Created to support comparison skills for English Language revision. Students will have the texts, question and structured support so can complete such tasks independently. This could also be used in the run up to exam periods as part of a lesson plan. I have recently uploaded the resource onto my school online learning platform for students to access from home, also. It is designed for the Edexcel syllabus but could easily be adapted for any other exam board.

As an SEN English teacher who trained in an autism base, I know how challenging it can be to differentiate for the needier pupils in your group. As a result of this, I frequently use the concept of task card/board in order to help structure pupil understanding. It is a simple yet effective way to scaffold their lesson and deescalate any anxieties in relation to expectations. They can be used discretely with individuals as a handout and differentiated accordingly, used for students on differentiated timetables or even as a whole class structured PowerPoint, for lower ability groups. I have collaborated 4 of my most successful examples that can be adapted to suit the needs of any pupils you may teach. NQTs and experienced teachers alike would benefit from using similar structures in their classrooms.

Created to support English Literature revision. Students will have the text, question and structured support so can complete such tasks independently. The questions are worded as though to mimic the actual exam paper. This could also be used in the run up to exam periods as part of a lesson plan. I have recently uploaded the resource onto my school online learning platform for students to access from home.

Created to support English Literature revision. Students will have the texts, question and structured support so can complete such tasks independently. The questions are worded as though to mimic the actual exam paper. This could also be used in the run up to exam periods as part of a lesson plan. I have recently uploaded the resource onto my school online learning platform for students to access from home.

Although originally created for a year 10 SEN group, this PowerPoint is literacy based and therefore useful across the key stages. The lesson is based around developing adjective vocabulary and offers clear structure and expectations in a simple and visual way.

Created to support English Language revision - evaluation skills. Students have the texts on the PPT and an example question so they can complete this task independently. This could also be used in the run up to exam periods as part of a lesson plan. I have recently uploaded the resource onto my school online learning platform for students to access from home, also.

Created to support English Literature revision. Students will have the texts, question and structured support so can complete such tasks independently. The questions are worded in a way that mimics the structure of the actual exam paper. This resource could also be used in the run up to exam periods as part of a lesson plan. I have recently uploaded the resource onto my school online learning platform for students to access from home.

Created to support English Language revision - creative/narrative writing. Students will have questions designed/structured as though to mimic the actual exam paper. This could also be used in the run up to exam periods as part of a lesson plan. I have recently uploaded the resource onto my school online learning platform for students to access from home.

Created to support English Literature revision. Students will have the texts, question and structured support so can complete such tasks independently. The questions are worded as though to mimic the actual exam paper. This could also be used in the run up to exam periods as part of a lesson plan. I have recently uploaded the resource onto my school online learning platform for students to access from home.

A structured lesson with task board and resources, this PowerPoint gives your GCSE students a step by step process to responding to an exam style question. It is simple yet effective and can be used for baseline, revision or data collection purposes. Due to the additional resources, it is also easily adaptable for differentiation purposes.

What is a tin and why is it used? This was used as an introductory lesson for a middle/higher ability year 7 group. The purpose was to introduce the novel slowly, using skills of inference and deduction. As part of this lesson, students explored real life, label free tinned items - they used their skills of inference/deduction to determine the contents. This selection of resources also includes a metaphor starter activity and assessment materials for the end of topic.

This scheme of work is designed for an SEN GCSE group, in order to engage them in the concepts of text type variety. This is to be a structured introduction, so as to prepare them for future English Language exam skills, such as transactional writing. In addition to the SOW overview, there are 5 example PPTs and some supporting resources, all of which have been tried and tested by a SEN GCSE group.

An sample question for the Literature, Paper 2 - Jekyll and Hyde. It is written using exam style wording for the intention of revision/exam practise. This could be used as a whole lesson (GCSE cover/revision) or as an additional homework task.

During preparations for their impending GCSE English exams, I created a pupil voice questionnaire in order for individuals to have the opportunity to share requests for revision resources - this way, the results could be used as a guide for the department staff, in their final lessons/revision sessions.

These resources are a small selection that I have used and adapted across the many SEN settings, in which, I have worked. There are two social stories and a listening visual aid (instruction card) - created originally as part of a social communication programme. They were used with KS1 and KS2 students for the most part but they can also be adapted to suit KS3 autism/SEBD.

This grid can be used in many ways; I use it for on-going schemes of work as an AFL tool. It can be incorporated into starters/plenaries for structure or adapted according to your pupils’ needs. I find it incredibly useful to use WWW/EBI and with the additional ‘next step’ column, this provides further opportunities for pupil led learning outcomes. As a teacher who works in various different faculties within my setting, this tool is a good way to create assessment/data collection consistency, in a cross-curricular environment.