I COULDN’T UPLOAD ALL OF THE RESOURCES BUT HERE IS 90% OF IT :) There are starters, lessons etc

I hope it helps! :)

I couldn't upload the whole SOW. But here are the ppts - not in order (they were but when they uploaded they were shuffled about by the uploader based on size I think) though I think they all have dates on them. I hope they help someone :)

This resource is for KS3 and KS4 . It can be used as a post reading task with unseen or seen poems. The notes can then be used for essay writing.

What is this resource? It layouts our explicitly the literacy skills that are acquired across the curriculum Who is it for? All teachers, TAs, SMT Curriculum links? Whole School Literacy Programmes and Literacy Support Sessions

This a plenary (or a mini plenary) that encourages students to think about how they have progressed and the key learning moments in the lesson

What is this resource? It is for use in double lessons when a mini break is needed It can be used as starters or plenaries It can be used to develop EAL students’ speaking and listening skills Who is it for? Teachers EAL teachers/ iteracy Support teachers SEN teachers Special Needs teachers What’s included? 36 topics that can be printed on paper and laminated for re-use Curriculum links? Whole School Literacy Programmes, EAL and Literacy Support Sessions Practical Tips? Print them in colour on paper and laminate them for reuse

** Please leave a review. Thank you ** What is this resource? This is a simple to use (tried and tested) self and peer pssessment SPAG check using literacy notations. How do I use it? The teacher uses these codes when they mark the pupils’ work. The students then use a green pen and use the teacher’s codes to correct their work before re-drafting their writing (minus the errors). Alternatively, the check sheet can be used as a peer assessment task – again using a green pen - or as a simple self-assessment task after the teacher has marked the pupils’ exercise book. In this instance, the student examines the corrections the teacher has made and amends the SPAG errors (using the codes) in a green pen. **Who is it for? ** Whole School Literacy Curriculum links? Whole School Marking Policies, Literacy Programmes and Literacy Support Sessions Practical Tips? It works well as a 10 min starter - if you’re handing back feedback at the beginning of lesson and want to show progression in practice

A quick and easy way to give VERY SPECIFIC feedback without copious amounts of writing. Simply glue the sheet in under the student’s work. Tick the relevant criteria, set targets quickly and ensure the student has read your marking by getting them respond to in the student response section. This assessment sheet is ideal for marking drafts and final copies of exam preparation essays. It can be used with KS3 and KS4. It corresponds with the FAR marking policy = Feedback - Action -Response. i.e. Stage 1: The teacher gives FEEDBACK using very specific criteria which should be shared with students before the assessment takes place. Stage 2: The teacher uses the criteria to specify which ACTIONS the student needs to take to get to the next grade. Stage 3: The student writes a written RESPONSE to the teacher’s comments about the ACTIONS required to reach the next stage. It’s very useful for showing progress, communicating attainment on HW or timed (in class) essays that form part of exam preparation revision.

This lesson uses Youtube clips as models of persuasive speaking conneted to Room 101. It is suitable for KS3 and KS4. It includes: a starter a plenary 2 x models (Room 101) Peer Assessment sheet Criteria sheet HW task

Language analysis read the notes under the slides for instructions - if needed

This is a generic peer assessment grid for whole school literacy

A quick and easy way to give VERY SPECIFIC feedback without copious amounts of writing. Simply glue the sheet in under the student’s work. Tick the relevant criteria, set targets quickly and ensure the student has read your marking by getting them respond to in the student response section. This assessment sheet is ideal for marking drafts and final copies of exam preparation essays. It can be used with KS3 and KS4. It corresponds with the FAR marking policy = Feedback - Action -Response. i.e. Stage 1: The teacher gives FEEDBACK using very specific criteria which should be shared with students before the assessment takes place. Stage 2: The teacher uses the criteria to specify which ACTIONS the student needs to take to get to the next grade. Stage 3: The student writes a written RESPONSE to the teacher’s comments about the ACTIONS required to reach the next stage. It’s very useful for showing progress, communicating attainment on HW forms part of exam preparation revision.

Here’s a ppt I put together for teaching the “Connections” essay to Level 1 pupils. Feel free to use :)

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.

What is this resource? A creative writing resource for KS3 or low ability English Language groups (KS4) , SEN or EAL classes, Literacy Suport Sessions. The resources uses sounds, visual images and writing models to support the teacher and the students **Who is it for? ** KS3 Low ability English Language groups EAL classes Literacy Suport Sessions SEN groups What’s included? Starter Activities Model Answer with glossary Basic extension and differentiation Plenary Follow-on lesson ideas Curriculum links? Literacy Support Sessions EAL lessons SEN lessons

What is this resource? Two fully planned lessons that include thinking tasks, starters, lesson resources (e.g. reading, writing and peer assessment tools) and plenaries These two lessons could easily be extended to 3-5 lessons depending on the ability range of the group being taught. Plus, if the teacher includes the creative writing task they want the class to complete at the end of the these lessons, it will result in a week of work. It should be used at the beginning of a learning phase on “Creative Writing” as a recall task or as a developmental task teaching students the key elements of basic “Creative Writing” **Who is it for? ** KS3 and KS4 English What’s included? Thinking tasks Starters Activity Resources Plenaries Curriculum links? English and Literacy Support Lessons (KS3 and KS4) Practical Tips? It is to be used in conjunction with a creative writing task where students are required to write independently after the lessons using the skills that have been covered on these slides.

Good handwriting is important. If teachers cannot read what a student has written in their books or on test papers, they will not be able to mark the pupils’ work accurately. That could mean losing some marks in exams and low self-esteem. Tests are already challenging enough! Plus, if a student’s handwriting is difficult to read, it is tough for teachers to tell if a student is meeting basic literacy criteria. **Who is this resource for? ** Students with poor handwriting **What’s included and why is it useful? ** There are two self assessment (student-focussed) activities that are designed to get students thinking about the impact of their handwriting and there is a practice section that follows on from a ‘tips’ section too. Links to curricula, standards or specifications? Learning English, English lessons, Literacy Support lessons

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.