Some nice planning. In 4 groups so lots of differentation. Example : L.O To order positive and negative numbers and find differences between numbers (not set) Dividing by 10,100 and 1000 quick fire questions Must: I can order sets of negative numbers Share with the children an image of a thermometer, what is it used for? What do we know about temperature? Children to mark on the thermometer temperatures they know ie body temp, boiling point etc. Can temperature go below zero? What do we call those numbers? Share with the children -15, -2, -20, -9 and -21. Where on the thermometer do these go? Discuss smallest to biggest ordering, which number is smaller/larger. In pairs order a set of numbers (+ and -) L/A Children to order sets of negative numbers. Moving on to reading temperature problems. (activity 1-2 on pg6 NPM 6a) Number lines/thermometer to support?

Some easy worksheets to get pupils uplevelling. Good exercise to have on the desk when they arrive in class. Plus some nice VCOP and Pie Corbett stuff. Improving Sentences Checklist: improve the verb add an adjective (WOW word) extend with a connective start with an ly, ed or ing word include a simile or a metaphor add an adverbial Sentence up Levelling There was a volcano There were sparks flying Molten lava streamed down the sides

1000 questions Maths Advanced Addition Answer sheets provided. Good for homework Good to fill time Good extension work

Gathered together some great ideas for guided reading and Independent reading. Flexible for all years. Get them doing tasks whilst you help different groups. example : During guided reading your teacher and teaching assistant(s) will be listening to different groups read, and work with children to improve reading and comprehension skills. There will often be one or 2 groups that will work independently. This sheet has lots of activities for you to complete if you are working on your own for the lesson. You can do the activities in any order, but you will need to tick them off and fill in the dates when you worked on the activities so your teacher can check them. You will need to keep your sheets in your folder – make sure you number your work with the activity number too! For most of the activities you will need either your current reading book, one you have read recently, or one you know quite well. Write a letter as a character in your book to either another character in your book, a new invented character or a real-life character. Write a letter from yourself to a character in your book. Write a letter to the author of your book – you could say what you like or dislike about the book, or give ideas for what else you would like included in the book. Have a go at drawing a map of one of the places in the story. See how much you can include and how much detail you can add. Pretend you are a travel agent and want people to visit the place in the story. Write a paragraph on what you would tell others. Re-tell an event from the story from another characters point of view. For example, if Jenny is visiting a haunted castle with her wimpy brother Joe, can you change it from Jenny’s point of view to Joe’s? Re-tell an event from the story as if you are a newspaper reporter and you are writing a newspaper article. Imagine you could interview a character in your story – what would you ask them? What would their replies be? Write your interview with your character. Set it out so you use 2 different colours for your questions and your character’s answers. Write the diary entry (or several) for a character in your story after something interesting has happened. Have a go at writing a second diary entry for a different character. Have a go at continuing the story after the end of the book. What might happen next?

Lots of great planning for an exciting unit. Nice powerpoints. Sample : Share the learning outcome for the unit with the children; share the concept of the working wall. What is narrative? Fact or fiction? Ascertain that this unit is about fiction/narrative/stories. We have three weeks to achieve our learning outcome. Ask children what they know about JK Rowling. Who is she? What is her job? (use correct terminology- she is an ‘author) Where is she from? (Born in Gloucestershire) Can children name any of her books? (Harry Potter series plus several supplements) Etc. Activity One Come back together, show children a picture of JK Rowling – does this help? Children to move to next group’s poster and add any more info that they can now think of. Is there anything they agree/disagree with? Lead into a class discussion on this famous children’s author: Has anybody read any of her books? What are her stories about? What genre do you think her stories are written in? (Clarify what we mean by ‘genre’ if needed). What is the purpose of narrative writing? (Display ‘to entertain and enthrall’ on the working wall). Read first tale from ‘Tales of the Beadle Bard’ – The Wizard and the Hopping Pot. Discuss what is distinctive about this story (what does it remind you of?)

