Key Details: Focus Text: Cosmic by Frank Cottrell-Boyce Contains plans, slides, resources 4 Week Writing Unit Cosmic by Frank Cottrell Boyce This humorous adventure is seen through the eyes of twelve year old Liam Digby a ‘gifted and talented’ child whose physical appearance ages him beyond his years. Follow Liam and his friend, Florida Kirby on this humorous, action packed adventure exploring the ups and downs of being a parent and the consequences of a ‘little white lie’. Overall learning aims of this teaching sequence. • To enjoy exciting stories with memorable characters • To consider how particular situations make individuals behave as they do • To explore dilemmas, empathising with characters • To build an imaginative picture of a fantasy world, based on real life experiences This teaching sequence is approximately 3 weeks long if spread out over 15 sessions. The book supports teachers to teach about emotional response to strong themes in narrative fiction. The narrative structure is carefully crafted to be thought-provoking and the characters and settings are well drawn, offering young readers a good model for their own persuasive writing, debate and to structure written arguments.

Key Details: Focus Text: The Matchbox Diary by Paul Fleischman 4 Week Writing Unit Contains Plans, slides, resources. Introducing our meticulously designed 4-week teaching unit, centered around the captivating text “The Matchbox Diary” by Paul Fleischman. This comprehensive writing unit provides an all-inclusive package containing plans, slides, and resources to ensure a seamless teaching experience. “The Matchbox Diary,” illustrated by Bagram Ibatoulline, tells the heartwarming story of a man sharing his early life experiences with his great-granddaughter. Unable to read or write in his youth, he ingeniously preserved memories in matchboxes, each containing an object that symbolized a significant event in his past. The narrative unfolds as the family’s journey from Italy to America in the early 20th century is revealed through the examination of each object, accompanied by images resembling framed sepia photographs. The once illiterate boy ultimately becomes someone who makes the printed word accessible to others. Our teaching unit aims to: Engage children with a relatable and empathetic story. Explore themes and issues, fostering connections with students’ own lives through discussion and idea development. Encourage creative responses to the text through drama, music, dance, storytelling, and artwork. Compose poetry. Write in role to explore and develop empathy for characters. Boost students’ confidence in writing for real purposes and audiences. Spanning approximately 20 sessions, this 4-week teaching sequence supports educators in addressing topics such as separation, belonging, adjusting to new circumstances, and life journeys. Elevate your teaching experience and inspire your students with our exceptional teaching unit focused on “The Matchbox Diary” by Paul Fleischman. Don’t miss out on our extensive collection of teaching resources and units of work! We’re dedicated to providing valuable content that will enrich your teaching experience and inspire both you and your students. Join our growing community of educators today and discover the endless possibilities with The Teaching Couple.

Key Details: Focus Text: Ice Trap! By Meredit Hooper 3 Week writing unit Includes plans, slides, resources. ICE TRAP! Shackleton’s Incredible Expedition by Meredith Hooper illustrated by M.P Robertson This picture book tells the true story of the expedition led by Ernest Shackleton which aimed to traverse the Antarctic. Although unsuccessful in his aim, and frequently overshadowed by the exploits of Scott and Amundsen, Shackleton’s adventure is remarkable for the story it tells of bravery, endurance, loyalty and leadership. Despite incredible challenges he managed to ensure all 27 of his men survived being trapped in the ice and marooned on an uninhabited island. Overall aims of this teaching sequence. • To appreciate why stories are memorable and characters exciting • To consider how particular situations make individuals behave as they do • To explore dilemmas, empathising with characters • To learn about the differences between information and fiction texts. • To produce a range of writing to respond to text through role play and dramatisation. This teaching sequence is approximately 3 weeks long if spread out over 15 sessions. The book supports teachers to teach about character development, emotional response and changes of setting in a narrative which references a true historic event. The narrative structure is carefully crafted and the characters and settings are well drawn, offering young readers a good model for their own story planning and descriptive writing. The historical time frame and reports of events are factually accurate offering an exciting true story of rescue and survival. Before beginning this sequence it would be useful to collect globes, world maps, a map of the Antarctic and books about the area, its geography and wild life and books about other Antarctic expeditions. Prepare an A3 class journal to use to make notes in during this sequence Also give each child a notebook or use the mini journal provided as Shackleton’s log. The mini journal also provides some additional related activities which could be used during guided reading or for home learning tasks.

