A bundle of activities perfect for teaching passive voice in Year 6. ‘Passive voice’ activity sheets with three levels of differentiation. Including a range of activities allowing children to identify active and passive voiced sentences, re-writing sentences in the passive voice and understanding what makes a sentence passive. ‘Passive voice’ cards. Subject, verb and object cards which can be used in small group or paired work to create sentences in the active or passive voice and encourage discussion. ‘Impersonal passive’ word mat. Impersonal passive is a great way to get passive voice into formal writing, this word mat is perfect to support children using this. National Curriculum Links Year 6 statutory content to be introduced – Use of the passive to affect the presentation of information in a sentence Pupils should be taught to develop their understanding of the concepts set out in English Appendix 2 by using passive verbs to affect the presentation of information in a sentence. Differentiation Identifying passive and active voice sentences, re-writing the verbs in a sentence to make it passive. Identifying passive and active voice sentences and re-writing sentences in the passive voice in single and multi-clause sentences. Identifying passive and active voice sentences and re-writing sentences in the passive and active voice in single and multi- clause sentences. Writing their own sentences.

Perfect when children are learning how to create verbs by adding suffixes in Year 5 or consolidation in Year 6. Matching cards for children to match nouns and adjectives to a range of suffixes. Ideal for use in small groups or pairs. ‘Ise’ activity sheets with three levels of differentiation allowing children to add suffixes using the correct spelling rule and using them in sentences. ‘Ate’ activity sheets with three levels of differentiation allowing children to add suffixes using the correct spelling rule and using them in sentences. ‘Ify’ activity sheets with three levels of differentiation allowing children to add suffixes using the correct spelling rule and using them in sentences. ‘En’ activity sheet allowing children to add suffixes using the correct spelling rule and using them in sentences. National Curriculum Year 5 Statutory content to be introduced – Converting nouns or adjectives into verbs using suffixes [for example, –ate; –ise; –ify] Years 5 and 6 – Pupils should be taught to use further prefixes and suffixes and understand the guidance for adding them. Differentiation Adding suffixes when no changes need to be made to the root word or when ‘e’ needs to be removed. Adding suffixes when no changes need to be made to the root word, when ‘e’ needs to be removed and removing ‘y’ when adding ‘ify’. Adding suffixes when no changes need to be made to the root word, when ‘e’ needsto be removed, removing ‘y’, ‘ation’, ‘able’ to add the suffix and exceptions to the rule.

Sorting cards with a range of statement, commands, exclamations and questions. Answers included. Perfect for independent work, in pairs or as a group.

Semi-colon activity sheets with three levels of differentiation that have a range of activities allowing children to use semi-colons correctly, inset them in the correct place and mark sentences that have tried to use them. Answers included. Semi-colon talk cards, a range of questions including questions about how semi-colons can be used and identifying where they can be used in a sentence. Perfect for use in pairs or small groups to consolidate what children know about using semi-colons. Semi-colon passages. Short paragraphs with three levels of differentiation where children need to identify where the semi-colons need to go. Ideal as a short activity or as part of a grammar session. Answers included. National Curriculum Year 6 statutory content to be introduced – Use of the semi-colon, colon and dash to mark the boundary between independent clauses [for example, It’s raining; I’m fed up]. Use of the colon to introduce a list and use of semi-colons within lists. Years 5 and 6 – Pupils should be taught to indicate grammatical and other features by using semi-colons, colons or dashes to mark boundaries between independent clauses. Differentiation Separating detailed items in a list and using semi-colons to replace conjunctions. Separating detailed items in a list, using semi-colons to replace conjunctions and to separate related clauses. Separating detailed items in a list, using semi-colons to replace conjunctions and to separate related clauses in multi-clause sentences.

A bundle of activities to teach relative clauses in Year 5 and 6. ‘Relative clauses’ activity sheets with three levels of differentiation. Includes a range of activities to allow children to identify relative clauses, write their own and think about the purpose within their own writing. Answers included. ‘Relative clauses’ passages. Short paragraphs with three levels of differentiation where children need to identify the relative clauses used. Ideal as a short activity or as part of a grammar session. Answers included. ‘Relative clauses’ game cards. A range of questions for children to ask each other as part of paired or group work. Relative pronouns display cards. National Curriculum Links Year 5 statutory content to be introduced – Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun. Years 5 and 6 – Pupils should be taught to develop their understanding of the concepts set out in English Appendix 2 by using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun Differentiation Relative clauses beginning with who and which, at the end of sentences. Relative clauses beginning with who, which, that, where, when and whose. Embedded clauses and at the end of sentences. Relative clauses beginning with who, which, that, where, when and whose. Implied relative pronouns. Embedded clauses and at the end of sentences, as part of multi-clause sentences.

