These four resources are used to help students to use different types of punctuation. There a variety of activities for using question marks, commas in a list, exclamation marks and for punctuating speech. Pupils are also encouraged to use capital letters and full stops correctly. These resources can be used as class activities, as extension work or as homework.

There are six writing resources in the pack that are aimed at helping pupils to punctuate sentences correctly using capital letters and full stops. It ranges from them being giving simple sentences with no punctuation that they have to edit, to the pupils writing a short well punctuated paragraph independently. The resources include strong visual images that provide a stimulus for all pupils and are also especially beneficial for more visual learners. These resources can be used as class activities, as extension work or as homework.

In these resources, pupils are given visuals and some words and are asked to use them to create a simple sentence using a conjunction/connective. They are expected to use capital letters and full stops correctly and to choose additional High Frequency words and spell them independently. They are asked to repeat this process with different visuals and words a variety of times. This is the first step in preparing pupils to write sentences while using conjunctions/connectives. The images help more visual learners and the given words provide ideas for what to write about and structure. These resources can be used as a class activity, as extension work or as homework. There are five resources to use when you choose this download. The conjunctions/connectives included are and, when, but, so, + because.

In these resources, pupils are given visuals and some words and are asked to use them to create a simple sentence. They are expected to use capital letters and full stops correctly and to choose additional High Frequency words and spell them independently. They are asked to repeat this process with different visuals and words a variety of times. This is the first step in preparing pupils to write sentences. The images help more visual learners and the given words provide ideas for what to write about and structure. These resources can be used as a class activity, as extension work or as homework. There are two resources to use when you choose this download.

This is a resource that helps pupils to learn how to read and spell the months of the year using a collection of auditory, visual and kinaesthetic activities. The powerpoint introduces the words with a series of slides that include the word for each month of the year and a selection of images that represent that month. These images include special events that take place in that month. The pupils can therefore also learn about these events and they will associate these images with the month. The teacher can say these words as they flick through the slides and get the pupils to repeat them to induce a rote style of learning. They can also flick quickly through the slides and when they stop, ask certain pupils to read the word. This is good for differentiation as teachers can stop suited to the targets of the individual pupils who they question. After this there are some kinaesthetic activities/games that can be used to reinforce the pupils recall of these words. This includes a team game where pupils have to say the words quickly to win points and a ball game where pupils have to throw the ball to hit the correct word. the ball game can be a team game or a more individual challenge. The rules of these games are explained further in the powerpoint itself. The final part of this resource is the spelling challenge. There are two options for the teaching of this challenge. ,In the first option pupils complete a powerpoint which includes the images associated with the months by typing the correctly spelled word for the month into the slide. The second option is a worksheet which includes the images associated with the months. In this, the pupils simply write the correctly spelled words for the month in the box next to these images. This resource can be edited to fit any selection of words. When the pupils become familiar with this way of learning, they can make their own spelling challenges with images to learn to spell new words themselves and to test their classmates.

There two resources are to help pupils to learn the skill of picking out different literary techniques in a text and then to build an understanding of why the writer has used them. The first resource asks pupils to make a list of different literary techniques that they can find in a text and to note down the example(s) of this that they have highlighted. After the pupils have practiced this skill they can attempt the 2nd activity. in this, pupils are again asked to pick out different literary techniques used, but also to explain why the writer has used the examples they have highlighted of these techniques. These resources are designed so that they can be used with any text. This means that you can use them again and again. Furthermore, it gives pupils some independence by allowing them to choose their own passages in texts to use with these resources and they can therefore be a good homework activity.

This all encompassing observation form covers all bases. It includes each area and aspect of learning as detailed in the EYFS Profile as well as the characteristics of effective learning. It has a space for you to write detailed observations of the individual child and has a number of key questions for the adult to develop and embed learning. Finally there is a box to record the child’s next steps. Characteristics of effective learning are denoted by 3 cartoon characters - Dora the Explorer, Tree Fu Tom and Peter Rabbit. However you could change these images to suit your style or chosen characters.

This is The Ultimate Writing Championship! Pupils complete a series of writing challenges that focus on specific skills. Each challenge has a warrior who represents that challenge. To complete the challenge, the pupil has to achieve the challenge target and defeat the warrior. At the end of each unit, they must face the Stage Champion in a battle for the Stage Title. Pupils can also compete for the tag team title, working with friends or with staff support. In these title matches, pupils are assessed on all the skills included in the stage. The Ultimate Writing Championship raising pupils’ engagement when writing. The challenges can be used as part of a literacy hour or as extension work. The writing topics are for you or the pupil to choose. They can therefore be linked to any lesson, therefore promoting literacy across the curriculum. Each challenge has an easy to mark system and each unit has a challenger record for staff and pupils to record their victories. This resource contains all the challenges for the Stage 1: Men’s Division. There are 9 skill challenges and 2 title challenges. Challenges include: Writing on the line Finger spacing Letter formation Basic spelling (High Frequency Words and simple phonetic words) Full stops Capital letters Making sense

This is a programme of peer assessments in education. It contains 16 different peer observation sheets, each having a different teaching and learning focus. The benefits of using different teaching and learning focuses in peer observations are: By giving each peer observation a different teaching focus to observe, it will encourage teachers to think about different areas of teaching and learning. It will ensure that completing a series of peer observations every year remains interesting. The process is less threatening and judgemental. The aim of observation is to think about the teaching and learning area of focus and for all staff involved to learn from the experience. The quality of the lesson itself is not to be analysed. Peer Observation Sheets Included: Behaviour Management Differentiation Questioning: Pitch Questioning: Intent Questioning: Different Questioning Activities Questioning: Differentiation Through Questioning Questioning: Pupil Involvement Individual Pupil Engagement Class Engagement Teacher’s Use Of Language Language Directed At An Individual Pupil Teacher’s Movement (Monitoring) Links To Other Subjects VAK Who Leads The Learning? What I Can Use In My Own Teaching This resource programme also includes an introduction text and a powerpoint presentation that can be used to launch the peer observation programme in a staff meeting. Organisation Of The Peer Observation Programme: • Teachers agree to complete a peer observation. (More than one teacher can observe one member of staff) • A meeting between the staff involved is held before the observation in which the time of the observation and the lesson focus is decided. • The teacher being observed plans the lesson with the teaching and learning focus in mind. • The lesson is observed with the observer completing the relevant peer observation form. • The teachers hold a post-lesson discussion, both completing the details on the observation form and discussing the lesson focus in detail. • The observer completes their peer observation record chart and shared it with the SLT. • The number of peer observations required in a year is decided by the SLT, but staff may wish to conduct more observations than this.