I taught in Catholic schools for years. Now happily retired, I have assembled all my planning for Lent. Packed full of stuff. Powerpoints, planning, worksheets, masses etc etc. This will really make your life easy. Over 300 mb of stuff. Nearly 500 files. Sample planning : PRAYER Start with prayer, light candle, music – look at and reflect on the temptations of Jesus. INTRODUCTION Read the text of the temptations of Jesus. Why was Jesus in the desert in the first place? What had just happened to him before this episode in his life? Recall the three things the devil asked Jesus to do. What was Jesus’ response on each occasion? Why do you think these three things were chosen to tempt Jesus? Jesus was as human as you and me, in all but sin, and yet at the same time he was Gods’ Son. Do you really think it was difficult for him to say no to the devil? Why do you think it might have been difficult? Look at the text again. Are there any indicators, which show that this was easy? MAIN ACTIVITY Imagine you are Jesus. Write a diary entry about the temptations and how it affected you. LA to use writing frame MA to work with partners and write a diary entry about the temptations and how it affected them. HA to work independently and write a diary entry about the temptations and how it affected them. They will need to also discuss the different responses given by Christ. Assistant to support LA group. TA n/a PLENARY AND PRAYER Reflect on the temptations of Jesus in the desert. End with prayer – reflect on Jesus’ response to the devil. PRAYER Start with prayer, light candle, music – look at and reflect on the temptations of Jesus. INTRODUCTION Using the following: read the text of the temptations of Jesus. In groups, children to brainstorm the word “temptation” and create a mind map of associated words. What is it like when you are tempted to do something you shouldn’t? How can we tell the difference between doing something that is right or wrong? How can we resist the things that are wrong? MAIN ACTIVITY Children to write of a time when they resisted temptation or when somebody gave into temptation. Explore the consequences of the different actions. LA to use writing frame MA to work with partners and write of a time when they resisted temptation HA to work independently and write of a time when they resisted temptation and when they gave into temptation. They will need to explore the consequences of the different actions. Mr Mayor to support LA group TA n/a PLENARY AND PRAYER Reflect on the difference between doing something that is right and something wrong. End with prayer – reflect on how we can resist the things that are wrong.

If you are thinking of running a Science week, this is for you. A plan on how to have a whole week of Science for all Primary years. Great hyperlinks and you can adapt for your school. This will save you a lot of time. I have great Science units. Please have a look. Science Week Why are we running the event? For fun and to motivate children and staff Raise the profile of science Inform parents Encourage involvement in science Celebrate the science of the school Raise awareness of practical science activities related to the national curriculum. Promote outdoor learning When and for how long will the event be? Science week will take place during afternoon sessions from Monday 10th June – Friday 14th June, but any links to morning sessions of Numeracy or Literacy are encouraged! What will the theme of the event be? INVENTIONS AND DISCOVERY Inventions are important factors in our everyday lives. Children need to understand that without people thinking of better ways to do things, or making contraptions to make work easier, life would be much different for us today and in the future! Discovery This part of our theme will allow children the opportunity to answer ‘what if?’ questions! Discoveries are something new! Something we didn’t know about before. So they are, of course, important because they bring something new into society; it could be new knowledge, a new invention, a new scientific concept, a new idea, anything!! Possible Activities: • Demonstrations/hands on workshops for children • Challenges for the children to tackle at home or in school • Outdoor learning – Encourage opportunities for outdoor learning • Enquiry investigations Children are given an opportunity to focus on a full scale enquiry, without the worries of teaching, but the emphasis is on being a scientist, and enquiring. • Quizzes Paper based quiz for children to research at school or at home or a treasure hunt around school to find the quiz questions, with answers appearing later. • Problem solving activities Using science knowledge to overcome a problem • Displays Display photos of activities as they take place. Where possible create interactive displays in common areas that all children can explore. • Joint planning Year groups can plan joint activities that link with science topics.