The perfect way to start off your morning of learning. Monday morning tasks start with activities relating to feelings to get the week off to a good start. Each sheet has English and Maths activities aimed at Year 3, beginning the term with consolidating their learning from Year 2 and continuing with what they will learn during the Autumn term. Maths activities progress in small steps as the week goes on. PPTs include challenge tasks for children who finish early and answers. Content: Number sequences Marking numbers on a number line Comparing and ordering numbers Place value Writing numbers in words and digits Addition and subtraction progressing from adding ones to adding and subtracting numbers in the hundreds using a range of representations 3, 4 and 8 x tables using a range of different representations. Using adjectives, verbs, adverbs and nouns in sentences. Synonyms and antonyms. Spelling of common exception words. Correcting spelling and grammar mistakes Descriptive writing.

Worksheets, comic strips and short passages. Perfect for introducing inverted commas in Y3. ‘Using Inverted Commas’ activity sheet with a range of activities to allow children to add inverted commas, write direct speech with inverted commas and mark sentences. Answers included. ‘Using Inverted Commas’ passage, a short paragraph with direct speech for children to add inverted commas. Ideal as a short activity or a grammar session. Answers included. ‘Using Inverted Commas’ comic strip. A fun activity for children to turn a comic strip with speech bubbles into a short story, writing direct speech with inverted commas. Two versions available – comic strip with complete speech bubbles, blank speech bubbles for children to create their own version. National Curriculum Links Year 3 statutory content to be introduced – Introduction to inverted commas to punctuate direct speech Year 3 and 4 – using and punctuating direct speech

A bundle of 35 resources aimed at Year 6 but suitable across Upper KS2. 35 short grammar activities that can be used in grammar sessions, plenaries or interventions. This bundle is also ideal for SATs revision. Can be used independently or as part of paired or group work. Answers included Resources for: Correct and incorrect punctuation Semi-colons and colons Commas for clarity Word types including determiners, pronouns, prepositions, adverbs, adjectives, hyphens, punctuation for parenthesis, inverted commas, modal verbs Using a word as a noun and a verb Noun phrases Tense Prefixes and suffixes and word meanings Contractions. Activities include identifying grammar within sentences, explaining how it has been used, marking and correcting sentences, matching meanings and improving sentences.

A fifteen-lesson writing unit, leading students towards writing their own information text about two rainforest creatures. This unit of writing is ideal for students who have already studied the rainforest or to be taught alongside a rainforest topic (try ours here!). Students spend time at the start of the unit reading sample information texts to understand their purpose and structure. They then research two rainforest creatures to write their own texts about, they can use the rainforest fact files provided and we strongly advise also using textbooks or the internet to support their research. The first ten lessons explore the text type and sentence level work. The final five lessons allow time to write the information text. The unit uses three differentiated example text types about giant anteaters and red-eyed tree frogs to support students’ understanding. Where appropriate, each lesson is differentiated and carefully planned to suit different students’ needs. Answers (or example answers) are provided, where appropriate. Lesson order: • Hook lesson: read through the sample information texts with parts missing, students can try to work out what the texts are about and gain an understanding of the purpose of information texts. • Identify key features, students use the sample texts to understand and identify the key features in information texts. • Sorting information, students begin researching their rainforest creatures using the rainforest fact files provided and class books/the internet. Students complete a mind map to sort the information they find. • Answering questions in more detail, students use a chatterbox to answer questions about their creatures in more detail. • Using present tense, students will learn how information texts use present tense and practise writing in the present tense. • Using third person pronouns, students will learn how information texts use third person pronouns and practise using them to avoid repeating nouns. • Comparing and contrasting the two rainforest creatures using conjunctions and adverbials. • Writing a glossary for the information texts. • Exploring how rhetorical questions are used in information texts and practise writing them, • Introducing headings and sub-headings, students will use these to plan their information texts in preparation for writing. • Writing the introduction, looking at examples and creating a shared write as a class. • Writing the second and third paragraphs, more detail about the rainforest creatures. • Writing the conclusion. • Students can practise editing using our ‘information text to edit’ before editing their own work. • Publishing texts. Looking for more? Try our newspaper writing units, available for Years 3&4 and Years 5&6. Or our Year 3&4 explanation text.

