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Inclusion

The following resources are to support the learning and teaching of Literacy

Supporting pupils with special education needs in the literacy hour
This material offers support and guidance for teachers and practitioners but must be viewed in the context of the recommendations of the Rose Report (March 2006) and the renewed literacy framework. The searchlight model of reading has been superseded by the new conceptual framework - the simple view of reading - which is described in detail in Appendix 1 of the report. All references to the 'searchlights' model therefore should be interpreted in the light of the simple view of reading referenced in the Rose Report. See Simple view of reading

This information pack can be ordered from Teachernet Online Publications for Schools ref: DfES 0101-2000

Supporting pupils with special education needs in the literacy hour - video
This material offers support and guidance for teachers and practitioners but must be viewed in the context of the recommendations of the Rose Report (March 2006) and the renewed literacy framework. The searchlight model of reading has been superseded by the new conceptual framework - the simple view of reading - which is described in detail in Appendix 1 of the report. All references to the 'searchlights' model therefore should be interpreted in the light of the simple view of reading referenced in the Rose Report. See Simple view of reading

This video can be ordered from Teachernet Online Publications for Schools ref: DfEE 0101/2000

Click here for information on different file formats and their usage.

NLS Further Literacy support: Training materials

PDF 740KB

Learning English as an additional language

PDF 267KB RTF 143KB Word 112KB

Further Literacy support resource pack

This material offers support and guidance for teachers and practitioners but must be viewed in the context of the recommendations of the Rose Report (March 2006) and the renewed literacy framework. The searchlight model of reading has been superseded by the new conceptual framework - the simple view of reading - which is described in detail in Appendix 1 of the report. All references to the 'searchlights' model therefore should be interpreted in the light of the simple view of reading referenced in the Rose Report.

PDF 925KB
Disclaimer notice
The Department for Children, Schools and Families wishes to make clear that the Department and its agents accept no responsibility for the actual content of any materials suggested as information sources in this document, whether these are in the form of printed publications or on a website. In these materials icons, logos, software products and websites are used for contextual and practical reasons. Their use should not be interpreted as an endorsement of particular companies or their products. The websites referred to in these materials existed at the time of going to print. Tutors should check all website references carefully to see if they have changed and substitute other references where appropriate.