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Sales Toolkit

Contents1. The Pedagogical Basis……………………………………………………………………… p32. About our experts……………………………………………………………………………. p133. Key components of Bug Club Comprehension………………………………… p15 4. National Curriculum for England……………………………………………………… p185. Scottish Curriculum for Excellence…………………………………………………… p216. National Curriculum for NI…………………………………………………………….... p267. National Curriculum for Wales…………………………………………………………. p298. Assessment……………………………………………………………………………………… p329. Structure chart…………………………………………………………………………………. p3510. Pricing and pack structures………………………………………………………………. p4111. Release dates for year 3 and 4 components…………………………………….. p4412. Competitor analysis…………………………………………………………………………. p4613. Insight selling hints and tips…………………………………………………………..... p5314. Professional development……………………………………………………………….. p5615. ALP user guide…………………………………………………………………………………. p61

2

The Pedagogical Basis

The Pedagogical BasisThe pedagogical basis of Bug Club Comprehension is key to understanding the programme, identifying customers’ needs and explaining to customers how the materials will meet their needs.

Problems with current comprehension practice identified:

• Decoding and comprehension do not develop at the same pace – a child’s comprehension can be far in excess of their decoding ability, so comprehension shouldn’t suffer at the expense of phonics

• Comprehension is often assessed but not taught

• Delivery of comprehension is inconsistent within and between schools, some do it via guided reading, others via worksheets, some not at all

• Current approaches which use guided reading are very time consuming to plan and prepare, and often the activities where children are not with the teacher are meaningless

• Children struggle with inference and deep comprehension and this impacts on SATs performance

• Poor levels of vocabulary development can be a barrier to comprehension

4

Three, is the magic numberAt the centre of the Bug Club Comprehension approach is our expert Wayne Tennent’s three key questions.

Every text in Bug Club Comprehension has three key questions: a looking, a clue, and a thinking question which form the basis of all comprehension around the text:

The Looking Question: literal comprehension

The Clue Question: making connections and inferences to further comprehension

The Thinking Question: going beyond the text, connecting text to self, text to world to access ‘deep’ comprehension

5

Comprehension Strategies

Illustration: Kanae Sato

Another key foundation of Bug Club Comprehension is the development of strategies for comprehension.

Every time we read a piece of text we consciously or unconsciously use comprehension strategies to understand it…

Building on the idea that comprehension is something which needs to be taught and Wayne Tennent’s approach, Bug Club Comprehension focuses on the teaching of eight core strategies for comprehension

These comprehension strategies form a toolkit which children can develop and apply to anything they read in order to understand it.

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Comprehension StrategiesStrategy Description

SummarisingSummarising what has happened in the text, or recallingdetails of the text and putting them in order.

Activating Prior Knowledge

Children draw on what they already know and understandto make sense of the text as they read it.

EvaluatingAbility to give an opinion about a text and read it critically,and justify that opinion to others.

Inference Making Strategies

QuestioningAsking and exploring literal, inferential and exploratoryquestions.

Clarifying Clarifying words or concepts that are not understood.

PredictingAnticipating what might happen next based on evidencefrom the text and personal experience.

ConnectingFinding causal links between events, actions, themes andideas in the text seeking textual evidence to supportthinking.

VisualisingTaking details from the text and bringing them to life- theability to describe a scene – the ability to imagine what isbeing read.

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Let’s talk about it…


Bug Club Comprehension uses a talk based approach for comprehension… but why?

Research says it works:

Talk – at home, in school, among peers – is education at its most elemental and potent. It is the aspect of learning that arguably has the greatest purchase on learning.

(The Cambridge Primary Review)

Children have a spoken language comprehension far in excess of their ability to decode. It doesn’t make sense to stall, or stagnate the comprehension component until decoding has been mastered.

(Tennent, 2015)

That’s why rich discussion about texts is one of the fundamental elements of Bug Club Comprehension.

A Tale of Two Poggles, Year 4 Summer Term

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Vocabulary is Essential!Another key principle of Bug Club Comprehension is the idea that vocabulary is important – regardless of decoding, or comprehension ability, children cannot understand a text if they don’t know what the words mean!

