Using Marking Ladders to Support Children s Self-Assessment in Writing Victoria Symons and Deborah Currans Wooler First School, Northumberland

Size: px
Start display at page:

Download "Using Marking Ladders to Support Children s Self-Assessment in Writing Victoria Symons and Deborah Currans Wooler First School, Northumberland"

Transcription

1 Using Marking Ladders to Support Children s Self-Assessment in Writing Victoria Symons and Deborah Currans Wooler First School, Northumberland Project aims This project investigates how effective marking ladders are in supporting children s selfassessment of their own writing. Dimensions of the study We will be working with 25 Year 4 children who in September 2007 were assessed at levels 2c up to 4b. The research will take place in the classroom and the project will focus on children s writing. Summary of findings We found that marking ladders were a useful tool to support children s self assessment of their own writing and help them to focus on the process of writing. However it is important that marking ladders remain adaptable and can be differentiated for different abilities, especially for the more able. Overall they are effective but have to be adapted to suit the pupils and the context. PROJECT FOCUS Tools for Learning 5 R FOCUS RESPONSIBILITY READINESS RESOURSEFULNESS RESILIENCE REFLECTIVENESS

2 CONTEXT School Wooler First School is situated in the small market town of Wooler, at the foot of the Cheviot Hills. The town of Wooler is a very close community and is relatively isolated. Wooler First School is bigger than most other first schools in the area and pupil mobility is low. In 2007/08 there were 97 children in school, but there is a slightly falling roll due to the impact of rural depopulation. Uptake of Free School Meals (FSM) is low, with use of seasonal employment taking some families just above FSM entitlement. The school s ethnic mix is mainly white British. Currently 20% of children are on the Special Educational Needs (SEN) register. Stage 1 for 21 years, of which the last eight have been spent as a Headteacher; both teachers have been at this school for three years. Historically, the close relationship with the local community has meant that the school has not engaged as much with other schools, the local authority or national projects, so our motivation for getting involved in Learning to Learn was a desire to connect with the bigger picture. Throughout this project our Year 4 class trialled the implementation of marking ladders as a method to support self assessment of their writing. Personnel involved in the project The School aimed to improve standards in writing by using formative assessment strategies, this was part of our school development plan for 2007/08. All staff are eager to discover ways of raising standards, pupil motivation and self esteem, and are enthusiastic to trial new ideas and participate in class based research. There are two project leaders, Miss Victoria Symons a Key Stage 2 teacher for three years and Mrs Deborah Currans, a teacher of Key An example of a marking ladder designed by a child THE PROJECT: Developing this rationale: At Wooler First School we feel it is important to involve children in their own learning and we aim to develop and place more emphasis

3 We were involved in the Primary Leadership Programme 2006/07 where we were introduced to marking ladders for writing, currently available on the Lancashire Grid for Learning. These are based on the Nelson Thornes Classworks series. Year 4 Stories About Imagined Worlds Pupil Objective Teacher My story is set in an imaginary place or time It describes what can be seen, heard, smelt and/or touched There are make-believe characters such as elves, dragons, wizards and so on I used special effects such as magic The setting tells us something about the characters I used some made-up words I used adjectives and adjectival phrases to create atmosphere What could I do to improve my story next time? Example of a marking ladder downloaded from the LGfL website on this area. A marking ladder lists all the things which should be evident in the children s writing and helps them evaluate their own work before submitting it for marking. abive is an example downloaded from the LGfL website and this was our starting point. Initially we thought we could see the benefit of the Lancashire marking ladders as a self assessment tool and introduced them to children in Years 2, 3 and 4. However, this trial showed that the children and staff found them over long and the language confusing. The children were unable to use them without considerable adult support, raising issues about their effectiveness as a self assessment tool. Therefore our research seemed a natural progression. Research Question: How effective are marking ladders in supporting children s self assessment of their own writing? We hypothesised that marking ladders would have an impact on the children s writing. We had a strong hunch that the children would have a more independent approach to their own writing and would be able to identify the next steps for developing/improving their writing. RESEARCH PROCESS: Teachers choices: Prior to starting the project we spent some time as a staff discussing and simplifying the LGfL marking ladders, focusing on changing the language to make them more child friendly. We decided to focus more on children assessing what they had done in their writing rather than at this stage expecting them to know what to do next, it was about encouraging independence. Therefore we customised the original LGfL marking ladders to make the tool more suited to the needs of our children. Eventually this came to a point

4 where we involved the children in the design and creation of their own marking ladder. The process we went through is described in the following diary extracts. November/December 2007 We continued to use the double column we found that children were able to see clearly the progress they made. September 2007 We introduced marking ladder to the pupils (they had some experience of them at the end of Year 3) we discussed the purpose all children were given the same marking ladder as an introduction. We discovered this area to be of limited use due to lack of opportunity to improve final draft. October 2007 We added extra column to pupil and teacher tick boxes to be used at the beginning and end of unit children able to see their improvement. Pupil column 1 was used to self assess and check first ever attempt at trying this genre and teacher column 1 was used to feedback on pupils first attempt. Pupil and teacher column 2 were used at the end of the unit. Example of marking ladder including successful use of double column to show progress clearly. Two examples of marking ladders showing development

5 We moved on to differentiate marking ladder to stretch high attainers. This worked well and focused children in on their own writing. We experimented with changing the teacher column to peer children then swapped work and checked if they agreed with their marking partners self assessment. Examples of differentiated marking ladders January 2008 We reverted to one column due to the extended nature of written work, however the ladders continued to be differentiated. Two new pupils with no prior experience of marking ladders joined the class. Other children able to explain their function clearly. February 2008 We attended Ros Wilson Big Writing Course and the decision was made to try and take the VCOP approach and apply it to marking ladders, relating objectives to levels using the Big Writing assessment criteria. VCOP stands for Vocabulary, Connectives, Sentence Openers and Punctuation. The Big Writing course suggested that focusing on developing these skills would lead to an improvement in children s writing. The children were Most of class Higher ability In January we moved back to one column due to the extended nature of the children s writing, but we kept differentiating

