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Generates a new image as a stimulus each day.

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Instead of groans at the beginning of a writing lesson, your class were excited to pick up their pencils and you were the teacher that sparked their imaginations!

Even your most reluctant writers are generating adventurous vocabulary, perfecting punctuation and filling the page with no signs of stopping!

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Access a free inspiring image, story starter and short burst writing activities, every day! Inspire your most reluctant writers and improve writing stamina

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Towards a New Literacy, Numeracy & Digital Literacy Strategy-A review of the Literature

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Towards a New Literacy, Numeracy & Digital Literacy Strategy-A review of the Literature

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Wellread National Award - Open Evening 2024-25 - Webinar Recording

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Microsoft Word - mm wow words booklet.doc

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Strategies for Exploring Unfamiliar Vocabulary

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Strategies for Exploring Unfamiliar Vocabulary

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One School One Book Reading Program - Read To Them

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The One School, One Book reading program gives each student in your school a copy of the book you select. This strategy reinforces reading instruction, increases parental involvement, bridges the home-school connection, and builds a true community of readers.

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One Dublin One Book encourages everyone to read a book connected with the capital city during the month of April every year.

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Thesaurus

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Thesaurus and word tools for your creative needs. Find the word you’re looking for!

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Toolsuite for visualizing and exploring passages of text.

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About Reverse Dictionary

The way Reverse Dictionary works is pretty simple. It simply looks through tonnes of dictionary definitions and grabs the ones that most closely match your search query. For example, if you type something like "longing for a time in the past", then the engine will return "nostalgia". The engine has indexed several million definitions so far, and at this stage it's starting to give consistently good results (though it may return weird results sometimes). It acts a lot like a thesaurus except that it allows you to search with a definition, rather than a single word. So in a sense, this tool is a "search engine for words", or a sentence to word converter.

I made this tool after working on Related Words which is a very similar tool, except it uses a bunch of algorithms and multiple databases to find similar words to a search query. That project is closer to a thesaurus in the sense that it returns synonyms for a word (or short phrase) query, but it also returns many broadly related words that aren't included in thesauri. So this project, Reverse Dictionary, is meant to go hand-in-hand with Related Words to act as a word-finding and brainstorming toolset. For those interested, I also developed Describing Words which helps you find adjectives and interesting descriptors for things (e.g. waves, sunsets, trees, etc.).

In case you didn't notice, you can click on words in the search results and you'll be presented with the definition of that word (if available). The definitions are sourced from the famous and open-source WordNet database, so a huge thanks to the many contributors for creating such an awesome free resource.

Special thanks to the contributors of the open-source code that was used in this project: Elastic Search, @HubSpot, WordNet, and @mongodb.

Please note that Reverse Dictionary uses third party scripts (such as Google Analytics and advertisements) which use cookies. To learn more, see the privacy policy.

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The way Reverse Dictionary works is pretty simple. It simply looks through tonnes of dictionary definitions and grabs the ones that most closely match your search query. For example, if you type something like "longing for a time in the past", then the engine will return "nostalgia".

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Excellent for ordering text, identifying difficult vocabulary, creating activities based on a text.

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Rewordify.com | Understand what you read

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Rewordify.com helps you read more, understand better, learn new words, and teach more effectively.

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News Update

14/11/2023

FEAPDA
REGISTRATION & CALL FOR CONTRIBUTIONS - 27th FEAPDA Conference

Diversity in deaf education: Exploring the diversity of deaf learners in their many lives: implications for our knowledge and practice.

26-27 April 2024 in The Grand Hotel, Malahide, Co. Dublin, Ireland.

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National Council for Special Education - Working to deliver a better special education service - Working to deliver a better special education service

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14/11/2023 FEAPDA REGISTRATION & CALL FOR CONTRIBUTIONS - 27th FEAPDA Conference Diversity in deaf education: Exploring the diversity of deaf learners in their many lives: implications for our knowledge and practice. 26-27 April 2024 in The Grand Hotel, Malahide, Co. Dublin, Ireland.

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Talk honestly with the pupil and the parent(s). Explain to the pupil with dyslexia that she or he has a reading difficulty which with help can be overcome. Emphasise that she or he is able to learn. Try to emphasise their strengths.

Work with the pupil in the development of strategies to help her/him to overcome or cope with dyslexic difficulties.

Support the home and family and keep parents involved

Foster pupil positive self-esteem. Give genuine praise whenever possible; promote activities that yield success.

