Natalie Packer – författare
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3 produkter
3 produkter
231 kr
Skickas inom 11-20 vardagar
Support your students in Key Stage 3 English by helping them to access the KS3 curriculum and develop their reading skills in a clear and organised way.The Aiming for series provides targeted support for all ability levels to help every student move forward from their achievement at Key Stage 2 towards GCSE success.Aiming for Reading Book 1 is most suitable for those students who need more support to access KS3 and who may be below age-related expectations. It offers student-friendly explanations and activities to build, develop and extend students’ literacy skills, showing them precisely what they need to do to progress.Whether you're looking for a one-off lesson, snappy starters or a longer KS3 programme of study, these flexible resources are designed to fit around the needs of your teaching and your classes.It will help you to: target areas of underperformance, with a chapter on each key reading skill written at the right level by experienced teachers and consultantsdevelop the essential reading and commentary skills with clear, accessible explanations, inspiring examples and lively follow-up activitiesbuild confidence in grammar analysis by exploring the effects of writers’ choicesmotivate and engage students, with exciting stimulus texts, fresh approaches to learning and a clear, colourful layoutembed Assessment for Learning in your day-to-day teaching, with clear learning objectives, criteria for self and peer assessment on every double-page, and end of chapter checklists to help students understand how to progressgather evidence for periodic assessments, with the ‘Apply your skills’ tasks designed to build writing stamina and independenceplan ahead without the stress, with ready-to-use double-page lessons and a teacher guide at the back of the booksupport the transition to Key Stage 3 by reinforcing and building on the reading skills taught at Key Stage 2lay the foundations for GCSE success, with coverage of new skills such as summary and synthesis, and an expanded focus on Shakespeare and literary non-fiction.
226 kr
Skickas inom 5-8 vardagar
309 kr
Skickas
One of the key messages of the Special Educational Needs and Disability Code of Practice, first introduced in 2014, is that every teacher is responsible and accountable for every pupil in their class, including those with SEN. So what does this mean in practice for you as a class or subject teacher? Essentially, it requires you to understand every individual's needs, have a range of relevant knowledge and skills and have the confidence to try out some new approaches. This book is your essential guide to meeting these requirements.The Teacher's Guide to SEN details the areas of need teachers are most likely to encounter, including: speech, language and communication needs (SLCN); autism (or ASD); moderate learning difficulties (MLD); specific learning difficulties (SpLD), including dyslexia, dyspraxia and dyscalculia; social, emotional and mental health needs; and physical needs, including visual impairment (VI), hearing impairment (HI) and physical disability. It also provides a useful overview of the many potentially unfamiliar acronyms used in SEN. Special educational needs and disability (SEND) is an umbrella terms which covers a varied array of different needs. They may impact upon learning and cognition, behaviour, social interactions, or an individual's ability to access the curriculum and certain activities in the same way as their peers. With the appropriate support, these needs need not be a barrier to learning, as this book demonstrates.The Teacher's Guide to SEN offers practical hands-on strategies to ensure high-quality teaching for all, together with key facts, real-life case studies and questions for reflection. The comprehensive advice includes: defining special educational needs; understanding your responsibilities; identifying pupils with SEN and putting support in place as part of the graduated approach; contributing to SEN reviews and education, health and care plans (EHC plans); making reasonable adjustments in the classroom; delivering inclusive, high-quality teaching for all; raising expectations; classroom strategies, focused on feedback, planning, questioning, modelling and scaffolding learning; developing relationships with pupils and their families; effective partnership working with teaching assistants, parents and outside agencies; and tracking and reviewing progress and provision.Relevant to all primary and secondary practitioners, this is an essential point of reference for busy teachers, including trainees, NQTs or indeed any practitioner who would like to refresh their knowledge or gather some new ideas to try in the classroom.