Some material that can be displayed on the board as they enter for registration. Powerpoint. 10 simple questions per day Three weeks worth. Watermark not on full product sample ; Double 24. Half of 28 is 14. What is ¼ of 28? What is an apple likely to weigh: 1g, 10g, 100g, 1kg, 10kg? A garden path is 10m long. Half of it is weeded, how much is still to be weeded? How many grams are there in 1kg? How many 10’s are there in 265? How many 100’s are there in 265? Which of the following are even? 12, 9, 6, 14, 17, 5. Read these numbers to your partner 562, 784, 90, 106. Write these numbers in figures, two hundred and seven, six hundred and twenty six, fifty.

Some material that can be displayed on the board as they enter for registration. 7 to 10 simple questions per day Two weeks worth. sample ; A school bag could weight about: 2 metres, 2 centimetres, 2 kilometres, or 2 kilograms? The length of a bed measures about: 2 kilos, 2 metres 2 inches or 12 metres? The height of a school building would be measured in: centimetres, litres, kilometres, metres? How many mms in 25cms? How many strips of 10cm could you cut from 2 metres of tape? In the year 3 classroom there are 4 pots with 5 crayons in each pot. How many crayons are there altogether? Jodie thinks of a number and doubles it. The answer is 30. What was the number Jodie thought of? Double 7 and add 2. Draw a square and shade ¾ of it. A trip to the swimming baths costs 50p per child. How much will it cost for 4 children?

14 weeks of short term plans Great for cutting and pasting into your own personal school timetable. I’ve included a sample week in the visible upload. The zip contains the lot. sample year 2. Register Activity Chn finish work from Meet Your New Teacher day. 9am: Input: Welcome the children to their first day of year 2! Talk about how we were feeling before coming into school, did we get very much sleep last night? Share with the children how you were feeling too! Introduce the chn to the text of the week: First day jitters by Julia Danneberg. Read the story together and discuss the twist at the end. (Ask questions throughout) T focus for morning: x2 groups of 6 L.O. To use features of a non-chronological report W.I.L.F I can… Include a heading Use subheadings to organize my writing Talk about the difference between facts and fiction (All about me) Chn create a 3D profile, including a self-portrait drawing of their head, to be used for display. Chn complete section boxes all about their family, friends, hobbies etc. Cut out the sections and arrange them inside the folded top. Put together the body parts on colored backing card, ready for the head to be attached later. Label with name sticker. 9am: Input: Quickly recap the story for this week and remind ourselves of the main character, how she was feeling and why? Introduce class bear, explain that he was also feeling very nervous about meeting new chn and starting year 2. Display a page from (bear’s) diary, ask the chn to highlight the adjectives they can see. (perform an action when they hear an adjective word) T to highlight them in a colour as they read. Explain the independent challenge is to match up the adjective words to the different emotion cards. T focus for morning: x2 groups of 6 L.O. To use adjectives W.I.L.F I can… Use capital letters and full stops Use first person Use commas between adjectives Check my sentences make sense (Writing it in the present tense) Chn to write a short diary entry about how they were feeling the night before they came back to school, include adjectives to describe how you were feeling. *Have Monday’s 3D profiles out on a table to finish off. TA focus for first thing: To assess SPP chn against current targets, make notes and set up folders for works to begin.

nice easy lesson. sample: TTYP – why do authors use descriptive vocabulary? Take feedback and jot down ideas for the working wall – elicit the idea that, as a writer, it is our job to create an image in the reader’s mind. Show the part of ‘Matilda’ where the main character approaches Crunchem Hall for the first time. 22 min 30 to 24 min 30. Take part in ‘Book Talk’ on this visual text: How did we feel about Matilda when we watched her walk into the school under the arch? How did we feel about the school buildings and environment? What impressions have we made about Miss Trunchbull? How were we made to feel like that? How did the director manipulate our emotions? Show the ‘Likes, dislikes, patterns and puzzles’ board and explain the task . Task 1 11am-11.10am Engaging with the visual text. A – Australia group (Level 3a/4c): Children to fill in an individual ‘like/dislikes’ board. Children to focus particularly on the ‘patterns and puzzles’ sections. Working independently. Extension task – children to annotate a still from the film with adjectives to describe the setting. BA – Brazil group (Level 3b/c): Miss Greenwood to support and extend. Children to fill in an individual ‘like/dislikes’ board. SEN/BA – Mexico group (Level 2): Working with Miss Noble on a guided like/dislikes board. Extending children to talking about the atmosphere. Main Teaching 2 10 minutes (11.10am – 11.20am) Share some ideas from the task and explain that now we are fully immersed in the text, we are going to start to transfer the clip into a written text. TTYP – what does ‘atmosphere’ mean? Talk and agree that it means: a feeling or mood created by a particular place. I am going to attempt to describe the setting AND the atmosphere to the reader. I am going to write in third person and past tense. Elicit the use of the senses for a setting description. Model write with reference to s/c and sentence trick cards.