So every week of teaching in Bug Club Comprehension has a part dedicated to ‘removing barriers to comprehension’ caused by vocabulary.

Jack and JillWent up the hill

To fetch a pail of water.Jack fell down

And broke his crownAnd Jill came tumbling after.

Up Jack gotAnd home did trot

As fast as he could caperWent to bed

And plastered his headWith vinegar and brown paper

Jack and JillWent up the hill

To fetch a pail of water.Jack fell down

And broke his crownAnd Jill came tumbling after.

Up Jack gotAnd home did trot

As fast as he could caperWent to bed

And plastered his headWith vinegar and brown paper

What’s a pail? My mum sometimes says I look pail

when I’m poorly…

Jack was wearing a crown? Was he a king or

something?

My sister rides a horse, sometimes she trots…

was he on a horse?

I don’t know what a caper is. I think perhaps it’s a vegetable…

My uncle’s a plasterer, but I thought he did

something with walls…

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Inclusion For All


Decoding ≠ Comprehension

• Ask a small child to tell you what happened in their favourite TV programme and they can probably do it, but ask them to read the script…

• Bug Club Comprehension works on the principle that all children should access the same text regardless of their decoding ability – as decoding ability and comprehension ability do not progress equally.

• That’s why a core principle of Bug Club Comprehension is one text for the whole class (saving teachers time) – the differentiation comes in how that text is accessed: audio ebook, independent read, paired read, read to a child by a TA – getting the words ‘off the page’ is never a barrier to comprehension.

Photograph: Sue Barr

10

A Mastery Approach


• There is little agreement on what ‘mastery’ means when applied to English. Unlike maths or science there is very little research on this.

• However, principles of mastery most commonly agreed upon are:

• Repeating concepts until they are mastered• Collaborative learning• Clear and specific objectives• Keeping the class together

• Bug Club Comprehension follows these principles:

• Strategies are repeated again and again to be applied in many contexts

• Learning is collaborative• Strategies are specific• The class is kept together working on the same text


11

Engaging Resources


• In line with the Bug Club principles, Bug Club Comprehension puts the learner at the heart and provides engaging resources for children and teachers alike:

• User friendly workbooks• Beautiful varied texts with Bug Club values


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About Our Experts

Our Experts


Dr. Wayne Tennent, University of East London

• In school research with schools in East London to implement talk based, reciprocal and dialogic guided reading approaches for comprehension.

David Reedy, Secretary and Former President of the United Kingdom Literacy Association (UKLA) and Principle Primary Advisor for Barking & Dagenham

• In school research with schools in East London & beyond implementing talk based approaches to comprehension across the curriculum.

The teaching staff of Highlands Primary School in Redbridge, East London.

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Key Components of Bug Club

Comprehension

Key Features of Bug Club ComprehensionBug Club Comprehension incorporates the following components:

• Texts: 30 per year (1 per week), organised into 6 volumes per year• eBooks: 30 per year (1 per text) with audio• Teaching cards: 30 per year with lesson plans for each day of the week• Workbooks: 3 per year group (1 per term) for children to write into• Online planning area: lesson plans, videos, additional resources• PD: face to face and online professional development resources• Handbook: pedagogical handbook with guidance for implementation

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The Teaching Cycle

Day 1

Vocabulary activity based on text vocabulary to remove barriers to comprehension

Day 2

Reading the text and considering the key

questions. Audio ebooks to remove barriers.

Day 3

Discussion of book in group with the teacher – using

strategies for comprehension

Day 4

Reflection on group session via follow-up task –

embedding strategies.

Day 5

Reading into writing –embedding strategies and

providing evidence for assessment.

Every week follows the same cycle and there are 30 weeks of teaching per year (10 per term) which run on a carousel basis:

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National Curriculum for England

National Curriculum for EnglandOverarching curriculum aims (reading and speaking and listening)

• Children acquire a wide vocabularyIn Bug Club Comprehension there is a strong focus on developing a broad vocabulary supported by the vocabulary activities on Day 1 of the teaching cycle.