Nice planning : sample : Read 3/4 Pie Corbett poems (see list below this plan or plan resources) – NOT Wings. Discuss the poems read eg which one did you like best and why? Is anything similar about the poems? Focus their attention onto things that are typical of Pie Corbett. Use 3 headings: Subject matter/Style of poem/Language. Discuss each of these (subject matter is what the poem is about eg nature, travelling, observations etc). Style is free verse or strict rhythm/regular or irregular rhyming patterns, use of speech or dialogue etc. Language refers to the vocabulary – the use of adjectives and descriptions, metaphors or similes eg ”I heard the paving slabs groan as they muscled for space.” (See plan resources.) Start looking at poems of Pie Corbett under these 3 headings. Give chn time to talk in pairs/small groups about each heading and take feedback. Ask chn to come up and scribe some ideas under each heading. Explain that we will now be exploring some of these headings in more detail. Easy Give chn a selection of Pie Corbett poems. Model reading a couple to the chn. Discuss what was similar or different in terms of the subject matter. Chn to then read some more poems in pairs and start to sort them into groups that are similar and why. Stick the similar poems onto A3 paper and make rough jottings about why they are similar. TD Medium/Hard Work in pairs or 3s. Take turns to pick a Pie Corbett poem and read it out loud to rest of group. Repeat this until lots of poems have been read. Provide highlighting pens & poetry checklist (plan resources) to guide their discussion. Ask chn to go back over each poem carefully & highlight any language that makes the poem interesting eg adjectives & descriptions. Give chn the metaphor & simile example sheet (plan resources) to refer to and see if they can highlight any of these in another colour. Make sure chn annotate their highlighting with their own comments. Is there anything linking these Pie Corbett poems together? Does he repeat any language techniques? Finally they look at the style of the poems. Is there a regular rhythm in the poems? Do they use speech?

Great planning and powerpoints on this fascinating topic. sample : Speaking • Tell a story using notes designed to cue techniques such as repetition, recap and humour Drama • Reflect on how working in role helps to explore complex issues Understanding and interpreting texts • Infer writers’ perspectives from what is written and from what is implied • Compare different types of narrative and information texts and identify how they are structured Creating and shaping texts • Reflect independently and critically on their own writing and edit and improve it • Experiment with different narrative forms and styles to write their own stories Sentence structure and punctuation • Adapt sentence construction to different text-types, purposes and readers • Punctuate sentences accurately, including using speech marks and apostrophes Understand, analyse and compare several ‘visual texts’. Comment on the technical parts of a visual text. Write a review using correct format and language. Whole Class Shared Learning Guided and Independent Activities: Start to understand what is meant by a ‘visual text’. What do we know so far about narrative writing? Create a list of facts to add to working wall including: fictional, dialogue, opening etc. Explain to the children briefly, that they are going to watch a short, animated film, entitled ‘The Piano.’ Explain also that there is no dialogue or narration; it will be up to the children to decide what the film is about, to answer simple questions, raise some of their own and provide their own explanations for what they see. Tell the children that they’re going to watch the film, quietly and without comment at first. Then, watch ‘The Piano’ by Aidan Gibbons. Model completing thinking feeling and speech shapes linked to the narrative.

