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Translate English into Shakespearean! Type English in the box on the left to morph it into Shakespearean on the right.

Shakespearean to English

Looking for a Shakespeare translator? Shakespeare may have been a genius, but one thing's for sure: he wasn't speaking our language. At least not exactly. With Shmoop's Shakespearean translator, you'll get the full text of Shakespeare's plays side-by-side with a summary to help you pick up what he was putting down. That's all the glory of the Bard's written word without the constant confusion. Click the button below to pick a play and get your English to Shakespeare translation.

See All Shakespeare Translations

Most popular Shakespeare plays with side-by-side translations. See all >

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"To be, or not to be?" We can't tell you, but we can Shakespeare-ify any sentence you can come up with! Check out our translator for hours (or minutes) of fun!

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SEN Teacher is amongst the oldest teaching resource sites and has over 300,000 regular users. Our learning materials are free to share and use in schools or at home. The Print tools on SEN Teacher allow you to create, adapt and share teaching resources for a wide-range of abilities.

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https://www.ransom.co.uk/books/our-series/dark-man.html

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There are now 30 books in the series (plus accompanying workbooks), offering progression from a very low starting level (just 200 words a book to begin with). Dark Man offers older readers strong, atmospheric storylines combined with powerful black and white illustrations.

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Differentiation in the classroom refers to tailoring lessons to meet the individual needs of students. It involves adapting the content, delivery, and learning methods to ensure that every child can learn in a way that suits them. Students have diverse needs based on factors such as disability and academic performance, which require specialised teaching methods known as differentiated teaching strategies.

Differentiated teaching does not mean providing one-on-one instruction to each student, or giving them complete freedom to do as they please. Instead, it involves using differentiated learning strategies that challenge every student at the appropriate level, allowing them to grow and succeed in a way that is fair and personalised to their needs.

Differentiation teaching strategies and differentiated learning strategies are important because a one-size-fits-all approach doesn't work. Students have different backgrounds, language abilities, disabilities, and academic levels. Hall (2009) compares a classroom to a bus station, where students arrive with diverse needs. It is the teacher's role to put each student on the right "bus" or learning path, ensuring they all reach their destination successfully.
"Student passengers arrive from a montage of backgrounds with very different needs."
Without differentiation, academic performance may suffer as students become frustrated or bored, leading to disengagement. By tailoring instruction to individual needs, students are challenged at the appropriate level, fostering their success. As the popular quote (often attributed to Albert Einstein) suggests, ' if we judge a fish by its ability to climb a tree, it will live its whole life believing it is stupid'. Differentiated teaching recognises and respects the unique abilities and strengths of each student.

Types of Differentiation Learning Strategies

Now, let's explore some practical differentiation strategies for implementing differentiation in the classroom.

Learning Stations: The first in our list of types of differentiation is the wonderful method of applying learning stations. Create different learning stations that cater to various learning styles, such as visual, auditory, or kinaesthetic. Students can choose the station that best suits their preferred learning style.

One way to facilitate this is with a flexible seating plan. Use this seating plan resource to help.

Student Interviews: Get to know your students by interviewing them about their favourite learning styles, confidence levels in specific tasks, and hobbies. This information helps you tailor tasks and lessons to their preferences.

Parent Interviews: Speak with parents to gain insights into their child's strengths, weaknesses, and any areas where they might be struggling. This collaboration helps create a supportive learning environment.

Explore the Five Senses: Recognise that children learn in different ways and respond to different stimuli. Incorporate a range of teaching methods that engage the five senses to accommodate diverse learning styles.

Task Cards: Create task cards of varying difficulty levels to meet the needs of students with different abilities. These can be shared in mixed groups or tailored to each table.

Two Stars and a Wish: Use the "two stars and a wish" feedback method to personalise lessons. Ask students to provide positive feedback (stars) and suggestions for improvement (wishes) regarding activities and teaching methods.

Think Pair Share: Encourage independent thinking by asking students to reflect individually, discuss their thoughts in pairs, and then share with the whole class. This promotes collaboration and allows students to benefit from each other's strengths.

Goal Setting: Incorporate goal setting regularly to help students reflect on their learning and identify tasks that interest them. Adjust your teaching style based on their feedback to meet their individual needs.

Free Study: Give students the freedom to explore their preferred methods of study during dedicated periods. This fosters engagement and encourages curiosity in learning.

Grouping by Learning Style: Group students based on their learning styles to create personalised learning environments. Practical learners can work together, while those who excel in writing can collaborate in another group.

