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This resource pack offers a comprehensive suite of non-standardised assessments designed to help educators screen for potential learning difficulties associated with dyslexia and evaluate key literacy skills. Ideal for informal screening and informing differentiated instruction, these tools provide valuable insights into a student’s memory, phonics, visual discrimination, handwriting, reading fluency, and spelling abilities. Please note, these assessments are not clinically validated for diagnosing dyslexia or making official educational placements. The pack includes: Dyslexia Assessment (Non-Standardized): This section provides tests to screen for memory difficulties often linked with dyslexia. It includes: Auditory Letter Memory Assessment: Evaluates a student’s short-term memory for letters, both forwards and backwards, offering insights into working memory and attention. Auditory Number Memory Assessment: Assesses short-term memory capacity for numbers, both forwards and backwards, which is a common component of cognitive assessments. Phonics Reading Test (Nonsense Words): Utilises made-up words across two lists to assess decoding skills based on phonics rules, rather than memorisation, helping identify specific phonics gaps. Visual Discrimination & Tracking Assessment: Includes tasks for letter matching, reversal identification, and visual tracking with similar letters in context. Handwriting Assessment: Features both copying and dictation tasks to observe handwriting quality and speed. Reading Fluency Assessment: This non-standardised test measures oral reading fluency, focusing on accuracy and rate. It includes graded texts (Extracts One to Four) with estimated reading times and error guides for various proficiency levels (Below Average, Average, Above Average). Spelling Assessment (Non-Standardised): Designed to provide an approximate “spelling age” by assessing a range of spelling skills, from basic phonetics to complex morphology and irregular spellings. All assessments emphasize their non-standardised nature and are intended for informal screening to identify specific difficulties and inform educational strategies.

This comprehensive story writing unit is specifically designed for secondary ESL and SEN learners, providing a structured and engaging approach to story creation. It offers detailed guidance for developing narrative skills, focusing on key elements of story writing and descriptive techniques. It guides students through the fundamental phases of crafting a compelling story and includes - Genre Identification: Students will explore various story types (genres) and choose one that interests them, providing a foundational framework for their narrative. They will learn to identify genre characteristics through visual aids and discussions. Setting Development: Learners will be prompted to create clear and consistent settings for their stories, considering visual and sensory features. The unit includes activities to help describe what can be seen, heard, smelt, felt, and tasted in a chosen environment. Character Creation: The unit assists students in developing distinct and functional characters. This includes brainstorming main characters and supporting cast, and detailing their appearance, likes, skills, and relationships. Descriptive Language: A dedicated section focuses on descriptive verbs in the past tense, teaching students how to use powerful words to add detail, emotion, and vivid imagery to their writing, moving beyond simple verbs. Problem and Goal Identification: The unit helps students establish a central conflict or challenge for their characters, ensuring a coherent plot progression. This resource is ideal for fostering creativity and improving literacy skills and is suitable secondary and upper KS2 students, especially those with ESL or SEN.

This unit offers a comprehensive approach to teaching structural analysis in English Language, specifically designed for AQA, English Language teachers. The materials focus on “The Miniature Menace” text and is suitable for students with additional needs, including those with dyslexia. It provides a framework in which to develop PEEL paragraphs. Key Features PEEL Paragraph Focus: The activities are structured around the PEEL (Point, Evidence, Explanation, Link) paragraph model, helping students to effectively analyse textual structure. There is a model PEEL paragraph and a writing frame scaffold. Key Vocabulary Development: The spelling activity targets challenging vocabulary from the text, reinforcing visual memory for improved retention, particularly beneficial for dyslexic students. Structural Device Analysis: A series of comprehension questions delve into various structural devices used in “The Miniature Menace,” such as juxtaposition, zooming in/out (focus), dialogue and withheld information Answer Keys: Full answer keys are provided for all comprehension questions, outlining the impact and effect of each structural device. Accessibility: The spelling activity, which involves filling in missing vowels or syllables, is specifically highlighted as useful for dyslexic students due to its reinforcement of visual memory. This resource provides a valuable tool for teachers looking to enhance students’ analytical skills in understanding how authors craft meaning through structural choices.

