Some nice planning and worksheets for year 4. Nearly 3 mb of stuff. sample plannimng : Draw rectangles and measure and calculate their perimeters; find the area of rectilinear shapes drawn on a square grid by counting square Perimeter, names of 2d shapes Addition Total Mentally adding 4 numbers (single and two digit) WALT – draw find the perimeter and area of a rectangle WILF – accurate measurements Knowledge of what perimeter is Knowing what area is and how to calculate Good mental methods Children will know how to find the perimeter of a rectangle. Pupils will also need to be reminded of units of measure that we may need to use – mm/cm. Target maths P82 In real life situations, when would you need to know the perimeter of something? What unit of measurement might we need for the suggested things?

About a months work of year 5 Literacy planning. Some nice Roald Dahl stuff in there. sample : Recap on the children’s knowledge of poetry i.e. alliteration, similes, metaphors and onomatopoeia as the Iron Man is rich in poetic features. Introduce the book to the children. Highlight the cover of the book. What do you think the book will be about? Discuss with partners, share ideas with the class. Read the blurb. Why do you think the book is described as a modern fairy tale? Introduce that the author of the book is also a poet. Share that there are many poetic features in the text that are used to describe the characters and setting e.g. similes, metaphors and onomatopoeia. The children will have to take notes of these features. Read chapter 1 to the children. Ask the children to jot descriptions of Iron Man on their whiteboards while listening to the story. Use a PowerPoint to highlight the description of Iron Man on page 1-2.The children will create a mind maps on Iron Man. They will create a description his movements, his features and his personality. Focus: Characters WALT : To create a description of a character from a text. WILF: Use of adjectives, verbs and poetic features (i.e. similes, alliteration and onomatopoeia). Use neat handwriting. Share sentences with the class and discuss the descriptions they have created. What type of character is he? What similes are used in the text?

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.

Some nice little lessons on the Road Dahl classic plus some great powerpoints. sample : Support for spelling Count the syllables. CT will remind children what a syllable is and provide a list of words on the board. Children will count how many syllables there are and record on their whiteboards. CT will provide children with three types of chocolate (number 1, 2 and 3) and a blind fold. In pairs one child will be blindfolded and the other will pass the chocolate for the children to try. Children will watch a clip of Willy Wonka from the film ‘Charlie and the Chocolate factory” CT will review the features of a formal letter: Address in top write hand corner Date (on left) Greet using the persons formal title Introduce yourself State the reason you are writing Lots of connectives Persuasive techniques Close the letter with ‘Yours Sincerely’ Formal language Children will write a business letter to Mr Wonka persuading him to make their chocolate bar. Sentence types Children will work in pairs; one as an instructor and one as the listener. instruct listener to walk to cone on playground. Imperative verbs – CT will explain that children will have just used lots of imperative verbs which are ‘bossy verbs’. CT will display sentences on the board and children will need to change them into an imperative sentence. CT will display a set of instructions and children will suggest features including: • A goal • List of equipment • Time connectives • Present tense • Imperative verbs • Numbered steps • Short, clear and direct sentences • Picture of finished article Children will then create a set of instructions for making the rocky road bites,

Planning from my time in Primary Schools. PRUNING NEEDED! Lots of music info. Lots of great composers. Beethoven Greig Mozart Tchaikovsky Sample : TOPIC: Listening and Understanding Music KS1LUDWIG VAN BEETHOVENRESOURCES: dvd copy of Disney’s Fantasia; Beethoven/Pastoral sheet; pictures of orchestral instrumentsLESSON ONEWatch the Pastoral Symphony excerpt, and explain that this very old film uses music that is even older. The artists listened to the story in the music and created their story to fit it. Having watched the excerpt, ask the children what they noticed about how the music and the cartoon went together. Think about the peaceful music for the peaceful scenes; the angry music for the storm; the way the winged horses alight in time to the music etc.Watch a second time, pausing as appropriate to highlight the interaction of music and cartoon. Start to spot instruments.LESSON TWOListen to the Fantasia version of the Pastoral without the cartoon. Invite the children to recognise instruments. Show them pictures of the instruments as they name them, discussing how they are played, how their sounds differ from each other, and why they suit the different aspects of the music. Discuss the differing roles within an orchestra and look at the layout of the orchestra. Invite the children to draw a picture of their favourite instrument and explain why it is their favourite.LESSON THREEWatch the Fantasia excerpt again and remind the children that this story is the artists’ idea of the musical story. Explain that the artists used mythological characters because these were very popular in paintings at the time the music was composed (you could show them some). Invite the children to listen to the music and write their own story, or create their own picture either using the mythological characters or their own ideas.LESSON FOUR Explain that the class is going to listen to the story of the man who composed the Pastoral Symphony, and then write about him and his famous piece of music. Provide the children with paper to make notes should they wish, and the sheets to write up their findings when they are ready.

