Visual verb word mat

Visual line graph to plot a characters feelings.

Year 5 decimal place value assessment Tenths Hundredths Thousandths Ordering Number line Rounding

1 week of arithmetic planning for year 5 maths 5-7 daily questions based on end of year expectations Teaching slides that aid efficiency, accuracy and flexibility

Writing mat for the Anglo Saxon Boy based on the part where Magnus reaches the Viking

Mastery style lesson for multiplying multiples of 10 and 100 Teaching slides to support learning. Part whole models throughout Print screen the slides as worksheets Differentiated by outcome.

One week of arithmetic planning for year 5 Same questions different numbers each day

Mastery style lesson Sentence stems Reasoning questions

This engaging resource focuses on teaching pupils how to write complex instructions using subordinating clauses, perfect for a unit on “How to Train Your Dragon”. Through a series of scaffolded lessons, pupils will learn to construct detailed, well-organized instructions for the Advanced Training and Flying phase of dragon training. What’s Included? Lesson 1: Matching Subordinating Clauses to Main Clauses Pupils match given main clauses to appropriate subordinating clauses to form logical, complete instructions. This activity helps pupils understand the relationship between the two parts of a sentence. Lesson 2: Adding a Subordinating Clause to a Main Clause Pupils complete main clause openers by adding their own subordinating clauses, promoting creativity and sentence variety. Lesson 3: Adding a Main Clause to a Subordinating Clause Pupils construct main clauses to complete given subordinating clauses, encouraging them to think critically about logical sentence construction. Writing Task: Pupils apply their skills by writing part of the instructions for the Advanced Training and Flying phase, integrating subordinating clauses into their work. Supporting Resources: Word Mat for Scaffold: A helpful tool featuring key vocabulary (e.g., subordinating conjunctions, time adverbs, topic-specific nouns) to support all learners, including SEN and lower ability pupils. Word of the Day: Carefully chosen vocabulary (e.g., agility, stamina, maneuver) to enrich pupils’ language and connect to the topic meaningfully. Why Use This Resource? Builds confidence in writing complex sentences. Encourages structured, creative, and descriptive writing. Differentiated activities to support pupils of all abilities. Promotes vocabulary growth through targeted words of the day. This resource provides everything you need to teach advanced instruction writing in a fun, engaging way that supports progression for all pupils.

Description of the First Phase of Instructions The first phase of instructions, Preparing for Dragon Training, introduces pupils to the topic of training a dragon by emphasizing the importance of preparation and setting a solid foundation for success. This phase focuses on helping pupils understand how to use modal verbs (e.g., “must,” “should,” “might”) to express necessity, possibility, and advice effectively in their writing. To support pupils in constructing clear and engaging instructions, teachers will use dictated sentences to model the structure and vocabulary required. Pupils will listen, repeat, and adapt these sentences, ensuring they gain confidence in using modal verbs and instruction-focused language. Word mats featuring thematic vocabulary (e.g., “equipment,” “trust,” “safe”) and modal verbs, along with scaffolds such as sentence starters and example phrases, will be provided to guide pupils through the writing process. These resources will help pupils create detailed and structured instructions, while also encouraging creativity as they describe how to prepare for the exciting task of dragon training.

Phase 2 – Teaching Basic Commands In the second phase of the plan, Teaching Basic Commands, pupils will develop their instructional writing skills by focusing on structure, clarity, and precision. The key focus areas include: Time Adverbs at the Start: Pupils will learn to use time adverbs (e.g., First, Next, Then, Finally) to sequence instructions logically and guide the reader step by step. Adverbs to Describe the Verb: Pupils will enhance their sentences by including descriptive adverbs (e.g., gently, clearly, patiently) to provide detail about how actions should be performed. Building on Modal Verbs: Following Phase 1, pupils will continue to explore modal verbs (e.g., must, should, could, might) to express necessity, possibility, and advice, applying them effectively in context. To support all learners: Word Mats: A word mat will be provided with key vocabulary, including modal verbs, time adverbs, and topic-specific nouns (e.g., commands, gestures, treats), to inspire ideas and improve writing fluency. Scaffolded Activities: Lower ability and SEN pupils will benefit from structured tasks, such as matching sentence starters to appropriate endings or filling in gaps with adverbs and modal verbs. Sentence-building templates will also be provided to help create full instructions step by step. Model Examples: Teachers will provide dictated sentences and model how to construct instructions using the features of this phase. This phase encourages creativity while emphasizing accuracy and structure, equipping pupils with the tools to write detailed, engaging instructions for training their dragon. The inclusion of scaffolds ensures that all pupils can succeed while building confidence in their writing abilities.