Mixed Ability Groups: Create groups that include students with different abilities, allowing high-achieving students to assist those who may be struggling. This promotes teamwork and ensures that no student is left behind.

Open-Ended Tasks: Give students control over their learning by allowing them to determine the endpoint of a task. Some ways of doing this are by tasking them with creating a story, video, or performance.

Tiered Resources: Provide tailored resources for students with different needs and abilities, using pre-made differentiated materials to save time.

Differentiated EdTech: Use educational technology apps, games, and websites that adapt to individual student needs, offering progressive challenges or varied delivery methods.

Varying Marking and Assessment Styles: Explore different modes of assessment, such as verbal feedback, quizzes, or games, to cater to students' preferences and understanding.

Differentiation Teaching Strategies for English

In primary school, there are various ways to differentiate English activities. You can utilise ready-made resources that are already differentiated. For instance, you can try a differentiated reading worksheet, Little Red Riding Hood story sequences, or an 'ou' word search.

Differentiation Teaching Strategies for Maths

Maths activities can also be differentiated effectively by using videos, visual aids, and games to cater to different students' understanding. For example, this ratio worksheet is differentiated in three ways based on ability, saving you time in resource creation. Similarly, this activity focusing on telling time can be adapted for children of different ability levels.

Inclusive Differentiated Learning Strategies

When it comes to supporting students with additional needs, it's crucial to ensure they receive proper assistance.

Understanding the challenges faced by these students, such as difficulties with reading, comprehension, vocabulary, memory, organisation, and motor skills, is important. By limiting the amount of work required and planning strategies tailored to their needs, all students can progress. Verbal instructions can be supplemented with written or visual prompts, and instructions can be given one at a time or in the form of a checklist.

How Can Twinkl Help With Differentiated Learning Strategies?

Differentiation in the classroom offers several benefits, including improved academic performance, increased student engagement, reduced stress, increased participation, fostering understanding of diversity, and putting students' needs first.

Differentiation strategies in the classroom can be achieved through various methods, such as offering open-ended tasks for unique responses, providing different tasks based on abilities, adjusting the level of dialogue and content, promoting independence, accommodating different paces, and providing necessary support.

Implementing differentiation strategies in the classroom may pose challenges due to increasing class sizes, resource constraints, and the need for effective parent-teacher communication. However, Twinkl offers a vast collection of differentiated resources, apps, videos, and games that cater to different abilities, year groups, and students with additional needs or English as an Additional Language (EAL) needs.

With these resources, you can personalise your lessons and ensure that no student gets left behind.

Sign up today to access these helpful tools and start implementing differentiation in your classroom!

Just remember, there are many types of differentiation, and not all will work for your class. However, with some trial and error, we're certain you'll do great!

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Differentiation Strategies in the Classroom - Twinkl

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Differentiation is an essential part of teaching, but it can be difficult to cater to everyone in your class. Here are some strategies to help.

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This is my second post on processing speed. Last week, I addressed the definition, causes, assessment options, and revealed 5 ways that a slow processing speed can impact learning. This week, I discuss 7 power strategies for student success as well as reasonable accommodations in the classroom.

Help students to learn memory strategies so that they can secure learning and access information from their memory banks at a faster pace.

Play games that require players to work quickly in a time limit. Here are a few of my personal favorites.

Use online test preparation sites like Quizlet that can help students practice the content so that the brain develops the myelin sheath needed to transmit information along the nerves. Quizlet even offers a few game-like activities (Gravity and Match) where students can try to improve their speed of processing with the information they are learning.

Use a metronome or play upbeat music or a timer. A metronome is a device that produces a beat, a click, or other sound at regular and consistent intervals. Slow beats can be calming, and a fast beat can increase processing speed and energy level. The trick is to use a metronome that allows a student to pick their own speed and sound preferences. If you are trying to increase processing speed, then the metronome can be increased slowly over time. To learn more about this as well as online metronome options CLICK HERE. In addition, a timer can be used to motivate some learners to stay on task and increase speed of processing. What's more, if a student enjoys competing against themselves, then tasks can be broken into chunks and students can try to improve their speed of completion for each chunk.

Develop the weak cognitive processing areas that slow down learning. When we make sense of the information that we see and hear, many people with slow processing struggle with weak visual and/or auditory processing. To address any deficit areas of processing, one can do activities to exercise these skills. We offer cognitive based products that address:

Teach students efficient ways of completing tasks. Switching back and forth between assignments, for example, is a very inefficient way to complete homework. Instead, one can teach students the benefits of maintaining their attention on a single task until it is finished.

