Twitter Wall

Twitter Wall


A great opportunity to widen your horizons and emerse yourselves in the wonder of Musicals. Andrew Loyd Webber is releasing a musical every Friday for 48 hours for people to watch.

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. Today is about community, and those that are vulnerable and potentially quite lonely. Why not create something that will bring a bit of joy to them, share your results with us.

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. Today we will look at enrichment. Try visiting a virtual museum, maybe create a project based on what you see.

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Feeling concerned and anxious? Why not chat it through with some professionals

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. Today we got one that focuses on wellbeing. Take a look at this excellent website

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. Today have a chat with someone that you are at home with. The art of conversation.

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. Day 4. Messages that will mean a lot to those in the NHS.

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Day 3. Staying in touch helps you to keep some normality to life. Whether it’s on the phone or via a video link, let’s spend today catching up with those we love . Don’t forget to share with us!!

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. Day 2. A national competition about kindness, that has a monetary reward if I win. Don’t mind if I do... Don’t forget to share your efforts with us!!! In a world where we can truly be anything, choose to be kind 🙏🏻

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- something to occupy your time and allow you to be creative. Day 1. We would love to see examples of your work/efforts as these challenges continue, just remember to

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The message is clear, wherever possible...

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Retweeted From Gavin Williamson

From tomorrow, schools will be closed except for children of critical workers and the most vulnerable. We must ensure NHS staff are able to access school places. Don’t take a place you don’t need. Be responsible. Keep your kids at home.


The government has released more details around the provision for childcare that schools are being asked to provide as part of the national effort to combat the COVID-19 outbreak. Please see our latest update here:


Moving forward until further notice, the school will only be open to children of designated 'key workers' and those with additional needs. For further details and updated information for parents please follow the link:


School is partially closed again today. School is open to years 10, 11 and 13 students only. Please follow the link for more details:

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Schools may be closing you say? Well these cabinets aren't going to build themselves! GCSE technology students (and Mr Toye!!) still hard at work post 5pm with no sign of stopping.


School is partially closed again today. School is open to years 10,11 and 13 students only. Please follow the link for more details:


Please be advised that Year 12 parents' and carers' evening on Thursday 18 March has been cancelled. Please see website for more details:


School is partially closed today. School is open to years 10,11 and 13 students only. Please follow the link for more details:

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U18 Regional Rugby Success - Molly 13M who plays open side flanker, was a part of the Sutton & Epsom team who won the South East Regional match this weekend. This puts the team in the top four in the country. honoured to have her here at Glyn. Well done, Molly.

Language and Literacy

Language and literacy

‘Language and literacy skills provide students with the fundamental building blocks not just for academic success, but for fulfilling careers and rewarding lives.’ (Education Endowment Foundation)

At Glyn, we sustain a relentless focus on highly effective Learning and Teaching, where inspirational teaching, underpinned by the Glyn Learning and Teaching 7, creates a deep understanding of the curriculum and enables access and challenge for all students. Language and Literacy is a key principle of the Glyn Learning and Teaching 7, and is underpinned by evidence of its effectiveness.  We adopt a cross-curricular focus to promoting language and literacy amongst our students and staff. We believe that promoting Language and Literacy is a whole school responsibility and not just that of the English Department.

As Daniel Rigney explains, ‘the increased content and demands of the new GCSE specifications have highlighted a need for students to be “word-rich”. Rigney described those students who are ‘word-rich’ as possessing knowledge of 7,100 words. Students need to acquire 400 words a year to make significant contribution to verbal functioning.

Significantly research has highlighted that, ‘the more extensive a reader’s vocabulary and background knowledge, the easier it is to gain new information offered by a text’ (Alfassi, 2004). ‘Those who know 90 percent of the words in a text will understand its meaning and, because they understand, they will also begin to learn the other 10 percent of the words.’ (E.D. Hirsch, 2003)

Therefore, we need to explicitly address the needs of the ‘word-poor’ in an attempt to bridge the gap between these students and the ‘word-rich’.

How can we close the ‘word gap’?

Explicit vocab

At Glyn School we believe that it is important to support our students’ development of vocabulary by providing them with a range of vocabulary learning strategies that they can use to confidently explore any unfamiliar words they encounter. We aim to promote academic vocabulary by ensuring that teachers across the curriculum identify subject specific vocabulary within their subjects: tier 2 (exam command words and mature, academic vocabulary) and tier 3 (subject specific words and key terms). 

We ensure that students are exposed to academic and subject specific vocabulary multiple times, interleaving the vocabulary throughout the term and year. It is important to explicitly teach this vocabulary through a variety of methods.

Robert J. Marzona created a successful strategy that teachers can use in the classroom to teach vocabulary, it is called the ‘Six Steps to Better Vocabulary Instruction.’

It involves the following steps:

1. Provide a description, explanation, or example of the new term - the students should generate their own explanation.

2. Ask students to restate the description, explanation, or example in their own words.

3. Ask students to construct a picture, pictograph, or symbolic representation of the term.

4. Periodically ask students to discuss the terms with one another.

5. Involve students periodically in games that enable them to play with terms.

6. Students apply their knowledge of new terms in low-stakes multiple choice quizzes.

We invite you to join us in developing your child’s language and literacy at home and support them by exploring vocabulary and using several of Marzona’s steps above. Over time these strategies can be internalised as independent word learning skills that students will use automatically.

As parents and carers, you could engage in discussions with your child about their reading and reading habits. Share with them your favourite fiction and non-fiction books, newspapers and articles, and highlight how reading is relevant, inspiring and informative in your day-to-day lives. Margaret Kristin Merga, who has researched interactive reading for students, concludes that we “need a greater emphasis on quality interactive reading experiences at school and at home, which can improve student skills, and offer social and emotional advantages.”

Listed below are several reading lists which can be used to encourage your child to read a range of texts. When they encounter new vocabulary try and use Marzona’s ‘Six Steps to Better Vocabulary Instruction’ to help your child learn the new vocabulary.

If you have any further questions regarding Language and Literacy at home or at school, please contact Ms Picken via

Language and Literacy at Glyn School is led by Ms R Picken

Accelerated reader with renaissance informationdocx

'Inspire a love of reading while monitoring progress and attainment.'

“Renaissance Accelerated Reader (AR) is one of the most heavily researched programmes in the world. Independent studies from the National Literacy Trust (NLT) and Education Endowment Foundation (EEF) have found a positive relationship between Accelerated Reader usage, reading attainment and enjoyment of reading.” (Renaissance Learning)

Students initially login and answer 34 multiple choice questions, which adapt in difficulty based on the student’s responses. The test must last a minimum of 20 minutes and a wealth of data, including reading age and ZPD (Zone of Proximal Development) is immediately available, which then highlights a reading range appropriate to each student’s reading range.

Using the ZPD obtained from their Star Reading test, students can select a suitably challenging book from within their reading range, which ensures that they can access the text while continuing to grow as readers. When they’ve finished the book, students take a short online quiz, assessing if they have read and understood the book. They then move on to the next! Over 30,000 quizzes are available, and more are added every month.

Students should be reading for at least 20 minutes every day and should complete the appropriate quiz as soon as they finish in order to ensure their quiz results are accurate.

Students are able to bring in books from home as long as they have been approved by their class teacher and you are able to search book reading levels here:

If you have any further questions regarding Accelerated Reader and KS3 English, please contact Miss Phillips via

Accelerated Reader and KS3 English at Glyn is led by Miss J Phillips.


Accelerated Reader: Please click here:  Accelerated Reader