Nice powerpoint and notebook files and great grammar word document that you can use for display.

Couple of weeks planning. sample; Genre: Narrative Unit 4 ‘Older Literature’ Focus Texts: ‘Romeo and Juliet’ by William Shakespeare. (Adapted for children by Andrew Matthews and Tony Ross – Orchard classics). Begin by introducing the new topic and the learning outcome. We will be studying ‘older’ literature. Explain that older literature is defined as anything written before 1914 but we are going to look at much older than this! Show a picture of William Shakespeare: children to TTYP – Who is this man? What is he famous for? Can you name any of his works? Come back together and elicit that William Shakespeare was an author – not of stories but of plays and sonnets (poems). Talk about some of his more famous work and explain that he wrote 38 plays and over 160 sonnets. Shakespeare was born in 1564 and died in 1616. He produced most of his work between 1589 and 1613 – why do you think he wrote mostly plays rather than stories? Elicit that he was an actor so he loved the stage and he intended his works to be acted out rather than just read and also because of the times. TV and film were not entertainment options and the majority of people couldn’t read so going to the theatre or watching an outside performance was very popular. Explain that Shakespeare’s plays can be broadly split into tragedies and comedies. TTYP – what does this mean? Show a list including some of Shakespeare’s most famous comedies and tragedies. Talk about our recent history topic – who would have been on the throne when Shakespeare was writing (Elizabeth I until 1603 and then James I start of the Stuart dynasty). Talk briefly about the context to Shakespeare’s plays – Elizabeth I ruled over a very successful empire, England was starting to explore and find new shores and arts & culture were becoming more important and sought after. Link to previous unit. Children to take a whole page in their literacy books to design an advert/poster to be put up around a Tudor town. It should advertise an exciting new play by William Shakespeare (give children a few to choose from). Talk about the different language used for a comedy or a tragedy. CN with target group. CS with JD group. Start to read the children’s adapted version of ‘Romeo and Juliet’. Success Criteria: I recognise William Shakespeare and I know what he did for a living. I can start to understand what England was like when Shakespeare was writing.

I have designed 100 worksheets on Money and Shopping for primary school children. I have used a variety of items, a variety of difficulty and a variety of numbers of questions per sheet. Pupils write on the sheets the total cost. e.g. a milkshake costs £2.90 a hot dog £1.65 How much would 2 milkshakes and 3 hotdogs cost? There is plenty there to reinforce the work done in the classroom. Good for extra homework or additional work for the bright ones. Answer sheets are provided for all worksheets.

100 worksheets. 100 answer sheets. At least 10 questions per sheet. Pupils have to enter the next two numbers in the sequence. They get harder so that later sheets include decimals and 20 questions per sheet.

100 worksheets with answers. Mixed fractions. Some you have to multiply, some you have to divide etc. A good time filler or revision homework.

Three weeks planning. Dramatic conventions. Pupils write a news report and tv script. sample: Chn to complete new KWL and explain that we are starting a new unit called dramatic conventions. What do you think this means? (Dramatic conventions may be categorized into groups, such as rehearsal, technical or theatrical. Rehearsal conventions can include hot seating, role on the wall and still images. Technical conventions can include lighting, dialogue, monologue, set, costuming and entrances/exits. Theatrical conventions may include split focus, flashback/flashforward, narration, soliloquy and spoken thought) Explain that we will be focusing on the technical conventions side especially the dialogue/script As a class watch part of this news round clip: http://www.youtube.com/watch?v=8xb387rEINs How do they know what to say? How do they know what to do? How would this be scripted? What do you think it would be like? Discuss how this would have to be scripted just like in the news etc without being a play – explain that this can sometimes look similar to a play script but not always as they will see tomorrow. What do you think you would need to include in script writing?