Help learners manage distractions that pull their attention away from their work. For example, pings from social media, bleeps from a mobile phone or background noise from a TV or computer device can distract attention and slow processing speed. Therefore, helping students to create distraction-free environments can help them to focus their attention and improve processing speed so that they can get through assignments at a faster pace while improving their learning capacity.

Help student overcome anxiety that is associated with learning or taking tests. Anxiety gets in the way of and slows processing of information. To learn some strategies, CLICK HERE.

Click on the Image Below to View All Our Products that Can Strengthen Processing Speed

When processing speed is documented to be a significant deficit and it impacts a student's academic achievement, students can get reasonable accommodations as defined in an IEP or 504 plan. The following are a list of possibilities:

Provide extended time for tests and assignments.

Offer instruction at a slower pace and check for understanding.

Provide a copy of the teacher's notes.

Give fewer homework problems.

Allow extended time on standardized tests such as the ACTs and SATs.

Help the student to use assistive technology such as voice to text, text to voice, and organizational apps such as Google Keep and Inspiration.

Monitor the students planning, time management and organizational skills.

If you would like to learn about other reasonable accomodations, CLICK HERE.

I hope you found this helpful.

Dr. Erica Warren is the author, illustrator, and publisher of multisensory educational materials at Good Sensory Learning. She is also the director of Learning to Learn and Learning Specialist Courses.

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7 Powerful Strategies To Improve Processing Speed

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Dear Friends: This is my second post on processing speed. Last week, I addressed the definition, causes, assessment options, and revealed 5 ways that a slow processing speed can impact learning. This week, I discuss 7 power strategies for student success as well as reasonable accommodations in the classroom.

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10 Tips for helping students with slow processing

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What is processing speed and which strategies can children, parents and teachers implement to help cope with slow processing speed?

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VARK Questionnaire version 8.02
Choose the answer which best explains your preference and click the box next to it. Please click more than one if a single answer does not match your perception. Leave blank any question that does not apply.

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VARK Questionnaire: How do you learn best?

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Fill in the VARK questionnaire to find out your learning style - do you prefer to use Visual, Aural, Read/write or Kinesthetic learning strategies, or a combination?

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What Is ADHD? Symptoms & Meaning

ADHD stands for attention deficit hyperactivity disorder, a complex brain disorder that impacts approximately 11% of children and almost 5% of adults in the U.S. ADHD is a developmental impairment of the brain's executive functions. People with ADHD have trouble with impulse-control, focusing, and organization.

Neuroscience, brain imaging, and clinical research tell us a few important things: ADHD is not a behavior disorder. ADHD is not a mental illness. ADHD is not a specific learning disability. ADHD is, instead, a developmental impairment of the brain's self-management system. Both adults and children can be diagnosed with ADHD.

ADHD Symptoms

What are the signs of being ADHD? Common ADHD symptoms include:

ADHD symptoms vary by individual. You or your child may experience all or just some of the above symptoms, along with others detailed in the DSM-V.
[ADHD Directory: Find an ADHD Specialist or Clinic Near You]
Many patients and clinicians describe ADHD as an iceberg, where most symptoms lay hiding under the surface - out of sight but ever present. If you think you or a loved one might have ADHD, take one of our free, anonymous tests below to see if you should seek a formal diagnosis.

What Are the 3 Types of ADHD?

The Diagnostic and Statistical Manual of Mental Disorders (DSM) previously identified three types of ADHD:

Primarily hyperactive-impulsive type

Primarily inattentive type (formerly called ADD)

Primarily combined type

Primarily Hyperactive-Impulsive ADHD

People with primarily hyperactive-impulsive ADHD act "as if driven by a motor" with little impulse control - moving, squirming, and talking at even the most inappropriate times. They are impulsive, impatient, and interrupt others.

Primarily Inattentive ADHD (Formerly ADD)

People with the inattentive subtype of ADHD have difficulty focusing, finishing tasks, and following instructions. They are easily distracted and forgetful. They may be daydreamers who lose track of homework, cell phones, and conversations with regularity.

Experts believe that many children with the inattentive subtype of ADHD may go undiagnosed because they do not tend to disrupt the learning environment.
[Free Download: An In-Depth Guide to Inattentive ADHD]
Primarily Combined Type ADHD

Individuals with combined-type ADHD display a mixture of all the symptoms outlined above. A physician will diagnose patients with this Combined Type ADHD, of they meet the guidelines for Primarily Inattentive ADHD and Primarily Hyperactive-Impulsive ADHD. That is, they must exhibit 6 of the 9 symptoms identified for each sub-type.