Short of ideas for year one Autumn term? Put my planning from different schools together. It’s all in the zip file. I’ve put some examples in the general upload but there is TONS more in the included zip file. Lots of different types of planning as my schools were all different. There’s lots of free stuff too that is adaptable e.g. year 2 work. sample : Today we are going to read ‘Titch’ together. Read Titch under the visualiser. Does this remind you something that has happened to you? Can children identify with the characters/settings and events? Discuss with talk partners and beach ball/bean bag ideas. Look at some cvc words; start with hen; who can spell this word on the IWB? What is the 1st sound? Get a child to write it down. Can you tell your talk partner some words that rhyme with this? Make a list. Robins/Bears [AA] Talk about how Titch might feel. Do they feel like that? Children to write sentence/s about how the children feel. Chicks/Giraffes [A] Talk about how Titch might feel. Do they feel like that? Children to write a sentence about how the children feel. Octopus [BA] Talk about how Titch might feel. Do they feel like that? CT/TA to scribe some sentences about how the children feel. Listen to sentences that children have came up with about the story. Can we suggest any other sentences about ‘Titch’. Teacher to scribe them on IWB and save them for later. Show chn the picture from the front cover of Lost and Found. Start up a discussion asking the question: Who are they? Depending on chns responses ask other questions – who, why, when, what, where, how. Show chn question hand – use this to remind chn of the types of questions we can ask. PUT HAND AND PICTURE ON WORKING WALL FOR CHN TO REFER TO. Model recording some responses to the questions asked on post it notes. Mild: Talk about the picture on the front cover Spicy: Think of questions that we could ask to find out about the story Hot: Share responses to the different questions asked Extra Hot: Write responses making phonetically plausible attempts. LA Activities Green MA Activities Orange and Red HA Activities Blue Adult pose a question about the picture. Adult to scribe responses on post it notes. Photograph for books. Chn to talk about the picture with partner- Chn to remember some of the questions asked earlier and write down their responses to the questions. Photograph for books. In pairs chn take it in turns to ask each other a question. Chn to write their responses on post it notes. Stick post its and a smaller version of picture in book.

100 sheets with answers. The sort of thing that’s good for eleven plus prep. Good for logical thinking.11+ Grammar School Letter Pattern Questions What do you call a rooster with a bad sunburn? A fried chicken. Find the next two letters in the pattern for each set of letters. Use the alphabet grid if stuck. KGOKS_ _ OW (- 4 + 8) QOMKI_ _ GE (- 2) KGPLU_ _ QZ (- 4 + 9) FHJLN_ _ PR (+ 2) HJLNP_ _ RT (+ 2) GFHGI_ _ HJ (- 1 + 2) VSPMJ_ _ GD (- 3) SXQVO_ _ TM (+ 5 - 7) ZXVTR_ _ PN (- 2) FILOR_ _ UX (+ 3

Simple powerpoint. Real product has no references on it i.e. it’s clean

Looking for some inspiration going back to school. 19 English weeks 18 English weeks Plus some humanities planning on China etc Sample Children have white boards. I will describe a person and you must draw them From the twits Roald dahl(Mr Twits). Children share ideas from the first opening paragraph. What made this so visual. LANGUAGE Look at a series of images. Witch, doctor, pirate. Look at the features, are there similarities. Elaborated pictures of people. Famous and non famous. Discussion and focal point. Play head band with the children. They have to describe the person they are holding and the partner has to guess who it is. Expanding on words to describe Steps to Success Mild: To review characters Spicy: To recognise features of a character Hot: To describe your character Extra Hot: How could you describe yourself? Tell me. What sort of questions did you ask eachother? Why? Who spoke about the hair colour. How could we describe this person to someone.

Weekly plans for the dreaded back to school Autumn term. Cut and paste and adapt for your own personal use. I hated those Sundays ruined by planning. example Today we are learning about decimals to two decimal places. First ask what are decimals? Establish that decimals show us part of the number that is not a whole. Display a number line with 0-1 with 9 unlabelled divisions. In between 0 and 1 we have intervals that represent tenths (not tens). Decimals are like fractions the number line is divided into ten parts so each one is one tenth. Tenths are decimals to one place as there is only one digit after the decimal point. Give children magnified glass and ruler using the ruler ask children to look at the tenths in-between each cm. When we write tenths as a decimals we write 0.1, 0.2… allow children to continue this asking them to stop when they get to the next whole number. What is the decimal point for? To separate the whole from its decimals. In between the tenths there are hundredths (not hundreds) display 0.4 to 0.5 with unmarked intervals in between. Ask can anyone tell me what these intervals will be labelled? 0.41, 0.42… Establish that 3.7 is bigger then 3.56. Ask why might I think 3.56 is bigger? Why is 3.7 bigger? When do we use decimals in real life? Place objects on a each table for the group to feel. Which one is heavier? Lighter? Get children to order them in order of weight. Give each table some scales, ask them to see if they were right and also to write the weights that they can read and make a note of them. Select some children to attempt to read the weights. Who has ever cooked or baked? What units of measurement would you use? What units of measurements have we used here to way our objects? How many grams are there in a kilogram? Give children some examples and ask them to convert the weights. Model how to use scales weigh different objects ask class to read the scale. Read scales and convert from grams to kilograms and vice-versa. L/A TA support To weigh objects and read on a scale. EXT: Order objects in order of weight using estimation skills

