1000 questions on advanced addition. Pupils write the answers directly on the sheets. There are different numbers of digits that they can add up. Answers all provided.

ten page script. Nice piece you can perform in class or to an assemlbly. sample : Narrator: Welcome to our Christmas celebration! Narrator Welcome to INSERT TOWN, where our journey begins! Narrator: Picture our winter scene… Narrator: The air is filled with excitement, the faint hum of an inflatable Santa, blinding Christmas lights line the streets, illuminating the December skies. Narrator: Our story begins in a beautifu; house not too far away from here… Narrator: It is a tale of sadness, humour and love. If you are young or old, our story is one you will love! Narrator : Oh no it isn’t! Narrator: Oh yes it is! So sit back and enjoy the show, a magical tale of a young girl called Cinderella. Narrator: It’s December 23rd. A bitterly cold winter’s eve. Across the globe people were making last minute plans for Christmas festivities. Narrator: People running frantically from shop to shop to get their last minute presents. DANCE: SHOPPING BAGS AND PRESENTS (Christmas Wrapping) Narrator: Cinderella was busy vacuuming, cooking the dinner, ironing (funny mime of Cinderella doing different jobs all at once!) and washing,…… when something caught her eye…

Save your Sundays!] Short term RE Catholic based lesson plans. Cut and paste and adapt for your school and enjoy a rest on Sunday. Short plans on: Pentecost Advent Christmas Creation Easter Family and celebrations Holy Week Lent Multicultural Pentecost Prayer Sharing in Jesus’ Life

Planning to teach Shakespeare’s play. Great powerpoints. 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. List the main characters on the board, to include: The Capulets Juliet Lady Capulet (Juliet’s mother) Lord Capulet (Juliet’s father and head of the family) Tybalt (Juliet’s cousin and enemy of Romeo) Nurse (Juliet’s nanny) Paris (wants to marry Juliet) The Montagues Romeo

Three weeks of planning. Plus you can use other planning included for free from different years. Example 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: When is this story set? Who am I? Where am I? Why am I here? Will I be able to find Professor Erit? How will I find him? 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.

Simple powerpoint. Real product has no references on it i.e. it’s clean

Four Weeks Gandhi work. Plus stuff on Roald Dahk Matilda. All on word documents. lots of great ideas. A few other goodies thrown in for good measure. Plenty of grammar as well with some great powerpoints. the zip file contains loads. I have uploaded a few examples too so you get the feel. sample planning : L.O: Understand who Mahatma Gandhi was. Success Criteria  Use limited information to deduce and infer.  Describe why Mahatma Gandhi was so well known and influential.  Consider what you would like to find out about him. Start by showing the phrase ‘An eye for an eye makes the whole world blind.’ In table groups discuss what you think this means and what type of person you think may have said it. Feedback, discuss and put on working wall. Reveal that it was a man called Mahatma Gandhi who said this. Show the trailer to ‘Gandhi’ DVD (1982). All groups to complete a KWL grid. What do I know? What do I want to know? What have I learnt? APP links: L.O: Use L5 adjectives to analyse a real character from history. Success Criteria  Take useful notes on a subject.  Generate L5 adjectives and phrases.  Use alliteration if possible. Use PowerPoint to discuss Gandhi’s life further – children to make notes in SODA books. Give each pair a minute to decide on one fact they think should be on working wall. Make notes on working wall about his life to include: Helped free Indian people from British Rule Non violent protest based on courage and truth Different ways of protesting Started in South Africa then India Governments were forced to listen to him and negotiate Encouraged people to make their own resources rather than buying British. Used fasting as a protest and a penance Spent time in prison Is known as the ‘Father of the Nation’ Birthday is a public holiday in India. Children to have a picture of Gandhi in the middle of their page. Annotate with L5 adjectives and phrases to describe him. Fire group (AA): Extended by CN to include alliterative phrases that could be newspaper headlines of his life. Water Group (A): Working independently. Air group (BA): Supported by assistant.

My primary school planning for healthy eating. Lots of powerpoints. Plenty of material. Can be adapted for different years but I mainiy taught year 5. topics include the circulatory system healthy eating keeping healthy history of scurvy smoking pulse rate you get 12 pdf files 15 powerpoints

Series of great timetables to print off.

A short play on the Romans. Great for a quick ten minute assembly or a part of a fun lesson.

A nice poster made using Publisher. Great display. Good starting point for discussion. Pupils could go on to make their own poster.

Nice worksheet on Ramadam. Plus other nice bits and bobs on Islam and other religions.

Geography. Suitable for roughly 9 to 11 year olds. 3 nice powerpoints. 7 nice word documents. teaches all the basic vocabulary related to rivers.

33 worksheets I have used for guided reading. Please look at the piccie to get an idea of the books used. There’s Roald Dahl. It;s important that kids have some written record of what they have done in guided reading. This is good evidence I’ve linked them to app targets. Feel free to adapt. Just cut and paste the text questions.

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

A nice little set of handouts and planning. Suitable for about years 4 to 6. Couple of nice powerpoints and worksheets. Good for map work. Find the countries.

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

Great worksheets from the last school I taught in. Write your own Greek Myth over the term. Perhaps a half term to keep it compact and snappy.

Looking for some inspiration going back to school. 19 English weeks 18 English weeks Plus some humanities planning on China etc Sample Children have white boards. I will describe a person and you must draw them From the twits Roald dahl(Mr Twits). Children share ideas from the first opening paragraph. What made this so visual. LANGUAGE Look at a series of images. Witch, doctor, pirate. Look at the features, are there similarities. Elaborated pictures of people. Famous and non famous. Discussion and focal point. Play head band with the children. They have to describe the person they are holding and the partner has to guess who it is. Expanding on words to describe Steps to Success Mild: To review characters Spicy: To recognise features of a character Hot: To describe your character Extra Hot: How could you describe yourself? Tell me. What sort of questions did you ask eachother? Why? Who spoke about the hair colour. How could we describe this person to someone.

Weekly plans for the dreaded back to school Autumn term. Cut and paste and adapt for your own personal use. I hated those Sundays ruined by planning. example Today we are learning about decimals to two decimal places. First ask what are decimals? Establish that decimals show us part of the number that is not a whole. Display a number line with 0-1 with 9 unlabelled divisions. In between 0 and 1 we have intervals that represent tenths (not tens). Decimals are like fractions the number line is divided into ten parts so each one is one tenth. Tenths are decimals to one place as there is only one digit after the decimal point. Give children magnified glass and ruler using the ruler ask children to look at the tenths in-between each cm. When we write tenths as a decimals we write 0.1, 0.2… allow children to continue this asking them to stop when they get to the next whole number. What is the decimal point for? To separate the whole from its decimals. In between the tenths there are hundredths (not hundreds) display 0.4 to 0.5 with unmarked intervals in between. Ask can anyone tell me what these intervals will be labelled? 0.41, 0.42… Establish that 3.7 is bigger then 3.56. Ask why might I think 3.56 is bigger? Why is 3.7 bigger? When do we use decimals in real life? Place objects on a each table for the group to feel. Which one is heavier? Lighter? Get children to order them in order of weight. Give each table some scales, ask them to see if they were right and also to write the weights that they can read and make a note of them. Select some children to attempt to read the weights. Who has ever cooked or baked? What units of measurement would you use? What units of measurements have we used here to way our objects? How many grams are there in a kilogram? Give children some examples and ask them to convert the weights. Model how to use scales weigh different objects ask class to read the scale. Read scales and convert from grams to kilograms and vice-versa. L/A TA support To weigh objects and read on a scale. EXT: Order objects in order of weight using estimation skills