Accept that everyone learns differently and recognise each pupil's learning difference. Be aware of different learning styles and be flexible in your teaching style.

Encourage and support a whole-school policy on learning differences and early screening, identification and intervention.

Be aware of the criteria for provisions regarding exemption from the study of a second language, supplementary teaching, special arrangements or accommodations for state exams etc...

Teachers should:

· Differentiate in the classroom by modifying class work and homework, materials, texts and tests.

· Build up a bank of resources for the pupil. This will not be your last pupil with dyslexia, and you will be more prepared for the next one.

· Plan teaching-learning activities which enhance the understanding of the relationship between new ideas and concepts and those previously learned.

· Employ visual and oral stimuli in the classroom environment;

· Differentiate tasks, including practical activity, to provide opportunities for extensive enhancement of practice and consolidation;

· Employ the appropriate degree of verbal language, including informal and formal language, in the context of practical experience to develop understanding;

· Provide opportunities for individual, small group and whole class work;

· Prepare charts, overhead projector acetates, ICT projector presentations and blackboard work that is clear and precise, and, where appropriate, supported with pictorial cues;

· Employ ICT resources including power point, CD-Roms, floppy discs, internet sites and if appropriate voice activated and recognising programmes;

· Evaluate all commercial texts and sources to ensure readability;

· Prepare workstations for individual work;

· Assess the whole pupil rather than the specific learning difficulty;

· Be aware of and keep a record of error patterns in reading, spelling and writing;

· Implement the pupil's individualised education plan effectively in the classroom setting;

· Cooperate collegially with support teachers, including, where relevant, the special education needs coordinator;

· Implement the policy, practices and procedures established in the school's special education needs/dyslexia policy;

· LINK: See the section titled Strategies for Mainstream Teachers - ages 12 +

Mainstream post-primary teachers can address memory difficulties by -

· Training pupils in the creation and use of mind maps and other approaches for organising ideas

· Frequently assessing the work of the pupil informally and formally

· Sitting the pupil close to the teacher as necessary

· Ensuring clarity of classroom and homework tasks

· Consolidating and practicing familiar skills

· Rehearsing familiar knowledge

· Making sure the pupil receives important information in written form

Mainstream post-primary teachers can address sequencing difficulties by -

· Providing thorough understanding and meaning for the specific sequence

· Encouraging the use of mnemonics for sequences that must be memorised

· Giving multi-sensory support for sequences, e.g. pictures, rhymes

Mainstream post-primary teachers can address visual-perceptual difficulties by -

· Using a large font and coloured paper for class handouts

· Using a variety of chalk colours on the board or a variety of pen colours on the white board

· Writing in large, printed letters on the board

· Not writing too much on the board

· Carefully explaining visual graphic imagery such as tables, graphs, maps

· Encouraging the learner to use a book mark under the text as he/she reads

· Encouraging the learner to use a highlighter or underlining pencil while they read

Mainstream post-primary teachers can address reading difficulties by -

· Negotiating with pupil as to if, when and how they will read orally before the class

· Encouraging reading for meaning strategies and Metacognitive strategies to support comprehension

· Highlighting significant text, and focussing upon formal terminology in curriculum areas

· Providing graphic and picture cues

· Constructing logs/diaries of essential words and lists of specific terminology assisted with picture and graphics cues

· Structuring pupil-teacher conferencing opportunities

· Providing sufficient time for silent reading in class time

Mainstream post-primary teachers can address mathematical difficulties by -

· Using mind maps and graphical and pictorial cues

· Using materials for the development of understanding throughout the syllabus

· Analysing pupils error patterns in written calculations

· Developing informal and formal mathematical language through practical activity with structured apparatus and concrete materials, and in concrete fashion during activities involving problem solving or investigational situations

· Using practical situations, and cross-curricular opportunities such as physical education to develop spatial awareness of pupils

· Training and practising the appropriate and sensible use of the calculator

· Employing mathematical games, physical and IT generated, to assist with consolidation and practice

Mainstream post-primary teachers can address writing difficulties by -

· Training and practicing the use of mind maps and other methods to plan and structure written work

· Encouraging the process of drafting and redrafting

· Providing writing frames to develop ideas and concepts

· Training the skills of editing and proof-reading

Mainstream post-primary teachers can address emotional and behavioural difficulties by -

· Reducing the pressure upon the pupil to verbally respond in a whole-class context