Lessons from all terms for years 1 to 6. Over 200 files. Plenty to sift through and a good idea to use bits of lessons to make a really long lesson. Lessons easily adaptable to go one up or one down. Enormous range of topics from performance Poetry to journalism planning

A complete year’s planning for year 5 or year 6 science. A complete year’s planning for Science for 10 year olds. Tons of powerpoints, word documents, planning, info etc. Topics include Interdependence and adaptation, micro organisms, dissolving, life cycles, magnetism, etc etc You get over 900 files. They are all in the zip file. Plus I’ve put a few examples up for you

5 great powerpoints in the Earth Sun and Moon. Plus planning plus documents.

A 12 page play for Christmas. Great for an assembly or fun Christams lesson. Brucie bonus. 2 page ks1 play

Quick gap Christmas Lesson year 3.

This is some great planning for Christmas for Year 5 Literacy. I found the kids loved it. Advantages for you: kids are interested, it’s non religious so can be shown to everyone, you can watch the lovely short movie umpteen times so takes the strain off you. It’s based on a great little movie, voiced by the late great John Hurt. It will fill up the last two to three weeks nicely. Plus there’s non literacy planning for free. Some example planning : To analyse and create a character and setting description for 23 Degrees 5 Minutes North. I can express verbally what a character may be feeling, thinking or doing I can explain why I think a character may feel, think or do something I can describe a setting using figurative language Starter 5 mins Pen portrait of key characters in 23 Degrees 5 Minutes North: Children mind map/annotate information about the key characters that they know so far around an image of The Adventurer and Professor Erit. They add information about the internal feelings, thoughts and emotions within and the external information such as physical description, or known facts Activity 1 5-10 mins Use key questions and discussion in groups to think about answers to questions such as: Why am I here? Will I be able to find Professor Erit? Emphasise the importance of chn giving evidence to support their opinion when they give a response to these questions. Activity 10 mins Return to image of the Adventurer and Professor Erit. Using a different coloured pencil, chn should add information about these characters Main 20 mins Give chn an image of the setting and ask them to mind-map descriptive words, phrases or sentences they could use to describe the narrative setting. Model using the different kinds of sentence-types to record a setting description, using the vocabulary recorder in the mind-map. Chn use sentences to build suspense if they can. Plenary 5 – 10 mins Chn share their comments about the Adventurer and Professor Erit with the class. Chn to explain what they have now learnt about each character - using their skills of inference. Share best sentences to describe setting. Take a moment to add any extra information after the class discussion to their own work, using another coloured pencil.

Hannukah teaching Materials 5 Powerpoints 4 Word Documents Nice visual topic. Interesting.

Lots of great planning. The unit covers: Start to understand the structure of the Bible. Research some different styles of writing found in the Bible. Discuss some of the important figures in the OT and understand why and how they had a special relationship with God. Analyse The story of the fall. Know the story of Cain and Abel. Relate the story to our relationships with friends and family. Know the story of Manna from Heaven. (Exodus 16: 1-18) Understand why God provided for the needs of his people. Empathise with all involved. Explain how we can show our love for God through our obedience of the ten commandments. Sample planning : Introduce the new unit to the children and explain that, through this five week unit of RE, we will be learning about some of the different styles of literature found in the Bible. We will also be learning about some significant people from the Old Testament and their relationship with God. Introduce the LO. Display the word ‘ancestors’ on the board and children to TTYP and discuss the meaning of the word. Take feedback from class. Share meaning and address any misconceptions. Children to think about stories that they know about their family and the ancestors that went before them. Talk about people who research their family tree – they are researching their ancestors. The people who came before them. Discuss the program ‘Who do you think you are?’ on BBC 1. Show the opening credits http://www.youtube.com/watch?v=vCeWuSgiqHI Discuss the title of the program. Don’t these celebrities already know who they are? They know their own names, their dates of birth, their parents’ names: what else are they looking for? Discuss how a knowledge of where we have come from, might help us to understand or plan where we need to go to. Bring this back to the Bible. The Bible is a library of books which gives us information about our ancestors – the people of God. Explain to the children that the Bible contains the story of the Jewish people in the Old Testament and is the foundation of the story of the Christian people in the New Testament. Revise work from Year 4 about the Bible being a library of books rather than just one book. (Use the ‘books of the Bible’ slide on PPT). Ch to count up how many books in the Bible – 39 in OT, 27 in NT – 66 in total