How Do Physicians Diagnose the Type of ADHD?

These subtypes are now considered "presentations" in the most recent version of the DSM, the DSM-V. Researchers determined that people often move from one subtype to another. For example, a child may present as primarily hyperactive-impulsive in preschool, and lose much of the hyperarousal in adolescence to fit the primarily inattentive presentation. In college and adulthood, the same individual may transition to combined presentation.

The subtypes were primarily based on overt behavioral symptoms, and ignored less visible symptoms like emotional dysregulation, cognitive patterns, and sleep difficulties. Behavioral symptoms imperfectly capture the defining features of ADHD. Non-behavioral characteristics are increasingly recognized in research and diagnosis.

What Are the Symptoms of Each ADHD Subtype?

The symptoms of ADHD are spelled out in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V), which lists nine symptoms that suggest ADHD-Primarily Inattentive and nine that suggest ADHD-Primarily Hyperactive/Impulsive. A child may be diagnosed with ADHD only if he or she exhibits at least six of nine symptoms from one of the lists below, and if the symptoms have been noticeable for at least six months in two or more settings - for example, at home and at school. What's more, the symptoms must interfere with the child's functioning or development, and at least some of the symptoms must have been apparent before age 12. Older teens and adults may need to consistently demonstrate just five of these symptoms in multiple settings.
What Are the 9 Symptoms of ADHD - Primarily Inattentive Type?

Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or during other activities (e.g., overlooks or misses details, work is inaccurate).

Often has difficulty sustaining attention in tasks or play activities (e.g., has difficulty remaining focused during lectures, conversations, or lengthy reading).

Often does not seem to listen when spoken to directly (e.g., mind seems elsewhere, even in the absence of any obvious distraction).

Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (e.g., starts tasks but quickly loses focus and is easily sidetracked).

Often has difficulty organizing tasks and activities (e.g., difficulty managing sequential tasks; difficulty keeping materials and belongings in order; messy, disorganized work; has poor time management; fails to meet deadlines).

Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (e.g., schoolwork or homework; for older adolescents and adults, preparing reports, completing forms, reviewing lengthy papers).

Often loses things necessary for tasks or activities (e.g., school materials, pencils, books, tools, wallets, keys, paperwork, eyeglasses, mobile telephones).

Is often easily distracted by extraneous stimuli (for older adolescents and adults, may include unrelated thoughts).

Is often forgetful in daily activities (e.g., doing chores, running errands; for older adolescents and adults, returning calls, paying bills, keeping appointments)

Take the Self-Test: Symptoms of Inattentive ADHD in Children

Take the Self-Test: Symptoms of Inattentive ADHD in Adults

What Are the 9 Symptoms of ADHD - Primarily Hyperactive-Impulsive Type?

Often fidgets with or taps hands or feet or squirms in seat.

Often leaves seat in situations when remaining seated is expected (e.g., leaves his or her place in the classroom, in the office or other workplace, or in other situations that require remaining in place).

Often runs about or climbs in situations where it is inappropriate. (Note: In adolescents or adults, may be limited to feeling restless.)

Often unable to play or engage in leisure activities quietly.

Is often "on the go," acting as if "driven by a motor" (e.g., is unable to be or uncomfortable being still for extended time, as in restaurants, meetings; may be experienced by others as being restless or difficult to keep up with).

Often talks excessively.

Often blurts out an answer before a question has been completed (e.g., completes people's sentences; cannot wait for turn in conversation).

Often has difficulty waiting his or her turn (e.g., while waiting in line).

Often interrupts or intrudes on others (e.g., butts into conversations, games, or activities; may start using other people's things without asking or receiving permission; for adolescents and adults, may intrude into or take over what others are doing)."

Take the Self-Test: Symptoms of Hyperactive & Impulsive ADHD in Children

Take the Self-Test: Symptoms of Hyperactive & Impulsive ADHD in Adults

What Causes ADHD?

The causes of ADHD remain somewhat unclear. Research suggests that genetics and heredity play a large part in determining who gets ADHD. However, scientists are still investigating whether certain genes, especially ones linked to the neurotransmitter dopamine, play a defined role in developing ADHD.

Additional research suggests that exposure to certain chemicals may increase a child's risk of having ADHD.

ADHD is not caused by bad parenting, too much sugar, or too many video games. ADHD is a brain-based, biological disorder. Brain imaging studies and other research show many physiological differences in the brains of individuals with ADHD.