Planning for this interesting book. sample Show chn the front cover of The Hodgeheg and say that we will be working on this book. Read blurb on back then ask chn what type of story they think this is? Establish that it is a Quest or Adventure story with a problem, journey and resolution. Ask chn what else the blurb tells us and note their ideas for Working Display notes. (E.g. the main character is Max who is a hedgehog, he has a family and he wants to cross the road…). Explain that today we are going to be Sentence Detectives as we read the story. We are looking for sentences which have adverbs in them. Revise the fact that an adverb modifies a verb, telling us how something was done: She went happily to see her granny. Develop this to talk about fronted adverbials, phrases at the start of a sentence which act like an adverb, telling us how, where or when something is done or happened, e.g. In total silence, the girls tiptoed along the corridor. Comprehension 1/ Grammar 1 Display extract from Hodgeheg (see resources). Read it out loud together. Briefly revise the rules for writing dialogue: (1) Speech marks around direct speech; (2) new speaker = new line; (3) Punctuation (question marks, exclamation marks, commas, full stops) that goes within the speech marks. Point out that if the dialogue finishes but it’s not the end of a sentence, then a comma goes at the end of the dialogue within the speech marks. See resources for marked up example. Then make-up physical signs for each type of punctuation, e.g. speech marks = hands held up, 2 fingers on each hand bent; comma = one finger drawing it in the air; full stop = pointing gesture, etc. Draw a map of the passage together, (look at the example map resource to guide you). Ask chn for suggestions for each element. Spoken language 1

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

Great little lesson or short set of lessons for persuasive writing. Couple of nice powerpoints. Endangered Pandas Pandas are rare today and are protected by law in China. In 1963, the first panda was exhibited in a zoo outside of China. Today, there are more than a dozen pandas in most zoos. Pandas can be seen in zoos in Washington D.C, Mexico City, London, Tokyo, Madrid, Paris, and Berlin. All pandas in zoos are given double names; this is a Chinese custom, which indicates affection. Scientists study the zoo pandas in hope to learn how to save wild pandas from extinction. There are only about 700 to 1000 pandas alive in the world today. Imagine you are one of the scientists that are researching pandas and a philanthropist has come to you and offered you a substantial research grant if you can persuade him that your research deserves. He asks you, “What makes a Panda so special that it should be saved?”…. your response is crucial!!! In both short and extended texts, I can use appropriate punctuation, vary my sentence structures and divide my work into paragraphs in a way that makes sense to my reader. Tools LIT 2-22a Throughout the writing process, I can check that my writing makes sense and meets its purpose. Tools LIT 2-23a I am learning to use language and style in a way which engages and / or influences my reader. Creating Texts ENG 2-27a Learning Intention ~ I can use personal research to create a persuasive piece of writing. Success Criteria – have you… (Tick as you have achieved) ???  I have used emotive and descriptive language to engage the reader’s emotion  I have punctuated accurately  I have used paragraphs effectively to organise my ideas  I have proof read and self-corrected using a variety of resources

A great month of planning. lots of powerpoints. Pupils have to use persuasive language to make a chocolate bar. sample Adverts will be up on the board. Introduce topic by asking what it is… (5mins)Asked to identify the aim of the advert (using mini whiteboards). Teacher leads discussion through the answers e.g. “what made you think it was that purpose?” (10mins) Then asked to go to tables and work in mixed ability groups to identify the aims of adverts on their tables – recording this info(15mins). Extension work – to write the features as to how they knew it was that purpose. class discussion as to the aims of the adverts – questioning how they know that(5mins)etc Discussion to lead onto ‘who is the intended audience’, again using mini whiteboards at first(5mins), then back to groups to identify the audience of the adverts they had seen before – recording this information(10mins). Discuss the audience – recap with new adverts asking pupils to identify both purpose and audience as plenary. (10mins) Starter – to recap on purpose and audience of adverts quickly on the board, using adverts seen yesterday then new advertisements that weren’t seen yesterday (5mins). Put cadburys cream egg advert on board and ask the children to point out some of its features. Ask questions like ‘what makes this advert stand out’ talk about the colour, the slogan, the brand, the image. Put up some other advertisements and ask them to point out the slogan, talk about how slogans rhyme, have a play on words, are short, use alliteration etc (10mins). Go back to their tables where there will be some recognisable products (coca-cola, mars bar, bouncy ball, yazoo milkshake), where children have to come up with a slogan for each. Extension work – come up with more than one slogan and they have to pick their favourite. (15mins) Children then share their slogans with the rest of the class. Table points for the best. Point out that slogans are in big bold fonts and match the phrase e.g. the Cadbury one is ‘gooey’, Children draw out their favourite slogan on A4 paper – to colour in too (20mins). Children asked to explain why they used certain colours or style of writing for their slogans for that product. (5mins). Homework – find 5 slogans from ads.