· Creating opportunities for collaborative working environments

· Demonstrating that all pupil responses are valued

· Ensuring that classroom-based and homework tasks are appropriate to the ability of the pupil

· Providing consistency of approach through partnership with parents, explaining the strategies to be employed in the classroom and those to be mirrored at home

· Reducing pupil anxiety by planning for pupil success, goal achievement and reward giving

Mainstream post-primary teachers can address speed of processing difficulties by following this procedure -

1. Ask the group a question.

2. Ask the pupil with dyslexia the question.

3. Allow a five-to-ten second pause by silently counting to yourself one thousand and one, one thousand and two, etc.

4. If the pupil cannot respond, reframe or rephrase the question.

5. If the pupil does not jump in with an answer after a few seconds, move on to another who does know the answer.

6. Don't linger to highlight the uneasiness on the part of the pupil with dyslexia in forming a response.

7. Avoid expressions such as "I know you know it. We will wait until you get it." or "We talked about this last time. I know you can get it if you just focus on what you learned!"

8. Rather, if the pupil struggles, as the class ends think about a question that you might ask the group the next time. As the pupil leaves let the pupil know that you might ask that question next time. That provides a cue so the pupil with dyslexia can formulate a response for the next class.

9. Develop a cue to let the pupil know that you will be asking him or her a question in a few minutes. For example, let the pupil know that you will walk by lightly giving a tap on the shoulder before asking a question. This allows the pupil the time needed to get ready to reply.

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Advice for the Post-primary Mainstream Teacher

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Talk honestly with the pupil and the parent(s). Explain to the pupil with dyslexia that she or he has a reading difficulty which with help can be overcome. Emphasise that she or he is able to learn. Try to emphasise their strengths.

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Manga, Shakespeare, Anime, Japan, cool, the Bard, William Shakespeare, Richard Appignanesi, Emma Vieceli, Sonia Leong, Self Made Hero, Self-made Hero, Selfmadehero, Tokyo, study material, educational, education, teachers, librarians, pupils, students, comic, comics, strips, graphic novels, graphics,…

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English Cluster 2022/23 - Finding the Words

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Aim: To explore the development and use of vocabulary in the English classroom. There are 3 short audiograms below featuring 3 different English teachers sharing their approaches to working with vocabulary. Each audiogram is accompanied by a selection of supports for you to explore. Finally, we

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Wellbeing Policy Statement and Framework

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School self-evaluation is a collaborative, inclusive, and reflective process of internal school review. It involves gathering information from a range of sources, and then making judgements about practice and about how well pupils and students are doing. The key focus of school self-evaluation is to bring about improvements in pupils' and students' learning.

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KCETB collaborates with Cartoon Saloon in One Book One Film For All family learning initiative - Kilkenny and Carlow ETB

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(Thurs. 14 September, 2023) - The Adult Literacy Service offered through Kilkenny and Carlow Education and Training Board (KCETB) is collaborating with

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WolfWalkers: The Exhibition - Butler Gallery

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Dec 2 2020 - Apr 30 2021 How to view the exhibition: Click and drag for a 360 degree view and follow of the paw prints to guide you through. Look out for interactive information icons and play buttons for the full virtual tour experience and real insight into the art of animation.

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Werewolves of Ireland: The Lycanthropic Lore Behind Wolfwalkers

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A young apprentice hunter and her father journey to Ireland to help wipe out the last wolf pack. But everything changes when she befriends a free-spirited girl from a mysterious tribe rumored to have the ability to transform into wolves by night. COMING SOON TO APPLE TV CINEMA DATES EUROPE CINEMA DATES US A young [...]

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Wolfwalkers Video Animation Tutorials | The Ark, Dublin. Creative Arts Activities for Children

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To celebrate the arrival of Cartoon Saloon’s Wolfwalkers exhibition to The Ark in summer 2023, we are excited to share these video tutorials from Cartoon Saloon animators so children can learn some easy techniques and tips to help them draw characters from the award-winning animated film.

