couple of lesson plans and some worksheets. Sample: Share L.O and STS with the children. Introduce the cover for the new book – what do you predict will happen in the story? I predict that…….because Why do you think the book is called Tuesday? Has the time got anything to do with it? I think that it is called Tuesday because…. Give children images taken from the book – what order should they go in? encourage groups to discuss the order as a group – explain that there is no right or wrong answer because they are predicting. Invite children to share the order they chose and justify their choices. CT model writing the story using the order they have chosen and time connectives. Model THINK, SAY, WRITE, CHECK method for writing. Remind children of noun phrases to add interesting detail. Encourage MA children to use complex sentences. Resources: Tuesday images Sentence starter flash cards (differentiated) Time flash cards Images for books Share LO and STS. What do we know about the story so far? What are the main events? Children to share their work from previous lesson. Watch: How has the order changed from what you predicted? Arrange key images from the story in chronological order on the working wall. Language starters to retell the story – ‘So far I have discovered that…’ ‘First, then, after that…’ Whilst x was… y was…’What is inference? Where have you seen it before? Why is it important with this text? Establish that it has no words so we must assume what is happening to tell the story. Use the PowerPoint to tell the story as a class. Share L.O. and vocabulary – where are we on the learning journey. Ink Waster – Jotters – 2 minutes to write down everything you remember about the story. Key Questions When did it happen? Where did it happen? Did anyone see anything? Display an image – Can you explain what is happening? Partner talk using language ladder openers to support – children to share with class. Give groups of children images from the story and time connective sentence starters – children to sort the pictures into the correct sequence and use time connectives to retell. Explain written task. What is a noun phrase? What is an adverbial phrase? How would these be applied to this piece of writing? CT model writing against STS

Some nice powepoints and planning. Couple of weeks work. maybe a shade under. sample: Discuss the life of L.S. Lowry Read a short biography from the internet and add any more information the children know or have already discovered themselves. Recap the features of a biography. Word/sentence Level Connectives – recap time connectives and how to use them. Make up some sentences with ‘later, after, before etc’ H/A Children to write a short biography of L.S. Lowry Study some of the portraits created by L.S. Lowry Mind-map/thought shower words to do with the subject of the picture – using the name as well if available. Read some good quality character descriptions (level 5) (VCOP) Vocabulary – note down wow words that you may wish to include in your character description to describe thoughts and feelings. H/A Children to create character descriptions Use different narrative techniques to engage and entertain the reader. Select words and language drawing on their knowledge of literary features and formal and informal writing Create a poem based on L.S. Lowry Listen to ‘Matchstalk men’ linking the song to the work of Lowry Look at the Lyric of the song – discuss how songs are like poems. Thought shower words to do with Lowry, his subjects and the scenes he created – think of emotive language Discuss how we could write a poem about Lowry’s life, or about subjects or about Salford when he was painting. Look at a range of poetry and discuss how it doesn’t have to rhyme, but can; how it often has a beat/meter

Some nice simple planning for this excellent book. Plus some other bobs and bits. example: WALT: Prepare a short drama performance. Display an image of a cave on IWB. Hand out a post-it note to each child and ask them to write a sentence on it to describe one of the caves. Once they have finished, they should swap their post-it with a partner and try to edit or improve their partner’s sentence. Enlarge the illustration from pages 24-25 of Stone Age Boy. Ask the children to imagine how the boy feels as he enters the cave. Arrange children into an ‘alley’, with the children each facing a partner in a long line to make a corridor. Ask for a volunteer to be the boy and allow each child to say what he might be thinking as he walks past them down the middle of the cave corridor. Mixed Ability Groups: Ask children to work in groups to role play the boy and Om walking through the cave. They should prepare a short drama of this part of the story and they need to include a ‘narrator’, whose role it is to explain what the boy is thinking and feeling. Prompt children to use the thesaurus skills they worked on earlier in the week to find interesting words to include in their drama. Take time to perform some of the dramas. Ask for feedback from the other children including what went well and what could be improved.

A great set of planning. Concentrates on rewriting Shakespeare’s famous tal. Sample planning: Begin by introducing the new topic and the learning outcome. We will be studying ‘older’ literature. Explain that older literature is defined as anything written before 1914 but we are going to look at much older than this! Show a picture of William Shakespeare: children to TTYP – Who is this man? What is he famous for? Can you name any of his works? Come back together and elicit that William Shakespeare was an author – not of stories but of plays and sonnets (poems). Talk about some of his more famous work and explain that he wrote 38 plays and over 160 sonnets. Shakespeare was born in 1564 and died in 1616. He produced most of his work between 1589 and 1613 – why do you think he wrote mostly plays rather than stories? Elicit that he was an actor so he loved the stage and he intended his works to be acted out rather than just read and also because of the times. TV and film were not entertainment options and the majority of people couldn’t read so going to the theatre or watching an outside performance was very popular. Explain that Shakespeare’s plays can be broadly split into tragedies and comedies. TTYP – what does this mean? Show a list including some of Shakespeare’s most famous comedies and tragedies. Talk about our recent history topic – who would have been on the throne when Shakespeare was writing (Elizabeth I until 1603 and then James I start of the Stuart dynasty). Talk briefly about the context to Shakespeare’s plays – Elizabeth I ruled over a very successful empire, England was starting to explore and find new shores and arts & culture were becoming more important and sought after. Finish reading the children’s version of ‘Romeo and Juliet’. Explain that this has been adapted for a young audience – it has been changed from a play script to a narrative and the language and been modernised. List the main characters on the board, to include: The Capulets etc

