As part of the continued development of good and outstanding training, and with Ofste'd focu on demonstrating progress, I have been sending out little tutorials with ideas on them to show progress. There are instructions / ideas on each with a screen template that can be copied and pasted into any lesson. There are quite a few of them to try, so please do have a look for them under 'Demonstrating Progress Miss R'. They&'re not much but designed to be quick ideas. This one is getting the pupils up and in corners.

As part of the continued development of good and outstanding training, and with Ofste'd focu on demonstrating progress, I have been sending out little tutorials with ideas on them to show progress. There are instructions / ideas on each with a screen template that can be copied and pasted into any lesson. There are quite a few of them to try, so please do have a look for them under 'Demonstrating Progress Miss R'. They&'re not much but designed to be quick ideas. This one is about getting pupils to define their outcomes.

Another set of 10 minute resources for every day of the week; includes some literacy and numeracy.

This is 4 day's worth of activities for form times. Day 5 is the assembly day. They&'re not much but day 1 is RE, Day 2 Literacy, Day 3 Numeracy and Day 4 is a quiz of some description. There may be some things for form time here for others.

With a big drive on AFL, we trialled this template to help develop a focus on regular reviews. Could give smeone an idea?

Thsi PP goes over the generic advice that students need prior to going into controlled conditions for English assessment - based on AQA guidelines.

A PP that offers some ideas of how to build mentoring into schools - can be used as a basis for your own school.

Luxemburg and Iceland Quiz\nLuxembourg and Iceland both celebrate their National Days this week and this quick quiz is ideal for form time.

I upload this onto www.vistaprint.com to make use of their free small banner and get it sent to school. Great for a massive punctuation display!

This is a full lesson (but it is likely to span over two) that uses the Edexcel specimen material for the new GCSE Language (2017) with the extract for Little Women - I have uploaded the specimen material for ease with this material. You can get the students to sit the paper and then go through the lesson with them afterwards, showing them what they should have done OR use the lesson to deconstruct a first go at the paper. This is perfect in preparation for the exam as revision or to introduce the format of the exam to the students.

This is a full 1 hour lesson powerpoint that can be used to introduce students to this poem in the AQA Literature anthology. The LO is about helping students to understand the themes within the poem, especially the extended metaphor of the fragility of life. There is a hyperlink embedded in the image on slide 2 which goes to a reading of the poem on Youtube. Each Stanza of the poem is broken down with questions probed about it that will help pupils to understand the various different layers of meaning.

This is a full unit of reading lessons that are based on the KS2/3 Glossary for the new national curriculum. The premise of each lesson is that a child's independent reading time is structured around revision of key grammar terminology from the glossary. The unit starts with a taught lesson about engaging with reading and why reading is like a journey. Lesson 2 then introduces the idea of engaging with reading and reading for pleasure. Lesson 3 introduces the term 'connotations', explaining what it means and, as children read independently through the lesson, with a book of their choice, they record three key words that have strong connotations and explain the effect of these in their reading journal. Lesson 4 introduces / revises nouns and follows the same pattern. Lesson 5 does the same with adjectives Lesson 6 with word families. Lesson 7 is a lesson that allows pupils to take one of the topics and teach the other members of the class all about that topic. Each lesson has literacy, numeracy, cooperative learning and a large focus on independent reading time in it. There is a teacher record sheet for every pupil for each teacher to record what pupils are reading in every lesson and for teachers to make notes of reading conversations that they have been holding with pupils. There is also a full scheme of work overview that ties into the new national curriculum. Every lesson has specific steps and could be delivered as a cover lesson very easily!

This is a full 1 hour lesson PowerPoint that can be used to introduce students to this poem in the AQA Literature anthology. The LO is: To understand the context and subject matter of London. There is an extensive resource sheet with this that covers the context of the poem; students are expected to read the sheet as their entry activity and then there is a whole class whiteboard quiz to check their understanding and initiate discussion. Students can then read the poem with the context in mind and see how this influences the meaning.

This is a tutorial with templates and resources on how to teach unseen poetry using a giant Jenga. The idea is that pupils come up and collect bricks and the bricks have numbers - each number relates to a quote from the poem, with a series of questions. This resource contains: The Tutorial - on how to engage all pupils with each quote; The Jenga template with hyperlinks to each brick number - each of these slides can be changed so it can be used again and again; A Writing Ladder with a model answer. The WL does not relate to any grades - it is about getting students to use the process of going up and down it. A Model answer; All of this tutorial is set up for Roald Dahl's poem 'Television', so this can be used to teach the poem to students. Students do get genuinely engaged with both the random use of Jenga and then trying to guess what the text is.

