Transition

Bishop Rawstorne’s 3BRs

Be Respectful Be Resilient Be Ready

Welcome to our Year 7 parents October 2018

What we will be covering ❖How progress is monitored and reported.

Parental engagement– Mr Wood ❖Curriculum provision in the core subject areas English – Mrs Lane, maths – Mr Wood, science – Mrs Petts, ❖E-safety – Mr Almond ❖Homework, accessing resources – website and links - Head of Year – Mrs Ashcroft ❖Parental liaison – Mr Williams

Daily and weekly reporting - SIMS Parent and InTouch Messaging (online and via the App) ❖ SIMS Parent App - notify you of attendance YtoD, homework due, daily notification whenever your child has achievements or behavior incidents on that day (not points totals) ❖ Homework: Outstanding usually indicates a homework has not been done or handed in yet. If it is no longer outstanding, it is not guaranteed it was done and handed in. ❖ Students are emailed directly to congratulate them on each and every achievement awarded ❖ Weekly Cumulative Achievement Points Message to students, and to parents when the student has achieved their Bronze / Silver / Gold / Platinum Awards levels • Behaviour Notification emails to parents if a student receives 3 or more Behaviour Warnings in a week, and also if a student accrues 15 or more behaviour points in a week.

Termly Tracking – Student Progress

❖19th Oct., 28th Jan. (followed by Parents Evening on 7th Feb.) and 14th June. ❖Termly reports for each subject include academic progress, attitude to learning, attitude to independent learning, and how the students attendance, behaviour in class and homework issues compare with the year group Bishop Rawstorne’s 3BRs

Be Respectful Be Resilient Be Ready

Subject

Tracking progress against target

Target

End of Year Prediction

Attitude to Learning

Attitude to Independent Learning

Aut.

Spr.

Sum.

English

On

Above

I

H-

Good

Good

Mathematics

Below

Below

I

F+

Outstanding

Good

Science

On

On

I

I

Below Expectation

Good

History

On

On

I

I

Outstanding

Outstanding

Geography

On

On

I

I

Good

Good

RE

On

On

I

I

Outstanding

Outstanding

Art

On

On

I

I

Good

Good

Computing

On

On

F

F+

Good

Below Expectation

Music

Below

On

I

I

Good

Good

PE

On

On

I

I

Good

N/A

Res Materials

On

On

I

I

Outstanding

Outstanding

Target Setting at KS3 KS3 attainment band Foundation (F) Intermediate (I) Higher (H) Advanced (A)

GCSE potential (old letter grades system) G-C C-B B-A A - A*

GCSE potential (new numbers grade system) 1-4 4-5 6-7 8-9

KS3 Science

• KS3 science is taught by specialist teachers to inspire and challenge students of all abilities and aspirations. • We deliver a 2 year course covering the National Curriculum.

Mrs L Petts, Curriculum Leader, Science Mrs A Holden, Second in department (Y7 lead)

2018-2019 Year 7 Curriculum Plan 1 2 3 4 5 6 7 8 Half term Half term 9 10 11 12 13 14 15 Christmas Christmas 16 17

27/08/2018 03/09/2018 10/09/2018 17/09/2018 24/09/2018 01/10/2018 08/10/2018 15/10/2018 22/10/2018 29/10/2018 05/11/2018 12/11/2018 19/11/2018 26/11/2018 03/12/2018 10/12/2018 17/12/2018 24/12/2018 31/12/2018 07/01/2019 14/01/2019

18

21/01/2019

71 ACO Working Scientifically

7Y3 ACO/DTY Working Scientifically

73 AHO Working Scientifically

7Y4 HME Working Scientifically

7Y1 BWI Working Scientifically

72 WAS Working Scientifically

7Y2 SBE Working Scientifically

B1 Cells

B1 Cells

C1 Particles

C1 Particles

C2 Elements

P1 Forces

P1 Forces

C1

C1

B1

B1

P1

C2

C2

Particles

Particles

Cells

Cells

Forces

Elements

Elements

Test 1 (Cells and Particles)

Wednesday 21st November

Test 2 (Elements and Forces)

P1 Forces

P1 Forces

C2 Elements

C2 Elements

C2 Particles

P1 Cells

P1 Cells

C2

C2

P1

P1

P1

C1

C1

Elements

Elements

Forces

Forces

Cells

Particles

Particles

Test 2 (Elements and Forces)

