Clare Dowdall – författare

Ensure Year 1/P2 children know the National Curriculum 2014 spelling rules and words with half termly spelling tests. With two test options per half term and record sheets, you can quickly find out which spelling rules and words children find tricky and focus on those. You can use the spelling lists for weekly homework.Practise spelling weekly with 36 word lists that follow the spelling rules and words from the National Curriculum 2014 Spelling Appendix. Then test what your children know with mixed up spellings in context every half term to ensure that they are confident and secure.Includes common exception words.Photocopiable with a free editable download, you can adapt the tests for your school.SATs style tests with spellings in context help with vocabulary and understanding as well as showing children what to expect next year in Year 2.Consistent tests every half term help with accountability and moderation.Available for Years 1-6, you can provide a consistent and systematic way of assessing spelling in your school.

Ensure Year 2/P3 children know the National Curriculum 2014 spelling rules and words with half termly spelling tests. With two test options per half term and record sheets, you can quickly find out which spelling rules and words children find tricky and focus on those. You can use the spelling lists for weekly homework.Practise spelling weekly with 36 word lists that follow the spelling rules and words from the National Curriculum 2014 Spelling Appendix. Then test what your children know with mixed up spellings in context every half term to ensure that they are confident and secure.Includes homophones, near homophones and common exception words.Photocopiable with a free editable download, you can adapt the tests for your school.SATs style tests with spellings in context help with vocabulary and understanding and prepare children for the KS1 test.Consistent tests every half term help with accountability and moderation.Available for Years 1-6, you can provide a consistent and systematic way of assessing spelling in your school.

Ensure Year 3/P4 children know the National Curriculum 2014 spelling rules and words with half termly spelling tests. With two test options per half term and record sheets, you can quickly find out which spelling rules and words children find tricky and focus on those. You can use the spelling lists for weekly homework.Practise spelling weekly with 30 word lists that follow the spelling rules and words from the National Curriculum 2014 Spelling Appendix. Then test what your children know with mixed up spellings in context every half term to ensure that they are confident and secure.Includes revision of common exception words.Photocopiable with a free editable download, you can adapt the tests for your school.SATs style tests with spellings in context help with vocabulary and understanding.Consistent tests every half term help with accountability and moderation.Available for Years 1-6, you can provide a consistent and systematic way of assessing spelling in your school.

Ensure Year 4/P5 children know the National Curriculum 2014 spelling rules and words with half termly spelling tests. With two test options per half term and record sheets, you can quickly find out which spelling rules and words children find tricky and focus on those. You can use the spelling lists for weekly homework.Practise spelling weekly with 30 word lists that follow the spelling rules and words from the National Curriculum 2014 Spelling Appendix. Then test what your children know with mixed up spellings in context every half term to ensure that they are confident and secure.Includes words from the word lists for Years 3 and 4.Photocopiable with a free editable download, you can adapt the tests for your school.SATs style tests with spellings in context help with vocabulary and understanding.Consistent tests every half term help with accountability and moderation.Available for Years 1-6, you can provide a consistent and systematic way of assessing spelling in your school.

Ensure Year 5/P6 children know the National Curriculum 2014 spelling rules and words with half termly spelling tests. With two test options per half term and record sheets, you can quickly find out which spelling rules and words children find tricky and focus on those. You can use the spelling lists for weekly homework.Practise spelling weekly with 30 word lists that follow the spelling rules and words from the National Curriculum 2014 Spelling Appendix. Then test what your children know with mixed up spellings in context every half term to ensure that they are confident and secure.Includes homophones and other easily confused words.Photocopiable with a free editable download, you can adapt the tests for your school.SATs style tests with spellings in context help with vocabulary and understanding.Consistent tests every half term help with accountability and moderation.Available for Years 1-6, you can provide a consistent and systematic way of assessing spelling in your school.

Ensure Year 6/P7 children know the National Curriculum 2014 spelling rules and words for Years 3, 4, 5 and 6 with half termly spelling tests. With two test options per half term and record sheets, you can quickly find out which spellings children find tricky and focus on those. You can use the spelling lists for weekly homework.Practise spelling weekly with 30 word lists that follow the spelling rules and words from the National Curriculum 2014 Spelling Appendix. Then test what your children know with mixed up spellings in context every half term to ensure that they are confident and secure.Perfect for SATs practice as it revises spellings from across KS2.Photocopiable with a free editable download, you can adapt the tests for your school.SATs style tests with spellings in context help with vocabulary and understanding as well as preparing children for the national tests.Consistent tests every half term help with accountability and moderation.Available for Years 1-6, you can provide a consistent and systematic way of assessing spelling in your school.

Addressing literacy and disadvantage requires high-quality teaching, first and foremost:  there are no quick fixes, simplistic solutions or silver bullets.

Both research and professional evidence from schools have revealed a strong association between social disadvantage and achievement in literacy: in fact, it has been a concern for over 70 years. Yet, many trainee teachers, and teachers in general, feel ill-equipped to deal with the issue.  This book supports trainee teachers to explore the complex relationships between literacy achievement and social background.  It offers practical strategies for teaching and supports trainee teachers to understand that:

*children’s individual backgrounds need to be valued and drawn upon;

*deficit descriptions of disadvantaged children and low expectations must be avoided and challenged;

*schools, teachers and classrooms must provider rich literacy environments for learning.

Addressing literacy and disadvantage requires high-quality teaching, first and foremost:  there are no quick fixes, simplistic solutions or silver bullets.

Both research and professional evidence from schools have revealed a strong association between social disadvantage and achievement in literacy: in fact, it has been a concern for over 70 years. Yet, many trainee teachers, and teachers in general, feel ill-equipped to deal with the issue.  This book supports trainee teachers to explore the complex relationships between literacy achievement and social background.  It offers practical strategies for teaching and supports trainee teachers to understand that:

*children’s individual backgrounds need to be valued and drawn upon;

*deficit descriptions of disadvantaged children and low expectations must be avoided and challenged;

*schools, teachers and classrooms must provider rich literacy environments for learning.

Addressing literacy and disadvantage requires high-quality teaching, first and foremost:  there are no quick fixes, simplistic solutions or silver bullets.

Both research and professional evidence from schools have revealed a strong association between social disadvantage and achievement in literacy: in fact, it has been a concern for over 70 years. Yet, many trainee teachers, and teachers in general, feel ill-equipped to deal with the issue.  This book supports trainee teachers to explore the complex relationships between literacy achievement and social background.  It offers practical strategies for teaching and supports trainee teachers to understand that:

*children’s individual backgrounds need to be valued and drawn upon;

*deficit descriptions of disadvantaged children and low expectations must be avoided and challenged;

*schools, teachers and classrooms must provider rich literacy environments for learning.