I have compiled the list of National Curriculum Spellings for Years 3 and 4 and created a bank of short spelling sessions. This resource is designed to encourage children to understand the origin of spellings and help create meaning for spelling sessions. Each spelling has at least two slides/pages and I have defined, explored and used fun facts to make spelling more memorable. Some spellings come with a short jotter task. This is Term 1 I have broken them down into terms which should ensure that the word list is covered over the year. The resource is alphabetical and covers spellings A-C. I have created this resource in PDF and Activ Inspire Format.

6 diary entries in total. They can be used fro SEN children, differentiation or whole school teaching. Here is a summary of the Year 6 diary entry written from the point of view of a survivor of the Titanic: Title: My Survival Story: The Titanic Disaster Introduction: The entry begins with the author introducing themselves as a survivor of the Titanic disaster. They describe how the voyage began with excitement and luxury, but ended in tragedy. Description of the Voyage: The author provides a detailed account of their experience on the ship. They describe the opulent surroundings, the variety of people on board, and the excitement of sailing on such a grand vessel. The Sinking: The author then describes the moment when the Titanic hit an iceberg and the chaos that ensued. They explain how they were separated from their family but eventually found each other on one of the lifeboats. They also talk about the eerie silence that descended as the ship sank. Survival and Rescue: The author goes on to describe the harrowing experience of being in a lifeboat in the middle of the ocean, and the relief of finally being rescued by the Carpathia. They explain how they were brought to New York City and reunited with their family. Conclusion: The entry ends with the author expressing their gratitude for surviving and acknowledging the many who were not so fortunate. They reflect on the impact that the disaster had on their life and the world as a whole, and how it remains a reminder of the fragility of life.

In response to the felling of Sycamore gap, I have produced three lessons on Anti-social behaviour and vandalism. Lesson 1 Task 1: Individual Scenarios Task 2: Written advice to broad scenarios of anti-social behaviour Lesson 2 Task 1: Team Building Activity Task 2: Comic Strip Additional Lesson Reading Comprehension on The Felling of Sycamore Gap

8 documents 19 model texts for years 3 to 6 on flashbacks, diary entries, newspapers and non-chronological reports. 4 different planning templates for writing,

Editable learning mat on the topic of the Mayan Civilization. Knowledge organiser designed to scaffold learning and provide new vocabulary to your Maya topic. A knowledge organiser is a set of key facts or information that pupils need to know and be able to recall in order to master a unit or topic. Provide the children with the knowledge organiser at the beginning of a topic or us it as a checklist of coverage. This resource is suitable for Key Stage Two. This resources includes: Map Vocabulary list Timeline Summary of Mayan culture Examples of the Mayan Language Entertaining Mayan facts. Credit to © OpenStreetMap contributors for the Map.

As Art Subject Lead I created this glossary of art terminology/ extended vocabulary list to ensure that the children in my school had a broad range of vocabulary that could be used across the curriculum. I began with Year 1 and, based on National Curriculum progression documents, I compiled a list of vocabulary that the children should see, hear and be encouraged to use. I have added new vocabulary to deepen the children’s understanding and broaden their vocabulary for each year group. This can be seen in green. This list can be used by: Subject Leaders as part of progression documents and curriculum for the school. Teachers as a planning scaffold and an assessment tool to ensure children have a broad art curriculum. Teachers to deepen their subject knowledge. Teachers and subject leaders to promote high standards in vocabulary across the curriculum. To ensure Art is linked to English and reading where possible. Pupils may find this resource useful as a check list in their sketchbooks at the beginning of each topic. My school have used this grid this year and we have noticed a great improvement in the children’s understanding of art vocabulary in their speech and through their writing in English.

I have created a series of planning based on the film ‘The Piano’ Lesson 1: Emotions, mood and inference. An indepth PowerPoint 3 Worksheets (I recommend they are completed in groups or pairs to fit the lesson into one hour but it they can be completed individually but you may need more than 1 hour to teach) Lesson 2: Sentence structure, fronted adverbials and vocabulary generation An indepth PowerPoint 2 Worksheets Lesson 3: Vocabulary and Direct Speech An indepth PowerPoint 1 Worksheets Lesson 4: Creating a mood, varied sentence lengths and a first draft An indepth PowerPoint Two model texts in full A copy of the government KS2 example from 2013 DO NOT USE AS A MODEL Y5 Success criteria (can be used for lower Y6) in a table to be used in books Y6 Success criteria in a table to be used in books Lesson 5: Cohesive devices and final draft An indepth PowerPoint Two model texts in full A copy of the government KS2 example from 2013 DO NOT USE AS A MODEL Y5 Success criteria (can be used for lower Y6) in a table to be used in books Y6 Success criteria in a table to be used in books

*This resource is complete an only requires Youtube This resource includes A detailed powerpoint for each lesson Activity sheets for each lesson Success criteria for books Youtube links for teaching SPAG Model Texts Lesson 1: Vocabulary - writing a Kenning Lesson 2: Generating pace using linguistic devices and planning voice-over Lesson 3: Drafting using layout and linguisitic devices to create pace, tension and suspense (focus on semicolons and colons) Lesson 4: Final draft focusing on the success criteria to edit

*This resource is complete an only requires Youtube This resource includes A detailed powerpoint for each lesson Activity sheets for each lesson Success criteria for books Youtube links for teaching SPAG Model Texts Lesson 1: Vocabulary - bullet point lists, semi-colons in list with expanded noun phrases and semi-colons to join two main clauses together. Lesson 2: Active and Passive Voice Lesson 3: Emotions graph and structure of a diary. Model Text from the POV of the main character for lowers or younger children. Lesson 4: Final draft focusing on the success criteria to edit Model Text from the POV of the treasure for highers or older children if a mixed class.

*You will need a copy of the book to teach this block. The book is currently avaliable on amazon for £4.49 and it is possible to teach the block having only read the first 4 chapters. This resource includes A detailed powerpoint for each lesson Activity sheets for each lesson Success criteria for books Youtube links for teaching SPAG Model Texts Lesson 1 I can use my knowledge of the character Skeillig to create a descriptive vocabulary bank. Lesson 2 I understand that as part of the writing process, it is important to read a range of texts and learn from their structure and style. Lesson 3 I can plan a character description based on a success criteria. I can role play to understand the body’s reaction to emotional stimulus. Lesson 4 I can draft a character description based on success criteria. I can use relative clauses. Lesson 5 I can write and punctuate direct speech to deepen a character description. Lesson 6 I can edit my writing and include semi-colons and colons for effect.

This series of lessons is based on writing a histroical narrative based on King Charles. It is possible to skip the first lesson if the children have a good understanding of King Charles’ life and events that occurred. Each Lesson Contains A detailed PowerPoint with embedded videos where required Worksheets and planning grids Two model texts, one analysed in the Powerpoints and once for the teacher to model Success criteria for students books Lesson 1 Context Can I understand historical fiction and generate verbal narratives of my own? time line task (included) Year 5 and Year 6 King Charles Biographies Included with reading comprehensions (included) Lesson 2 Plan Can I write to create imagery of my chosen scene? story mountain planning sheet (included) storyboard planning sheet (included) planning grid (included) Lesson 3 Model and Write Can I use a range parenthesis in my writing to add more detail? Lesson 4 Model and Write Can I use cohesive devices to create cohesion across paragraphs? Lesson 5 Edit and redraft Can I use a range of punctuation to create pace in my writing?