A bundle of activities that are ideal in Upper Key Stage Two to help you teach pupils how to use colons. Colon activity sheets with three levels of differentiation that have a range of activities allowing children to use colons correctly and correct sentences that haven’t used colons correctly. Answers included. Colon talk cards, a range of questions including questions about how colons can be used and identifying where they can be used in a sentence. Perfect for use in pairs or small groups to consolidate what children know about how to use colons. Colon passages. Short paragraphs with three levels of differentiation where children need to identify where the colons need to go. Ideal as a short activity or as part of a grammar session. Answers included. National Curriculum Year 6 statutory content to be introduced – Use of the semi-colon, colon and dash to mark the boundary between independent clauses [for example, It’s raining; I’m fed up]. Use of the colon to introduce a list and use of semi-colons within lists. Years 5 and 6 – Pupils should be taught to indicate grammatical and other features by using semi-colons, colons or dashes to mark boundaries between independent clauses. Pupils should be taught to indicate grammatical and other features by using using a colon to introduce a list. Differentiation Using colons to introduce lists. Using colons to introduce lists and single words. Using colons to introduce lists, single words, speech and to separate independent clauses.

Ideal for use in Y4 when this objective is introduced, covering common verbs and verb forms that are used incorrectly. ‘Standard verb form’ activity sheets with three levels of differentiation including a range of activities to help children identify when a particular verb or verb form should be used in Standard English. ‘Standard verb form’ talk cards. A selection of questions cards for children to identify whether or not a sentence is written in Standard English or not. Ideal for use pairs or small groups National Curriculum Links – Years 3 and 4 Terminology to be introduced in Year 4 – Standard English forms for verb inflections instead of local spoken forms. Was/were and did/done Including the words above and was/were and did/done including for plural verbs. Brought/bought, didn’t/don’t, goes/go. Including the words above and borrowed/lent, have/of and learnt/taught.

Fourteen weeks of morning task activities, four activities per week. These morning activities are perfect for the start of the day, after break or lunch. We know how these times of the school day can be tricky and there is a lot going on, each day’s activity focuses on one objective with a challenge for any students who need it. They are designed to review curriculum knowledge that students have already learnt about, so are a perfect way to warm up for the day. These activities are prepared for the first term of Year 4 but can be used whenever, keep an eye out for morning tasks for the rest of the year or buy our Autumn and Spring bundle here. Objectives cover: Times tables Writing numbers in words and digits Roman numerals Addition and subtraction Adjectives, nouns, verbs and adverbs Spelling Writing instructions, play scripts and cartoon strips Editing writing Coordinating and subordinating conjunctions. Try the first week’s morning activities for free.

A detailed and engaging fifteen-lesson writing unit, guiding learners towards writing a persuasive letter, convincing their headteacher to change the school week to four days. Throughout the unit, students read and refer to differentiated example texts to support their learning and understanding of what a persuasive letter is. The first ten lessons explore the text type and sentence level work. The final five lessons allow time to write the persuasive letter, one step at a time. Where appropriate, each lesson is differentiated and carefully planned to suit different students’ needs. Answers (or example answers) are provided, where appropriate. Lesson order: • Hook lesson: students will be given the chance to practise persuading each other to do simple tasks to understand what persuasion is. They will then read the example text, ending the lesson by exploring pros and cons for the idea of a four-day school week. • Identifying the key features of a persuasive letter, sorting and highlighting the features. • Speaking and listening lesson on exaggerating, students will explore what it means to exaggerate, and the language features used. Then practise exaggerating different reasons for having a four-day school week in pairs or groups. • Power of three, students learn what the power of three is, how it is used in the example texts and practise using it. • Talking directly to the reader using first and second person pronouns, students learn what first and second person pronouns are using a snap game. The independent activities include finding pronouns in the example texts, creating a word mat and re-writing sentences using incorrect pronouns. • Writing opinions as facts. Students learn the effect of writing opinions as facts to be persuasive and have the chance to practise writing some. • Fact finding lesson to create simple statistics, students create questions and poll class/staff members to create their own simple statistics for their letters. • Conjunctions to extend ideas, students explore how different conjunctions are used before the main activity, a matching card game where students need to match two parts of a sentence with a conjunction. • Understanding what rhetorical questions are and how they are used in persuasive letters, students either fill in the blank on an example text with rhetorical questions or create a word mat for rhetorical questions. • Planning our persuasive letter. • Writing the introduction and first paragraph, looking at examples and exploring the language used. • Writing the third paragraph, shared write to support students writing. • Writing the conclusion. • Students can practise editing using our ‘persuasive letter to edit’ before editing their own work. • Publishing texts.

