Session plan Module 5:
Punctuation and the
Development Review Meeting
Group:
____________________________________________________________
Tutor:
____________________________________________________________
Location: ____________________________________________________________
Aims
• To
• To
• To
• To
prepare for the meeting
recap on the rules for making sentences
revise rules of punctuation
practice using a dictionary
Outcomes
Increase understanding of the principles and processes of personal development planning.
Participants will understand
• The principles and the process of appraisal
• End of sentence punctuation
• When a sentence makes sense
• A sentence must have a verb and a subject
• When to use commas and apostrophes
Activity and
time
Tutor activity
Recap on the • Show Module 5
previous
presentation slides 1
module
and 2 and identify the key
points
of learning from the
5 minutes
previous module.
Aims and
• Outline the aims and
outcomes of
outcomes of module 5
Module 5
by showing slides 3-4.
5 minutes
Learner activity References
• Recall the
knowledge and
skills developed in
the previous
module.
SLlr/L2.1
KSF L1
Core 1,2
• Understand the
SLlr/L2.1
aims and outcomes
of the module.
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Activity and
time
• Hand out Activity sheet 1:
The appraisal process and
facilitate discussion on the
following questions • Why do we have appraisals?
• What is the appraisal
process?
• Refer to Teacher resource
sheet 1 to elicit positive
responses to the above
questions.
• Take feedback.
Mark Tanner • Distribute Activity sheet
2: Mark Tanner case
Case Study
study and ask participants
25 minutes
to work in pairs to complete
the activities.
• Explain participants should
read the document carefully
and not just skim through.
• Have dictionaries available
for use.
• Encourage participants to
complete the
comprehension activity
using full sentences.
• When taking feedback ask
for examples of sentences
used. Note what they have
in common i.e. they make
complete sense.
• Show presentation slide 5
and discuss sentence endings
– full stops, question marks
and exclamation marks.
• Ask ‘what is punctuation and
why do we need it?’ Write
responses on flipchart.
• Note that every punctuation
mark has a particular ‘job’
to do. It is important that
participants are clear on
each mark’s function so that
they can use them correctly.
• Ask participants to revisit
their sentences from the
case study and see if they
could make any changes.
The
Appraisal
Process
10 minutes
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Tutor activity
Learner activity References
• Engage in discussion SLd/L2
• Paired activity.
• Paired activity
• Read and answer
questions
• Write in complete
sentences and
punctuate correctly.
Rt/L2.1
Rt/L2.7
Ws/L1.3
Ws/L2.4
KSF L1
Core 1,2
Activity and
time
Being
Effective in
Your PDR
15 minutes
How to be
assertive
10 minutes
Tutor activity
• Show presentation slide 6
and lead discussion on how
participants can prepare
themselves for the interview.
• Introduce the next activity
by noting that employees
and employers both have
responsibilities in the
development review.
• Hand out Activity sheet 3:
What are my
responsibilities? and ask
participants to complete in
pairs.
• Take feedback and distribute
Handout 1: Introduction
to the Knowledge and
Skills Framework.
Participants to note the
responsibilities they have
identified and those they
have omitted by referring
to section 3.2.3.
• Note that participants may
want to use this handout as
a reference sheet in future.
• Distribute Activity sheet
4: How to be assertive.
Read through with group
and set activity.
• Take feedback and ask for
any examples of when
assertive behaviour has
worked for participants.
Learner activity References
• Listen and respond
• Contribute to
discussion
• Paired activity.
SLd/L2.1
SLc/L2.1
Rt/L2.1
Rt/L2.3
Rt/L2.7
KSF L1
Core 1,2
• Paired activity
• Give feedback.
SLd/L2.1
SLc/L2.1
KSF L1
Core 1,2
Break
15 minutes
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Activity and
time
Previous
experiences
20 minutes
Commas
20 minutes
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Tutor activity
• Distribute Activity sheet
4: Feelings about
previous experiences and
ask participants to think
about previous experiences
on an appraisal or similar
type of meeting.
