Reports should obviously be very personal to each individual child, so I am in no way suggesting that you will just cut and paste comments from this resource. However, from experience, I know that your mind can go blank after a while (particularly on the 27th report!) and it can help to have a bit of inspiration. This resource includes: Tips for report writing from my experience - particularly useful for NQTs. Lots of example statements that I have taken from previous reports I have written, grouped into categories like, ‘Poor presentation’ and ‘Struggles with friendship groups’. Examples of personal statement sections (high-achiever, middle-achiever and SEND). I have also thrown in some examples or generic statements that I wrote for core subjects (maths, reading, writing and speaking & listening) differentiated from Level 4 - Level 6. The statements might not be true to your cohort but I have included them just to give an example of the kind of generic paragraphs that you might write at the beginning of the report writing process. This allows you to cut and paste the level that best suits the child in question and then edit the paragraph to make it more accurate and personal and also to give it a better flow. The statements are all taken from real reports and are perhaps most applicable to Key Stage 2 pupils. I have included the resource in PDF version and Word version. PDF is probably the best to print as it will keep the original formatting, but I have included a Word version as this enables you to copy, paste and edit more easily. The I hope that you find this resource useful and time-saving…writing reports really is the worst!!

A sheet of questions to give to pupils when they enter Year 6 or Year 5 in September (or at the end of the previous year) to assess strengths and weakness and to inform planning. Comes with answer sheet and assessment tracker. Mathematics Covered: Read, write and order numbers to 3dp. Order mixed set of numbers to 3dp. Use tables to work with decimals. Use multiplication facts to devise square numbers to 12 x 12. Explain place value to 3dp. Add and subtract decimals to 3dp. Multiply and divide decimals by 10/100 and integers to 1000. Compare fraction by cancelling common factors. Work out simple % of whole numbers.

This is the sales particulars that I created for a lesson on persuasive writing. It gives pupils and idea of layout and what is included in a persuasive house brochure, but can they write their own so that it is a bit more persuasive?

A set of nine mini-investigations that can be set up at different stations for pupils to move around and experiment. Idea for use: Laminate the instruction cards and set them up on tables with the required equipment. Provide groups with an A3 print out of the recording sheet to jot down notes as they carousel around the activities, or provide individual sheets at A4 size either during or after carrying out the mini-investigations. Files are provided in Word format as well as PDF for easy editing if necessary. The tasks are designed to link really well with the Year 4 Programme of Study for Science, but I did this with a Y3/4/5/6 mix class (!) and they all seemed to get a lot out of it. There was lots of discussion in the room and it was great to hear pupils practising the vocabulary of sound (e.g. vibrate, medium, volume, source). Would work well as a revision activity, baseline assessment for starting the topic, or as a Science Week activity. Year 4 ScienceProgramme of Study Sound Pupils should be taught to: • identify how sounds are made, associating some of them with something vibrating • recognise that vibrations from sounds travel through a medium to the ear • find patterns between the pitch of a sound and features of the object that produced it • find patterns between the volume of a sound and the strength of the vibrations that produced it • recognise that sounds get fainter as the distance from the sound source increases

Seven sessions of planning, accompanying PowerPoint and paper resources. Each session takes around 30 minutes and are aimed at Years 5 & 6. The objectives covered are: To correctly use the common homophones – there, their, they’re and where, wear, were and we’re. To spell unstressed vowels in polysyllabic words. To spell words with common letter strings and different pronunciations. To spell words with common pronunciations but different letter strings. To explore the spelling patterns of consonants and to formulate rules. To explore the spelling patterns of consonants and to formulate rules. To explore less common prefixes and suffixes.

A fun ‘Where’s Wally’ themed display with tricky ‘W’-words and matching example sentences. Pupils can refer to the display when they unsure and select the correct spelling. Word format provided, as well as PDF, for easy editing. Picture Credit - Wally and Woof pictures from http://freecoloringpages.co.uk/?r=wheres wally

This is a simple display that I put on the back of my classroom door. It consisted of an octopus in the middle with eight different ways of opening a sentence around it - one at each tentacle. One of my pupils drew and painted a octopus for me, but I have included an image of an octopus in the resource to save you time - just enlarge to A3. Of course, you could ditch the Octopus completely (especially for older children) and just display on the wall or laminate and add to a working wall. There is a PowerPoint to accompany the display, which is probably best if you focus on experimenting with one type of opener at a time to let it sink in! The PowerPoint is really plain and simple as it is intended to be annotated and used interactively as opposed to a presentation. Octopus picture credit: http://cliparts.co/octopus-clip-art

This display is all about the author Michael Morpurgo. Information is taken from the website michaelmorpurgo.com and consists of interview questions and answers. I used this in a Year 4 reading corner as he was a favourite author amongst this class. The resource also includes a picture of Michael Morpurgo and posters of some of his most well-known novels. The display is provided in Word format ready for you to edit and also PDF.

This was a mini topic that I did with a Year 5/6 class but it would work throughout Key Stage 2. It spanned two afternoon sessions and could easily be lengthened to create more of a topic. Pupils discover the key features of Aboriginal art and then go on to explore and record their own ideas before producing a final Aboriginal-style piece. Plenty of opportunity is given to evaluate their own and others work. The resource includes: Teaching plans for two lessons PowerPoint presentation (15 slides) Simple pupil planning sheet Aboriginal symbols reference sheet The topic provides good coverage of the 2013 National Curriculum for Art and Design (links are highlighted in bold on the planning). Planning and resource sheets are Word documents and fully editable. Makes for a lovely display at the end!

