This resource is a blank simple visual plan for a sensory circuit with alerting, organising and calming phases that can be personalised for a particular student. Sensory circuits can be used at the start of a day or session with students who need this kind of activity to transition into the learning environment. Sensory circuits can also provide a useful refocus and reset break for students at any point in the school day. They are often recommended by occupational therapists for students with neurologically typical development such as ASD or ADHD or a sensory processing disorder.

This resource has all of the sensory circuits and arrival planners in one document for ease. It includes the set and blank plans for adults to use with students who need support with transition into school or sensory processing throughout the school day.

This now and next board can be used to plan with a student what activities they will do. It is designed to be used with the plan-do-review approach and includes a prompt to review the learning that happened as a result of the activities undertaken. It is particularly appropriate for use with neurologically atypical students or those who struggle to engage with adult directed learning.

There is a well-established tradition in primary schools of using Christmas adverts as a context for literacy work. This pack contains materials to support using one advert to review students’ comprehension, vocabulary and writing skills at the end of the autumn term, giving them an opportunity to apply all they have learned since the start of the year. Activities are provided in a range of formats to allow them to be adapted and appropriate for a range of students. This pack contains: • Comprehension task • Retrieval comprehension task • Response comprehension task • Vocabulary task • Letter writing activity

There is a well-established tradition in primary schools of using Christmas adverts as a context for literacy work. Christmas adverts provide an accessible way for students to review and demonstrate literacy skills as most students can access the text. They are also motivating as students often recognise them – which is why one of this year’s Christmas adverts has been included in the pack. This pack contains materials to support using 5 different adverts to review student’s comprehension, vocabulary and writing skills at the end of the autumn term, giving them an opportunity to apply all they have learned since the start of the year. For each of the adverts you will have: • Comprehension questions appropriate for students at 3 different levels – with answers at the end of the pack • A vocabulary development activity • A follow up writing activity. Text types covered include narrative, letter, diary, instructions, and review. Activities are provided in a range of formats to allow them to be adapted and appropriate for a range of students. The selected adverts included are: John Lewis – Bear and Hare 2013 Sainsburys – Christmas Truce 2014 Sainsburys – Mog’s Christmas Calamity 2015 John Lewis – Edgar the Excitable Dragon 2019 Lidl – Find the way back home 2023

There is a well-established tradition in primary schools of using Christmas adverts as a context for literacy work. This pack contains materials to support using one advert to review students’ comprehension, vocabulary and writing skills at the end of the autumn term, giving them an opportunity to apply all they have learned since the start of the year. Activities are provided in a range of formats to allow them to be adapted and appropriate for a range of students. This pack contains: • Comprehension task • Retrieval comprehension task • Response comprehension task • Vocabulary task • Diary writing activity If you would like similar activities for other Christmas adverts as well - do look at the booklet in my shop which has activities for 5 adverts including this one. You can see it at https://www.tes.com/teaching-resource/christmas-advert-comprehension-vocab-and-writing-pack-12946279

This booklet includes a sequenced and comprehensive resource to cover the KS2 History study of the Stone Age and Prehistoric period in Britain. This booklet covers: • Chronology • Ice Age animals • Stone Age settlement • Development of farming • Study of Stonehenge • Beginning of use of metal and the Bronze Age • Cave art and early writing • Sources of evidence • Dangers in the Stone Age • 2 Review activities It is presented in booklet form to be an inclusive resource for students at lower key stage two. Many secondary schools use booklets to sequence and scaffold learning for students, but this approach is less common in primary schools. I was interested in how this format might be used to make history more accessible and to ensure that it is history rather than writing that is being developed. All the information is recorded for students, and they are encouraged to interact with it to develop recall and understanding. There is a very limited requirement to record in writing – other methods have been used so that the historical thinking is key rather than writing skills. Working through the booklet does require literacy skills in that there is a level of reading required. This may be something that a teaching assistant can work on with a student who needs support – but it is also recognised that often this support is not available for subjects such as history. Therefore, the reading level has been managed so that an alternative way of using the booklet would be with peer support. Pairing a students of differing literacy skills would allow for peer support. Both students will be able to record in the same way so there will be no obvious difference in outcome which is positive for self-esteem – but the additional independent reading experience and challenge will be positive for the student who is the stronger reader in the partnership.