How is ADHD Diagnosed?

There is no single test for ADHD. To make a diagnosis, your doctor will assess for any ADHD symptoms exhibited by you or your child in the past six months. They will also do a physical exam and review your medical history to rule out any other medical or psychiatric conditions that could be causing symptoms.

Your doctor or specialists will perform an assessment using the Diagnostic and Statistical Manual of Mental Disorders (DSM-V), which details the symptoms listed above.

ADHD Diagnosis in Children

A child may be diagnosed with ADHD only if he or she exhibits at least six of nine symptoms outlined in DSM-V, and if the symptoms have been noticeable for at least six months in two or more settings - for example, at home and at school. What's more, the symptoms must interfere with the child's functioning or development, and at least some of the symptoms must have been apparent before age 12. Most children with ADHD receive a diagnosis in elementary school.

When diagnosing a child, your doctor or specialist may also review school records and questionnaires completed by your child's teacher and/or caretakers. They will likely talk with and observe your child, as well as conduct screening for learning disabilities. They will also rule out other conditions that share similar symptoms to ADHD.

ADHD Diagnosis in Adults

Older teens and adults may need to consistently demonstrate just five of these symptoms in multiple settings. For an adolescent or adult to receive a diagnosis of ADHD, the symptoms need to have been present before the age of 12. Symptoms must also not be better explained by another disorder.

ADHD in Children

According to the Centers for Disease Control and Prevention, 1 in 10 children between the age of 5 and 17 receive an ADHD diagnosis, making ADHD one of the most common childhood neurodevelopmental disorders in the U.S.

The symptoms of ADHD are often identified at school, as many children with ADHD have difficulty succeeding in a classroom setting. While teachers cannot diagnose ADHD, they are often the first to suspect ADHD in children as the symptoms typically affect school performance or disrupt the rest of the class.

Many symptoms of ADHD can be typical childhood behaviors, so it can be difficult to know if a child is displaying ADHD symptoms. Children with primarily hyperactive-impulsive ADHD may initially be seen as disruptive or misbehaving, as they are often hyper, impulsive, and impatient, and may interrupt at inappropriate times.

Boys are more than twice as likely as girls to receive an ADHD diagnosis, in part because ADHD is still wrongly considered a male disorder and because boys are more likely than girls to exhibit outward signs of hyperactivity.

Adult ADHD

ADHD is diagnosed in roughy 4.4% of the adult population in the U.S., although this figure is thought to be underreported, as up to 85% of children with ADHD are at risk for having the disorder as adults, and only 10.9% of adults with ADHD receive treatment.

Untreated ADHD in adults can negatively impact many aspects of life, including work, relationships, and mental health. Symptoms such as trouble managing time, impatience, disorganization, forgetfulness, and mood swings can all cause problems for an individual not actively taking steps to manage their ADHD.

Adult ADHD seldom exists alone. Roughly 60% to 70% of adults with ADHD have a comorbid disorder , such as anxiety, mood disorder, or substance abuse. If you suspect you may have adult ADHD, consult with your doctor or mental health professional about diagnosis and treatment so you can improve your well-being and quality of life.

ADHD Treatment

The best treatment strategies for ADHD are multimodal ones - combinations of several different, complementary approaches that work together to reduce symptoms. For one person, this ideal combination may include ADHD medication, nutrition, exercise, and behavioral therapy. For another, it may mean taking ADHD supplements and vitamins, practicing mindfulness, and spending lots of time outdoors in nature. More and more, pediatric and adult patients are pairing stimulant medication with digital therapies like EndeavorRx, which is available by prescription for patients age 8 to 12, or pinpointed apps like EndeavorOTC, a new mobile video game designed to improve focus in adults with ADHD.

Finding the right ADHD treatments - and managing them - takes research, planning, organization, and persistence. Early on, talk with your child's doctor about your options.

ADHD Medication

For children aged 6 and over or adults, medication may be an important part of the treatment plan. Finding the right medication to manage ADHD typically involves some trial and error but can lead to a significant reduction in symptoms.

The two main types of medication used to treat ADHD are stimulants and non-stimulants.

Central nervous system (CNS) stimulants, like Ritalin or Adderall, are the most prescribed ADHD medications. These ADHD medications work by increasing the amounts of the chemicals dopamine and norepinephrine in the brain, which help with focus. There are three categories of stimulant medications:

Short-acting (taken a few times a day)

Intermediate-acting (taken less often)

Long-acting (taken one a day)

If stimulants cause problematic side effects, or simply are not effective, your doctor may suggest trying a non-stimulant medication, like Strattera or Intuniv.

