1. Spelling, Punctuation and Grammar Placemat Jo Byrne & Cerian Ayre

2. Topic Integrating Technical English Effectively Aims  Used by staff to support learns in their development of subject specialist language and their use of English within any STEM Subject Sector Area Level Level 2, Level 3 Method Posters to be displayed on every classroom wall. So that learners have a point of reference for common grammatical errors and spelling errors Equipment  Dry wipe posters  SPAGMATS Duration 10 minutes

3. This resource has been designed to support staff with the effective implementation of study programmes to support STEM learner progression. All teaching staff are required to work within every lesson to integrate English, Mathematics, IT and Employability Skills. This allows teachers to support learners with their spelling, punctuation and grammar and in particular to develop the technical language of their subject specialism. Display posters on every classroom wall so that learners have a point of reference for common grammatical errors and spelling errors

4. Punctuation. Full stop – Marks the end of a sentence., Comma – Separates items in a list or clauses in a complex sentence. ‘ Apostrophe – Shows belonging or missing letters in works like don’t and can’t. “ Inverted commas – Show quotation. ? Question mark – Ends a question sentence. : Colon – Joins two related clauses where one clause cannot stand alone. ; Semicolon – Joins two equal clauses that are closely related but could also stand alone. Commonly Misspelled Words across politician argument propaganda basically publicly beginning really business religious completely remember definitely sense disappear separate embarrass successful environment surprise friend tomorrow government tongue independent truly knowledge unfortunately necessary until occurred wherever occasion Quality of Written Communication SPaG Checklist Have I used an appropriate style with no slang or informal language? Is my work in paragraphs? Do my sentences start with capital letters and end with full stops? Are my quotations in inverted commas? Have I used capital letters for names and places? Have I used specialist vocabulary correctly? Have I checked that my sentences make sense and my meaning is clear? Did I check my spelling against words in the question paper? Have I checked my work?

5. Topic Words Cholera Prokaryotic Organism Flagella Plasmid Rehydration Diarrhoeal Organelle Cytoplasmic Epithelial Independent Viscosity Placebo Effectiveness Absorption Homophones There: I’d love to go there. Their: Is that their car? They’re (they are): They’re here. To: I’m going to work. Too: are you coming too? Two: I have two hands. No: We have no chance. Know: How do you know that? Your: What’s your name? You’re (you are): You’re welcome. New: She has a new phone. Knew: I already knew that. Right: is that right? Write: Can you write that down? Which: Which colour do you like? Witch: She was a wicked witch. Peace: I wish for peace on Earth. Piece: Please have a piece of pie. Rain: It’s pouring with rain. Rein: I led the horse by the reins. Reign: The King’s reign ended. Where: Where are you going? Wear: What should I wear? For: Is that present for me? Four: I’ll take four of these. Quality of Written Communication Connectives Because On the other hand Alternatively But So Nevertheless Although As long as Afterwards Then For example Consequently HoweverSuch as As well as NextSo farFor example Since Moreover What is more Therefore Apart from As a result of this Also Meanwhile Firstly Furthermore In additionSecondly Whereas In contrast Thirdly Despite Have I checked my work?

6. Topic Words Coronary Aorta Vena Cava Pulmonary Atrium Ventricle Atrio-ventricular Semi-lunar Tricuspid Bicuspid Thrombosis Embolism Aneurysm Cardiovascular Atheroma Atherosclerotic Plaque Homophones There: I’d love to go there. Their: Is that their car? They’re (they are): They’re here. To: I’m going to work. Too: are you coming too? Two: I have two hands. No: We have no chance. Know: How do you know that? Your: What’s your name? You’re (you are): You’re welcome. New: She has a new phone. Knew: I already knew that. Right: is that right? Write: Can you write that down? Which: Which colour do you like? Witch: She was a wicked witch. Peace: I wish for peace on Earth. Piece: Please have a piece of pie. Rain: It’s pouring with rain. Rein: I led the horse by the reins. Reign: The King’s reign ended. Where: Where are you going? Wear: What should I wear? For: Is that present for me? Four: I’ll take four of these. Quality of Written Communication Connectives Because On the other hand Alternatively But So Nevertheless Although As long as Afterwards Then For example Consequently HoweverSuch as As well as NextSo farFor example Since Moreover What is more Therefore Apart from As a result of this Also Meanwhile Firstly Furthermore In additionSecondly Whereas In contrast Thirdly Despite Have I checked my work?

