PLEASE NOTE: this lesson can be bought and used in isolation or as part of a bundle for sale on my TES Author’s Page. This is suitable for KS3 and KS4. The ppt includes 2 lessons (possibly 3 depending on the class’s ability) A starter A plenary (metacognitive task) A model (created by a student) Assessment criteria for students to use to develop the key skills A HW task A group task

PLEASE NOTE: this lesson can be bought and used in isolation or as part of a bundle for sale on my TES Author’s Page. This zip file contains 2 lessons and a criteria sheet for the assessment of persuasive skills. It’s suitable for KS3 and KS4. Lesson 1 contains a starter, establishes the criteria to demonstrate key persuasive skills, explains a generic purpose (scenario) of 3 blog topics to choose from, a group thinking task using the 6 thinking hats and planning tools with a teacher model too. Lesson 2 contains a starter, the assessment criteria sheet (to be used in conjunction with writing time in lesson) and a plenary. Please excuse my cover image, I couldn’t get a better one to upload.

PLEASE NOTE: this lesson can be bought and used in isolation or as part of a bundle for sale on my TES Author’s Page. This lesson uses ‘campaigns’ as the foundation for teaching persuasive writing techniques. The ppt includes: A starter A plenary Model answers Group tasks Planning tool Peer assessment template for assessment Notes for the teacher on the slides This could be stretched into two lessons.

PLEASE NOTE: this lesson can be bought and used in isolation or as part of a bundle for sale on my TES Author’s Page. This lesson contains: 2 HWs A lesson starter Worksheets (using written and visual stimulation) A Plenary The goal of the lesson is to get students thinking about the following persuasive skills: Repetition; Rhyme; Humour Punning (play-on-words); Hyperbole (exaggeration); Metaphors/similes; Commands (e.g. telling people what to do

This 6 Hats task is designed to be a whole-school resource for analysing vusual stimulus but it can be adapted to become a kinaesthetic task too (jsut change the wording). The resource uses sentence starters for differentiation too. It can be used to analyse newspaper images, historical images, art etc and is especially good as an information gathering task before writing creatively, doing artwork or discussing/responding to historical sources. Suitable for KS3 and KS4.

Really useful when extending students’ thoughts about a subject and equally good during observations when you need to show you’re extending students’ thinking by analysing more deeply. For the mobile: print it off in colour, cut up, attach the image of the brain at the top of the mobile, hole punch the question tags and attach them to their specific red banner. Or just use it for a display that is near your board so you can refer to it repeatedly in lessons. Suitable for all year groups and all curriculum areas.

This post is for display and is a simple reminder about what the teacher expects from students during group work

This is a simple, visual method of exploring the differences between the different grade boundaries of the new assessment schedule in English. Benefits KS3 and KS4 progression.

This is a SPaG grid that’s a simple tick sheet that students can glue into their exercise books each term (or half term) to show their progress across the literacy skills. It is designed to be a student self-assessment resource.

For use in any department. Suitable for NQTs or new HODs who might not have a resource bank at hand. The pack includes: • Peer Assessment WWW and EBI (with tick/cross SPaG grid) • Individual Learning Plan templates with suggested targets (for the front of exercise books • Improving spelling grid at the end of each half term • Student Voice Survey x 2 • Termly Target Setting Sheet (including Teacher’s Comment section) • SWOT analysis template

Just add your name and remove the blank line, print it onto coloured card, date and sign and it’s ready to go!

Just add your name and remove the blank line, print it onto coloured card, date and sign and it’s ready to go!

Just add your name and remove the blank line, print it onto coloured card, date and sign and it’s ready to go!

Just add your name and remove the blank line, print it onto coloured card, date and sign and it’s ready to go!

This is a summary sheet that can be glued into the students’ exercise books after the Mocks. It’ll help them form targets.

These assessment sheets are ideal for in-class assessements in Year 10 (in preparation for the GCSE exam in Year 11) and for Year 11 examination preparation. The criteria sheets include: Poetry (unseen and seen) Writing to Inform Shakespeare Study 19th Century Novel Study Modern Drama: Blood Brothers

These criteria sheets can be given to students before a task so they know what they’re working towards and then glued in under their HW for the teacher to fill in and comment on. It’s a strategic yet quick and simple way of marking HW The bank includes criteris sheets for: Creative Writing Non Fiction Writing Poetry Analysis Novel Analysis Vocabulary definitions followed by sentence creation

A quick and easy way to give VERY SPECIFIC feedback without copious amounts of writing. Simply glue the sheet in under the student’s work. Tick the relevant criteria, set targets quickly and ensure the student has read your marking by getting them respond to in the student response section. This assessment sheet is ideal for marking drafts and final copies of exam preparation essays. It can be used with KS3 and KS4. It corresponds with the FAR marking policy = Feedback - Action -Response. i.e. Stage 1: The teacher gives FEEDBACK using very specific criteria which should be shared with students before the assessment takes place. Stage 2: The teacher uses the criteria to specify which ACTIONS the student needs to take to get to the next grade. Stage 3: The student writes a written RESPONSE to the teacher’s comments about the ACTIONS required to reach the next stage. It’s very useful for showing progress, communicating attainment on HW or timed (in class) essays that form part of exam preparation revision.

A quick and easy way to give VERY SPECIFIC feedback without copious amounts of writing. Simply glue the sheet in under the student’s work. Tick the relevant criteria, set targets quickly and ensure the student has read your marking by getting them respond to in the student response section. This assessment sheet is ideal for marking drafts and final copies of exam preparation essays. It can be used with KS3 and KS4. It corresponds with the FAR marking policy = Feedback - Action -Response. i.e. Stage 1: The teacher gives FEEDBACK using very specific criteria which should be shared with students before the assessment takes place. Stage 2: The teacher uses the criteria to specify which ACTIONS the student needs to take to get to the next grade. Stage 3: The student writes a written RESPONSE to the teacher’s comments about the ACTIONS required to reach the next stage. It’s very useful for showing progress, communicating attainment on HW or timed (in class) essays that form part of exam preparation revision.

Use this task as a starter or a plenary to guage your students’ feelings and thoughts about a topic/lesson/task etc. If you print 2 slides on A4 it still gives the students enough room to write a short response that can lead to a class discussion.