• Children appreciate our wide and varied literary heritageBug Club Comprehension includes a broad range of fiction, non-fiction and poetry, and the texts increase in complexity and sophistication as children move through the programme, and cover key genres mentioned in the curriculum – e.g. myths and legends, and fairytales

NB. Every week of work is fully aligned to the curriculum on the platform and in the handbook.

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National Curriculum for EnglandOverarching curriculum aims (reading and speaking and listening)

• Have good understanding of what they readBug Club Comprehension is entirely focused on children understanding what they read and barriers to decoding are removed to facilitate this deeper understanding.

• Children use discussion in order to learn and can elaborate and clearly explain their understanding and ideasDay 3 of the teaching cycle requires children to discuss their ideas and build on the ideas of others, using the key comprehension strategies to structure their discussions with others.

• Are competent in the arts of speaking and listening• The support for rich, high-quality discussion creates an environment in

which children learn to listen respectfully to the views of others, and support their view with evidence from the text


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Scottish Curriculum for Excellence

Scotland: Curriculum for ExcellenceSignificant Areas of Learning

Bug Club Comprehension is a great fit for the listening and talking and reading significant aspects of learning, and supports teachers in gathering evidence for the following key themes:

• Engage with a broad range of increasingly complex texts, including Scottish and Scots textsBug Club Comprehension includes a broad range of fiction, non-fiction and poetry, and the texts increase in complexity and sophistication as children move through the programme.

• Develop and apply knowledge and understanding of languageIn Bug Club Comprehension there is a strong focus on understanding language in the vocabulary activities on Day 1 of the cycle.


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Scotland: Curriculum for Excellence• Find, use and organise information, including developing critical

literacy skillsThe Looking questions ask children to find information in the text. There is also a focus on Summarising the key points of what they have read, which is a key skill in the organisation of information.

• Use reading and listening strategies to understand, analyse and evaluate textsIn Bug Club Comprehension, children are taught eight comprehension strategies, making explicit the processes skilled readers use to understand, analyse and evaluate texts. All activities in the programme are mapped to these strategies, making it easy for teachers to assess their use.


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Scotland: Curriculum for ExcellenceOther Curriculum Issues

• For teachers who are worried about closing the gap, Bug Club Comprehension’s strategy of doing guided reading in mixed ability groups:• stretches and inspires lower attaining readers to listen to and learn

from the responses of their peers• gives them a chance to show what they can do - if they are less able

readers but great talkers; or can make perceptive comments about illustrations. It’s great for developing confidence!

• For teachers who want to encourage reading for pleasure, the rich discussions in Bug Club Comprehension are something that all children can enjoy. Even previously reluctant readers enjoy the opportunity to talk about their opinions and experiences.


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Scotland: Curriculum for Excellence• For teachers who want to help children do their best in end-of-year

reading tests, Bug Club Comprehension offers lots of practice with answering different types of question and opportunities for formative assessment, including assessing written responses.

• The support for rich, high-quality discussion creates an environment in which children learn to listen respectfully to the views of others, and support their view with evidence from the text

•

Children are also encouraged to develop their visual literacy using high-quality, richly illustrated picture books and graphic novels.

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National Curriculum for Northern Ireland

Northern Ireland CurriculumBug Club Comprehension supports the Reading and Talking and Listening aspects of the Language and Literacy curriculum. It is particularly good for supporting the following:

Developing confident communicatorsSupportive, structured lessons give children the opportunity to develop their listening skills, take part in discussions, and justify their views.

Reading for pleasureThe high-quality, beautifully illustrated texts allow children to enjoy the richness and diversity of language. And even previously reluctant readers enjoy the opportunity to talk about their opinions and experiences in the group discussions.


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Northern Ireland CurriculumUsing traditional and digital sourcesBug Club Comprehension includes different types of multimedia texts for children to enjoy, such as picture books and graphic novels. Children have the opportunity to read the texts in ebook form, and can practise reading skills such as scanning a page to find information.

Developing key comprehension skillsThe 3 key questions each week give children lots of practice at answering literal, inferential and evaluative questions, both orally and in writing, and using evidence from the text to justify their views.


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National Curriculum for Wales

National Curriculum for WalesBug Club Comprehension has been matched to the National Curriculum for Wales and the Literacy Framework, and has a good coverage of the statements in the Oracy and Reading strands.