Wednesday 23rd January

Test 1 (Cells and Particles)

19 20 21 Half term 22 23 24

28/01/2019 04/02/2019 11/02/2019 18/02/2019 25/02/2019 04/03/2019 11/03/2019

25 26 27 Easter Easter 28 29 30 31

18/03/2019 25/03/2019 01/04/2019 08/04/2019 15/04/2019 22/04/2019 29/04/2019 06/05/2019 13/05/2019

32 Half Term 33 34 35 36 37 38 39 Summer

20/05/2019 27/05/2019 03/06/2019 10/06/2019 17/06/2019 24/06/2019 01/07/2019 08/07/2019 15/07/2019 22/07/2019

71

7Y3

73

7Y4

7Y1

72

7Y2

ACO

ACO/DTY

AHO

SBE

B3 Reproduction

C4 Acids & Alkalis

BWI P2 Sound

WAS

B3 Reproduction

HME C4 Acids & Alkalis

C3 Reactions

C3 Reactions

B3 C4 Acids & Alkalis

C4 Acids & Alkalis

B3 Reproduction

B3 Reproduction

C3 Reactions

P2 Sound

P2 Sound

Test 4 (Reproduction and acids & alkalis) C3 C3 P2 Reactions Reactions Sound

P2 Sound

P2 Sound

C3 Reactions

Wednesday 20th March Test 3 (Sound and reactions) P2 C4 C3 C3 Sound Acids and Alkalis Reproduction Reproduction

C3 Reactions

B3 Reproduction

P2 P2 Acids and Alkalis Acids and Alkalis

Test 3 (Sound and reactions) Wednesday 22nd May Test 4 (Reproduction and acids & alkalis) B2 Body Systems

B2 Body Systems

B2 Body Systems

B2 Body Systems

B2 Body Systems

B2 Body Systems

B2 Body Systems

P4 Space

P4 Space

P4 Space

P4 Space

P4 Space

P4 Space

P4 Space

Science Online Learning Platform- Kerboodle

• www.kerboodle.com • All year 7 pupils have been given a letter with their initial log on details • Online textbook • Most lesson resources and worksheets • Online homeworks and progress quizzes.

• Keyword sheets

Homework • Pupils will be given a varied diet of science homework tasks.

Examples of science homework may include questions to support classwork, spellings, revision, completing investigation reports, research or an extension piece of literacy/maths/creative work.

This homework may be online at www.kerboodle.com • Homework will usually be peer or self-assessed in class or computer marked. Pupils will receive written online feedback or verbal feedback on their homework where appropriate.

• Students will be given a minimum of three days to complete science homework, although usually a week will be given.

Assessment

• Year 7 pupils have 4 summative assessments a year.

• Pupils will also carry out progress tasks in class to assess skills.

• These will be teacher assessed and kept in school in pupils’ assessment folders.

• After each assessment, pupils will bring home their marked script to show you. There is a section for you to sign and comment if you wish.

Exercise books are used for note taking, classwork and homework..

Pupils exercise books will not normally be marked by a teacher.

English Programme of Study Term HT1 Sep Oct

HT2 Oct Dec

HT3 Jan Feb

Topic of Study

Key Skills for Teaching

Assessment/s

Creative writing – aspirations Growth Mindset transition scheme novel/extracts/short stories

Communicate clearly, effectively, and imaginatively, adapting tone, style and register for different forms, purposes and audiences Organise information and ideas, using structural and grammatical features Range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

A05 A06

NFER reading Spelling Baseline writing By 28th Sept

Reading – character analysis Novel/extracts/short stories

AO1 Read, understand and respond to texts. • maintain a critical style and develop an informed personal response • use textual references, including quotations, to support and illustrate interpretations. PEAZER AO2 Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology.

AO4 Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

A01 A02 and A04

Character analysis By 3rd Dec

Students will be regularly assessed and progress monitored in line with their pathway. If a student is deemed to be underachieving against their target, the class teacher will implement intervention.

Giving a viewpoint Transactional writing – speeches All assessments are kept in an and assessment file at school.

Spoken language AFORESTDRIP CONNECTIVES Bullying Language to persuade, advise, inform A05 A06 Exercise books are used for note taking, drafting, homework.