7. Topic Words Plasma membrane Microvilli Nucleus Mitochondria Lysosomes Ribosomes Endoplasmic Reticulum Golgi Apparatus Adaptation Limitation Ultrastructure Multicellular Differentiation Eukaryotic Prokaryotic Ultracentrifugation Homophones There: I’d love to go there. Their: Is that their car? They’re (they are): They’re here. To: I’m going to work. Too: are you coming too? Two: I have two hands. No: We have no chance. Know: How do you know that? Your: What’s your name? You’re (you are): You’re welcome. New: She has a new phone. Knew: I already knew that. Right: is that right? Write: Can you write that down? Which: Which colour do you like? Witch: She was a wicked witch. Peace: I wish for peace on Earth. Piece: Please have a piece of pie. Rain: It’s pouring with rain. Rein: I led the horse by the reins. Reign: The King’s reign ended. Where: Where are you going? Wear: What should I wear? For: Is that present for me? Four: I’ll take four of these. Quality of Written Communication Connectives Because On the other hand Alternatively But So Nevertheless Although As long as Afterwards Then For example Consequently HoweverSuch as As well as NextSo farFor example Since Moreover What is more Therefore Apart from As a result of this Also Meanwhile Firstly Furthermore In additionSecondly Whereas In contrast Thirdly Despite Have I checked my work?

8. Topic Words Variation Purine Causal Nucleotide Chromosomes Chromatid Alleles Pyrimidine Homologous Degenerate Deviation Nitrogenous Representative Mutation Distribution Micrograph Polygenic Antiparallel Characteristic Plasmid Phenotype Nucleoid Genotype Polynucleotide Deoxyribonucleic Acid Adenine Guanine Thymine Cytosine Homophones There: I’d love to go there. Their: Is that their car? They’re (they are): They’re here. To: I’m going to work. Too: are you coming too? Two: I have two hands. No: We have no chance. Know: How do you know that? Your: What’s your name? You’re (you are): You’re welcome. New: She has a new phone. Knew: I already knew that. Right: is that right? Write: Can you write that down? Which: Which colour do you like? Witch: She was a wicked witch. Peace: I wish for peace on Earth. Piece: Please have a piece of pie. Rain: It’s pouring with rain. Rein: I led the horse by the reins. Reign: The King’s reign ended. Where: Where are you going? Wear: What should I wear? For: Is that present for me? Four: I’ll take four of these. Quality of Written Communication Connectives Because On the other hand Alternatively But So Nevertheless Although As long as Afterwards Then For example Consequently HoweverSuch as As well as NextSo farFor example Since Moreover What is more Therefore Apart from As a result of this Also Meanwhile Firstly Furthermore In additionSecondly Whereas In contrast Thirdly Despite Have I checked my work?

9. Teaching staff have used the resource and customised it for units of programmes or programmes that they are facilitating to support their learners skill development in terms of the use of technical STEM subject specialist language. OUTCOMES Learners have found the resource very useful especially when studying topics where the required subject specialist technical language knowledge can be demanding e.g. Genetics There are many new words and meanings that learners need to know and then be able to use/apply in appropriate contexts. The bespoke SPAGMATS have proven to be very useful. Learners have been provided with customised SPAG MATS for each unit of study in some programmes Ref: AS Biology examples provided

10. Fresh examples need to be used at regular intervals to further develop the skills of individuals. At Petroc we have created a number of customised templates that staff can modify to meet the ever changing needs of their individual learners The resource could be created and developed as a printed wipe dry board. Learners could then add their own technical language prompts for words that frequently occur but that cause them difficulty. Development

11. For further information please contact The STEM Alliance enquiries@STEMalliance.uk or visit www.STEMalliance.uk