Looking for a big set of display material for the new academic year? I have collected together all my collection from decades in teaching Primary school level. Aimed a little at the top end as that is where I spent most years. Lots of stuff. Vcop stuff Maths stuff. RE stuff Art. Over 400 files. Word, pdf, excel etc

A great set of planning. Three terms. Loads of planning and powerpoints and great topics. Zip file has the lot. I’ve put some sample ones in the general load so you can look. Includes : Biography and Autobiography Cross curricular history & literacy Fiction Genres Roald Dahl Poetry Journalistic and persuasive Sample :

Have you been volunteered (know what I mean?) to deliver Modern Languages at your Primary School? This bunch of resources, that I used in my decades of French teaching, will help. I’ve put them into groups to help you. the zip file has loads. I’ve put a selection as downloads so you can have a look at them. Highlights include: festivals games and activities how to ideas for lessons phonics poems loads of powerpoints songs stories

Loads of great planning : Genre: Traditional stories, fables, myths, legends. Focus Texts: Robin Hood (Legend), Hercules (Myth) and Pandora’s Box (Myth). Objectives Primary Framework 7. Understanding and interpreting texts  Compare different types of narrative and information texts and identify how they are structured  Explore how writers use language for comic & dramatic effects 8. Engaging with and responding to texts  Compare the usefulness of techniques such as visualisation, prediction and empathy in exploring the meaning of texts 11. Sentence structure and punctuation  Punctuate sentences accurately, including using speech marks and apostrophe Learning/Writing outcome for unit: Children can write a new version of a legend, identifying their audience and adapting their writing to suit this audience. Children can reflect on their own performances. Children can reflect critically on their own writing and edit and improve it. Introduce the new unit and look at the writing outcome displayed on the working wall – explain that we have three weeks to achieve this. Allow children two minutes to TTYP and talk about the new unit – do they have any ideas about myth, legends or fables? Introduce the LO for today. Work through the PowerPoint on the features of a myth. Activity One Come back together and create a ‘post it’ note checklist for the working wall, to include: A myth is about gods and goddesses It is set in ancient times It features danger/revenge It includes use of magical powers It uses powerful imagery Characters are heroes Explains a strange/important happening It features strange, frightening creatures Read the following version of ‘Pandora’s Box’ and compare & contrast: Activity Two Recap on what we learned yesterday. What did you think of the texts we looked at? Remind the children of ‘Pandora’s Box’. Who is it aimed at? Why? What is the story about? Children to summarise the main points in pairs. Discuss the features of a myth. Activity One Come back together and discuss the activity. Explain that we are now going to identify the features of a fable: Introduce and discuss ‘Aesop’s fables’ A fable is a complete story Clever/amusing Quite short Uses animals as main characters Treats animals as people Includes a moral at the end Create a checklist for the working wall.

Some great planning on this excellent book. Worked a treat in year 4 but could be adapted up or down. Sample planning : Reading and Analysis Mon Revise comma splicing work. Choose three example sentences and punctuation to add. WALT: To be able to explore themes and issues in a text, To be able to write in role to a character in the text. Read extract showing Jeff changing. Note reactions at each point. (Reveal) How is Jeff feeling? How do we know? How does Bradley feel now? Write an e-mail to Jeff using Extranet site. Advise him what to do based on events in chapter. Informal. Consider purpose. Share received e-mails. How should Jeff respond. AF6 Wr Viewpoint of character RED CT to support sentences and encourage completion. Tues Consider e-mails and identify errors to correct. Check grammar and punctuation. Who is the audience? APP AF3 reading WALT make deductions from a text. Read ch 23-25. WALT: interpret evidence to make deductions. All draw outline of Bradley showing his bad outside and his good inside. Write diary entry on behalf of Bradley showing feelings about Carla. R AF3 make deductions. Children are to show and explain there own choices and justify decisions. GREEN Support sentence skills and grammar. Wed Recap word groups with examples of each in class. E.g. adverb and adjective. Improve using a thesaurus. Read next chapter to include list Bradley makes. What does it show us about him? Be imaginative. AF3 R How is it helping him to think? Why does he repeat some things? Create your own list in the style of Bradley. Check spellings and compare with a friend. What does it show about you? WALT: Show empathy for a character. Read and interpret lists as if you were Carla. What would she say? ORANGE Support use of dictionary and thesaurus for ideas. Thurs Grammar skills. Choose correct words to complete gap. Adjectives. Shared read next chapter with Bradley changing. How does he feel? Freeze frame alongside story telling. How does each character feel? Use outline of Bradley. Show goodness inside and badness outside. Use quotes and examples from the text. WALT: select evidence to support a view VERY WELL DONE! Share thought with a partner and with the class. Yellow Share quotes. What do they show about his character? Fri List prepositions. Sort into order then create a paragraph. Teacher to model. Big Writing: SATs test example. Through the door. Apply skills of descriptions using prepositions. Planning time using boxing for paragraphs. AF1 AF7 Wr WALT: write a description of a scary place. 3 Stars and a wish. Response partners. Blue: Extend ambitious vocabulary. Tell me what you think/felt about… What came into your mind when you read… Have you come across anything like this before….? Tell me more… Do you agree…?