• List under the two headings
of positive and negative.
• Ask participants to share
their experiences with the
group with the focus on the
positive experiences.
• Working in pairs, participants
should then look at any
negative experiences and
think of ways in which these
experiences can be avoided
or dealt with in future.
• Each pair to compose two
sentences with these
suggestions and then analyse
the punctuation used, and
identify the verbs and
subjects in each sentence.
• Distribute and read through
Handout 2: How to make
sentences to help
participants complete this
activity.
• Distribute Activity sheet 6:
Using commas activity sheet.
• Explain the different ‘jobs’ of
commas by talking through
presentation slides 7-9.
• Set activities from Using
commas.To be completed
by learners in pairs.
• Use time to address
individual needs.
Learner activity References
• Listen and respond
• Contribute to
discussion
• Paired activity.
SLd/L2.1
SLc/L2.1
Rt/L2.1
Rt/L2.3
Rt/L2.7
KSF L1
Core 1,2
• Carry out task
• Paired activity
• Listen, read and
respond.
Ws/L2.4
KSF L1
Core 1,2
Activity and
time
Tutor activity
Apostrophes • Introduce use of
apostrophes by showing
20 minutes
presentation slide 10.
• Distribute Activity sheet
7: Apostrophes.
• Talk through each
explanation.
• Ask participants, in pairs,
to complete activities.
• Take feedback and discuss.
Punctuation
quiz
15 minutes
Learner activity References
• Carry out activities Ws/L2.4
in pairs
KSF L1
• Listen, read and
Core 1,2
respond.
• Distribute Activity sheet • Carry out activity
8: Punctuation quiz and
• Team leader to
introduce as test practice.
make jigsaw
• Use with Jigsaw resource*
following team
responses.
• See Teacher resource
sheet 2: Using the Move
On jigsaw for instructions
on using the jigsaw.
• Divide groups into 2/3
teams, nominate a team
leader. Group to collectively
agree answers.
• Team leader to form jigsaw
when given correct
responses.
• Show slide 11 and review
the knowledge and skills
that have been developed
through out the session.
Outline of
• Show slide 12 and identify
next module what skills and knowledge
will be looked at the
5 minutes
following week.
Review
5 minutes
SLd/L2.1,2,3
SLc/L2.1
Ws/L1.3
KSF L1
Core 1,2
• Identify the key
learning points of
the session.
• Learn about the key
points of the next
module.
Resources/aids
Module 5 PowerPoint presentation/OHP slides
Module 5 Summary and guidance notes
Handouts: Handout 1: Introduction to the Knowledge and Skills framework; Handout 2: How to
make sentences.
Activity sheets: Activity sheet 1:The appraisal process; Activity sheet 2: Mark Tanner case study;
Activity sheet 3:What are my responsibilities? Activity sheet 4: How to be assertive; Activity sheet 5:
Feelings about previous experiences; Activity sheet 6: Using commas; Activity sheet 7: Apostrophes;
Activity sheet 8: Punctuation quiz.
Teacher resources sheets 1 and 2: Using the Move On jigsaw.
Dictionaries, flipchart, highlighter pens
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Assessment evaluation
Assessment through group work, and work sheets
Individual learning planning
Participant
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Skills
Activity/
Resources
Evaluation
(where next?)
Activity summary
and guidance sheet
Module 5
Begin by welcoming the group. Thank everyone for their attendance and their input so far.
Introduce Module 5: Punctuation and the Development Review meeting.
Show Module 5 presentation slides 1 and 2 and recall the key knowledge and skills developed
in the last module. Outline the aims and outcomes of the unit by showing presentation slides 3
and 4.
Each participant will need examples of evidence collected over the previous modules and their
post outline.
The Appraisal Process
Hand out Activity sheet 1:The appraisal process and facilitate discussion on why we have
appraisals and what is the appraisal process. Refer to Teacher resource sheet 1 to elicit positive
responses to the questions. Ensure all participants are aware why we have appraisals and their
importance.
