A powerpoint of the great MLK. Excellent for Black History Month.

Worksheets to help times tables. The 2, 3, 4, 5 and 6, 7, 8, 9, 10, 11 and 12 times tables are tested. 3 sheets for each one. These are test A. Tests B and C are also available

A simple concept. But effective. 10000 questions where you have to measure the angle using a protractor. Pupils write the answer directly on the sheets. All answers provided. Over 2000 pages so please be patient when downloading. Great value. Enjoy!

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

Some great planning on this excellent book. Worked a treat in year 4 but could be adapted up or down. Sample planning : Reading and Analysis Mon Revise comma splicing work. Choose three example sentences and punctuation to add. WALT: To be able to explore themes and issues in a text, To be able to write in role to a character in the text. Read extract showing Jeff changing. Note reactions at each point. (Reveal) How is Jeff feeling? How do we know? How does Bradley feel now? Write an e-mail to Jeff using Extranet site. Advise him what to do based on events in chapter. Informal. Consider purpose. Share received e-mails. How should Jeff respond. AF6 Wr Viewpoint of character RED CT to support sentences and encourage completion. Tues Consider e-mails and identify errors to correct. Check grammar and punctuation. Who is the audience? APP AF3 reading WALT make deductions from a text. Read ch 23-25. WALT: interpret evidence to make deductions. All draw outline of Bradley showing his bad outside and his good inside. Write diary entry on behalf of Bradley showing feelings about Carla. R AF3 make deductions. Children are to show and explain there own choices and justify decisions. GREEN Support sentence skills and grammar. Wed Recap word groups with examples of each in class. E.g. adverb and adjective. Improve using a thesaurus. Read next chapter to include list Bradley makes. What does it show us about him? Be imaginative. AF3 R How is it helping him to think? Why does he repeat some things? Create your own list in the style of Bradley. Check spellings and compare with a friend. What does it show about you? WALT: Show empathy for a character. Read and interpret lists as if you were Carla. What would she say? ORANGE Support use of dictionary and thesaurus for ideas. Thurs Grammar skills. Choose correct words to complete gap. Adjectives. Shared read next chapter with Bradley changing. How does he feel? Freeze frame alongside story telling. How does each character feel? Use outline of Bradley. Show goodness inside and badness outside. Use quotes and examples from the text. WALT: select evidence to support a view VERY WELL DONE! Share thought with a partner and with the class. Yellow Share quotes. What do they show about his character? Fri List prepositions. Sort into order then create a paragraph. Teacher to model. Big Writing: SATs test example. Through the door. Apply skills of descriptions using prepositions. Planning time using boxing for paragraphs. AF1 AF7 Wr WALT: write a description of a scary place. 3 Stars and a wish. Response partners. Blue: Extend ambitious vocabulary. Tell me what you think/felt about… What came into your mind when you read… Have you come across anything like this before….? Tell me more… Do you agree…?