Introducing our meticulously crafted teaching unit that draws inspiration from the powerful narrative of Francesca Sanna’s “The Journey”. This 5-week writing unit is designed to captivate students while fostering a deep understanding of the refugee experience. Key Features: Developed in line with Power of Reading Plans Comprises plans, slides, resources, and differentiated activities Fully adaptable to align with your unique teaching approach “The Journey” is Francesca Sanna’s debut picture book that beautifully encapsulates the experiences of refugees from diverse backgrounds. The narrative is straightforward and easy to comprehend, while the stunning illustrations depict the varied landscapes and emotional trajectories of a family seeking refuge. While ending on a note of hope, the book underscores the persistent uncertainty that many refugees face. Primary Goals of this Teaching Sequence: Enrich students’ comprehension and appreciation of the struggles encountered by refugees. Cultivate empathy. Delve into the concept of universal human rights and freedoms. Spanning roughly 26 sessions, this teaching sequence offers a wealth of opportunities for educators to impart advanced reading and writing skills through a poignant and challenging text. The striking illustrations invite reader engagement and reflection on intricate themes, facilitating a thorough exploration of sensitive content and inspiring genuine, creative responses. Please ensure all students are emotionally equipped to engage with this text due to its sensitive nature. Teachers should take into account their students’ prior experiences and use this insight to gauge the depth of exploration into the themes presented.

Introduce your class to the engaging world of letter writing and diary writing with this 3-week teaching unit based on the Amnesty International endorsed book, “Azzi Inbetween” by Sarah Garland. This touching and thought-provoking story follows Azzi and her family as they embark on a perilous journey to escape danger and start anew in a foreign land. Key Features: Comprehensive 3-week unit of work Includes detailed plans, SEND support, greater depth questions, interactive whiteboard slides, models, and in-depth reflections In “Azzi Inbetween,” Azzi and her parents must navigate a challenging journey by car and boat to reach safety in a new country. Once there, they face the daunting tasks of learning a new language, finding a home, and adjusting to new surroundings. At school, Azzi encounters a kind helper who guides her through learning English and realizing she is not alone in her experiences. As Azzi adapts to her new life with courage and resourcefulness, she makes a new friend but continues to miss her grandmother who was left behind. Drawing from her own experiences working with refugee families, acclaimed author and illustrator Sarah Garland weaves a tender and humorous adventure story that will captivate readers of all ages. This comprehensive bundle offers everything you need to guide your students through the captivating narrative while developing their skills in letter and diary writing. With detailed lesson plans, support for students with special educational needs, questions for deeper understanding, interactive slides, and model examples, this teaching unit provides a rich and immersive learning experience.

Introducing our comprehensive unit pack on migration, meticulously designed to provide an all-encompassing learning experience for your students. This resource kit includes overview plans, interactive whiteboard (IWB) materials, a plethora of resources, ideas for differentiated instruction, and key questions to stimulate critical thinking. Here is an outline of the first six lessons: Lesson Breakdown: Lesson 1: Kickstart the unit with an engaging discussion using images that share a common thread. Introduce the concept of migration through a video here. Utilize maps and atlases to extract information and draw conclusions. Find additional resources here, here, and here. Wrap up the session with reflective questions on migrants’ emotions. Lesson 2: Dive into the ‘push and pull’ factors of migration with pre-planned activities. Discuss personal feelings in a guided group setting, followed by reflection. Lesson 3: Explore how migration impacts people and places through real-life stories. Encourage students to evaluate the negatives and positives. Examine the UK’s changing dynamics due to migration. Lesson 4: Understand economic migration with this resource. Analyze statistics on work migration within the EU and the top destinations for economic migrants. Discuss the reasons and impacts of this type of migration. Lesson 5: Use this PowerPoint to discuss climate change and its role in creating climate refugees. Students will write letters to the government expressing their understanding of the issue and suggesting solutions. Lesson 6: Consolidate learning with a follow-up task that asks students to apply their understanding of migration. Use these resources, here, here, and here to discuss refugees. Finally, engage students in a reflective debate on whether they agree with this perspective. Our migration unit pack is not just a teaching resource; it’s an immersive journey through the complex world of human migration, offering a multifaceted approach to learning. Don’t forget to check out our other resources available on the TES website. We offer a variety of teaching aids designed to enrich your classroom experience.

