- Stand in the doorway, one foot in the corridor and one in the room and dismiss the previous class promptly on the bell.
- Welcome the next class by name and with a smile. "Good morning, Tala. Good morning Yehia."
- Expect silence and single file as students enter.
- Students move straight to their seats, write the title and date, underline both with a ruler and begin the retrieval task.
- While greeting, remind those already inside to settle quickly. "Bags away, equipment out, get started."
- Quietly reinforce positive behaviour. "Well done Maria for settling so quickly. Excellent work Bilal, straight on with the task."
- After 3 minutes, close the door. Mark any late arrivals as late on the register.
- Acknowledge a smooth start. "Well done Year 8 for a focused beginning."
Set the conditions
- Move to the front where every student is visible.
- Remind the class how long remains for the retrieval task. "You have five minutes left. Include key terms in every answer."
- Circulate to check engagement, praise effort and support students who need help.
- Give time checks. "Two minutes left. Make sure the long-term question is finished."
- Return to the front as time ends.
- Use a clear voice to call for SLANT. "Three, two, one, SLANT." Model the posture.
- Scan for compliance. If it is not at 100 per cent, narrate the percentage until all comply. "I can see 80 per cent… 95 per cent… now 100 per cent. Thank you."
2. Introduce - Students using SLANT throughout this phase
Show and introduce the key objectives linked to the new material you will teach in that lesson.
Connect the lesson to the 'big picture':
- Past – "Previously we learnt …"
- Present – "Today we will …"
- Future – "this will link to future lessons …"
Anticipate and address common misconceptions up front.
LSAs/TAs scan and intervene where needed.
Set the conditions
- Ensure every student remains in the SLANT position so you can introduce the lesson objectives and link today's content to the wider learning journey.
- Remember to stay upbeat and project a strong voice. "Today, we are going to be learning about … and this fits into what we were learning …."
- Remind students how you will question and reward them. "I'll be asking lots of questions today, and the best answers will be in full sentences, hands away from mouths, articulated clearly and loudly with eye contact throughout. Those are the answers that will earn House Points today!"
- All students should be listening, your words are like gold dust.
- Avoid unnecessary talk and show clear authority.
- Emphasise key points and Subject Specific Vocabulary and Keywords.
- Pre-empt common misconceptions and high-frequency errors. "Students tend to forget about the 'n' in environment. Don't make that mistake." / "Students tend to confuse respiration with breathing, so today I want to start by clarifying the difference …."
- LSAs/TAs should support SEND students and discreetly refocus any who lose concentration.
3. Steer & Scaffold - 'I do, We do, You do' - Staff and students to be using SHAPE throughout this phase
Plan the questions you will ask when checking for understanding.
Teach step-by-step, chunking content and questioning frequently.
- Pitch to the top and scaffold down.
- LSAs/TAs directly supporting students where necessary.
- Make sure the model challenges your most able and supports developing learners. (Adaptive Teaching)
- At this point, the teacher informs, explains, models and demonstrates examples.
- Students should be completely attentive and listening, enabling them to focus on the content, this supports those who need extra processing time and keeps everyone on an even footing.
- By the end of this phase, students should hold a secure grasp of the key concepts and be familiar with the essential vocabulary and key words.
- At this phase, the class tackles tasks collaboratively. Use partially completed worked examples so students can fill in the gaps and grow more confident with the new material.
- Working side by side deepens learning: students move beyond passive listening while the teacher guides and encourages, ensuring no one grapples with unfamiliar content alone.
- Complete a worked example together, step by step.
- Reveal the correct solution, then have students mark their own work in green pen, correcting errors, addressing misconceptions and noting ways to improve.
- This point in the lesson lets students demonstrate their first level of mastery over the material they have just learned.
- This stage allows students to show their first grasp of the new material. Give them repeated opportunities to rehearse the steps before full responsibility is transferred.
- Learners should apply what they have just been taught: practise the demonstrated skills, recreate the modelled task, or tackle a short question independently, completing every step themselves.
- Work should be done individually at this point; group tasks are more effective once everyone has gained a measure of confidence with the content.
- The teacher still circulates and observes, keeping a close eye on the quality of each student's work throughout this period.
- Have your students retrieve information themselves and make notes on it.
Pre-empt, observe and reteach common mistakes promptly.
New Material
- You hold the subject expertise.
- Teach new content in bite-sized chunks and check for understanding at frequent intervals so students stay alert. "We are going to work through this in bite-sized chunks, and I will be asking questions at random throughout. Make sure you are actively listening."
