Have you been volunteered (know what I mean?) to deliver Modern Languages at your Primary School? This bunch of resources, that I used in my decades of French teaching, will help. I’ve put them into groups to help you. the zip file has loads. I’ve put a selection as downloads so you can have a look at them. Highlights include: festivals games and activities how to ideas for lessons phonics poems loads of powerpoints songs stories

Some great planning on this excellent book. Worked a treat in year 4 but could be adapted up or down. Sample planning : Reading and Analysis Mon Revise comma splicing work. Choose three example sentences and punctuation to add. WALT: To be able to explore themes and issues in a text, To be able to write in role to a character in the text. Read extract showing Jeff changing. Note reactions at each point. (Reveal) How is Jeff feeling? How do we know? How does Bradley feel now? Write an e-mail to Jeff using Extranet site. Advise him what to do based on events in chapter. Informal. Consider purpose. Share received e-mails. How should Jeff respond. AF6 Wr Viewpoint of character RED CT to support sentences and encourage completion. Tues Consider e-mails and identify errors to correct. Check grammar and punctuation. Who is the audience? APP AF3 reading WALT make deductions from a text. Read ch 23-25. WALT: interpret evidence to make deductions. All draw outline of Bradley showing his bad outside and his good inside. Write diary entry on behalf of Bradley showing feelings about Carla. R AF3 make deductions. Children are to show and explain there own choices and justify decisions. GREEN Support sentence skills and grammar. Wed Recap word groups with examples of each in class. E.g. adverb and adjective. Improve using a thesaurus. Read next chapter to include list Bradley makes. What does it show us about him? Be imaginative. AF3 R How is it helping him to think? Why does he repeat some things? Create your own list in the style of Bradley. Check spellings and compare with a friend. What does it show about you? WALT: Show empathy for a character. Read and interpret lists as if you were Carla. What would she say? ORANGE Support use of dictionary and thesaurus for ideas. Thurs Grammar skills. Choose correct words to complete gap. Adjectives. Shared read next chapter with Bradley changing. How does he feel? Freeze frame alongside story telling. How does each character feel? Use outline of Bradley. Show goodness inside and badness outside. Use quotes and examples from the text. WALT: select evidence to support a view VERY WELL DONE! Share thought with a partner and with the class. Yellow Share quotes. What do they show about his character? Fri List prepositions. Sort into order then create a paragraph. Teacher to model. Big Writing: SATs test example. Through the door. Apply skills of descriptions using prepositions. Planning time using boxing for paragraphs. AF1 AF7 Wr WALT: write a description of a scary place. 3 Stars and a wish. Response partners. Blue: Extend ambitious vocabulary. Tell me what you think/felt about… What came into your mind when you read… Have you come across anything like this before….? Tell me more… Do you agree…?

This concentrates on Maths and English. Lots of great teaching ideas. Mainly Maths and English. The zip file has the lot. I have put some in the general download to give a flavour. sample planning : LO: To use written methods of addition. Review written methods of addition carried from Friday’s lesson (column, number line and partitioning. Use numbers with up to 4 digits during teaching time. Review how to use written methods and inverse knowledge to identify missing digits within calculations. Move on to solving simple word problems by choosing the most appropriate methods for task. AG: Supports Circles during teaching time. RM: Abacus Y1 page LO: To use written methods of subtraction. Give the children the following calculation 98 – 47. How many different ways can they carry out this calculation? Focus on methodology used by class. As a class ensure understanding of the following methods, number line, partitioning and column. What happens with column subtraction if the calculation was 96 – 47? Model decomposition. What happens when we work with decimal numbers? Model the use of decomposition several times. Children to carry out a range of calculations – AG: Supports Circles during teaching time. RM: Abacus Y1 page LO: To use written methods of subtraction. Review subtraction calculations for number lines and column methods involving amounts of money. Ensure children are familiar with decomposition and have time to review as needed. Apply within calculations that involve single and multiple decomposition. APPLY TO WORD PROBLEMS RM: LO: To use written methods of multiplication. As before, review methods of multiplication with the class. Focus on the use of grid methods and compact methods to carry out calculations. MUST: Multiply TU x U SHOULD: Multiply HTU x U CHALLENGE: Multiply (H)TU x TU LO: To identify sequence rules. Review knowledge of sequences and rule identification with the class. Explore how sequences can involve numbers, shapes and letters. Children to continue sequences. When exploring number sequences, make link to times table groups. E.g. 3, 6, 9, 12… Next number is… Focus on continuing and completing sequences, by identifying the difference between known numbers and using this to identify missing values. AG: Supports circles / RM: Completes sequences involving shapes or colours. INDEPENDENT