HT4 Mar Apr

Reading – response to poetry Theme – nature

HT5 Apr Jun

Reading - Introduction to Shakespeare (Tempest)

HT6 Jun – Jul

Non- fiction Reading KS3 Eduqas transition materials Target setting for 8

Terminology and word classes Themes, structure Structure of response - PEAZER The Sea by James Reeves Tracking the text Identifying quotes Use of PEAZER

Speech on bullying By 4th February Speaking and listening

Response to theme of poem By 19th April A01 A02 and A03

A01 A02 and A04

http://resources.eduqas.co.uk/Pages/ResourceSingle.aspx?rIid=952 – animal testing http://resources.eduqas.co.uk/Pages/ResourceSingle.aspx?rIid=952 – extracts, exams and mark schemes

Reading -Character analysis By 21st Jun

Also access details on the library under School Life

Reading Cards Updated weekly, checked by teachers and signed by parents

Maths – Year 7

Mathematics in Year 7 Pupils arrive at the age of eleven with a very wide range of mathematical experience. Our aim in Year 7 is to consolidate what they have studied previously, build up the confidence of those who feel they need more support and challenge those who need pushing even further.

Most importantly, we want to ensure that students have a positive start and we aim to promote and encourage positive attitudes to studying maths. The KS3 programme is structured to work as a ‘spiral’, where students continue to build on existing skills and where new skills are learned to complement and develop their existing knowledge.

Maths – teaching groups

Teaching Groups In Year 7 students are initially placed in classes based primarily upon the KS2 assessments.

We take a flexible approach to grouping in Year 7 and students may move between classes until we are sure they are in the class where they can make optimum progress. Teacher observations and further assessments will determine the best teaching group for students. Group sizes are of no more than 32 students. We do not number teaching groups as this can damage confidence and contribute to ‘Mathematics’ anxiety’ however students will all be placed in a group suitable for their ability at that time.

Maths - homework

Students will usually be set homework each week. This will normally comprise of tasks set for them to complete on the Hegarty Maths website. These tasks require them to watch a video clip, making notes in their independent study book as they do, before completing an online quiz. Students receive immediate feedback as the quiz is marked as soon as they have completed it and they are encouraged to have another go if they have not achieved an acceptable level. The students then use the notes they have made to help them in a weekly quiz that is taken in class. This process is intended to develop good study skills and perseverance in our students, whilst consolidating topics previously studied.

Maths – homework help.

If students are unable to complete any homework set, they should seek advice from their class teacher, or any other member of the mathematics faculty. There is also the lunchtime Mathematics Faculty Homework Club (M7) where students can use computers to complete Hegarty Maths homework online, or just use it as a quiet place to do their written work. There will always be a mathematics teacher available to ask for help with any problems. science – Mrs Petts,

Safeguarding at Bishop Rawstorne

• • • • • • • • •

There are 6 safeguarding officers in the school, myself Mr Almond and then Miss Palmer, Mr Duckworth, Mr Sixsmith, Mrs Loveday and Mr Cowley

Current Landscape https://makeawebsitehub.com/social-media-sites/

RELIABLE MESSAGES

DON’T SHARE PERSONAL INFORMATION THINK BEFORE YOU POST CHECK PRIVACY SETTINGS ONLY FRIENDS YOU KNOW DON’T MEET UP TELL A TRUSTED ADULT

DON’T SHARE PERSONAL INFORMATION

• What do teens share on social media?

Real name

92%

Interests

84%

Birthday

82%

Place they live

71%

School

71%

Relationship status

62%

Photos of themselves

91%

Videos of themselves

24%

Email address

53%

Phone number

20%

THINK BEFORE YOU POST

CHECK PRIVACY SETTINGS

CHECK PRIVACY SETTINGS

CHECK PRIVACY SETTINGS

Homework

The dog ate it I looked at the wrong week It got totally ruined When my water bottle leaked It’s done – in my old book I got my new one today I’ve still lost the points That’s shocking – no way!

Homework

It’s on the dining room table.

Sitting there. Phone my mam!

I’m not lying, honest!

It’s the truth, not a scam.

I wanted to do it.

But mam said I had To do the food shopping With my sister and dad.

Homework

We had relatives round.

They left just this morning.

They took over my room With no signs or no warning.

I didn’t have a sheet, sir!

Billy had mine.

If you give me another I’ll do it, it’s fine!