Non-stimulant ADHD medications are considered second-line or third-line treatments because the level of benefits and response rates are significantly lower. Meaning, stimulant medications are more effective at relieving symptoms for a larger percentage of people.

ADHD medications can have many benefits, as well as side effects. The decision to manage ADHD symptoms with medication can be a difficult one. Learn more about the risks and benefits of stimulants and non-stimulants, medication options, how to gauge effectiveness, and more.

What Is the Definition of ADHD?

"Attention deficit" is, some experts assert, a misleading name. "Attention deregulation" might be a more accurate description since most people with ADHD have more than enough attention - they just can't harness it in the right direction at the right time with any consistency. And so individuals with ADHD hyperfocus and lose track of time, or misplace their keys, or blurt out an unrelated thought when their focus breaks free from its chains.

Understanding ADHD: Next Steps

Sources

¹ "Data & Statistics." Centers for Disease Control and Prevention. Ed. Center for Disease Control. Centers for Disease Control and Prevention, 14 Feb. 2017. Web. 14 Mar. 2017.
² Association, American Psychiatric, ed. Diagnostic and Statistical Manual of Mental Disorders: DSM-5. Washington: American Psychiatric, 2014.
³ Association, American Psychiatric, ed. Diagnostic and Statistical Manual of Mental Disorders: DSM-5. Washington: American Psychiatric, 2014.
⁴ Thapar, Anita, and Evangelia Stergiakouli. "An Overview on the Genetics of ADHD." Xin li xue bao. Acta psychologica Sinica (Aug. 2008) https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2854824/
⁵ Philip J. Landrigan, Jordan Slutsky. Are Learning Disabilities Linked to Environmental Factors? Learning Disabilities Worldwide. https://www.ldworldwide.org/environmental-toxins
⁶ Dovey, Dana. "Doctors May Soon Be Able To Diagnose ADHD With An MRI Scan." Medical Daily. IBT Media Inc., 30 Apr. 2014. Web. 14 Mar. 2017.
⁷ https://www.(d(.gov/nchs/fastats/adhd.htm
⁸ https://www.(d(.gov/nchs/fastats/adhd.htm
⁹ Kessler, R. C., Adler, L., Barkley, R., Biederman, J., Conners, C. K., Demler, O., Zaslavsky, A. M. (2006). The Prevalence and Correlates of Adult ADHD in the United States: Results from the National Comorbidity Survey Replication. American Journal of Psychiatry. 163, 716-723.
¹⁰ Donzelli, G., et al."The Association between Lead and Attention-Deficit/Hyperactivity Disorder: A Systematic Review." International Journal of Environmental Research and Public Health. January 2019, 16:3. doi: 10.3390/ijerph16030382

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What Is ADHD? Attention Deficit Hyperactivity Disorder in Children and Adults

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ADHD (attention deficit hyperactivity disorder) is a neurological disorder that impacts the parts of the brain that help us plan, focus on, and execute tasks. ADHD symptoms vary by sub-type - inattentive, hyperactive, or combined - and are often more difficult to diagnose in girls and adults.

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ADHD Ireland | Our Mission is to make life better for people affected by ADHD

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We are dedicated to providing up-to-date information, resources and networking opportunities to individuals with ADHD, parents of children with ADHD and the professionals who serve them.

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National Council for Curriculum and Assessment (NCCA)

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The Education Passport materials support the transfer of pupil information from primary to post-primary school. From 2014/2015, schools should use these materia…

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Helping students and parents with the move from primary school to secondary school How To Use Each resource page has a number of topics for parents and students to browse through. Some topics have additional information such as advice, videos or extra research – just click the link when you see it. Some of these […]

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A higher education scheme for Leaving Certificate students whose disabilities have had a negative impact on their second level education.

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Application Guides, Resources and Forms - Access College

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Application Guides, Resources and Forms Here you will find a set of Application Guides, Resources and Forms in a downloadable and printable format which can help you to make a DARE application. Supporting Documentation and Forms 2024 DARE Handbook 2024 DARE Information Flyer 2024 Section B: Educational Impact Statement Section C: Evidence of Disability Form [...]

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Exemption from the Study of Irish - Forms

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Primary application form for an exemption from the study of Irish

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Supporting Children and Adults with Dyslexia

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Excellent ESL describing games to help students describe and define words and practice adjectives of appearance, personality and character.

