<p>A home learning pack designed to promote home learning during school closures, focused on Creative Writing and promoting Literacy skills. The small unit is focused on the video “Ride of Passage” and utilises and expands upon ideas provided on the Literacy Shed.</p>

<p>The following unit of work is planned around the over-arching “Big Question” of “What does it mean to be a Muslim in Britain today?” The planning focuses on an explorative approach, with children learning about the key components of Islam, whilst also comparing, contrasting and exploring their own faith.</p> <p>Links to P4C are established throughout and help towards meeting the British Values.</p> <p>These lessons have been planned by an experienced KS2 teacher, and RE Lead, who has been trained by the Manchester SACRE.</p> <p>All lesson presentations and resources are included, making this the perfect pack to just pick up and teach. Subject knowledge is supported with thorough presentation notes which support the class teacher in delivering the content to an exceptionally high standard.</p> <p>In addition, optional reading tasks are included at the beginning of each lesson, focused upon the story of Bilal.</p> <p>Within the pack, there are four lessons, as well as the opportunity to spend a lesson on a whole-class discussion, taking part in extended writing and answering the over-arching “Biq Question” based upon the learning that has taken place. This is an exceptional assessment tool that will support not only RE, but also Literacy and Speaking &amp; Listening.</p> <p>The different lessons focus on the following themes:</p> <ol> <li>What helps you through the journey of life? What helps some Muslims through the journey of life?</li> <li>What is the key belief of Muslims and how does this affect their lives?</li> <li>How does the Prophet Muhammad (PBUH) inspire some people in life?</li> <li>Why might prayer be important to different people, including Muslims?</li> </ol>

<p>The following presentation focuses on LGBT+ History Month, exploring famous individuals from all walks of life who can inspire and promote tolerance and understanding amongst pupils.</p> <p>The resource is fully comprehensive and has ample information to teach about LGBT+ people in an inspirational, positive way, whilst applying to all pupils.</p> <p>This assembly was praised by staff and pupils alike, and made a very positive impact upon the use of LGBT+phobic language throughout the whole school.</p>

<p>The following unit of work is planned around the over-arching “Big Question” of “What do religions say to us when we experience loss?” The planning focuses on an explorative approach, with children learning about the key components of a range of religious and non-religious belef systems, whilst also comparing, contrasting and exploring their own faith.</p> <p>Links to P4C are established throughout and help towards meeting the British Values.</p> <p>These lessons have been planned by an experienced KS2 teacher, and RE Lead, who has been trained by the Manchester SACRE.</p> <p>All lesson presentations and resources are included, making this the perfect pack to just pick up and teach. Subject knowledge is supported with thorough presentation notes which support the class teacher in delivering the content to an exceptionally high standard. Additionally, medium-term planning and a unit overview (containing key knowledge and vocabulary) is included.</p> <p>In addition, four optional retrieval worksheets are included to revise and embed prior learning from earlier sessions. Additionally, a knowledge organiser is included to support children in accessing learning.</p> <p>Within the pack, there are nine lessons, as well as the opportunity to spend a lesson on a whole-class discussion, taking part in extended writing and answering the over-arching “Big Question” based upon the learning that has taken place. This is an exceptional assessment tool that will support not only RE, but also Literacy and Speaking &amp; Listening.</p> <p>The different lessons focus on the following themes:</p> <ol> <li>What is a soul?</li> <li>What do some people think happens to our soul after we die?</li> <li>Why is bereavement so hard?</li> <li>What do I think about Heaven and Hell?</li> <li>What is reincarnation and why do some religions believe in it?</li> <li>What is moksha, and how can we imagine it?</li> <li>What do people who don’t believe in God think happens when we die?</li> <li>How can I cope with loss? How can faith help people to cope with loss?</li> <li>What do funeral ceremonies in different religions look like?</li> </ol>

