I’ve combined all my planning from the schools I taught in. I was in a few schools in the U.K., quite a few of them Catholic. There is a massive amount of planning for you to sift through. Years range all the way through from 4 year olds to 11 year olds. There’s some great powerpoints, lesson plans, sheets, even a play or two. You’ll have to sift through them as I am enjoying my retirement too much to do that! You get over 250 mb of stuff (300 plus files)

back to school activity pack. Ideal for year 4 and 5. Can be adapted for different years of course. I mainly taught in these years groups, and this planning helped so much in that tricky first week, There;s a bit of everything. Planning of course, rules, display, activities Just packed with vital little time savers. Some really goo VCOP stuff too. Plenty of resources. Give it a go!

Three weeks of plans. You get powerpoints. Looks at myths particularly Robin Hood and Welsh legends You get plenty of resources. Sample: Ask the children to TTYP and name some famous legends. Come back together and discuss (King Arthur, Robin Hood etc). Ask children what they think are the features of a legend? Establish that myths and legends are very similar but that Although legends often include mythical beings and supernatural events, their narrative spine is more closely connected to the real world of human history. The events in legends tend to seem more likely and less fictionalised than those in myths. Legends are usually based on real characters and events, even though these have been richly embellished and exaggerated over time. This gives the narrative an exciting quality because all the events seem to be within the realm of possibility even when the plot has become so widely adapted or updated that it is completely fictional. The plot of a legend usually focuses on an individual character, a cultural hero or a person respected and remembered (Jason, King Arthur, Robin Hood, William Tell, Roland) but there are also legends about places (Atlantis, Shangri-La), objects (the Holy Grail, the Philosopher’s Stone) and legendary animals (the Yeti, Loch Ness monster, Sasquatch, Chupacabra). Make a checklist for the working wall ‘Features of legends’ to include: Plot focuses on hero, struggle between hero and villain, journeys, rich vocabulary, imagery, metaphor, a more human story. Read ‘Robin Hood: Outlaw with a sense of humour’ from Hamilton Trust resources page 9. Make a list of attributes a hero, villain and side-kick should have in a legend HA: describe all 3 types of character, include more detail, use complex sentences (with, who, when – model for children) MA: write about all 3 characters – IR to support LA: make a character description of Robin Hood – mind map vocabulary first then write 5 good sentences about him. JS support

Nice Summer planning for year 6. Focuses on the Shirt Machine. Plenty of planning and powerpoints etc.

Thus unit deals with Photosynthesis for year 6. Plus other Science topics. 8 nice powerpoints plus planning plus worksheets. Example planning : To understand that green plants need light in order to grow well To know that green plants make their own food using light in a process called ‘photosynthesis’ Sc1 To make careful observations of plant growth and explain these. To make simple oral predictions PUT CHILDREN IN GROUPS Begin lesson by showing ch. 2 plants; a green plant that has been kept in the dark for several weeks and a healthy plant. Give ch. time with talk partners to discuss the differences they observe and why these might be. Also ensure ch. can name all the parts and functions of the plant. Lead these observations into a discussion about what plants need to be healthy. Take suggestions and write on board. Ensure ch. understand that plants need light, water, air, warmth and minerals. Explain to ch. that plants need light the most of all the above to be able to grow well but seeds don’t need light to germinate. Why? Lead ch. into discussion about plants needing light to feed themselves and if they don’t get light they won’t grow just like if we don’t eat properly we won’t grow. Ask ch. to talk to talk partners about how plants feed themselves. Introduce term on board ‘PHOTOSYNTHESIS’ Explain that ‘PHOTO’ means light and ‘SYNTHESIS’ means making something. Explain how photosynthesis works and demonstrate through ppt. (See below) Ensure ch. understand the leaves are vital for photosynthesis and then pass around some leaves so ch. can observe the detail. Ask the ch. to make oral predictions about what would happen to the un-healthy plant at the beginning if it was left on the widow-sill for a few weeks. Ask the ch. what would happen to the healthy plants leaves if they were covered. Plenary Explain to ch. that we are now going to leave the un-healthy plant on window-sill and observe what happens over a period of the week. Take a photograph of it and allocate somebody the job of taking a photograph of it every day. At the end of the week, show photos on board as a slide show and ch. can write an explanation of what has happened. Discuss however that the plant will also need water, warmth and minerals. (Use a geranium plant as these perk up quickest when exposed to more light) Ask ch. to discuss what minerals are. Explain that next lesson we will be discussing the need for good minerals to aid growth.