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Home - An Intercultural Look at our Schools

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Welcomeस्वागत हे WitamyBem-vindaBine ati venitLaipni gaidītiSveikiBienvenidaHerzlich willkommen An intercultural look at our schools. A toolkit for self-evaluation and supporting cultural and linguistic diversity in our schools . Learn More What are you looking for? Where to start? Examples Resources The Toolkit Get Help Give Feedback 120+ Nationalities in Ireland 182+ different languages are spoken across [...]

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The research team for the English Language Support Programme comprises David Little (principal investigator), Zach Lyons and Barbara Lazenby Simpson (research fellows) and two PhD students (Rachael Fionda and Stergiani Kostopoulou).

The development team for the Language Support Activity Units comprises Zach Lyons, Barbara Lazenby Simpson and Linda Richardson.

We would like to acknowledge the contribution of Áine Larkin, Peter Maguire and Micheál Tiarnaigh who played significant roles in developing the units and the website.

Finally, we would like to thank all the teachers who helped us trial these units and the website.

1.2 The Challenge
The challenge of ensuring that newcomer pupils and students can access mainstream education at post-primary level is particularly acute for three reasons:

1. The older newcomer learners are, the more they must learn in order to catch up with their English-speaking peers.

2. The post-primary curriculum is delivered by subject specialists whose formation has not prepared them to take account of ESL (English as a second language) students in their classes.

3. Whereas the Department of Education and Science funds teaching posts at primary level, it only pays for additional teaching hours at post-primary level. In some schools ESL classes are assigned to teachers to do not have a full timetable, which can mean that ESL support is both marginal and haphazard.

1.3 Integrate Ireland Language and Training (IILT)
From 2000-2008 Integrate Ireland Language and Training (IILT), a not-for-profit campus company of Trinity College, was funded by the Department of Education and Science to support the teaching of English as a second language in primary and post-primary schools. IILT began by developing curricula - English Language Proficiency Benchmarks - that are based on the first three proficiency levels of the Common European Framework of Reference for Languages (Council of Europe 2001). The third level (B1) is the one at which the language learner is able to navigate his or her own course among native speakers of the target language, which seems an appropriate minimum exit level for ESL support. By specifying learning outcomes at three levels, the Benchmarks are intended to facilitate teacher planning as well as the placement of newcomer pupils/students who come to school with some proficiency in English. IILT then developed primary and post-primary versions of the European Language Portfolio (Little 2002) that contain checklists of "I can" descriptors derived from the "can do" statements that define learning outcomes in the Benchmarks. In this way the ELPs communicate the content and progression of the ESL curriculum to the learners themselves. Between 2000 and 2007 the Benchmarks, the ELPs and an ever-expanding range of teaching/learning and other support materials were mediated to teachers via a programme of twice-yearly in-service seminars. Regular interaction between IILT and ESL teachers ensured that the materials were appropriately informed and focused; it also provided feedback on the Benchmarks and ELPs, so that IILT was able to publish revised versions in 2003 and 2004 respectively (IILT 2003a, 2003b, 2004a, 2004b).

The number of primary teachers attending the in-service seminars increased rapidly year by year, whereas post-primary numbers remained constant. By 2006 IILT was offering seven primary in-service seminars in each round, but only one post-primary seminar. This may reflect the fact that many post-primary ESL teachers cannot be released to attend in-service courses because they are chiefly teachers of mainstream subjects. In 2006 IILT revised all the materials it had developed for primary ESL support and published them as a substantial teacher's handbook entitled Up and Away (IILT 2006); the next year it did the same for the post-primary sector (IILT 2007). In 2007 IILT was obliged to suspend in-service provision for lack of funding and human resources.

The English Language Support Programme aims to build on IILT's work in five ways. First, it will investigate the present reality of post-primary English language support with a view to identifying good practice as well as recurrent problems at organizational and classroom levels.

Secondly, it is intended to make the Benchmarks and the ELP more useful by adding a substantial subject-specific dimension. In addition, a fourth proficiency level (B2) will be added to the Benchmarks and the ELP before the end of the project to encompass the language skills students need to develop if they are to meet the challenge of the public exams.

The third task we set was to use our linguistic analysis of the linguistic demands of the mainstream curriculum to develop a large array of teaching/learning materials and make it freely available to schools via the internet. The fruit of this endeavour is to be found within the Language Support Activity Units on this website. These and other materials found here build on what IILT has already put in place and are designed to support teaching and learning at each of the Benchmarks levels, focussing explicitly on the different subjects of the curriculum.

