In our last blog of this series, we look into the importance of questioning. Studies on classroom discourse and formative assessment (including work by Black & Wiliam and Rosenshine) highlight that high-quality questioning improves retention, deepens understanding, and supports metacognition. Crucially, it is not the number of questions asked that matters most, but their quality and how students are supported to respond. Purposeful questioning plays a central role in raising GCSE attainment by pushing students beyond surface learning and into sustained, analytical thinking.
- Go beyond recall to promote analysis and evaluation.
While recall questions are valuable for checking foundational knowledge, purposeful questioning pushes students to think more deeply by analysing ideas, making connections, and evaluating significance.
- Use higher-order question types such as comparison, justification, inference, and evaluation.
These questions encourage students to move beyond describing information and instead explore meaning, impact, and effectiveness.
Example: In GCSE English, rather than asking “What is the poem about?”, ask “How does the poet’s use of tone shape our understanding of conflict?” - Sequence questions to build complexity.
Carefully structured questioning that moves from simple to more challenging prompts supports all learners in accessing higher-order thinking, while ensuring that students are not cognitively overwhelmed. This approach helps students see how knowledge underpins analysis.
Example: In GCSE Science: “What is photosynthesis?” → “Why is this process essential for ecosystems?” → “What would happen if one stage of the process failed?” - Encourage students to explain their reasoning.
Asking students to articulate how and why they arrived at an answer strengthens understanding, exposes misconceptions, and develops the explanatory skills required for high-mark exam responses.
Example: In GCSE Maths, follow a correct answer with “Why does this method work?” or “How do you know this solution is valid?”
2. Encourage extended and thoughtful responses.
High-quality questioning depends not only on what is asked, but on how students are supported to respond.
- Build in purposeful wait time.
Allowing students time to think before responding increases the quality of answers, encourages wider participation, and signals that thoughtful responses are valued over speed.
Example: After posing a challenging question, pause deliberately before selecting a student to respond. - Use follow-up prompts to deepen responses.
Follow-up questions encourage students to refine, extend, or justify their ideas, helping them develop more precise and coherent explanations over time.
Example: In GCSE History, after identifying a cause, ask “Which factor was most significant, and why?” - Provide sentence stems and model high-quality answers.
Sentence stems and teacher modelling reduce cognitive load and support students in structuring extended responses, particularly for written and verbal explanations required in GCSE examinations.
Example: Stems such as “This suggests that…” or “An alternative interpretation could be…” help students articulate more nuanced thinking.
3. Foster critical thinking for the future.
Purposeful questioning also prepares students for life beyond GCSE by developing transferable reasoning skills that are increasingly important in a complex, AI-driven world.
- Ask students to critique sources and identify bias.
These questions develop students’ ability to evaluate reliability, recognise partiality, and engage critically with information, skills that are essential for both academic study and informed citizenship.
Example: In GCSE History or Geography, ask “Whose perspective is missing here?” or “How reliable is this source, and why?” - Encourage exploration of multiple perspectives.
Considering alternative viewpoints deepens understanding, supports balanced argumentation, and helps students recognise that complex issues rarely have a single, definitive interpretation.
Example: In English, ask “How might a different reader interpret this character’s actions?” - Invite students to consider consequences and implications.
These questions develop foresight, ethical reasoning, and an understanding of cause and effect, encouraging students to think beyond immediate outcomes and consider wider societal or long-term impacts.
Example: In GCSE Science, ask “What could be the long-term impact of this technology on society?”
