This is a zip file containing Literacy planning for a year 5 class (Autumn term) It consists of 14 short term plans I designed. There is one Literacy lesson per day. You will get 14 Microsoft Word documents. They are based on the Greek myths. I’ve also included for free some extra teaching materials that you can use. I’ve included too 3 medium term plans , one for each term). These cover plans and ideas not just for Literacy, but other subjects as well. I’ve also included an extra week from the next term. Feel free to use it to plug any gaps. This will help you do your own planning. Feel free to cut and paste into your own school’s plans. Ideal for someone who had to do a term’s supply like I had to do. Please bear in mind: every school is different. My plans assume you have the aide of a TA, but this is not essential. There is no differentiation in the planning. Everyone does the same thing to the best of their ability. you may want to add your own detail. These are short term plans remember. I have used walts and wilts. Your school may do something different. A very few number of weeks have a small gaps for things like tests and inset days. Use the extra week one planning for the next term (included for free) if you wish.

I’m now retired from teaching after decades in the classroom. I’d like to help the younger generation. One aspect I don’t miss in Sundays. Trying to fill in planning grids that were rarely used or looked at. What a nightmare! So I’ve put together my teaching plans etc from the various schools I was in. The zip contains loads. I’ve put a sample in the ordinary download to give you a flavour It’s mainly to do with Kensuke’s Kingdom. But there’s othet stuff too included for free. There’s stuff on Dolphin Boy, Butterfly boy etc. Feel free to adapt for your planning grid. Sample planning : Recount one event from holiday. Note features and language patterns to list. Chronological, time connectives, 1st person, past tense, personal views. Write a recount for the Easter holiday. Individual revision task. Focus on organization and links using temporal connective phrases. Personal views. Introduce ch 1 for Kensuke’s Kingdom. Record initial response with prediction. Select examples to show Michael’s feelings. List reasons for and against yourself and family setting off on a round the world sail, Justify relating to evidence selected from the text. Red: format provided Gr/Or: list reasons from two places Bl/Y: form contrasting sentences… begin with, “even though…” Read ch 2. In pairs. How does Mom feel about the trip and Dad’s ideas? What is the alternative? 1. Why has Michael decided now to tell his story? 2. Who are the members of Michael’s family? 3. What do the family do together on the weekends? Can you describe how it makes them feel? 4. Why do the family stop sailing? 5. What is the atmosphere like in the house? 6. What happened to Michael’s best friend? 7. What happens to Michael’s father and why? 8. What do you think happens next? 9. Describe the father when they meet up again. What sort of mood is he in? Read chapter three. List examples of each character’s feelings. How do Mom and Dad’s feelings compare. When Michael and his family first set sail, how many miles a day do they want to do? How many miles a day do they actually do? What game do Michael’s parents play? What do they eat? What creatures do they see off the coast of Africa? In November they went to Brazil. Where did they stop? What did Michael do in Brazil? What did they do on Christmas Day? Describe, in your own words, the incident with Stella Artois. Record the incident with Stella as a personal diary entry. Refer to events in the chapter. HA: personal style to include worries for the future. MA: Organise into paragraphs with links LA: use ed-ing-ly openers. You get 8.7 mb of stuff so that’s good value imo. In it are lesson plans, powerpoints, questions etc. Enjoy your Sundays!