Homework

But just occasionally One student might say “I'm sorry Sir. I haven’t got it today.”

“There is no excuse.

I just plain forgot.”

As they squirm and they scurry Looking flustered and hot.

Homework

An honest response.

A nice pleasant shock.

But they’re coming back to see me.

“My room, one o’ clock.”

M.F. Cowan 2008

What we have noticed in school: Staff have noticed the following issues • Late homework and lack of equipment • Questions/worrying about homework • Organisation and handing in of homework • Presentation of homework • Great variation in time spent and standards of homework

We set homework and encourage good organisation to: • • • • • •

Raise achievement Consolidate knowledge Extend learning Encourage curiosity and research skills Develop lifelong independent learners Develop study and work routines

Equipment All pupils require the following equipment on a daily basis: • • • • • • •

Pen (blue or black) Green pen to self- and peer-assess work Ruler Pencil Reading book Calculator All books/folders for the lessons during the day.

What types of homework are being set?

Short Tasks • Research: sometimes students are asked to write something in their books, sometimes they are not.

Staff will make this clear. This is normally to extend students knowledge from their lesson or to prepare pupils for next lesson.

• Written: answers to questions or other written tasks • Posters/Pictures: To summarise or consolidate knowledge, extend artwork • Prepare presentations/speeches/videos

Longer/ongoing tasks • Projects: longer pieces of work that pupils need to complete over a number of weeks • Booklets prepared on a particular topic • Revision: To use worksheets/online resources to prepare for an assessment at the end of a unit of work.

How is homework set and recorded?

• Homework will be explained by the teacher during lesson time with a date due • Homework will then be added to the SIMS APP by the teacher with a further explanation of the task and the due date.

• Homework will sometimes be given in a worksheet/memo to the students • Pupils can then access their homework records via the SIMS mobile APP (smartphone/tablet) or via a desktop PC.

Weekly timetable

Weekly timetable

Homework due date/description of task

How can I support my child with homework and organisation?

Or how can I turn this‌

‌ into this Weekly timetable

Why is it important to support my child with homework and organisation?

Studies in Britain have shown that children who are supported by their families with homework are likely to perform significantly better in academic examinations at 16 years old and beyond than those who do not.

By showing an interest in homework, you are communicating the fact that school work is important and needs to be taken seriously.

Issues that students face with homework • Organisation • Prioritising tasks • Understanding the tasks • Focus & concentration • Time management • Quality work

Organising, prioritising and time management • Check the SIMs parent APP every day (points gained/lost, homework due, timetable for the next day) • Provide space and time. Create a realistic time frame for each task.

• Get into a routine • Use rewards • Limit the use of TV/electronic devices that sap time and focus!

How you can help

Quality time • Read through the instructions and help to get them started • Encourage your child to talk to staff if ever unsure

• Check the end result for quality • Test them – Spanish vocabulary, spellings, times tables etc • Ask questions • Encourage reading and sign records.

How you can help

Practicalities • Have a copy of pupils’ timetables on the wall/fridge to refer to whenever required.

• Use the SIMS parent APP to check pupils’ timetable for the next day, and the homework due in.

• Check all equipment/pieces of homework are in school bags ready for the next day.

How you can help

We understand….

• Family life is very busy • Good communication is vital • It’s a joint effort

You said, we did…………

• On a post it write down anything about homework which you would like to be addressed. Stick it to the board as you leave.

• We will compile these and do our best to act upon them • We aim to post our responses on the school website

You said Clearer instructions

We did

Too much homework

Parental Liaison – Mr Williams

Bishop Rawstorne’s 3BRs

Be Respectful Be Resilient Be Ready

Supporting Our Children With Reading, Spelling and Speaking and Listening

Tonight’s aims: 1. To provide you with some practical strategies you can use at home to help with your child’s reading, spelling, vocabulary and speaking and listening.

2. To inform you of the support available in school to help boost your child’s reading, spelling, vocabulary and speaking and listening.

Both literacy engagement and mental wellbeing decline as pupils move out of primary school and through their secondary education, new research has found.

Why is engaging children to read difficult?

• Distractions- Xbox, the internet, mobile phones, social media, TV etc.

• It isn’t seen as ‘cool’ or entertaining. The gratification and pleasure you get from a book may not be as instant as an electronic device – perseverance!

