I use this checklist with KS3 and KS4. It's an effective tool to help students focus on the basic components of effective creative writing. It incorporates the principles of Assessment for Learning with an emphasis on self and peer evaluation. The 'Y' column stands for 'You' ( the student), the 'P' column stands for 'Peer'. I use a simple code of a Tick if it fully meets the criteria. A 1/2 mark if it only partially meets it and an X if it doesn't meet it. Students find this straightforward to use. I get them to paste in the checklist next to their written work as evidence of effective AFL. There is a space at the bottom for the peer assessor to write a TICK (what went well) and a TARGET for improvement. There is an equivalent checklist for discursive/ persuasive writing that is also available for download.

The main resource (28 pages in total) requires students to explore each chapter by addressing questions/ tasks that develop their comprehension and language analysis skills. Tasks have been carefully selected to meet KS3 Reading Assessment Focuses. Feel free to supplement with your own approach. There is a space for students to write their answers should you wish to take this approach. Questions vary in complexity. Each question is identified using Bloom's Taxonomy of learning, ranging from more straightforward comprehension questions to evaluative and analytical questions. This differentiated approach to question setting allows extension for your most able students. Questions range from inference style questions to language analysis to more creative tasks using on-line tools like CANVA. Suggested answer booklet supplied. A number of other resources are also provided: - Vocabulary worksheets and answers - Quick Quiz Questions and answers -Hot seat powerpoint and worksheet -Newspaper report writing powerpoint and peer check sheet - Speech powerpoint and student handout plus peer/ teacher assessment

This is a chapter by chapter student orientated booklet requiring students to answer a range of questions on each chapter. Questions range from thematic/ character/ setting to language based questions. The questions are comprehensive, please feel free to edit as you see fit. There's also quick quiz questions for chapters 1-8 and a new vocabulary worksheet. Finally, there’s a newspaper article with some comprehension questions.

I use this checklist with KS3 and KS4. It's an effective tool to help students focus on the basic components of effective discursive/ persuasive writing. It incorporates the principles of Assessment for Learning with an emphasis on self and peer evaluation. The 'Y' column stands for 'You' (the student), the 'P' column stands for 'Peer'. I use a simple code of a Tick if it fully meets the criteria. A 1/2 mark if it only partially meets it and an X if it doesn't meet it. Students find this straightforward to use. I get them to paste in the checklist next to their written work as evidence of effective AFL. There is a space at the bottom for the peer assessor to write a TICK (what went well) and a TARGET for improvement. The resource can be double sided – there is an explanation, with examples of AFOREST on the reverse side with an example of a student brainstorm/ introduction which the students can evaluate/ annotate should you wish. There is an equivalent checklist for creative writing which is also available for download.

This writing toolkit handout/ display covers the two genres of writing - creative and discursive. It attempts to simplify both writing styles in a student friendly format while still emphasising the importance of SPAG. I distribute it as a handout. Students have it in front of them as they write as a reminder of the key elements of both styles of writing.

Included in the this bundle: Power point on producing a speech on an aspect of Chinese culture with student worksheet and student/ teacher evaluation sheet Power point on a 'Hot Seating' activity with student worksheet Power point on a newspaper writing activity with student worksheet.

A target setting sheet that allows students to record teacher targets for Reading/ Writing / Speaking & Listening. There's a space to record their current grade/ level and then then what they want to achieve. Normally goes on the front cover of the book/file - so acts as a constant reminder of the targets for the year.

I have used this resource successfully with KS3 and KS4 classes. The focus of this resource bundle is to find out about their existing reading habits and then track and monitor their reading after the "Books I Love" reading programme has been introduced. The reading programme encourages students to read and record each reading session on the log, making a note of exact time spent reading, pages read in that time and new vocabulary acquired. Students also need to write a one line comment each time they read summing up an aspect of their reading experience. Most importantly, there is a column that the caregiver must initial each time the student has read. It provides the teacher with valuable evidence of the student's reading habit, with built in accountability as caregivers have to sight and sign the log. Hopefully it also starts a conversation between parents/ children about their reading experience. Included in this bundle: The reading survey asks them a series of specific questions about their reading habits so you get comprehensive data on the student's existing reading habit. The reading log - six pages - but I find just printing out 4 double sided can last a couple of months. Vocabulary acquisition handout. They acquire new words through using an on-line dictionary, recording it and then adding it to a sticky note with a picture. Research has shown that representing new vocabulary with a picture enables the retention of new vocabulary. This shows them the process. 'Books I Love' Reading programme - basically this introduces them to the importance of reading and keeping a reading log as well as how to acquire new vocabulary and some guidance for selecting appropriate books. There's a QR code that takes them to a user friendly on-line dictionary. Student review/ Teacher feedback form - A simple review form to capture student's thoughts on what they are reading. You can use it to set a target for the next reading session. I use these resources for EAL and native English speakers. I find it helps me to report accurately on what and how often students read. Finally - there are three levels of certificates you can award at the end of the term/ year, recognising student achievement. All the above can be edited - so you can make your own adjustments.