6 encouraged to use exciting or wow words to make their writing more interesting. We worked with the Year 3 teacher added colour and star for a wish to replace what I could do to improve my work next time? kept the pupil/peer or pupil/teacher set up, however decided to move columns to be alongside each other rather than opposite (aimed to promote idea of working together rather than checking to see if correct) At this stage we decided to trial removing the teacher column to encourage self assessment. Initially the children relied on the teacher s tick to confirm their assessment of their own work however we wanted to develop more independence and promote confidence in their own judgement about their writing. Therefore we modified the marking ladder to use peer assessment or an evidence column for the children to prove to themselves that they had met the objective. In February we added colour to aid reading of the marking ladders and we also added a wish rather than more formal questions. Most of class Higher ability

7 March 2008 We decided to extend higher ability children further by adding an evidence column designed to encourage the children to reread their work carefully to identify examples of where they have met the objective. Supported by the teacher, however children quickly picked up on how to scan for evidence. May 2008 We attempted to use marking ladder for whole group work. Group evaluated own performance then evaluated peers. Challenging but really made children focus on the performance. Still differentiated but only one example shown. June 2008 Evidence column introduced onto all children s marking ladders. Lower ability supported by TA. Evidence column was added to all children s marking ladders as it was noted many children in class had already begun to underline wow words in their work and this was seen as an opportunity to try finding evidence for all areas. We still differentiated but only one example is shown below. An evidence column was added to all the marking ladders June 2008 Children were showing an interest in what was to be included on marking ladders and began making suggestions to make the more personalized. So we decided to allow children (either individually or We started asking the children to add evidence of their achievements

8 with a partner) to design their own version of a marking ladder to support writing a letter. The children were showing an interest in what was included on the marking ladders and so we started to let them design their own Children then swapped and used each other s marking ladders as a self assessment support to write a letter. They then evaluated the marking ladder they used using three stars and a wish before working together as a class to make a list of what they thought should be included on a marking ladder. Examples of the way in which children evaluated each others marking ladders

9 The list produced by the pupils included: Evidence column Pupil column Bossy verbs wish Column or space for what the child thinks they have done well VCOP sections Traffic light system (Afl method already in place in school) to see if they have understood and show how well they think they have done. Following this work marking ladders were produced using some of the modifications suggested by the children. (Still differentiated but only one example shown) Pupil and evidence columns To be coloured using traffic light system Wish Marking ladder with modifications suggested by the children

10 Evidence collected: This is summarised in the mindmaps below. Pupil View Template Oct and July we wanted to know children s opinions about marking ladders and capture any changes in their views about their learning. Interviews pupil pupil choosing a good piece of work Oct and July we wanted to know children s opinions about marking ladders and capture any changes in their views about their learning. Mind Maps summarising data from pupil views templates Mind Maps summarising data from pupil-pupil interviews

11 Interview with DC talking about marking ladders July during the course of lesson observations children were making interesting comments about marking ladders and how it impacted on their learning and we wanted every child to have the opportunity to express this in a more formal videoed interview. marking ladders see children s understanding of their function. This resulted in a class mindmap about marking ladders and a list of features they thought should be included. Mind Map of the teacher-pupil interviews Examples of children s completed marking ladders and accompanying work to show evidence of understanding about how a marking ladder is used as a tool to support self assessment. Children s own design of marking ladder and peer assessment using 3 stars and a wish - attempt to give children more ownership of their learning through Mind Map of the children s thoughts about Marking Ladders Formal Lesson Observations

12 Mind Map showing the findings from lesson observations Teacher Diary to record in detail modifications to marking ladders and reasons for them. DISCUSSION OF RESULTS: Findings We analysed the evidence we had collected and identified the main themes as shown in the mind map opposite: Mind Map showing the main themes which have emerged through the year

13 Independence and Confidence Children showed growing independence and confidence when writing and using the marking ladder to self assess. The children discussed and explained the use of marking ladders with enthusiasm to many different audiences, including parents, governors and our School Improvement Partner. Graph showing attitudes of the class towards the Marking Ladders Boys: Do you like marking ladders? No. of boys 4 Year yes sometimes no Boys Graph showing whether boys liked the Marking Ladders Example of a pupil views template Confidence in their own understanding of the function of a marking ladder was evident in the majority of summer interviews with children saying Well I think marking ladders are quite useful um for doing your literacy work..because you can check what you ve done and not done. You can make a wish at the bottom to improve something else in your writing. (R, Y4, )

14 if you re stuck on your work you can look at a marking ladder and um see if you ve done that thing so it sort of helps you. (A, Y4, ) As this confidence in using the assessment for learning tool increased, the need for children to seek reassurance from an adult reduced. This was observed both by the class teacher and through formal lesson observations. Some children began to view interruptions from the teacher as interruptions to the flow of their writing. Another example of children showing confidence and less need for reassurance can be seen in their own marking ladder designs, where very few children chose to have a teacher column. However some less confident individuals did not reach this stage of independence and felt they still needed reassurance from an adult. We also found that a lot less time was spent reminding the children what to include in their writing. Lesson observations showed that children were referring back to marking ladders again making a difference to their writing, through fewer interruptions to their flow. Well I like using marking ladders because it tells you what you have to use and if Miss S just said it out loud then you might forget and it helps you to remember things (R,Y4, ) One child commented on the support provided by peer marking. She felt that the peer peer marking ladder gave her more courage and confidence to do her writing. We found that the children began finding evidence for themselves, for example by underlining the WOW words. They no longer just hoped the teacher would agree. When using marking ladders it was a lot less common for children to ask questions particularly is this right? however the quality of their writing improved. Children began to realise that it is their opinion that counts If you tick your work you can agree with the teacher..so it s your opinion what you think if you ve done well or not. (R, Y4, ) Template showing how the Marking Ladder was supporting thinking This was an additional benefit and one we did not expect

