A Talents, Interests, Passions & Skills questionnaire for parents to inform school of their child's talents. Great for gathering information during transition from Primary to Secondary Y6 to Y7. Get to know your new students as they move to Secondary School.

Individual Educational Plan to specifically support SEND students. Use the strategies in your lessons to differentiate for SEND students. These plans were drawn up to support in Humanities lessons but would transfer to other subjects. Local Authority, Ofsted have said that is is exemplary SEND practice. I have written codes for the below areas of need. On your lesson plan write the code and the strategy number next to the initials of the child. Keep the IEPs in your teaching file with the students name on. Practical strategies that support the new SEND code of practice. Various strategies to use in lessons depending on the need of the child. Area of SEND need covered includes: SPLD Dyslexia General Literacy difficulties Dyscalculia Dyspraxia ADHD Attention Deficit and Hyperactivity Disorder BESD Behavioural, Emotional and Social difficulties including ODD Oppositional Defiant Disorder Autism Asperger Syndrome Hearing Impaired Editable file to personalise to your department.

A list of characteristics for the Bright Child or More Able/Gifted Child

Raising GCSE Grades: 25 Successful Intervention Strategies to raise attainment in school 25 ideas to use whole school to raise attainment in GCSE subjects. Strategies for SLT, Middle Leaders and classroom teachers to use to improve GCSE results.

Writing challenging lesson objectives & matching activities Use this easy to use crib sheet to writing specific lesson objectives to challenge Choose specific language to set the challenge for you lesson objectives. Suggested activities to match lesson objectives Advice for creating Learning Objectives • Have a maximum of 2 or 3 learning objectives per lesson • Always have single objectives (avoid mixing eg. Describe and explain) • Use words that allows you and the pupil to assess if the intended learning has taken place by the end of the lesson • Be specific as possible – use the trigger words (list, explain, create…) to share with pupils exactly the nature and level of the learning intended • Avoid general phrases such as ‘to know’ and ‘to be able to understand’ For all subjects

Adaptable whole school literacy across the curriculum policy Includes • Writing • Supporting struggling writers – interventions • Vocabulary • Spelling • Reading Skills • Speaking and Listening

Giant Christmas Quiz 100 Questions multi-choice with answers