This ppt can be purchased with the other set of lessons on sale on my page (i.e. lessons 1-3) or can be bought and used in isolation. This ppt contains 3 lessons that include a range of skills but focus essentially on writing ; practicing what the students have learnt about the genre Writing to Inform. Every lesson has a … starter plenary writing task two lessons have models that can be analysed Suitable for KS4 or advanced KS3 classes.

This 6 Hats task is designed to be a whole-school resource for analysing vusual stimulus but it can be adapted to become a kinaesthetic task too (jsut change the wording). The resource uses sentence starters for differentiation too. It can be used to analyse newspaper images, historical images, art etc and is especially good as an information gathering task before writing creatively, doing artwork or discussing/responding to historical sources. Suitable for KS3 and KS4.

What is the purpose of this resource? To enable pupils to immerse themselves confidently in reading by teaching them how to process subject matter as they read and equipping them with the tools to assimilate the text’s content Why would I want to use this resource? To enable pupils to become competent readers that: Engage fully with a text at the word and sentence level and use that information to make sense of the text’s composition and its effect on the reader; Recognise and understand that texts comply with generic structures, and as a result, are created for particular purposes and have identifiable audiences; Appreciate that a reader’s interpretation of a text depends on their life experiences and also any previous reading experiences that they can bring to the table; Comprehend that texts are structured in specific ways to convey meaning, and that over time, regular readers will be able to perceive and predict these generic patterns – even in unfamiliar texts; Understand the importance and impact of textual features such as pictures, font types, layout and the semantic field (i.e. the author’s specific choice of language); Ask questions of all texts before, during and after reading.

Purpose: To gauge student progress and to generate enthusiasm for a topic by using personal reflection to demonstrate overtly to students how they have benefited from a learning task Why would I want to use this resource? This is great tool for introducing a topic. The slides are constructed to reveal explicitly to students how their learning is developing through the practice of different skills. If pupils are taught to perceive the connection between their progression and their unique learning style, they are likely to engage more deeply with the learning context and curriculum. Thus, using a purposeful teaching tool like “Strategic Thinking Plenaries and Starters” exposes students to the benefits of each topic/lesson. My suggestion is that the teacher use one slide at the end of each lesson (or at the end of every second lesson if they see a class more than 3 times a week) for the first two weeks of a new topic to demonstrate explicitly to students the thinking skills they will be developing as the content is taught. Also, a slide could be used as a mini plenary in the middle of a lesson (or as a consolidating task at the end of the starter) when the teacher needs to show clearly that the students have benefited from the activities the teacher has facilitated. In this sense, a teacher could use more than one slide in any lesson What is the Purpose of this Resource? This set of slides is based on strategic thinking skills using the acronym RESPECT, which itself is a new perspective that improves the quality of academic dialogue between teachers and pupils. It also empowers students to participate in the topic/lesson by strengthening communication across the curriculum. It is inspired by the paradigm of “Learning to Learn”. Thus, the focus is placed not on students simply doing something because a teacher tells them to; it’s built on creating lifelong, enthusiastic learners who want to commit to scholarship in the classroom. The emphasis is on refining the classroom ethos and linking life at school to the world of work ( i.e. the connection between soft skills and curriculum content) Overall, RESPECT (see below) is a tool that enriches the learning experience. The RESPECT acronym means: R - resilience E - expectations S – scanning P - pace E – entrepreneurial C – collaboration T – three mistakes a day or you’re not trying

What is this resource? It is to be used to assess the gaps and fill in the student’s literacy skills in relation to basic grammar acquisition, vocabulary use and written and verbal communication. Ideally, it is to be used in one to one or small group settings such as Literacy Sessions. Who is it for? Literacy Support teachers EAL lessons Teaching Assistants English Teachers What’s included? 3 grids containing specific targets linked to grammar, vocabulary and verbal and written communication skills Curriculum links? Whole School Literacy Programmes and Literacy Support Sessions Practical Tips? The grid provides the list of topics that need to be covered. It would be the job of the Literacy Support teacher to provide the activities for those topics.

This handy resource will enable you to set this Writing to Inform task for HW or as a timed writing task in class. It does require some preparation from the student and should be used as a Formative Assessment task after the genre has been taught. Suitable for KS4 or for an advanced KS3 group

This resource is to assist the development of teachers in your department. The focus is on their progression as they move towards exceptional teaching skills while building a climate of learning. The resource includes observation templates that achieve the following:  Starter and LO Observation Grid  Development Phase– Observation Grid  Plenary Observation Grid  What is Your Teaching and Learning Balance? Template  Extract from: The Perfect OFSTED Lesson (Pre Observation Checklist)  SWOT: A Post Observation Reflection  Impact on Learning Observation Grid This is also a valid resource for developing a buddy peer observation system across the school or within departments. The templates have been tested numeous times across the curriculum in a busy, inner London secondary school, but it could be used in any teaching sector. Enjoy!

The Worksheet contains 2 banks of persuasive skills. Set 1: Basic Techniques for persuading your audience for hitting Grade 4-6 (new GCSE) and Set 2 includes more advanced Techniques for persuading your audience for hitting Grade 4-9 (new GCSE). Useful for independent work/HW tasks for KS3 and KS4.

Suitable for KS3 and KS4. This resource is suitable as a criteria sheet that students can use to achieve their persuasive writing targets. They can keep re-visiting the sheet for HW tasks too throughout the year (if it’s glued into their exercise books). The key strategy governing the activity is that students are taking charge of their own progress and learning to be independent learners as the criteria sheet is an important tool in their learning toolbox. The activity also deploys FAR marking techniques.

This resource can be used in many ways: plenary, starter, or as a competitive group game. You could also hide the clues around the room. It’s a fun way to learn a lot a techniques in one lesson.

These are 8 topics (a mixture of argue, persuade and advise tasks) with slightly differentiated planning proformas for each question so students can work independently. Suitable for KS4 classes or accelerated KS3 classes.

These criteria sheets can be given to students before a task so they know what they’re working towards and then glued in under their HW for the teacher to fill in and comment on. It’s a strategic yet quick and simple way of marking HW The bank includes criteris sheets for: Creative Writing Non Fiction Writing Poetry Analysis Novel Analysis Vocabulary definitions followed by sentence creation

These assessment sheets are ideal for in-class assessements in Year 10 (in preparation for the GCSE exam in Year 11) and for Year 11 examination preparation. The criteria sheets include: Poetry (unseen and seen) Writing to Inform Shakespeare Study 19th Century Novel Study Modern Drama: Blood Brothers

Just add your name and remove the blank line, print it onto coloured card, date and sign and it’s ready to go!

Just add your name and remove the blank line, print it onto coloured card, date and sign and it’s ready to go!

For the post Mocks period. This sheet can be used as an in-class self assessment after a mock of AQA’s “Paper 1: Explorations in creative reading and writing” or as a HW task after a mock of AQA’s “Paper 1: Explorations in creative reading and writing”.

This is a summary sheet that can be glued into the students’ exercise books after the Mocks. It’ll help them form targets.

This can be used across the school to encourage student to reflect on their literacy development and self-editing skills. If you print two slides per 1 piece of A4 it can be easily glued in after a student has completed the work and before the teacher marks it. It is useful for ensuring students are critically assessing their own work so they become independent learners. Also, it’s good for showing progression if you’re planning on getting students to re-draft their work after you’ve marked it.