- Ask winnable questions: pitch lower-order questions to lower attainers first so they feel successful and remain engaged. "Well done, Julie, for giving the correct answer. Ahmed, what was correct about Julie's answer?"
- While listening to responses, scan every student to prevent anyone switching off.
I Do
- Ensure students are in SLANT.
- No one writes while you model, full focus on the demonstration.
- Explain the structure of the modelling so expectations are clear. "As I show you, stay in SLANT, tracking what I do. After this we will complete an example together, but only when I say so. I may ask questions to check your understanding."
- Tackle common misconceptions live before students encounter them.
- Plan the questions you will ask to check comprehension.
We Do
- Model together, ensuring controlled participation.
- Verbalise your thought process and note class feedback in real time.
- Reinforce Subject Specific Vocabulary and Keywords, punctuation and grammar. "Students do not forget to use key words in your response. Remember correct punctuation, capital letters and full stops."
- Choose an approach that balances challenge and support: e.g. partially completed model or fully guided example.
"What would be my next step, Iqbal?"
"Sarah, is Iqbal correct?"
"Year 8, what we have just created is our model answer, use these steps when you attempt the 'You do' task."
- Address any further misconceptions that arise.
You Do
- This stage checks understanding before independent work, it is not SLOP.
- Set a silent practice period with a clear limit. "Year 10, you have four minutes to complete this task in total silence."
- Pitch high and scaffold down so the task stretches the most able and supports lower attainers.
- Make assessment standards explicit. "As you can see, the difference between Mastering and Securing is …, the difference between a level 5 and 6 is …."
- Check understanding often so students stay engaged, knowing you may call on them:
"Belal, can you read out your answer so far?"
"What Subject Specific Vocabulary and Keywords have you included, Sarah?"
"Ahmad, what could you add to improve David's answer?"
"Mohammad, anything you would like to add?"
4. Practice - (SLOP- Shed Loads Of Practice) - Independent Work & Live Marking
Students in SLANT while task and success criteria are explained.
Students work individually / in pairs / groups with minimal support.
Teacher moves constantly, giving immediate, targeted feedback.
Work the clock: provide time reminders and individual positive praise (House Points, Star Cards, emails home).
When a widespread error appears stop, gain 100 % attention, re-model, re-teach.
Set the Conditions and Explain the Task
- Ensure all students are in SLANT before you begin. "3, 2, 1 SLANT."
- Use a strong voice and be concise. Show authority and clarity:
"Independently, you are going to complete a six-mark question …."
"In pairs, you will use today's knowledge to write a summary report on …."
"In your groups, practice the ball routine from …."
"On your own, practise the technique …."
- Do not talk over students, your words are gold dust, everyone listens in silence.
- Front-load instructions with the mode of participation:
"In silence and by yourself, you will …."
"Quietly and in pairs, you will …."
- Share success criteria clearly and check understanding:
"What three things will you definitely include in your writing, Christine?"
"What must you include to reach level 8, Gary?"
- Remain standing, scanning, and "seen looking" until every student is on task (about three minutes) before live marking or individual support.
During the Task
- When checking a student's work, angle your body so the class can see you are still monitoring them.
- Focus on live marking, target misconceptions and errors while circulating.
- Do not repeat instructions while students complete SLOP.
- If you spot a common error, stop the class and insist on 100 % attention:
"I'm going to pause you for 30 seconds: 3, 2, 1, SLANT! Pens down, all eyes on me."
- Re-model or reteach as needed:
"I have noticed that many of you have misunderstood …."
"As I have been walking around, I spotted a common mistake …."
"Many of you are still confusing weather with climate …."
"Many of you are not yet using the correct units or showing your working …."
- Work the clock: give time checks and positive feedback.
"You have exactly four minutes and 30 seconds left. Many of you are already on the final question, well done."
- Offer "quiet but loud" praise, audible nearby, but special to the recipient:
"Amy, I love your choice of language, wow! Keep going; I can't wait to read the finished piece.
5. Ending/Evaluation- the best possible ending to the lesson & celebrate success
Display and review lesson objectives or success criteria.
Use appropriate questions/task to review learning.
Award House-Points, Star Cards, Emails Home.
Routine, rehearsed procedure.
Ensure a standing SLANT prior to the bell.
Teacher at the door, calm, orderly dismissal with clear reminders of expectations.
Set the Conditions
- Ensure all students are in SLANT, then begin: "3, 2, 1 SLANT."
- Stand at the front where every student is visible and you are in clear view.
- Do not talk over students, your words are gold dust, everyone listens in silence.
