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This booklet is a pre- prepared resource to support work on reading Year 1 common exception words. It can be used with the plan for delivering precision teaching as an intervention. Precision teaching is often recommended as a strategy to assist students in learning to recall or decode reading words with automaticity or fluency. Educational psychologists will sometimes suggest this approach for students with a dyslexic profile who need to use memory to support their phonological processing. Study of the words should be done in line with a school’s phonics scheme approach to tricky or exception words.

Precision teaching is often recommended as a strategy to assist students in learning to recall or decode reading words with automaticity or fluency. Educational psychologists will sometimes suggest this approach for students with a dyslexic profile who need to use memory to support their phonological processing. Study of the words should be done in line with a school’s phonics scheme approach to tricky or exception words. This plan supports the delivery of precision teaching as an intervention with small sets of words over 5 days each. It can be used with the booklets which have been created for the Key Stage 1 common exception words and the spelling words for Key Stage 2 as students will need to be able to read words that they learn to spell. The booklets have been labelled A to F so that they can be sensitively used with students of any age as appropriate. The sessions should be engaging, and progress is measured so that it can be celebrated as well as tracked. This is a one-to-one intervention and should be able to be delivered in 10 minutes per day. Options and advice is given to adapt the programme for individual student needs.

This booklet is a pre- prepared resource to support work on spelling half of the Year 5 and 6 National Curriculum spelling words. It can be used with the plan for delivering precision teaching as an intervention. Precision teaching is often recommended as a strategy to assist students in learning to recall spellings with automaticity or fluency. Educational psychologists will sometimes suggest this approach for students with a dyslexic profile who need to use long term memory to support their phonological processing. Study of the words should be done in line with a school’s phonics scheme approach to tricky or exception words.

These social story comic strips are designed to provide a way to help explain regular aspects of school life. Situations covered include: Going to school When it is time for assembly When I need a break When there is a fire drill Kind hands Going on a school trip Self-care at school When it is time to go home Playtimes Way to help myself feel calm again. Personal space Home learning There are also blanks so that students and staff can develop their own scenarios relevant to their experience and a good conversation skills aide memoire. These have been specifically designed to be one page of A4. They can be printed for students to have in school – or for them to take home and share with parents. Each one could be printed as it is needed – or they can be printed and stapled together in a booklet to give students a reference they can use independently. These are also designed with students in KS2 and KS3 in mind and so include imagery and language that would be more age appropriate than many of the social stories that use an early years style pictures.

This printable booklet is designed to provide a range of activities that can be done on a visit to a local park area. They cover geography field work objectives as well as science and art learning objectives. There is a range of learning activities to help you have a full day. The pages included are: • Signs of the season • Living things checklist • Timeline of my visit • Sketch map of the park • Count and graph who is using the park • Quadrat survey of specific locations in the park • Found art activity • Colour matching activity • Reflection activity The file is presented as a PDF to ensure formatting is maintained. You can print one booklet per child – or per group for your visit and leave out or add pages as required. Some of the activities would also allow you to address field work activities in your school grounds and you could do them in both locations for a comparison study.

These comic strips are designed to provide a scaffold for developing the speech and language skills needed for some of the conversations that students often need to take part in at school. There are lots of resources out there for general conversation skills about general topics but not often it can be those everyday conversations with friends and staff at school that it would help to work on. Situations covered include: • Morning greeting. • Difficult playtimes. • Planning a task with a peer. • Sharing news with an adult. • Asking to join a game or activity. • Asking for help with learning. • When I am not happy with a friend. • When I have done something wrong. There are also 2 blanks so that students can develop their own scenarios relevant to their experience. In each strip, it was planned that the student in the striped shirt would be the focus student – there are some strips with a peer and others with an adult to work on developing skills for talking with both. Students benefit from role playing the scenarios using the comic strip as a scaffold or basis for a script. At the end of the pack there is also a poster to remind students of the features of good conversation skills.

This set of planning has been written to go with the handwriting workbooks. It includes warm up activities, strength building exercises and games that will support the development of handwriting as well as make sessions engaging and fun. It is designed to be supportive for a teaching assistant or appropriate adult who has been asked to deliver a handwriting intervention. There is planning for 10 sessions which could be delivered once a week over the course of a term – or twice a week to complete the programme within a half term.

This is an Excel spreadsheet that has been set up so that the first two pages will allow you to create your own precision teaching pages for sets of 5 or 10 words by just inputting each word once in the top row. The following pages have all the word lists from the English National Curriculum. The common exception words for Year 1 and 2 are listed. The Year 3 and 4 words have been split into two lists – so they can be used across the year groups – as have the Year 5 and 6 words. This will allow you to create personalised precision teaching pages for students who might need a mixture of words from different lists – or just to work on a small number that they have not already learned. Precision teaching is often recommended as a strategy to assist students in learning to read key words or recall spellings with automaticity or fluency. Educational psychologists will sometimes suggest this approach for students with a dyslexic profile who need to use long term memory to support their phonological processing. Study of the words should be done in line with a school’s phonics scheme approach to tricky or exception words.

This booklet is a pre- prepared resource to support work on spelling Year 2 common exception words. It can be used with the plan for delivering precision teaching as an intervention. Precision teaching is often recommended as a strategy to assist students in learning to recall spellings with automaticity or fluency. Educational psychologists will sometimes suggest this approach for students with a dyslexic profile who need to use long term memory to support their phonological processing. Study of the words should be done in line with a school’s phonics scheme approach to tricky or exception words.

