Mini-plenaries provide an opportunity to pause and provide feedback, which can then be acted on immediately within the lesson.  For example, during a lesson on separating mixtures the class teacher paused a number of times to: check that the pupils knew which equipment was available; guide the pupils to separate one mixture at a time; and model the use of scientific vocabulary (in this case ‘particles’ to help with explaining which materials would go through the sieve).  The use of questioning and prompts, for individuals, groups and the whole class, supported the pupils to be successful in separating the materials and provided the teacher with assessment information regarding which groups needed additional support.

Year 5, St Fagans Primary, Cardiff