This is some great planning for Christmas for Year 5 Literacy. I found the kids loved it. Advantages for you: kids are interested, it’s non religious so can be shown to everyone, you can watch the lovely short movie umpteen times so takes the strain off you. It’s based on a great little movie, voiced by the late great John Hurt. It will fill up the last two to three weeks nicely. Plus there’s non literacy planning for free. Some example planning : To analyse and create a character and setting description for 23 Degrees 5 Minutes North. I can express verbally what a character may be feeling, thinking or doing I can explain why I think a character may feel, think or do something I can describe a setting using figurative language Starter 5 mins Pen portrait of key characters in 23 Degrees 5 Minutes North: Children mind map/annotate information about the key characters that they know so far around an image of The Adventurer and Professor Erit. They add information about the internal feelings, thoughts and emotions within and the external information such as physical description, or known facts Activity 1 5-10 mins Use key questions and discussion in groups to think about answers to questions such as: Why am I here? Will I be able to find Professor Erit? Emphasise the importance of chn giving evidence to support their opinion when they give a response to these questions. Activity 10 mins Return to image of the Adventurer and Professor Erit. Using a different coloured pencil, chn should add information about these characters Main 20 mins Give chn an image of the setting and ask them to mind-map descriptive words, phrases or sentences they could use to describe the narrative setting. Model using the different kinds of sentence-types to record a setting description, using the vocabulary recorder in the mind-map. Chn use sentences to build suspense if they can. Plenary 5 – 10 mins Chn share their comments about the Adventurer and Professor Erit with the class. Chn to explain what they have now learnt about each character - using their skills of inference. Share best sentences to describe setting. Take a moment to add any extra information after the class discussion to their own work, using another coloured pencil.

A great unit on healthy eating. Lovely series of 5 powerpoints plus bits and bobs. sample planning : Keeping healthy In this unit we will learn: · there are many aspects to keeping healthy · about the heart · how heartbeat is affected by exercise · how early ideas about diet & health were tested Enquiry Skill Focus: · repeating measurements · representing data in bar charts and graphs and interpreting these · using results to draw conclusions Begin by discussing ‘science’ with the class. What do they think of the subject? Can they name any important scientific skills? Introduce topic and ask children what they think the word ‘health’ means. Talk with talk partners. Children to find definition in dictionary and write class definition on strips of paper for display wall. Lead into a class discussion on keeping healthy; can the children predict what sorts of topics we might we might be covering? Can the HA children predict what SC1 investigations we might be carrying out? Introduce children to the resources which will be available to help them during this topic; the working wall plus table mats. Explain that each science topic will have a topic page and a glossary. This glossary gives the definitions of important vocabulary which they will come across during the unit. Activity One Children to feed back and complete class prior knowledge map. (Even if facts are not correct, add them on and clear up misconceptions throughout unit.) Children could add to their own map in a different colour any facts they have not got, which their peers suggest.

Happily retired, decided to put together my Persuasive writing planning from my various schools. there’s a mass of stuff! Save yourself a shedload of time and enjoy your Sundays! Plenty of great powerpoints. From different years but concentrating on years 3 to 6. example planning : Main teaching: Explain that we are now looking at another text under the umbrella of persuasive texts. Explain that we may sometimes need to write a letter to a person or organisation in order to put across our point of view and persuade them to take a course of action or come around to our point of view. Revise what we need to include in a persuasive argument, explain that it is exactly the same in a letter but in a slightly different layout. Read the example of a persuasive letter from page 17 of the L4 study guide. Deconstruct and discuss. Elicit that the opening of the letter needs to be powerful and state the objective of the letter. Talk about the conclusion of the letter and how it also needs to be powerful. Ensure that children understand the structure of a letter (addresses etc). Activity 1 Bring children back together and draw up a list of good opening lines ‘I am writing to express my disgust’ etc. Explain that, tomorrow, children will be writing their own persuasive letter. Show them the title ‘TV adverts should be banned for junk foods’ Briefly discuss what is a ‘junk food’ and brainstorm reasons for not advertising them on TV. Encourages obesity which leads to illnesses such as heart disease and diabetes. Illnesses cost money (treatment on NHS) and days off work. Junk food produces a lot of litter. The packaging cannot be recycled. If children have a bad diet their performance at school is affected. This adversely affects their education and future prospects.