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.

4 weeks great planning Powerpoints. Sample planning : Share the learning outcome for the unit with the children; share the concept of the working wall. What is narrative? Fact or fiction? Ascertain that this unit is about fiction/narrative/stories. We have three weeks to achieve our learning outcome. Ask children what they know about JK Rowling. Who is she? What is her job? (use correct terminology- she is an ‘author) Where is she from? (Born in Gloucestershire) Can children name any of her books? (Harry Potter series plus several supplements) Etc. Activity One Come back together, show children a picture of JK Rowling – does this help? Children to move to next group’s poster and add any more info that they can now think of. Is there anything they agree/disagree with? Lead into a class discussion on this famous children’s author: Has anybody read any of her books? What are her stories about? What genre do you think her stories are written in? (Clarify what we mean by ‘genre’ if needed). What is the purpose of narrative writing? (Display ‘to entertain and enthrall’ on the working wall). Read first tale from ‘Tales of the Beadle Bard’ – The Wizard and the Hopping Pot. Discuss what is distinctive about this story (what does it remind you of?) Activity Two Recap on yesterday’s lesson. TTYP: What is the name of the author we were discussing? Can you name any of her works? Which book did we start to read? What was the name of the tale from the book? Refer to working wall to prompt children’s memory. Refer to the likes and dislikes boards completed yesterday (to be displayed on the working wall). Read another tale from ‘Beedle the Bard.’ ‘The fountain of fair fortune’ TTYP and discuss likes and dislikes when prompted. Refer to the likes and dislikes board scanned onto IWB. What would you put in each section? TTYP. Read another tale from ‘Beedle the Bard.’ ‘The fountain of fair fortune’ TTYP and discuss likes and dislikes when prompted. Refer to the likes and dislikes board scanned onto IWB. What would you put in each section? TTYP. Show children the story mountain which was used in last lesson’s plenary. Are there any similarities between the tales? Do they follow the same structure? As a class, complete a story mountain for this new tale.

Tons of great planning, worksheets, powerpoints to help you in year 6 Maths. With SATS you need a ton of material to help you through. Here it is. I’ve combined my planning for two schools to give you max value. The zip file contains the lot. I’ve included a sample in the general download so you can look. The schools used Abacus/Maths on Target/Target Maths, but don’t worry if you do not have these. There are loads of lessons that you can adapt for your school. I think the revision weeks I’ve done are particularly good.

Some great short but punchy Literacy lesson plans. Spread throughout the terms. Example : Synonyms to describe the soldier WALT: explore the main ideas of a text WILF: I know what the important points in a text are. I can explain my ideas about a character. I can find relevant information in a text. Recap on the story. Was it fair for the soldier to kill the witch? What type of characters are the soldier and witch? Explain your ideas. Shared read an alternative version of the tinderbox. Discuss what the main points of the text are. Children to highlight what they think are important points and explain why they think this. CT to introduce tasks and explain their roles. Task: Children to work in mixed ability groups with each given a role. 1. Draw an image of a main character. 2. Record the thoughts and feelings of the character using information from the text. 3. Identify the main points of the text so far. 4. Summarise the key points of the story. Read through to page 10. What do you think might happen next? How will the soldier spend his money? Group 1 CT to read the text with the children and discuss the key information and supplementary information. CT to check children’s understanding of the text. Task: Children to debate whether the soldier committed murder or not. Punctuation- recap over .,!? WALT: create dialogue between characters WILF: Correct use of speech punctuation Use of adverbial phrases to extend sentences Ability to use tone, gestures and expression to convey a characters mood. Read the tinderbox to the page when the villagers are discussing the soldier’s new money and desire to meet the princess. Highlight the speech punctuation and discuss what the rules for speech are. CT to model examples. Task: Children in pairs to create a short dialogue that they can act out for the class. Children must use references to the text and expression, gestures and tone to convey the characters viewpoint. Read the line ‘I really want to see her’ – why is this in italics? What do you think the soldier will do to see the princess? Group 4 CT to support the children to use correct speech punctuation and adverbials to extend ideas.

