We supply engaging and practical educational resources across a variety of settings. On our experienced team we have Primary teachers, Secondary teachers, TEFL teachers, Senior Management and Specialist Leaders of Education. Together, we aim to spread our knowledge and enthusiasm to other professionals and pupils around the world.
We supply engaging and practical educational resources across a variety of settings. On our experienced team we have Primary teachers, Secondary teachers, TEFL teachers, Senior Management and Specialist Leaders of Education. Together, we aim to spread our knowledge and enthusiasm to other professionals and pupils around the world.
This is a Functional Skills Entry Level 1 English writing resource. There are two writing tasks. In the first task, the students become newspaper reporters writing about a firework display that they have seen on Guy Fawkes Night. In the second task, they have to write to a friend to invite them to see a bonfire together.
These resources can be used as a stand-alone exam revision exercise or in a series of lessons involving Guy Fawkes Night or other celebrations.
This resource consists of a revision exercise for a Functional Skills Entry Level 2 assessment. It is for staff use, providing a topic for a discussion and a checklist to assess whether pupils have passed the test or not. Although this assessment follows the theme of Bonfire Night, it can easily be edited for any topic and used multiple times. There are two pages for this resource, one for teachers to assess multiple pupils and one for assessing one pupil which can be placed in this pupil’s file.
Please look at our other Functional Skills Bonfire Nights/Guy Fawkes resources ranging from Entry Level 1 to Level 1 and including reading, writing and speaking and listening activities.
This is an Entry Level 1 functional skills reading activity consisting of two texts with questions. The first text gives advice on how to make a bonfire. The second text is an advertisement for a Guy Fawkes Bonfire. The texts and questions are used to help the pupils improve their functional skills reading while at the same time being engaged with the themes that they deal with.
This resource consists of a revision exercise for a Functional Skills Level 1 assessment. It is for staff use, providing a topic for a discussion and a checklist to assess whether pupils have passed the test or not. Although this assessment follows the theme of Bonfire Night/Guy Fawkes, it can easily be edited for any topic and used multiple times. There are two pages for this resource, one for teachers to assess multiple pupils and one for assessing one pupil which can be placed in this pupil’s file.
This task is a formal discussion about whether late October/Early November is a good time for the people of the UK or not. It asks pupils to research Guy Fawkes Night, Halloween and Mischief Night, looking at why people do and don’t celebrate them, why some people love them and why some people do not enjoy these festivals at all.
Please look at our other Functional Skills Bonfire Night/Guy Fawkes resources ranging from Entry Level 1 to Level 1 and including reading, writing and speaking and listening activities.
This bundle contains a wide range of Functional Skills English Entry Level 2 resources. There are reading, writing and speaking and listening resources.
It is an excellent resource to help prepare your pupils for exams. You can use the resources as classroom activities, revision exercises or as homework.
A selection of reading questions that will fit any fiction book or story. There are 4 stages of difficulty for each question so they can be used as an assessment tool. They can also be used effectively in a reading session meaning that pupils have a greater choice of reading materials since you will not have to prepare different tasks on every possible book they may wish to read. They can be answered on paper by the pupil or be asked verbally by any member of staff or by parents/carers at home. Inference questions are included.
A selection of reading questions for use with any factual text or book. Each question has four stages of difficulty so they can be used as an assessment tool. The questions can be used in reading sessions or at home. The pupils can write the answers or the questions can be verbally asked by anybody. These questions mean that pupils can choose to read any book and you will be able to provide them with differentiated questions that suit.
A selection of fiction and non-fiction reading questions that will fit any text or book. The answers can be written by the pupils or the questions can be asked verbally by any other person. This could be teaching, support staff or other pupils in lessons or parents/carers at home. These questions mean that any book can be used as a teaching resource or an assessment tool and that you no longer have to find or prepare activities to fit such a wide variety of texts. Since you can select any text you wish, you can choose books that fit both the pupils reading level and their interests.
Each question has four stages of difficulty so this can also be used as an assessment tool.
This document provides tips for finding the answers to Functional Skills reading questions. It then gives 3 example reading tests where these tips are put into practice. The final text is written in made-up language, but the pupils will still be able to find the answers using the reading tips that they have learned. This is a great tool for introducing pupils to Functional Skills reading and to increasing pupil confidence.
This unit of work is an extension of the ‘All About Me’ topic. It is about ‘My Spare Time’. It consists of reading, writing and speaking + listening lessons. The reading and writing lessons are differentiated.