This booklet is a pre- prepared resource to support work on spelling Year 1 common exception words. It can be used with the plan for delivering precision teaching as an intervention. Precision teaching is often recommended as a strategy to assist students in learning to recall spellings with automaticity or fluency. Educational psychologists will sometimes suggest this approach for students with a dyslexic profile who need to use long term memory to support their phonological processing. Study of the words should be done in line with a school’s phonics scheme approach to tricky or exception words.

These structure strips are designed to be stuck on the left-hand side of a student’s page to provide a clear guide as they write. They give a guide to the paragraph structure of the text and what to write in each paragraph. They can be used to help students generate a plan as well as to support them when they write the final text. The text types included are: Science Investigation Report Famous Scientist Report Geography Country Report Geography Process Explanation History Event Report History Significant Person Report Art Famous Artist Report Music Famous Composition Report If used in an I do, We do, You do writing progression – these can scaffold the process for students. Not having to remember what to include, can free up working memory for a greater sentence and word level focus during the writing process. They are available in PDF format to avoid formatting issues as images have been included to give some limited dual coding to help student understand what is required. There are 3 of each strip on a page to allow for quick copying of them if being used for class support.

This booklet includes a sequenced and comprehensive resource to cover the KS2 History study of the Stone Age and Prehistoric period in Britain. This booklet covers: • Chronology • Ice Age animals • Stone Age settlement • Development of farming • Study of Stonehenge • Beginning of use of metal and the Bronze Age • Cave art and early writing • Sources of evidence • Dangers in the Stone Age • 2 Review activities It is presented in booklet form to be an inclusive resource for students at lower key stage two. Many secondary schools use booklets to sequence and scaffold learning for students, but this approach is less common in primary schools. I was interested in how this format might be used to make history more accessible and to ensure that it is history rather than writing that is being developed. All the information is recorded for students, and they are encouraged to interact with it to develop recall and understanding. There is a very limited requirement to record in writing – other methods have been used so that the historical thinking is key rather than writing skills. Working through the booklet does require literacy skills in that there is a level of reading required. This may be something that a teaching assistant can work on with a student who needs support – but it is also recognised that often this support is not available for subjects such as history. Therefore, the reading level has been managed so that an alternative way of using the booklet would be with peer support. Pairing a students of differing literacy skills would allow for peer support. Both students will be able to record in the same way so there will be no obvious difference in outcome which is positive for self-esteem – but the additional independent reading experience and challenge will be positive for the student who is the stronger reader in the partnership.

There is a well-established tradition in primary schools of using Christmas adverts as a context for literacy work. This pack contains materials to support using one advert to review students’ comprehension, vocabulary and writing skills at the end of the autumn term, giving them an opportunity to apply all they have learned since the start of the year. Activities are provided in a range of formats to allow them to be adapted and appropriate for a range of students. This pack contains: • Comprehension task • Retrieval comprehension task • Response comprehension task • Vocabulary task • Instruction writing activity

There is a well-established tradition in primary schools of using Christmas adverts as a context for literacy work. This pack contains materials to support using one advert to review students’ comprehension, vocabulary and writing skills at the end of the autumn term, giving them an opportunity to apply all they have learned since the start of the year. Activities are provided in a range of formats to allow them to be adapted and appropriate for a range of students. This pack contains: • Comprehension task • Retrieval comprehension task • Response comprehension task • Vocabulary task • Story map and narrative writing activity

There is a well-established tradition in primary schools of using Christmas adverts as a context for literacy work. This pack contains materials to support using one advert to review students comprehension, vocabulary and writing skills at the end of the autumn term, giving them an opportunity to apply all they have learned since the start of the year. Activities are provided in a range of formats to allow them to be adapted and appropriate for a range of students. This pack contains: • Comprehension task • Retrieval comprehension task • Response comprehension task • Retell as cartoon strip • Vocabulary task • Retell as narrative activity

This booklet contains a range of activities to support the preparation for transition to secondary school and includes pastoral as well as academic preparation activities. There are specific pages to address: Reading a timetable School uniform Equipment Canteens and money Travel Staff at secondary school Induction day Dealing with worries and anxiety Preparing for conversations Study skills including listening, reading, note taking and writing up as sentences Target setting for the first term Links to sources of support online Could be used with individuals, groups or a cohort. Print and use the pages appropriate for your students.

This resource is a simple visual plan for a sensory circuit with alerting, organising and calming phases. It can be shared with a student or used by an adult. It is designed to need as little additional equipment as possible. This version of the resource has been presented in grayscale with a neutral background to help avoid sensory overload. Sensory circuits can be used at the start of a day or session with students who need this kind of activity to transition into the learning environment. They can be useful and are often recommended for students with neurologically typical development such as ASD or ADHD or a sensory processing disorder.

This resource is another simple visual plan for a sensory circuit with alerting, organising and calming phases. It can be shared with a student or used by an adult. It is designed to need as little additional equipment as possible. Sensory circuits can be used at the start of a day or session with students who need this kind of activity to transition into the learning environment. They can be useful and are often recommended for students with neurologically typical development such as ASD or ADHD or a sensory processing disorder.