How Edward Worlledge Ormiston Academy
is using LiteracyPlanet.

"LiteracyPlanet has all the aspects we need. We like the wide range of tasks and the fact that teachers can allocate tasks in groups or individually based on need. The game approach means pupils learn without realising."

Michala Warner, Assistant Principal,
Edward Worlledge Ormiston Academy


The school uses LiteracyPlanet to support learning and teaching across various literacy areas in particular spelling, reading, vocabulary, and grammar.

One of the most popular uses is for spelling. Each week pupils enter their weekly spelling words into their word lists, then use these to create custom games and learn their spelling words ahead of their test the following week. The reading exercises are especially helpful for lower ability pupils to work independently. They find reading a challenge but prefer to access texts online and read on screen. Teachers find the grammar exercises to be varied and relevant and utilise them regularly. They also set tasks for pupils to complete at home to extend and consolidate their classroom learning.

Aspects of LiteracyPlanet that teachers enjoy the most include the broad range of exercises to choose from, being able to lock in exercises for pupils to complete before they can access free choice activities, the Quick Assign feature to allocate tasks to individuals and groups, and the quick overview of the Dashboard to see weekly activity.

Pupils especially enjoy exploring the different levels in the program’s self-guided mode ‘Quest’, and the gamified reward elements, such as the prize wheel, earning credits to redeem items for their avatar, and seeing their name on the leaderboards.

My pupils enjoy being assigned tasks in LiteracyPlanet, and the games really help to engage them with their learning.

Frankie Browne, Year 1 Teacher

LiteracyPlanet has proved to be a valuable resource. We are able to set differentiated tasks depending on the children's individual needs.

Hollie Brown, Class teacher and SENCo (Special Educational Needs Coordinator)

The children are fully engaged when working independently and often log in from home to continue their learning. The teacher section also allows us to track specific progress and plan relevant activities based on assessment information.

Hollie Brown, Class teacher and SENCo (Special Educational Needs Coordinator)

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