Tactical Teaching
I hope my resources simplify your planning, give you the much needed extra hours for an improved work-life balance and take your teaching to the heights you want it to go.
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I hope my resources simplify your planning, give you the much needed extra hours for an improved work-life balance and take your teaching to the heights you want it to go.
All resources
Reaching Reluctant Readers Across the Curriculum
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
Bundle
Paragraphing Skills- Writing to Describe Bundle
What is this resource?
It is a bundle of three “Creative Writing” powerpoints that shows students how to achieve higher marks in creative writing tasks in a variety of ways
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
A set a resources for KS3 that are equally benficial for low ability English Language groups at KS4 and that can also be used with SEN or EAL classes and Literacy Suport Sessions. The resources uses sounds, visual images and writing models to support the teacher and the students
Who is it for?
KS3
KS4 (lower ability groups)
Literacy Lessons
EAL
SEN
What’s included?
Starters
A variety of activities with teaching models and guidance notes on each slide
Opportunities to write independently and work in groups and self assess to improve
Plenaries
Curriculum links?
English Language
Whole School Literacy Programmes
Literacy Support Sessions
EAL units
Practical Tips?
Notes are provided on each slide
English Department - Individual Learning Plans for KS3 and KS4 (new GCSE course)
These colour sheets can be glued into the front of students’ exercise books at the start of the year and revisited each new term when new, updated versions, can be glued into the exercise books. This is a method for tracking a student’s progress.
They’re linked to the new 2 year linear GCSE English Language and Literature courses.
It has suggested topics (i.e. programmes of study) on each IEP too if you’re a new HOD and need some guidance.
Peer Assessment - Reading Assessment Tests (includes SPaG check list)
This is suitable for all KS3 and KS4 reading assessments for Language and Literature programmes or study. It is designed to enable students to work independently when they’re marking a peer’s work without the teacher’s assistance. It includes a SPaG grid of common SPaG errors.
Writing to Inform task with new AQA Grade 8-3 criteria sheets for marking and feedback
This handy resource will enable you to set this Writing to Inform task for HW or as a timed writing task in class. It does require some preparation from the student and should be used as a Formative Assessment task after the genre has been taught.
Suitable for KS4 or for an advanced KS3 group
Year 11 - English Curriculum Map
This year long Programme of Study is based on a study of the new linear GCSE English Course. This long term plan reflects the new GCSE Linear Exam Assessment Objectives.
Students will be assessed on:
Responding to GCSE fiction and non-fiction text extracts exploring creative writing based upon GCSE literary non-fiction text extracts
Exploring Shakespearean tragedy: the study ofeither Macbeth or Merchant of Venice
Exploring contemporary poetry: contemporary poetry (AQA Anthology)
The study of the 19th century novel - the teacher’s choice
Exploring and developing a viewpoint
A mock GCSE summer exams
It also includes:
activity suggestions
lesson content suggestions
exam structures
a map of the assessment objectives for the whole year
links to AQA’s GCSE exam frame and criteria
It is ideal for new HoD, departments without a HoD, or HoDs who are seeking a fresh perspective or Programme of Study.
Enjoy!
Year 9 - English Curriculum Long Term Plan
This year long Programme of Study is based on a study of the new linear GCSE English Course. This long term plan reflects the new GCSE Assessment Objectives.
Students will be assessed on:
Responding to GCSE fiction and non-fiction text extracts exploring creative writing based upon GCSE literary non-fiction text extracts
Exploring Shakespearean tragedy: the study of the rise and fall of Othello
Exploring contemporary poetry: contemporary poetry
The study of the 19th century novel: Alice in Wonderland
Exploring and developing a viewpoint
A mock GCSE summer exams
It also includes:
activity suggestions
lesson content suggestions
Exam structures
a map of the assessment objectives for the whole year
links to AQA’s GCSE exam frame and criteria
It is ideal for new HoD, departments without a HoD, or HoDs who are seeking a fresh perspective or Programme of Study.
Enjoy!
Teaching Observation Sheets for Coaching Sessions -
This resource is to assist the development of teachers in your department. The focus is on their progression as they move towards exceptional teaching skills while building a climate of learning.
The resource includes observation templates that achieve the following:
Starter and LO Observation Grid
Development Phase– Observation Grid
Plenary Observation Grid
What is Your Teaching and Learning Balance? Template
Extract from: The Perfect OFSTED Lesson (Pre Observation Checklist)
SWOT: A Post Observation Reflection
Impact on Learning Observation Grid
This is also a valid resource for developing a buddy peer observation system across the school or within departments.
The templates have been tested numeous times across the curriculum in a busy, inner London secondary school, but it could be used in any teaching sector.
Enjoy!
Whole School Target Setting Resources
For use in any department.
Suitable for NQTs or new HODs who might not have a resource bank at hand.
