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The document lists questions to consider when reviewing literacy planning, including whether the range of work is aligned with frameworks, activities build on prior learning, there is evidence of interactive teaching, differentiation, and extended writing opportunities. It also prompts evaluation of balancing reading and writing activities, and planning for speaking, listening, and assessment.
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2. Guidance on teaching reading comprehension, writing, speaking and listening skills. Suggestions include teaching different reading strategies, the writing process, public speaking, and listening skills.
3. Recommendations for developing research skills and studying different text types and styles of writing.
The document offers a comprehensive overview of the essential English skills and content areas that pupils should learn during years 7-9.
Assess Pupil Progress Pshe
The document discusses assessing pupil progress in PSHE and SEAL using a plan, do, review cycle. It involves collecting perceptions from staff, pupils, and parents on skills. Targets are set for a whole-school focus, such as empathy, and progress is monitored. The cycle then evaluates impact, identifies new priorities, and plans whole-school approaches for the next term. Successful assessment of PSHE uses a planned whole-school approach, regular pupil participation, inclusion of all abilities, and valuing individual personalities.
Lessons 2 4 Art
The document outlines art projects for different year groups in school, with Nursery focusing on face painting, Reception on making puppets, Year 1 using oil pastels for skin tones, Year 2 doing pencil self portraits, Year 3 creating portraits with clay, Year 4 making masks, Year 5 constructing 3D shoebox portraits, and Year 6 using photography.
Adapting Plans Britain Since 1948
This document outlines a plan for a history unit on Britain since 1948 for teachers and students, with the goals of having students develop knowledge about changes in British life over this period through identifying reasons for changes using multiple sources of information and developing research skills. The plan suggests making use of students' and teachers' interests and knowledge, including through possible cross-curricular links, projects, visits, and exhibitions to enhance learning.
Lesson 1 Art
Our new project until November will be self portraits. Students will work on creating self portraits of themselves. The goal is to introduce self portraits as the project until November.
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- 1. Points to consider when looking at NLS planning Is the range of work planned in line with the NLS framework? Is there a match between medium term and weekly planning? Are there any opportunities for cross-curriculum planning? Is there evidence of planning running over more than one week? Are there identified opportunities for speaking and listening? Is there evidence of Interactive Teaching? In the weekly planning are the learning objectives clear? Is the focus of the activities indicated? Is there a balance between Text, Sentence and Word Level work? Is there a balance between reading and writing? Is reading linked with writing? Is there evidence in Shared Writing of - Demonstration? Scribed? Supported Composition? Is there appropriate differentiation? Do activities offer challenge/opportunities for independent thought? Do the activities build on prior learning? Are some tasks planned that may not be completed in one session? Do all the planned activities have to be recorded? Is there a range of organization for independent activities? Is extended writing included? Is extended writing time allocated elsewhere? Is the plenary planned with teaching opportunities? Is the planning objective or activity driven? Are there any assessment or review notes? Is Guided Reading planned for? Is Guided Reading taking place in or out of the Literacy Hour? Is there evidence of planning for classroom support workers? Is there evidence of DEW/GFW/PIPs/KS2 Spelling Bank? Summary What are the strengths as well as any areas for improvement? Quality, Improvement and Support