For teachers who want to help children do their best in end-of-year reading tests, Bug Club Comprehension offers lots of practice with answering different types of question and opportunities for formative assessment, including assessing written responses.

For teachers who want to embed reading comprehension across the curriculum, Bug Club Comprehension teaches eight different comprehension strategies which can be transferred to the wider curriculum, e.g. summarising.


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National Curriculum for WalesFor teachers who are looking to embed digital skills in every lesson (recommendation of the 2015 review of the National Curriculum for Wales) children have the opportunity to read the texts in ebook form, and can practise reading skills such as scanning a page to find information. The Day 3 discussions are often sparked off by looking at a photo or video, so children are guided in learning to interpret these different media.


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Assessment

Assessment


• Throughout Bug Club Comprehension there are a wealth of opportunities for formative assessment:

• Workbooks: teachers can see children’s thought patterns and comprehension progress through their workbooks – both within and between weeks.

• Rich discussion with teacher: teachers can assess in discussion which children are making use of their strategies and which are struggling through simple observations.

Both the handbook and PD course give extensive information on how assessment can work with Bug Club Comprehension.

All strategies and weeks of teaching are linked to all UK curricula in the handbook to support observation and assessment.

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BC Comprehension & Progress and Assess


Bug Club Comprehension links to the strategies for comprehension whereas P&A links to the Pearson Primary Progression Maps…

HOWEVER both of these link to the National Curriculum.

With that in mind, P&A can be used as a summative assessment solution alongside Bug Club Comprehension to periodically check how children are doing in their reading comprehension.

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Structure Chart (Year 3 & 4)

Year 3 Components

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Year 4 Components

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Year 3 & 4 Components

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List of Printed ComponentsYear 3 ComponentsTitle Component Genre

While I am Sleeping Book Fiction/Poetry

King Kafu and the Moon Book Fiction

Hot Spots and Other Extreme Places to Live Book Non-Fiction

Bright Sparks MagazineNon-Fiction, Fiction

and Poetry

Fairy Tales Anthology (title TBC) BookFiction and Non-

Fiction

Escape from Black Mountain Book Fiction

Year 3, Autumn Term Workbook Workbook N/a

Year 3, Spring Term Workbook Workbook N/a

Year 3, Summer Term Workbook Workbook N/a

Teaching Cards (x30) – only available in packs Teaching Card N/a

Lower KS2 Teaching Handbook Handbook N/a

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List of Printed ComponentsYear 4 Components

Title Component Genre

Mary Anning: The Girl Who Cracked Open… Book Non Fiction

The Death of the Dinosaurs Book Non-Fiction

The Song of Sky and Sand Book Fiction

Daring Deeds MagazineNon-Fiction, Fiction

and Poetry

Myths of the Sea (Anthology) BookFiction and Non-

Fiction

A Tale of Two Poggles Book Fiction

Year 4, Autumn Term Workbook Workbook N/a

Year 4, Spring Term Workbook Workbook N/a

Year 4, Summer Term Workbook Workbook N/a

Teaching Cards (x30) – only available in packs Teaching Card N/a

Lower KS2 Teaching Handbook Handbook N/a

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Pricing and Pack Structures

Typical Cost of Adoption

Item Description Cost

Lower KS2 EBP 12 X 12 copies of each printed book*60 teaching cards1 Handbook

£956.50

Workbooks 2 x 16 packs of workbooks**, x 3 workbooks per year group (6 in total)

£306

Online subscription (1 yr) Access to planning areas with videos, correlation charts, weekly & daily plans, additional resources, support and extend PDFsand allocatable audio ebooks.

£150

PD Face to Face + Online Half day PD face to face and access to online professional development resources

£650

TOTAL £2,062.50

This is the typical cost of year 3 & 4 adoption for a medium, one form entry school, with 30 children per class.

* 12 packs because groups need the book when they are completing day 2 and day 3 activities so two sets of 6

are required for a class of children.

