Worksheet to allow pupils to create their own acrostics poem using the word “instruments”. Great for encouraging children to reflect on musical instruments they know, as well as facts surrounding music and musical families more broadly. Great for encouraging writing and spelling of musical instruments and key musical terminology.

Worksheet where pupil’s can match the musical instrument pictures to the correct musical instrument name. Great starter or plenary activity. Encourages children to identify musical instruments by sight and name.

Wordsearch covering keywords relating to instrumental families and properties of instrumental families. 18 words to find in the wordsearch. Answers are provided on a separate sheet. Wordsearch is laid out in a family manner, with some images, musical border and space between the letters. Words to find are given at the bottom of the page. Great starter or plenary task. Useful for encouraging children to recall the names of different instrumental families, their properties, and learn their spellings in a fun and relaxed way. Could maybe have a class competition to see who can complete the wordsearch the quickest?

Colour coding worksheet encouraging children to think about different musical instruments and decide which instrumental family they belong to. 24 musical instruments given with instructions to colour-code the instruments based on whether they are in the woodwind, brass, string, keyboard, or percussion family. Answers provided on a separate sheet. Great starter or plenary activity.

Cut and stick worksheet on instrumental families. Children are given 24 different musical instruments and a table with the following four sections: woodwind - brass - percussion - strings. Children are to cut out the 24 musical instrument names and organise them into the correct place in the table. Aim to help children recall and learn the name of different musical instruments and which instrumental family they belong to. Great starter or plenary activity.

Combining times tables, music, and coding. All the letters of the alphabet are given a number. Students have to solve the simple times table sum to work out the letter to spell out the names of different instrumental families. Times table up to 12X included.

Names of different instrumental families are given but with their letters scrambled up. Children are asked to unscramble the letters to work out which instrumental family is being named. The first letter of each family is left capitalised as a starting point. Worksheet framed in a child-friendly manner by creating a character “Oli Owl” who is making and instrument inventory but got his letters muddled. Worksheet invites children to help “Oli” write his inventory by unscrambling his letters. Answers provided on a separate sheet.

A writing based activity to create a fact file about instrumental families. Skills involved: writing, reading, and memory recall. Children are given a short paragraph about each instrumental family in turn but with unfinished sentences. Children are to complete the sentences to create a fact file about instrumental families. Example as follows: "I am the woodwind family. Instruments in my family include… I am normally made of … Some features of the woodwind family are… "

Designed to consolidate student’s knowledge of key features of instrumental families. A reading activity where students are presented with a short paragraph describing an instrumental family and they are asked to decide which instrumental family is being described. Answers provided on a separate sheet. Great starter or plenary activity.

A presentation to teach primary aged children about verbs. The presentation covers the following content: What is a verb? Examples of verbs Different types of verbs Writing verbs in sentences How verbs are affected by tense Class activity The presentation covers multiple examples to help students apply their knowledge as well as develop their vocabulary. Activity at the end to help engage students interactively whilst consolidating their knowledge in a fun way. This resource is most effective when used in conjunction with the verbs worksheet pack. Colour is used to provide visual aids.

A presentation on nouns. Designed to be delivered to a class of primary aged children. The presentation roughly follows this structure: Defining nouns Examples of nouns Introducing different types of nouns Defining different types of nouns with examples Talking activity Written activity Examples are interwoven throughout the presentation. Colour is used to provide a visual element to aid memory. Two tasks at the end of the presentation designed to consolidate knowledge. This presentation works well in conjunction with another resource ‘noun worksheet pack’. Without the tasks, the presentation would take approximately 5-10 minutes. Including the tasks, the presentation would take approximately 15 - 20 minutes.

This presentation is designed to teach primary aged children about clauses. The presentation covers the following content: what is a clause? The difference between main and subordinate clauses. Writing complex sentences using main and subordinate clauses. Examples of main and subordinate clauses. The presentation breaks down the topic into step-by-step increments with examples interwoven throughout each step of the explanation. There is a focus on applying the facts and theory of clauses to writing. Colour is used throughout to provide a visual aid. Repetition is used to solidfy knowledge.

A presentation designed to teach primary aged children about adverbs. The presentation covers: What is an adverb? Adverbs to describe how and adverbs to describe when Examples of adverbs How we write adverbs in sentences? Class activity The presentation breaks down the topic of adverbs into small increments to help aid understanding. Examples are use extensively throughout the presentation to aid understanding, but also improve vocabulary and writing skills. The presentation is designed to be interactive, inviting discussions and questions throughout. The class activity at the end is an acting together where children can work in pairs to consolidate their knowledge of adverbs and apply what they have learnt through acting. Colour is used to provide a visual aid. The presentation is used best in conjunction with the adverbs worksheet pack, also available.

An interactive lesson on adjectives for Upper Primary School years (Years 3/4/5/6) or (P4/5/6/7). Lesson comes in the form of a presentation but with opportunities for interaction / discussion / whiteboard work throughout. Lesson finishes with an application task. Content is structured as follows: Recap on what an adjective is Ways to expand adjective use - expanded vocabulary, rule of three, alliteration, position. Application activity. Application activity is to write a review for a recent holiday / favourite holiday destination using some of the techniques discussed in the lesson. Throughout the presentation there are smaller activities including discussion points / quizzes. The idea is that the lesson is scaffolded to fully prepare students to complete the final application task. Colour is used throughout to aid memory and learning of key terminology. Simple images are used to make the presentation more aesthetically engaging.