<p>This Science Unit of Work has been planned for UKS2, on the topic of Earth and Space.</p> <p>The pack includes 5 lessons, with planning, a fully comprehensive PowerPoint presentation for each, all resources referenced within the planning, as well as an optional “Shared Read” activity for the start of each lesson.</p> <p>The planning links to Hamilton Trust planning, which is very high-quality but often time-consuming as it is very wordy and has limited resources. These plans have been adapted by a practicing classroom teacher who has years of experience in UKS2, and includes all resources and necessary information to make picking this up and teaching it as easy as possible.</p> <p>Lessons are immersive, interactive and very engaging. Included are a range of activities, ranging from reading to computing, helping to teach Science in a cross-curricular way that children will respond brilliantly to. There is a range of group work and differentiated activities that both extend and challenge, and scaffold LA children towards meeting the same learning objectives as their peers.</p> <p>Lesson objectives are as follows:</p> <ol> <li>Can I understand how evidence is gathered through different types of scientific enquiry?</li> <li>Can we create a scaled model of the solar-system, using spherical representations?</li> <li>Can I investigate the movement of the Earth, and other planets, relative to the Sun in our solar system?</li> <li>Can I investigate Day and Night, and prove my findings using my knowledge of the Earth’s rotation?</li> <li>Can I link the lunar phases to the position of the Moon, Earth and Sun?</li> </ol> <p>Lessons and shared read activities scaffold children towards an optional end-of-unit “Big Write”: an explanation text, exploring how Day and Night is created by the Earth, Sun and Moon.</p>

<p>The following resource has been designed as a whole-school, child-friendly anti-bullying policy.</p> <p>The leaflet is designed to be engaging, memorable and accessible to all children, whilst supporting schools in managing expectations and behaviour.</p> <p>The document is fully editable, enabling schools to make small amendments that suit their school culture more appropriately. Alternatively, the only amendments that need to be made are edits to the school name, meaning this is an incredibly resource to utilise for your own school.</p>

<p>The following pack is chock full of resources designed to be used with pupils in a Guided Write setting, providing a clear and concise scaffold towards key writing criteria across Years 3, 4, and 5.</p> <p>The resources are perfect for children who need a clear scaffold, and are also incredibly helpful for those of us who would like to improve their subject knowledge, NQTs or those who have recently entered a new year group and are unsure of how to teach the assessment criteria for their year group.</p> <p>These were previously used across the school in writing and were very successful. They are also fully editable, meaning that they can be easily adapted to cover different writing criteria, or to link with a particular topic.</p>

<p>A comprehensive unit, containing 9 lessons, an assessment session, as well as a knowledge organiser and a set of “Quiz-Quiz-Trade” vocabulary cards; the unit looks at different religious (and non-religious) beliefs about death and the afterlife.</p> <p>The unit explored the exploration question: “What do different religions say to us when we experience loss”, and contains lessons on the following questions:</p> <ol> <li>What is a soul?</li> <li>What do some people think happens to our soul after we die?</li> <li>Why is bereavment so hard?</li> <li>What do I think about heaven and hell?</li> <li>What is reincarnation and why do some religions believe in it?</li> <li>What is moksha and how can we imagine it?</li> <li>What do people who don’t believe in God thin happens when we die?</li> <li>How can I cope with loss? How can faith help people cope with loss?</li> <li>What do funeral ceremonies in different religions look like?</li> </ol> <p>The unit encourages children to develop scheme, through a knowledge-rich curriculum, whilst also embedding the procedural knowledge for pupils to explore their own beliefs and ideas about different belief systems.</p>

<p>Within the pack, you will find three separate assemblies covering themes to do with LGBTQ+ History. These are perfect for whole-school delivery and can be used a stimulus for other elements of the History curriculum.</p> <p>You can choose to deliver all three of these assemblies across LGBTQ+ History month, or over the next few years: the resources are editable so that you can add or takeaway as you please.</p>

<p>The following resource has been planned to support whole school implementation of Mental Health strategies, as well as improving the subject knowledge of both teachers and children alike.</p> <p>The presentation included can be used as both staff training and children’s workshops, as the school sees fit, however it is recommended to deliver 2 workshops a day over the course of one week: each workshop should take no more than 10-15 minutes.</p> <p>The resources included are fully comprehensive and include everything needed to roll this scheme out, including guided meditations, introduction to CBT sheets and mindfulness activities.</p> <p>The “Brain City” resources are bespoke and written by me, distilling some of the best Mental Health theory into a child-friendly form.</p> <p>Children across the school showed a marked improvement in their understanding of Mental Health and healthy coping strategies; these have been able to be embedded throughout the school following the week-long focus on this topic.</p>

<p>In many children’s writing, colours are used over-and-over again to describe, making writing stagnant and boring.</p> <p>The following resource is a bright, engaging and memorable way for pupils to up-level their use of description, as well as perfect for introducing the use of hyphenated words.</p> <p>Children love this resource and, after even one use, descriptive vocabulary will become more embedded, atmospheric and purposeful.</p>

<p>A targetted assembly lesson plan that looks at racist language and the N word. When racial language becomes commonplace, it is crucial we tackle it explicitly, teaching both the history and politics behind the use of the language.</p> <p>This resource is free, as I truly believe this education should be available to all pupils, rather than us shying away from it.</p>