Our fourth and fifth tasks are the compilation of a manual for post-primary English language support and the development of assessment instruments. Both of these lie in the future. To begin with we thought we should develop further IILT's resource book for ESL support at post-primary level. Now it seems more appropriate to make organizational and pedagogical guidelines available on our website.
In January 2009 the Deparment of Education and Science published a suite of tests for ESL students that were developed by IILT and piloted with the assistance of post-primary English language support teachers. By the end of the project we hope to supplement these with additional assessment instruments, probably delivered via the project website.

1.5 Interaction with schools and teachers
Regular interaction with ESL teachers and their schools has been fundamental to the work of IILT. It is also fundamental to the work of the English Language Support Programme. In the autumn of 2007 we held briefing sessions at the Education Centres in Drumcondra, Blackrock and Dublin West. The focus group we recruited at these sessions subsequently provided us with essential information and acted as a sounding board while we planned the first phase of our survey and began to analyse the linguistic demands of the post-primary curriculum.
Such feedback is essential to the achievement of our overall aim: to make a difference to English language support in post-primary schools. Any post-primary ESL teacher who would like to be associated with the programme should contact Zach Lyons ( lyonsdz@tcd.ie).

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English Language Support Programme (Trinity Immigration Initiative)

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The research team for the English Language Support Programme comprises David Little (principal investigator), Zach Lyons and Barbara Lazenby Simpson (research fellows) and two PhD students (Rachael Fionda and Stergiani Kostopoulou). The development team for the Language Support Activity Units comprises Zach Lyons, Barbara Lazenby Simpson and Linda Richardson.

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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Physics Games - online physics-based games

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A collection of physics-based games that can be played online and embedded into your blog or website.

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Follow the steps below to access the online library.

1. Login to My Registration.

2. Select 'Online Library' from the dashboard.

3. Select or deselect each search box and select 'Continue'.

4. Enter the topic for eBook, journal or article and select 'Search'.

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Guide to the Online Library | Research | Professional Learning | The Teaching Council

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The Teaching Council provides all registered teachers with free access to an online library of research journals and articles and to a collection of eBooks. →

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Form Time Ideas - Tutor group activities

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Ideas and activities to keep your tutor group engaged during form time. A fresh set of activities is generated each time you visit.

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Use BBC Bitesize to help with your homework, revision and learning from KS1 to GCSE. Find free videos, step-by-step guides, activities and quizzes.

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SEN Teacher is amongst the oldest teaching resource sites and has over 300,000 regular users. Our learning materials are free to share and use in schools or at home. The Print tools on SEN Teacher allow you to create, adapt and share teaching resources for a wide-range of abilities.

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Russel Tarr, International School of Toulouse

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ClassTools.net: Create your own interactive learning resources

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Dozens of templates, quiz generators and learning tools for use in the classroom

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Easy, actionable, and functional Occupational Therapy activities and interventions. OT resources and information to help kids thrive.

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Over 10,000 pages of activities in PDF format linked to curricular subjects and examinations ... and growing

Learning support
Language support
Subject classroom

This website has been designed for use in post-primary schools by learning support, language support and mainstream subject teachers, and their students. The resources and activities have been designed to help all students access post-primary curriculum subjects, both junior and senior cycles. There are also resources to help teachers prepare their students for public examination.
All resources and classroom activities may be downloaded and printed. Activities are suitable for classroom use, homework and self-study.

Though primarily designed for newcomer learners of English, the Language Support Activity Units and other activities on this site are equally suited to the needs of all students as they encourage both subject and language learning. The Activity Units are designed to help students achieve by building new knowledge on that which is already clear, comprehensible, and familiar to them (more...)

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English Language Support Programme (Trinity Immigration Initiative)

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This website has been designed for post-primary English Language Support and mainstream subject teachers and their students. On this site you will find a comprehensive range of activities which will help you to access all subject areas of the Junior Certificate curriculum. These activities can be downloaded and printed and are suitable for both classroom activity and self-study.

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BBE’s Virtual Calming Room - Guided Relaxation

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GUIDED MEDITATION & MINDFULNESS ACTIVITIES

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Teach Kids to Manage Big Feelings Through Effective Social Emotional Learning

Over 80% of U.S. public schools reported in 2022 on the negative impact of the pandemic on child well-being and self-regulation. Kids are:

Struggling to manage their feelings and mental health

More disruptive in the classroom

Needing additional social, emotional, and behavioral support

(source: National Center for Education Statistics)

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The Zones of Regulation is a complete social-emotional learning curriculum, created to teach children self-regulation and emotional control.