15 Process By the summer term the children were focusing much more on the process rather than the content of writing. The marking ladders gave the children access to how the teacher is thinking, because they had been involved in the process of designing the marking ladders. This made the process more meaningful for the children and encouraged them to talk more about their learning and what makes it good. For example, in the October peer-peer interviews they talked mainly about neat writing. These children had the following conversation. I like reading this writing because it was nice and interesting and there was no rubbing out and I enjoyed it. (E,Y4, Oct 07) Why? (S, Y4, Oct 07) Because I just liked it. (E,Y4, Oct 07) My favourite piece of writing is my haiku poem because it says like everything and there s no rubbing out. (S, Y4, Oct 07) Why? (E,Y4, Oct 07) Because it says like everything and my handwriting is perfect. (S, Y4, Oct 07) However children in the July interviews this had become less important to them. They had realised a piece of writing could be good without it looking neat. it s got lots of punctuation in and um capital letters and WOW words but even though I ve crossed quite a lot of it out I still really think it s my best piece of work. (H, Y4, July 08) This is my favourite bit of work even though I ve got mistakes. This is my favourite one because I used l lots of WOW words and it was kind of my style. I used two really, really good WOW words. It was really good because I liked the story and the comic was probably my best piece of work (shows work and marking ladder). (R, Y4, July 08) Children developed a greater awareness of audience realising that if their writing is just for them and the teacher, content is more important than presentation. This is demonstrated by the following child who was speaking about her best piece of work. Probably (looks through book), probably my comic (shows work) because it s got lots of exciting things in it and it was a good one and I ve got 1,2,3 paragraphs in it and it s exciting for the reader. The beginning bit will just make the reader want to read it. (She reads beginning out loud) and then the reader would really want to read it. (R, Y4, July 08) There was also a noticeable change in the interviewer s questions from what is your best piece of writing? and what is it about? in the October interviews, to:

16 So how do you use a marking ladder then? (O, Y4, July o8) Is it in your style? Is it your type of story? (R, Y4, July 08) Children also became more critical of their own work and that of others using the method of two stars and a wish to effectively feed back on writing and marking ladder designs. This is an example of two children s feedback to a partner on her marking ladder design. Feedback from peers on marking ladder design for writing a letter By the summer term it also became evident that children were becoming more competent at transferring skimming and scanning skills they had been taught in Year 3 for reading comprehension. This was demonstrated when they were using the evidence column of the marking ladder and referred to during the summer interviews. I thought of it then I looked all the way through it and I scanned everything and I put in here (points to wish section) think of more WOW words. (A, Y4, ) We look through the book and then we see if we ve done them or not (points to the objectives), then we skim and scan through, then we look in here (looking at marking ladders), then we look through again (points to evidence column) and fill it in. (K, Y4, ) Because when you re writing you can always skim and scan through them and then you can tick them when you ve done all the things in your writing. (V, Y4, ) More able children As the project progressed it became evident that marking ladders were not a tool every child finds useful. Some of the confident and more able children in the class started to think about the draw backs of having a structure and began to realise they could do it without a marking ladder. DC: Do you find marking ladders helpful? J: Sometimes, but sometimes they can be a bit annoying because they put you off what you re gonna think of. (J, Y4, July 08) DC: Do you find them helpful? Sometimes, it depends what kind of story you re going to do because if you re doing it like it s by Roald Dahl sometimes you might need a marking ladder to help but if you re making it up like in this one How the zebra got its stripes (points to piece of work) it s just your making it up what you think about that and then the marking ladder won t tell you what you ve got to put in. (J, Y4, July 08)

17 In October at the beginning of the project this group of children had needed the support provided by marking ladders; however by July they were beginning to internalise the skills of self assessment that the marking ladder supports and they were therefore less reliant on the structure. Examples of completed pupil views templates

18 On the other hand more able children who were less confident felt they still needed the support of a marking ladder to confirm their self assessment. They seemed to need this reassurance. It makes you think.it helps the teacher know if you ve actually done it. It helps you think cos it tells you what you have done and what you haven t done and then if you haven t done it you have to do it. (RD, Y4 girl, July 08) This was also shown in the pupil view templates shown below. The response of the more able children led us to wonder if the children had been introduced earlier to marking ladders, for example in Year 2, whether they still would have required this support in Year 4. Pupil Views Templates providing examples of comments showing how even able students needed reassurance

19 Less able The less able children in the class liked the structure and support provided by marking ladders and used them effectively to improve their writing. They re easy to use. It kinda helps you like think, learn where to put things and stuff. (J, Y4 boy, ) Extensions and changes to method: Next year we intend to introduce marking ladders in year two and continue their use with years 3 and 4. The aim would be to discuss with children the knowledge and skills of a writer and how they become more expert writers. We want to develop the use of the wish on the marking ladder so children become more aware of where their writing should go next. They were starting to take responsibility for choosing whether or not to make it a good piece of writing. This was evident in both the July peer and teacher/child interviews. We felt that Readiness was also a feature of the project. We found that use of a marking ladders reduces the amount of time spent reminding the children what to do when they are writing. Lesson observations showed that children refer themselves back to marking ladders. This makes a difference to their writing by reducing interruption to their flow. We believe the next step with this class would be to extend the use of marking ladders. For example, could the children design a similar tool, such as a checklist, to support them in another subject? We would also develop the use of the wish section at the end of the marking ladder as we found that it was only the more able children who were really thinking about how they could improve their writing next time. CONCLUSIONS: The Role of Learning to Learn Our focus areas were Responsibility and Reflectiveness. During the project the children began to take increasing responsibility for assessing their writing and reflecting on their learning. There was a growing emphasis on the process rather than the content of writing. They gradually realised that they were responsible for finding the evidence to fill in the evidence column and took responsibility for designing a marking ladder for someone else to use. By the summer term we felt they were not just writing for the sake of it. Summary: We found that marking ladders were a useful tool to support children s self assessment of their own writing and help them to focus on the process of writing. However it is important that marking ladders remain adaptable and can be differentiated for different abilities, especially for the more able. Overall they are effective but have to be adapted to suit the pupils and the context.

20 REFERENCES Lancashire Grid for Learning: (http://www.lancsngfl.ac.uk/nationalstrategy/literacy). Gilbert, L. (2003) Classworks: Literacy. Nelson Thornes Ltd. Wall, K., Higgins, S. and Packard, E. (2007) Talking About Learning: Using Templates to Find Out Pupil's Views. Devon. Southgate Publishers.

21

NEXT STEPS MARKING POLICY

NEXT STEPS MARKING POLICY May 2012 BROADWAY PRIMARY SCHOOL NEXT STEPS MARKING POLICY Broadway Primary School RATIONALE This policy reflects the school s values and philosophy in relation to giving children feedback about and marking

More information

Thameside Primary School

Thameside Primary School Thameside Primary School Marking and Feedback Policy 2013 We are a rights respecting school: Article 28: (Right to education): All children have the right to a primary education. Article 29 (Goals of education):

More information

Big Writing A Ros Wilson Strategy

Big Writing A Ros Wilson Strategy Big Writing A Ros Wilson Strategy The Big Writing Philosophy Big Writing is the development of the writing voice through fast, fun, lively and predominantly oral activities Pupils talk the writing voice

More information

Planning and Writing Essays

Planning and Writing Essays Planning and Writing Essays Many of your coursework assignments will take the form of an essay. This leaflet will give you an overview of the basic stages of planning and writing an academic essay but

More information

Giffards Primary School

Giffards Primary School Giffards Primary School Learning Environment and Display Policy Agreed by Governors April 2011 Next Review Date April 2014 1 Giffards primary School Learning Environment and Display Policy This policy

More information

Agreed: May 2013 To be reviewed: May 2014. Handwriting Policy

Agreed: May 2013 To be reviewed: May 2014. Handwriting Policy Agreed: May 2013 To be reviewed: May 2014 Handwriting Policy Statement of Aims All children at St Joseph s should be using continuous cursive script in their handwriting. Children will begin working towards

More information

This document has been produced to support the development of effective questioning and dialogue between teacher and pupils.