** 16 packs are a half class pack (with the odd spare!)

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Pricing of Individual ComponentsComponent Price

12 pack reading books with teaching cards* £65.00 - £78.50

Workbooks (singles) £1.60

Workbooks (16 packs) £25.50

Handbook (approx. 272 pages) £95

Online subscription for 1 year S: £75M: £150L: £225

* Variance in price as some books have 5 cards, others only 2 depending on number of weeks of teaching covered by the book

Pack Components For who?

Easy Buy Pack Lower Key Stage 212 x 12 books and 60 teaching cards

and handbookNew adopters

Easy Buy Pack Year 312 x 6 books and 30 teaching cards

and handbookNew adopters of Year 3

only & top-up

Easy Buy Pack Year 412 x 6 books and 30 teaching cards

and handbookNew adopters of Year 4

only & top-up

Half Class Pack Workbooks (16) 16 x 1 workbook for the term New adoptions & top-up

12 packs of reading books 12 x 1 book and teaching cardsCherry pickers &

top-up

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Release Schedule(Year 3 & 4)

Content & Planned Release DatesThe content will be released in three phases:

Release Date Content Included

31st May 2016

• Year 3 & 4 Autumn term ebooks, lesson plans, and associated resources (cards, WB pages, additional resources)

• Year 3 & 4 Autumn term printed books and workbooks• Handbook for Y3/4• Online planning area with videos

15th June 2016

• Year 3 & 4 Spring term ebooks, lesson plans, and associated resources (cards, WB pages, additional resources)

• Year 3 & 4 Spring term printed books and workbooks

29th June 2016

• Year 3 & 4 Summer term ebooks, lesson plans, and associated resources (cards, WB pages, additional resources)

• Year 3 & 4 Summer term printed books and workbook

Because the content will be released at different times any adoptions placed for the Easy Buy Pack will not be dispatched until 29th June 2016.

To counter this Lynda has set up a P6 template for SCs to use for ordering until then where the components are listed separately so they are released as available.

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Competitor Analysis

OUP: RWI ComprehensionProduct Read Write Inc. Comprehension, Oxford University Press

Components 30 weekly modules: workbooks, 16 reading books, 14 original texts in workbooks, teacher handbook. PD via general RWI training.

Market 7-9 years old (from Y2 to Y4)

Detail • ‘For confident readers’.• Each session focuses around a Big Question.• Links to big writing 'if you can say it you can write it'. • Focused on comprehension for writing. • Links closely with SATs expectations.• Embed grammar, spelling & vocab activities.• Claims to help children reach level 3 by Y4.

Price £3030 to adopt the scheme initially (30 x 30 workbooks, 10 x 16 texts, 1

handbook) , to replenish workbooks £440 p/year (30 x 30 workbooks)

Competitiveadvantage of our service

• Comprehension for all, not just ‘confident readers’• More engaging texts and workbooks• Mastery approach to comprehension• 60 weeks of teaching, (30 per year)• Competitive on price for initial adoption, PD and

replenishing workbooks• Online element

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OUP: Story SparksProduct Story Sparks from OUP

Components 36 banded readers and a teacher handbook

Market Year 2 only (orange to lime)

Detail • Separate strand in ORT.• Pitched as being specifically for comprehension development.• Handbook contains information on strategies, and some PCMs for

use in developing strategies.• The books are fiction only.

Price £1,188 for 6 copies of each book and a teaching handbook.


• We cover fiction, non fiction and poetry, along with genres specified by the English NC, OUP is just fiction.

• Our product is aimed initially at KS2 where the most need for comprehension development is present.

• We provide a full teaching cycle and resources to support, this is just a very slight repositioning of the usual ORT materials with a small level of support from handbook.

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Nelson Comprehension (New Edition)Product Nelson Comprehension (OUP)

Components • Pupil textbooks• Practice assessments• Photocopiable worksheets• Teacher handbook with model answers

Market Year 2 to Year 6

Detail • Extracts in pupil books with questions to answer colour coded by comprehension ‘type’

• Support and extension worksheets for high/low achievers• Teacher books which have ‘teaching guidance’ for each lesson, model

answers and ‘suggestions for class discussion‘’.

