This is an assessment sheet I have designed which has the whole of the primary curriculum for writing. It is broken down into different domains: • Transcription • Handwriting • Composition & Effect • Text Structure & Organisation • Sentence Structure • Vocabulary, Grammar and Punctuation I use this to assess the progress of pupils working below age related expectations to prove accelerated progress. At the beginning of each year you mark or highlight where they start in each domain and regularly update it throughout the year as the pupil makes progress. The next year a new teacher uses a different colour. The assessment sheet prints out best on a double sided A3 piece of paper.

This is a word mat of words with the suffix ment. This is targeted at year 2 as it is part of the spelling curriculum. This is a useful resource for pupils to use to improve their spellings as well as a useful tool to improve their word choices and quality of their writing. It has two versions; one with colour and the other just in black and white to save on printing costs.

This is a guided reading plan which has questions using the different domains below. • Word reading • Inference • Language for effect • Comprehension – Monitor & Summarise • Comprehension – Clarify • Comprehension – Reason & Explain • Comprehension – Select & Retrieve • Themes and conventions Every question has the page number next to for which it is relevant. This book is targeted at year 3 and 4.

This is a guided reading plan which has questions using the different domains below. • Word reading • Inference • Language for effect • Comprehension – Monitor & Summarise • Comprehension – Clarify • Comprehension – Reason & Explain • Comprehension – Select & Retrieve • Themes and conventions Every question has the page number next to for which it is relevant. This book is targeted at year 3 and 4.

This is an assessment sheet I have designed which has the whole of the primary curriculum for reading. It is broken down into different domains: • Word reading • Inference • Language for effect • Comprehension – Monitor & Summarise • Comprehension – Clarify • Comprehension – Reason & Explain • Comprehension – Select & Retrieve • Themes and conventions I use this to assess the progress of pupils working below age related expectations to prove accelerated progress. At the beginning of each year you mark or highlight where they start in each domain and regularly update it throughout the year as the pupil makes progress. The next year a new teacher uses a different colour. The assessment sheet prints out best on a double sided A3 piece of paper.

Having waited for the Government to produce their own Y1, Y3, Y4 and Y5 age related expectation writing exemplifications I decided to make our own for my school. These are used to assess pieces of work by highlighting areas they have demonstrated to show they are at age related expectations. I have also included the Y2 and Y6 exemplification materials so it can be rolled out to the whole of the school.

Here are 3 different templates (Green, Red and Blue) for a great end of year report. It includes the following sections: • A table to record attainment and pupil's learning behaviour in that section • A section where pupil’s write what their successes have been that year • A section for pupil’s to write what they need to improve next year • Teacher’s comment • Head Teacher’s comment • 4 spaces for photographs • English comment section • English target • Maths comment section • Maths target • Topic comment section • A key for explaining the codes for attainment and also learning behaviour judgements This report prints onto an A3 double sided so it is easy to fold and present on one piece of paper. I usually save it to pdf before I print them to allow the borders to fit the page perfectly. Feedback from parents is they love the simplicity of the design.

This is a 3-week unit which I have planned to support my pupils to write a short story, with a twist in the tale, for the BBC 500-word competition. It is a challenging unit as pupils learn to plan backwards so they decide upon the ending first. Pupils decide upon a theme for their short story and plan where they are going to place this throughout the short story. I have set my short story loosely around an old Fairground which allows pupils lots of scope to decide upon what happens in there or did happen in there when it was open. My class love this unit as it allows them to be creative and cunning when they write their twist in the tale. I have listed the learning objectives for all of the lessons below. Also, I have included all of the worksheets, PowerPoints, links and resources you will need to teach this unit straight away. Stage 1 - Stimulate and generate- Learning outcomes • To understand the key features of a short story • To understand themes in stories • To decide a theme for my short story Stage 2 - Capture, Sift and Sort- Learning outcomes • To write an engaging setting • To improve a piece of writing by using fronted adverbials • To write engaging character descriptions • To create an engaging character • To write a twist in the tale • To write a climatic ending with a twist in the tale • To write a list of escalating emotions to build tension • To use dialogue in story to give clues about the characters Stage 3 - Create refine evaluate- Learning outcomes • To plan and organise my ideas to effectively support my writing • To revise, edit evaluate and improve my writing Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book. Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet. Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.