This document has been produced to support the development of effective questioning and dialogue between teacher and pupils. QUESTIONING Assessing and Developing Children s Understanding and Thinking in Literacy through Effective Introduction This document has been produced to support the development of effective questioning

More information

Writing Checklist Lesson Level B1

Writing Checklist Lesson Level B1 Writing Checklist Lesson Level B1 Teacher s notes Description This lesson introduces students to a checklist which they can use when checking their own writing, as well as writing by other students. This

More information

What do Book Band levels mean?

What do Book Band levels mean? What do Book Band levels mean? Reading books are graded by difficulty by reading levels known as Book Bands. Each Book Band has its own colour. The chart below gives an indication of the range of Book

More information

Assessment Policy. Date of next review: September 2016

Assessment Policy. Date of next review: September 2016 Assessment Policy 2015 Policy Review Details This policy will be reviewed by the governing body on an annual basis Date of Issue: September 2015 Governor Signature Date of next review: September 2016 Headteacher

More information

Year 4 Narrative Unit 2 Stories set in imaginary worlds

Year 4 Narrative Unit 2 Stories set in imaginary worlds Published on www.standards.dfes.gov.uk/nationalstrategies 27-Oct-2010 Year 4 Narrative Unit 2 Stories set in imaginary worlds Stories set in imaginary worlds (4 weeks) This is the second of four narrative

More information

What do Book Band levels mean?

What do Book Band levels mean? What do Book Band levels mean? Reading books are graded by difficulty by reading levels known as Book Bands. Each Book Band has its own colour. The chart below gives an indication of the range of Book

More information

xxx Lesson 11 1. Comprehend the writing process 2. Respond positively to the writing process

xxx Lesson 11 1. Comprehend the writing process 2. Respond positively to the writing process xxx Lesson 11 The Writing Process Overview: This lesson will focus on the writing process and how it relates to communication. Learners will be taught what the writing process is, its parts, and how they

More information

Performing Arts College. sandra.underwood@lythamhigh.lancs.sch.uk. Year 6-7 Transition via Pyramid Club

Performing Arts College. sandra.underwood@lythamhigh.lancs.sch.uk. Year 6-7 Transition via Pyramid Club Case Study Establishment name: Lancashire no. 04/114 Contact name: Email: Lytham St Annes (LSA) Technology and Performing Arts College Sandra Underwood Telephone no. 01253 733192 Award granted: Project

More information

Haberdashers Adams Federation Schools

Haberdashers Adams Federation Schools Haberdashers Adams Federation Schools Abraham Darby Academy Reading Policy Developing reading skills Reading is arguably the most crucial literacy skill for cross-curricular success in secondary schools.

More information

Cambridge English: Proficiency (CPE) Frequently Asked Questions (FAQs)

Cambridge English: Proficiency (CPE) Frequently Asked Questions (FAQs) Cambridge English: Proficiency (CPE) Frequently Asked Questions (FAQs) Is there a wordlist for Cambridge English: Proficiency exams? No. Examinations that are at CEFR Level B2 (independent user), or above

More information

101 IELTS Speaking Part Two Topic cards about sports, hobbies and free time A- Z

101 IELTS Speaking Part Two Topic cards about sports, hobbies and free time A- Z 101 IELTS Speaking Part Two Topic cards about sports, hobbies and free time A- Z As the topics of sports, hobbies and free time are easy ones that tie in with IELTS Speaking Part One and students like

More information

School policy on the teaching of phonics, reading and writing

School policy on the teaching of phonics, reading and writing School policy on the teaching of phonics, reading and writing Our pupils learn to read and write effectively and quickly using the Read Write Inc. Phonics programme. They progress onto Read Write Inc.

More information

Raynham Primary School Policies. Reading Policy Foundation & Key stage 0ne

Raynham Primary School Policies. Reading Policy Foundation & Key stage 0ne Raynham Primary School Policies Reading Policy Foundation & Key stage 0ne Raynham Primary School Reading Policy (KS1) Aims So please, oh PLEASE, we beg, we pray, Go throw your TV set away, And in its place

More information

EXAMS Leaving Certificate English

EXAMS Leaving Certificate English EXAMS Leaving Certificate English Theme Language focus Learning focus Learning Support Language Support Exams: English Key vocabulary for exam questions, type and structure of questions. Understanding

More information

Evaluation Support Guide 3.3 Report Writing

Evaluation Support Guide 3.3 Report Writing Evaluation Support Guide 3.3 Report Writing Evaluation can help you to work out what difference you are making through your services or activities. Evaluation Support Guide 1.1 helps you to clarify your

More information

Reading aloud to a child

Reading aloud to a child Reading aloud to a child Festivals and celebrations: introduction Me and my culture: festivals and celebrations Contents Festivals and celebrations: teachers notes Festivals and celebrations: classroom

More information

STAFF TRAINING SESSION

STAFF TRAINING SESSION STAFF TRAINING SESSION i The following are some exercises for staff to use to prepare to deliver the programme. Exercises can be used as part of an INSET/training day. You may wish to invite volunteers

More information

Cambridge English: Preliminary (PET) Frequently Asked Questions (FAQs)

Cambridge English: Preliminary (PET) Frequently Asked Questions (FAQs) Cambridge English: Preliminary (PET) Frequently Asked Questions (FAQs) Is there a wordlist for Cambridge English: Preliminary exams? Yes. There is a Cambridge English: Preliminary (PET) vocabulary list

More information

THE REDWAY SCHOOL. This policy was written in line with the whole school Learning and Teaching Policy and Target Setting Policy.