The lessons in this unit include:
Read about people in other people’s spare time and complete a profile about them.
Have a group discussion with other pupils telling them about the person you have read about and taking notes on the people they tell you about.
Complete a writing plan about your spare time.
Write about your spare time.
Have a group discussion telling other pupils all about your spare time and taking notes on what they tell you about their spare time.
Complete a ‘My Spare Time’ poster.
This unit of work is an extension of the ‘All About Me’ theme. It is about the people in your life. It includes reading, writing and speaking and listening lessons. The reading and writing lessons are differentiated. The lessons in the unit include:
Read about people in Eric’s life and complete a profile about them.
Have a group discussion with other pupils telling them about the person you have read about and taking notes on the people they tell you about.
Complete a profile about someone in your life.
Write all about this person.
Have a group discussion telling other pupils all about your person and taking notes on what they tell you about their people.
Complete a ‘People In My Life’ poster.
This presentation should be taught as an introduction to the All About Me: Unit 2 - Settings In My Life unit of work. It introduces the idea of settings and how to describe them.
This bundle includes all 4 Units of work for the popular All About Me topic. They include differentiated reading, writing and speaking + listening lessons. The four units each comprise of a series of lessons and together they can be used for a whole term’s work.
The units in this bundle are:
All About Me
The People In My Life
Settings In My Life
My Spare Time
This is a U.W.C Stage 1 Women’s Division challenge match. Pupils write using capital letters as they face Captain Capital.
The Ultimate Writing Championship is a scheme of work designed to both improve pupils’ writing skills and to raise their writing engagement. There are 4 stages in this series, beginning with the very basics like writing on the line and leading up to higher level skills such as using metaphors and punctuating speech. In each Stage pupils work through a series of challenges in their quest to win the Stage Title.
This is a U.W.C Stage 1 Women’s Division challenge match. Pupils write on the line as they face Olga Onaline.
The Ultimate Writing Championship is a scheme of work designed to both improve pupils’ writing skills and to raise their writing engagement. There are 4 stages in this series, beginning with the very basics like writing on the line and leading up to higher level skills such as using metaphors and punctuating speech. In each Stage pupils work through a series of challenges in their quest to win the Stage Title.
This is a U.W.C Stage 1 Women’s Division challenge match. Pupils write using capital letters and full stops as they face The Sentencer.
The Ultimate Writing Championship is a scheme of work designed to both improve pupils’ writing skills and to raise their writing engagement. There are 4 stages in this series, beginning with the very basics like writing on the line and leading up to higher level skills such as using metaphors and punctuating speech. In each Stage pupils work through a series of challenges in their quest to win the Stage Title.
This resource is the pupils’ challenger record for Stage 1 of the Men’s Division in The Ultimate Writing Championship. Pupils chart their progress, dating their achievements in their quest for the Stage 1 Title.
This is a U.W.C Stage 2 Women’s Division Tag Team Title match. Pupils work together to write and hit all the Stage 2 targets as they face The Queens Of Cool.
The Ultimate Writing Championship is a scheme of work designed to both improve pupils’ writing skills and to raise their writing engagement. There are 4 stages in this series, beginning with the very basics like writing on the line and leading up to higher level skills such as using metaphors and punctuating speech. In each Stage pupils work through a series of challenges in their quest to win the Stage Title.
The Ultimate Writing Championship is a scheme of work designed to both improve pupils’ writing skills and to raise their writing engagement. There are 4 stages in this series, beginning with the very basics like writing on the line and leading up to higher level skills such as using metaphors and punctuating speech.
In each stage, there are a series of challenges. Each challenge is represented by a character who the pupil is write fighting against. These challenge fighters have names like Nikolai Onaline and Comma McGregor. It is the pupil’s goal to complete the challenge and win the contest. These challenges focus on 1 or 2 writing skills and the pupils are graded on these skills alone. For example, if the skill assessed is using varied sentence openings, they will lose the match if they use no varied sentence openings, draw if they use only 1, win on points if they use 2-3 and win by knockout if they use 4 or more. The pupils will then add their result to their challenger series record. In each stage, once the pupil has successfully completed all the challenges (or the teacher feels that they have mastered the level), they can attempt to win the Stage Title by write fighting against the stage champion. This is a writing task in which all the skills at that level are assessed and the pupil has to score a certain total of points to win the belt.