Great worksheets from the last school I taught in. Write your own Greek Myth over the term. Perhaps a half term to keep it compact and snappy.

A nice little unit on financial planning. Some calculations required for better financial knowledge. Introduce ‘My Money’ week to children. Explain that we are going to spend all week discussing money, using mathematical operations, setting a budget and thinking about how we will deal with money in the future. Activity One Come back together and allow groups to share mind maps. Lead into a discussion on what money is; use online dictionary to look for definition. Come to the conclusion that it is a medium of exchange; we exchange money for goods or services. Make a list on the IWB of things which people use money for. Separate the list by highlighting things which people need and things that they want. TTYP – what is the ‘currency’ of the UK? Explain that it is called sterling and it is split into pounds and pence. Use PPT to check that children recognise all notes and coins of sterling. Activity One Children work in groups to mind map ‘money’. Each group to have three colours –create a key to show things they know, things they think they know and questions they have. If I gave you £1000 right now, what would spend it on? What might you wish you had spent it on in the future? Can the children name any currencies of other countries? (Euro, US dollar, Aus dollar, Yuan China, Rupee India etc)

A great unit looking at our dependence on water. Lots of ideas and planning. Great for a project or a focus week. Interesting powerpoints. Focus on Africa and the droughts over there. sample ideas.planning Session 1 10/10/05 · to obtain information from maps and an atlas · about world weather patterns · about physical and human features · I can find the wettest places in the world · I can mark the main deserts of the world on a map · I can use the laptop to draw temperature and rainfall graphs for different countries M: Identify the wettest places in the world S: Locate the main deserts on map C: Draw temperature and rainfall graphs for different countries Multimap for looking at maps/photos Excel for rainfall graphs Homework project for 2 weeks – Comparing use of water (LCP pg 167) Session 2 12/10/05 · to make maps and plans · to use secondary sources · to investigate water supply at local and world scales · I can think of 3 different ways to allow water to move around school

15 Powerpoints that you can have on the board as your class enters. Nice easy start to the day. Easily adaptable. Nice bits of Math and English.

13 weeks of Literacy plans for Year 6. Spring Term. Includes Biographical writing To develop a narrative solution Persuasive writing There’s a nice Big Write.

36 page pdf. Maths for each of 13 weeks. sample : LO: To reflect shapes across a horizontal or vertical mirror line. KEY QUESTION: DO I NEED TO USE A MIRROR TO REFLECT A 2D SHAPE? Review the term reflection with the children. How would the children reflect a simple shape like a square across a mirror line? Show the children a more complex shape. How would the children go about reflecting this shape? Explore the use of a mirror using a large version of a shape on the working wall. If you hadn’t got access to a mirror, how would you go reflect the shape? Focus on process of identifying vertices within shapes, counting to the mirror line. DS: Supports Triangles during teaching. AG: Supports Squares during teaching. LO: To draw and reflect a shape across a 45 degree mirror line. Show the children a shape and have them model how to reflect across a vertical and horizontal mirror line. Show them a mirror line that is set at 45 degrees. Discuss possible strategies for carrying out the task of reflecting across the mirror line. Make sure the children stay on the grid lines and follow to the mirror line, then away from the mirror line to make a right angle. MW: target high Focus Children within teaching. Check during lesson. LO: To reflect a shape that crossing a 45˚ mirror line. KEY QUESTION: HOW CAN I REFLECT A SHAPE THAT CROSSES THE MIRROR LINE? Address misconceptions from previous lesson. Give the children an enlarged version of a triangle that crosses a diagonal mirror line. As a class, identify way in which the shape can be reflected across the mirror line. Take each point and reflect across a perpendicular set of gridlines. Model the use of start and end points. Whatever is in the upper part of the mirror line needs to be in the lower, vice versa. DS: Supports triangles during lesson. AG: Supports Circles during lesson.