• Influence of peers- playing out, wanting to socialise.

• They may lack the necessary reading stamina What research suggests….

• Some find it difficult: Find an easier text!

• Some worry they can’t read as fast as others: Let them read at their own pace! Lower the bar • Some can’t find a book they find interesting. Try a different format/text type..lower the bar!

• Some fear reading aloud or being tested on what they are reading: Mistakes are normal but create a routine/habit!

• Some fear the length of the book and feel that if they don’t finish a book they have failed.

Find short texts to begin – if a book doesn’t engage, switch to something else!

If my child doesn’t like reading, what should they read?

What Anything! –Books (fiction and non-fiction) short stories, plays, poems, leaflets, newspapers, magazines, blogs, webpages, “First News” (subscriptions available) How? On phone, kindles, iPad, online, books, with you, on their own.

When?

Anytime – but routines are also good. Evening reading before bed is recommended.

Top tips for approaching reading at home Aim for a mixture of reading sessions – your child reading alone, you reading aloud to them, and them reading aloud to you: mixing up the sessions will help to build their reading stamina.

Aim to make reading a daily routine -15 minute chunks are best.

Be flexible! Don’t stress if for some reason it doesn’t happen and try to avoid using reading as a punishment or chore– for reluctant readers we need to make reading a positive and rewarding experience at home Use the medal and mission approach – the reading cards will help….

Monday Mission

Read one chapter of…..

Medal

One hour on Play Station/fave tea – whatever works

Tuesday Mission

Read two chapters of…..

Medal

Phone/ipad for one hour..

Comprehension is Key: Checking their understanding

• Prediction

What might happen next? Why do you think that? What clues are there?

• Questioning What questions do you have about what you have read so far? Who is the central character/favourite character?

• Clarifying

Be sneaky with What words/phrases/areas are you unsure about? How can we find out the meaning? Try your questioning? supporting you child’s dictionary skills!

• Summarising Describe exactly what has happened so far in what you have read. Can you create a timeline/comic strip/graphic organiser? Try asking ‘And then what happened?’

Let’s have a look at a KS3 text

Unlocking what they already know about the topic is key to helping them develop a better understanding of the text as they read – linking the ideas from the text to what they already know Predict Stage What questions could we ask them before reading the text?

• • • • • •

Is this a fiction or a non-fiction text? How do you know?

What type of non-fiction text is this? What features helped you to decide?

What is animal testing?

Why is it done?

What do you think about it?

Why might some people protest against it?

Clarify Stage Now read up until ‘Why do we tests cosmetics?’

Highlight the words that you think your child may struggle with understanding…. If If there are more than five words, your child’s confidence will decline.

IMPORTANT – they do not have to understand every word, they have to pick out the information that is required. e.g.What happens to products to make sure they are safe for human use?

Remind them to: • Reread the sentence and see if they can work out the meaning • Read on to the next sentence and see if that helps them make sense of the word • Look in the dictionary to find the meaning

Question Stage What questions could ask your child to check their understanding?

Have a go….

What does each sub-heading tell us that section is going to be about?

Why does the writer use the words ‘save lives’ in the second paragraph?

How many calls do ‘poison control centres receive every year’?

Why do they receive them?

Do you think the writer is for or against animal testing? How do you know?

Summarise Stage Pulling together the most important pieces of information

Have a go….

Reduce the first section to three key points you have learnt?

Why are animals used for testing and not humans?

What is the most powerful message of the whole text?

A strategy to help you identify the level of challenge for your child The 5 finger rule…

Try the five finger test: • Open the chosen book at a random page and your child starts reading.

• Each time they struggle to read/understand a word, put up a finger/thumb.

• If all 5 fingers are up before the end of the page, the text is too complex for now.

Authors/texts to try

• Tom Palmer – great for reluctant readers –try his website for links to short stories and extracts from his books for free!

• Tad Williams • Matt Oldfield • Darren Shan – fantasy • Paul Jennings – humorous short stories.

• Jacqueline Wilson- humorous and great for girls.

Recommended Website: Toppsta.com

A wide range of recommended books by age

Recommended Website: Dogonews.com

A wide range of engaging current affairs articles for younger readers

Recommended Website: Tom Palmer.co.uk

Free reads – great for reluctant readers

Top 5 strategies to engage your child in reading….

Reading the same book!

Not necessarily together though….tandem read with different book marks.

