This is the fourth of 5 sets of cursive handwriting worksheets Letters are grouped by type or frequency, and each worksheet builds upon previous ones. The style is fully joined and looped. Top joins are introduced from the beginning, and reminders occur throughout the sets.

This is the third of 5 sets of cursive handwriting worksheets Letters are grouped by type or frequency, and each worksheet builds upon previous ones. The style is fully joined and looped. Top joins are introduced from the beginning, and reminders occur throughout the sets. For Y2 and upwards. Great for remedial work!

This is the second of 5 sets of cursive handwriting worksheets Letters are grouped by type or frequency, and each worksheet builds upon previous ones. The style is fully joined and looped. Top joins are introduced from the beginning, and reminders occur throughout the sets.

This is the first of 5 sets of cursive handwriting worksheets Letters are grouped by type or frequency, and each worksheet builds upon previous ones. The style is fully joined and looped. Top joins are introduced from the beginning, and reminders occur throughout the sets.

A page of handwriting lines in the same size as my worksheets to allow teachers to provide targeted follow-up to work done in handwriting lessons.

3 handwriting worksheets for practising the pen movement for letters like ‘c’. One of the worksheets focuses on top joins. Suitable for beginner or remedial work for any year group.

Three worksheets to help in the teaching of number formation. The instructions are on the sheet, but will need teacher modelling and reinforcement.

This consists of two timed tests (PowerPoint) on French regular -er verbs with spelling changes to keep soft consonant sounds (eg mangeons, commençons). There are 32 questions in each set. In the first, pupils are given a subject pronoun and have to supply the correct form of the verb. In the second set, the verb appears in a sentence. Pupils are given 10 seconds to write the missing verb on their answer sheet. The teacher controls how many times the test is viewed, removing test sheets after 1 viewing by the most able pupils and giving extra time to pupils who need it. The same slides are presented in card format so that they can be laminated and used for independent or group work. They make an excellent re-usable resource for a language corner. Pupil sheets and answer sheets are supplied. There is also a set of motivational reward stickers (5 in the pack) . Less difficult -er verbs without spelling changes are available in a separate pack (sets 1 & 2).

This is the third of a series of short reading passages written for Lower KS2. It is followed by a mini- comprehension task where pupils have to choose which of three statements is true . There is a SPaG exercise linked to the passage. The final activity is extended writing.

The second in a series of short reading passages written for Lower KS2. It is followed by a mini- comprehension task where pupils have to choose which of three statements is true . There is a SPaG exercise linked to the passage. The final activity is extended writing.

This is the first of a series of short reading passages written for Lower KS2. It is followed by a mini- comprehension task where pupils have to choose which of three statements is true . There is a SPaG exercise linked to the passage. The final activity is extended writing.

This is one of a series of short reading passages written for Lower KS2. It is followed by a mini- comprehension task where pupils have to choose which of three statements is true . There is a SPaG exercise linked to the passage. The final activity is extended writing. The text is a bit PC - no plastic in costumes, and no traipsing around streets threatening old folk or begging for sweets!

50 templates of LOA (Learning Objective Achieved) statements for printing onto Avery style stickers (L7651). There is also a Y4 pupil sticker chart for printing out double sided onto card. 65 stickers per sheet. Each of the 50 sheets matches a Y4 Number objective, and they are organised in the folder in the same order as they appear in the NC programme of study for year 4.

Reward stickers for when a pupil meets a learning objective. Brilliant for getting children interested and aware of their own progress. Included in the pack are a pupil sticker chart for printing double sided onto card and 40 sheets of templates for printing onto Avery-style stickers (L7651). Each is a separate number objective from the National Curriculum programme of study for year 6. They are arranged in the folder in the same order as they appear in the government document.

50 sheets of LOA (Learning Objective Achieved) statements for printing onto Avery style stickers (L7651). There is also a Y5 pupil sticker chart for printing out double sided onto card. 65 stickers per sheet. Each of the 50 sheets matches a Y5 Number objective, and they are organised in the folder in the same order as they appear in the NC programme of study for year 5.

This consists of two timed tests (PowerPoint) on French regular -er verbs. There are 32 questions in each set. In the first, pupils are given a subject pronoun and have to supply the correct form of the verb. In the second set, the verb appears in a sentence. Pupils are given 10 seconds to write the missing verb on their answer sheet. The teacher controls how many times the test is viewed, removing test sheets after 1 viewing by the most able pupils and giving extra time to pupils who need it. The same slides are presented in card format so that they can be laminated and used for independent or group work. They make an excellent re-usable resource for a language corner. Pupil sheets and answer sheets are supplied. There is also a set of motivational reward stickers (5 in the pack) . More difficult -er verbs with spelling changes are available in a separate pack (sets 3 & 4).

The resource addresses the Y6 NC requirement to use ‘the perfect form of verbs to mark relationships of time and cause’. It is a challenging unit of work, and would be appropriate for KS3 as well as KS2. Originally, it was written as a single lesson, but given the scope of the vocabulary and concepts covered, It is probably better to extend it over two sessions. The colourful presentation has teacher-operated conceal/reveal animation, and ends with a paired pupil exercise to be completed in the first lesson and reviewed in the second one. There is a KWL (know/wonder/learnt) chart to encourage self-assessment by pupils and give teachers insight into achievements and difficulties. The unit ends with a pupil worksheet at two levels to allow for differentiation. Weaker pupils can be set just exercise A, where the auxiliary verb and past participle appear consecutively in the sentence, and more able ones can be set the additional challenge of exercise B, where the auxiliary and past participle are split by other elements (eg adverbs, negatives) in almost all sentences. Two of the slides have been saved in png format so that they can be printed out for classroom display.

Covering the Y6 NC requirement relating to synonyms and antonyms, this constitutes a week’s unit of work leading to a writing outcome. A separate lesson plan is supplied for each day, with suggested timings for each section. Towards the beginning of the first lesson, individuals fill in the first two sections of a Know/Wonder/Learnt chart which they give in and complete at the end of the week. The lesson presentation includes pupil activities, such as finding antonyms and preparing synonym charts. Pupils will need to use dictionaries and thesauri for this. The final slide consists of a formal exercise for completion in exercise books. This provides an assessment opportunity. A class list of common words to be avoided in writing is begun and added to each day. On Day 2 there is more work on antonyms, but as the week progresses, the focus is more on synonyms. The main activity for this lesson is a drama activity which pupils should find fun. Day 3 begins with a pelmanism game on antonyms , and is followed by some teacher-directed work on antonyms and synonyms. The main activity is an antonym crossword, which can be used as assessment. There are three versions of the crossword, to allow for differing levels of ability. In the plenary, the concept of showing rather than telling is introduced, along with the beginning of what will become the subject of an extended writing task. The fourth lesson begins with a synonym contest in which pupils win points for coming up with answers nobody else thinks of. Then there is a writing warm-up followed by the start of writing: initially paired work, but leading to an independent task. In the plenary, pupils share their work with each other in a simple speaking and listening activity. The final day, there is an extended writing session to be used for formal assessment. During the plenary, pupils feed back briefly on the week’s work, and then complete the final column of the KWL chart.

Practise antonymns with these worksheets: 3 crosswords, 3 wordsearches and 3 multiple choice. All with answers.

A short teacher-controlled presentation for more able KS2 and KS3 pupils. It shows that that the Active and Passive ‘voices’ of verbs can exist in all tenses, including present and past continuous forms. The presentation ends with an on screen exercise where the task is to change 10 sentences from active to passive. The sentences require pupils to manipulate a variety of compound verbs (e.g. James Smith was reading the news / The news was being read by James Smith)