Taught P.E. for ages at Primary school. Gathered together all my lesson plans. Especially useful for non experts. People are often assigned P/E. to fill in their timetable. example planning : W/B: 5th January (Hares) 12th January (Badgers) Session 1 – Netball LO: To explore a variety of netball passes • I can talk about the game of netball • I can name 3 types of netball pass • I can pass and catch accurately (using a W) • I can apply my passing skills to a game of “piggy in the middle” Key Skills: catching, passing, footwork. Resources: Video clip, Netballs (WILL NEED BLOWING UP), Bibs marker cones http://www.youtube.com/watch?v=nzj00otJCKA Show the children this netball clip in the classroom. What do you notice? • Can players move with the ball? (no) • Can they turn when they have got the ball? (pivot on the ball of your foot) • What types of passing do you notice? • How do players get the ball? How many players are there on a netball team? 7 – centre, wing attack, wing defence, goal attack, goal defence, goal shooter, goal keeper. Draw a sketch of the court – only those with a “g” in their name can entre the semi circles at their respective ends. Why do we need to warm up? (talk to a partner, then share) Warm up – Stuck in the Mud. Emphasise the importance of stopping still when you’re tagged as when you catch the ball in netball you cannot move. Teacher demonstrates chest pass. Children should have wide hands to grip the ball. They hold the ball close to their chest and push the ball using power from their arms to their partner’s chest. Children to get into 3s. 2 children to pass, the 3rd to coach/support then swap around. Ext: Ask pairs to move further away. Support: Get pairs to move closer together. Teacher to stop children where they are. Explain that when we want to catch the ball we should show a ‘W’ target with our hands. Children to practise passing again, but also focussing on catching technique. Teach children bounce pass. Explain to the children that the bounce pass comes from the stomach and gets passed to their partner’s stomach. The ball should bounce just slightly over half way between pairs, slightly towards the person receiving the ball. Children given time to practise the bounce pass in their 3s. Teach children shoulder pass. Emphasise that this is NOT a football pass, it comes from the shoulder and as the arm is extended the ball is pushed over the opponent. Children given time to practise this as well as the other passes they have been taught. Passing practice 1: In pairs, children place a cone where they are standing and another cone approximately 1m either side. Now the other child passes the ball to one of the outside cones. Children start on the original cone but have to move to receive the ball (don’t know which way they are moving until their partner passes the

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.

Nice lesson. Possible cross curricular links. Outside area planning. Learning Objectives. Ma 1 Organising and explaining Ma 3 Calculate perimeter/area of squares and rectangles. • To explain methods and reasoning • To solve mathematical problems, recognise and explain patterns and relationships. • Calculate perimeters and areas of rectangles. • Find the largest area that can be made with a rectangle that has a perimeter of 26 metres. Success criteria. • To be able to work out the area of a rectangle or square. • To make different rectangles that all have the same perimeter. • To recognise the largest area. • To compare the relationship between the length of the sides and the area of the rectangle. • To explain reasoning. Mental/Oral. 10 mins. LSA to support LA children. The answer is 16. What is the question? Using the yes/no cards hold up the correct side in response to the question. 15 + 1, 10 + 4, 18 – 2, double 2 ……. (12 questions.) Can we think of any more to add to the list? Discuss any misconceptions as they arise, also the quick ways to add numbers mentally. Emphasis on bonds and doubles or near doubles. With a partner, using InWB find as many questions as possible for the statement. The answer is 24. What could the question be? Vocabulary. add subtract multiply divide double near double half equals Resources :- Yes/No cards. InWBs and pens. Nice worksheets and powerpoint to do an investigation on the area and perimeter of squares and rectangles. Possible cross curricular links. Outside area planning. Learning Objectives. Ma 1 Organising and explaining Ma 3 Calculate perimeter/area of squares and rectangles. • To explain methods and reasoning • To solve mathematical problems, recognise and explain patterns and relationships. • Calculate perimeters and areas of rectangles. • Find the largest area that can be made with a rectangle that has a perimeter of 26 metres. Success criteria. • To be able to work out the area of a rectangle or square. • To make different rectangles that all have the same perimeter. • To recognise the largest area. • To compare the relationship between the length of the sides and the area of the rectangle. • To explain reasoning. Mental/Oral. 10 mins. LSA to support LA children. The answer is 16. What is the question? Using the yes/no cards hold up the correct side in response to the question. 15 + 1, 10 + 4, 18 – 2, double 2 ……. (12 questions.) Can we think of any more to add to the list? Discuss any misconceptions as they arise, also the quick ways to add numbers mentally. Emphasis on bonds and doubles or near doubles. With a partner, using InWB find as many questions as possible for the statement. The answer is 24. What could the question be? Vocabulary. add subtract multiply divide double near double half equals Resources :- Yes/No cards. InWBs and pens.