Ideas for that tricky day. Word doucument with loads of ideas. Lovely powerpoint to guide you into year 6. Plus some other bits and bobs such as French lessons etc sample: Transition day – Year 6 9am – 9.30am: Whole school assembly. 9.30am – 10.45am: Circle time. Worries, concerns, hopes and dreams. Gather children’s thoughts on moving to year 6. Discuss how they are feeling. Discuss with children it is natural to be feeling apprehensive. Send children to table groups to complete table of things in year 6 they are looking forward to and things they are worried about. Discuss as a class and complete class table to refer back to after 1st week. Go through our expectations of them for year 6 and the rewards and sanctions they will receive. Discuss. Also mention Sats and Confirmation. Discuss their personal targets for year and ask them to think of one thing they really want to improve on and aim for in year 6. Reinforce idea of a fresh start. Discuss how we are all going to turn over a new leaf and send ch. to places to do so and write personal target for year on a leaf template. Place anonymously in time capsule. Discuss what one is and how they work. Discuss we will not open until end of year 6. Talk about Year 6. TTYP what are your main thoughts? Come back together and discuss SATs, Confirmation, Easter fair and residential. Star activity. 11am – 11.30am: Class rules 11.30am – 12pm: Expectations, rewards & sanctions. Spare time = ‘Billionaire Boy’.

Great 4 weeks planning for this Literacy topic. Really nice powerpoints. Plus free bonus. Plenty of argument planning using Olympics. Example planning :  Identify and discuss the various features of a fiction text, including characters, settings, themes and dilemmas, the author’s intentions, the structure and organisation of the text and the way language is used to create effects on the reader. Speaking  Use the techniques of dialogic talk to explore ideas, topics or issues. Creating and shaping texts  Set their own challenges to extend achievement & experience in writing. Understanding and interpreting texts  Understand how writers use different structures to create coherence and impact. Text structure and organisation  Use varied structures to shape and organise text coherently Sentence structure and punctuation  Express subtle distinctions of meaning, including hypothesis, speculation and supposition, by constructing sentences in varied ways  Use punctuation to clarify meaning in complex sentences To produce several pieces of writing based around the focus text. To learn and identify the features of a formal/impersonal text and comment on occasions where this may be necessary. To produce a formal letter, speech and broadcast using appropriate form, features and content. Remind children of last week’s immersion into the focus text. TTYP – what did you think of the text? If you could talk to the author, what would you say to him? Ask him? Display a ‘Likes/Dislikes/Patterns/Questions’ board on the whiteboard. Explain that we are going to focus on the ‘patterns’ section today. Re-read the last few pages of the book and add ‘false endings’ to the patterns section. Have some photocopied pages from the book in the centre of the tables (each table to have different pages). Give groups ten minutes to note any patterns they see on whiteboards. Come back together and note on the board to include: False endings. Simile Lucy asking her Mother, Father and brother for advice, always in that order. Adjectives for the noises she hears. Alliteration and onomatopoeia. Phrase “You know what they say…” Appearance of pig puppet. What effect do these patterns have on the reader? They give the text fluency, a rhythm almost like a poem. They make the text easier to read and digest. The repetition also mimics the repetition of Lucy’s pleas to her family to listen to her about the noises. They make the reader frustrated on Lucy’s behalf. Have one child write a definition of ‘atmosphere’ on a sentence strip for the working wall. A general feeling or mood. There are a few different atmospheres in this book. Discuss. List tension, frustration, relief etc on the board.

Some easy worksheets to get pupils uplevelling. Good exercise to have on the desk when they arrive in class. Plus some nice VCOP and Pie Corbett stuff. Improving Sentences Checklist: improve the verb add an adjective (WOW word) extend with a connective start with an ly, ed or ing word include a simile or a metaphor add an adverbial Sentence up Levelling There was a volcano There were sparks flying Molten lava streamed down the sides

Reclaim your Sundays! Year 5 Autumn planning for Mathematics. Plus great worksheets on Telling the Time. 13 weeks worth of Maths plans. Adapt them for your school. Cut ans paste and adapt to your needs. Topics include Counting, portioning and calculating 3d shapes Securing number facts, calculating, identifying relationships and many more