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WolfWalkers: The Exhibition - Creative Ireland Programme

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Butler Gallery and Cartoon Saloon present WolfWalkers: The Exhibition, a multi-media immersive response to the studio’s new animated film. The exhibition, designed by Steven McNamara of Roji, includes core working drawings and backgrounds, and highlights the strengths and messages of a story that offers conflict, humour, pathos and resolution centered in medieval Kilkenny in 1650. […]

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Looking at Our School 2022: Primary and Special Schools

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Looking at Our School 2022: Primary and Special Schools

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What is Our Voices Our Schools? It is a resource for schools to support listening to and involving young people in decision making about matters that affect them in school. Learn more

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Barnardos Guide for Seldom-Heard Children

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Barnardos Guide for Seldom-Heard Children

# data[].attributes.body
Universal Design for Learning

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Learn about CAST’s Universal Design for Learning framework, fostering inclusive educational experiences and improving learning outcomes for all learners.

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Dive into the transformative world of literacy with this range of blogs. Explore how literacy transforms lives, empowers minds, fuels creativity, and fosters critical thinking. It explores disciplinary literacy as well as skills across all phases of education. These blogs cover key topics, such as reading, writing, vocabulary, and oracy. They tackle literacy challenges, including literacy barriers such as dyslexia, whilst offering lots of practical literacy strategies to improve learning.

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A charity committed to making sure people with unmet literacy and numeracy needs have access to learning opportunities and can fully take part in society.

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OECD’s dissemination platform for all published content - books, podcasts, serials and statistics

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PDST Technology in Education promotes digital technologies in learning, teaching & assessment in primary and post primary schools in Ireland.

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Language Code List - Codes for the representation of names of languages (Library of Congress)

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Library of Congress >> Standards

Codes arranged alphabetically by alpha-3/ISO 639-2 Code

Note: ISO 639-2 is the alpha-3 code in Codes for the representation of names of languages-- Part 2. There are 21 languages that have alternative codes for bibliographic or terminology purposes. In those cases, each is listed separately and they are designated as "B" (bibliographic) or "T" (terminology). In all other cases there is only one ISO 639-2 code. Multiple codes assigned to the same language are to be considered synonyms. ISO 639-1 is the alpha-2 code.

ISO 639-2 Code

ISO 639-1 Code

English name of Language

French name of Language

German name of Language

Codes last updated 2017-12-21 .

Comments on this document: [email protected]

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ISO 639-2 Language Code List - Codes for the representation of names of languages (Library of Congress)

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This document contains the ISO 639-2 Alpha-3 codes for the representation of names of languages

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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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Explore Claire Keegan's Booker Prize 2022 shortlisted novel Small Things Like These with your book club using our guide and discover why the judges said it 'explores the silent, self-interested complicity of a whole community'

It is 1985, in an Irish town. During the weeks leading up to Christmas, Bill Furlong, a coal and timber merchant, faces his busiest season. As he does the rounds, he feels the past rising up to meet him - and encounters the complicit silences of a small community controlled by the Church.

Claire Keegan's tender tale of hope and quiet heroism is both a celebration of compassion and a stern rebuke of the sins committed in the name of religion.

Claire Keegan is a novelist and short story writer, whose work has won numerous awards and been translated into 30 languages.

Keegan was brought up on a farm in Ireland. At the age of 17, she travelled to New Orleans, where she studied English and Political Science at Loyola University. She returned to Ireland in 1992, and her highly acclaimed first volume of short stories - Antarctica - was published in 1999. Her stories are translated into 30 languages and have won numerous accolades.

What the Booker judges said

In a nutshell
Keegan is measured and merciless as she dissects the silent acquiescence of a 1980s Irish town in the Church's cruel treatment of unmarried mothers - and the cost of one man's moral courage.
On the characters
It is the tale, simply told, of one ordinary middle-aged man - Bill Furlong - who in December 1985, in a small Irish town, slowly grasps the enormity of the local convent's heartless treatment of unmarried mothers and their babies (one instance of what will soon be exposed as the scandal of the Magdalene laundries). We accompany Furlong, and we feel - and fear - for him as he realises what is happening, decides how he must in conscience act, and accepts what that action, in a small church-dominated town, will cost him, his wife and his children.
On the book
The book is not so much about the nature of evil as the circumstances that allow it. More than Furlong's quiet heroism, it explores the silent, self-interested complicity of a whole community, which makes it possible for such cruelty to persist. It forces every reader to ask what they are doing about the injustices that we choose not to think about too closely. Astonishingly, Keegan achieves this without ever sounding angry or preachy.

'The novel isn't just an eloquent attack on the Magdalene laundries. It is also a touching Christmas tale, genuinely reminiscent of the festive stories of O Henry and Charles Dickens; a novel that has been seeped in sherry and served by the fireside. In one particular moment, when Furlong's wife and daughters gather to ice the Christmas cake, Keegan's writing approaches Proust.'