Mark Tanner Case Study
Explain to the participants that you are going to look at a case study. Distribute Activity sheet 2:
Mark Tanner case study and ask participants to read through. Give participants plenty of time
to absorb the information. Explain that they should read the document in detail and not just skim
through. If necessary encourage participants to read the case study again. Ask participants to list any
words/language they are unsure about. Participants should use a dictionary to look up words they
are unsure of. Participants to complete comprehension activity in full sentences.When taking
feedback ask for examples of sentences used. Note that they have in common i.e. they make
complete sense. Introduce the concept of sentences containing subject and verb so that
participants become familiar with the vocabulary. Show slide 5 and discuss sentence endings. Show,
by modulating your voice, how the sentence endings would sound when spoken e.g. raising your
voice at the end of a sentence; an exclamation mark after stop! could be a shout in warning.
Ask ‘what is punctuation and why do we need it?’ Write responses on flipchart. Note that every
punctuation mark has a particular ‘job’ to do. It is important that participants are clear on each
mark’s function so that they can use them correctly. Ask participants to revisit their sentences
from the case study and see if they could make any changes.
Being Effective in Your PDR
Show presentation slide 6 and lead discussion on how participants can prepare themselves
for the interview. Introduce the next activity by noting that employees and employers both
have responsibilities in the development review. Hand out Activity sheet 3:What are my
responsibilities? and ask participants to complete in pairs.Take feedback and distribute
Handout 1: Introduction to the Knowledge and Skills Framework. Participants to note
the responsibilities they have identified and those they have omitted by referring to section 3.2.3.
Note that participants may want to use this handout as a reference sheet in future.
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How to be assertive
Distribute Activity sheet 4: How to be assertive. Read through with group and set activity.
Take feedback and ask for any examples of when assertive behaviour has worked for participants.
Feelings about Previous Experiences
Ask participants to think about previous experiences on an appraisal or similar type of meeting.
Distribute Activity sheet 5: Feelings about previous experiences and encourage them to jot
this information down under two headings, one for positive and one for negative experiences.This
activity can be done in pairs or small groups. Ask participants to share experiences (if happy to do
so) with the rest of the group. Focus on the positive experiences.
Working in pairs, participants should then look at any negative experiences and think of ways in
which these experiences can be avoided or dealt with in future. In this way, and by sharing
experiences and strategies for dealing with them, the ‘negative’ experiences will become less
stressful for participants.
Each pair to compose two sentences with these suggestions and then analyse the punctuation used,
and identify the verbs and subjects in each sentence.
Distribute and read through Handout 2: How to make sentences to help participants complete
this activity.
Commas
Assess prior knowledge of commas through Q&A and introduce slides 7-9. Distribute Activity
sheet 6: Using commas and manage activity.
Apostrophes
Check prior knowledge through Q&A and then show slide 10. Hand out Activity sheet 7:
Apostrophes and talk through each explanation of where to use apostrophes before asking
participants to complete the activity sheet.
Punctuation quiz
Consolidate knowledge through the quiz.This is also intended as test practice and is laid out in the
multiple choice format. Use with the Move On Jigsaw resource. See Teacher resource sheet 2:
Using the Move On jigsaw for instructions on using the jigsaw. Divide groups into 2/3 teams and
nominate a team leader. (Identify stronger participants to take this role.) Group to collectively
agree answers.Team leader to form jigsaw when given correct responses. Give out a small ‘prize’
e.g. promotional pen from your organisation.
Review and outline of next module
Show slides 11 and 12.These slides encourage the participants to reflect on their learning and
ensure that all participants are clear about the key aspects of the module. Explain what will be
done in Module 6. Ask participants if they have any questions.
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Activity sheet 1: The Appraisal
Process
Work with a partner and consider the following questions:
Why do we have appraisals?
What is the appraisal process?
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Teacher resource sheet 1: Why
do we have appraisals?
