Five powerpoints plus planning. I’ve converted the powerpoints to a pdf and you can download and have a good look. sample planning: Ask children to think about their literacy lessons – TTYP and name the important details that are needed in telling a story (e.g. time, place, characters and events). Ask children to the recall names of the four main Gospels. Do they all tell the same story? (Essentially yes but lead children towards idea that they are different versions of the same story). Use analogy of an incident occurring on the playground – would each child tell the same incident in the same way? No they would tell their version of the same event – some details and word choices would differ. Talk about today’s WALT and explain that we are going to be looking at some different Gospel accounts of the birth of Jesus Christ. Explain to ch that, in order to achieve their WALT, they will need to be comparing and contrasting everything which they read. Explain briefly that three out of the four Gospels deal with the birth or Christ; there are many similarities and many differences in the way in which the Gospels record and explain the event. For today’s lesson we are going to focus on Matthew’s Gospel and Luke’s Gospel. Children to have Bibles on carpet. Read the story of the birth of Jesus in the Gospel of Matthew Mt. 1: 18-2:23 and the Gospel of Luke Lk. 2: 1-14. Using the PPT ask, show children the following table: Details found only in Matthew’s Gospel. Details found only in Luke’s Gospel. Details found in both Gospel’ Discuss possible reasons for the differences in the two accounts. They are coming from two different people; points of view; written at different times but the basic story is the same. Briefly recap last lesson. Which two Gospels did we look at? Which story were we reading? Did both Gospels tell the story in

77 files in total. The preview gives you an idea of the flavour. Sample planning: Reading as a Reader Introduction Discuss the purpose of instructions, what could they be used for? Allow the children to discuss for 1 minute the different types of instructions that there are that they know of. Take feedback and write on spider diagram. Inform the children that they are going to be going through several types of instructions over the next couple of days and analysing them as a reader. What made them successful for them, what they would have done differently etc. Main Activity Discuss the ‘Witches Fingers Recipe’ with the children, What do they notice straight away that is useful for us as readers? Annotate on WB. Inform them that we are now going to create these treats reflecting on the information provided and how useful it was for us as readers. Split the class into 2 groups - Create the treats – discussing the instructions as they go along. Ask the children to complete the reflection sheet in pairs. Discuss the instructions with the children and their reflection sheets, what made them successful? What would they have done better? Why? How would it have changed these instructions? Were the children ablet o follow the instructions? Were they able to evaluate the effectiveness of these instructions as a reader? Were they able to identify some of the key features that made them effective, such as the layout etc? Introduction Remind the children that they are evaluating instructions as a reader. Inform them that today, they are going to be evaluating different card game instructions and their effectiveness. Also that we are not to support them, as they need to evaluate them themselves and they are going to tell me whether they were effective instructions at the end of the lesson and why. Main Activity Children are to be in mixed ability reading pairs, read through the instructions and follow the instructions independently and play the card games. Carousel the pairs to the different games, allowing them 10 minutes at each activity.

English and maths planning. 39 files Text: ARCHIES WAR – Marcia Williams Genres covered in this unit: 2 weeks - character descriptions – to include descriptive settings Letter writing, information texts and propaganda posters. 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.

ten page script. Nice piece you can perform in class or to an assemlbly. sample : Narrator: Welcome to our Christmas celebration! Narrator Welcome to INSERT TOWN, where our journey begins! Narrator: Picture our winter scene… Narrator: The air is filled with excitement, the faint hum of an inflatable Santa, blinding Christmas lights line the streets, illuminating the December skies. Narrator: Our story begins in a beautifu; house not too far away from here… Narrator: It is a tale of sadness, humour and love. If you are young or old, our story is one you will love! Narrator : Oh no it isn’t! Narrator: Oh yes it is! So sit back and enjoy the show, a magical tale of a young girl called Cinderella. Narrator: It’s December 23rd. A bitterly cold winter’s eve. Across the globe people were making last minute plans for Christmas festivities. Narrator: People running frantically from shop to shop to get their last minute presents. DANCE: SHOPPING BAGS AND PRESENTS (Christmas Wrapping) Narrator: Cinderella was busy vacuuming, cooking the dinner, ironing (funny mime of Cinderella doing different jobs all at once!) and washing,…… when something caught her eye…

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

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

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.

Materials for teaching Easter and Jesus and his disciples. Planning powerpoints etc. Road to Emmaeus board game.

Some worksheets to aid spelling. 3 lists

Great planning. Powerpoints and worksheets plus a week plan. sample planning : Ask children to think about their literacy lessons – TTYP and name the important details that are needed in telling a story (e.g. time, place, characters and events). Ask children to the recall names of the four main Gospels. Do they all tell the same story? (Essentially yes but lead children towards idea that they are different versions of the same story). Use analogy of an incident occurring on the playground – would each child tell the same incident in the same way? No they would tell their version of the same event – some details and word choices would differ. Talk about today’s WALT and explain that we are going to be looking at some different Gospel accounts of the birth of Jesus Christ. Explain to ch that, in order to achieve their WALT, they will need to be comparing and contrasting everything which they read. Explain briefly that three out of the four Gospels deal with the birth or Christ; there are many similarities and many differences in the way in which the Gospels record and explain the event. For today’s lesson we are going to focus on Matthew’s Gospel and Luke’s Gospel. Discuss possible reasons for the differences in the two accounts. They are coming from two different people; points of view; written at different times but the basic story is the same. Briefly recap last lesson. Which two Gospels did we look at? Which story were we reading? Did both Gospels tell the story in exactly the same way? Refer to the list which was made in the plenary last lesson - which other characters were involved in the Christmas story? Re-read the story of the birth of Jesus in Matthew’s Gospel. Continue to read until Chapter 2 verse 12. Why did the message of Jesus’ birth first come to shepherds rather than King Herod? Why did Herod want to get rid of Jesus? What words would you use to describe the threat that this baby was to Herod? What do you think led men to come from the east by the light of a star to find this child? Herod assumed the King of the Jews sought by the wise men was a conventional king and thus a rival to his throne. TTYP – what were the names of the three gifts which the wise men brought to the baby Jesus? Briefly recap the unit so far. Who are the main characters in the Christmas story? Which two Gospel accounts of the birth of Christ have we looked at? What are the similarities and differences between them? Share the WALT and explain that this lesson will focus on the birth of Christ according to St John’s Gospel. Explain that in St. John’s Gospel there is no account of the birth of Christ, but there is a poem at the beginning that speaks about him. Use PPT to explain a prologue.

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