This bundle contains progressive vocabulary lists fro Art, DT, Geography and History.
The lists are progressive across years 1 to 6. The new vocabulary children should learn each year is highlighted in green and the vocabulary from previous years is in purple.
This resource was designed as a document for OFSTED, SLT and middle leaders. I used it in my school as a guide for teachers to inform their planning.
As a foundation subject lead I created this glossary of art terminology/ extended vocabulary list to ensure that the children in my school had a broad range of vocabulary that could be used across the curriculum. I began with Year 1 and, based on National Curriculum progression documents, I compiled a list of vocabulary that the children should see, hear and be encouraged to use. I have added new vocabulary to deepen the children’s understanding and broaden their vocabulary for each year group. The vocabulary lists are broken into Key Stage 1 and 2 and are progressive showing high frequency words, sight words, vocabulary from the national curriculum and where appropriate, the year group spelling lists. These features are colour coded within the document.
This list can be used by:
Subject Leaders as part of progression documents and curriculum for the school.
Teachers as a planning scaffold and an assessment tool to ensure children have a broad Geography curriculum.
Teachers to deepen their subject knowledge.
Teachers and subject leaders to promote high standards in vocabulary across the curriculum.
To ensure Geography is linked to English and reading where possible.
Pupils may find this resource useful as a check list in their sketchbooks at the beginning of each topic.
My school have used this grid this year and we have noticed a great improvement in the children’s understanding of Geography vocabulary in their speech and through their writing in English.
This series of lessons based on expressionism was created by an Art subject leader and takes thee children through research, understanding artwork, annotations, sketching, pastel techniques and final self assessment.
This download includes the following resources:
Complete planning document on Mircrosoft Word
Layered Learning objectives
5 lessons with PowerPoints
Planned using TEEP structure
Vocabulary list
Formative Assessment Grid
Final review worksheet
I have created a series of planning based on the film ‘The Piano’
Lesson 1: Emotions, mood and inference.
An indepth PowerPoint
3 Worksheets
(I recommend they are completed in groups or pairs to fit the lesson into one hour but it they can be completed individually but you may need more than 1 hour to teach)
Lesson 2: Sentence structure, fronted adverbials and vocabulary generation
An indepth PowerPoint
2 Worksheets
Lesson 3: Vocabulary and Direct Speech
An indepth PowerPoint
1 Worksheets
Lesson 4: Creating a mood, varied sentence lengths and a first draft
An indepth PowerPoint
Two model texts in full
A copy of the government KS2 example from 2013 DO NOT USE AS A MODEL
Y5 Success criteria (can be used for lower Y6) in a table to be used in books
Y6 Success criteria in a table to be used in books
Lesson 5: Cohesive devices and final draft
An indepth PowerPoint
Two model texts in full
A copy of the government KS2 example from 2013 DO NOT USE AS A MODEL
Y5 Success criteria (can be used for lower Y6) in a table to be used in books
Y6 Success criteria in a table to be used in books
*You will need a copy of the book to teach this block.
The book is currently avaliable on amazon for £4.49 and it is possible to teach the block having only read the first 4 chapters.
This resource includes
A detailed powerpoint for each lesson
Activity sheets for each lesson
Success criteria for books
Youtube links for teaching SPAG
Model Texts
Lesson 1
I can use my knowledge of the character Skeillig to create a descriptive vocabulary bank.
Lesson 2
I understand that as part of the writing process, it is important to read a range of texts and learn from their structure and style.
Lesson 3
I can plan a character description based on a success criteria.
I can role play to understand the body’s reaction to emotional stimulus.
Lesson 4
I can draft a character description based on success criteria.
I can use relative clauses.
Lesson 5
I can write and punctuate direct speech to deepen a character description.
Lesson 6
I can edit my writing and include semi-colons and colons for effect.
*This resource is complete an only requires Youtube
This resource includes
A detailed powerpoint for each lesson
Activity sheets for each lesson
Success criteria for books
Youtube links for teaching SPAG
Model Texts
Lesson 1: Vocabulary - writing a Kenning
Lesson 2: Generating pace using linguistic devices and planning voice-over
Lesson 3: Drafting using layout and linguisitic devices to create pace, tension and suspense (focus on semicolons and colons)
Lesson 4: Final draft focusing on the success criteria to edit
*This resource is complete an only requires Youtube
This resource includes
A detailed powerpoint for each lesson
Activity sheets for each lesson
Success criteria for books
Youtube links for teaching SPAG
Model Texts
Lesson 1: Vocabulary - bullet point lists, semi-colons in list with expanded noun phrases and semi-colons to join two main clauses together.
Lesson 2: Active and Passive Voice
Lesson 3: Emotions graph and structure of a diary.
Model Text from the POV of the main character for lowers or younger children.
Lesson 4: Final draft focusing on the success criteria to edit
Model Text from the POV of the treasure for highers or older children if a mixed class.
This series of lessons is based on writing a histroical narrative based on King Charles.
It is possible to skip the first lesson if the children have a good understanding of King Charles’ life and events that occurred.
Each Lesson Contains
A detailed PowerPoint with embedded videos where required
Worksheets and planning grids
Two model texts, one analysed in the Powerpoints and once for the teacher to model
Success criteria for students books
Lesson 1 Context
Can I understand historical fiction and generate verbal narratives of my own?
time line task (included)
Year 5 and Year 6 King Charles Biographies Included with reading comprehensions (included)
Lesson 2 Plan
Can I write to create imagery of my chosen scene?
story mountain planning sheet (included)
storyboard planning sheet (included)
planning grid (included)
Lesson 3 Model and Write
Can I use a range parenthesis in my writing to add more detail?
Lesson 4 Model and Write
Can I use cohesive devices to create cohesion across paragraphs?
Lesson 5 Edit and redraft
Can I use a range of punctuation to create pace in my writing?
5 pieces of work, 24 lessons, 4.5 weeks
4 out of 5 blocks are stand alone pieces based on video or input and do not require texts.
Each block includes a detailed PowerPoint for each lessons, sheets and activites and a success criteria.
The Piano (Flashback)
5 complete stand alone lessons
Foucs: Cohesive devices
**Treasure (Diary Entry) **
4 Complete stand alone lessons
Focus: semi-colons, active and passive voice
King Charles III (Historical Narrative )
5 Complete stand alone lessons with King Charles III as the focus
Focus: Punctuation and clause types
Skellig (Character Description)
6 Lessons but Requires at least the first 4 chapters of the text (this can be purchased on amazon for $4.49
Focus: tension and suspense and relative clauses
Snake vs Iguana (Descriptive Voice Over)
4 Complete stand alone lessons with a snake vs iguana video as the focus
Focus: creating pace with clause types and sentence lengths