Use the following prompts to elicit a positive response by participants:
1. to ensure that they have the information to do their job;
2. it’s an opportunity to meet the supervisor/manager face to face;
3. opportunity to discuss aspirations and problems;
4. discuss any changes in work and how they have impacted on their role;
5. to discuss development needs
6. opportunity to receive constructive feedback on their work and related development.
What is the appraisal process?
See Handout 1: Introduction to the Knowledge and Skills Framework, section 3.2.1
What is the development review? as a prompt for this activity.
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Activity sheet 2: Mark Tanner
case study
Mark joined the portering services at Borrowdale City Hospital a couple of months ago. In the last
year of his previous job as a security officer in a local department store, he’d taken part in training
in safe lifting procedures and first aid at work. Even in the limited time he’d been at Borrowdale,
he’d done an in-house course on diversity and got on to the waiting list for an NHSU e-learning
Customer Care course. Not that there was much opportunity to use IT at work. As a porter, much
of his work revolved around helping to receive patients when they arrived at the Casualty Unit and
transferring them to wards, when their treatment required this.
Mark’s foundation gateway PDR was coming up and the Head of Portering and Security Services,
who apparently would do the review, had suggested that he should think about training needs. Mark
had been given a copy of a workbook, Me and My PDR, which had been really helpful in thinking
about his development needs.
When it came to completing the ‘Evidence of Learning and Personal Development ‘grid for the
dimension of Communication, there wasn’t a lot of formal training that Mark could use as evidence
of meeting the standards. However, because so much of the work involved asking questions, giving
straightforward information and passing on simple messages, Mark was able to give examples from
his daily work and, in some cases, cite observations from the people with whom he worked.
Many of the users of the unit were from local ethnic community groups, and Mark felt they would
find it extremely reassuring to be greeted with a few words in their own language. Mark also had a
few ideas about signage in the hospital.
Mark was sure that at his review, with the support of his reviewer, he’d be able to demonstrate
clearly his knowledge and skills at level 1 and identify areas for future development.The problem
might be deciding which area to prioritise!
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1. Read through the case study. Make a note of any words you are unsure of in the space below. Use
a dictionary to find out the correct meaning of the word.
Word
Meaning
2. Answer the following questions in full sentences.
• How long has Mark worked at Borrowdale City Hospital?
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• What department does Mark work in?
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• What was Mark’s previous job?
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• What course has Mark completed since he started work for the NHS?
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• Who will be doing Mark’s review?
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• What evidence did Mark use to complete his personal development grid for the core dimension
of Communication?
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• What idea did Mark have to help reassure local ethnic groups?
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• What other idea did Mark have to make things easier at the hospital?
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Activity sheet 3: What are my
responsibilities?
What must the employer and the employee do in the development review? Both employees and
employers have responsibilities – list what you think these responsibilities might be in the table
below.
Employer’s responsibilities
Employee’s responsibilities
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Handout 1: Introduction to the
Knowledge and Skills
Framework
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Activity sheet 4: How to be
assertive
What part can you play in making your PDR a success?
Passive behaviour is where you say or do nothing directly in response to another’s behaviour – even
when it is making you uncomfortable. The consequence is that you will agree on the surface with
what is being proposed in the interview, but come out of it feeling upset and with little interest in
pursuing what was agreed.
Aggressive behaviour usually means being angry, blaming the other person and even making rude
responses. We are liable to do this in situations where we’re not sure what’s happening and it is
uncomfortable or unsatisfactory in some way. Being aggressive doesn’t necessarily mean we get
our own way.
In your PDR you want to aim for:
Assertive behaviour which involves expressing clearly how you think and feel, without judging the
other person or seeking to blame them for how you feel. When we’re being assertive we generally
feel relaxed and that helps us to be more comfortable about the situation and to be……more
assertive!
Activity
In the following situations, identify which would be the assertive response to make.
1. Somebody is smoking in the no smoking part of a pub.
A You say: ‘This is a no smoking area. Could you please put out your cigarette or sit in a
different area.’
B You move your seat, while muttering loudly that some people obviously can’t read!
C You storm over to the other person to tell them they are either stupid or inconsiderate
or both!