Great planning for year 5. Plenty to keep you going for three solid weeks. Powerpoints, planning, worksheets etc etc The zip has the lot. I have put up some on the ordinary download so you can look. Sample planning : Genre: Narrative Unit 3 – ‘Stories from other cultures’ Focus Texts: ‘Abela’ by Berlie Doherty (class reader), ‘The day of Ahmed’s secret’ by Florence Parry Heide, ‘Stories from around the world’ Usborne books. Objectives Primary Framework Phase 1 • Create roles showing how behaviour can be interpreted from different viewpoints • Know and apply common spelling rules • Infer writers’ perspectives from what is written and from what is implied • Compare different types of narrative and information texts and identify how they are structured • Experiment with different narrative form and styles to write their own stories Adapt sentence construction to different text-types, purposes and readers Punctuate sentences accurately, including using speech marks and apostrophes. Learning/Writing outcome for unit: Write a story from a different character’s point of view. Reflect on writing critically and edit it against success criteria. LO: Whole Class Shared Learning Guided and Independent Activities: Plenary: M Understand and use the word ‘culture’. Begin to recognise the features of a story from another culture. Show the words ‘narrative’ and ‘fiction’. Children to TTYP and talk about what they mean. Come back together and elicit that they are words for ‘story’. We are going to be studying a narrative unit for two weeks. Briefly recap the five structural features of a story. What types of stories have we studied so far? (Myths, legends and stories by a significant author). Show the word ‘culture’. Children to TTYP and discuss. Come back together and explain that a culture refers to “the attitudes and behaviour that are characteristic of a particular social group.” Emphasise that we are not necessarily talking about different religions or even other countries – there are a lot of different cultures even within one country. Lead to class discussion. Provide children with copies of ‘The Day of Ahmed’s Secret’ – explain that this story is from Africa. Ahmed lives in a city called Cairo – the capital of Egypt. Show on a map. Have we heard anything about Cairo in the news recently? Read half of the story and then challenge children to discuss on their tables: The features of the story. Their predictions about Ahmed’s secret. Come back together, read the rest of the story and discuss. How is Ahmed’s life different from your lives? In his culture it is perfectly normal for children to be working very hard and taking over the family business from his Father. What does his pride at being able to write his own name suggest about his level of education? About his place in society? Create a working wall list of features to include: Capital letters used at the start of each sentence and full stops at the end.

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?

Please check out my bundles which provide great value. 1000 questions on multiplication. Great for calculator use. Answers provided. Pupils multiply a 2 digit number by a 2 digit one. The second number is a power of 10 (e.g. 20, 30, 40 etc.)

Important! If you’d like to buy the whole year’s planning (Autumn, Spring and Summer) you’d be better off buying my bundle. Planning for the Spring term for year 4. You get 160 mb of material so good value imo. I taught mainly in Catholic schools so has a Catholic bent. But as we live in a multicultural society, this should be no problem. You get planning for: creative curriculum Literacy Numeracy P.E. (some) Science (some) R.E. (Christmas, Lent etc) Loads of great lessons to ease your Sunday afternoons. Just cut and paste into your school template.

Some great year 6 short term Literacy planning. Covers the Gunpowder Plot. Brucie Bonus: some free Maths planning

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.

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!

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?

100 puzzles plus answers. Great for reinforcing maths. Across-Downs is a fun activity that reinforces addition and subtraction skills. The object of the exercise set is to find the answer for each row and column, then use those answers to calculate the final answer in the lower right-hand corner of the puzzle. This set tests subtraction.

Please check my bundles for better value. 1000 questions on counting patterns. All answers provided. Pupils have to, for example, count by 6 from 7 to 61

50,000 questions on American coins. The worksheets contain visual images of coins. Pupils have to add them up and write the number of cents on the side. All answers provided. I have tried to vary things as much as possible. e.g. different number of coins some heads some tails This is a big file so please be patient whilst downloading. There are over 16,000 pages (questions plus answers) Happy teaching!

15000 questions on adding up Australian coins. All answers provided. I’ve added as much variety as I can. e.g. heads and tails, some mixed, some in ascending oredr, some descending, some mixed

Important! If you’d like to buy the whole year’s planning (Autumn, Spring and Summer) you’d be better off buying my bundle. Planning for the Summer term for year 4. You get 114 mb of material so good value imo. I taught mainly in Catholic schools so has a Catholic bent. But as we live in a multicultural society, this should be no problem. You get planning for: creative curriculum Literacy (Stories that raise issues, Poetry etc) Numeracy (Fractions and Decimals etc) P.E. (some) Science (some) R.E. ( Easter, Pentecost etc) Loads of great lessons to ease your Sunday afternoons. Just cut and paste into your school template.

Save your Sundays! From my time teaching in Catholic schools. Re planning and worksheets. Concentrates on the Creation, St Francis of Assisi, Padre Pio and Hinduism. Consists of planning, powerpoint, worksheets. Plus cloze worksheets on Aesop. 37 mb of stuff so good value.

Great Literacy planning for the first week back. You get the planning and three powerpoints and two word documents.