Literacy plans for year 4. Mainly word doucuments for recounts newspaper book week persuasive texts poetry antibullying week imaginary worlds stories with historical settings stories with imaginative settings stories with historical settings narrative writing and book week creative writing holy week Bits of Roald Dahl the Twits references. Sample planning : What newspapers and magazines can the pupils name? What are the articles usually about? Discuss the purpose of a newspaper. WALT – know the features of a newspaper text. WILF – good expression Read through the opening paragraph of a newspaper article. Children to discuss the features and the structure of the opening paragraph. Newspaper articles have all of the important information in the opening paragraph. The opening paragraph is not overly descriptive. This information includes who, what, when, where, why and how. (It is written this way because most people do not read an entire newspaper article all the way through. So newspaper writers put the most important information at the beginning). Children wrote learn the opening paragraph of a newspaper article. Firstly as a class, followed by group work. Recap the features of an opening paragraph of an article. SW – target group to discuss the features of the article.

Some great planning you can use throughout the year for year 4 Maths. I’ve divided it into 9 blocks. sample planning : Partition, round and order four-digit whole numbers; use positive and negative numbers in context and position them on a number line; state inequalities using the symbols MA2 L3 How many _ in each number? Children recognise how many Th, H, T & U are there WALT – Order and partition 3 and 4 digit numbers WILF – knowledge of place value Well organised work Pupils to be reminded of place value. Which column to we go to first to see which the bigger number is? What does it mean to partition a number? Children work though a couple of t. led examples. MA – 4 digit number sheet (MT) A – 3 digit number sheet (Indep) LA – partitioning 2 digit numbers. Discuss what each number is made up of - which is the biggest number in a group. Q? What happens if we swap the t & u around? (JH) Prep for Tue – do any children remember the rule for rounding. Discuss in talk partners and report back Partition, round and order four-digit whole numbers; use positive and negative numbers in context and position them on a number line; state inequalities using the symbols How many _ in each number? Children recognise how many Th, H, T & U are there WALT – round numbers to the nearest 10, 100 and 1000 WILF – rounding numbers accurately Mental addition of 2 digit nos Well organised pencil procedures Remind pupils of the findings from yesterday’s plenary. How do we round to the nearest 10? What about to the nearest hundred. Children put rule to the test using whiteboards to assess understanding. Children will be asked to add two numbers mentally and round the answer. Which mental strategies could we use? Ch discuss best way. MA to use pencil a paper proc with bigger numbers. Differentiated worksheets MA – ind A – MT less able JH Investigation. What is the highest and lowest numbers that will round to 4000. What is the difference? Multiply and divide numbers to 1000 by 10 and then 100 (whole-number answers), understanding the effect Children to use whiteboards – 10 x = Division Q? For MA WALT – multiply divide whole numbers by 10, 100 WILF - Understanding of the process Well organised work Moving onto decimals Mental maths methods What happens to a number when you multiply it by 10? Key points Children will know that add a 0 is not the correct answer. Decimal point stays in the same place. All children start by demonstrating their knowledge of mult by 10 and 100 then dividing by 10 100 MA – working with a mixture of whole and decimal numbers (JH) A – using whole numbers only LA – multiplying by 10 JH Who can explain the rule? Pupils are given 3 minutes to come up with the rule for multiplying by 10 or 100. Feedback to the rest of the class

Some great planning for year 4 Science. Plenty of material. Planning, powerpoints etc. Four vital areas. Nice experiments.

A series of short but interesting Maths investigations. Nice worksheets for year 5 pupils. Bits on tally charts and graphs. Nice powerpoint on reading scales.

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

Materials for teaching Easter and Jesus and his disciples. Planning powerpoints etc. Road to Emmaeus board game.

Nice powerpoint on the Ascension. Plus Teaching Strategies Lent Vigil Explained. Vigil four parts explained.

