What is this resource? This is a ppt that includes 5 literacy competitions (with examples/models) Who is it for? KS2 - KS4 What’s included? Competition details and models ready to be enlarged to A3 and displayed Curriculum links? English Department, Drama Department, Whole School Literacy Programmes and Literacy Support Sessions Practical Tips? The ppt contains 5 competitions with details and models ready to be enlarged to A3 and displayed

What is this resource A four week plan for teaching Skellig to Year 7 Who is it for? KS2 and KS3 What’s included? A 4 week study plan Practical Tips? The plan contains ideas and a teaching structure. However, the teacher who dowloads it would need to create the resources.

What is this resource? It is a powerpoint which shows students how to achieve higher marks in creative writing tasks by using more advanced stylistic features such as: using a connective to start your paragraph, using dialogue/ speech to initiate a paragraph, starting a paragraph with an adverbial clause , beginning your paragraph with an adverb, starting your paragraph with a statement etc Using a question at the start of a paragraph (e.g. Who is the least important person in your life?) Who is it for? KS3 KS4 Literacy Lessons What’s included? Starter All activities (enough for 2- 4 lessons depending on the class’ ability) and guidance notes on each slide Opportunities to write independently and work in groups and self assess to improve Plenary Curriculum links? English Language Whole School Literacy Programmes Literacy Support Sessions Practical Tips? Notes are provided on each slide

** Please leave a review. Thank you ** What is this resource? This is a simple to use (tried and tested) self and peer pssessment SPAG check using literacy notations. How do I use it? The teacher uses these codes when they mark the pupils’ work. The students then use a green pen and use the teacher’s codes to correct their work before re-drafting their writing (minus the errors). Alternatively, the check sheet can be used as a peer assessment task – again using a green pen - or as a simple self-assessment task after the teacher has marked the pupils’ exercise book. In this instance, the student examines the corrections the teacher has made and amends the SPAG errors (using the codes) in a green pen. **Who is it for? ** Whole School Literacy Curriculum links? Whole School Marking Policies, Literacy Programmes and Literacy Support Sessions Practical Tips? It works well as a 10 min starter - if you’re handing back feedback at the beginning of lesson and want to show progression in practice

What is this resource? A creative writing resource for KS3 or low ability English Language groups (KS4) , SEN or EAL classes, Literacy Suport Sessions. The resources uses sounds, visual images and writing models to support the teacher and the students **Who is it for? ** KS3 Low ability English Language groups EAL classes Literacy Suport Sessions SEN groups What’s included? Starter Activities Model Answer with glossary Basic extension and differentiation Plenary Follow-on lesson ideas Curriculum links? Literacy Support Sessions EAL lessons SEN lessons

What is this resource? Two fully planned lessons that include thinking tasks, starters, lesson resources (e.g. reading, writing and peer assessment tools) and plenaries These two lessons could easily be extended to 3-5 lessons depending on the ability range of the group being taught. Plus, if the teacher includes the creative writing task they want the class to complete at the end of the these lessons, it will result in a week of work. It should be used at the beginning of a learning phase on “Creative Writing” as a recall task or as a developmental task teaching students the key elements of basic “Creative Writing” **Who is it for? ** KS3 and KS4 English What’s included? Thinking tasks Starters Activity Resources Plenaries Curriculum links? English and Literacy Support Lessons (KS3 and KS4) Practical Tips? It is to be used in conjunction with a creative writing task where students are required to write independently after the lessons using the skills that have been covered on these slides.

What is this resource? It is for use in double lessons when a mini break is needed It can be used as starters or plenaries It can be used to develop EAL students’ speaking and listening skills Who is it for? Teachers EAL teachers/ iteracy Support teachers SEN teachers Special Needs teachers What’s included? 36 topics that can be printed on paper and laminated for re-use Curriculum links? Whole School Literacy Programmes, EAL and Literacy Support Sessions Practical Tips? Print them in colour on paper and laminate them for reuse

What is this resource? It is a differentiated worksheet that teaches reluctant readers and students with low literacy skills how to break into written and visual sources so they learn to decode independently Who is it for? KS3 - KS4 What’s included? A set of analytic questions that teach students how to decode texts and images Curriculum links? Whole School Literacy Programmes and any curriculum area that draws on sources in its content

What is this resource? It is to be used to assess the gaps and fill in the student’s literacy skills in relation to basic grammar acquisition, vocabulary use and written and verbal communication. Ideally, it is to be used in one to one or small group settings such as Literacy Sessions. Who is it for? Literacy Support teachers EAL lessons Teaching Assistants English Teachers What’s included? 3 grids containing specific targets linked to grammar, vocabulary and verbal and written communication skills Curriculum links? Whole School Literacy Programmes and Literacy Support Sessions Practical Tips? The grid provides the list of topics that need to be covered. It would be the job of the Literacy Support teacher to provide the activities for those topics.