'This piercing book - which, at 116 pages, is the shortest novel to ever be in contention for the Booker Prize - examines the way awful suffering can unfold on our doorstep while we carry on with our privileged lives. Through Furlong, it asks: "Why were the things that were closest so often the hardest to see?" And it prompts us to consider what responsibility we have to our neighbours.'
London Review of Books:
'Keegan does something rare in creating archives of unhappiness, showing the way one sorrow may reverberate with another, how pressure can activate the pain of an old bruise.'
The Washington Post:
'From the elements of this simple existence in an inconsequential town, Keegan has carved out a profoundly moving and universal story. There's nothing preachy here, just the strange joy and anxiety of firmly resisting cruelty.'
Independant.ie:
'It is impossible to change the past but essential to face up to it. That's precisely what Keegan does in this tender, condensed and pitch-perfect book.'

Questions and discussion points

When his mother's trouble became known, and her people made it clear that they'd have no more to do with her... (p. 5) Furlong was born to an unmarried mother who died at 16. Due to the generosity of his employer, he was one of few babies born to a person outside of wedlock who got to stay with his mother. Discuss Furlong's experience and the long-term impact this had on his character.

The Taoiseach had signed an agreement with Thatcher over The North, and the Unionists in Belfast were out marching with drums, protesting over Dublin having any say in their affairs. (p. 13) What was the political atmosphere of the time in Ireland? How did this impact communities such as the one which Bill Furlong lives in?

Lately, he had begun to wonder what mattered, apart from Eileen and the girls. He was touching forty but didn't feel himself to be getting anywhere or making any kind of headway and could not but sometimes wonder what the days were for. (p. 33) Weariness, worry and repetition are imbued in the story and Furlong's character seems like a man on the brink. What are the factors that have led to this?

When Furlong first visits the local laundry to deliver some logs, a girl with roughly cut hair begs him to help and take her 'as far as the river'. Furlong replies by showing his open, empty hands. What does Furlong mean by this gesture? (p. 41)

Inside the laundry, one of the nuns suggests Furlong must be disappointed as he has five girls and ' no boy to carry on the name'. Furlong replies by saying: ' What have I against girls?' [...] 'My own mother was a girl, once. And I dare say the same must be true of you and half of all belonging to us.' Why is the feminist attitude expressed by Furlong unique for the time and community he lives in? (p. 66 - 67)

After he visits the laundry, a woman who runs the cafe warns Furlong about what he has seen there: ' Tis no affair of mine, you understand, but you know you'd want to watch over what you'd say about what's there?'. (p. 94) To what extent did the wider community seem to have knowledge of the real goings-on in the laundries? Do you think the villagers were complicit in the crimes?

The book ends at a point where many other authors would begin their novels' second act. To what extent is Keegan deliberately asking the reader to create the rest of the story for themselves? What do you think happens to Bill Furlong next?

Those kept in the confines of the laundries were often described as 'fallen women'. Discuss what is meant by this and how the women in Irish communities were powerless against the church.

Small Things Like These has been described as historical fiction, yet the author disagrees with it being a novel about the Magdalene laundries ( Guardian interview, October 21), saying, 'I think it's a story about a man who was loved in his youth and can't resist offering the same type of love to somebody else'. Discuss how Claire Keegan has allowed historical fiction and a deeper character study to intersect.

Economic hardship is woven throughout the narrative of Small Things Like These. How does the author's use of language and detailing evoke this sense within the novel?

Not one person they met addressed Sarah or asked where he was taking her. Feeling little or no obligation to say very much or to explain, Furlong smoothed things over as best he could and carried on along with the excitement in his heart matched by the fear of what he could not yet see but knew he would encounter. (p. 107) In this scene towards the end of the novel, in which Furlong escorts one of the girls from the laundry outside and through the streets to his home, what personal battle is he also facing?

At 116 pages, Small Things Like These is the shortest book ever to be shortlisted for the Booker Prize. When questioned on this, Keegan previously said, 'Elegance, to me, is writing just enough' and went on to say that the character of Furlong 'isn't someone who says much' so a 'longer novel would not have suited his personality'. Discuss whether Small Things Like These constitutes a novel or novella.

'It started out as a short story told from the point of view of a boy who accompanies his father to deliver a load of coal and finds another boy, much his own age, locked up in the coal shed at a boarding school. His father just locked the door then went on to make the next delivery, saying nothing.