This is a GCSE booster session for the more able students that will take approximately 2 1/2 hours to deliver (2 if some of the work is given as flip learning - i.e the first tasks). It is a full powerpoint that uses all of the techniques that AQA are suggesting will help candidates to get to the 8s and 9s. It is set up, ready to be delivered and the resource booklet is also included at the end of the ppt. Aswith all of my sessions, tasks and instructions are clear and embedded so that it can be delivered as it stands. This is the first in a series of booster sessions that is targeting the more able and the others will rely on the techniques shown in this one for them to be successful. The session delivers exam technique and how to write the exam style question - it does not reteach content at all. There are WAGOLLs throughout an the focus is on a critical style of writing, references and what subject terminology is. This session could also be adapted to train teachers who are teaching top sets in GCSE Lit. Success Criteria: To know the criteria for level 6 responses (Grade 8 and 9). To understand what ‘going in and out’ of the extract means. To know how to analyse key words / phrases to Grade 8 / 9 standard. To understand the difference between quotes and references. To understand what subject terminology is. To better understand what a critical writing style is.

This is a collection of full number lessons that can be adapted for 1-9 that work through from Grade G all the way up to B grade in order to show pupils how to go from various different stages of number work. There are a series of starters, settlers, quizzes, group and independent tasks within each of these lessons and everyone of them can be adapted with minimal work. No lesson that you download will ever be the final product and this is obviously reflected in the minimal price which is designed to reflect the hours of work that you will obviously see has been put into the lessons. In factor work, the scheme covers: B · Expand the product of two linear expressions B · Factorise quadratic expressions including using the difference of two squares C · Change the subject of a simple formula C · Use simple instances of index laws to simplify and calculate the value of numerical expressions involving multiplication and division of integer powers, and of powers of a power D · Substitute positive, negative and fractional numbers into expressions such as 3x² + 4 and 2x³ D · Write expressions using squares and cubes D · Derive a simple formula, including those with squares, cubes and roots D · Factorise algebraic expressions by taking out common factors D · Multiply a single term over a bracket E · Write an expression using the four operations. E · Substitute numbers into a formula F · Simplify algebraic expressions in one or more like terms, by adding and subtracting like terms F · Understand the difference between the word ‘equation’, ‘formula’, and ‘expression’ and be able to select an equation, formula or expression from a list F · Use formulae from mathematics and other subjects expressed initially in words and then using letters and symbols G · Use notation and symbols correctly WT Use a simple flow chart with one or two operations

These are three lessons that have been used to introduce the Pre1914 literature texts for the new Edexcel Literature GCSE. Using cooperative learning techniques, students work together to create a timeline of literature that starts with the birth of Jane Austen in 1775 and ends in 1901 at the end of thee Victorian era. Through a series of tasks, students investigate the time period in order to help inform them about the different times, introducing the Romantic Period and the Byronic hero that appears in many of the novels of the time.

This is a full unit of work that: Guides a full class reading of the text Embeds language analysis throughout Embeds examplar paragraphs and practise of analytical and critical writing throughout Covers the historical period at the outset so that it can be constantly referred to Really helps students to understand the text and how to take a text apart, so builds the skills that KS3 students need for GCSE. I have uploaded PDFs of this material for free on the TES and they can all be found on these links below so, if you’re happy with them as PDFs and / or would like to look at the quality fo the resource, please do locate the free versions. You will see that they have all been highly rated by colleagues. However, all of the resources here are fully editable powerpoints, so that they can be adapted and differentiated as you require. Links to PDFs: https://www.tes.com/teaching-resource/of-mice-and-men-full-scheme-lessons-1-5-6310423 https://www.tes.com/teaching-resource/of-mice-and-men-full-scheme-lessons-6-14-6310426 https://www.tes.com/teaching-resource/of-mice-and-men-full-scheme-lessons-15-6310428

This resource includes a full Reading, Writing and Communication Policy for secondary schools, that is based on the KS2/KS3 Glossary for the National Curriculum. The SPAG terms from the glossary are split into each half term so that they can be incorporated into lessons for all teachers, across all subject areas. In this resource, there is a full overview of the policy and then 3 Glossaries - one for three of the half terms. I didn't complete the other three, unfortunately. The glossaries are to support teachers of other subjects with some of the more difficult terms. The policy includes the following: Literacy Focus: - Based on what is being taught in English (reading and Writing) Spelling Focus: - Taken from the KS2 programmes of Study Spoken Language Focus: - Basics expected at all times / in all places – taken from the KS3 strands. Some additions based on recapping KS2 and developing those in KS3 POS. Key Terms – Spread throughout the year using the Non-Statutory KS3 Glossary Central to this policy is setting up Communication Leaders in schools, where pupils with strong literacy skills are trained to support those that may need it. Therefore, also included is the full training to set this up.

This is a ppt. of 42 original slides that have been created to train drama teachers on the new section C of the AQA Drama GCSE. The materials, although used to train teachers were created so that they could be used to actually teach so, what you have in this ppt is a series of tasks that can be delivered to students so that they have a full overview of the scheme of assessment for the whole course, what the exam looks like, how it is marked and then how to tackle the section C question. There is a break down of the mark scheme and a suggested structure for how to answer with example answers that can be marked and used as a template. It would take approx. 3 to 4 lessons to teach to students.