Plans for lessons in English and Maths/ Plenty to choose from. You may wish to merge a few together in your own lesson planning. Cut and paste and ease your planning load. Plus a bit of things like RE, ICT and Geograpghy. The zip file has the lot. I’ve included some in the general download to give you a flavour. sample : L.O. To read stories about other cultures and identify differences in place and customs. Explain to the chn that today we are going to continue to look/share stories from a different culture. Can they find clues that will help them to work out what country/culture the stories are about? Read an extract from ‘Gregory Cool’ [up to when Gregory stomps off on the beach] without showing the chn the cover or title. Where is it set? When? Through whose eyes is the story told? Mood? H/A • Give chn a copy of the text for the first part of the book. Chn to discuss in groups and write each clue they find onto a separate slip of paper e.g. his cousin had to look after the goats. • Ext. Are there any details e.g. characters’ feelings which seem familiar? • Each group to be given an opportunity to present their findings to the class and state where they think the story is set • A.R. to support Milne group Show chn the cover of the book and read to end of story. Where is Tobago? Look at map. Do the chn know anything about the Caribbean? M/A Success Criteria • To read stories about other cultures and be able to identify differences in place and customs.

Spread out over the three terms, some nice lesson planning, worksheets, powerpoints. It concentrates on Literacy but there is far more. Numeracy, linked to the Abacus system, is useful even if you do noit have abacus. Just condense and adapt them You get a chunk of Science RE PE Soda activities Geography I’ve also included some nice year 2 stuff that you can use. The zip file has the lot. I’ve included a few examples in the ordinary download. Sample : Introduction Recap idea of creating atmosphere in setting: happy, calm, peaceful, angry, afraid, busy etc. Read ‘Mousehole Cat’ extract. S&L Children discuss with response partner first impressions about the setting and the atmosphere. Which senses have been used in the description? Activity Create list of settings the children are most familiar with in their own lives:home, school, playground, seaside, countryside, park etc. Teacher model writing powerful descriptive sentence. Make changes, improve, edit etc. Word/Sentence Activities (see groups)Use IWB store ideas. Can children classify word types: nouns, adjectives, adverbs etc. YEAR 3 LITERACY LESSON PLAN TUESDAY Whole Class Shared Learning Introduction Read opening extract ‘The Mousehole Cat’. Ask the children if they think the atmosphere is calm, threatening, angry or peaceful. Display the text and highlight the words and phrases that give a) a threatening feeling and b) a calm feeling, using different colours. Activity Children work with a partner and plan a short mime of this scene from The Mousehole Cat. One child takes the role of The Great Storm Cat and the other the role of Mowzer. Show characters’ feelings through mime. Explain going to change atmosphere to a calm one. How? The Great Storm Cat is a metaphor for the wind. Explain term and revise simile also. Model own sentence, discuss effect and technique. Word/Sentence Activities Challenge children to find words for the Dustbin and Wow areas from the text. Guided and Independent Activities Work with a partner and discuss an event. It might be something Charlie sees happening, or does himself. Independent Group to start After Activity Decide on a problem for Charlie to solve, and write it down. Work with a partner and discuss an event. It might be something Charlie sees happening, or does himself. Teacher to start After Activity Decide on a problem for Charlie to solve, and write it down. Work with group and discuss an event. It might be something Charlie sees happening, or does himself. AR (TA) Support Group After Activity As a group decide on a problem for Charlie to solve, and write it down.