In this 3 week unit the children will be writing their own adventure narrative based on the story ‘Captain Flinn and the Pirate Dinosaurs’. In this Unit pack there are highly detailed plans, interactive whiteboard slides and highly differentiated worksheets to suit all children. Learning Outcomes: Familiarisation with text: I am learning to understand and investigate adventure and mystery stories. I am learning to identify characters’ emotions and behaviors. Capturing ideas: I am learning to use the language features of an adventure and mystery story. Analysing Text, language features and organisation: I am learning to plan, present and write an adventure story. Demonstration/Shared/Supported/Joint Construction Writing: End of Unit (Big Writing) I am learning to/ I can: write a pirate adventure story. Toolkit for children: I can write an adventure story opening. Own target I can write in the past tense. e.g. saw, asked, replied, looked. I can use adjectives, verbs and nouns e.g. They sailed towards the island on the sapphire ocean. I can use a variety of punctuation. e.g “Could that be his cave?” I can use a variety of openers. e.g. Slicing his sword towards him…, As he sailed to the island…, When the battle was over…

Guided Reading - The Lighthouse This week long guided reading plan focuses on The Lighthouse short story. This plan follows a whole class guided reading approach meaning that all children are required to do the same activity on each day. The activities are differentiated. The activities include a follow up task, comprehension, language activity and spelling focus. Example Plan: Text: The Lighthouse Book introduce Show ch the front cover on the IWB. What do you think the book will be about? Discuss with tables. Get feedback. What type of book do you think it is? Why do you think this? Show ch the blurb and read together. Does this change what you think the book might be about? Share LO: I am learning to draw inferences. Strategy check Discuss with class what strategies we could use if we were stuck on a word, what they could do when they are reading etc. Independent reading Children to read the extract by them selves. Response to text Remind ch of the LO. On the IWB have a range of questions about the text. Explain to them what the word inference means and how we answer these types of questions. Things you infer from the text, it about what you think its saying using your reasoning rather than sing concrete evidence. Read between the lines and make a well informed guess. Using Discuss the answers as a class once they have disussed with partner. What do you think Kittiwakes, Terns and Guillemots are? Why? What does “Thy way is in the sea, and my path in the great waters” Mean? What do we think the men were? Why? What phrase makes you think that the boy is scared? Recap what had happened in the extract yesterday and re read. I am learning to draw inferences about a character. Activity: Ch to use what they have read and write a paragraph describing what the men/creatures look like. Spelling Focus: [SHORT ACTIVITY] Comprehension (differentiated): Ch to read and answer the questions based on the story they have read so far. Ch to mark their answers after. Free reading – any text Free writing – writing a new introduction to the Iron Man. Challenge: Can they include any of the spelling words we have focused on?

Guided Reading - The Hodgeheg This is a weekly guided reading plan for a year 4 class. Text: The hodgeheg by Dick King Smith Book introduce Show ch the front cover on the IWB. What do you think the book will be about? Discuss with tables. Ge feedback. What type of book do you think it is? Why do you think this? Show ch the blurb and read together. Does this change what you think the book might be about? Share LO: I am learning to retrieve information from a text. Strategy check Discuss with class what strategies we could use if we were stuck on a word, what they could do when they are reading etc. Independent reading Children to read the extract by them selves. Response to text Remind ch of the LO. On the IWB have a range of questions about the text. Explain to them what the word retrieval means and how we answer these types of questions. Discuss the answers as a class once they have disussed with partner. Where do the hedgehogs live? What did they have to do to get to the park? What were the baby hedgehogs named after? Find one word that means the food was delicious. Other activities include a comprehension, comprehensive lessons plans and powerpoint.

KS2 Art - Georgia O’Keeffe 7 Lesson Unit This Unit pack contains IWB slides, resources and a differentiated plan. Key Knowledge and Skills (Lesson LOs) L.O: I am learning to use a sketchbook for recording observations, experimenting with techniques and planning ideas. L.O: I am learning to sketch a self-portrait inspired by the work of Georgia O’Keeffe. L.O: I am learning about tone and colour mixing. L.O: I am learning about different ways of painting. L.O: I am learning to paint a self-portrait inspired by the work of Georgia O’Keeffe. LO: I am learning about the work of Georgia O’Keeffe LO: I am learning to consider the intention of Georgia O’Keeffe.

