Children become Iron Age warriors in this two-session project. In the first session, they analyse the construction and function of Iron Age shields, considering how we know what Iron Age shields were like. In the second session, they use their analysis to design their own beautiful and terrifying Iron Age-style shields!

NEW FOR SEPTEMBER 2015! A comprehensive teaching resource for using passive verbs to affect the presentation of information in a sentence. All you need to do is print and teach! Includes: * A detailed teacher cribsheet for brushing up on passive verbs, with a helpful table showing passive verbs in a range of tenses. * A clear lesson plan. * A comprehensive Powerpoint to use during whole-class input. (7 slides) * Engaging worksheets, differentiated for three levels of ability. (6 pages) * Answer sheets for every task. (5 pages) * This resource meets 2014 curriculum requirements for Year 5 Grammar, Vocabulary and Punctuation. Year 6 teachers will also find this resource useful for revising passive verbs prior to the SATs! *I'm working on a whole range of Grammar resources - so if you like this resource and would like something else specific , let me know in your review!*

Children get the chance to become Iron Age swordsmiths in this exciting sculpture lesson. Using tools to shape and pattern salt dough, the children will make stunning anthropomorphic sword hilts in the Iron Age style.

Inspire reluctant writers with this exciting Secret Mission intervention pack! There are six secret missions, in the form of messages with instructions for an independent piece of written work. The children are given these one at a time in an envelope sealed with a 'Top Secret' label. Each mission aims to engage and motivate children to produce imaginative writing with high quality punctuation and vocabulary. My children usually enjoy this so much that the children who aren't on intervention end up asking if they can join in, too!

I used this as a fun reminder to the children to vary their sentence openers during a 'big write&'. You could also use it as a way of consolidating ISPACE with the children, so that they can practise individual sentences.

Reminds chn of four types of adverbial phrases, with examples - how, what, where and why. You could easily adapt this by removing the how / what / where / why, and asking the children which sentence to attribute them to.

Created to use with Traditional Tales Year 5, but could be adapted for any fiction unit. Lesson plan and dice game are my own. I backed the dice game onto the ISPACE grid from here: http://www.tes.co.uk/resourcedetail.aspx?storycode=6355095 ...but I added in extra ISPACE words to fill in the blanks on the grid. I laminated them and the children loved using them.

Eradicate the favourite time-wasting trick of sharpening pencils mid-lesson: label two tubs: one 'Sharpened pencils&', one &';Blunt pencils'. A pencil sharpening monitor (rotated regularly) is responsible for keeping the &'sharp&'; tub well-stocked. If a pencil becomes blunted, the child returns it to the 'blunt&' tub and takes a new one from the &';sharp'.

Guided Reading independent comprehension activities for Charlie and the Great Glass Elevator, Harriet's Hare, The Iron Man, and Tom&'s Midnight Garden. Created from my own ideas and from a selection of other questions I found for free online. Divided into chapters for each book. Please note that there are no page numbers, as there are often different editions of the books. You may wish to add page numbers to help your children locate the information.

'Getting to know you&' worksheet for children to fill in at the beginning of the year. Teacher stores them until the end of the year - children can then read them back and see how they have changed! Cross-curricular Maths - measuring height. I have saved this as a pdf to preserve fonts and layout. There is also an editable Word document option.

Begin by showing three pictures in turn - what do the children know just by looking at the pictures? Record chn's ideas around the picture on the IWB. What does it mean to infer information? Read the opening of &'The Hobbit&'; with the chn. The words the author has chosen are building a picture of the hobbit. We haven't been introduced to the hobbit yet, but what can we infer about him from the text we have read? Finally, use the table to model structuring an answer to an inference question. I created this powerpoint to prepare a Year 6 class for the SATs reading paper.

I created this for an interview (and I did get the job!!), so it only runs for about half an hour and is designed for the children to work quickly in pairs. If you wanted to extend it / differentiate it, you could: a) support children by giving them simple verbs that they have to improve; b) give children all the verbs to fill in rather than just one strip; c) challenge children to add adverbs to heighten the effect of the verbs. The Apollo video can be found here: https://www.youtube.com/watch?v=FzCsDVfPQqk I'm afraid I couldn't upload it on TES!