Gathered my lessons for year 3 together. Mainly Literacy and Maths plus bits and bobs. In the zip you find the lot. Included some examples in general upload. Sample planning : Introduction Explain will be looking at different ways of writing poetry using special words and shapes as stimulus. ‘calligram’ means beautiful writing. Show examples. S&L Children discuss with response partner why they think words are presented in these ways. Teacher draw children back together. After discussion, ask children to choose most effective calligram, justifying choice. Draw out understanding that the meaning of words inspires the shapes in a calligram. Teacher demonstrate use of ICT programs to produce calligrams and own drawing as alternative. Draw up a list of suitable words for choices. Word/Sentence Activities Use IWB store range of suitable words for calligrams. Can children classify word types: nouns, adjectives, adverbs etc. YEAR 3 LITERACY LESSON PLAN 16th Monday Whole Class Shared Learning Before reading; ask the children what they think ‘Autumn’ poem will look like. Show poem. Ask them to decide where you should begin reading and then read the poem. Read two more examples of shape poems. Add appropriate actions. Class repeat. S&L Encourage the children to say how similar and different the three poems are. Invite them to say which poem is most effective visually. Which poem do they prefer? Discuss why the poets have chosen these shapes, and how the shape affects the content of the poems. Practice with RP saying preferred poem aloud. Word/Sentence Activities Rehearse spellings for Word Wall words. Challenge children to find other words with same phonemes

Gathered my lessons for year 2 together. Mainly Literacy and Maths plus bits and bobs. In the zip you find the lot. Included some examples in general upload. Sample planning : Read the traditional tale LRRH, recap ‘good’ central character/villain. Concentrate on the attitude, not words. What would happen if we reversed the characteristics? S&L Children discuss how a ‘good’ wolf might behave towards LRRH/Granny. Teacher draw children back together. Model how to ‘tell’ story of wolf from new pictures. Word/Sentence Activities IWB available for quick phonic session. YEAR 2 LITERACY LESSON PLAN WEDNESDAY Whole Class Shared Learning Return to the traditional tale of LRRH. Remind children about their previous day’s pictures. What did they do? How did they change the Wolf? Is he still the villain? S&L Ask the children to look at their pictures as you read story extracts with his dialogue. Encourage them to discuss dialogue with a partner. Do the pictures and words make sense together? As a class, agree that the Wolf needs new words. Discuss what he might say. Model how to write words for a speech bubble. Word/Sentence Activities Rehearse spellings for Word Wall words. Challenge children to find other words with same phonemes

One thing I enjoyed teaching was SEAL material. I taught in a number of primary schools and have gathered all my stuff together. Covers all years but especially years 4 5 and 6. You get absolutely loads in the zip. I’ve uploaded a few powerpoints for you to look at. Loads of topics covered such as health, relationships, bullying etc

I’ve put together my planning from a school I taught in. You get a massive 890 files and over 400mb of planning. Spread over a number of years, you may wish to form for your own use your own lessons by combining elements of various lessons. The zip contains the lot. I’ve included a few in the general upload so you can peruse.

Planning for year 6 Maths. Lots of ideas you can meld into your own school planning. Year 6 is a tough year to teach, so the more material you have, the better. The zip file contains the lot. I’ve put a few in for you to sample. sample Start with A3 sheet on each table – 1 minute to write down any vocabulary, phrases, methods or information linked to addition. Come back together, take feedback and put on working wall. Refer to targets to make children aware that some of them have addition related targets. Discuss methods used for addition. Show Y6 calculation policy and discuss column addition. Show 7648 + 1486 Solve using column addition – compose success criteria whilst solving. Repeat with 1489 + 71 + 3 + 561 Emphasise importance of place value columns and presentation – talk about ‘carrying’. Whole School Mass 11am LO Improve efficient recall of mental maths. SUCCESS CRITERIA N/A Test 11am – 11.10am Self mark and strategies 11.10am to 11.30am - fill in mental maths record sheet at back of each maths book. Final 45 minutes (allow a few minutes for a plenary) – split class into three groups. Carousel activity: Octagon group to go into science area with HM for 30 minute session towards their target; adding and subtracting negative numbers. Group 1: Hexagons (1) and Isabel, Eleanor and Dan O from Hex (2) Group 2: Rest of Hex (2) plus Pentagons (1) Group 3: Pentagons (2) plus triangles. LO Add decimals up to 3dp using the column method. Add numbers with differing numbers of decimal places. SUCCESS CRITERIA Add to yesterday’s in a different colour. Revise use of column method. Show 15.8 + 23.3 and model for working wall whilst emphasising the importance of the decimal point not moving. Show problem: I spend £46.78 in one shop and £27.45 in another. How much did I spend in total? Use column. Show 7.9 + 5.82, model use of 0 on the end of the 9 to make them the same number of dp. Refer octagons to their target.