Some powerpoints and worksheets. sample bit: WALT: Describe a character WILF: ‘ed-ly-ing’ openers Adjectives and similes Connectives- e.g. if, when, because, so Punctuation Short and long sentences Paragraphs Neat handwriting Have you ever read Charlie and the chocolate factory before or watched the film? Who are the characters? Discuss what happens to them. Watch: video of Violet getting blown up as a blueberry. Children to create a new character for Charlie and the chocolate factory using a modeled frame (three camera shots). Children to begin by completing a planning sheet- what is your character called? What age are they? What adjectives would you use to describe him/her? How would you describe their personality? How might they get in trouble in the factory? Planning sheet- 10/15minutes Teacher will model writing a character description for Charlie. Discuss adjectives used, camera shots- long, medium, up close and reveal. Children to complete their own character description using the model given. Using their white boards to plan and improve their work before writing in books. Children to read through their work and edit and improve it. Guided group will read their work. Children to listen and give opinion on the work. What could be improved? Green Group CT to support children in choosing more interesting vocabulary/ adjectives.

Lots of nice planning. A melange. Three nice powerpoint on adverts. The kids have to build their own advert. Plus some performance poetry and general grammar. example: Starter – to recap on everything covered so far by using post it notes on the working wall, in order for students to see throughout the rest of unit (10mins). Split the class up into mixed ability groups of 5-6children and explain they will be working in these groups for the next few lessons. Tell them that the aim of today is to come up with some ideas for their own chocolate bars. What do they want it to be like? Who is it for? Is it cheap and easy or posh and luxurious? 10mins) Children then present their product ideas to the rest of the class and their slogan justifying why. Rest of class offer opinions whether they like it and if they think they could improve it (20mins). Pupils then to go back to their groups and complete an initial design idea for their chocolate bar, thinking about the points the rest of the class have made. Annotate work, stating why they have selected ideas for their product. Homework – find a product similar to the one they have designed and research it – e.g. how it’s been advertised before etc.

Nice, short and to the point.

A 297 page pdf with Catholic RE planning. Suitable for years 4 and 5. Easily adaptable for personal use. Lots of references to the bible. Topics covered include Holy Week, Lent, Easter, Christmas, Advent, Creation, Baptism, Parables, Miracles etc There’s an assessment sheet that pupils can write on and insert into their books. sample: Explore with children words we might use to describe significant people in our lives and what they do for us (e.g. friend, parent, brother, etc.) l What words and statements would the children use to describe God? l Provide children with blank alphabetical word bank sheets to record words they would use for God. This activity could be done in small groups. l Share findings with the rest of the class and reasons for choosing certain words. l The Bible is a source of knowledge for Christians about what God is like. Explain to the children that in this unit of work we will be learning about some important images of God that we find in the Old Testament. l Recall some of the images of God that the children have suggested. Explain that an important image of God for Christians and indeed for the Jewish people is that of the Creator. l What does it mean to create something? What responsibility does this entail? L2 That every human person is made in the image and likeness of God and is called to reflect God’s love. l Know the story of the creation of human beings in the Book of Genesis. l Understand what being created in the image and likeness of God means. l Understand that human beings have similarities and differences that should be valued and respected by everyone. l Explore ways in which Christians can work to value other people, especially those who are different from them. l Research, discuss and write about the story of Creation of human beings and explore ways in which we can work to value other people especially those who are different from us.

lessons for this interesting topic plus some maths. sample: In Jotters As a class think about what a newspaper is and where we have seen them. Can anybody name any famous newspapers? When did we last read a newspaper? Who knows the sort of things we read in a newspaper? Create a list on flip chart paper. Give children 30 seconds in talk partners to discuss answers and share. Show class an example of a newspaper front page. Can anybody name any of the different features? Call children out to front to highlight on IWB. Children are then sent off to have a go at annotating a real-life example on their own. Children will then be stopped and asked where they are with the task. As a class revisit work from the previous lesson (refer to working wall.) What can we remember from last lesson? Can you name any features of a newspaper? Children to be given a worksheet with cut outs from a newspaper article. Can any of you recognise these different segments of a newspaper article? Where would this segment go in a newspaper? Children will be asked to justify their choices as to why they have put a segment of the article where they have. Why would you put this here? Does this segment make sense here? Children to use talk partners to discuss what an orientation paragraph is and what they think the purpose is. Create an expectations vs reality table on flipchart – to be put up on the learning wall. What is an orientation? Where do you think an orientation goes in a newspaper? Children to be discuss the 5 W’s and what they are. Children to be given an example of a newspaper article and asked if they can see any of the W’s in there. Children to be asked to begin using their understanding of an orientation paragraph to complete a number of different tasks.