Rather than buy an activity guide for each novel that you study – how about trying one booklet of activities that you can apply to any novel? Whole class novel study is now one of the main ways in which reading is taught through guided reading and comprehension work. This booklet is designed to give teachers a range of activities that they can use alongside these lessons. They can be applied to which ever novel is being studied and used to give students a scaffolded way of recording the thinking and learning that they have done in lessons. There are: • 12 Character study activity pages • 12 Setting study activity pages • 12 Vocabulary study pages • 8 Plot and Chapter study activity pages • 10 Whole Book study activity pages The activities very in the amount of formal written recording needed to allow for adapted provision addressing the same learning. There are also structure strip based pages to provide scaffolding support for more developed written work for those students that need this.

This resource has 20 vocabulary related activities that can be used in English lessons or across the curriculum to develop good approaches to working with new and challenging vocabulary. It includes single word study and word collection activities. They can be put into presentations for sharing with the whole class or printed as activities for students to work on. They will help develop good reading strategies for approaching vocabulary as well as model ways of working with word choice when writing.

This is a fully editable PowerPoint presentation that you can personalise for use in your school – but designed to needs as little updating daily as possible. These start of the day slides include: • Share the plan for the day. • Soft start/ Registration activities: • Reading for pleasure • Target Time - prompting students working on personal targets/ intervention booklets etc to spend some time on these • Finish First – prompting students with tasks they have not completed to get these done in this time. Staff may leave books/ work out for students ready. • Daily challenge activity – which can be updated with minimal editing. This box is highlighted to make it easy to pick out. • Me-time moment – a calming and self-regulation activity for each day. • Random Act of Kindness – a prompt to do something positive for your peers each day.

An accessible way for students to show the phonics knowledge they have learned. They are presented with visual multiple-choice options that they can select using computer/laptop, touch screen or adapted input device. The presentation gives the student instant feedback and prompts them to retry any incorrect responses. This presentation covers the third set of initial sounds students might learn – Mdgock. It has 2 levels of challenge within the presentation. The first set of slides gives students 2 choices and from slide 20 there are 3 options to choose from. The activity could be done independently. It can also be done with a supportive adult voicing elements for the student. I recommend voicing the sound for the letter/ grapheme and say the options for the student where the activity is being used for teaching. Where it might be used to assess what has been retained – the adult might not voice the sound but voicing the options for the student. Whilst this was designed with making phonics accessible for SEND students in mind – it can also be used with any student learning phonics who engages well with interactive formats.

An accessible way for students to show the phonics knowledge they have learned. They are presented with visual multiple-choice options that they can select using computer/laptop, touch screen or adapted input device. The presentation gives the student instant feedback and prompts them to retry any incorrect responses. This presentation covers the second set of initial sounds students might learn – eurbhf. It has 2 levels of challenge within the presentation. The first set of slides gives students 2 choices and from slide 20 there are 3 options to choose from. The activity could be done independently. It can also be done with a supportive adult voicing elements for the student. I recommend voicing the sound for the letter/ grapheme and say the options for the student where the activity is being used for teaching. Where it might be used to assess what has been retained – the adult might not voice the sound but voicing the options for the student. Whilst this was designed with making phonics accessible for SEND students in mind – it can also be used with any student learning phonics who engages well with interactive formats.