Some worksheets to aid spelling. 3 lists

Week’s planning. sample : L.O. To apply understanding of multiplication facts. Knowledge Harvest: What do chn know about multiplication and place value? I.e. when multiplying using the formal method, numbers need to be set out accurately, what methods do the children know? i.e. partitioning and formal written method. Have 5x2x6 on the board. What is the answer? How do I work this out? Once chn have got the answer, discuss whether it matters if the numbers are in any order. Resources: Dice: 1 between 2 Vocab: Multiplication, number facts, digit, numbers, single digit, LO: To revise calculation of multiples of 10. Have some numbers on the board. Can chn partition them? Discuss that in 4567, the “4” has a value of “4000”. Link this to the Place Value grid (ThHTU). Remind chn that the units column is now called the “ones” column. Have a 356 x 10 on the board. How can we work this out? Discuss different methods that the chn may come up with. Do chn (LA) realise that you can move the digits, or will they try to use the formal method? Clear up any misconceptions that we just add a zero or move the decimal point. Adult to remind chn of the clue. Look at the amount of zeroes to see how many places the numbers need to be moved.

About a week’s worth. Mixture of English and Maths with but on Remembrance Sunday. Maths deals with area, English with journalistic writing. Private Peaceful by Michael Murpurgo covered. 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? 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?

To plan and write a recount text, using appropriate form, features and language. To understand the value of the ‘home front’ during WWII. To discuss and write about the life of children during WWII. Understand the role of the ‘home front’ and the impact of rationing. Explain that this week’s literacy lessons are linked closely to our current history topic. We are moving on to a geography topic after half term. Recap what we have learned recently in history lessons. What were the main causes for WWII? Dates? Political leaders? Axis? Allies? How was the war fought? What was the Blitz? What sort of places did the Germans target? Why? Last lesson I asked you to discuss the posters issued by the British Government. What did you find out? Show the quote: “I have nothing to offer but blood, toil, tears and sweat. You ask, What is our aim? I can answer in one word: Victory.” TTYP – who do you think said this? Come back together and establish that it was part of a speech by Winston Churchill when he became PM in May 1940. At this time, victory seemed a long way off. Show map of the world. Explain that, at the time of this speech, the German forces had already conquered Norway and Denmark. Now, they were sweeping through Belgium and the Netherlands. By 20 May, they reached the English Channel. More than 500 000 British and French troops were trapped on the French coast at Dunkirk. Hundreds of boats, big and small, repeatedly sailed from Britain and brought nearly 340 000 safely back to England. The German advance went on. On 17th June France surrendered. Most of North-West Europe was now in Hitler’s hands. The German leader began to plan the invasion of Britain, only 34 KM away. Britain now stood alone with scarcely anyone to help. The USA had not yet entered the war. The countries of the British Empire such as Australia and Canada were too far away. Churchill encouraged the people of Britain with defiant speeches. “We shall go on to the end,” he said, “we shall never surrender.” What was providing a natural barrier for the British against the Germans? The sea. However, it also caused problems. Britain’s farmers could not grow enough food to feed the population. Large amounts had to be brought in from home by ships. Merchant or goods ships were slow and lightly armed and so were easy targets for German U-boats and bomber aircraft. Between March and May 1941 over 320 merchant ships bound for Britain were sunk. Food such as flour, meat and sugar were in short supply.

4 main weeks’s work. Plus powerpoints and resorces. Great for year 6. Sample planning. Learning/Writing outcome: To plan, draft, write and improve an engaging short story in a particular genre using appropriate language and organisational features. Introduce the words ‘fiction’ and ‘genre’. TTYP and discuss the meaning of the word ‘genre’. At this point, introduce the new and improved writing journals where children can make notes during lessons, can jot down words they wish to magpie, jot words that they have generated but which aren’t suitable for the task in hand and can jot questions/things they are unsure about. Explain that I will prompt to use these for the first couple of days but then children need to become more independent. Prizes for most effective use! Ensure the children understand the difference between fiction ‘narrative’ and non fiction ‘non narrative’. Activity One Come back together and do class mind map for working wall. Ask children to think of any titles of books which could fit with any of these genres. Ask children to discuss their preferences and discuss our preferences with them. Activity Two Talk about how they sorted the books in activity two. What clues were you looking for? Talk about words which suggest different genres. Explain activity three. Activity One In lit books complete quick mind map of different types of fiction genre. Activity Two Children to work in table groups. Children to be given a wide range of fiction books from class/school library. Children to sort the books into fantasy, historical, science fiction and mystery by scanning the book, looking at the front cover and reading the blurb. Activity Three Children to have a selection of pictures from books (front covers and insides) and blurbs from a variety of fiction books. Ch to decide which genre they think they book comes from and justify their opinion by highlighting the key words or annotating the pictures. SEN: () to work as a group on this task. MA: In pairs. With teacher to work with ‘Quality Question Marks’ (both groups). HA: Independently. Plenary: What have we learned? What is narrative? Non narrative? What is a genre? Name some genres of narrative? What is your favourite? Why? Least favourite? Why? Does this link to visual literacy (i.e. do films and TV programs split into genres?)