THE REDWAY SCHOOL. This policy was written in line with the whole school Learning and Teaching Policy and Target Setting Policy. THE REDWAY SCHOOL Policy: Assessment, Recording and Reporting Date of Policy: September 2009 Reviewed each September Date of Current Policy: September 2015 Member of staff responsible: Ruth Sylvester Introduction

More information

Steve Campsall Essay Writing Guide

Steve Campsall Essay Writing Guide www.englishbiz.co.uk 2014 Steve Campsall Essay Writing Guide WHAT IS AN ESSAY? An essay can never give answers it can only offer views ; and these need to be argued for. You need to argue in support of

More information

A Guide for Using Big Books in the Classroom

A Guide for Using Big Books in the Classroom Why Big Books? A Guide for Using Big Books in the Classroom There s something spectacular about Big Book versions of good children s books. Neither adults nor children can resist the urge to touch and

More information

Writing with a purpose- our approach to developing writers

Writing with a purpose- our approach to developing writers Writing with a purpose- our approach to developing writers PUTTERIDGE PRIMARY SCHOOL Summer 2016 Authored by: Emma Cosby At Putteridge Primary, enabling children to become purposeful writers is something

More information

POLICY ON THE TEACHING OF PHONICS, READING AND WRITING

POLICY ON THE TEACHING OF PHONICS, READING AND WRITING POLICY ON THE TEACHING OF PHONICS, READING AND WRITING Our pupils learn to read and write effectively and quickly using the Read Write Inc. Phonics programme. READ WRITE INC. PHONICS The programme is for:

More information

Creative Scotland, Youth Music Initiative. Case Study The Big Drum Adventure in Scottish Borders

Creative Scotland, Youth Music Initiative. Case Study The Big Drum Adventure in Scottish Borders Creative Scotland, Youth Music Initiative Case Study The Big Drum Adventure in Scottish Borders Group drumming practice, performance, recording and learning About this case study This case study was developed

More information

What qualities are employers looking for in teen workers? How can you prove your own skills?

What qualities are employers looking for in teen workers? How can you prove your own skills? Sell Yourself 4 Finding a job The BIG Idea What qualities are employers looking for in teen workers? How can you prove your own skills? AGENDA Approx. 45 minutes I. Warm Up: Employer Survey Review (15

More information

Exploring effective professional development for teachers of mathematics. Findings of a research project funded by the NCETM

Exploring effective professional development for teachers of mathematics. Findings of a research project funded by the NCETM Exploring effective professional development for teachers of Findings of a research project funded by the NCETM The RECME project The study The Researching Effective CPD in Mathematics Education (RECME)

More information

Keeping a journal in the mathematics classroom has clear benefits. Students

Keeping a journal in the mathematics classroom has clear benefits. Students Reflecting on mathematics journals The kaleidoscope effect Alex Neill Keeping a journal in the mathematics classroom has clear benefits. Students see that writing a journal is useful to them, teachers

More information

GLEN OAKS Kindergarten. Where even the littlest cubs can. LIVE, LEARN and LEAD!

GLEN OAKS Kindergarten. Where even the littlest cubs can. LIVE, LEARN and LEAD! GLEN OAKS Kindergarten Where even the littlest cubs can LIVE, LEARN and LEAD! Whole Group Instruction Small Group Instruction Guided Practice Independent practice: Math Rotations Kindergarten Math Goals

More information

Key Stage 3 ENGLISH Medium Term Plan: THE BOY IN THE STRIPED PYJAMAS

Key Stage 3 ENGLISH Medium Term Plan: THE BOY IN THE STRIPED PYJAMAS Key Stage 3 ENGLISH Medium Term Plan: THE BOY IN THE STRIPED PYJAMAS KEY ASSESSMENT OBJECTIVES: AO1: SPEAKING, LISTENING & AO2: STUDYING SPOKEN LANGUAGE 1 Communicating & Adapting Language DURATION: Week

More information

Basics of Reflective Essay Writing

Basics of Reflective Essay Writing Basics of Reflective Essay Writing Writing the Reflective Essays The three parts of this document reviews a year s worth of writing skills. Read everything very carefully and make sure to email me with

More information

Student Self-Assessment of Reading & Writing

Student Self-Assessment of Reading & Writing Student Student self-assessment is a critical part of developing a student s responsibility for his or her own learning. Self-assessment procedures can also provide teachers with insights into the student

More information

KINETON GREEN PRIMARY SCHOOL MATHEMATICS POLICY FEBRUARY 2015

KINETON GREEN PRIMARY SCHOOL MATHEMATICS POLICY FEBRUARY 2015 KINETON GREEN PRIMARY SCHOOL MATHEMATICS POLICY FEBRUARY 2015 Review Date: February 2018 Contents 1 Introduction... 2 2 The Aims of Mathematics... 2 3 Entitlement... 3 4 Implementation... 3 5 Organisation

More information

Steps in the essay writing process

Steps in the essay writing process WRITING AN ESSAY Writing an essay is an opportunity for you to develop new ideas and apply concepts and theories from your course. You ll develop a thesis (or position) and use reasoning and evidence to

More information

The School Transition and Adjustment Research Study (STARS)

The School Transition and Adjustment Research Study (STARS) The School Transition and Adjustment Research Study (STARS) The School Transition & Adjustment Research Study (STARS) worked with 10 secondary schools to find out how pupils, parents and teachers view

More information

Big Data in Danish industry - Appendix

Big Data in Danish industry - Appendix Big Data in Danish industry - Appendix Table of contents 1. Introduction... 2 2. My background... 2 3. Thesis background... 2 4. Research approach confessional accounts... 3 5. The problem statement...

More information

Mathematics Policy. Meopham Community Academy

Mathematics Policy. Meopham Community Academy Mathematics Policy Meopham Community Academy This policy was reviewed by: Emma Cook, Mathematics Subject Leader Date: February 2013 Approved by Governors: February 2013 Next review date: February 2015

More information

Grade 3: Module 1: Unit 1: Lesson 8 Paragraph Writing Instruction

Grade 3: Module 1: Unit 1: Lesson 8 Paragraph Writing Instruction Grade 3: Module 1: Unit 1: Lesson 8 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name

More information

Day-to-day assessment. strategies

Day-to-day assessment. strategies Part 4 Day-to-day assessment strategies The AfL school self-evaluation grid is to be found in the accompanying booklet. Schools will find it helpful to use the appropriate section of this grid as an introductory

More information

Language Arts Core, First Grade, Standard 8 Writing-Students write daily to communicate effectively for a variety of purposes and audiences.