This PowerPoint is for a unit of work that took a week with my Year 6 class and looked at the features of discussion texts. Persuasive techniques are also revised. The texts are taken from The National Literacy Strategy ‘Argument Unit’. Children read and analyse a persuasive text ‘Should mobile phones be banned in schools?’ as a class and come to define the key features of discursive writing. Pupils then analyse a different text based on the circus and highlight the key features that they have previously identified. Pupils then prepare for a debate. Taking the story of the Pied Piper, pupils are assigned roles and have to prepare a persuasive speech to argue their point of the debate. We then hold debate and discuss the value of debates in real life. Pupils finish the week with two lessons to write a piece of discursive writing on whether pupils should be able to write on laptops in schools. Pupils are provided with the arguments for and against, but must do the rest of the work on their own. This then forms an assessment piece. National Curriculum Links: Year 5 & 6 Programmes of Study discuss and evaluate how authors use language, including figurative language, considering the impact on the reader plan their writing by: identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own. Through debate the pupils also hone their speaking and listening skills and this also provides a good opportunity for assessment.

This resource looks at the three main types of sentence structure: simple, compound and complex. Opportunities are given for pupils to: Learn the features of each type of sentence structure. Use the terms noun and verb and consolidate their understanding of word classes. Use the terms main clause and subordinate clause (the idea of adult and child is given as a pictoral representation). Identify sentence structures within texts: a newspaper article and an extract from Roald Dahl’s ‘Matilda’. Up-level sentences by adding suborindate clauses to simple sentences before, after and in the middle of the main clause. Use commas correctly the mark clauses and clarify meaning. The presentation has little activities throughout, which you could build on to structure a mini unit of work or just dip into for ten minutes at a time. It would work well as an introduction earlier down the school, revision in upper KS2/KS3 or with a guided intervention group who have gaps in their understanding. I found it particularly useful for assessing the pupil’s understanding of the vocabulary associated with sentence level and word level work.

This resource includes 17 slides and a paper resource. There are examples from Rose Blanche and Carrie’s War as we were working on a WW2 topic; however, this lesson will work just as well in any other context. The lesson looks at the effect of different sentence lengths to begin with and then moves on to look at how effective - ing and -ed openers are in varying sentences. Pupils then write a descriptive paragraph about an image (I chose one from Rose Blanche but this could be any image) and try to incorporate sentences of varying lengths and use -ed and -ing openers. Pupils then up-level their passages by using connectives. To consolidate the learning there is a paper resource featuring a selection of different notes to the class asking for advice. Cut each of these notes up and put them in a hat or bowl. Have pupils select and read a note from the bowl and discuss as a class or groups what sort of sentence lengths and structures we would recommend to achieve the effect the writer is aiming for, e.g. lots of short simple sentences one after the other; long flowing complex sentences; start with short sentences and then gradually increase to build pace – use the conjunction ‘and’ repeatedly to give a sense of rushing.

The resource includes photographs of 51 different instruments (common orchestral instruments and school percussion instruments) with their names underneath. The resource can be used in so many different ways and - if printed on card and laminated - it is a resource that can be used time and time again! Ideas for activities and uses: Matching the instrument to its name. Sorting /ordering according to different criteria, e.g instrument families, pitch of the sound, size of the instrument… Venn Diagram sorting, e.g. wood/metal, played with a beater/played by hand… Display or working wall labels. Music trolley/cupboard labels. Stimulus for a composition - assign or have pupils choose a number of instruments to incorporate in their piece. Provide pupils with a title for a piece of music, eg. ‘The Storm’ - what instruments might you use? Baseline/end-of-unit assessment task. Listening activity: play a piece of music and have pupils pick out the instruments that they can hear from the pile. As well as PDF, the resource is provided in Word format in case you want to edit the font or use a different name for a particular instrument. Thank you for looking and I hope this resource saves you some time!

This is a set of 37 ready-to -go activities based on fractions, percentages, ratio and proportion that should save you lots of time. I have collated these from lessons that I have taught throughout the years - so they are all tried and tested with Y6 (and some Y4 pupils). Ideal for starter activities, morning task, homework, extending pupils, tasks for early finishers, mental maths lessons, revision and baseline assessments. I have described them as starter activities, but you will perhaps find that many of the activities can keep pupils busy for a whole lesson. The mathematical ideas covered include: - Calculating % of amounts. - Equivalence between fractions, decimals and percentages. - Calculating fractions of amounts. - Solving worded problems involving fractions, percentages, ratio and proportion. Activities include closed-questions, quick- quizzes, open-ended investigations, ‘Always, sometimes, never?’, scaling up recipes and worded problems. I really hope that you find this resource useful.

A ready to go resource with six activities based on algebra. Perfect for starter activities, homework, extension task for early finishers or morning task. Although I have labelled this as a starter, several of the activities could easily keep pupils busy for a whole lesson - particularly finding the 10th, 100th and nth term of sequences and the ‘Always, sometimes never’ activity based on four different expressions. Mathematical ideas covered include substituting numbers into algebraic expressions and finding the nth term of sequences. Some of the activities are closed questions, but most require pupils to investigate and use the higher level skills of reasoning and justification. I used this activities with my Year 6 pupils as various points of the year and have collated them on one PowerPoint for ease. I would say they are suitable for able Y6s and could also be used in Key Stage 3.