Some terrific planning. The last I did before retirement. It covers the whole of the Autumn term for year 5. It concentrates on Maths and English. But loads extra on the arts and humanities and pe. Sample planning To apply understanding of the structure of a Greek Myth to identify separate parts of a myth I can order key events in a quest I can identify how the events in a quest are separated by the writer, referring to the structure/content of the text I can identify key language features of Greek Myth Texts Starter Read “The 12 Labours of Heracles” to the children (58-66, The Orchard Book of Greek Myths). Recap features of quest – ask chn to identify these • A quest is a journey towards a goal, which usually requires great effort by the hero/heroine. • They need to overcome many obstacles, and it usually involves a lot of travel. • The hero normally tries to obtain something or someone through the quest, and then take this home. The object can be something new (golden fleece), something to fulfill a lack in their life, or to return something that was stolen from the hero or from someone with the power to send them on the quest. • If someone dispatches the hero on a quest, the reason may be false -Hero sent on a difficult quest in hope that they die, or in order to remove them from the scene for a time. • Tale usually ends with the dispatcher being unmasked and punished. • There may be a twist at the end of the tale, to punish any misdeeds of the hero/heroine, or because one of the Gods is displeased by the successful conclusion of the quest. MAIN ACTIVITY (Resources; boxed table) Split chn into groups and give them a Greek Myth text. Ask chn to box up text: Chn can draw/write about important places and events on the quest, and should quote words that show the passing of time. CT to model boxing up method for 1st event in “Heracles” text and identify how scene was set, by the writer. This activity requires children to identify details for the following sections, for EACH event on the quest: EVENT 1 • Setting • Obstacle (Elements of danger/safety at setting/ on the journey) • Any words used to show time has passed • Overcoming obstacle

4 nice bits of planning. 3 notebooks. Plus powerp0ints and worksheets. Science Year 4 Planning Friction Habitats Moving and Growing Serarating Liquids and solids example Sorting organisms Elicit children’s understanding of ‘plant’ and ‘animal’. Introduce the term ‘organism’ as a general term for all living things. Obtain a list of various types of organism and arrange them on the board into loose classes, e.g. birds, mammals, reptiles, shrubs, flowers, trees, moss etc. Finish by putting the classes into either plants or animals. Use pictures of eg vertebrates, invertebrates(animals without a backbone), humans, small flowering plants, trees and challenge children to sort them according to their own criteria and then into plants and animals. Let children choose how to record their groupings. (numbers of legs, wings, no wings, leaves, shape) Introduce the idea of some organisms being in more than one group – show using a venn diagram. See photocopiable – PM1 for pictures of invertebrates. More able children – encourage to sort into sets based upon something more scientific – e.g.how the animal moves, or the shape of the plant. Pose questions – Is it possible for an organism to have wings and not have any legs? Identifying different habitats Introduce children to the word ‘habitat’ using pictures to illustrate meaning. Explain the meaning of ‘habitat’. Explain that it is the natural home of plants and animals and a place which offers them food, protection and shelter. Explain to children that they will be studying local habitats. Go for a walk round the school and/or immediate locality to find and make a list of habitats. (Pond, school field, wooded area, grass, trees) Sketch the habitats as we travel around the school grounds. Review the final list with the children and group habitats of similar scale or diversity together eg pond, field, wood, tree, hedge, flower bed, grassy patch, plant trough, under leaf, under stone. Ask children to record the habitats identified through illustrations.