This is a 4 week unit of planning that supports pupils to write an ancient Greek Quest Myth. The beginning part of this unit is focussed on Persephone by Sally Pomme Clayton and Virginia Lee. This is used as a model and WAGOLL for pupils to write their own story. All children love Greek gods and goddesses and this unit of work has never failed in supporting pupils write some excellent myths that are richly descriptive and engaging for the reader. 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 & Generate • To write a review of an ancient Greek myth • To use a range of strategies to explore a text • To show understanding through intonation, tone, volume and action when performing a playscripts • To retrieve and record information from non-fiction • To describe using adverbial phrases and drop in clauses • To demonstrate understanding of key details and main points of a text Stage 2 = Capture, Sift & Sort • To find the key features of a myth • To start sentences using verbs, adverbs and connectives • To write using commas to clarify meaning • To use an increasing range of sentence starters • To write in the style of the model text • To edit writing to improve sentence structures and range of vocabulary Stage 3 = Create, Refine & Evaluate • To use expanded noun phrases and figurative language to describe • To vary sentence structure and type for effect • To plan a quest myth • To write a descriptive setting for my myth • To write a build-up in my myth • To write a conflict • To write a resolution to my myth • To edit and improve my work 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

This is a fantastic resource I made for improving spelling during morning activities. There are 20 different 9 letter words which are placed in a wheel. One of the letters is put in the middle, which has to be used in every word. Pupils then try to make 3 letter or more words. I score it by allowing the pupils 5 minutes to find words. They get 9 points for the 9 letter word and 8 points for 8 letter words etc. Pupils read their word out and if no one else has got it they get the points. Everyone who gets the 9 letter word gets 9 points, even if someone else gets it too. Each slide has a clue what the 9 letter word is. The next slide always reveals what the 9 letter word is.

I made this for the teaching staff at my school but have found it to be an invaluable resource for working with th pupils. There are 9 pages with full screen pictures and clear instructions on how to import your video, edit it by adding music, adding transistions and other video effects. How to add titles and credits and finally how to export it. I have used this resource which is prodiuced in a Word format successfully with year 4, 5 & 6 classes.

This is a Christmas Carol Playscript that has five scenes; Christmas Eve, Ghost of Christmas Past, Ghost of Christmas Present, Ghost of Christmas Future and Christmas Day. It also comes with a list of props needed and stage layouts for each scene. This has been used to perform an excellent show with 10 and 11 year olds. It lasts about an hour.

There are 34 crucial terms for pupils aged 7 to 11 explained with examples. They are saved onto a PowerPoint for ease of use and quick reference when you are teaching. Some of the key terms are verbs (both active and passive), adverbs, connectives, clause, paragraph, personification, similes, metaphors and many more.

This is a Forces Fairground display that I made which ends up being a colourful Ferris Wheel. The display includes explanations for the following forces: Gravity Water Resistance Pulleys Forces Parachutes Machines Air Resistance Friction Levers Mechanisms Springs Movement The display has a quiz which pupils can interact with too.

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 whole school tracking AFL tracking system for Writing. 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 whole school tracking AFL tracking system for Maths. 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 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

I made this to email parents how we teach all 4 operations in my primary school. It includes visual examples of how addition, subtraction, multiplication and division are taught. There are 14 pages and these are the different stages I include along with examples of mental strategies pupils will need to learn. These are sections for addition, subtraction, multiplication and division. Here are the areas covered in multiplication. Multiplication = Stage 1 – Continual addition of groups/steps of same size, Stage 2 – Arrays (leads to area method), Stage 3 – Mental multiplication using partitioning, Stage 4 – The Grid Method, Stage 5 – Expanded Short Multiplication, Stage 6 – Short Multiplication, Stage 7 – TU by TU (grid method and column method)

This is a colourful display that is great to have displayed all year round. It explains what a simple, compound and complex sentence is. Each type of sentence has a description and an example with each part colour coded.

Simple mnemonics really help pupils to remember key information they need to write great advertisements. This one is: SEAQAB S logan E xaggeration A lliteration Q uestions A djectives B enefits This display has an explanation for each part and it has 13 pages which include large letters to display the SEAQAB mnemonic clearly on your wall.

This is a fantastic whole book planned guided reading unit based on the book Oranges in No man’s Land by Elizabeth Laird. The story tells the struggles of a little brave girl called Ayesha during the civil war in Lebanon. I have planned a unit of work that has between 9 and 5 questions for each chapter (18 chapters in total). I have also included printer friendly pages where there are 4 copies of the questions on each page so it is easy to prepare for lessons. I have included all the answers too as this is a great time saver. The questions are designed to easily fit English books as I have adjusted the margins so they fit. I hope your class enjoys this book as much as mine have always done.

Here are some team work cards which explain each member's responsibilities. I use these every time I put pupils into groups so they can practise all of the roles. This really develops their confidence as many pupils do not get these opportunities unless you manage different team roles. The roles are as follows: Leader, Organiser, Motivator and Reporter. Below is an example of what the Leader is. As the leader you are responsible for …. • Making sure everyone has a role or task to complete • Making sure it is finished on time • Making the final decision if your group cannot agree • Speaking with an adult if your group is struggling

This is a shades of meaning display I made for synonyms of good, bad, said, scared and walked. I have also include blank versions in green, orange, red, purple and blue so you can create your own.

Here are 6 versions of a storyboard to save yourself time creating your own. There are 2 with 8, 6 and 4 squares. One of the versions have larger areas for drawing with the other version more lines for writing. I have included it in a PowerPoint format so you can alter it if you want. I have also included it in a pdf format to make it easier to print.

This is a display that has a space for the photo (head) of pupils in your class to stick onto the job of what they want to do when they are older. It also has a short writing opportunity for pupils which allows them to explain why they want to do that job. The possible jobs include: • Artist • Astronaut • Athlete • Author • Builder • Business Man • Business Woman • Doctor • Fireman • Fitness Instructor • Footballer • Lecturer • Musician • Nurse • Police Officer • Politician • Popstar • Scientist • Soldier • Surgeon • Teacher • Vet

This is a short poetry unit based on the great poem The Highwayman by Alfred Noyes. The end piece of writing is a retelling of the story but from another character's perspective. This unit includes lots of drama and role play to stimulate the pupil's ideas. I have included all the resources you will need and have listed the learning objectives below: Stage 1: Stimulate and generate learning outcomes • To deduce information about a character from a picture. • To recite poetry. • To explore the themes of a text. • To use drama to explore characters’ feelings. • To tell a story from a character’s perspective. Stage 2: Capture, sift and sort learning outcomes • To identify the language used for effect. • To write metaphors. • To tell a story from a character’s perspective. • To recount a story as a news report. Stage 3: Create, refine and evaluate learning outcomes • To write a story from a character’s perspective. • To revise, edit evaluate and improve my writing. • Perform own writing by reading it to a group.