An accessible way for students to show the phonics knowledge they have learned. They are presented with visual multiple-choice options that they can select using computer/laptop, touch screen or adapted input device. The presentation gives the student instant feedback and prompts them to retry any incorrect responses. This presentation covers the fourth and final set of initial sounds students might learn – jlqvwyxz. It has 2 levels of challenge within the presentation. The first set of slides gives students 2 choices and from slide 26 there are 3 options to choose from. The activity could be done independently. It can also be done with a supportive adult voicing elements for the student. I recommend voicing the sound for the letter/ grapheme and say the options for the student where the activity is being used for teaching. Where it might be used to assess what has been retained – the adult might not voice the sound but voicing the options for the student. Whilst this was designed with making phonics accessible for SEND students in mind – it can also be used with any student learning phonics who engages well with interactive formats.

An accessible way for students to show the phonics knowledge they have learned and begin to engage with blending sounds together into cvc words. They are presented with visual cue and then two written options that they can select from using computer/laptop, touch screen or adapted input device. The written words have sound buttons underneath to use as a teaching aid. The presentation gives the student instant feedback and prompts them to retry any incorrect responses. This presentation has 5 sections – one for each vowel as a medial sound and there are 6 items in each section giving 30 cvc words to work on overall. Students could work on just one section or complete the whole activity. The activity could be done independently. It can also be done with a supportive adult voicing elements for the student. I recommend voicing the visual cue and then either the student reads the written choices – or if an adult is voicing them to do so as separate sounds that the student then blends to say or know the word. Whilst this was designed with making phonics accessible for SEND students in mind – it can also be used with any student learning phonics who engages well with interactive formats. It would also make a game that can be used in group or class sessions.

An accessible way for students to show the phonics knowledge they have learned. They are presented with visual multiple-choice options that they can select using computer/laptop, touch screen or adapted input device. The presentation gives the student instant feedback and prompts them to retry any incorrect responses. This presentation covers the initial sounds students learn – satpin. It has 2 levels of challenge within the presentation. The first set of slides gives students 2 choices and from slide 20 there are 3 options to choose from. The activity could be done independently. It can also be done with a supportive adult voicing elements for the student. I recommend voicing the sound for the letter/ grapheme and say the options for the student where the activity is being used for teaching. Where it might be used to assess what has been retained – the adult might not voice the sound but voicing the options for the student. Whilst this was designed with making phonics accessible for SEND students in mind – it can also be used with any student learning phonics who engages well with interactive formats.

This booklet is a pre- prepared resource to support work on spelling half of the Year 5 and 6 National Curriculum spelling words. It can be used with the plan for delivering precision teaching as an intervention. Precision teaching is often recommended as a strategy to assist students in learning to recall spellings with automaticity or fluency. Educational psychologists will sometimes suggest this approach for students with a dyslexic profile who need to use long term memory to support their phonological processing. Study of the words should be done in line with a school’s phonics scheme approach to tricky or exception words.

This booklet is a pre- prepared resource to support work on spelling the other half of the Year 5 and 6 National Curriculum spelling words. It can be used with the plan for delivering precision teaching as an intervention. Precision teaching is often recommended as a strategy to assist students in learning to recall spellings with automaticity or fluency. Educational psychologists will sometimes suggest this approach for students with a dyslexic profile who need to use long term memory to support their phonological processing. Study of the words should be done in line with a school’s phonics scheme approach to tricky or exception words.

This booklet is a pre- prepared resource to support work on spelling the other half of the Year 3 and 4 National Curriculum spelling words. It can be used with the plan for delivering precision teaching as an intervention. Precision teaching is often recommended as a strategy to assist students in learning to recall spellings with automaticity or fluency. Educational psychologists will sometimes suggest this approach for students with a dyslexic profile who need to use long term memory to support their phonological processing. Study of the words should be done in line with a school’s phonics scheme approach to tricky or exception words.

This booklet is a pre- prepared resource to support work on reading half of the Year 3 and 4 spelling words. It can be used with the plan for delivering precision teaching as an intervention. Precision teaching is often recommended as a strategy to assist students in learning to recall or decode reading words with automaticity or fluency. Educational psychologists will sometimes suggest this approach for students with a dyslexic profile who need to use memory to support their phonological processing. Study of the words should be done in line with a school’s phonics scheme approach to tricky or exception words.