Three weeks great planning. Don’t expect lessons on Charlie. It’s report writing in English using Charlie with powerpoints etc Great powerpoints Zip file has more. I’ve put some example stuff on to give you a flavour. Introduce the new unit and read the writing outcome with the children. Complete a skills audit verbally. TTYP – what skills do you already have that will help you to achieve the outcome? What skills do you think you will need to revise? Are there any completely new skills you will need? Introduce the focus text. We know a lot about Roald Dahl from our biography unit. Has anyone ever read ‘Charlie…’? Seen the films? Explain that we need to know the story line and the characters, so we are going to spend today’s lesson using the 2005 film as a visual text. The rest of the week will be spent comparing the visual text to the written text and completing various activities and pieces of writing. Become familiar with the story by using a visual text. Use both visual and written texts to analyse character and setting descriptions. Finish any of the DVD which we didn’t finish yesterday. Use the written text to read the character descriptions of Charlie, his parents, grandparents and the four other winners of golden tickets. Activity One Come back together, discuss and put information on working wall. Repeat with setting descriptions. Look at a still of Charlie’s house from the film and read the setting description for it. Look at the still from the ‘meadow’ in the chocolate factory and read the description on pages 87-90. Activity Two Revise features of journalistic writing. Compose a newspaper article using the correct form and language. Working in pairs, children to sketch a story mountain onto a whiteboard. Children to then summarise ‘Charlie…’ using one or two sentences for each section of the mountain. Come back together and discuss. Read chapter five of the text. What main event is happening? The announcement of the golden ticket competition. Watch 14:28 – 15:44 – how does the film embellish the details given in the book? Explain today’s task, you are a senior news reporter for the ‘International Herald’ a newspaper which is published in many different countries, many different languages all over the world. Your editor has asked you to write a newspaper article about this event. Your report will be published the day after Willy Wonka’s signs went up. You will be reporting on the competition, the prizes and the mania sweeping the world. TTYP – what are main features of a journalistic piece of writing? Come back together and list for the working wall: Headline, paragraphs, subheadings, quotations, orientation, 5 ws, past tense, direct, formal, balanced etc. Brainstorm some headlines for our article. List the 5 Ws on the working wall. Give each child a checklist and an inverted pyramid.

You get 48 files. Include a dozen powerpoints. All in zip. Some in the genr=eral upload. Some nice free bonus stuff on History, jewellery and ship making. Sample L.O. To use knowledge of quest myths and the Vikings to create a character profile for the main character and hero of our own Viking quest myth story. I can use my knowledge of quest myths and the Vikings to create a character profile for the main character and hero for my own Viking quest myth story. Beowulf Lesson 4 STARTER – adjectives Look at text and highlight in pairs adjectives that describe Beowulf, then using post –it notes in pairs, begin to generate more words form pictures displayed on the IWB of Beowulf in various positions/battles and write some of their own powerful adjectives. These can then be ‘magpied’ by the children during the independent work. Main activity Hot seating – Beowulf and the King Use the questions generated on Wednesday as interview questions. Choose children that would like to play those parts – use a sword and shield if we have one This will hopefully give the children an idea as to what these main characters are like, their personality and how they think and react to different situations that happen in the story. Teacher to explain/demonstrate how the profile needs to be complete. Discuss what the words – appearance and personality mean and how they are different. Independent work Character profile – Beowulf the hero of their quest myths Using ‘My Viking Quest Myth Ideas Planning Booklet’ create a character profile for their Beowulf hero by labeling the picture, answering the questions in detail and adding descriptive words and phrases to describe his personality and appearance. Plenary Discuss the difference between appearance and personality of a character and what does it mean by special qualities? Because he isn’t a super hero!

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.

