This is a whole school tracking AFL tracking system for Writing. Each year group's required objectives are broken down into 3 phases as it is using the Hampshire phase model for the new curriculum. There is a tracking sheet for year 1 to year 6 created using Excel.

These are pupil tracking sheets for Reading, Writing and Maths. There is a commentary section at the bottom where you can record pupils who need targeting and what interventions you plan to provide them. This allows you to target interventions across the school and monitor what has impact which allows you to make better than expected progress for the pupils in your school.

Simple mnemonics really help pupils to remember key information they need to improve their writing. This one is: PAMPAS P owerful verbs A dverbs M etaphors P owerful nouns A djectives S imiles This display has an explanation for each part and it has 13 pages which include large letters to display the PAMPAS mnemonic clearly on your wall.

This is a paragraph display that has an eye catching upturned pyramid and a full explanation on how to write a paragraph using a topic sentence. It also has a few versions of a paragraph that is colour coded to help pupils understand how to write their paragraphs. This display is best utilised by printing it out as A3 sized.

Here are some team work cards which explain each member's responsibilities. I use these every time I put pupils into groups so they can practise all of the roles. This really develops their confidence as many pupils do not get these opportunities unless you manage different team roles. The roles are as follows: Leader, Organiser, Motivator and Reporter. Below is an example of what the Leader is. As the leader you are responsible for …. • Making sure everyone has a role or task to complete • Making sure it is finished on time • Making the final decision if your group cannot agree • Speaking with an adult if your group is struggling

This is a great whole book planned guided reading unit based on the book Mysterious Traveller by Mal Peet & Elspeth Graham. The story tells of an old man finding an abandoned baby in the desert who he adopts as his own grand-daughter. he teaches her how to track her way through the desert and she travels with him while he guides traders through the deserts of northern Africa. When he loses his vision she becomes his eyes and they work in tandem on their adventures. I have planned a unit of work that is split into 9 different reading comprehensions as each set of questions has between 6 and 8 questions and covers 5 pages of the book. I have also included printer friendly pages where there are 3 copies of the questions on each page so it is easy to prepare for lessons. I have included all the answers too as this is a great time saver. The questions are designed to easily fit English books as I have adjusted the margins so they fit. I hope your class enjoys this book as much as mine have always done.

This is a display that has a space for the photo (head) of pupils in your class to stick onto the job of what they want to do when they are older. It also has a short writing opportunity for pupils which allows them to explain why they want to do that job. The possible jobs include: • Artist • Astronaut • Athlete • Author • Builder • Business Man • Business Woman • Doctor • Fireman • Fitness Instructor • Footballer • Lecturer • Musician • Nurse • Police Officer • Politician • Popstar • Scientist • Soldier • Surgeon • Teacher • Vet

This is a shades of meaning display I made for synonyms of good, bad, said, scared and walked. I have also include blank versions in green, orange, red, purple and blue so you can create your own.

This is a fantastic resource I made for improving spelling during morning activities. There are 20 different 9 letter words which are placed in a wheel. One of the letters is put in the middle, which has to be used in every word. Pupils then try to make 3 letter or more words. I score it by allowing the pupils 5 minutes to find words. They get 9 points for the 9 letter word and 8 points for 8 letter words etc. Pupils read their word out and if no one else has got it they get the points. Everyone who gets the 9 letter word gets 9 points, even if someone else gets it too. Each slide has a clue what the 9 letter word is. The next slide always reveals what the 9 letter word is.

There are 34 crucial terms for pupils aged 7 to 11 explained with examples. They are saved onto a PowerPoint for ease of use and quick reference when you are teaching. Some of the key terms are verbs (both active and passive), adverbs, connectives, clause, paragraph, personification, similes, metaphors and many more.

This is a 3 week unit of work that is aimed at a year 4 and 5 class. The 3 week unit builds the pupils skills through drama and targeted lessons to give them the skills to write an excellent newspaper article. I have included all the resources you need to teach this today. The pupils in my class have always loved this unit and have never failed to create outstanding pieces of work from it. For a great hook I have also been known to dress up as a gorilla and run through the school the first day of teaching this unit. The learning objectives for the unit are : • To write a newspaper report • To write common themes of the books of author Anthony Browne • To write a job description • To explore characters through role-play • To explore the characters feelings and motivations in the story • To raise questions for different audiences • To understand the features of newspapers reports • To identify the features of newspapers reports • To identify the author’s style and use of language • To use more descriptive verbs instead of using said • To identify the differences between direct and reported speech then to convert direct speech into reported speech • To write cohesive paragraphs • To plan the introduction to a newspaper article including writing a catchy headline • To draft and then write a newspaper article • To write a newspaper article This unit of work uses the 3 stage planning process of: • Stimulate and generate • Capture, sift and sort • Create, refine and evaluate Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book. Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet. Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.

This is a Forces Fairground display that I made which ends up being a colourful Ferris Wheel. The display includes explanations for the following forces: Gravity Water Resistance Pulleys Forces Parachutes Machines Air Resistance Friction Levers Mechanisms Springs Movement The display has a quiz which pupils can interact with too.

This is a Powerpoint with 34 different English terms including explanations of what each term means. The terms include Abbrieviation Acronym Adverb Blurb Clause Connective Colon Draft Edit Ellipsis Exclamation marks Homograph Homophone Jargon Jingle Metaphor Mnemonic Palindrome Paragraph Question mark Scan Semi-colon Sentence (compound) Sentence (simple) Sentence (complex) Simile Skim Stanza Storyboard Verb Verb (active) Verb (passive)

This is a whole school tracking AFL tracking system for Reading. Each year group's required objectives are broken down into 3 phases as it is using the Hampshire phase model for the new curriculum. There is a tracking sheet for year 1 to year 6 created using Excel.

This is a tracking document I have made for pupils working below age expectations. It allows you to track back to the correct year's objective in each of the domains so you can target interventions at the point of need. This is a great tool for making interventions really work.

This is a PowerPoint with a Story Mountain which is invaluable for pupils planning good stories. I have also included it in a pdf version for ease of printing.

This is a something I get the pupils to complete before they write to focus their minds on why, what and for who they are writing. It also includes a larger version for display on a working wall. Purpose • What does the writing aim to do? • Persuade, advise, inform, explain, describe analyses, review, and comment or instruct? Audience • Who is the text written for? • Your teacher, friends, parents, head teacher or younger pupils. Viewpoint • What is the point you are trying to make? • Have you written a theme that runs through the story? Form • Consider the formality of the piece. • Is it a formal or informal? What tense is it written in; 1st person (I), 2nd person (you) or 3rd person (he/she/they). • What types of words or phrases are being used? • Technical, scientific, descriptive, informative, factual, emotive, serious or humorous. • What linguistic devices are being used? • Fact, opinion, rhetorical questions, hyperbole (exaggeration), irony, anecdote or puns. • How is the text presented? • Headlines, sub-headings, slogans, bullet points, diagrams, captions or in columns.

This is a resource I have made to support pupils with their writing and spelling. Exposing pupils to better words choices increases their vocabulary and ultimately the quality of their work.