Introducing our comprehensive KS2 Hinduism study resource, designed to make teaching this complex religion accessible and engaging. This package includes a Smart Notebook slideshow and a host of supporting resources for an immersive learning experience. Over the course of six detailed lessons, your students will delve into the fascinating world of Hinduism. Our interactive whiteboard slides, meticulously crafted lesson plans, and daily differentiated activities are all designed to support your class through this journey. The key learning objectives for your pupils include: Understanding the relationship between Hindu stories like those of Krishna and Rama, and the belief that God descends to Earth when evil threatens good. Recognizing the connection between Hindu stories and the concept of a personal, devotional relationship between God and the individual. Comprehending the significance of service (seva) to others in expressing devotion to God. Learning about the existence of well-established Hindu communities in Britain and their traditionally-designed mandirs in cities like London. Grasping the importance of devotion in Hindu worship practices at home and in the mandir, such as puja, arti, prashad. Appreciating the belief that God is in everyone and everything, and its implications on how Hindus lead their lives. Drawing parallels between Hindu narratives about gods and human experiences in striving to live a good life. Our resource also focuses on developing students’ skills in: Utilising specialist vocabulary to communicate their understanding of Hindu beliefs, teachings, practices, and symbols. Using and interpreting various sources — including Hindu scriptures, traditional stories, murtis, the mandir, artefacts, pictures, symbols, songs, music, festival food, media, and ICT/the internet — to gain insight into Hindu beliefs, teachings, and practices. With our KS2 Hinduism study resource, we aim to provide a rich, engaging, and informative exploration of Hinduism for your students. Let’s embark on this enlightening journey together.

This unit pack contains plans, IWB, resources, differentiation ideas and key questions. This unit could be edited easily to have just a focus on the UK or just a focus on Greece. In this 10 lesson Geography unit the class will learn about: 1 Name and locate cities of the United Kingdom and their identifying human and physical characteristics L.O: I am learning to name and locate cities in the UK 2 Locate the world’s countries, using maps to focus on Europe concentrating on their key physical and human characteristics, countries, and major cities L.O: I am learning to identify the human and physical features of the UK. 3 Use the 8 points of a compass, 4 figure grid references, symbols and key to build their knowledge of the United Kingdom and the wider world L.O: I am learning about the 8 points of a compass and 4 figure grid references 4 Explain weather patterns around the UK and a studied area. L.O: I am learning about weather patterns around the UK 5 Locate the world’s countries, using maps to focus on Europe concentrating on their key physical and human characteristics, countries, and major cities L.O: I am learning to identify countries and their capital cities in Europe. 6 Locate the world’s countries, using maps to focus on Europe concentrating on their key physical and human characteristics, countries, and major cities L.O: I am learning to locate Greece and identify the physical and human features of modern day Greece 7 Identify the position and significance of the Equator, Arctic and Antarctic Circle L.O: I am learning about the significance of the Equator, Artic and Antartic circle 8 Recognise that there are similarities and differences between regions L.O: I am learning to understand the similarities and differences between London and Athens. 9 Identify key aspects of human geography and how the land is used 9.L.O: I am learning to explain why Greece is a popular tourist destination 10 Identify key aspects of human geography and how the land is used 10.L.O: I am learning about how Greece is fighting climate change (Eco Focus)

Introducing our Year 3/4 Religious Education unit on Diwali! Over the course of six enlightening lessons, your students will explore the key elements of this Hindu festival and its role in fostering a sense of belonging among its observers. The primary learning objective is: How does the celebration of Diwali contribute to the sense of belonging in the Hindu community? Our areas of inquiry include AT1 Strands A, B, C, and AT2 Strands D, E, F, with a particular emphasis on the theme of ‘Belonging’. The teaching and learning activities are divided into two steps: Step 1: Engagement (2 lessons) - AT2 § We start by engaging students in a group challenge. Each group will form an identity around a belief they unite on, such as ensuring all dogs have good homes. They’ll create a group name, identity, logo, and the three most important actions for their cause. Through this activity, we aim to help students understand the concept of belonging driven by shared beliefs and missions. We’ll discuss questions like: How do shared missions foster a sense of belonging? How would you celebrate your achievements? What feelings arise from contributing positively to the world? Step 2: Investigation (3 lessons) - AT1 We dive deeper into the story of Rama and Sita, highlighting the theme of Good vs Evil. We’ll explain how this victory of good over evil is celebrated during Diwali, reflecting Hindus’ commitment to spreading goodness. Students will watch a DVD extract or online clip showcasing Diwali celebrations, including the worship of the goddess Lakshmi for prosperity. We’ll explore how celebrations like Diwali enhance the sense of belonging among participants. Students will understand the significance of various Diwali practices through hands-on activities like creating Rangoli patterns, diva lamps, making sweets, and more. We’ll discuss how these activities, often carried out with family and community members, foster a sense of belonging. We’ll also consider inviting a Hindu guest to provide first-hand insight into the religious significance of these practices. Our aim is to help students grasp how shared activities and beliefs during Diwali contribute to a strong sense of belonging in the Hindu community.