Two weeks Planning. the powerpoint is a sample. There’s other files in the planning Great powerpoint on the work of Kit Wright. The magic box really inspires kids. Sampl planning Ask children to remind you about what a simile is and discuss why it is effective to use when writing. Explain that today we will be creating some poems of our own by creating some similes. Write ‘as thin as’ on the board and ask everyone to think of very thin things. Push children to think harder past the more obvious objects. Prompt them if necessary ‘what part of an animal is very thin?’ and so on. Write other prompts such as ‘as tall as, as large as, as hot as’. Draw some circles on the board and write a prompt above them ‘The sun is like…’ See how many other things they can think of that are round like the Sun. Turn the circles into objects they suggest. Now encourage children to extend their ideas further. Explain that today children will be making some simile poems of their own about a monster. List some features of a monster and some adjectives that describe a monster. HA work alone to create a simile poem about a monster. MA supported by KB, use a writing skeleton for their poem which has some features already listed. LA supported by AS, use a writing skeleton for their poem which has the features already listed, make a list of adjectives that might describe a monster. Read through some of children’s poems together. Discuss what similes they have used and the effect it has on their writing, why is it more effective? Can children compare objects? Can they use adjectives? Can they extend their own ideas and thinking? Can they choose effective similes?

Planning for English and Maths. 56 files. sample: Text: This is the bear and the scary night Genres covered in this unit: Narrative SPAG focus: Monday: spelling patterns Tuesday: use and to join clauses Wednesday: high frequency words Thursday: high frequency words Friday: time connectives Key teaching input/texts/questions/ clips etc Steps to Success Read the story This is the Bear and the scary night Discuss character, setting, key events etc… Discuss what happened in the beginning, middle and end of the story. Explain to the children that this week they are going to write their own story similar to the bear and the scary night. Ask children to describe their character to their partner (can be their favourite toy or the teddy they bought into school on Friday). Ask children to share their ideas about their story. What is the setting? What are the characters doing? What is the problem? How are the characters feeling? How does your story end? Mild: describe your main character Spicy: share your ideas with your partner Hot: listen attentively to your partner Extra Hot: Act out key events from your story LA Activities MA Activities HA Activities Read to Write Mrs Preston Phonics Mrs Simpson Talk for writing and act out their story Photos for books Resources: The bear and the scary night book, cards with questions Give 3 minutes for children to recap their story. Who is their main character? What happens at the beginning, middle and end of the story? Model how to put key ideas onto their plan. Steps to Success Mild: recap your story with your partner Spicy: Identify the beginning, middle and end of your story Hot: Write key ideas onto your story plan for the beginning, middle and end. Extra Hot: Check your partner’s plan is sequenced correctly

Three great powerpoints. Two great flipcharts. Planning. Sample: Discuss fantasy settings we know so far as a whole class using Fantasy PP 1. Reinforce the concept of a fantasy setting by showing lion, witch and wardrobe where child walks into Narnia clip: http://www.youtube.com/watch?v=JMYU5vSaal8 In talking partners discuss adjectives describe the setting. Beach ball/Bean bag ideas. Feedback to group. Recap yesterday’s learning. Then use the Fantasy PP 2 and go through with the children how to create their own fantasy world. Explain the activity – children to create on paper their own fantasy world and label it. Must include: Setting Characters Magical objects Watch the clip from Harry Potter in the magic shop and encourage the children to look out for all the magic objects: http://www.youtube.com/watch?v=hDR5XgHHLBY and http://www.youtube.com/watch?v=szEFdhOHtrI (0-40 seconds) Make a list of all the objects they could see, what they could be for, using Fantasy PP 3. Explain the activity; children will be creating a magic object from their setting they created yesterday or a new one. What does it look like? What is it called? Etc