An engaging fifteen lesson writing unit, leading students towards writing their own newspaper article based on a fictional event: a school has lost its gravity! This would make a great unit to be taught alongside a Science unit on forces, or as a way to revisit Scientific knowledge. The first ten lessons explore text type, followed by sentence and word level work. The unit uses differentiated example text types throughout to support students understanding. Lesson Order Hook lesson: a school has lost its gravity! Analysing newspaper articles. Formal vocabulary used in newspapers. Relative clauses used in newspapers. Parenthesis used in newspapers. Rhetorical questions to start and link paragraphs. Technical language (explaining gravity). Appropriate descriptive language used in newspapers. Writing a conclusion, focussing on how the structure is different to other parts of the report. Writing the report: writing the introduction. Writing the report: writing paragraphs 2 and 3. Writing the report: writing paragraph 4 and conclusion. Writing the report: editing, with a report for students to practise editing. Writing the report: publishing.

A fun bundle of activities aimed at Years 3 and 4 to keep students busy and focussed. It includes: Spelling anagrams - rearranging Years 3 and 4 common exception words. Silly story writing - completing a story with different word classes. Four operations colouring picture. 6, 7 and 12 x tables race game (the full collection of 1 - 12 tables race games is available here). Drawing challenge - students must follow the instructions to see what they create. End of year reflection. Answers.

Ideal to teach modal verbs Upper KS2 when this objective is first introduced. ‘Modal verbs’ activity sheets with three levels of differentiation, includes a range of activities for children to identify how modal verbs are used within sentences. ‘Modal verbs’ passages, short paragraphs with three levels of differentiation children to identify the modal verbs used within sentences. ‘Modal verbs’ display cards for your class display. National Curriculum Links Statutory content to be introduced in Year 5 – Indicating degrees of possibility using modal verbs [for example, might, should, will, must] Years 5 and 6 – Pupils should be taught to develop their understanding of the concepts set out in English Appendix 2 by using modal verbs to indicate degrees of possibility. Differentiation Modal verbs: should, would, will, may, can, could, might, must and shall. Modal verbs: includes the above and wouldn’t, shouldn’t, won’t, can’t and mustn’t, in single and some multi-clause sentences. Modal verbs: includes the above and ought to, in multi-clause sentences. Classifying the modal verbs into positive and negative as well as by certainty and possibility.

Ideal when teaching how to add prefixes to verbs in Year 5 or consolidation in Year 6. Matching cards for children to match prefixes to verbs, ideal for use in small groups or pairs. Activity sheets for children to add a range of prefixes to create new verbs and understand their meanings. Prefixes: de, mis, dis, over and re. National Curriculum Year 5 Statutory content to be introduced: verb prefixes [for example, dis–, de–, mis–, over– and re–]. Years 5 and 6 – Pupils should be taught to use further prefixes and suffixes and understand the guidance for adding them.

Ideal for introducing prepositions in Year 3 or consolidation in Year 4. Activity sheets with three levels of differentiation including a range of activities to help children identify prepositions that show the position of a noun in a sentence. Answers included. Preposition passages, short paragraphs with three levels of differentiation where children need to identify the prepositions used to show the position of nouns. Ideal as a short activity or a grammar session. Answers included. Preposition matching cards – match the picture to the preposition. Ideal for small group or paired work. Preposition display cards. National Curriculum Links -Statutory content to be introduced in Year 3: -Expressing place using prepositions. Differentiation Behind, on, outside, underneath, above, beside. Behind, on, outside, underneath, above, beside, inside, alongside, upon, below. Behind, on, outside, underneath, above, beside, inside, alongside, upon, below, by, between, near, among, around.

A bundle of 34 resources aimed at Year 3 or suitable in Y4 for consolidation. 34 short grammar activities that can be used in grammar sessions, plenaries or interventions. Can be used independently or as part of paired or group work. Answers included Resources for: Punctuation Inverted commas Possessive apostrophes Subordinating and coordinating conjunctions Subordinate clauses Verbs, nouns and adjectives Statements, questions or commands. Activities include identifying grammar within sentences/paragraphs, explaining how it has been used, marking and correcting sentences/paragraphs and improving sentences/paragraphs.

Three interactive and printable spinner activities, perfect to explore how different conjunctions can be used. Each spinner activity is available as an interactive version on a PPT perfect for whole class teaching or quick burst grammar sessions. The printable versions are ideal for small group work and encouraging talk between students. Conjunctions for cause and effect – 6 different conjunctions including because, since and so. Conjunctions for cause and effect – 12 different conjunctions including in order, seeing that, due to. Conjunctions for contrast – 12 different conjunctions including unlike, rather than, however.