2. In a PDR setting, your reviewer arrives late, appears disorganised and isn’t listening properly.
A You give minimal answers, contribute little and hope to get out of the room as quickly
as possible.
B You say: ‘I don’t feel I am getting what I need from this interview and it is important to me.
I would prefer us to rearrange it for when you have more time.’
C You get up to leave, saying: ‘This is a complete waste of my time!’
Extract from ‘Me and My PDR’ NHS Careers
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Activity sheet 5: Feelings about
previous experiences
1. Write down some of the things which have happened in the past in a Personal Development
Review, appraisal or similar type of meeting. See if you can list them under positives and
negatives.
Positive experiences
Negative experiences
2. Work with a partner to look at any negative experiences and think of ways in which these
experiences can be avoided or dealt with in future. Could you have been more assertive?
List your ideas below.
3. Compose two sentences with these suggestions and then analyse the punctuation used, and
identify the verbs and subjects in each sentence.
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Handout 2: How to make
sentences
To make a sentence you need three things:
1. A sentence is a group of words that makes sense on its own.
Cheese, car, house, table on Tuesday.
This isn't a sentence - it doesn't make sense.
I parked my car next to my house.
This is a sentence.You can understand what it means. It makes sense on its own.
2.When you are writing you need to use the right sentence punctuation.
Using punctuation will show the person who is reading your writing where the sentences begin
and end.
• A sentence must begin with a capital letter.
• A sentence must end with a full-stop (.), a question mark (?), or an exclamation mark (!).
BEWARE! Sometimes people confuse the punctuation to use at the end of a sentence.You can use
commas (,), colons (:) or semicolons (;) in your writing, but they should never be used instead of a
full-stop.
3. A sentence also needs two kinds of words in it:
• A sentence must have a VERB (a doing word).
e.g. like, is, cooking, walked, need.
• A sentence must also have a SUBJECT.This is the person, or the thing, that is doing the verb.
e.g. I, Beppe,Tuesday, dog, you, table, the weather,.
Here are some examples of sentences that show you the verbs and the subjects:
Last week Peggy redecorated the pub.
Are you hungry yet?
Martin, be quiet.
Tuesday was very rainy and cold.
Extract from www.bbc.co.uk/skillswise
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Activity sheet 6: Using commas
Commas separate parts of a sentence:They help us to understand the sentence better.
Commas separate parts of a long sentence, e.g.:
• When we returned to work to meet our friends, we found they had left.
Activity 1
Put in the missing commas:
• If a resident asks a member of staff about making a bequest to the home the resident should
be referred to the manager.
• After walking for two hours around the city centre we found the office we were looking for.
Commas separate parts of a list or series of actions, e.g.:
• The pharmacist dispensed three courses of antibiotics, some eye drops and six bottles of
cough mixture.
Note: no comma needed before the and before the last item.
Activity 2
Put in the missing commas:
• John Jasmin Katie and Ahmed are all on the NVQ course.
• He walked to the window opened it then returned to his bed.
• You are expected to clean the rooms prepare food for the residents and help with the ironing.
Commas separate explanations, e.g.:
• The manager, I am sure, will help you if she can.
• Juan, who is a vegetarian, will not eat any meat.
Note: two commas are needed.
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Activity 3
Put in the missing commas:
• Nadia you will be glad to know is doing very well in her new role.
• Writing case notes which is a lengthy process takes up a lot of my time at work.
Commas separate words such as yes, no, thank you, does he? can’t I?
We sometimes make questions like this:
• Your brother likes football, doesn’t he?
The words in italics are called a question tag. A question tag makes a statement into a question.
Other examples are:
• isn’t it?
• aren’t they?
• don’t you?
Question tags are separated from the rest of the sentence by a comma.Words and phrases like yes,
no and thank you are separated in the same way e.g.:
• Yes, that’s my car.
• Thank you, I’d like to have lunch with you.
Activity 4
Put in the missing commas:
• No this is not 258369.