'At some point, the coalman's point of view took over and I became preoccupied with him and it felt

necessary to explore how he, the father, would carry this knowledge around with him on his rounds, through his days, through his life and how or if he could or would still regard himself as a good father. I'm not even sure if this man, Furlong, can regard himself as a good father after this novel ends - as he may have deprived his daughters of a decent education and may lose his business, may not be able to provide for his family.

'I'm interested in how we cope, how we carry what's locked up in our hearts. I wasn't deliberately setting out to write about misogyny or Catholic Ireland or economic hardship or fatherhood or anything universal, but I did want to answer back to the question of why so many people said and did little or nothing knowing that girls and women were incarcerated and forced to labour in these institutions. It caused so much pain and heartbreak for so many. Surely this wasn't necessary or natural?'

Read more of Claire Keegan's interview on the Booker Prize website.

What were the Magdalene laundries?

From 1922 until 1996, thousands of girls and women were held prisoner in 'Magdalene laundries' in Ireland. These workhouses were commercial and profit-based laundries run and funded by the Catholic Church and the state.

The true figure of those held remains unknown but it is often said to be at least 10,000, though some have guessed the real figure may be as high as 30,000. Records from the laundries were deliberately destroyed, lost or made inaccessible by the church. While there, the women were forced to labour tirelessly, while suffering physical and mental abuse at the hands of the church.

The women and girls who were unwillingly held were often described as 'fallen women'. They tended to be unmarried mothers and their daughters, those who had grown up in church or state care, women with mental health issues or disabilities and those who had suffered sexual abuse.

Confined for decades while starved of food and education, many became isolated from society and institutionalised. While there, many lost their own lives, as did their children.

In the early 90s, 155 unmarked graves were discovered on the land of a convent in Dublin which eventually triggered a public scandal and a wider awareness of the laundries. In 1994, folk singer Joni Mitchell wrote a song titled The Magdelene Laundries, which was included on her album Turbulent Indigo. In 2002, The Magdelene Sisters was released in cinemas depicting four women incarcerated in a Dublin laundry. 2013 saw the release of the tragicomedy film Philomena, about a woman desperately trying to find her forcefully adopted son, after life in a laundry. Stories of laundries persist in media and the arts, with many more books, plays and screen adaptions of the women's stories. Despite this, the last Magdalene laundry only stopped operating on 25 October, 1996. No apology was issued by the Irish government until 2013.

If you enjoyed this book, why not try...

Claire Keegan, Foster

Claire Keegan, Antarctica
The Selected Stories of Anton Chekhov
William Trevor, Reading Turgenev

Katherine Mansfield, The Garden Party and Other Stories

George Saunders, A Swim in a Pond in the Rain

Claire Keegan's tender tale of hope and quiet heroism is both a celebration of compassion and a stern rebuke of the sins committed in the name of religion.

© 2023 - Booker Prize Foundation (registered charity in England no 1090049)

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Reading Guide: Small Things Like These by Claire Keegan | The Booker Prizes

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Explore Claire Keegan's Booker Prize 2022 shortlisted novel Small Things Like These with your book club using our guide and discover why the judges said it 'explores the silent, self-interested complicity of a whole community' It is 1985, in an Irish town.

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We inspire a love of reading in the children and young people of Ireland.

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Vocabulary Enrichment Programme - Outside the Box Learning Resources

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This book helps to enhance the understanding and use of vocabulary in secondary school students and young adults. Specifically designed […]

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Resources | Literacy Interventions |Poetry Teaching Resources

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Find high-quality resources covering all areas of the literacy curriculum under one virtual roof. From book recommendation sites to CPD courses, compare different options and find the one that best suits your needs and budget.

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SelfMadeHero is a quirky independent publishing house committed to producing ground-breaking work in the graphic novel medium.

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Webinars and Other Resources

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CONFERENCE / COMHDHÁIL 2024 | literacyireland

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UK Literacy Association

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Links to Literacy Conferences

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Literacy Conferences | National Literacy Trust

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National Literacy Trust conferences for early years, primary and secondary teachers and practitioners support you to develop your professional knowledge, learn from experts and explore best practice.

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Booklet 1 - Variety of Writing Formats.pdf

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Writing wise: Paragraphs, sentence structure etc

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Writing wise: Paragraphs, sentence structure etc

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Colorful Simple Modern Table of Contents (1).pdf