Price £555 for KS2 EBP (15 of each textbook, teacher handbook, assessment handbook with photocopiables)


• Full texts, engaging texts, not tired extracts• Based on a talk based pedagogy with a clear cycle of teaching

around each text to develop comprehension (Nelson has a tiny bit of talk at the start of the lesson, but it’s mostly independent pupil work – it’s really just lip service!)

• Teaches comprehension, doesn’t just test it – when you give an extract with questions you are assessing NOT teaching comprehension.

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How will be beat OUP?OUP have a lot of “comprehension” resources as we have just

covered, so how we will we beat OUP?

1. Our comprehension offering is built on research and endorsed by schools and experts

2. Our resource focuses on the teaching and not just the assessment of comprehension: comprehension needs to be TAUGHT and deserves more attention than a few

questions and an extract every week!

3. Our resources are engaging for children via the readers, the workbooks and the online offering.

4. We are selling a mastery approach

5. We are saving teachers time – they don’t have to plan lots of different lessons and tasks as we have an

inclusion for all approach.

6. We won’t let decoding hold up comprehension – how will OUP serve their poor decoders’

comprehension needs? 50

A Note on Project XYou may come across schools who have recently attended OUP

events in better guided reading, or even what they are now terming ‘guiding comprehension’, frame around Project X.

Remember!

OUP are saying the right things from a pedagogy point of view but they are framing their conversations around

Project X Origins.

Project X Origins is a traditional guided reading programme. It does NOT target comprehension specifically.

They do not have a specific resources to back up the pedagogy they are promoting.

If you find a school who has been to one of these conference, confirm the pedagogy with them, and then explain that we

have a programme written to specifically support that pedagogical approach.

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Rising Stars: Cracking ComprehensionProduct Cracking Comprehension from Rising Stars

Components Interactive whiteboard resources (CD Rom)Teaching Guide per year groupAssessment tasks book

Market Year 2 to 6

Detail • Interactive whiteboard software for whole class modelling of comprehension – a text the class can read/listen to, questions, and model answers.

• Texts to assess children’s comprehension – extracts and questions

Price £195 per year group


• We focus on whole texts, not extracts• Small group discussion and work in workbooks helps

each child to develop comprehension individually• Teaches comprehension, rather than just assessing it as

the Rising Stars software and texts do• Mastery approach to comprehension• Based on research into what works for comprehension

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Insight Selling Hints & Tips

Key questions to ask:Have you had any thoughts about introducing a mastery

approach in reading? How do you think that will look?

How does your current reading scheme address your needs at KS2 – how does it develop children’s deep comprehension?

How effective do you feel your current guided reading practice is?

How do different teachers in your school approach guided reading? Do you feel that it’s a consistent approach?

Do you feel that the time spent planning guided reading is reflected in the outcomes achieved? Why/why not?

Do you ever feel your children held back in their comprehension because they have poor decoding skills?

Is an inclusive curriculum important for your school? How does that look in your school?

Are you ready to move your children on in comprehension?

Is it time to go beyond decoding?54

Key needs to listen for:Problems finding time to plan for guided reading

Difficulty in getting children to understand text deeply

Issues with children’s inference skills

A need to introduce a mastery approach to reading

A concern over children’s SATs-readiness

A concern that comprehension is stagnating due to poor decoding in groups or classes of children

A frustration/boredom with guided reading practice

A need for meaningful formative assessment

A need for written comprehension outcomes

A need to see evidence ofprogression in children’s comprehension

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Professional Development



Course authored by Wayne Tennent

Half day in school plus online professional development courses based on best practice evidence – total price £650.

The face to face course includes:

• What is Reading Comprehension?• Key strategies in Bug Club comprehension• The teaching sequence and managing the

classroom• What it looks like in practice• Planning for successful implementation

Online course materials include activities for the school to use to deepen and extend understanding of comprehension with follow up activities and resources

• Powerpoints for use in staff meetings• Videos & ideas to take practice further• Further guidance and support for successful

implementation and measuring Impact

Image by Christof van der Walt

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Face to Face Course

• 3 hours in school, face to face

• Audience: SLT, school staff, teachers and TAs working with children to raise reading standards in comprehension in KS2

The course covers:• Reading beyond decoding - The complexities of

learning to read.• The Bug Club Comprehension Teaching Cycle - step

by step guide through the 5 day cycle• Questioning - the key questions to ask that reveal

and deepen children’s reading comprehension. • Chance to explore the richness of the resources in

the programme• Essential classroom management and

implementation planning• Finding and using the resources effectively in Active

Learn primary

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Online Course

• Only available with the face to face course, not available as a standalone purchase - £650 is for the F2F and online materials.

