Untimed Before Timed
Establish what a learner can do without time pressure before interpreting difficulties in a timed version.
Worked model: Untimed Before Timed
View the illustrated activity card
- 1Establish what a learner can do without time pressure before interpreting difficulties in a timed version
- 2Offer an oral explanation, diagram or practical demonstration alongside writing where appropriate
- 3Check the same subject criteria across the response modes
- 4Record language needs separately and teach the language required for later written tasks
A learner explains a force relationship accurately using a diagram but struggles to write the explanation. This is evidence for planning language support, not proof of weak science understanding.
Teach the move
Prepare · 5 minutes
Choose the subject understanding being assessed and a response mode that does not conceal it.
- 1
Establish what a learner can do without time pressure before interpreting difficulties in a timed version.
- 2
Offer an oral explanation, diagram or practical demonstration alongside writing where appropriate.
- 3
Check the same subject criteria across the response modes.
- 4
Record language needs separately and teach the language required for later written tasks.
EAL upgrade
Fade response-mode support when the required written language becomes accessible; preserve relevant access arrangements.
Keep the subject challenge. Offer one model, visual or language prompt where needed, then check a fresh independent response.
Try it tomorrow
Choose the subject understanding being assessed and a response mode that does not conceal it.
Establish what a learner can do without time pressure before interpreting difficulties in a timed version. Offer an oral explanation, diagram or practical demonstration alongside writing where appropriate.
Use a new example in the less-supported mode and compare the conceptual reasoning.
Fade response-mode support when the required written language becomes accessible; preserve relevant access arrangements.
What to look for
Use a new example in the less-supported mode and compare the conceptual reasoning.
Teacher language
Adapt these prompts to the task and your learners.
Our purpose is: Establish what a learner can do without time pressure before interpreting difficulties in a timed version.
Show the relationship and explain the choice you made.
Try the new case on your own. Show the detail or reasoning that supports your answer.
Which support do you still need, and which part can you now do independently?
Across subjects
Maths: spoken justification beside notation. Humanities: oral source interpretation followed by a short written account.
Adjust language support
Use a small word bank, visuals and partner rehearsal when needed. Extend with precise explanations and qualifications. Judge the support from the response to this task.