Some great planning for Charlie Small Gorilla City. You get microsoft word documents. Plus Notebook files if you can play those. Sample : LO: I can investigate a character and list key questions. Prior to lesson, create a display area in the class – or another area of the school – consisting of a copy of Charlie Small’s journal (see GORILLA CITY cover), photographs of settings and animals from the text, a map (copied from the book) and his rucksack. Also include a fact file on any 2 of the creatures mentioned in the text ~ e.g. the hyena or gorilla. The contents of his rucksack may be listed on cards; or some of the items actually on display. TA or other adult in school to enquire about these items and chn asked to ‘investigate.’ Teacher/TA to read note from Charlie – see inside book cover. In small groups, chn list questions they would like to ask the author – Charlie Small – and discuss what they would like to learn further about his expedition(s). Class share ideas. LO: I can identify author style and purpose. I can choose effective vocabulary to describe a character. Explore the cover design and shared reading of the Publisher’s note, plus the note from Charlie. Discuss the impact of the illustrations, writing style, the crinkled and stained journal entry by Charlie and use of words in capitals for emphasis. With response partner, chn talk, then make notes on what they have learnt about Charlie from his opening note. * Have an outline of a silhouette on the wall to represent Charlie. Teacher or TA read pages 2-6. In pairs, chn list some key words to describe Charlie’s personality, behaviour, likes and dislikes, based on what they have learnt so far. Ask them to select their most powerful adjective and write it on a Post-It note. Add these to the role on wall. Extension: discuss the use and purpose of each item in the rucksack.

Gathered all my Dyslexia material from the school I taught in.

Sample planning : Genre: Poetry Unit 2 – Classic/Narrative poems. Focus Texts: ‘The Highwayman’ by Alfred Noyes. ‘Maggie and the Dinosaur’ by Dave Ward.‘The Works’ (poetry anthology) by Paul Cookson. ‘The Puffin book of utterly brilliant poetry’ (Anthology) edited by Brian Patten. Prepare to share a narrative poem from an anthology: Maggie & the Dinosaur, p463 in The Works by Paul Cookson. Explain that an Anthology is a collection of poems specially chosen by a person: an anthologist. Highlight that Narrative poems are poems which tell a story. Point out that not all narrative poems have the same structure although each poem will probably have its own! They often have many verses just like a song, with each verse telling the next part of the story. Ask the children to respond to the narrative poem we shared. Which parts, lines & words did they enjoy the most? Did they like the way that the poem was read? Narrative poems are often long so they need to be read in a way that keeps the audience interested from start to finish. Just like a good story reader would make a story sound interesting. Children to be split into mixed ability groups of four and given copies of two poems: ‘Dave Dirt’s Christmas presents’ and ‘GreedyGuts’ both by Kit Wright. Ask the question: how can you be sure that you are looking at a narrative poem? They should decide which they would like to share with the class. How are they going to read it? Altogether, in pairs, individually on rotation? Allow each group time & space to practice for presentation. Groups to present their poems. Other groups to offer constructive feedback. Success Criteria: I know that a narrative poem is one which tells a story. I can contribute to a group activity, taking turns where necessary.

Lots of great planning for an exciting unit. Nice powerpoints. Sample : Share the learning outcome for the unit with the children; share the concept of the working wall. What is narrative? Fact or fiction? Ascertain that this unit is about fiction/narrative/stories. We have three weeks to achieve our learning outcome. Ask children what they know about JK Rowling. Who is she? What is her job? (use correct terminology- she is an ‘author) Where is she from? (Born in Gloucestershire) Can children name any of her books? (Harry Potter series plus several supplements) Etc. Activity One Come back together, show children a picture of JK Rowling – does this help? Children to move to next group’s poster and add any more info that they can now think of. Is there anything they agree/disagree with? Lead into a class discussion on this famous children’s author: Has anybody read any of her books? What are her stories about? What genre do you think her stories are written in? (Clarify what we mean by ‘genre’ if needed). What is the purpose of narrative writing? (Display ‘to entertain and enthrall’ on the working wall). Read first tale from ‘Tales of the Beadle Bard’ – The Wizard and the Hopping Pot. Discuss what is distinctive about this story (what does it remind you of?)

98 worksheets plus answers on telling the time. Pupils have to draw the time on the clock faces. Plenty of variety on the sheets. e.g. time on the hour, half hour, quarter hour, plus some five minute ones.

Please check out my bundles which provide great value. 1000 questions on division. Great for calculator use. Answers provided. Pupils divide a three digit number by a 2 digit one.

1000 questions on shopping. Answers provided. Pupils have to work out the cost of various food items. Lots of variations. Would be good as a homework or calculator use.

**100 questions on Pythagorus. IF YOU LIKE THUS I HAVE A REALLY BIG FILE IN THE SHOP 15000 Pythagoras Questions Pythagorean Theorem Maths KS2 KS3 Answer sheets provided. A good little exercise for your students. Using a calculator this should keep them busy and help you teach Pythagoras’ theorem.**