The course will be introduced by Wayne in a video and he will also introduce each unit.

The course is made up a series of units presented in a logical order. Each unit consists of a range materials that teachers and school staff can use independently or in groups for example in departmental or staff meetings. The materials include videos, presentations and slides, activities and background information.

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Online Course

The units include:

• Introduction• What is comprehension?• Reading beyond decoding - The complexities of

learning to read.• How to guide reading comprehension - the eight

strategies from predicting to accessing prior knowledge

• What text types to use - beyond books• Assessment - what does learning look like? Learner

talk and evaluating evidence• Classroom management - implementing and

embedding best practice• All about Active Learn Platform - just in time video

training to reminder and extend your use of Bug Club Comprehension in the platform

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ALP User Guide

Bug Club Comprehension on ActiveLearn Primary: A Quick User Guide

Bug Club Comprehension will first be released on ActiveLearn Primary with the first release of print at the end of May 2016.

To help you familiarise yourself with the layout and the resources available for Bug Club Comprehension on ActiveLearn Primary this is a short user guide.

(Please note that some features may change in look in the final release version as this is from the development site)

1. Bug Club Comprehension is accessed via the Planning menu, as with Abacus, Wordsmith and Science Bug

2. The first screen which will be accessed when Bug Club Comprehension is clicked is the Planning Area, which contains:

a. A number of videos to help the user get started with the programme. These include pedagogical introductions from Wayne Tennent, advice

from practising teachers, and case studies of real classes using the materials.

b. Information about the strategies for comprehension and an observation sheet for assessment.

c. Strategies and curriculum coverage charts for all four UK curricula.

(see overleaf)

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….

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3. You can then drill down using the left hand menu to yearly, termly, weekly and daily plans:

4. A yearly plan gives an overview of which books are covered during which weeks of teaching:

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5. A termly plan gives a similar overview of the term’s teaching, with the resources for each week linked:

6. The weekly plan is the area teachers will most often use. It outlines all the need to know information and resources for the week’s teaching in one

place, and each day within the weekly plan gives different information:

Example: Day 1

Teacher resources:

workbook pages daily,

for day 3 additional

resources to help

comprehension e.g.

photos, question

sheets, and teaching

card, and for day 5

support and extend

activities (printable)

Pupil resources are

the ebooks with audio

support.

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Example: Clicking the ‘More info’ button on day 1 reveals:

Example: Day 5

English curriculum

links are tagged. RC

for reading

comprehension, SL

for spoken language.

Links to other

curricula are available

in PDF form.

Comprehension

strategies are tagged

for quick reference.

On day 5 support and

extend activities can

be downloaded.

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7. At the bottom of every weekly plan is the allocation/add to my files screen.

a. Pupil resources are allocatable

b. Teacher resources can be added to my files, but they cannot be allocated

c. Physical resources remind teachers which workbook links to the week

8. Daily plans are the same as weekly plans, just on a day level.

Year 4, Autumn Term…

NEW FEATURE

Clicking on a launch

launched a preview

screen where you can

choose to open the

resource, see more

info, allocate,

deallocate or add the

resource to my files.

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You can also search for and allocate resources from the resources menu, as with other ALP services:

Resources can be selected by using the four filters on the left hand side:

You can filter texts by

genre…

You can select which resources to see

– book includes all texts,

photocopiables are support and

extend worksheets for day 5, pupil

book is workbook pages, teacher

guidance is teaching cards and

curriculum links, question sheets are

the key questions for each week,

videos are teacher support videos and

photo is the additional resources for

day 3 discussions.

You can select a year, and a term,

which then opens up a week menu so

you can select a week in that given

year and term – you will then able all

of the resources for that week, which

you can then filter further.

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