English lesson on expanded vocabulary for students in upper primary school (Y3-6 / P4-7). Lesson follows the structure of a presentation that can be worked through. Lesson is designed to be interactive. Activities and teaching is scaffolded to support a varied range of learning needs and levels. Structure is as follows: Overview of Learning Intentions Definition of expanded vocabulary with examples Interactive activities - developing new vocabulary Application of learning to writing and sentences. Scaffolded. Activities: Thesaurus skills activity, true or false quiz, bingo. Colour and images are used throughout the lesson to aid memory and add to aesthetic value.

This is a collection of 2 worksheets on the topic of expanded vocabulary. These worksheets look at alternative ways of saying “very” in descriptive writing. Both worksheets look to target different skills. First worksheet is a word-bank / thesaurus skills activity. Students are given a grid with 20 basic descriptive phrases involving the word “very” and are asked to find alternatives. There is the option to use a thesaurus should this be a desired target skill. Worksheet is presented clearly with learning intention included. Second worksheet focuses on application to sentences and writing. The worksheet includes four short descriptions with “very” phrases underlined. Students are asked to re-write the sentences with an alternative for the “very” phrases. Sentences look to target common adjectives. The content of all descriptions is designed to be applicable to real life scenarios that a student can relate too, and may need to write about in their own life. The worksheet finishes with an extension task inviting students to produce their own descriptive paragraph on a recent day out. Learning intention is typed onto worksheet. These worksheets would work well in conjunction with the available lesson on “alternative ways of saying very”, however, this is not a necessity.

This resource is a whole lesson on expanded vocabulary, specifically looking at alternatives ways of describing something without using the word “very”. The lesson takes the form of a presentation which is structured into four parts: Learning intentions, key words, context Worked examples Application to sentences and writing Activities Throughout the lesson there are regular opportunities for student interaction to ensure students have an active part in their learning. Such interaction is aided in the form of questions (to which the answers are given in the presentation), scaffolded examples that the students can complete along with the presentation, and scaffolded opportunities for application. The powerpoint covers three worked examples where students where can have an active part in working through those examples along with the presentation. The lesson invites students to have a go themselves before offering suggestions and demonstrations of how an answer could be reached. Similarly, the lesson demonstrates application to sentences in a worked example that the students can try out and follow first, before encouraging more independent work at the end. Two activities are included which are designed to be real-life applicable independent tasks. Both activities target different skill sets. The first activity is a survey writing activity. The second activity looks at thesaurus skills and the use of a thesaurus to expand vocabulary. Both activities are clearly explained with examples in the lesson. Colour and images are used throughout to provide aesthetic advantages and aid memory. Slides are simply structured with animations and titles. Slides are not overloaded with information, but teaching is broken down into smaller chunks, included interactive activities throughout to help keep students engaged and enhance understanding. Lesson would work well in conjunction with the worksheet pack on “alternative ways of saying very”, also available in the shop, however, this is not necessary. The lesson involves enough content to not require additional worksheets / activities.

A collection of 4 worksheets on expanded vocabulary. Each worksheet looks to target different skills and includes a different activity for variation. The 4 worksheets are as follows: Wordsearch - ideal starter or plenary activity. Wordsearch involves 16 ambitious vocabulary words. Answers are provided on a separate sheet. Cut and stick - ideal for younger children. Matching the less ambitious word to a more ambitious alternative. Worksheet completes with a written application task which could be used to push certain learners forward. A-Z activity - excellent starter or plenary activity. Could be expanded out to include dictionary / thesaurus skills. Could be completed as an individual or in teams. Could be made into a competition / race for added variation. Application writing worksheet - worksheet comes in two parts to allow for differentiation. First half involves simple sentences with simple adjectives underlined so students have to re-write and swap out the underlined words for more ambitious vocabulary. Second half has simple sentences with no adjectives. Students must add their own. Worksheets would work best in conjunction with the Expanded Vocabulary lesson also available from the shop, however, they would also work as standalone activities. The variety of worksheets ensures they are applicable and appropriate for a range of ages, development stages, and purposes. Easy accessible layout.

A collection of 3 worksheets on the topic of expanded vocabulary, specifically looking at alternatives words for “said” when writing speech in creative writing. The 3 worksheets are scaled to assist with differentiation and developing a range of skills. A summary of the 3 worksheets is as follows: Word Bank exercise - students are given a grid with 10 different phrases that describe how someone might speak for example: “talking loudly”, “asking a question”," addressing an audience" etc. Students are asked to complete the grid with 3 appropriate “said” words for each phrase that could be used to describe someone talking in that way. This task is to help children develop a bank of alternative words and think about appropriate context for each choice. Complete the sentence application task - students are provided with 10 sentences containing speech with the “said” word missing. Students should read the sentence and fill in the missing “said” word for each sentence. This task is ideal for students who would struggle to independently think of their own ideas for sentences whilst still allowing them opportunity to apply their alternative “said” words to the context of a sentence. Independent Sentence Writing Application - the final worksheet should challenge older learners to construct the whole sentence independently, remembering to correctly use an alternative “said” word. In this worksheet, students are provided with 5 scenarios where a conversation is taking place for example: two friends playing Minecraft together, friends organising a party etc. Students are asked to write a brief conversation that the characters might have in each of the given scenarios. This task allows students more independence to apply their knowledge of the given topic to a relevant scenario. Learning intentions are typed onto every sheet. Sheets are presented clearly and simply.