A great unit on Islam for primary school kids. You get 14 pdf files 11 powerpoints 11 microsoft word documents The planning is all there. The subjects include introduction to Islam, Mosques, Ramadan, pilgrims, the 5 pillars of Islam example of text from worksheet : Islamic Place of Worship The ____________ is the place of worship for Muslim people. Most of these have a large dome above the main prayer hall. This is because the dome helps to _________________________________________________________________________. Outside the mosque, there is a _______________. This is a tower where the muezzin calls Muslims to prayer. Inside the mosque there is a space to store shoes. This is because __________________________________________________________________________. There is also a place where the Muslims can wash. This is because __________________________________________________________________________. There are no seats in the main prayer hall because _________________________________________________________________________ . The ____________ on the wall show the times that Muslims must pray. The ____________ wall is a wall which faces Mecca. In this wall, there is a _____________, which is a small cove pointing towards Mecca. The minbar is a platform where the leader of the service (called the __________) gives his sermon. This section may be blocked by a ________________. The mosque is also used as a place for _______________________________________________________________________. Islamic Place of Worship The MOSQUE is the place of worship for Muslim people. Most of these have a large dome above the main prayer hall. This is because the dome helps to ECHO THE PRAYERS AROUND THE MOSQUE. Outside the mosque, there is a MINARET. This is a tower where the muezzin calls Muslims to prayer. Inside the mosque there is a space to store shoes. This is because MUSLIMS ARE NOT ALLOWED TO WEAR SHOES INSIDE THE MOSQUE. There is also a place where the Muslims can wash. This is because MUSLIMS ALWAYS WASH BEFORE PRAYING. There are no seats in the main prayer hall because MUSLIMS KNEEL ON MATS ON THE FLOOR DURING PRAYER. The CLOCKS on the wall show the times that Muslims must pray. The QIBLA wall is a wall which faces Mecca. In this wall, there is a MIHRAB, which is a small cove pointing towards Mecca. The minbar is a platform where the leader of the service (called the IMAM) gives his sermon. This section may be blocked by a SCREEN. The mosque is also used as a place for TEACHING, MEETINGS AND QUIET MEDITATION.

Loads of questions on Pythagoras plus answers. Excellent for practice or homework. The zip file contains a pdf of 3750 pages of questions. The answers file is the same.

During my time as a teacher, I enjoyed doing a Big Write or Big Writing. I’ve gathered all my materials together. I liked it as it kept the children occupied all week, leading to a big write on Friday Mornings. There’s some great ideas and powerpoints in here. I’ve included a lot of Greek Myths stuff as I remember this as the best Big Write. sample : To understand the features of myths Introduce the topic of Myths and Legends. Mind map any ideas about ‘myths’ children already have. Explain that the class will be building up their own myth. With each group working on a different aspect of the myth. Show success criteria – list of features of a myth. Read Theseus and the Minotaur, pick out the different features of the myth, evident in this story. Each group will discuss and write ideas for each section. LA (Supported by Ta) Group 1: Describe the hero of the myth. Group 2: Describe the monster of the myth. Children will write ideas, words on post-it notes. If this was a full lesson: Put together all the different groups’ ideas to build a storyboard for the class myth. As a class, decide on a title for our class ‘myth’. Children can: identify all the features of myths Features of a ‘myth’ · When and where is it set? · A hero/heroine · What is the problem? · Does the hero have special powers? · Fantastical beast · The hero’s journey · The conflict · The solution · How does it end? · Is it interesting? MA (Supported by ta) Group 3: Describe the setting of the myth. Group 4: Describe the journey the hero will make. Children will write ideas, words on post-it notes. HA (Supported by Ta) Group 5: Describe the problem the hero will face. Group 6: Describe the resolution to the problem. Children will write ideas, words on post-it notes.