Explore Eric Birling’s pivotal role in ‘An Inspector Calls’ with this comprehensive and engaging resource bundle, perfect for GCSE English Literature students with dyslexia or other additional needs! This unit provides a deep dive into Eric Birling’s character development and his crucial connection to the play’s central themes of social responsibility and class. Designed with a focus on active learning and accessibility, it includes a unique spelling activity tailored for visual learners, detailed textual analysis, and a structured essay writing framework. Included: **Interactive Spelling Activity: Eric’s Key Vocabulary ** “Spelling: Visual Tracking” for key vocabulary describing Eric’s character. Focuses on words like “irresponsible,” “entitled,” “exploitative,” “coercive,” “remorseful,” “perceptive,” “rebellious,” and “confrontational”. Students fill in missing vowels in sequence, reinforcing visual memory - particularly beneficial for dyslexic learners. **Eric and Eva’s Relationship: Storyboard Analysis & Summary ** Visually engaging storyboard sequence depicting Eric and Eva/Daisy Renton’s first meeting. Includes “Sentence Starters to Describe Eric and Eva’s Relationship”, guiding students to summarise the panels and analyse the power dynamics and changing mood of their initial interactions. **Eric and Social Responsibility: Extract Analysis & Essay Writing Framework ** Features three key extracts from the play focusing on Eric’s confession, his theft, and his evolving understanding of social responsibility. Includes a structured P-E-E-L (Point, Evidence, Explanation, Link) essay framework, guiding students to analyse how Priestley uses Eric to explore the “lack of social responsibility the upper classes had towards the working classes”.

This engaging resource pack contains four simple stories with structured activities designed specifically for newly arrived EAL/ESL students in UK primary schools. Each story uses clear, accessible language and familiar everyday contexts to support language development, reading comprehension, and speaking and listening skills. The stories include: What is Important - A values-based text introducing common routines and manners, with vocabulary and discussion prompts. Mia at the Park - A simple narrative focused on play, nature, and friendship, supporting storytelling and sequencing skills. Gary at the Supermarket - A familiar setting that supports vocabulary related to food, shopping, and action verbs. Tom at the Hospital - A recount-style text that introduces medical and emotional vocabulary in a supportive context. Each story is accompanied by: Speaking and Listening activities to encourage classroom discussion. Vocabulary tasks including picture labelling and drawing to support word recognition. Reading comprehension questions with model answers to support understanding and assessment. Storyboard writing frames to help learners practice sentence-level writing. A visual vocabulary list (e.g. bandage, injection, nurse) with space for illustration to reinforce new language. These materials are ideal for teachers, teaching assistants, and EAL support staff seeking low-literacy, high-structure resources that can be used one-to-one or in small groups. They also align with key principles of the EAL proficiency scales, including developing listening, speaking, reading, and writing through scaffolded, meaningful tasks.

Are you looking for comprehensive, engaging resources to help your GCSE, English Literature students master the theme of violence in Shakespeare’s Romeo and Juliet? This complete downloadable pack provides everything you need to guide your students through close textual analysis, develop their understanding of key characters and their motivations, and excel in their exams. Designed specifically for GCSE English Literature teachers, this resource goes beyond surface-level plot summaries to delve into the pervasive and destructive nature of violence throughout the play. This pack includes three Detailed Extracts with Guided Activities: Act 3, Scene 1 (Romeo, Tybalt, Mercutio) - Explore the immediate aftermath of Mercutio’s death and Romeo’s vengeful fury. This section includes a glossary to support student comprehension of archaic language. Activities prompt students to consider character thoughts (“Thoughts Aloud” for Mercutio and Romeo ) and Romeo’s emotional state after killing Mercutio. Act 1, Scene 1 (Opening Brawl): Analyze the initial skirmish between the Capulets and Montagues, highlighting the aggressive loyalty of the servants, Benvolio’s role as peacemaker and Tybalt’s fiery temper and hatred. The resource also examines the escalation of conflict through citizen involvement. Act 5, Scene 3 (Tomb Scene - Paris and Romeo): Investigate the tragic final confrontation, including Paris’s perception of Romeo and his motives , Romeo’s despair and initial attempts to avoid further violence and his ultimate provocation and self-sacrifice. A comprehensive glossary is provided for this extract as well. The unit contains targeted comprehension questions and tasks, visual learning aids such as storyboards, detailed glossaries, key quotations analysis and a structured writing frame to help write about violence in the play. The comprehensive writing frame helps students structure their essays on the effects of violence in the play, with specific points on the opening brawl, Tybalt’s fury, the central duel, societal consequences, and the final confrontation. This directly supports answering typical GCSE essay questions.

