WHY FLASH
Create a shared language in your classroom with skill based feedback using short codes.
Teachers offer skills-based feedback rather than grades in KS3 and KS4 English lessons.
The skills required to access the top bands of GCSE English and English Literature performance are been translated into short codes that teachers use when ‘marking’ work.
FLASH codes are used in lessons to explicitly teach these skills.
Builds Confidence
Using FLASH as a structure allows students to feel secure in knowing how they should respond to questions with a structure that isn't prescriptive.
Builds Confidence
FLASH
Develops Metacognition
Students will develop their metacognition, especially using it throughout the planning, writing, reflection stages of FLASH Student Cycle. They will be more able to articulate the way they think about their own work and skills development.
Develops Metacognition
FLASH
Meaningful peer-assessment
Students will develop their metacognition, especially using it throughout the planning, writing, reflection stages of FLASH Student Cycle. They will be more able to articulate the way they think about their own work and skills development.
Meaningful peer-assessment
FLASH
Self-regulated learners
Students will become competent with self-assessment and reviewing their own work independently. They will know WHAT but also HOW to improve.
Self-regulated learners
FLASH
What do studentsthink about FLASH?
Over 50,000 students are currently using FLASH in their English lessons from The Lake District to Cornwall. These are their words not ours!
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Reduce workload
The FLASH approach is guaranteed to reduce the amount of time spent ‘marking’ books and allows staff to invest precious time to create a more dynamic and personalised approach to maximise potential in their students.
4. Develop student metacognition and self-regulated learners
Give your students the tools to regulate their learning and build on successes and identify ways to improve in the future.
A curriculum suitable for your school context
FLASH will unlock your staff’s potential to effectively sequence a learning journey for their students that builds confidence and secures knowledge.
Meaningful assessments that focus on learning
FLASH will establish a shared language between staff and students. This will enable your students to become competent with peer and self-assessment and allow your staff to design assessments that develop evaluative learners and shape future lessons.