This is a simple Power Point which asks questions and answers them in the following slides, accompanied by simple graphics and photos. I would use the presentation as an overview, and then ask children to ask further questions, which they could write on speech bubbles to be displayed on the working wall. Includes: What is Hinduism? Where do Hindus worship? What do Hindus believe happens after you die? Images of gods and goddesses Do Hindus have a sacred symbol? Do Hindus believe in one or many gods? It would be good for an RE day, or topic introduction. I have used it in year 4. The children in our church school had never heard of the idea of reincarnation and were fascinated to hear about other ideas from other religions.

Loveliest of Trees the Cherry Now by A E Housman Whole lesson: suitable for a whole class reading session with opportunities for an extended activity (into writing, a performance during the afternoon or part of a a range of activities during a poetry-themed day or event at your school.) This is a must if you are lucky enough to have cherry trees in bloom in or around your grounds. The slide show enables the teacher to introduce key vocab and set the poem in context (time written, poet and his life) Introduces the poem - to be read out the whole way through, without pause (as a whole class/in pairs) and then there is a line by line analysis of the poem, designed to be done as a whole class, with plenty of opportunities for talk partner discussion as part of this exercise. Some prior knowledge of poetic techniques and language is assumed. (e.g personification, alliteration, a couplet) but if the pupils do not know these terms. the poem affords the perfect opportunity for them to learn them. This lesson meets the National Curriculum requirements: participate in discussions about poems, prepare poems to read out loud and perform; learn a wider range of poetry by heart. I have delivered this in Year 5 and it was really successful - but I could equally see this working in any age group - through the simplicity or complexity of the discussion. There is so much that can come from it - reading into writing - biography of the author, descriptive writing of a cherry tree, a poem about an element of a season the children find equally as attractive (there are slides to support this objective). Cross-curricular ideas - supporting science objectives - observing life cycles in own locality - I could see children sketching blossom, photo evidencing the change in seasons, pressing flowers - using pressed flowers for art work later … No separate lesson plan is needed as the slides are very self explanatory. I hope you enjoy using this resource. I would be grateful if you could leave a review.

This year, the clocks go forward on 31st march 2024. This assembly is ideal in the week preceding or following the clocks going forward. It is of approximately 20 minutes duration. a) Starts with a more general ‘signs of spring’ discussion b) Includes activities that can be done as talk partner discussions or questions and answers c) Includes top tips that reinforce the importance of a sleep routine d) Links to an external quiz at the end. You could tie it in with some time related problems in maths: https://www.tes.com/teaching-resource/how-to-solve-time-word-problems-using-rucsac-11862812 I hope you enjoy using this resource. All author proceeds are donated to our partner school in Sierra Leone.

The Bubble Wrap Boy by Phil Earle This unit of planning and resources is written specifically to engage reluctant readers, particularly boys. The initial weeks cover a range of reading and writing skills, (descriptive writing, character analysis, even cinquain poetry - skater style!) The Bubble Wrap Boy is an enjoyable book suitable for ages 10-15. It would work well in a Year 7/8 intervention class, where they keep the same teacher all day. It centres on a geeky teenager, Charlie Han, who reinvents himself as a skating legend. His equally geeky friend gains kudos through his graffiti art. My lower-ability writers’ standards shot up after this unit and standards of the whole class improved exactly where the gaps were, as this is how it was planned. The unit includes a mixture of discrete grammar lessons and lessons that build on from one another. The main focus is how to write an extended narrative - with each skill building logically on from the next. It leads into a project of extended writing at the end, this is key to improving stamina and ongoing writing ability. While this English unit of work focuses on writing, I strongly recommend that the book is focussed on during daily reading sessions prior to the main English writing session. It is assumed that the teacher will be able to read chapters aloud with the children outside of the main writing session, and ideally, the children themselves will have plenty of opportunity to engage with and read the text, too. This text has some strong themes in it, such as bullying, loss and family deception. It has some mild bad language and teenage-style comments that the teacher should be aware of and read with discretion with lower ages I had such fun teaching this unit, as we delivered it as a whole learning journey, where the children studied graffiti and urban art, too, and we visited the local skate parks, did skating angles etc in maths. I hope you enjoy it as much as I did. If you like these resources, I would be grateful if you could leave a review for others.