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 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 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.

A 30-question quiz on alternatives ways of saying “very”. Ideal plenary activity / easy assessment activity. The quiz is simply structured with 5 rounds. In total there are 30 questions across the 5 rounds - this is designed so that in an average class of 30 students, every student can answer at least one question. Each round is slightly different to make the quiz as engaging as possible. The 5 rounds are as follows: Multiple choice questions True or false questions Spot the odd one out Application to sentences questions (multiple choice) Quick-fire multiple choice questions The multiple-choice element helps the quiz to remain accessible to a wider range of abilities. Finishing with a sentence based round helps ensure the quiz is applicable to wider English / literacy lessons. All questions aim to cover common adjectives to ensure the quiz is applicable to further writing and the wider curriculum. Answers are included at the end of each round so students can self assess / peer mark their quizzes. Colour and simple animations are used throughout to keep the quiz aesthetically engaging. The quiz would work well in conjunction with the lesson on “alternatives for very” and “alternatives for very” worksheet pack, also available by this author. This is not necessary, however. The quiz will work well as a standalone resource.

A 35-question quiz on looking at adverbs that can be used when writing speech to describe better describe how someone is speaking. Ideal plenary activity / easy assessment activity. The quiz is simply structured with 4 rounds. The first 3 rounds have 10 questions and the final round has 5 questions. The total of 35 questions is designed so that in an average class of 30 students, every student can answer at least one question. Each round is slightly different to target different ways of thinking and maximise the applicability of the quiz beyond the lesson to everyday circumstances and further writing. Each round is structured as follows: Multi-choice questions on adverbs to describe specific speech-related verbs such as “yelled” “whispered” “announced” etc. Multi-choice questions on adverbs that are appropriate for certain circumstances where someone may be speaking for example delivering a presentation, ordering in a restaurant etc. These questions are structured as “odd one out” to add some variety. Multi=choice questions on adverbs that relate to how a person’s feelings can affect how they speak for example, how someone may speak when they feel unwell, or feel happy or feel sad etc. Multi-choice questions focused on application to sentences. The multiple-choice element helps the quiz to remain accessible to a wider range of abilities. Finishing with a sentence based round helps ensure the quiz is applicable to wider English / literacy lessons. All questions aim to cover common scenarios and common speech verbs to ensure the quiz is applicable to further writing and the wider curriculum, and is relatable to the students. Answers are included at the end of each round so students can self assess / peer mark their quizzes. Colour and simple animations are used throughout to keep the quiz aesthetically engaging. The quiz would work well in conjunction with the lesson on “using adverbs in speech writing" and “using adverbs in speech writing" worksheet pack, also available by this author. This is not necessary, however. The quiz will work well as a standalone resource.

This resource is a whole lesson on the topic of creative writing and writing speech that specifically looks at expanding vocabulary use through choosing alternative words for “said”. The lesson includes a presentation that can be worked through. The presentation is highly interactive involving questions, short and long activities, games, and worked examples so that students take an active part of their learning journey and engage a range of senses and skills. The presentation is structured in 4 parts as follows: Why should we consider alternative words for said? Worked Examples Application to Sentences Activities. Worked Examples The worked examples help students create a word bank of alternatives for said that they can then use in their sentences. To help students think about alternatives for “said” the presentation discusses the impact of feelings on how a person may speak. The presentation then works through common feelings and how someone may speak with each of those feelings. Students take an active part in gathering this knowledge by being involved in class discussions which will lead to the creation of class mind maps. To accompany these class activities, the presentation goes through its own mind maps for each of the chosen feelings so that students should finish this section with a bank of words they can apply to their sentences. Application to Sentences The presentation begins by giving students a short passage of speech where “said” is used repetitively to emphasise the lack of interest and information this creates. This passage of speech is then returned to at this point in the lesson as the presentation works through swapping out all the “said” for an alternative word chosen from the previously created word bank. The presentation takes this section sentence at a time to increase accessibility. Students are encouraged to complete the task in their own books, choosing their own words, along with the presentation. The presentation gives an example at each point to help those who may lack confidence to choose independently. Activities The presentation concludes with 4 activities. Including: Word Association game Sentence building dice game Charades game Real-life applicable task involving sentence writing. Each activity looks to develop different interpersonal skills such as leadership, communication, confidence, alongside academic learning. Subtle colour, images, and animations are used throughout the presentation to aid memory and ensure the presentation is aesthetically engaging.