This is a tracking document I have made for pupils working below age expectations. It allows you to track back to the correct year's objective in each of the domains so you can target interventions at the point of need. This is a great tool for making interventions really work.

This is a bundle of success criteria, that I use for the end of units. There is a column for both pupils and teachers as the expectation is pupils use the assessment tool to self assess their own work. The success criteria include: Biographies Descriptive Writing Diary Extracts Explanation Texts Instructions - Recipes Information Texts Newspaper Reports Non-Chronological Reports Persuasive Writing Play Scripts Poetry Poster - Advertisement Settings

This is an assessment table which for all year Primary year groups that includes the following groups; Whole class Boys Girls SEN Pupil Premium EAL Traveller Prior Attainment Group Below Prior Attainment Group ARE Prior Attainment Group GDS There is another table which also allows you to track the progress of pupils in the groups; Prior Attainment Group Below, Prior Attainment Group ARE and Prior Attainment Group GDS. This is very important if you want to prove your school is making better than expected progress.

This is a paragraph display that has an eye catching upturned pyramid and a full explanation on how to write a paragraph using a topic sentence. It also has a few versions of a paragraph that is colour coded to help pupils understand how to write their paragraphs. This display is best utilised by printing it out as A3 sized.

This is a 3 and 1/2 week unit of work that is based on the book 'Street Child' by Berlie Doherty. The book tells the story about Dr Barnados and how the ragged schools were created through the eyes of an orphan Jim. Every time I have taught this unit there has been a special atmosphere as pupils have lots of ideas to discuss philosophical and moral issues and realise how lucky they are to be alive today in England. The end of the unit has two possible choices which are either writing as Jim in a diary extract or an alternative ending to the story. The learning objectives for this unit of work are; • To write a diary extract as a poor Victorian child. • To find and improve adverbs in a piece of text. • To make a freeze-frame to show what characters are feeling in a story. • To describe a character from a novel. • To write as a character from a novel. • To convey character by using colloquialism (slang). • To understand how a character from a novel feels. + Write expanded noun phrases. • To write a list poem. • To describe a character from a novel. • To make a key scene into a freeze frame, considering the characters feelings and emotions. • To map the story of a novel. • To map out a characters journey and feelings throughout a novel. • To find key information about Dr Barnardos. • To write complex sentences. • To identify cohesive devices for paragraphs. + I can describe the effect created by different cohesive devices • To plan a diary extract. OR To plan an alternative ending. • To write a diary extract. OR To write an alternative ending. This unit of work uses the 3 stage planning process of: • Stimulate and generate • Capture, sift and sort • Create, refine and evaluate Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book. Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet. Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.

This is a set of grammar revision cards with 36 terms explained for pupils and parents. It has a seem in the middle so the cards can be folded back and stuck down. This allows the parent / member of staff to show the pupil the term and have the explanation facing them while the pupil explains what each term means. The terms include: Adjective Adverb Adverbial clause Antonym Apostrophe Article Auxiliary verb Clause Complex sentence Conjunction Digraph Fronted adverbial Grapheme Homophone Main clause Noun Paragraph Personal pronoun Phoneme Phrase Plural Prefix Preposition Present tense Pronoun Punctuation Relative clause Sentence Sentence types Simple sentence Split digraph Subordinate clause Suffix Synonym Tense Trigraph Verb Word clause

This is an early morning IWB activity for your class to undertake to help them settle into school. It has 4 weeks worth of activities about shape for an upper KS2 class.

This is a Powerpoint with 34 different English terms including explanations of what each term means. The terms include Abbrieviation Acronym Adverb Blurb Clause Connective Colon Draft Edit Ellipsis Exclamation marks Homograph Homophone Jargon Jingle Metaphor Mnemonic Palindrome Paragraph Question mark Scan Semi-colon Sentence (compound) Sentence (simple) Sentence (complex) Simile Skim Stanza Storyboard Verb Verb (active) Verb (passive)

This is a whole school tracking AFL tracking system for Reading. Each year group's required objectives are broken down into 3 phases as it is using the Hampshire phase model for the new curriculum. There is a tracking sheet for year 1 to year 6 created using Excel.

This is a 6 week resource for morning maths when pupils come into school. It includes adding / subtracting decimals mentally, finding missing numbers and word problems.