Gathered together my planning for year 4. Mainly Literacy and Maths. Spread over a number of years. You get 690 files. The zip has the lot. I’ve put some in the general download to give yoiu a flavour. Sample planning : Explain to chn that this work for this unit will be based on stories set in imaginary worlds. The Borrowers by Mary Norton is set in a miniature world under the floorboards in an old house. Have chn read any other books (or seen films) set in imaginary worlds, eg Harry Potter, The Chronicles of Narnia, Star Wars, The Lord of the Rings, etc. These are fantasy settings that authors have created in their minds, as maps or as drawings, etc. Tolkien drew maps for The Hobbit & The Lord of the Rings, Mary Norton used small everyday objects as furniture and tools, and J K Rowling had the idea for Harry Potter when on a long & boring train journey. Read 2 versions of the same setting one without some details, description & adjectives and the other in full. After the first reading ask chn if they can picture the classroom clearly in their heads, then ask the same question after the full extract and compare answers. How is the light described? Dim & crimson. How would the atmosphere in the room change if the adjectives used were yellow and bright? Word sentence level Remind chn that an adjective is a word that describes somebody/thing. They come before nouns or after verbs such as: be, get, seem, look, eg the frail old woman or she looked old and frail. Overuse of adjectives is as bad as not using any! Show class a passage which adjectives could be removed from this passage? Which are most effective adjectives to be left in the passage?

Did a lot of work in my career with year 5 and 6 in the aspect of PSHE SEAL etc. Gathered together my planning. Some good powerpoints in here. There’s planning for a Multi Faith week that covers the whole school. Well being week covers the whole school too. Topics tackeld include : healthy eating feelings new beginnings getting on and falling out going for goals relationships problem solving going for goals sample planning Objectives • I know that my relationships are all different and that different ways of behaving are appropriate to different types of relationships. • I can accept and appreciate people’s friendship and try not to demand more than they are able or wish to give. Activities Ask the children to think of as many different friends as they can (in and out of school), then to think about the following questions for a few moments, then to share their thoughts in pairs for 2 minutes. Do you like all your friends in the same way? • Do you like doing the same thing with all of your friends? • Do you tend to see some friends only in certain situations? • Would you want to see all of your friends all the time? Take feedback, and hold these ideas. Teacher to demonstrate Levels of Friendship circles on the board, starting in the centre with close friends and family, second circle –good friends/cousins etc, third circle, third circle –people in school/relatives you see rarely, fourth circle –people who are acquaintances or know slightly –postman, doctor etc. Give out copies of the Levels of friendship resource sheet and ask children to complete the sheet for themselves. They will not need to share it with anyone. Plenary When the children have finished, or the allocated time has elapsed, facilitate a brief discussion as a class, drawing out the point that we all tend to have friendships at different levels, and this is OK. We do not want to be best friends with all of our friends. Some of us have many friends, some prefer to have one close friend. Outcomes Children will recognise the different relationships that they have with people that they know, and recognise that these differing relationships are fine to have.

Gathered together a lot of my teaching material. Packed full of stuff that you can use for Spag, Grammar, homework =, reading session etc. Everthing is in the zip. I have put a few examples in the general upload. Sample ideas : • Pick a descriptive word from the text, write it down and, using a thesaurus, write down five synonyms and antonyms for that word. • Re-read a chapter – pick out X number of words that you feel are powerful words and that you could use in your own writing • How does the story hook you in at the beginning? Make a list of words and phrases that you feel are effective in making you want to read on. • Draw and label a character or a setting from a description in the book. • Choose a descriptive passage and make a list of examples of vivid imagery – similes, metaphors, alliteration, noun phrases etc. • Choose a key moment in the book and change the event. Re-write the following chapter… • Rewrite a chapter as a playscript. • Think of 5 questions you would like to ask one of the characters. Swap these with someone else in your group and write the answers as if you were that character. • List the words and phrases used to create an atmosphere, such as ‘scary’ or ‘spookiness’ ‘tension’ ‘relaxed’ • Write about what a character might be thinking or feeling at different stages of the story. You could write it in the first person, or in a speech bubble. • Predict what might happen when you are about halfway through a book. Write your prediction in the form of a story plan in boxes

4 planning sheets. Plenty of ideas. Year 6. Literacy. Sample : Set up plenary clip at beginning of lesson to be played in plenary Imagination starter: display front cover of the Iron man on IWB – Tell pupils that we have a new topic surrounding the novel The Iron Man, and tell them we will find out more about the author and the story as the unit continues. Round Robin: Can you write down describing words about the character you see? Place pupils into A/B and give 2 minutes to write down ideas on wipeboards in pairs. Feedback with lollypop sticks to follow. Draw out discussion as to what genre the book might be/ if the character is good/evil. Read the first two pages to the class: Hands up: Does the opening make them want to read on? Why? Collect ideas on IWB- What is the effect of opening the story with questions? Explain that the author Ted Hughes was primarily a poet rather than author-so he plays with his words/sentence length a lot more. Note any important features of the text, which build up atmosphere and note on IWB. Choose an OPENERS card and set the class a challenge. As core, but once they have completed highlighting, pupils are to label similes, metaphors, alliteration, repetition, rhetorical questions, short sentences… Can I analyse the features of a good story opening and find poetic devices? Children are given a copy of the first 2 pages of The Iron Man to annotate. They highlight what parts of the text build up the atmosphere to make a good opening –and how this contributes to he overall style. Can I analyse the features of a good story opening? Support lower going over each section of the text together. Read through again if necessary. Can I analyse the features of a good story opening, with support?

