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.

This is a GCSE English editing activity. It contains some tasks in which pupils have to select the correct words to fit he gaps of a literature text. It also contains a proofreading task for a transactional text.

This resource contains a selection of activities to be used after teaching the 1st Chapter of Michael Morpurgo’s ‘Private Peaceful’. It contains comprehension tasks, tasks where pupils are asked their opinion and task which asks pupils to write an imaginative response to the novel.

This presentation is to be used when delivering a session to the whole school on how to mark written work. It explains the value of good marking and feedback. It presents different forms of marking and feedback and it explains what is required to make marking effective. Advice is given on what to mark on a written text and what not to mark, so that marking is effective and does not demotivate the student. It then introduces ‘live’ marking and explains how staff can do this successfully in lessons. This then leads to a marking activity where staff put these ideas into practice while marking four examples of pupils’ work. After this activity, the texts are displayed on the presentation for a feedback session. The final part of the presentation is about what should happen after marking, with advice given on how to follow up ‘Next Steps’ and ‘Literacy Targets’ by giving the pupils ownership of their own progress. This presentation can be adapted to include your own school’s writing marking code and policy.

This presentation can be used for assemblies or in R.E lessons. It tells the story of Saint Patrick’s life. It also poses the questions of what Saint Patrick would have thought of how people celebrate his life today and how people should celebrate his life. This can lead to class discussions or writing activities.

This is the 2nd lesson in the Private Peaceful series and it is to be taught with Chapeter 2: ‘Twenty To Eleven’. It centres on the character of Big Joe. It could be taught as one lesson or as a short series of lessons. It consists of a comprehension exercise, a writing plan, a writing task about Big Joe and an extension activity.

This is a Functional Skills revision test for Entry Level 3 - English writing. It is best given to students when teaching Romeo + Juliet before the characters go to the Capulet Ball. We at Engage Education create Functional Skills and Entry Level resources to be taught with GCSE recommended literature. This makes lessons more differentiated. This series is especially popular in Special Needs schools.

This presentation can be used for assemblies or in R.E lessons. It tells the story of Saint George’s life and then poses the question of how people should celebrate Saint George’s Day. This can lead to class discussions or writing activities.

This is a writing marking scheme that can be used to assess any piece of writing from the lowest levels to GCSE level. It can be used in Primary and High Schools for pupil assessment and baseline assessment.

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 a Level 1 Functional Skills English writing revision test. It is best taught when the pupils are studying Romeo + Juliet abd before the characters go to the Capulet Ball. We at Engage Education create Functional Skills and Entry Level resources to be taught with GCSE recommended literature.

This is a marking sheet to be used with OCR Entry Level English exams. It breaks down the skills OCR describes in their marking policy and puts them into a clear checklist so that you can accurately score the pupils' written work in the exam. There are 3 checklists. One for EL!, one for EL2 and one for EL3. There is also a section on the feeback sheet for telling the pupils 'what went well' and for giving them future points for development. It is a clear and easy to use system that both staff and pupils can understand. This resource makes marking OCR Entry Level English tests so much easier and more accurate. It can also be used to assess any piece of writing and can therefore be a good assessment model for pupils who are or may soon sit OCR Entry Level English.

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 is a whole unit of work that is to be used with the novel ‘Night Of Warriors’. This is a wrestling novel available on Amazon and it is popular with boys who like wrestling. It is mostly used for catch-up literacy or for teaching in literacy hours with small groups or for independent reading. The novel is easy to read, but it has a higher interest age and engages pupils who like wrestling. This unit of work consists of 10 lessons which follow the novel. The lessons are varied and include comprehension exercises, written imaginative responses and discussions asking for pupils’ opinions.