100 sheets with answers. The sort of thing that’s good for eleven plus prep. Good for logical thinking.11+ Grammar School Letter Pattern Questions What do you call a rooster with a bad sunburn? A fried chicken. Find the next two letters in the pattern for each set of letters. Use the alphabet grid if stuck. KGOKS_ _ OW (- 4 + 8) QOMKI_ _ GE (- 2) KGPLU_ _ QZ (- 4 + 9) FHJLN_ _ PR (+ 2) HJLNP_ _ RT (+ 2) GFHGI_ _ HJ (- 1 + 2) VSPMJ_ _ GD (- 3) SXQVO_ _ TM (+ 5 - 7) ZXVTR_ _ PN (- 2) FILOR_ _ UX (+ 3

Gathered together all my Grammar teaching materials from Primary school. The zip contains them all. Over 170 mb of stuff. I’ve included a few examples in the ordinary upload so you can look. sample: Start by reviewing homework and making a list for the working wall. Define each type of word: Noun, adjective, verb and adverb. Build up a sentence as we go. Show the children a picture on the whiteboard of a horse galloping and of a lightning bolt. Children to write down 3 (LA) or 5(MA and HA) important nouns from the picture. Share. On the left of the noun, children to write an adjective to modify or describe the noun. Share. After the noun, children to write a verb and then an adverb to qualify the verb. e.g. The black horse galloped elegantly along the beach. Children to have 5 minutes to read and digest their new writing target. Ask any questions if necessary. Praise the children on yesterday’s literacy work – they showed knowledge of the function of nouns, adjectives, verbs and adverbs (HA showed knowledge of the difference between common, proper and pro nouns). Children to name a range of punctuation – I record on the board (I do not add to it at this point). Ask volunteers to illustrate uses of the punctuation named. Look on the punctuation pyramid – have we named any L5 punctuation? This is what we should be aiming at all the time. Children to have a variety of sentences to up level punctuation on their whiteboards. Come back to ‘The Mysteries of Harris Burdick’. Read through all of the captions and talk about ‘reading’ the illustration. Allow children time to talk about the ‘mystery’ – what do they think happened to Harris Burdick? Choose a picture from ‘The Mysteries…’ and list all of the questions which it provokes. What do children think of the pictures? Do the captions answer any of the questions? Talk about the settings in the pictures – often they are recognisable, familiar settings where things are not as they seem. Explain that we would call this ‘Stories in a familiar setting’. Model the task.

8 powerpoints and 4 word documents. Nice scurvy worksheet. Fun games on Science. Sample planning below. You get a lot more in full product. Begin by discussing ‘science’ with the class. What do they think of the subject? Can they name any important scientific skills? Introduce topic and ask children what they think the word ‘health’ means. Talk with talk partners. Children to find definition in dictionary and write class definition on strips of paper for display wall. Lead into a class discussion on keeping healthy; can the children predict what sorts of topics we might we might be covering? Can the HA children predict what SC1 investigations we might be carrying out? Introduce children to the resources which will be available to help them during this topic; the working wall plus table mats. Explain that each science topic will have a topic page and a glossary. This glossary gives the definitions of important vocabulary which they will come across during the unit. Activity One Children to feed back and complete class prior knowledge map. (Even if facts are not correct, add them on and clear up misconceptions throughout unit.) Children could add to their own map in a different colour any facts they have not got, which their peers suggest. Plenary Children to write some questions they would like us to find out during topic. Add to display and ensure they inform further planning. Homework: Children to bring in food labels for next lesson. Explain that we are going to look at the affect of our diet (what we eat) on our health and growth. Ask the class, What are your favourite foods? What foods would you eat all the time if you could? Ascertain that it might not be a good idea to live on just a few foods such as chips and that we need a variety of foods in order to function properly. Scan in some food labels. Display the food labels that the children should have brought in from home. What information do we find on the labels? Make a list of some of the key words on the labels. Why do manufacturers put information on food?