Used this resource in class this week - works with fantastic results when students asked to complete second draft using 'Effective Connectives' - found a full table of these online and projected it. The difference between the Year 7 first-draft response compared to the second draft, incorporating 'and' highlighting the connectives was amazing in terms of the fluidity of their writing. Currently using with Year 7's so they can achieve a snapshot of the entire storyline. First-page summary used for shared classroom reading. Then in pairs the students describe their own understanding of the story. They then feed this information back to the whole class. Then tackle a first draft - summary writing in their own words. Finally, they complete a final draft of the summary, introducing connectives. A four-page resource, printing double-sided 2 pages. Very effective to achieve an general understanding of the novel through writing and discussion, not solely through reading.

A read and respond resource. Whole Book Summary in a single-page. Student chooses eight items to banish from the current system/reality then narrow down to two and describe in a table the full reasons to support their choices. Then: Fourteen items to take to new planet. Then: A4 page response relating to the student thoughts on ‘whole’ book summary.

Identify sentence types then complete the table by creating three of your own of each type.

A nine-page resource, prints as five-page double-sided. Initially discusses Sir Robert Walpole's 'The Castle of Otranto', then mentions modern-day books influenced by this genre, such as the Twilight series. Provides a template of an 'ancient book' so the students (suited more to KS3) can create a cover/title and a synopsis. The pages then contain 'gargoyles' to suggest the student plans their own Gothic Story and complete this within the lined-pages provided.

Used in class with all year groups. Effective because the student can file the sheets in a specific order and review their progress. The sheet provides an alternative to often messy alterations within exercise books and helps the teacher maintain a working file to allow Ofsted the opportunity to see valid attempts made by student and teacher to develop SPaG. Can also be used as a lesson starter/end or a homework sheet.

A study-support resource. I have used this with all year groups so students can document particular websites/sources and capture/document information they find at the sites. I find that by using a well set-out resource, it keeps them 'on-task'. It also acts as an excellent reference tool, when filed or kept inside of their books. This resource is four-page A4, containing 12 individual boxes and can be extended to suit. I find that the four-pages is enough 'per-task', e.g. per Book/Play/Poem.

A six-page resource used with Year 8's, 9's and 10's exploring questions the students discuss and then research in response to. Can be used alongside the Timeline resource by the same author.

A single page resource with general description of metonymy (me-tony-my) and its uses.

An A-Z of 44 poetry forms and types; techniques and figures of speech; rhythm and meter. The resource is set out in a table across four page, so can print as a two page, stapled document with front title sheet.

Three media extracts. Read and respond with 6 key facts and write a summary using connectives. Elephant seeks out human help. Scientists create brain machine. Students discover new planet.

A piece of writing intended as a study piece to generate discussion. Can be used as a poster. Could be used alongside Desiderata, to compare. The Lead Your Life piece was written in 2015 by Tor Alexander Bruce.

Generic resource for capturing and logging information from discussion with student(s).

A two-page resource analysing three student responses to Heart of Darkness (1902) by Joseph Conrad – later developed as ‘Apocalypse Now’, a film (1979) and a documentary ‘Hearts of Darkness’ (1991) by the Director Francis Ford Coppola. The student is asked to read the extract and respond in their own way to identifying language features, incorporating connectives within their own draft(s).

NUTRITION PROJECT: Since childhood you have consumed foods that were initially prepared for you. Now that you are developing, you are becoming responsible for making your own choices. These ‘nutrition-options’ will be carried in to adulthood, where a whole range of diseases and disorders await you, each one of these with direct and scientifically-proven links to your diet. By enhancing your awareness of certain foods and gaining an understanding as to how these items are created, marketed and make their way in to your fridge, your cupboards and on to your plate, you can improve your chances of reducing and even eradicating certain ailments associated with the consumption of the ‘wrong’ types of foods. This project will put YOU in the driving seat. Your destination, is an improved sense of well being.

Poster.

A study document highlighting a range of innovative techniques and classroom additions/resources used in what could become an 'alternative' inspection focus within classroom settings. There are 34 Performance Indicators linked to a learner-focussed environment and linked to a range of items including: Emotional Intelligence; Zero Isolation; Healthy Students; Environmental Awareness and Child Abuse (Confidence in Reporting). This resource was designed in line with discussions had with a range of inspectors across a variety of education settings, from Primary to Secondary, SEN, Post-16 and in community-based training settings. The comments as feedback on the resource from inspectors was 'excellent'.

Used with Year 9's this week as a handout in class to show them the literature options at a glance which led to discussion on reasons for departmental choices on each book, play and poetry cluster. Then used to form an interesting group talk based on government dictatorship and freedom of choice, versus what would be the situation in a country with no centralised government. Includes a single lined sheet for student notes.

Resource shows one example I have filled in and one blank after this - 2 pages. Any school logo can be attached. This was first introduced at a West-London High School where students I was teaching had low-esteem and needed tasks based on who they were as individuals, i.e. to get then develop their interest in the subject before they could tackle curriculum-based work. I developed it as a means of allowing face-to-face communication to discuss 'their' interests and I based the assignment(s) on this. When a 1000-2000 word assignment is returned to you, with Harvard-referencing notes and a proud, smiling face, by a student who, previously, didn't attend school, it kind of has one questioning whether 'personalised' subject matter can 'still' hit the assessment criteria and create a more harmonious environment. LIMITED /MANDLESHTAM BASIC AWARENESS IDEAS FORMING/SIMPLE VALID ATTEMPT APPROPRIATE/SOME CLARITY ACCURATE/ ORGANISED RELEVANT/ CONSISTENT CLEAR/ EFFECTIVE CONSISTENT, DETAILED, DEVELOPED CONFIDENT/LACKS ORIGINALITY PERCEPTIVE/JUDICIOUS SOPHISTICATED

This resource was used from a discussion with Year 10's who watched the PP 'Insight - A Writer'. This led to them describing how they felt they were not engaged enough in 'free-writing'. Each student then used a single page resource the same as this to express their thoughts, with some fantastic conversational results and some very interesting and quite often abstract subject material.

The student is asked to look at and discuss the photograph, taken on San Gregorio beach in California. The student is asked to describe their own trip overseas, where they can visit any destination. Useful if this can lead to a discussion relating to the 'wider' geographical picture and lead to some form of research. Additionally helpful if the student can identify their own homeland and find this on a map.