- Remind students of rewards: "In a moment I will announce today's Star Card winner. It's your final chance to make your mark—I wonder who it will be …."
Review Activity
- Keep students in SLANT as you explain the review task to demonstrate authority and expertise.
- Display the lesson objectives and use checking-for-understanding techniques to confirm they have been met.
Pack-Up Routine
- Give precise participation instructions: "When I say go, in silence you will put away your books and equipment, then stand behind your chairs in SLANT. You have ten seconds. Ready? Ten … nine … eight …."
- Narrate positives while they pack:
"Seven … Abrar already has a clear desk, well done, Abrar."
"Six … Saleh is standing behind his desk, almost in SLANT."
"Five … Jack, excellent SLANT."
Dismiss
- Once all are silent in SLANT, announce the rewards:
"Well done, Ayesha, you earn today's Star Card for your paragraph on climate change."
"Kevin, I'm very impressed with your effort, I will be sending an email home."
"Ravi, brilliant green-pen improvements today, you receive a house-point."
- Remind corridor expectations: "You have three minutes to reach your next lesson, please keep to the left."
- Stand in the doorway, one foot inside, one foot outside, and dismiss the class row by row while monitoring behaviour both inside and in the corridor.
Section 5
Instructions for Specific Strategies
Clear transitions: SLANT
use SLANT whenever you need it. Instruct when to un-SLANT and scan for non-compliance. Do not continue until every student is in SLANT.
Oracy: SHAPE
full sentences, hands away from mouth, articulate, no mumbling, project the voice, maintain eye contact with the speaker. Require SHAPE responses at every opportunity.
Perform
model appropriate volume, rhythm, articulation, tone, pace and energy. Be precise and concise; keep words to a minimum.
Directions on participation
Front-load every instruction with the how:
"When I say go, and not a second before, [instruction]. Ready? Three, two, one, go!"
"Hands up; no calling out for this question …."
"In silence and individually, answer the following questions …."
"If you call out, you will get a reminder. Everyone will have a chance to speak!"
"In silence, thinking time for 30 seconds, turn and talk."
"Remain in SLANT and think in silence, by yourself …."
"Everyone's eyes should be following the text as we read."
Instruction & Explanation
- Stand at the front where you can see every student and they can see you; your focus sets theirs.
- Project a firm voice to signal authority—no need to shout. Do not talk over student voices; your words are gold dust.
- Be seen looking scan the room so students know you are watching.
- Work the clock: "It's two minutes … you should now … you have 30 seconds left."
- Keep language precise and concise; script explanations if helpful.
Check for understanding
pose the question, give thinking time, name a student, expect a SHAPE response.
jump between students to raise pace and engagement.
time each phase; teacher controls instructions and Q&A.
give timed moments for students to craft coherent answers before sharing.
extend answers with higher order "how" and "why" questions to deepen thinking.
Section 6
Teach Like a Champion (TLAC)
Most routines and expectations in the JPGS Lesson Playbook draw on Doug Lemov's Teach Like a Champion (TLAC). We reference his strategies throughout this document, the techniques listed below are those explicitly embedded in the Playbook.
| TLAC Principle | Technique |
|---|---|
| Threshold | 47 |
| Strong Start | 47 |
| Strong Voice | 58 |
| Right Is Right | 16 |
| Habits Of Attention | 48 |
| Format Matters | 18 |
| Circulate | 25 |
| Precise Praise | 60 |
| No Opt Out | 15 |
| Stretch It | 17 |
| Do It Again | 51 |
| Cold Calling | 34 |
| Wait Time | 33 |
| Do Now | 20 |
| Brighten The Lines | 28 |
Section 7
Key Terms
| Key Term | Meaning |
|---|---|
| Active Participation | Intentionally scanning the classroom with a clear focus on what you expect to see and maintaining that discipline despite distractions. |
| Be seen looking | Making your scanning observable: raise your head deliberately so it is obvious to the class that you are monitoring them. |
| Checking for understanding | Any AfL technique used at any point in the lesson (e.g. cold call questioning, mini-whiteboards, call-and-response) to gauge comprehension. |
| Cold Calling | A questioning routine in which every student knows they may be selected. The question is posed first, thinking time follows, then the teacher nominates a respondent. |
| Explicit vocabulary teaching | A deliberate approach to teaching carefully chosen academic words, enabling students to build rich connections within their existing vocabulary schemas. |
| Guided practice | A three-step modelling sequence: "I do," where the teacher models; "we do," where teacher and students complete the task together; and "you do," where students work independently. |
| Leaning Milestone | A task students cannot complete at the start but, with support, may achieve by the end. Milestones are cumulative, increasingly challenging, student-friendly and measurable (Lean Lesson Planning, McCrea). |