A nice play for a Christmas assembly. About 12 pages. Sample : Part 1: KIRA - Narrator 1: The time leading up to Christmas is a busy one, and sometimes we can forget what the message of good news it brings. We would like you to imagine that this good news event is being broadcast to you today, live! EMILY - Narrator 2: Our report, and the beginning of Christianity, is set in Nazareth. In the town, Jewish families were living under Roman occupation. These families had become poor due to King Herod’s heavy taxes. Nearly all the money the Jews earned went to Herod and the Romans so that they could afford new weapons and lovely food and clothes. RICKY - Narrator 3: In the town lived a very religious Jewish family: the daughter of this family was called Mary. When Mary was about 14 years old she became engaged to Joseph, a talented carpenter. SONG: Nazareth (NATIVITY) http://www.youtube.com/watch?v=uNDcWruJ4IY Things are really cool in Nazareth. Our city is full of joy, Cause this is where girl meets boy. Barely had a school in Nazareth. There they join hand in hand, side by side, they will stand. A wedding is being planned. Here in Nazareth. Nazareth our place to live. Always willing to forgive. Nazareth will bring us well. We can hear those wedding bells. Feeling in a fix in Nazareth. Rules are to be obeyed, Arrangements are being made. Got to get your kicks in Nazareth Baby, you’ll run away Start at a brand new day Still we can not betray Good old Nazareth.” <Play news theme – Have playing on a screen during broadcast?> http://www.youtube.com/watch?v=rj5Rc60fJ2M ASHTON - Newsreader 1: Hello. And welcome to this breaking news update. We begin our report with the news of wedding preparations that are under way for Mary and Joseph who are pledged to be married. Tonight, however, Mary was woken from a deep sleep by a gentle voice.

One thing I enjoyed teaching was SEAL material. I taught in a number of primary schools and have gathered all my stuff together. Covers all years but especially years 4 5 and 6. You get absolutely loads in the zip. I’ve uploaded a few powerpoints for you to look at. Loads of topics covered such as health, relationships, bullying etc

A great lesson for the season of advent. sample planning : Begin the lesson by sharing the learning objective with the children. Give each table two different coloured post it notes and ask the children to write what they already know about advent, on one coloured post it, and anything that they would like to know about advent on the other. Children to share ideas and keep post its. If the question is not answered in the lesson they should put it in their RE book to inform the next RE lesson’s teaching. CT and children to discuss the liturgical seasons of the year. What are they? How many are there? What is the first season of the liturgical year? Do we use colour with the liturgical seasons? Ask the children to work on netbooks to research the meaning of the word Advent. Can they find out which language the word originates from? What does it mean? http://projectbritain.com/Advent.html Bring the children back together and ask them to feedback their findings to create a class mindmap. Children to then draw and complete a mind map in their books illustrating what they already know about the liturgical season of Advent. Explore the duel meaning of the season: to prepare for the birthday of Jesus and to prepare for Jesus to come again. Set up prayer partners for the period of advent