Language Arts Core, First Grade, Standard 8 Writing-Students write daily to communicate effectively for a variety of purposes and audiences. Genre Unit Reading and Writing Fables by Amy Kinney Language Arts Core, First Grade, Standard 7 Comprehension-Students understand, interpret, and analyze narrative and informational grade level text. Objective

More information

Top Ten Mistakes in the FCE Writing Paper (And How to Avoid Them) By Neil Harris

Top Ten Mistakes in the FCE Writing Paper (And How to Avoid Them) By Neil Harris Top Ten Mistakes in the FCE Writing Paper (And How to Avoid Them) By Neil Harris Top Ten Mistakes in the FCE Writing Paper (And How to Avoid Them) If you re reading this article, you re probably taking

More information

Mathematics. Introduction

Mathematics. Introduction Mathematics Introduction Numeracy is a core subject within the National Curriculum. This policy outlines the purpose, nature and management of the mathematics taught and learned in our school. Mathematics

More information

Primrose Hill Primary School Literacy Policy: A baseline for outstanding practice

Primrose Hill Primary School Literacy Policy: A baseline for outstanding practice .. Primrose Hill Primary School Literacy Policy: A baseline for outstanding practice January 2012 Review date: January 2013 KEY PRINCIPLES Teaching at Primrose Hill is Learning Centred, meaning that each

More information

CREATIVE S SKETCHBOOK

CREATIVE S SKETCHBOOK Session Plan for Creative Directors CREATIVE S SKETCHBOOK THIS SKETCHBOOK BELONGS TO: @OfficialSYP 1 WELCOME YOUNG CREATIVE If you re reading this, it means you ve accepted the We-CTV challenge and are

More information

1 WARMER Complete the sentences using your own words. Use a dictionary to help you. Girls are. Boys are.

1 WARMER Complete the sentences using your own words. Use a dictionary to help you. Girls are. Boys are. 1 WARMER Complete the sentences using your own words. Use a dictionary to help you. Girls are. Boys are. 2 WHAT DOES IT MEAN? Write the words next to their meanings. These words will help you understand

More information

The Reading- Writing Poster Pack. by Steve Peha

The Reading- Writing Poster Pack. by Steve Peha The Reading- Writing Poster Pack by Steve Peha Good Writing Has all of these traits Ideas that are interesting and important. Main Idea Details Showing Purpose Surprises Organization that is logical and

More information

Compiled By: Pat Elliott, Resource Teacher & Dale Mays, Grade 4 Teacher Simcoe County District School Board Ontario Canada

Compiled By: Pat Elliott, Resource Teacher & Dale Mays, Grade 4 Teacher Simcoe County District School Board Ontario Canada Compiled By: Pat Elliott, Resource Teacher & Dale Mays, Grade 4 Teacher Simcoe County District School Board Ontario Canada Literacy Circles There is no one right way to conduct literacy circles. The manner

More information

The new portfolio will not be assessed by examiners but will be used as a tool for students to develop their writing skills at each level.

The new portfolio will not be assessed by examiners but will be used as a tool for students to develop their writing skills at each level. A Teachers guide to the Trinity portfolio toolkit What is a portfolio? It s a file or folder that contains a collection of your students work. Each portfolio should include at least one example of each

More information

LETHBRIDGE PRIMARY SCHOOL DYSLEXIA FRIENDLY SCHOOLS POLICY

LETHBRIDGE PRIMARY SCHOOL DYSLEXIA FRIENDLY SCHOOLS POLICY LETHBRIDGE PRIMARY SCHOOL DYSLEXIA FRIENDLY SCHOOLS POLICY This policy should be read in conjunction with the school s SEN Policy. WHAT IS DYSLEXIA? For Dyslexia Awareness Week 2014 The British Dyslexia

More information

St.Dennis CP School. Modern Foreign Languages (MFL) Policy February 2013

St.Dennis CP School. Modern Foreign Languages (MFL) Policy February 2013 St.Dennis CP School Modern Foreign Languages (MFL) Policy February 2013 Policy confirmed by the Governing Body of St Dennis CP School on: Date: Signature: To be reviewed on: 1 Rationale for Teaching Languages

More information

Holy Souls Catholic Primary School

Holy Souls Catholic Primary School School report Holy Souls Catholic Primary School Mallard Close, Acocks Green, Birmingham, B27 6BN Inspection dates 15 16 May 2013 Overall effectiveness Previous inspection: Good 2 This inspection: Good

More information

How to Take Running Records

How to Take Running Records Running Records are taken to: guide teaching match readers to appropriate texts document growth overtime note strategies used group and regroup children for instruction How to Take Running Records (adapted

More information

Components of a Reading Workshop Mini-Lesson

Components of a Reading Workshop Mini-Lesson Components of a Reading Workshop Mini-Lesson Mini-Lesson: The Connection How will you begin the Reading Workshop mini-lesson with a connection in which you tell students what you ll be teaching them &

More information

Key vocabulary display Genre features Power openers Mystery display Short! Story examples. Whole class teaching Group work

Key vocabulary display Genre features Power openers Mystery display Short! Story examples. Whole class teaching Group work Monday Chestnuts Primary English Weekly Plan PEA (Point, Evidence, Analysis) Comprehension Themes and conventions (genre) Making inferences Language for effect W/C 05/10/15 Year group 6 Genre Narrative

More information

Contents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4

Contents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4 Contents A Word About This Guide............................... 3 Why Is It Important for My Child to Read?................ 4 How Will My Child Learn to Read?....................... 4 How Can I Help My

More information

Why do we need a theme?