| Live Coaching | Bite-sized, high-leverage feedback given to a teacher "in the moment" when an aspect of practice could be improved; the action must be observable and practicable (Get Better Faster, Bambrick-Santoyo). |
| Live Marking | Timely, specific marking completed during independent practice to intervene directly in students' work and move learning forward. |
| Narrate the positive | While scanning, verbalise what on-task students are doing to meet expectations. |
| SHAPE | Speak in full sentences, Hands away from mouth, Articulate, Project your voice, Eye contact. |
| SLANT | Sit up straight, Listen carefully, Ask & answer questions, Never interrupt, Track the speaker |
| STEPS | Sir or Miss, Thank you, Excuse me, Please, Smile |
| Threshold | Set expectations and tone for the lesson even before students enter the room. Threshold allows a reset button for a bad lesson previously; they begin your lesson with a fresh start every lesson. |
| UNSLANT | The cue for students to break SLANT and focus on the next task (e.g. writing, discussion, movement). |
| Work the clock | Creating purposeful pace by giving precise countdowns. "You have exactly five minutes remaining … one minute-thirty to go!" |
| Walk the room | Circulating methodically to gauge learning and pre-empt behaviour issues before they arise. |
| What a Good One Looks Like (WAGOLL) | A model, often video, photo or live demonstration, that gives students and teachers a concrete picture of high-quality work or practice. |
| 3:30:30 | A TLAC technique ensuring whole-class accountability at the start of a task: three students questioned, thirty seconds each, then thirty seconds to refine answers, preventing anyone drifting off-task. |
Section 8
Non-Verbal Cues
Section 9
Techniques for Live Marking
Timely feedback has the greatest impact on learning progress. Live marking is feedback given while the task is still under way, delivers that impact instantly. It lets the teacher diagnose a specific next step, the student acts on it immediately, and the learning moves forward before the lesson advances. Live marking also aligns perfectly with the EEF (Education Endowment Fund, 2021) guidance on effective feedback, sustains student motivation through instant recognition and, importantly, reduces after-school marking load for staff. Done well, it can save hours each week while accelerating progress for every student.
Possible Live Marking Techniques
- Write a concise comment in red pen (Grammar) pink (Prep): students respond directly beneath in green pen.
- Highlight keywords or sections that need refinement rather than annotating every line.
- Prompt expansion with the because … but … so … sentence-stem technique.
- Use the dot method: place a single red dot (Grammar) pink (Prep) beside an error and let the student correct it.
- Focus on one improvement target at a time, do not correct everything at once.
- After giving verbal feedback, signal "green pens on" so students edit immediately; in practical subjects they redo the movement, skill or passage straight away.
- Employ quick target codes or success-criteria symbols that link to fuller guidance displayed on the board.
- Try a question-suggestion-action routine: ask a probing question, hear the response, then provide one clear action the student must complete before moving on.
Section 10
Whole School Marking Codes
Use the JPGS whole-school marking code whenever practical. Combine these symbols with your red-pen (Grammar) comments pink (Prep) during live marking. Consistent application gives every student clear, actionable feedback, making strengths obvious and next steps easy to grasp.
| Code | Meaning |
|---|---|
| S | Spelling |
| T | Tense |
| ? | Meaning unclear |
| ^ | Omission |
| // | Start new paragraph |
| PR | Presentation improvement required |
| V | Vocabulary (circled) – consider the use of vocabulary |
| P | Punctuation error (underlined) |
| Gr | Grammar |
| U | Include units |
| WO | Show working out |
| L | Include labels |
| Ex | Explain in more detail |
Section 11
JPGS – Exercise (Copy) Book Expectations of Presentation
- Look after your exercise (copy) book, keep pages clean and intact with no graffiti, doodles or torn sections.
- The front cover must show full name, teacher name and subject or class code.
- Fill pages sequentially (in order), do not leave large gaps or skip pages.
- Write in blue or black pen, draw in pencil and use a ruler for every underline.
- Begin each piece of work with a clear title and date, both neatly underlined.
- Record homework at the top of the page whenever it is set.
- When correcting an error, strike through once with a single line, do not use correction-fluid (white-out) though correction tape or eraser pens are acceptable.
- Stick any loose sheets firmly into the book on the appropriate page.
- Label retrieval practice pieces clearly using the full phrase or the abbreviation RP.
- Use green pen for self-assessment, peer assessment and responses to live-marking feedback.