The pack includes:
• Peer Assessment WWW and EBI (with tick/cross SPaG grid)
• Individual Learning Plan templates with suggested targets (for the front of exercise books
• Improving spelling grid at the end of each half term
• Student Voice Survey x 2
• Termly Target Setting Sheet (including Teacher’s Comment section)
• SWOT analysis template
SPaG grid tick sheet for exercise books - Student Self Assessment Resource
This is a SPaG grid that’s a simple tick sheet that students can glue into their exercise books each term (or half term) to show their progress across the literacy skills. It is designed to be a student self-assessment resource.
New GCSE (Grade 4-9) Persuasive technique bank for students (Useful for independent work/HW tasks)
The Worksheet contains 2 banks of persuasive skills.
Set 1: Basic Techniques for persuading your audience for hitting Grade 4-6 (new GCSE) and Set 2 includes more advanced Techniques for persuading your audience for hitting Grade 4-9 (new GCSE).
Useful for independent work/HW tasks for KS3 and KS4.
Persuasive Writing Self-Assessment Activity - includes FAR marking strategies
Suitable for KS3 and KS4.
This resource is suitable as a criteria sheet that students can use to achieve their persuasive writing targets. They can keep re-visiting the sheet for HW tasks too throughout the year (if it’s glued into their exercise books).
The key strategy governing the activity is that students are taking charge of their own progress and learning to be independent learners as the criteria sheet is an important tool in their learning toolbox.
The activity also deploys FAR marking techniques.
Persuasive Techniques Cart Sort (plenary/starter/competitive group game like SNAP)
This resource can be used in many ways: plenary, starter, or as a competitive group game. You could also hide the clues around the room.
It’s a fun way to learn a lot a techniques in one lesson.
AQA (new 2015 Spec) Task Bank for Writing to Argue, Persuade and Advise (with 2 extension tasks)
These are 8 topics (a mixture of argue, persuade and advise tasks) with slightly differentiated planning proformas for each question so students can work independently.
Suitable for KS4 classes or accelerated KS3 classes.
AQA - Paper 2: Writer’s Viewpoints and Perspectives - Student Self-Assessment/ Reflection Sheet
This sheet can be used as an in-class self assessment after a mock of AQA’s “Paper 2: Writer’s Viewpoints and Perspectives” or as a HW task after the Mocks.
AQA - Paper 1: Explorations in Creative Reading and Writing Student Self-Assessment/ ReflectionSheet
For the post Mocks period.
This sheet can be used as an in-class self assessment after a mock of AQA’s “Paper 1: Explorations in creative reading and writing” or as a HW task after a mock of AQA’s “Paper 1: Explorations in creative reading and writing”.
Poetry Comparison (Using Bloom's Taxonomy) Feedback Sheet-including FAR marking
A quick and easy way to give VERY SPECIFIC feedback without copious amounts of writing. Simply glue the sheet in under the student’s work. Tick the relevant criteria, set targets quickly and ensure the student has read your marking by getting them respond to in the student response section.
This assessment sheet is ideal for marking drafts and final copies of exam preparation essays. It can be used with KS3 and KS4.
It corresponds with the FAR marking policy = Feedback - Action -Response.
i.e.
Stage 1: The teacher gives FEEDBACK using very specific criteria which should be shared with students before the assessment takes place.
Stage 2: The teacher uses the criteria to specify which ACTIONS the student needs to take to get to the next grade.
Stage 3: The student writes a written RESPONSE to the teacher’s comments about the ACTIONS required to reach the next stage.
It’s very useful for showing progress, communicating attainment on HW or timed (in class) essays that form part of exam preparation revision.
Poetry Comparison Assessment Feedback Sheet _ FAR Marking_2018
A quick and easy way to give VERY SPECIFIC feedback without copious amounts of writing. Simply glue the sheet in under the student’s work. Tick the relevant criteria, set targets quickly and ensure the student has read your marking by getting them respond to in the student response section.
This assessment sheet is ideal for marking drafts and final copies of exam preparation essays. It can be used with KS3 and KS4.
It corresponds with the FAR marking policy = Feedback - Action -Response.
i.e.
Stage 1: The teacher gives FEEDBACK using very specific criteria which should be shared with students before the assessment takes place.
Stage 2: The teacher uses the criteria to specify which ACTIONS the student needs to take to get to the next grade.
Stage 3: The student writes a written RESPONSE to the teacher’s comments about the ACTIONS required to reach the next stage.
It’s very useful for showing progress, communicating attainment on HW or timed (in class) essays that form part of exam preparation revision.
AQA - Literature Mocks Self Assessment - 2018
This is a summary sheet that can be glued into the students’ exercise books after the Mocks. It’ll help them form targets.
Student's response and reflection on their work - before the teacher marks their work
This can be used across the school to encourage student to reflect on their literacy development and self-editing skills.
If you print two slides per 1 piece of A4 it can be easily glued in after a student has completed the work and before the teacher marks it.
It is useful for ensuring students are critically assessing their own work so they become independent learners.
Also, it’s good for showing progression if you’re planning on getting students to re-draft their work after you’ve marked it.