Dive into the Art of Poetry with Our ‘Cinquain Poem’ Unit for Year 3/4 Unlock the beauty and brevity of poetry with our one-week ‘Cinquain Poem’ unit, tailored for Year 3/4 students. This educational journey introduces the unique structure and linguistic elements of a Cinquain poem, providing pupils with the chance to create their very own poetic masterpieces. Throughout the week, your class will not only learn the intricacies of crafting a Cinquain poem but also explore other poetic techniques to enhance their creative expression. Engaging games and activities are integrated to spark their imaginations and encourage the use of vivid language. Leverage the engaging content from Simon Mole’s YouTube channel as specified in the lesson plan, including the interactive ‘Yes and…’ game, to further inspire your students’ poetic endeavors. Weekly Timetable: Day 1: Students will learn to identify the key features of a Cinquain poem, setting the foundation for their understanding of this poetic form. Day 2: The focus will be on incorporating alliteration to add a lyrical twist to their Cinquain poems, enriching the sound and rhythm of their words. Day 3: Students will gather a palette of language ideas, collecting words and phrases that evoke emotion and imagery for their Cinquain poem. Day 4: The culmination of the unit sees students applying their newfound knowledge and creativity to write their very own Cinquain poem. This ‘Cinquain Poem’ unit is a fantastic way to immerse Year 3/4 students in the world of poetry, fostering a love for language and encouraging them to express their thoughts and feelings through this concise and impactful poetic form. Get ready to witness the blossoming of young poets in your classroom!

How to run Sports Day! In this resources pack you have everything you need (minus the actual equipment and children) to run an extremely exciting and fun sports day that parents and children will enjoy. Resource pack includes: Pictures to go alongside events Carousel of activities for KS1 Carousel of activities for KS2 Staff information sheets Letter home to parents Scoring sheets for staff for each event Any questions, please do not hesitate to comment below or email me directly.

Immerse your students in imaginative storytelling with this 1-week narrative writing unit inspired by the short film “Space Monkey” from The Literacy Shed. Through vivid character development, figurative language, and purposeful story structure, young writers will blast off into outer space to craft their own stellar sci-fi tales. Overview Day 1: Describe the main character using expanded noun phrases and rich details. Day 2: Use figurative language like similes and metaphors to portray the character. Day 3: Plan the story structure - opening, build-up, problem, resolution, ending. Day 4: Write a draft, focusing on past tense, description, and literary techniques. Day 5: Revise and polish the story. Share with peers for feedback. Toolkit for Budding Authors Your students will learn to: Select precise nouns, classifiers, and describers in expanded noun phrases Enliven their writing with powerful verbs, adverbs, similes, metaphors Write in the past tense with consistency Use literary techniques like personification and fronted adverbials Convey not just actions but feelings, observations, and inner dialogue Organize ideas into a compelling narrative arc Let their imaginations blast off! This unit will develop key writing skills while unleashing your students’ creativity. Their space monkey stories are sure to be out of this world.

History Timeline for Display: This timeline goes from the dinosaurs to Modern Britain. Each page comes with a colour picture and date.

KS2 English - Persuasive Writing In this 1 week unit your class will write a persuasive letter to the Headteacher of your school persuading them of the value of swimming, and to Henry persuading him to buy our listening device . This 1 Week lesson unit pack includes interactive whiteboard slides, detailed lesson plans, and daily differentiated activities to support your class. Main Learning Outcomes: (This should be progressive but each stage can be revisited in the teaching cycle.) Familiarisation with text: I am learning to understand the purpose and styles of a persuasive text Analysing Text, language features and organisation: I am learning to understand the language and structural features of a persuasive text Capturing ideas: I am learning to role-play, plan, orally rehearse a persuasive text Demonstration/Shared/Supported/Joint Construction Writing: I am learning to jointly construct a persuasive text End of topic (Big Writing) I can write a persuasive text independently

In this unit children will be re-introduced to the topic of electricity. This 7 lesson unit pack includes interactive whiteboard slides, detailed lesson plans, and daily differentiated activities to support your class. Pupils will be taught to: • identify common appliances that run on electricity • construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers • identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery • recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit • recognise some common conductors and insulators, and associate metals with being good conductors. Working scientifically skills to be worked on: • asking relevant questions and using different types of scientific enquiries to answer them • setting up simple practical enquiries, comparative and fair tests • making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers • gathering, recording, classifying and presenting data in a variety of ways to help in answering questions • recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables • reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions • using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions • identifying differences, similarities or changes related to simple scientific ideas and processes • using straightforward scientific evidence to answer questions or to support their findings.