• The appointment with the doctor is at 6 o’clock isn’t it?
• Yes she came back to work today.
Commas separate the names of people spoken to, e.g.:
• Excuse me, Amina, is this your pen?
• John, is this your jacket?
Note: sometimes two commas are needed.
Activity 5
Put in the missing commas:
• How are you today Mrs Gethen?
• Terry have you finished your meal?
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Answers: Using commas
Activity 1
• If a resident asks a member of staff about making a bequest to the home, the resident should be
referred to the manager.
• After walking for two hours around the city centre, we found the office we were looking for.
Activity 2
Put in the missing commas:
• He walked to the window, opened it, then returned to his bed.
• You are expected to clean the rooms, prepare food for the residents and help with the ironing.
Activity 3
Put in the missing commas:
• Nadia, you will be glad to know, is doing very well in her new role.
• Writing case notes, which is a lengthy process, takes up a lot of my time at work.
Activity 4
Put in the missing commas:
• No, this is not 258369.
• The appointment with the doctor is at 6 o’clock, isn’t it?
• Yes, she came back to work today.
Activity 5
Put in the missing commas:
• How are you today, Mrs Gethen?
• Terry, have you finished your meal?
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Activity sheet 7: Apostrophes
We use apostrophes for two main purposes:
• To show ownership
– Amina’s car
– the nurse's notes
– the doctor's files
• For shortened forms:
– they’ve – they have
– it’s – it is or it has
– wasn’t – was not
Activity 1
Write the shortened form for each of these pairs of words:
1. he is
2. we will
3. who have
4. you are
5. here is
6. do not
7. that is
8. I have
9. is not
10. where is
We also use an apostrophe in these types of contraction:
• my car’s got a flat tyre – My car has got a flat tyre. (ha was left out)
• the ward’s full – The ward is full. (i was left out)
Shortened forms should only be used in informal writing and dialogue.
Words should be written in full in formal writing tasks.
Apostrophes – one owner
• Amina owns a car.
• It is Amina’s car.
We use an apostrophe after the name or word of who or what is doing the owning e.g.:
• The porter’s briefcase – the briefcase belongs to the porter.
• The manager’s office – the office belongs to the manager.
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Activity 2
Put in the missing apostrophe in each of the following. Highlight who or what is doing the owning.
The first one is done for you:
1. the hospitals reception
the hospital's reception
2. Sharons son
3. the doctors pen
4. the boys holdall
5. the physiotherapists notes
6. the wards windows
7. Nadeems book
8. the centres computer
9. the residents pension
10. the girls biscuits
Apostrophes – several owners
If there are several owners and the word ends in s we usually add the apostrophe after the s. For
example:
• the hospitals’ policies – the policies belonging to the hospitals.
Activity 3
Put in the missing apostrophes:
1. All the patients prescriptions are ready for collection.
2.There are four residents bags in that room.
3.The doctors cars are in the car park.
4.The employees records are in the filing cabinet.
5.The groups views were noted.
A few plural words don’t end in s, such as:
• children
• men
• sheep
• women.
For plural words that don’t end in s (e.g. men), you need to:
•
•
•
•
write who the owners are – men
add an apostrophe – men’
add an s – men’s
add what is owned – men’s bikes.
Remember:When deciding where to put the apostrophe, ask yourself: is there one owner or more?
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Activity 4
One owner or more? Put in the missing apostrophes:
1.The childrens unit is bright and cheerful.
2. Our companys office is in the centre of town.
3.The NVQ candidates results are excellent.
4.The mens ward is overcrowded.
5.The cars windows are open.
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Answers: Apostrophes
Activity 1
1. he’s
2. we’ll
3. who’ve
4. you’re
5. here’s
6. don’t
7. that’s
8. I’ve
9. isn’t
10. where’s
Activity 2
1. the hospitals reception
the hospital’s reception
2. Sharon's son
3. the doctor's pen
4. the boy's holdall
5. the physiotherapist's notes
6. the ward's windows
7. Nadeem's book
8. the centre's computer
9. the resident's pension
10. the girl's biscuits
Activity 3
1. All the patients' prescriptions are ready for collection.
2.There are four residents' bags in that room.