Gathered my lessons for year 3 together. Mainly Literacy and Maths plus bits and bobs. In the zip you find the lot. Included some examples in general upload. Sample planning : Introduction Explain will be looking at different ways of writing poetry using special words and shapes as stimulus. ‘calligram’ means beautiful writing. Show examples. S&L Children discuss with response partner why they think words are presented in these ways. Teacher draw children back together. After discussion, ask children to choose most effective calligram, justifying choice. Draw out understanding that the meaning of words inspires the shapes in a calligram. Teacher demonstrate use of ICT programs to produce calligrams and own drawing as alternative. Draw up a list of suitable words for choices. Word/Sentence Activities Use IWB store range of suitable words for calligrams. Can children classify word types: nouns, adjectives, adverbs etc. YEAR 3 LITERACY LESSON PLAN 16th Monday Whole Class Shared Learning Before reading; ask the children what they think ‘Autumn’ poem will look like. Show poem. Ask them to decide where you should begin reading and then read the poem. Read two more examples of shape poems. Add appropriate actions. Class repeat. S&L Encourage the children to say how similar and different the three poems are. Invite them to say which poem is most effective visually. Which poem do they prefer? Discuss why the poets have chosen these shapes, and how the shape affects the content of the poems. Practice with RP saying preferred poem aloud. Word/Sentence Activities Rehearse spellings for Word Wall words. Challenge children to find other words with same phonemes

Gathered my lessons for year 2 together. Mainly Literacy and Maths plus bits and bobs. In the zip you find the lot. Included some examples in general upload. Sample planning : Read the traditional tale LRRH, recap ‘good’ central character/villain. Concentrate on the attitude, not words. What would happen if we reversed the characteristics? S&L Children discuss how a ‘good’ wolf might behave towards LRRH/Granny. Teacher draw children back together. Model how to ‘tell’ story of wolf from new pictures. Word/Sentence Activities IWB available for quick phonic session. YEAR 2 LITERACY LESSON PLAN WEDNESDAY Whole Class Shared Learning Return to the traditional tale of LRRH. Remind children about their previous day’s pictures. What did they do? How did they change the Wolf? Is he still the villain? S&L Ask the children to look at their pictures as you read story extracts with his dialogue. Encourage them to discuss dialogue with a partner. Do the pictures and words make sense together? As a class, agree that the Wolf needs new words. Discuss what he might say. Model how to write words for a speech bubble. Word/Sentence Activities Rehearse spellings for Word Wall words. Challenge children to find other words with same phonemes

3 rounds. Answers at end. Handy filler at very busy time of year. Please look at my other Christmas resources. Merry Christmas!

Did a lot of work in my career with year 5 and 6 in the aspect of PSHE SEAL etc. Gathered together my planning. Some good powerpoints in here. There’s planning for a Multi Faith week that covers the whole school. Well being week covers the whole school too. Topics tackeld include : healthy eating feelings new beginnings getting on and falling out going for goals relationships problem solving going for goals sample planning Objectives • I know that my relationships are all different and that different ways of behaving are appropriate to different types of relationships. • I can accept and appreciate people’s friendship and try not to demand more than they are able or wish to give. Activities Ask the children to think of as many different friends as they can (in and out of school), then to think about the following questions for a few moments, then to share their thoughts in pairs for 2 minutes. Do you like all your friends in the same way? • Do you like doing the same thing with all of your friends? • Do you tend to see some friends only in certain situations? • Would you want to see all of your friends all the time? Take feedback, and hold these ideas. Teacher to demonstrate Levels of Friendship circles on the board, starting in the centre with close friends and family, second circle –good friends/cousins etc, third circle, third circle –people in school/relatives you see rarely, fourth circle –people who are acquaintances or know slightly –postman, doctor etc. Give out copies of the Levels of friendship resource sheet and ask children to complete the sheet for themselves. They will not need to share it with anyone. Plenary When the children have finished, or the allocated time has elapsed, facilitate a brief discussion as a class, drawing out the point that we all tend to have friendships at different levels, and this is OK. We do not want to be best friends with all of our friends. Some of us have many friends, some prefer to have one close friend. Outcomes Children will recognise the different relationships that they have with people that they know, and recognise that these differing relationships are fine to have.