Once the pupil has won the title, you can reward them with a certificate and/or title belt and add their name to the Hall Of Fame. They can defend the title by completing the stage title match challenge again. They can now count the number of successful title defences they have had. Once they have successfully defended the Stage title many times, they have completed that stage and can move onto the next stage.
Pupils can also compete for Stage Tag Team Titles in a tag team, writing together with other pupils and/or members of staff.
The texts the pupils write are supposed to be short, except when the pupils work at the higher levels. The topic of the texts is up to the pupil or staff. They can be about anything. They could be about something to do with the lesson (including subjects other than English), or it could be left up to the pupil themselves. The fact that the pupil is assessed on only a specific skills, means that they themselves focus on that skill and improve in that area.
The U.W.C scheme can be used in literacy hour lessons, as a stand-alone lesson, or as extension work. It can be used in English lessons or in other lessons around the school, therefore promoting literacy across the curriculum. Pupils can spend some time writing about what they have learned in history for example, at the same time attempting a U.W.C challenge. It is also a good way of giving pupils the opportunity to work on their individual writing target around the school, matching their target to the appropriate challenge.
Pupils love winning titles and all pupils can win one, especially if they work in a mixed-ability tag team. Many school award pupils title belts that they are allowed to parade around the school after winning or defending a title. The U.W.C scheme raises writing engagement with pupils who normally do not enjoy writing because they do enjoy winning and therefore achieving.
The Ultimate Writing Championship scheme was predominately aimed at raising boys’ writing engagement with its links to combat sports. However, its popularity with girls means that there is now a Women’s Division of the U.W.C. We hope that more pupils and teachers benefit from the expansion of our series and enjoy write fighting.
This bundle contains all the resources for the Stage 2 Women’s Division.
The Ultimate Writing Championship is a scheme of work designed to both improve pupils’ writing skills and to raise their writing engagement. There are 4 stages in this series, beginning with the very basics like writing on the line and leading up to higher level skills such as using metaphors and punctuating speech.
In each stage, there are a series of challenges. Each challenge is represented by a character who the pupil is write fighting against. These challenge fighters have names like Nikolai Onaline and Comma McGregor. It is the pupil’s goal to complete the challenge and win the contest. These challenges focus on 1 or 2 writing skills and the pupils are graded on these skills alone. For example, if the skill assessed is using varied sentence openings, they will lose the match if they use no varied sentence openings, draw if they use only 1, win on points if they use 2-3 and win by knockout if they use 4 or more. The pupils will then add their result to their challenger series record. In each stage, once the pupil has successfully completed all the challenges (or the teacher feels that they have mastered the level), they can attempt to win the Stage Title by write fighting against the stage champion. This is a writing task in which all the skills at that level are assessed and the pupil has to score a certain total of points to win the belt.
Once the pupil has won the title, you can reward them with a certificate and/or title belt and add their name to the Hall Of Fame. They can defend the title by completing the stage title match challenge again. They can now count the number of successful title defences they have had. Once they have successfully defended the Stage title many times, they have completed that stage and can move onto the next stage.
Pupils can also compete for Stage Tag Team Titles in a tag team, writing together with other pupils and/or members of staff.
The texts the pupils write are supposed to be short, except when the pupils work at the higher levels. The topic of the texts is up to the pupil or staff. They can be about anything. They could be about something to do with the lesson (including subjects other than English), or it could be left up to the pupil themselves. The fact that the pupil is assessed on only a specific skills, means that they themselves focus on that skill and improve in that area.
The U.W.C scheme can be used in literacy hour lessons, as a stand-alone lesson, or as extension work. It can be used in English lessons or in other lessons around the school, therefore promoting literacy across the curriculum. Pupils can spend some time writing about what they have learned in history for example, at the same time attempting a U.W.C challenge. It is also a good way of giving pupils the opportunity to work on their individual writing target around the school, matching their target to the appropriate challenge.
Pupils love winning titles and all pupils can win one, especially if they work in a mixed-ability tag team. Many school award pupils title belts that they are allowed to parade around the school after winning or defending a title. The U.W.C scheme raises writing engagement with pupils who normally do not enjoy writing because they do enjoy winning and therefore achieving.
The Ultimate Writing Championship scheme was predominately aimed at raising boys’ writing engagement with its links to combat sports. However, its popularity with girls means that there is now a Women’s Division of the U.W.C. We hope that more pupils and teachers benefit from the expansion of our series and enjoy write fighting.
This bundle includes all the resources for The Stage 1 Women’s Division.