3.The doctors' cars are in the car park.
4.The employees' records are in the filing cabinet.
5.The groups' views were noted.
Activity 4
1.The children's unit is bright and cheerful.
2. Our company's office is in the centre of town.
3.The NVQ candidate's or candidates' results are excellent.
4.The men's ward is overcrowded.
5.The car's or cars' windows are open.
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Activity: Punctuation and
spelling quiz
Jane has been in a rush and not proofread the following paragraph. It contains a number of spelling
and punctuation errors:
There is no reson why I cannot atend for interview at any time.
My training programme, which lasted one year, has now come to an end and Ill
have a lot of spare time My hobbies include keep fit music and sport.
line 1
line 2
line 3
Questions
1.The missing punctuation mark after the word time on line 3 is:
A comma
B full stop
C question mark
D exclamation mark
2.There is a second missing punctuation mark on line 3:
A hyphen
B semi colon
C comma
D apostrophe
3. Reson on line 1 should be written as:
A reasen
B reason
C raison
D raeson
4.The word atend should be written as:
A attended
B atend
C atenned
D attend
5. Ill should be written as:
A I’ve
B I’m
C I’ll
D I w’ll
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6. Commas have been used on line 2:
A to allow a pause in the middle of a sentence
B to separate items in a list
C to separate extra information within a sentence
D to separate a series of actions
7. The following sentences test your knowledge of there, their and they’re. Only one sentence is
correct.Which one is it?
A Their are four days to wait until their birthday.
B They’re going away on their holiday tomorrow.
C There holiday will be taken where there is lots of sunshine.
D Their will be no more holidays if they’re made redundant.
8.Which of the following sentences is punctuated correctly?
A Jane, it’s a bank holiday next Monday, isn’t it?
B Jane its a bank holiday next Monday, isn’t it?
C Jane, it’s a bank holiday next Monday, isnt it?
D Jane, it’s a bank holiday next Monday isn’t it?
9. One of the following sentences contains a spelling mistake.Which is it?
A Passports are necessary for overseas travel.
B Tomorrow will be my birthday.
C The shops are closed untill Thursday.
D My best friend weighs more than I do.
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Answers: Punctuation and
spelling quiz
1. B
2. C
3. B
4. D
5. C
6. C
7. B
8. A
9. C
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Teacher Resource 2: Using the
Move On jigsaw
Using the Move On jigsaw with the paper-based quizzes
Activity: Sampling the skills required for the National Tests in literacy and numeracy.
The Move On project has produced a jigsaw of the Move On logo that can to be used with the
paper-based quizzes.
The jigsaw can be ordered using the online order form on the Move On web site (in the free
resources section in the registered part of the site) or from DfES Publications (tel. 0845 60 222 60.
Please quote the reference code SFLMO-jigsaw.
The paper-based quizzes are available to download from the free resources section of the Move On
web site or in File 2 of Move On with a National Qualification, which can be ordered from DfES
Publications. Please quote the reference code NTT/TL04.
Each quiz contains nine questions from the National Tests in literacy and numeracy.The answer to
each question is on the back of the jigsaw pieces.The answers are as follows:
1. B
2. C
3. B
4. D
5. C
6. C
7. B
8. A
9. C
Instructions for running the activity as part of a presentation/workshop/ training
session
1. Divide participants into groups of between three and six and nominate a jigsaw holder. Ask
participants NOT to start until instructed.
2. Hand out the quizzes (one per person) and jigsaws (one per group).
3. Ask groups to answer the quiz questions and for the jigsaw holder to place the relevant piece of
jigsaw on the floor/table when answered correctly (answers are on the back of each jigsaw piece).
The first group to complete the jigsaw wins a prize (Move On badge, celebration chocolates etc.).
4. Ask for feedback on language used in questions, levels of difficulty, feelings, notion of using the
quiz as a taster etc.
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