Week’s planning. sample : L.O. To apply understanding of multiplication facts. Knowledge Harvest: What do chn know about multiplication and place value? I.e. when multiplying using the formal method, numbers need to be set out accurately, what methods do the children know? i.e. partitioning and formal written method. Have 5x2x6 on the board. What is the answer? How do I work this out? Once chn have got the answer, discuss whether it matters if the numbers are in any order. Resources: Dice: 1 between 2 Vocab: Multiplication, number facts, digit, numbers, single digit, LO: To revise calculation of multiples of 10. Have some numbers on the board. Can chn partition them? Discuss that in 4567, the “4” has a value of “4000”. Link this to the Place Value grid (ThHTU). Remind chn that the units column is now called the “ones” column. Have a 356 x 10 on the board. How can we work this out? Discuss different methods that the chn may come up with. Do chn (LA) realise that you can move the digits, or will they try to use the formal method? Clear up any misconceptions that we just add a zero or move the decimal point. Adult to remind chn of the clue. Look at the amount of zeroes to see how many places the numbers need to be moved.

Planning for year one I’ve gathered from my log career. Mainly Maths and English but other stuff too. Zip has loads. I’ve put a sample in general download. Read the story ‘We’re going on a Bear Hunt’ Talk about the main events and make a list of the characters on the IWB. Introduce the term setting and discuss what a setting is. Identify all the different settings in the story and make a list on the IWB. Make links with the children’s own experiences eg who has walked through long grass? Diamond/ Ruby H/A (Ind) Children to complete worksheet identifying main characters, setting and event (HA sheet) Children to complete worksheet drawing favourite setting, identifying main characters, and explaining what happened. (SD to support) Children to complete worksheet drawing favourite setting, identifying main characters, and explaining what happened. (BM to support)

Great planning for year 6. Two weeks worth. Nice powerpoints. Sample : Introduce the new unit and writing outcome. Read the poem ‘Fog’ by Carl Sandberg together. Write ‘personification’ on the board and discuss what this means. TTYP – what might it mean? Agree on a definition for the working wall: Giving human traits to non-human or abstract things. Or making a non-human thing do things that only a human can do. Explain the phrase ‘inanimate object’. Give out copies of ‘Two Sunflowers Move in a Yellow Room’ by William Blake. Discuss how the sunflowers are given human characteristics – they talk, they feel tired, they want a room with a view! Return to the poem Fog. In this, it is almost as if Fog is alive – either human or possibly feline (cat-like). Look again at ‘Two Sunflowers Move in a Yellow Room. ’Underline the words ‘topaz tortoises’. Ask children what these last lines mean? Discuss whether it matters if we are not sure of the exact meaning of all the words in a poem. Why might it not matter? Because it is the sound and the rhythm of the words which is as important as their meaning in a poem. Look up topaz to find its meaning. Does this help us understand what the last two lines mean?

Materials for teaching Easter and Jesus and his disciples. Planning powerpoints etc. Road to Emmaeus board game.

Some nice little lessons on the Road Dahl classic plus some great powerpoints. sample : Support for spelling Count the syllables. CT will remind children what a syllable is and provide a list of words on the board. Children will count how many syllables there are and record on their whiteboards. CT will provide children with three types of chocolate (number 1, 2 and 3) and a blind fold. In pairs one child will be blindfolded and the other will pass the chocolate for the children to try. Children will watch a clip of Willy Wonka from the film ‘Charlie and the Chocolate factory” CT will review the features of a formal letter: Address in top write hand corner Date (on left) Greet using the persons formal title Introduce yourself State the reason you are writing Lots of connectives Persuasive techniques Close the letter with ‘Yours Sincerely’ Formal language Children will write a business letter to Mr Wonka persuading him to make their chocolate bar. Sentence types Children will work in pairs; one as an instructor and one as the listener. instruct listener to walk to cone on playground. Imperative verbs – CT will explain that children will have just used lots of imperative verbs which are ‘bossy verbs’. CT will display sentences on the board and children will need to change them into an imperative sentence. CT will display a set of instructions and children will suggest features including: • A goal • List of equipment • Time connectives • Present tense • Imperative verbs • Numbered steps • Short, clear and direct sentences • Picture of finished article Children will then create a set of instructions for making the rocky road bites,

Some nice planning and worksheets for year 4. Nearly 3 mb of stuff. sample plannimng : Draw rectangles and measure and calculate their perimeters; find the area of rectilinear shapes drawn on a square grid by counting square Perimeter, names of 2d shapes Addition Total Mentally adding 4 numbers (single and two digit) WALT – draw find the perimeter and area of a rectangle WILF – accurate measurements Knowledge of what perimeter is Knowing what area is and how to calculate Good mental methods Children will know how to find the perimeter of a rectangle. Pupils will also need to be reminded of units of measure that we may need to use – mm/cm. Target maths P82 In real life situations, when would you need to know the perimeter of something? What unit of measurement might we need for the suggested things?

