As a member of SLT, I have created this glossary of progressive terminology/ extended vocabulary list along with the History lead to ensure that the children in my school have a broad range of vocabulary that could be used across the curriculum. Some vocabulary is cross-curricular and will support teaching alongside the new OFSTED framework. I began with KS1 and, based on National Curriculum progression documents, I compiled a list of vocabulary that the children should see, hear and be encouraged to use. I have added new vocabulary to deepen the children’s understanding and broaden their vocabulary in each year group. This can be seen in green. The vocabulary in purple is repeated from the previous key stage. This list can be used by: Subject Leaders as part of progression documents and curriculum for the school. Teachers as a planning scaffold and an assessment tool to ensure children have a broad art curriculum. Teachers to deepen their subject knowledge. Teachers and subject leaders to promote high standards in vocabulary across the curriculum. To ensure Art is linked to English and reading where possible. Pupils may find this resource useful as a check list in their sketchbooks at the beginning of each topic. My school have used this grid this year and we have noticed a great improvement in the children’s understanding of art vocabulary in their speech and through their writing in English.

7 reading comprehension lessons designed to last 10 minutes. Each lesson has a short paragraph (3 sentences) and 6 questions focusing on the reading skills of vocabulary, retrieval and inference. These lesson starters a great SATs revision and

In response to the felling of Sycamore Gap I have produced a short text with accompanying vocabulary, inference and retrieval questions. This resource can be adapted to suit KS2 and is most appropriate for Years 5 and 6.

*This resource is complete an only requires Youtube This resource includes A detailed powerpoint for each lesson Activity sheets for each lesson Success criteria for books Youtube links for teaching SPAG Model Texts Lesson 1: Vocabulary - writing a Kenning Lesson 2: Generating pace using linguistic devices and planning voice-over Lesson 3: Drafting using layout and linguisitic devices to create pace, tension and suspense (focus on semicolons and colons) Lesson 4: Final draft focusing on the success criteria to edit

I have designed a whole speadsheet covering the KPIs or Assessment Criteria for Maths from EYFS to Year 6. I have included code to make assessment and monitoring is easy. When the strand is taught double click the KPI/ Assessment cell once to turn the cell red if the child had struggled, Double Click twice to turn in amber if they have some understanding and double click three times to show the child is secure.

Editable learning mat for KS1 topics including; Who am I?, What makes me, me? and People and Animals. Knowledge organiser designed to scaffold learning and provide new vocabulary to your topic. A knowledge organiser is a set of key facts or information that pupils need to know and be able to recall in order to master a unit or topic. Provide the children with the knowledge organiser at the beginning of a topic or us it as a checklist of coverage. This resource is suitable for Key Stage One and EYFS. This resources includes: Vocabulary list - inspired by the hight frequency words Timeline of growth Opportunity for children to copy the spellings The 5 senses

I have created a series of lessons has been designed to increase your pupils’ word processing skills. The can be used during registration time or as stand alone lessons. One major barrier to learning I encountered when asking children to use Microsoft Word was their lack of experience using Word’s basic functions. I have broken the key elements I believe primary school children should understand down into 6 separate child-led lessons. I recommend that you first model the activities to the class and then let the children explore. This is Level 6: Symbols

As an experienced teaching SENCo I found that staff would rely heavily on my expertise before identifying the children’s need or supporting them in the classroom first. This took up a lot of my time so I created a 7 step referral process for staff to reevaluate how they approached seeking support for those pupils with SEN. Step 1: Initial Observation forms for staff to complete independently Step 2: Referral to SENCo form for staff to show observations and note concerns Step 3: SENCo 5 minute observation Form Step 4: Observation Follow Up meeting Step 5: Evaluating need. This is an excel sheet with lots of external links to free programmes and resources that can be used as internal support an intervention when external referrals are not necessary Step 6: Graduated Approach and SEN Review Form Step 7: Gathering Evidence for external referrals Step7a: Parental View form