Jot down words you don’t know or questions you have and discuss them!

Top 5 strategies to engage your child in reading‌.

Visit the library, museums, galleries and places of interest to stimulate interest in reading, history and current affairs.

Top 5 strategies to engage your child in reading‌.

Offer incentives for reading either privately or to you. If you notice an improvement or you set a target and they meet it, issue them with a reward.

Let them choose a book and buy it as a reward‌.or take them to see the movie after they have read the book!

Top 5 strategies to engage your child in reading‌.

Use technology to encourage reading – Kindles, ipads, audio books.

Top 5 strategies to engage your child in reading‌.

Encourage them to read short texts and start with books that they are interested in. Non-fiction books such as magazines, factual books and autobiographies are often a good starting points. Graphic novels and comics are good for engaging boys.

Spelling and Vocabulary “My spelling is wobbly.

It's good spelling but it wobbles, and the letters get in the wrong places�.

A. A. Milne

Your child comes home with some words to learn. What strategies would you use to help? ❖ Rhythm ❖ Disappear ❖ Embarrassed ❖ Definitely ❖ Separate ❖ Stationery ❖ Receive ❖ Accommodation ❖ Deodorant (Mrs Lane!)

QUIZ

Spelling • • • • • • • • • •

Key words that you struggle with-share them!

English spellings are not easy for anyone!

Use a spelling log Encourage use of ‘wow’ words Point out patterns, make up rhymes Display words on post its, magnets on fridges – make words visible everywhere Learn high frequency words Review commonly misspelled words Have a word of the day/the week/family!

Use spelling and word games – Scrabble, Hangman, crosswords, word searches and online sites such as www.kidsspell.com

Proofreading

Our green pen policy!

• Marking Codes • S = spelling

1. MNEMONICS BECAUSE - Big Elephants Can Always Understand Small Elephants

RHYTHM - Rhythm Helps Your Two Hips Move NECESSARY - Not Every Cat Eats Sardines (Some Are Really Yummy) or ‘one Coffee and two Sugars’ to remember that there is just one letter ‘C’ and two of the letter ‘S’ in Necessary

Use a memory trick to prevent confusion between DESERTS (like the Sahara) and DESSERTS (like cheesecake) by remembering that the sweet one has two

sugars.

How about remembering how to spell ‘embarrassed’ by using the saying ‘really red silly student’ to remember there are two of the letter ‘r’ and two of the letter ‘s’ ?

2. SPELL SPEAK

Over-articulate the tricky bit.

• Wednesday = WedNESday • Scissors = sKissors Also helpful with silent letters: • government • Knife • rasPberry

3. LETTER PATTERN LINKS

• Look for the pattern in the words.

• • • • •

Bright Night Fright Sight Might

4. HIDDEN WORDS • Is there a word hidden inside the word?

• Separate :There’s A RAT in sep A RAT e • Business: There’s a SIN in bu SIN ess • Parliament: I AM in Parl I AMent

5. SPELLING RULES Drop the 'e‘ when you add ‘i-n-g’ • come – coming ; make – making ; hope – hoping I before E, except after C, And when sounded like A, as in neighbour and weigh.

• achieve, believe, brief • Deceive, receipt, receive

6. Starts and Ends

Prefixes are letter strings in front of a word: • Appear/disappear • Understood/misunderstood • Heading/subheading Suffixes are letter strings added to the end of a word: • Bereave/bereavement • Care/careful • Humour/humorous

How to improve spellings…

• Learn rules (i before e except after c) • Some spellings can be learned phonetically (as it sounds) • Break words down into syllables (tech – no – lo – gy) • Use mnemonics (Dashing in a rush, running harder or else accident) • Spelling pictures ( i = business) • Use tricks for tricky letters (the CIA are special) • Flash cards/post its around your room/house • Make a song/tune to help you remember words • Look, cover, write, check • Highlighting key words • Checking spellings with other students and green pen!

Primary Resources

Support available in school… ❖ All teachers promote literacy in their lessons ❖ English staff regularly teach spelling

❖ Incorrect spellings are highlighted for students to correct in green pen. ❖ Ambitious vocabulary is encouraged and expected across the school. ❖ On line programmes – Lifting Barriers, Achieve 3000 ❖ Primary resources ❖ Spelling booklet

Thank you.

Any questions?