Some great planning you can use throughout the year for year 4 Maths. I’ve divided it into 9 blocks. sample planning : Partition, round and order four-digit whole numbers; use positive and negative numbers in context and position them on a number line; state inequalities using the symbols MA2 L3 How many _ in each number? Children recognise how many Th, H, T & U are there WALT – Order and partition 3 and 4 digit numbers WILF – knowledge of place value Well organised work Pupils to be reminded of place value. Which column to we go to first to see which the bigger number is? What does it mean to partition a number? Children work though a couple of t. led examples. MA – 4 digit number sheet (MT) A – 3 digit number sheet (Indep) LA – partitioning 2 digit numbers. Discuss what each number is made up of - which is the biggest number in a group. Q? What happens if we swap the t & u around? (JH) Prep for Tue – do any children remember the rule for rounding. Discuss in talk partners and report back Partition, round and order four-digit whole numbers; use positive and negative numbers in context and position them on a number line; state inequalities using the symbols How many _ in each number? Children recognise how many Th, H, T & U are there WALT – round numbers to the nearest 10, 100 and 1000 WILF – rounding numbers accurately Mental addition of 2 digit nos Well organised pencil procedures Remind pupils of the findings from yesterday’s plenary. How do we round to the nearest 10? What about to the nearest hundred. Children put rule to the test using whiteboards to assess understanding. Children will be asked to add two numbers mentally and round the answer. Which mental strategies could we use? Ch discuss best way. MA to use pencil a paper proc with bigger numbers. Differentiated worksheets MA – ind A – MT less able JH Investigation. What is the highest and lowest numbers that will round to 4000. What is the difference? Multiply and divide numbers to 1000 by 10 and then 100 (whole-number answers), understanding the effect Children to use whiteboards – 10 x = Division Q? For MA WALT – multiply divide whole numbers by 10, 100 WILF - Understanding of the process Well organised work Moving onto decimals Mental maths methods What happens to a number when you multiply it by 10? Key points Children will know that add a 0 is not the correct answer. Decimal point stays in the same place. All children start by demonstrating their knowledge of mult by 10 and 100 then dividing by 10 100 MA – working with a mixture of whole and decimal numbers (JH) A – using whole numbers only LA – multiplying by 10 JH Who can explain the rule? Pupils are given 3 minutes to come up with the rule for multiplying by 10 or 100. Feedback to the rest of the class

Some great planning for year 4 Science. Plenty of material. Planning, powerpoints etc. Four vital areas. Nice experiments.

Literacy plans for year 4. Mainly word doucuments for recounts newspaper book week persuasive texts poetry antibullying week imaginary worlds stories with historical settings stories with imaginative settings stories with historical settings narrative writing and book week creative writing holy week Bits of Roald Dahl the Twits references. Sample planning : What newspapers and magazines can the pupils name? What are the articles usually about? Discuss the purpose of a newspaper. WALT – know the features of a newspaper text. WILF – good expression Read through the opening paragraph of a newspaper article. Children to discuss the features and the structure of the opening paragraph. Newspaper articles have all of the important information in the opening paragraph. The opening paragraph is not overly descriptive. This information includes who, what, when, where, why and how. (It is written this way because most people do not read an entire newspaper article all the way through. So newspaper writers put the most important information at the beginning). Children wrote learn the opening paragraph of a newspaper article. Firstly as a class, followed by group work. Recap the features of an opening paragraph of an article. SW – target group to discuss the features of the article.

25 slide flp chart.