Adapted for GCSE English Literature (SEN and ESL Learners), this resource pack is designed to help students access and understand The Sign of the Four in a structured, supportive way. With simplified materials, visual aids, and scaffolded writing support, it is ideal for GCSE students who need a more accessible route through Conan Doyle’s complex detective story. What is Included: Abridged Version of the Novel A student-friendly retelling of The Sign of the Four in both narrative and play script formats. This version: Breaks the text into twelve manageable chapters Uses accessible vocabulary and clear dialogue Offers an inclusive way into the story for students who struggle with Victorian language or long prose Makes it easier to identify key moments, characters, and themes True or False Character Quizzes Eight engaging quizzes covering Sherlock Holmes, Dr Watson, Mary Morstan, Thaddeus and Bartholomew Sholto, Major Sholto, Jonathan Small, and Tonga. These quizzes help learners consolidate key facts, correct misconceptions, and recall important character traits. Perfect for use as: Starters or revision tasks Paired work or independent study Oral discussion to build confidence Character and Object Analysis A matching activity linking significant objects to each character, supported by clear and concise explanations. This task helps students understand symbolism, develop character knowledge, and reinforce memory with visual cues. GCSE Writing Support Includes a structured exam-style question based on an extract from Chapter 5, with: A detailed writing frame Sentence starters and paragraph guides Focus on how Conan Doyle creates mystery and tension Support with analysing setting, dialogue, structure, and characterisation This section is perfect for students learning to write extended responses and build confidence with GCSE exam expectations.

The GCSE, English Literature, Macbeth unit includes a practice question taken from Act 1, Scene 4, a question about loyalty an analysis table and a model essay with vocabulary and comprehension questions. An additional Dickens, ‘A Christmas Carol’, question and anaylsis table is also provided. The Macbeth section provides indicative content to help students understand the successful features of an essay on loyalty. A model essay is included with key vocabulary reading and comprehension questions. These are designed to suport students to reflect on the structure and vocabulary needed to write an effective response. A further Banquo, exam question and indicative content booklet has been added, along with a character web information sheet which provides vocabulary for key characters and relationships. These bonus resources provide excellent value for money. The unit is an essential framework in which to teach how to write a Macbeth essay and can be used as a revision aid prior to the exam!

This Functional Skills (Level Two) writing unit focuses on a writing task about supporting the elderly. It provides spelling and grammar activities, as well as a writing frame. The question is focused on writing an email to encourage a friend to offer support to help the elderly and is typical of a Functional Skills (Level Two) assessment. A list of related keywords is provided - students need to use colours to represent the vowel letters. This will help them remember the words. A spelling scramble assessment is provided to assess spelling after they have completed this task. A writing frame is included to help students structure their ideas. An additional grammar and sentence structure booklet is also included. It focuses on sentences typical of the genre. The unit is effective in supporting students with additional needs improve their writing.

Aimed at GCSE, English language students, this unit supports students with additional needs, such as ADHD or dyslexia, structure an argumentative or persuasive essay. It includes a question about supporting students with mental health, a writing scaffold and a spelling activity. A model essay based on the writing frame is included. There is a list of vocabulary associated with mental health. Students have to use colours to copy the syllables of each word. A handwriting sheet and words in cursive is also included. The unit uses a successful framework to teach writing to students with additional needs and helps prepare them for the non-fiction writing task.

Based on a H G Wells short story extract, this resource prepares students for GCSE (AQA), Paper One - Reading. It includes a keyword, colour code activity to read targeted words from the extract accurately. This can be used with dyslexic students or students with additional needs prior to reading. The extract is taken from the opening of a short story by HG Wells, “The Door in the Wall”. It allows students to explore the juxtaposition between the real and a fantastical world. Four AQA style questions are included for students to complete. Afterwards they can use the Indicative content and notes to compare their response. These notes can be used as a teaching aid. The vocabulary booklet also includes some targeted key phrases to practice, enabling better reading fluency. The resource provides an excellent framework to explore Paper One.

This GCSE, English Language, writing unit focuses on an argumentative/persuasive writing task about the role of celebrities and their influence on young people. There is a booklet which provides a series of keyword activities to support dyslexic students. It supports exam boards such as AQA and Eduqas in the question style. The first booklet contains a writing frame activity which will enhance the use of academic language structures. A model answer against the influence of celebrities is provided to read after completing the writing frame. The second booklet provides a range of activities to improve the spelling of words related to the topic such as ‘celebrity’, ‘inadequacy’ and ‘educators’. These include syllable colour coding. There is also a list of key phrases to practice reading prior to exposing students to the model text. The unit is an effective way to support students with additional needs produce and spell the academic language needed to succeed in non-fiction writing.