Massive amount of planning. Over a dozen powerpoints. More than six documents. More than a dozen word documents. Example planning : Pose the question – when we go into the supermarket, how can you find the things you want to buy? Lead into a discussion about how similar things are put together. If you want apples, you go to the fruit and veg section; if you want ice cream you go to the freezer. It saves time and makes the shopping easier. Scientists do a similar thing with living organisms. There are so many varied plants and animals, scientists need to keep dividing them into smaller groups to identify them. How would they do this? What would they look for? Explain that they look for similarities and differences to put the plants and animals into groups. Explain that we talk about the ‘plant kingdom’ and the ‘animal kingdom’. Animal Kingdom – how many different species of animals do the children think are on Earth? Take estimates. 800 000 They can be broadly broken into Vertebrates and Invertebrates. Vertebrates have a backbone. Invertebrates do not. What group do humans fit into? Activity One Use PowerPoint to talk through each group and their characteristics.

A nice little set of handouts and planning. Suitable for about years 4 to 6. Couple of nice powerpoints and worksheets. Good for map work. Find the countries.

Assorted great planning and ideas for the superb poem The Highwayman by Alfred Noyes. Great powerpoints. Great ideas and worksheets. Plenty to get your teeth into and reassemble. Sample planning : Introduce children to ‘The Highwayman’. Explain that it is a poem that tells a story involving a highwayman. They will need to listen carefully as the poem is read, as it uses a lot of ‘old-fashioned’ language. The poem was written by Alfred Noyes and was first published in August 1906. Read the poem to the class and then children talk with partner about what they have found out about the story. Come back together and discuss the story told through the poem. How can children tell that this poem was written some time ago? Make notes on the board about character and story. Make notes about the Highwayman’s appearance. Recap on the techniques we use in fiction writing (and make clear again that poetry is a type of narrative) to describe the scene/setting to the reader. What is our main objective? To create an image in the reader’s mind. We do this by using the senses – recap. Re-read just the first three lines of the poem, ask children to close eyes and visualise the setting as I read it again. Talk about the language and the kind of pictures it created for them. The wind was a torrent of darkness upon the gusty trees, The moon was a ghostly galleon tossed upon cloudy seas, The road was a ribbon of moonlight looping the purple moor, Can the children see a technique which has been used in each of the three lines? Metaphor. Discuss. Children to pick out words which evoke the senses: Darkness, gusty trees, ghostly etc Recap what we have found out so far about ‘The Highwayman’. What makes it a narrative poem? Explain children’s final writing outcome. They are going to use the opening part of ‘The Highwayman’ as their inspiration and they are going to write their own poem based on Bess, the Landlord’s daughter. Recap on last lesson – what is a simile and what is a metaphor? What are the three nouns which Noyes describes using metaphor? The wind, the moon and the road. Children are also going to use metaphor to describe these, they are then going to use simile to describe Bess waiting for her love. Explain that today’s planning session is going to focus on the metaphor part of the writing outcome. Model how to write a metaphor by first mind mapping each item.

For the European day of languages, but can be used anytime. Useful info on France, Spain, Italy, Greece, Germany, Sweden and Wales. Brilliant for assemblies. Great value as there is a lot of stuff.

Geography. Suitable for roughly 9 to 11 year olds. 3 nice powerpoints. 7 nice word documents. teaches all the basic vocabulary related to rivers.

