I used this as an observed lesson and achieved Excellent'. Prior to this lesson I had worked with pupils on Adding, Subtracting, Multiplying and Dividing subtractions. There is a warm up section which re-caps on many of the things that we covered in the week leading up to this lesson. Pupils then used I-Pads to scan the QR codes to retrieve the answers and self assessed or peer assessed. I then gave them the real life scenario of having to order a meal for a family on a budget. The worksheets are differentiated, the higher ability have more detailed criteria to hit making the budget more difficult more difficult to manage. There is a model of the worksheet which I completed with the whole class to ensure they understood how to complete it.

How I used these resources: I teach a Year 6 class. Leading up to the assessed lesson I used the PowerPoint to to re-cap pupil understanding of how to use the five senses whilst describing and how to use them to create similes, metaphors etc. I showed the example of how an author changes the mood and atmosphere through description (Descriptive Mood Setting). I then show them the picture of a beautiful forest and ask them to brainstorm similes, metaphors, personification etc about the forest. I then show them a good description of the forest and ask them discuss in pairs how they would be able to change the atmosphere. Model writing a 'dark' description of the forest using suggestions from the pupils. The 'good' description should remain visible as you do this so that the pupils can use the sentence structure and simply edit it. I then ask the class to write a description on a given topic. I have done this on both a villain's lair and a roller-coaster. I let them decide whether they wanted to write a 'good' or 'dark' description. You may want to split the class in half for this to ensure you have examples of both at the end of the lesson. I have provided the differentiated worksheets that I gave pupils which includes a success criteria. I suggest peer marking and reading descriptions aloud to the whole class at the end of the lesson.

To promote reading at our school we developed a team called The Bookworms. They helped to develop this PPt and presented it to parents. The aim was to both inform them of how pupils learn to read at our school and inform them of what role they play in the process. I have included the presentation slides where you will find the script for pupils in the ‘Notes’ section. We sent parents who were not able to attend the workshop a video of the presentation to ensure they had access to the information. I have also included a PPt to a reading assembly titled ‘Why Read?’ that I took to promote our new reading spine.

In a quest to develop further consistency in the writing process across school, I developed a chart describing each stage of the process. This aided teachers in their planning and gave them a clear understanding of what the writing journey should look like in pupil books. It also aided leadership when it came to monitoring. This a great resource when welcoming new teachers to the school as it provides examples of each stage in the writing process and demonstrates clearly what opportunities the pupils should experience. I have also developed a progression document for each genre of writing along with a two year cycle of what genres should be covered in each year group. We have received excellent feedback from ESTYN (The Welsh inspection and assessment board) regarding these documents and how they are implemented in our school.