Why do we need a theme? 2009-2010 Yearbook What is a yearbook? A memory book A reference book Make sure we have EVERYONE at LEAST once in the book. Check spelling of the name multiple times A history book Remember, we are history

More information

Dyslexia Friendly Statement

Dyslexia Friendly Statement Dyslexia Friendly Statement The Small Schools Multi Academy Trust Dyslexia friendly statement Being an effective school and being dyslexia friendly are two sides of the same coin. Effective schools enjoy

More information

SCOTTISH RESOURCES. First Level/Second Level Autumn 2008. Tuesdays 03.45 04.00 16 and 23 September BBC Radio 4 digital (terrestrial, cable, satellite)

SCOTTISH RESOURCES. First Level/Second Level Autumn 2008. Tuesdays 03.45 04.00 16 and 23 September BBC Radio 4 digital (terrestrial, cable, satellite) B B C Learning Scotland SCOTTISH RESOURCES First Level/Second Level Autumn 2008 Tuesdays 03.45 04.00 16 and 23 September BBC Radio 4 digital (terrestrial, cable, satellite) China Stories Programmes in

More information

Assessing children s writing at the end of Key Stage 2. 6 th December 2013

Assessing children s writing at the end of Key Stage 2. 6 th December 2013 Assessing children s writing at the end of Key Stage 2 6 th December 2013 Aims of this morning: To outline the statutory requirements of KS2 writing assessment in 2014. To summarise Gloucestershire s KS2

More information

Churnet View Middle School Displays

Churnet View Middle School Displays Churnet View Middle School Displays Following meetings where the importance of visual learning has been discussed we have, as an English department, made a conscious effort to use more interesting, interactive

More information

Published on www.standards.dcsf.gov.uk/nationalstrategies

Published on www.standards.dcsf.gov.uk/nationalstrategies Published on www.standards.dcsf.gov.uk/nationalstrategies 16-Dec-2010 Year 3 Narrative Unit 3 Adventure and mystery Adventure and mystery (4 weeks) This is the third in a block of four narrative units

More information

Guided Writing as a means of Precise Intervention at Wave One

Guided Writing as a means of Precise Intervention at Wave One Guided Writing as a means of Precise Intervention at Wave One Kirsten French 25/7/2008 Introduction What were your reasons for doing this type of development work? Wave One intervention is intervention

More information

BIG WRITING. at JOHN HAMPDEN PRIMARY SCHOOL

BIG WRITING. at JOHN HAMPDEN PRIMARY SCHOOL BIG WRITING at JOHN HAMPDEN PRIMARY SCHOOL What is BIG Writing? It is a philosophy about writing which was originally devised by Ros Wilson. (A former teacher and Ofsted Inspector.) It is based on the

More information

Unit Map 2011-2012 Columbia University Teachers College Collaboration / Writing* / Kindergarten (Elementary School)

Unit Map 2011-2012 Columbia University Teachers College Collaboration / Writing* / Kindergarten (Elementary School) Unit Map 2011-2012 Columbia University Teachers College Collaboration / Writing* / Kindergarten (Elementary School) June 21, 2011, 9:13AM Unit 01 Launching The Writing Workshop (Week 1, 4 Weeks) Unit Rationale

More information

NAME: DATE: ENGLISH: Ways to improve reading skills ENGLISH. Ways to improve reading skills

NAME: DATE: ENGLISH: Ways to improve reading skills ENGLISH. Ways to improve reading skills NAME: DATE: ENGLISH Ways to improve reading skills It is not necessary to carry out all the activities contained in this unit. Please see Teachers Notes for explanations, additional activities, and tips

More information

7 critical reading strategies and activities to do with students to encourage and develop critical reading ability

7 critical reading strategies and activities to do with students to encourage and develop critical reading ability 7 critical reading strategies and activities to do with students to encourage and develop critical reading ability This text has been adapted from and extends on a text written by Salisbury University

More information

GCSE English Language and English Literature LCHS

GCSE English Language and English Literature LCHS GCSE English Language and English Literature LCHS Y11 Student Guide 2015-2016 Name: Form: English teacher: Studying English Language and Literature in Year11 A New Challenge Welcome back. This is the start

More information

Modern Foreign Languages (MFL)

Modern Foreign Languages (MFL) Modern Foreign Languages (MFL) Fordcombe C.E. Primary School Reviewed & Approved by the Full Governing Body: Jan 2013 Next Review due Jan 2016 Signed:. Name (print) Mrs Sarah Finch Position: Chair of Governors

More information

Prettygate Junior School. Assessment, Recording and Reporting Policy. Date: Summer 2015 Review: Summer 2018

Prettygate Junior School. Assessment, Recording and Reporting Policy. Date: Summer 2015 Review: Summer 2018 Prettygate Junior School Assessment, Recording and Reporting Policy Date: Summer 2015 Review: Summer 2018 Vision Ensuring a safe, welcoming environment where everyone is valued Providing experiences to

More information

Full Practitioner guide to using the Wishes and Feelings tool

Full Practitioner guide to using the Wishes and Feelings tool Full Practitioner guide to using the Wishes and Feelings tool This tool is designed for practitioners to help the child/young person to discuss and record their views, wishes and feelings for different

More information

Squirrel Hayes First School. MFL Policy

Squirrel Hayes First School. MFL Policy Squirrel Hayes First School Policy Reviewed on Feb 2016 Policy Owner Signature Mrs A. Stockton Policy adopted by the Governing Body on Chair of Govs/Committee Signature Policy Reviewed Date March 2016

More information

7. HOW TO TEACH A DYSLEXIC PUPIL TO READ

7. HOW TO TEACH A DYSLEXIC PUPIL TO READ 7. HOW TO TEACH A DYSLEXIC PUPIL TO READ OVERVIEW Extract In this module, we will cover the following topics: Introduction Reading ages How to choose appropriate reading materials Teaching a dyslexic child

More information

Creative Development Learning Team (CDLT)

Creative Development Learning Team (CDLT) WESTON TURVILLE CE SCHOOL CREATIVE ARTS POLICY Mission Statement - TO PURSUE WISDOM WITHIN A CHRISTIAN ETHOS Maintained by : Subject Specialists : Adopted by Staff : Adopted by Governors : Next Full Review

More information

Modern Foreign Languages (MFL) Policy 2013

Modern Foreign Languages (MFL) Policy 2013 Modern Foreign Languages (MFL) Policy 2013 Revised by: Head, staff & governors: Date: Dec 2013 Next Review: December 2016 or sooner if regulations / circumstances change 1 Rationale for Teaching Languages

More information

WRITING EFFECTIVE REPORTS AND ESSAYS

WRITING EFFECTIVE REPORTS AND ESSAYS WRITING EFFECTIVE REPORTS AND ESSAYS A. What are Reports? Writing Effective Reports Reports are documents which both give a reader information and ask the reader to do something with that information.