Lots of planning for the Autumn term. Literacy. Powerpoints, planning and handouts included. Plenty of a month’s work. Sample 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. NB Teacher Day on Monday, Mass on Thursday LO: Whole Class Shared Learning Guided and Independent Activities: Plenary: Tu Identify features of a myth. 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: http://myths.e2bn.org/mythsandlegends/story562-pandoras-box.html Activity Two Activity One Read through the myth of ‘Pandora’s Box’ Discuss the features – give children 10 minutes to highlight the features in pairs. LA: Supported by IR Activity Two Provide several examples of myths for pairs. Children to highlight and annotate the features. Differentiate questioning after activity. Discuss the task – were all the features present? Push HA to say that Myths pass on cultural, religious or spiritual beliefs and traditions. Look at the ten rainbow steps to writing a myth on PPT – discuss how this links to the story mountain. Homework and spellings.

A fantastic planning set. Four weeks worth. J K Rowling. Worked very well when I was a teacher. Focuses on : Tales of the Beadle Bard’ and ‘Harry Potter and the Philosopher’s Stone.’ Two long powerpoints included. In total you get : 4 Powerpoints 3 pdf files 7 word files that have 4 weeks planning on them 2 excel files Sample planning: Genre: Narrative Unit 1 - Stories by a significant children’s author. Focus Texts: ‘Tales of the Beadle Bard’ and ‘Harry Potter and the Philosopher’s Stone.’ Objectives Primary Framework Group Discussion and Interaction: Understand the process of decision making. Understanding and interpreting texts: Infer writers’ perspectives from what is written and what is implied. Compare different types of narrative and information texts and identify how they are structured. Explore how writers use language for comic and dramatic effects. Engaging with and responding to texts: Reflect on reading habits and preferences and plan personal reading goals. Compare the usefulness of techniques such as visualisation, prediction and empathy in exploring the meaning of texts.

back to school activity pack. Ideal for year 4 and 5. Can be adapted for different years of course. I mainly taught in these years groups, and this planning helped so much in that tricky first week, There;s a bit of everything. Planning of course, rules, display, activities Just packed with vital little time savers. Some really goo VCOP stuff too. Plenty of resources. Give it a go!

Got me a job so must be reasonable! A simple lesson plan, worksheet, powerpoint. Great for discusiing with pupils. I have plenty of maths, literacy, languages and Literacy stuff so have a look after downloading this freebie.

Three weeks of plans. You get powerpoints. Looks at myths particularly Robin Hood and Welsh legends You get plenty of resources. Sample: Ask the children to TTYP and name some famous legends. Come back together and discuss (King Arthur, Robin Hood etc). Ask children what they think are the features of a legend? Establish that myths and legends are very similar but that Although legends often include mythical beings and supernatural events, their narrative spine is more closely connected to the real world of human history. The events in legends tend to seem more likely and less fictionalised than those in myths. Legends are usually based on real characters and events, even though these have been richly embellished and exaggerated over time. This gives the narrative an exciting quality because all the events seem to be within the realm of possibility even when the plot has become so widely adapted or updated that it is completely fictional. The plot of a legend usually focuses on an individual character, a cultural hero or a person respected and remembered (Jason, King Arthur, Robin Hood, William Tell, Roland) but there are also legends about places (Atlantis, Shangri-La), objects (the Holy Grail, the Philosopher’s Stone) and legendary animals (the Yeti, Loch Ness monster, Sasquatch, Chupacabra). Make a checklist for the working wall ‘Features of legends’ to include: Plot focuses on hero, struggle between hero and villain, journeys, rich vocabulary, imagery, metaphor, a more human story. Read ‘Robin Hood: Outlaw with a sense of humour’ from Hamilton Trust resources page 9. Make a list of attributes a hero, villain and side-kick should have in a legend HA: describe all 3 types of character, include more detail, use complex sentences (with, who, when – model for children) MA: write about all 3 characters – IR to support LA: make a character description of Robin Hood – mind map vocabulary first then write 5 good sentences about him. JS support