4 main weeks’s work. Plus powerpoints and resorces. Great for year 6. Sample planning. Learning/Writing outcome: To plan, draft, write and improve an engaging short story in a particular genre using appropriate language and organisational features. Introduce the words ‘fiction’ and ‘genre’. TTYP and discuss the meaning of the word ‘genre’. At this point, introduce the new and improved writing journals where children can make notes during lessons, can jot down words they wish to magpie, jot words that they have generated but which aren’t suitable for the task in hand and can jot questions/things they are unsure about. Explain that I will prompt to use these for the first couple of days but then children need to become more independent. Prizes for most effective use! Ensure the children understand the difference between fiction ‘narrative’ and non fiction ‘non narrative’. Activity One Come back together and do class mind map for working wall. Ask children to think of any titles of books which could fit with any of these genres. Ask children to discuss their preferences and discuss our preferences with them. Activity Two Talk about how they sorted the books in activity two. What clues were you looking for? Talk about words which suggest different genres. Explain activity three. Activity One In lit books complete quick mind map of different types of fiction genre. Activity Two Children to work in table groups. Children to be given a wide range of fiction books from class/school library. Children to sort the books into fantasy, historical, science fiction and mystery by scanning the book, looking at the front cover and reading the blurb. Activity Three Children to have a selection of pictures from books (front covers and insides) and blurbs from a variety of fiction books. Ch to decide which genre they think they book comes from and justify their opinion by highlighting the key words or annotating the pictures. SEN: () to work as a group on this task. MA: In pairs. With teacher to work with ‘Quality Question Marks’ (both groups). HA: Independently. Plenary: What have we learned? What is narrative? Non narrative? What is a genre? Name some genres of narrative? What is your favourite? Why? Least favourite? Why? Does this link to visual literacy (i.e. do films and TV programs split into genres?)

Planning from my time in Primary Schools. PRUNING NEEDED! Lots of music info. Lots of great composers. Beethoven Greig Mozart Tchaikovsky Sample : TOPIC: Listening and Understanding Music KS1LUDWIG VAN BEETHOVENRESOURCES: dvd copy of Disney’s Fantasia; Beethoven/Pastoral sheet; pictures of orchestral instrumentsLESSON ONEWatch the Pastoral Symphony excerpt, and explain that this very old film uses music that is even older. The artists listened to the story in the music and created their story to fit it. Having watched the excerpt, ask the children what they noticed about how the music and the cartoon went together. Think about the peaceful music for the peaceful scenes; the angry music for the storm; the way the winged horses alight in time to the music etc.Watch a second time, pausing as appropriate to highlight the interaction of music and cartoon. Start to spot instruments.LESSON TWOListen to the Fantasia version of the Pastoral without the cartoon. Invite the children to recognise instruments. Show them pictures of the instruments as they name them, discussing how they are played, how their sounds differ from each other, and why they suit the different aspects of the music. Discuss the differing roles within an orchestra and look at the layout of the orchestra. Invite the children to draw a picture of their favourite instrument and explain why it is their favourite.LESSON THREEWatch the Fantasia excerpt again and remind the children that this story is the artists’ idea of the musical story. Explain that the artists used mythological characters because these were very popular in paintings at the time the music was composed (you could show them some). Invite the children to listen to the music and write their own story, or create their own picture either using the mythological characters or their own ideas.LESSON FOUR Explain that the class is going to listen to the story of the man who composed the Pastoral Symphony, and then write about him and his famous piece of music. Provide the children with paper to make notes should they wish, and the sheets to write up their findings when they are ready.

Some nice planning. Plenty of questions on this great book. sample Look carefully at the book cover, what do you think this book is going to be about? What kind of story do you expect it to be (i.e. crime, fantasy, sci-fi)? Why do you think this? Look back over the chapter you are reading. Can you select five powerful words that you could use in your own writing? Write them down. At the beginning of ‘Chilblains and Semolina Pudding’, the narrator talks of the Butterfly Lion. Draw a picture of what you imagine him to look like.