This GCSE, English Language, writing unit focuses on an argumentative/persuasive writing task about the role of creative subjects in the curriculum. There is a booklet which provides a series of keyword activities to support dyslexic students. It supports exam boards such as AQA and Eduqas in the question style. The first booklet contains a sentence opener activity which will enhance the use of academic language. A model answer in favour of maintaining creative subjects in the curriculum is included. The second booklet provides a range of activities to improve the spelling of words related to the topic such as ‘curriculum’, ‘participation’ and ‘educational’. These include visual tracking tasks, syllable jumbles and an assessment. The unit is an effective way to support students with additional needs produce academic language needed to succeed in non-fiction writing.

This resource supports GCSE (AQA), English Language students in answering Q5 of Paper 1. It provides a picture prompt, a model answer and questions to deepen understanding of the successful features. An additional spelling activity is provided to help write about a related picture prompt. Students are required to copy the syllables of words in different colours and locate examples of key words in a visual tracking sheet. The topic of the picture is a market scene. Students have to use imagery and interesting sentence structures to create a description. The resource is ideal for students who struggle with descriptive writing and supports students with additional needs.

This GCSE, English Language, Writing Unit is aimed at able students with additional needs such as Dyslexia, Autism and ADHD. It contains a persuasive/argumentative writing task, writing scaffold and model answer. A keyword spelling booklet is also included. The writing prompt is about whether the obsession with new technology is harmful. Students structure their ideas using a writing frame divided into six paragraphs. This helps them understand how to organise their ideas and develop a paragraph. Using a colour code technique and visual tracking activity, the keyword booklet provides a list of vocabulary used in the persuasive genre, such as beneficial, detrimental and unethical. The unit is effective in supporting students who have verbal ability, but struggle with reading and writing.

This WJEC, Unit 2, Practice Paper contains extracts, a practice paper exam, model answers and a list of key words used in the extracts with accompanying activities. The extracts (A to E) focus on the fast food industry and are typical of those used in the WJEC exam. These are accompanied with a question paper and model answers/indicative content. For students with additional needs such as dyslexia, a list of keywords is provided. Students have to copy each syllable in a different colour to aid memory. A spelling assessment is also included. The unit is a useful teaching aid for Unit 2 and will support dyslexic students!

Using language rich activities, this Functional Skills (Level 2), writing unit contains a model answer with vocabulary and sentence activities. It contains an additional booklet to improve keyword reading fluency. The unit begins with a discussion about the disadvantages of having a fast food restaurant opened in the local area. Students then explore the vocabulary and sentences used in the model answer. There are two follow up writing tasks with a plan provided. The unit ends with a supplementary sentence ordering activity. The second booklet contains a syllable, colour code task and a spelling assessment. This will help students read the model text accurately. The unit is focused on improving basic skills of grammar and spelling in the context of a writing task.

This unit is aimed to improve performance on the GCSE (AQA), English Language, Paper Two: Writing section. It contains a model response to the question, “A report recently found that teenage boys are concerned that their muscles are too small. It is a sign that young people are too obsessed with their body image.” How far do you support this statement? To prepare students to understand the successful features of this model piece of writing, students will learn the vocabulary (along with their meaning/spelling) and sentence structures used in the response. After reading the model essay, there are some comprehension questions to help understand it. Finally, there is an independent writing task to see if they have learnt to structure and write a persuasive text. An additional booklet is included with sentence openers to use at different stages of a persuasive or argumentative essay. Students practice using these based on different prompts.

This Functional Skills, Level 2, Writing Unit focuses on improving the use of sentence structure, vocabulary and paragraphs by using a model text. It focuses on writing an article to encourage people to visit their town or city. Each section demonstrates the use of appropriate sentence types, vocabulary or punctuation. There are photocopiable sentence activities in which the students has to put the sentence in the correct order. It also provides a sentence fragment matching activity. The Vocabulary Section involves reading the words and definitions and finding the target words in a tracker. Students then read the model text based on reviewing the positive aspects of Birmingham. The unit is an effective way to help students improve the structure of their writing and helps them use appropriate vocabulary and grammar.