A resource I created as part of our writing week topic on the Circus. This has a great focus around traditional vs. futuristic circus acts. It looks at the traditional circus and the strange and risque acts it would have included. Then proceeds to discuss not just modern day circus, but extreme acts and the attraction people have with them.It considers the ethics and the technology used today. I then asked the children to create their own circus; they had to then choose 5 acts to promote and plan out what they were going to include in their writing. I have also included a planning frame with success criteria. Children were then asked to complete a short promotional video in iMovie. I have also included the planning notes (end slide) and the instructional writing frame the kids used to use iMovie. The presentation itself is great for some creative writing. It includes all embedded videos for the children to watch and questions to discuss afterwards.

A ppt which I used to introduce a week long topic on Chocolate. I used this presentation as a stimulus to create discussion and talk on the topic. It includes a HOOK from the Cadbury's Gorilla advert. I have also included embedded videos which discusses the origin of chocolate, the science behind chocolate and interesting facts about chocolate. I then used all this information to create a non-chronological report. I have left these presentation notes in as well, including success criteria and questions for planning.

I have created two sets of stickers: first slide are for English, which highlight whether the work is Independent/Guided or TA Led, it then has a 'basic' checklist, which you can tick/cross if the child has not included that in their writing. e.g. capital letters for proper nouns. It also has a space for a WWW (what went well) and a RRR (read respond reflect activity). A space for writing spelling corrections is also included. Children then sign off to confirm they have read, responded, reflected and will try better next time! The Maths set (slide 2) is very similar, but the basic checklist reflects maths basics, e.g: pencil for graphs, chart, underline work etc. I find these very handy indeed and save me time writing copious feedback and carrying around several stamps every time. This will also be an excellent way to show a running dialogue between you and the student and a great way of showing progression in books. They can be printed off an a4 sticky labels - 4 per sheet. Enjoy!

A mini unit of Non-Fiction Writing in Year 6 to support end of year 'Working At The Expected Standards' writing framework.<br /> <br /> I used this as part of our writing week and yes, it worked very well. A great way of including a lot of targets in one unit of work. The targeted work helped children to reflect, continuously, on what is in their writing.<br /> <br /> What's included: Introduction to careers presentation; QR codes for researching careers; work booklet, which includes supported examples for working at the expected standard in writing. The booklet also includes a planning section with an area to write three targets from the booklet for each career they choose to write about; additionally, an edit and re-draft section is included for marking against the working at expected standard. Children, then self-assess against the traffic light criteria grids to ensure they have included all of the 'Working At Age Related' objectives in their writing. Final draft booklets are included for writing in best. One booklet also includes handwriting lines for those children who need it.<br /> <br /> The focus of this unit is on the following areas, direct from the end of KS2 writing assessment document:<br /> <br /> • creating atmosphere, and integrating dialogue to convey character and advance<br /> the action<br /> • selecting vocabulary and grammatical structures that reflect the level of formality<br /> required mostly correctly<br /> • using a range of cohesive devices*, including adverbials, within and across sentences<br /> and paragraphs<br /> • using passive and modal verbs mostly appropriately<br /> • using a wide range of clause structures, sometimes varying their position within the<br /> sentence<br /> • using adverbs, preposition phrases and expanded noun phrases effectively to add<br /> detail, qualification and precision<br /> • using inverted commas, commas for clarity, and punctuation for parenthesis mostly<br /> correctly, and making some correct use of semi-colons, dashes, colons and hyphens<br /> • maintaining legibility, fluency and speed in handwriting through choosing whether<br /> or not to join specific letters.<br /> <br /> Order of teaching: Presentation, Research, Booklet-Work, Self-Assessment, Re-Draft, Write-Up.<br /> <br />

We used this video, planning and writing frame to assess writing in year 6. The children watched the video - https://vimeo.com/45584240 ; I then gave them the planning frame to start putting their ideas down. The idea is that children re-tell the story in their own words. Then, once they had their planning notes completed, I gave them the writing frame to write in best draft. You can then use this to moderate the children's writing. I am basing it on 'Working Towards Year 6', 'Working at Year 6' and 'Working above Year 6' from the Government KS2 Writing Assessment document. We gave the children either a 6E (Year 6 Emerging) 6D (Year 6 Developing) and 6M (6 Mastered). This was just a key reference we used, but is now being considered the norm.

I created this as I was fed up of superhero resources being directed specifically for younger audiences. I have embedded clips from Batman and Superman movies to show the characteristics of true superheroes. It is dark, but I've made it this way, to engage boys in writing. It includes the scene where Bane and Batman fight in the sewers. My year 6 class, especially boys, were really engaged with it. I asked the children to create their own characters, with a creepy history attached too it. Then create their own stories from there. It's a great starting point to draw the children in.