More information

Private talk, public conversation Mike Askew King s College London

Private talk, public conversation Mike Askew King s College London Private talk, public conversation Mike Askew King s College London Introduction There is much emphasis on the importance of talk in mathematics education. In this article I explore what sort of talk we

More information

Planning and preparing presentations Giving presentations Features of a good presentation Poster presentations

Planning and preparing presentations Giving presentations Features of a good presentation Poster presentations Presentations What is a presentation? Planning and preparing presentations Giving presentations Features of a good presentation Poster presentations For further information and the full range of study

More information

Assessment, Recording and Reporting Policy

Assessment, Recording and Reporting Policy St Peter s CE (VA) Infants School Assessment, Recording and Reporting Policy Philosophy Assessment is essential for the promotion of effective learning and teaching. It enables the teacher to deliver an

More information

Christ Church C of E (VA) Primary School and Nursery. Reading Policy

Christ Church C of E (VA) Primary School and Nursery. Reading Policy Christ Church C of E (VA) Primary School and Nursery Reading Policy Aims We aim to enable our pupils to read for enjoyment, confidently, fluently, accurately and with understanding. We aim to employ a

More information

CROSSING THE LINE. Self-esteem lesson plan FILM 4: TALKING HEADS

CROSSING THE LINE. Self-esteem lesson plan FILM 4: TALKING HEADS CROSSING THE LINE Self-esteem lesson plan FILM 4: TALKING HEADS Film 4: Talking Heads Key words: cyberbullying, self-esteem, editing apps Topic: Self-esteem, social media Time: 20 60 mins (educators can

More information

English YEAR 4-6 AT SCHOOL AND HOME

English YEAR 4-6 AT SCHOOL AND HOME English YEAR 4-6 AT SCHOOL AND HOME stcuthberts.school.nz ENGLISH English is structured around two interconnected strands, each encompassing the oral, written, and visual forms of the language. The strands

More information

CHECK IT OUT CHECK IT OUT! Spring Contents. Age 9-11 Key Stage 2. Series Producer: Henry Laverty. Spring 2001

CHECK IT OUT CHECK IT OUT! Spring Contents. Age 9-11 Key Stage 2. Series Producer: Henry Laverty. Spring 2001 Age 9-11 Key Stage 2! FRIENDSHIP Series Producer: Henry Laverty Spring 2001 Friday 12.10-12.30 p.m. from 19 January to 2 March Transmission: Friday 19 January Summer Term: Tuesday 24 April Summer 2001

More information

INTRODUCTION TO COACHING TEACHING SKILLS TEACHING/LEARNING. September 2007 Page 1

INTRODUCTION TO COACHING TEACHING SKILLS TEACHING/LEARNING. September 2007 Page 1 TEACHING SKILLS September 2007 Page 1 TEACHING SKILLS Being a teacher is one of the main roles a coach fulfils for their players. The ability to teach effectively, especially the technical skills of ice

More information

3 days Lifting the Qualities of Effective Fiction Writing. 3 4 days Stretching Out the Problem and Imagining Creative Solutions to Stories

3 days Lifting the Qualities of Effective Fiction Writing. 3 4 days Stretching Out the Problem and Imagining Creative Solutions to Stories Grade 1, Unit 3 Realistic Fiction Adapted from Realistic Fiction (Unit 3) in A Curricular Plan for the Writing Workshop, Grade 1 by Calkins Section of the Unit of Study Minilesson Focus Points Time (approximate)

More information

Ryburn Valley High School

Ryburn Valley High School Ryburn Valley High School Assessment, Recording & Reporting Policy Date of Issue: February 2015 Strive to Excel Page 1 Contents Page Introduction Rationale 3 Aims and Objectives 3 Definitions 4 Development

More information

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum)

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum) Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative

More information

I give permission to classroom teachers to use my materials with their students. For all other uses, please contact me.

I give permission to classroom teachers to use my materials with their students. For all other uses, please contact me. THANK YOU for downloading Infer Pronouns, grades 3 and up that I created FREE for you. In return, I ask that you (1) Have fun! (2) Give me credit for my work if you share. (3) Refer others to my websites

More information

West Hill Primary, Wandsworth CHANGE MANAGEMENT & EVALUATION

West Hill Primary, Wandsworth CHANGE MANAGEMENT & EVALUATION West Hill Primary, Wandsworth CHANGE MANAGEMENT & EVALUATION CONTENTS PAGE Context Learning Space The teaching experience Next Steps Conclusions and outcomes West Hill Primary is a single form entry primary

More information

Social Studies Fair: February 23, 2012 @ 6:30 P.M.

Social Studies Fair: February 23, 2012 @ 6:30 P.M. Student Name: Teacher: Project #: Harbins Elementary School Social Studies FAIR Project Directions 1 4 th & 5 th Grade Project Begins: January 6, 2012 Project Due: February 16, 2012 Social Studies Fair:

More information

THANK YOU for downloading Unlock Unfamiliar Words that I created FREE for you.

THANK YOU for downloading Unlock Unfamiliar Words that I created FREE for you. THANK YOU for downloading Unlock Unfamiliar Words that I created FREE for you. In return, I ask that you (1) Have fun! (2) Give me credit for my work if you share. (3) Refer others to my websites www.liketoread.com,

More information

Fun Learning Activities for Mentors and Tutors

Fun Learning Activities for Mentors and Tutors Fun Learning Activities for Mentors and Tutors Mentors can best support children s academic development by having fun learning activities prepared to engage in if the child needs a change in academic/tutoring

More information

Writing essays. What is an essay?

Writing essays. What is an essay? Writing essays What is an essay? Why write an essay? How to research, plan and write an essay Language and style Presentation of your work An essay-writing checklist For further information and the full

More information

Background to the new Staffordshire Grids

Background to the new Staffordshire Grids Background to the new Staffordshire Grids The removal of levels for most pupils in 2014-15 and all pupils in 2015-16, has posed a problem for schools in how to assess children s progress in the New National

More information

Before writing your press release sit down and think about what you want to say and who you want to say it to.

Before writing your press release sit down and think about what you want to say and who you want to say it to. TEACHER'S NOTES ACT NOW CONTENTS KS3/KS4 Press release guide How to be a good interviewee Photo call PRESS RELEASE GUIDE INTRODUCTION Media coverage of a citizenship event you have organised can be very

More information

BURSTED WOOD PRIMARY SCHOOL

BURSTED WOOD PRIMARY SCHOOL BURSTED WOOD PRIMARY SCHOOL Year 6 English Medium Term Plans Reading Word Objectives apply their growing knowledge of root words prefixes and suffixes (morphology and etymology), as listed under the spelling

More information