Great lesson on this interesting book. Plus some nice Maths. Great for year 6. sample : Display the image from the front of the book. What does the title of the book tell you? What could the book be about? Why do you think that? Introduce the title. Children to identify what the book is about? What is the theme? Genre? What makes you think this? Children to make predictions about the book in groups using the cover – share and discuss ideas. Share extract from blurb ‘As young Thomas Peaceful looks back over his childhood from the battlefields of the First World War, his memories are full of family life in the countryside.’ 5ws and predictions modelled by CT. What has changed? Why has your opinion changed? What questions and predictions can you make now? Resources: Book cover, sentence starters, 5Ws sheet (LA), blurb extract Children to be reminded of the previous lesson. What did we learn? What do we think the text book is about? What happened in chapter one? Play BBC schools episode 1 - Children are to be given the first paragraph of the book. What is the theme? What is the genre of the book? Children to use talk partners and class discussion to list the characters involved in the first chapter and paragraph. Who are the characters we have met? What do we know about Tommo and his older brother Charlie? What is their relationship like? In this chapter, Tommo starts a new school – how would he be feeling about this? Look at the kindness of Molly – why does she act this way? Why doesn’t big Joe go to school? How would this be different today?

A couple of nice lessons on these Maths topics. Plus a little bit of spelling and formal and impersonal lessons. sample: LO: To state mathematical averages. (Hexagons and Pentagons) For each of these questions, state the median, mode and mean average. Copy the data into your book. The layout is modelled in the first question. MUST: Maths Assessment Scores: 14 12 13 9 14 14 Mode: Median: Mean: Football team Goals: 0 4 8 2 2 2 0 4 2 4 Visits to the seaside this year: 0 6 4 12 2 4 8 6 10 8 SHOULD: 4. Science Assessment Scores: 22 22 10 30 36 Hockey Team Goals: 3 6 12 0 0 0 9 12 10 6 Visits to Cinema in a year: 12 16 8 24 4 12 8 16 12 4 CHALLENGE 8. Spelling Scores: 6 7 9 2 4 5 0 4 1 2 6 5 5 5 8 9 Number in Family: 4 8 4 10 12 6 4 6 8 6 9 7 LO: To state mathematical averages. (Hexagons and Pentagons) For each of these questions, state the median, mode and mean average. Copy the data into your book. The layout is modelled in the first question. MUST: . Maths Assessment Scores: 14 12 13 9 14 14 Mode: Median: Mean:

1000 questions where pupils have to fill in a counting square. e.g. count by 2 from 8 to 56 All answers provided. Good for drilling or time filling. Each square is 5 by 5.

1000 questions Mathematics KS2 Multiple Addends 2 Digit Numbers Pupils have to add up three 2 digit numbers. All answers provided.

1000 questions with answers. Pupils have to add up either 3 or 4 numbers under 10.

1000 questions with answers on Equations. Single variables. Pupils have to work out what y equals.

A zip file containing 500 French wordsearches I’ve designed. All answers provided. 10 sets of simple words. 50 different shapes. A big file so please be patient when downloading. Ideal for Friday afternoons, homeworks, fun etc. Each worksheet has 20 French words to find.

108 cloze exercises on Aesop’s Fables. Great for Literacy lessons. Gives lower ability pupils confidence. The Cloze worksheet is a standard exercise for improving students’ understanding of word context. The student then fills in the words on the worksheet based on an understanding of the sentence and the list of potential words removed from the text. The cloze procedure is a reading comprehension activity in which words are omitted from a passage and students are required to fill in the blanks. This procedure is incredibly useful in reading instruction because it can be easily done by any teacher and provides valuable reading comprehension information.

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.

Important! If you’d like to buy the whole year’s planning (Autumn, Spring and Summer) you’d be better off buying my bundle. This is planning for year 3 for a Summer term. Plenty of great material here that you can adapt and cut and paste into your own school’s model. After decades of teaching I’m retired from teaching now. I’d like to help the younger generation so I’m putting my plans online. I hope your Sundays will be made a little easier by cutting and pasting allowing you more free time. You get: Literacy planning e.g. Adventure and Mystery Stories 4 weeks, Authors and Letters 4 weeks, Plays and Dialogues 3 weeks Numeracy 9 weeks Creative curriculum (a bit) RE (a bit - I taught mainly in Catholic schools so feel free to ditch this if you please) Science (a bit) You get 190 mb of material, which is good value in my opinion. Remember, all schools are different so you will have to adapt my materials to suit your school. It’s not a silver bullet, but should save you lots of time as you can cut and paste. Great for N.Q.T.'s and experienced alike.