What is this resource? It layouts our explicitly the literacy skills that are acquired across the curriculum Who is it for? All teachers, TAs, SMT Curriculum links? Whole School Literacy Programmes and Literacy Support Sessions

Aim: to turn reluctant readers into independent readers in any curriculum area using these 6 different strategies Who is it for? All teachers in all curriculum areas KS2-KS4 Classrooms that don’t have a Teaching Assistant, but needs one ** What’s included?** A break down of the 6 strategies, including resources for use ‘during’ the reading of a key classroom text and ‘after’ the reading process **Why is it useful? ** It enables all pupils - including those with low literacy skills- to engage with the curriculum of any subject area **Differentiation opportunities? ** The document is in essence about ‘differentiation’ and contains numerous ideas on how to engage reluctant readers Links to curricula? All curriculum areas Whole School Literacy ** Practical tips ?** The document is in essence about the ‘practical’ nature of reading and therefore is based on practical advice

Good handwriting is important. If teachers cannot read what a student has written in their books or on test papers, they will not be able to mark the pupils’ work accurately. That could mean losing some marks in exams and low self-esteem. Tests are already challenging enough! Plus, if a student’s handwriting is difficult to read, it is tough for teachers to tell if a student is meeting basic literacy criteria. **Who is this resource for? ** Students with poor handwriting **What’s included and why is it useful? ** There are two self assessment (student-focussed) activities that are designed to get students thinking about the impact of their handwriting and there is a practice section that follows on from a ‘tips’ section too. Links to curricula, standards or specifications? Learning English, English lessons, Literacy Support lessons

What is the purpose of this resource? To enable pupils to immerse themselves confidently in reading by teaching them how to process subject matter as they read and equipping them with the tools to assimilate the text’s content Why would I want to use this resource? To enable pupils to become competent readers that: Engage fully with a text at the word and sentence level and use that information to make sense of the text’s composition and its effect on the reader; Recognise and understand that texts comply with generic structures, and as a result, are created for particular purposes and have identifiable audiences; Appreciate that a reader’s interpretation of a text depends on their life experiences and also any previous reading experiences that they can bring to the table; Comprehend that texts are structured in specific ways to convey meaning, and that over time, regular readers will be able to perceive and predict these generic patterns – even in unfamiliar texts; Understand the importance and impact of textual features such as pictures, font types, layout and the semantic field (i.e. the author’s specific choice of language); Ask questions of all texts before, during and after reading.

The resource provides 7 fun strategies for a parent to help a child improve their spelling at home - in addition to Homework. The document contains four sections: The first section provides 7 easy and enjoyable learn-to-spell techniques. The second section provides synthesis tasks - to be used once the child has learnt to spell the target words. The third section provides a creative task to further concretise the newly acquired vocabulary Provides a list of commonly misspelt words for parents to use if they do not already have a list to start from How can the resource be used? The parent could try a new technique at home each week with any spelling list. If their child’s teacher hasn’t provided them with a spelling list, a solution is to go through their child’s exercise book and find words that have been misspelt. Alternatively, the parent could use the spelling lists of most commonly misspelt words at the back of the document.

Purpose: To gauge student progress and to generate enthusiasm for a topic by using personal reflection to demonstrate overtly to students how they have benefited from a learning task Why would I want to use this resource? This is great tool for introducing a topic. The slides are constructed to reveal explicitly to students how their learning is developing through the practice of different skills. If pupils are taught to perceive the connection between their progression and their unique learning style, they are likely to engage more deeply with the learning context and curriculum. Thus, using a purposeful teaching tool like “Strategic Thinking Plenaries and Starters” exposes students to the benefits of each topic/lesson. My suggestion is that the teacher use one slide at the end of each lesson (or at the end of every second lesson if they see a class more than 3 times a week) for the first two weeks of a new topic to demonstrate explicitly to students the thinking skills they will be developing as the content is taught. Also, a slide could be used as a mini plenary in the middle of a lesson (or as a consolidating task at the end of the starter) when the teacher needs to show clearly that the students have benefited from the activities the teacher has facilitated. In this sense, a teacher could use more than one slide in any lesson What is the Purpose of this Resource? This set of slides is based on strategic thinking skills using the acronym RESPECT, which itself is a new perspective that improves the quality of academic dialogue between teachers and pupils. It also empowers students to participate in the topic/lesson by strengthening communication across the curriculum. It is inspired by the paradigm of “Learning to Learn”. Thus, the focus is placed not on students simply doing something because a teacher tells them to; it’s built on creating lifelong, enthusiastic learners who want to commit to scholarship in the classroom. The emphasis is on refining the classroom ethos and linking life at school to the world of work ( i.e. the connection between soft skills and curriculum content) Overall, RESPECT (see below) is a tool that enriches the learning experience. The RESPECT acronym means: R - resilience E - expectations S – scanning P - pace E – entrepreneurial C – collaboration T – three mistakes a day or you’re not trying

I hope it helps! :)

Language analysis read the notes under the slides for instructions - if needed

I couldn't upload the whole SOW. But here are the ppts - not in order (they were but when they uploaded they were shuffled about by the uploader based on size I think) though I think they all have dates on them. I hope they help someone :)