This resource pack includes links to a google website I developed linked by a QR code. Children can just scan and research their chosen UK country. Nice and simple, just click on the tab they are researching and they will find plenty of information about capital cities, traditions, legends, mysterious places, rivers, islands and lots more!<br /> <br /> Once they have completed their initial research, I had created 5 booklets based on the countries of the United Kingdom including one for the UK itself. It includes colourful imagery, areas to put your own school logo/details in, contents pages, glossary section and pictures boxes for each page.

I created this as part of my role to train staff on how to implement Computing into their planning. It includes a breakdown of how the national curriculum is broken down into strands: Computer Science, Digital Literacy, ICT, and E-Safety. I have also embedded working links to all areas of the programmes of study. It also includes a model lesson based on Lego We-Do. You'll need the Lego We-Do kits for this part. But it does give a good understanding of the learning in a lesson.

This resource can be used as a hook to engage children in writing about Circuses. It has four main circus themes:<br /> -Traditional Circus<br /> -Circuses of the Future<br /> -Oddities and Curiosities<br /> -Extreme Circus Acts<br /> All the videos are embedded into the Powerpoint and are a great way of engaging children around the theme of Circus and getting some great discussions. <br /> The children could then use this stimulus to become event organisers and create their own circus using any of the themes.

These stickers can be used to stick in children's books. The children then RRR (read, respond and reflect) ensuring they have read the responses and completed the challenge. It includes a tick-list of things they might not have done correctly, e.g: date and title underlined, graphs/tables in pencil, not completed work etc. You just have to sign off, so they read and understand to do it next time. There is also a section for ticking whether the work was Guided, Independent, or TA Supported. They then sign the feedback to ensure they try their best next time! You print them off on A4 Labels 4 per-sheet. My children stick them in at the start of the lesson. It saves time thinking up challenges. I know this is only Data Handling but it's a start! I will make them for other Mathematical Strands as I go along. They're also great for Y6 SATs practice and are a great way of showing progression and challenge in your books. Hope you enjoy!

I made these for my year 5 class so I can have evidence supporting the children meeting their termly targets. It also includes a section to give a read, respond and reflect activity to show feedback in books.

I put this booklet together to be completed as an independent task, which gives guidance upon how to complete:<br /> <br /> Division<br /> Multiplication (Lattice Method)<br /> Fractions of Numbers<br /> Multiplying Fractions and Whole Numbers<br /> Converting Mixed Numbers to Improper Fractions<br /> Adding and Subtracting Numbers in Columns of Three

I used these with my Year 5 class as a clear, visual representation of the targets they are working upon. Once I had noticed they were using the target within their work, I would give them a gold star. They had to get 5 over the term! You can tailor these to your school quite easily. An Ofsted inspector observed me using these and said they were a fabulous way of showing progress in books and pushing children in their writing!

<p>This Google Sheet enables you to track your students in all Year groups based on new assessment structures.</p> <p>Core Subjects - you can track students in Reading, Writing, Maths and SPaG, using 1 - 9 scales. 1-3, working towards, 4-6, working at and 7-9 Greater depth. Once you type in what level that child is working at, it will collect the information and create an automatic graph which gives you an overview of where children are in your Year Group. It is based on completing three data captures a year.</p> <p>Foundation Subjects. Simply put in either a 2-working below, 5-working at or 8-greater depth. I didn’t feel the need to give all the numbers for these subjects as you would never really like at it in such depth. They will then colour code and create a graph for you once again.</p> <p>EYFS Adopter: based on the early years framework, you can decide if that child is 1.Working below 3-4 2.3-4 Emerging 3.3-4 Working in 4.3-4- Secure 5.Reception Emerging 6.Reception Working in 7.Reception Secure, each number added will then create a heat map and corresponding graph to keep track on where your children are.</p> <p>SEN Tracker: If your child is not SEN, then simply put them in as n, any child which is SEN, add the term SEN P (Pscales) SEN WTS (Working towards) SEN EXS (expected) and SEN GDS (greater depth). It then create a pie chart for you at the bottom of the data to give you a percentage of what progression your SEN children have made.</p> <p>PP Tracker: If your child is not PP, then simply put them in as n, any child which is PP, add the term PP P (Pscales) PP WTS (Working towards) PP EXS (expected) and PP GDS (greater depth). It then create a pie chart for you at the bottom of the data to give you a percentage of what progression your SEN children have made.</p>

Taken from the teacher assessment framework. I use this to show an overview of what each child has completed in each piece of writing from the 6 pieces we are currently collecting for writing evidence in year 6.