iUgo is an award-winning teacher planner with best-practice plan templates, curriculum coverage view, feedback function and curriculum aligned Teachables. You can plan individually or collaborate with colleagues.
Easily plan your day, covering the curriculum with confidence.
Story Seekers is designed to lift reluctant readers’ literacy skills through easy-reading, high-interest texts and engage learners with a background other than English. Written at an approximately 7-year-old reading level, the books have a strong appeal to 10- to 12-year old readers. The Activity Book offers teaching ideas and cross-curricular activities.
Making Connections aims to guide students to make connections in a purposeful and meaningful way. Intertextual connections are made and the philosophies underpinning the themes are explored. Information sheets draw together the rich range of creative ideas presented and worksheets help students to consolidate the information and practise their connection-making skills.
Capture students’ interest and imagination with the humorous, thought-provoking stories in the JillE Read Aloud Books! The Power of Story – Read Aloud Guide supports your read-aloud experience with suggestions to get the most from each story.
BUY THE PACK & SAVE 20%
The Bridge to Transition sets out systematically describes the key concepts that underpin a successful transition programme, including talk, literacy, numeracy, executive functions, social and physical skills, and wellbeing. Through a series of reflective questions, it guides teachers to connect these areas to their own curriculum documents and the needs of their children.
Maths Problems and Investigations provides differentiated problem-solving activities that take students through the process of reading the problem, identifying relevant information, selecting appropriate strategies, solving the problem and checking their solutions. It also includes engaging investigations that address real-life situations.
Assessment for Learning offers insight into the methodology of the formative “assessment for learning” model. It suggests concrete strategies and activities for putting this model to work successfully and puts self-regulated learning as a goal and an outcome at the centre of the assessment process.