Lots of English and Maths. Tremendous amount of stuff on World War 2. Text: Room on the Broom. We will also share a variety of Julia Donaldson texts with the children at the end of each day to support and promote new learning and understanding. Genres covered in this unit: Non-Narrative. Grammar focus: Monday: Using a capital letter to start a name: Julia Donaldson. Tuesday: Using a question mark at the end of a question. “How many books have you written?” Wednesday: Writing a clear sentence using a capital letter and a full stop. Thursday: Writing a clear sentence using a capital letter and a full stop. Friday: Writing a clear sentence using a capital letter and a full stop. Key teaching input/texts/questions/ clips etc Steps to Success Teacher to display a picture of Julia Donaldson on IWB. Q: Who do you think this is? What do you think she does for a living? Why? - Teacher to encourage pupils to expand on their answers/thinking. Teacher to explain that this woman is called Julia Donaldson and she is a children’s author. Class to work together to list stories from this author using reading area to support. E.g. The Gruffalo, The stick man, Room on the Broom… TTYP: Can you think of 3 questions that you would like to find out about this author? – Class to share ideas and Teacher/TA to scribe to support future learning. Using the following website, Teacher to carry out shared reading with the class to discover new information/answer any questions e.g. “How many books have you written” Mild: state something you would like to find out about Julia Donaldson. Spicy: use phonetic knowledge to segment and blend CVC/ CVCC words Hot: share an interesting fact you have found out about Julia Donaldson. Extra Hot: Would you like to be an Author? Why?

Planning from an academy. Spread over the three terms. Lots of planning. Worksheets. Powerpoints. Mainly English and Maths. Zip has the lot. ive included plenty in the general download to give you an idea of content. sample : Explore children’s understanding of the term angle and record on working wall. Where have they seen angles? What do angles look like? What are they measured in? Following knowledge harvest, explain that this term will focus on measuring, drawing, classifying angles. Ensure children can identify the key features of a protractor. Use enlarged version and annotate key features on WW. Ensure that the children can explain angle types and their properties. This will be useful when checking measurements. Explore strategies for measuring angles using enlarged models and enlarged protractor. Have the children measure angles to the nearest 10, 5 and degree. Identify difficulties when alignment is inaccurate. Model the use of known angle types to check accuracy of measurement. Discuss with pupils what they now know about the structure and style of a haiku poem. Model for pupils a haiku poem based upon the topic of water (links to Rivers topic, Finding Nemo setting and this week’s setting work) Then re write after making changes. Pupils to share their completed work Steps to Success Mild- to record ideas for a Haiku poem about water Spicy- present poem in the form of a Haiku Hot- to read over my own work and propose changes to grammar and vocabulary, spelling and punctuation ( CAGS 3 / 4) Extra Hot- selecting appropriate grammar and vocabulary and understand how such choices can change and enhance meaning. ( CAG 5/6)

Gathered up my pland for year 5 from a great academy school. Mainly English and maths. sample: To use multiplication methods to multiply TU × U or HTU × U. On the board have a question: 76 x 4=? On their whiteboard ask the children to solve this. If they don’t know this then they don’t need to worry as I will be teaching them. Highers do 675 x 3=? On the progress board tally how many can do this. Teach them how to use the multiplication method. They follow in their yellow books. To use written methods to divide whole numbers. Ask the children who can divide 87 by 3? Highers do 87 by 4? Fill in the progress chart. Show them the chunking method. Hayley takes SEN out to show them how to use the number line to divide. Children follow in their yellow rough books. If the children understand it they carry on independently. Those that don’t sit there and follow until they understand. Targets. Ask the children who thinks they can achieve their targets now at the beginning of the lesson? Ask those who can’t remember them to look now in the front of their book. To know the key features of arguing a point of view. Link the reading with the work the group has been doing for the last two weeks. Introduction _ Explain that this week the group will be looking at another context for persuasive writing – presenting an argument in a letter. _ Discuss what the children have found out about persuasive texts. _ Read children their target for the week: ‘I am learning to organise my writing to present information clearly.’ Today they are going to see how one writer has done this. _ Explain that when reading ‘What a rip off’ you want the group to think about two things: (1) how the argument is structured, and (2) the language features. Read What a Rip Off.