Week 1: Prefixes and Clauses Focus Areas: Recognizing prefixes such as “dis-”, “un-”, “im-”, and “il-” to change word meanings (e.g., “logical” to “illogical”). Differentiating between main and subordinate clauses in complex sentences. Punctuating subordinate clauses accurately. Question Types: Multiple-choice questions to identify correct prefixes. Underline the subordinate clause in a sentence. Rewrite sentences by adding a subordinate clause using conjunctions like “because” or “although.” Week 2: Suffixes and Relative Clauses Focus Areas: Adding suffixes such as “-ness,” “-ment,” and “-ful” to root words to create nouns or adjectives. Identifying and writing relative clauses with “who,” “which,” “that,” and “where.” Applying commas to separate relative clauses. Question Types: Fill-in-the-blank to add appropriate suffixes to given root words. Identify the relative clause in a sentence and underline it. Write sentences including a relative clause to add detail to a subject or object. Week 3: Fronted Adverbials and Dashes Focus Areas: Using fronted adverbials to add variety and clarity to sentence openers Employing dashes to insert extra information or emphasize ideas in writing. Question Types: Match fronted adverbials (e.g., “Without hesitation”) with appropriate main clauses. Rewrite sentences to include dashes for clarity (e.g., “James—a skilled musician—played the piano beautifully”). Identify fronted adverbials in a text and add them to sentences. Week 4: Sentence Types and Direct Speech Focus Areas: Distinguishing and constructing the four sentence types: statements, questions, commands, and exclamations. Punctuating direct speech with quotation marks, commas, and attributions. Question Types: Sort sentences into categories (statement, question, command, exclamation). Rewrite sentences to correctly punctuate direct speech (e.g., “Where are you going?” asked Sarah). Write short sentences of each type, ensuring correct punctuation is applied. Week 5: Grammar Consolidation Focus Areas: Combining grammar elements taught in previous weeks (prefixes, suffixes, clauses, fronted adverbials, sentence types, and punctuation) in extended writing. Editing sentences for grammatical accuracy. Question Types: Spot-the-error: Correct grammar mistakes in a paragraph. Write extended sentences incorporating at least two grammar features (e.g., a fronted adverbial and a relative clause). Combine two simple sentences into one using a subordinate clause or relative clause.

Lo: Understanding the denominator and numerator You will need some fraction walls or fraction circles for the first task. Build slowly with sentence stems and real life context throughout the lesson before moving on to more pictorial representations of fractions. Can be taught to a year 3 class, 4, 5 and 6 as a refresher on fractions.

Focuses on methods to subtract from 1000 to avoid lots of regrouping. Lesson includes: Worked examples Number lines Challenge questions Reasoning explanation questions

SPAG work for any class from year 4-year 6 Covering: Verbs Adjectives Adverbs Nouns Conjunctions Question marks As well as year 3 and year 4 spelling practice

Lesson 8 - Plan the first set of instructions Lesson 9 - Plan the second set of instructions Lesson 10/ Lesson 11 - To write a set of instructions

Fraction of amount multi step lesson Example question: There are 24 bricks in a bag 3/10 of the bricks are red. The rest of bricks are blue. How many bricks are blue. First task: Involves calculating the fraction that is missing. Builds into finding the amounts. Starts off with bar models and scaffolds to support learning Lots of opportunity for practice with modelled practice on slides.

Multi step problem lesson Example question: There are 24 bricks in a bag 1/3 of the bricks are red. 3/8 of the bricks are blue. The rest of the bricks are green. How many bricks are green? Starts off with a modelled working out on sheet 1. Builds on with extra practice.

Year 5 lesson can be adapted for year 4 and year 6 Orders decimals with tenths then hundredths and then into thousandths Mastery approach with sentence stems Small steps throughout the lesson with modeled practice 4 worksheets to accompany the lesson

Week 1 of planning based on how to train your dragon. Final piece is a set of instructions based on year 5 expectations. Lesson 1: Understanding the context of How to train a dragon In depth analysis of the author Characters Dragons Lesson 2: Understanding the features of instructions Brackets Compound and complex sentences Numbered instructions Engage the reader Imperative (bossy) verbs WAGOLL based on training a Sleipnir (8 legged Viking horse) Uses all the features and follows the same structure of the final piece Lesson 3: Understanding compound and simple sentences Gives definitions of simple sentences Gives definitions of compound sentences Insert the coordinating conjunction in the missing gap Writing compound sentences based on a stimulus linked to “How to train your dragon”