This is a guided reading plan which has questions using the different domains below. • Word reading • Inference • Language for effect • Comprehension – Monitor & Summarise • Comprehension – Clarify • Comprehension – Reason & Explain • Comprehension – Select & Retrieve • Themes and conventions Every question has the page number next to for which it is relevant. This book is targeted at year 3 and 4.

This is a word mat of words with the prefix dis. This is targeted at years 3 and 4 as it is part of the spelling curriculum. This is a useful resource for pupils to use to improve their spellings as well as a useful tool to improve their word choices and quality of their writing. It has two versions; one with colour and the other just in black and white to save on printing costs.

This is an assessment sheet I have designed which has the whole of the primary curriculum for writing. It is broken down into different domains: • Transcription • Handwriting • Composition & Effect • Text Structure & Organisation • Sentence Structure • Vocabulary, Grammar and Punctuation I use this to assess the progress of pupils working below age related expectations to prove accelerated progress. At the beginning of each year you mark or highlight where they start in each domain and regularly update it throughout the year as the pupil makes progress. The next year a new teacher uses a different colour. The assessment sheet prints out best on a double sided A3 piece of paper.

This is a word mat for the suffix ous. This is targeted at years 3 and 4 as it is part of the spelling curriculum. This is a useful resource for pupils to use to improve their spellings as well as a useful tool to improve their word choices and quality of their writing. It has two versions; one with colour and the other just in black and white to save on printing costs.

This is a grammar test I made for my year 5 class. It has 14 questions where pupils can get a total of 20 marks. The questions ask pupils to answer to complete sentences, find adverbs, phrases with types of sentences, add prefixes, change tense, write in direct speech and much more. It is a great resource to assess how well your grammar sessions are going and adapt your planning accordingly. I have included a mark scheme as well as the test.

This is a word mat for the suffix ation. This is targeted at years 3 and 4 as it is part of the spelling curriculum. This is a useful resource for pupils to use to improve their spellings as well as a useful tool to improve their word choices and quality of their writing. It has two versions; one with colour and the other just in black and white to save on printing costs.

This is a word mat of words with the suffix ment. This is targeted at year 2 as it is part of the spelling curriculum. This is a useful resource for pupils to use to improve their spellings as well as a useful tool to improve their word choices and quality of their writing. It has two versions; one with colour and the other just in black and white to save on printing costs.

This is a display that I made to put more SMSC into my school. It is split into the four categories of Spiritual, Moral, Social and Cultural. For each category it has 8 different questions on a different coloured tablet that should generate discussion in your class. I have listed two from each category below: Spiritual examples • Can machines think? • Are you the same person online as you are offline? Moral examples • Do computers know what is right and wrong? • Is it ok to copy and use information and pictures that we find on the internet? Social examples • Are online friends real friends? • What should you do if you see someone sending a nasty email? Cultural examples • How can you find out about another culture from using the internet? • How do social networks teach you about other people’s cultures?

This is a great resource for improving the quality of pupil's writing. I use it for all non-fiction pieces that require dialogue. This allows pupils to add inferences into their writing which gives their characters more depth subtly. The usual word of said is no longer used as pupils upscale their word choices making their writing even more engaging.

This is a 4 week unit of planning that supports pupils to write an ancient Greek Quest Myth. The beginning part of this unit is focussed on Persephone by Sally Pomme Clayton and Virginia Lee. This is used as a model and WAGOLL for pupils to write their own story. All children love Greek gods and goddesses and this unit of work has never failed in supporting pupils write some excellent myths that are richly descriptive and engaging for the reader. I have listed the learning objectives for all of the lessons below. Also I have included all of the worksheets, PowerPoints, links and resources you will need to teach this unit straight away. Stage 1 = Stimulate & Generate • To write a review of an ancient Greek myth • To use a range of strategies to explore a text • To show understanding through intonation, tone, volume and action when performing a playscripts • To retrieve and record information from non-fiction • To describe using adverbial phrases and drop in clauses • To demonstrate understanding of key details and main points of a text Stage 2 = Capture, Sift & Sort • To find the key features of a myth • To start sentences using verbs, adverbs and connectives • To write using commas to clarify meaning • To use an increasing range of sentence starters • To write in the style of the model text • To edit writing to improve sentence structures and range of vocabulary Stage 3 = Create, Refine & Evaluate • To use expanded noun phrases and figurative language to describe • To vary sentence structure and type for effect • To plan a quest myth • To write a descriptive setting for my myth • To write a build-up in my myth • To write a conflict • To write a resolution to my myth • To edit and improve my work Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book. Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet. Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece

I made this to email parents how we teach all 4 operations in my primary school. It includes visual examples of how addition, subtraction, multiplication and division are taught. There are 14 pages and these are the different stages I include along with examples of mental strategies pupils will need to learn. These are sections for addition, subtraction, multiplication and division. Here are the areas covered in multiplication. Multiplication = Stage 1 – Continual addition of groups/steps of same size, Stage 2 – Arrays (leads to area method), Stage 3 – Mental multiplication using partitioning, Stage 4 – The Grid Method, Stage 5 – Expanded Short Multiplication, Stage 6 – Short Multiplication, Stage 7 – TU by TU (grid method and column method)

This is a fantastic resource I made for improving spelling during morning activities. There are 20 different 9 letter words which are placed in a wheel. One of the letters is put in the middle, which has to be used in every word. Pupils then try to make 3 letter or more words. I score it by allowing the pupils 5 minutes to find words. They get 9 points for the 9 letter word and 8 points for 8 letter words etc. Pupils read their word out and if no one else has got it they get the points. Everyone who gets the 9 letter word gets 9 points, even if someone else gets it too. Each slide has a clue what the 9 letter word is. The next slide always reveals what the 9 letter word is.

This is a 3 week unit of work that is aimed at a year 4 and 5 class. The 3 week unit builds the pupils skills through drama and targeted lessons to give them the skills to write an excellent newspaper article. I have included all the resources you need to teach this today. The pupils in my class have always loved this unit and have never failed to create outstanding pieces of work from it. For a great hook I have also been known to dress up as a gorilla and run through the school the first day of teaching this unit. The learning objectives for the unit are : • To write a newspaper report • To write common themes of the books of author Anthony Browne • To write a job description • To explore characters through role-play • To explore the characters feelings and motivations in the story • To raise questions for different audiences • To understand the features of newspapers reports • To identify the features of newspapers reports • To identify the author’s style and use of language • To use more descriptive verbs instead of using said • To identify the differences between direct and reported speech then to convert direct speech into reported speech • To write cohesive paragraphs • To plan the introduction to a newspaper article including writing a catchy headline • To draft and then write a newspaper article • To write a newspaper article This unit of work uses the 3 stage planning process of: • Stimulate and generate • Capture, sift and sort • Create, refine and evaluate Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book. Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet. Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.

There are 34 crucial terms for pupils aged 7 to 11 explained with examples. They are saved onto a PowerPoint for ease of use and quick reference when you are teaching. Some of the key terms are verbs (both active and passive), adverbs, connectives, clause, paragraph, personification, similes, metaphors and many more.

This is a Forces Fairground display that I made which ends up being a colourful Ferris Wheel. The display includes explanations for the following forces: Gravity Water Resistance Pulleys Forces Parachutes Machines Air Resistance Friction Levers Mechanisms Springs Movement The display has a quiz which pupils can interact with too.

I made this for the teaching staff at my school but have found it to be an invaluable resource for working with th pupils. There are 9 pages with full screen pictures and clear instructions on how to import your video, edit it by adding music, adding transistions and other video effects. How to add titles and credits and finally how to export it. I have used this resource which is prodiuced in a Word format successfully with year 4, 5 & 6 classes.

This is a tracking document I have made for pupils working below age expectations. It allows you to track back to the correct year's objective in each of the domains so you can target interventions at the point of need. This is a great tool for making interventions really work.

This is a 6 week resource for morning maths when pupils come into school. It includes adding / subtracting decimals mentally, finding missing numbers and word problems.

This is a 3 and 1/2 week unit of work that is based on the book 'Street Child' by Berlie Doherty. The book tells the story about Dr Barnados and how the ragged schools were created through the eyes of an orphan Jim. Every time I have taught this unit there has been a special atmosphere as pupils have lots of ideas to discuss philosophical and moral issues and realise how lucky they are to be alive today in England. The end of the unit has two possible choices which are either writing as Jim in a diary extract or an alternative ending to the story. The learning objectives for this unit of work are; • To write a diary extract as a poor Victorian child. • To find and improve adverbs in a piece of text. • To make a freeze-frame to show what characters are feeling in a story. • To describe a character from a novel. • To write as a character from a novel. • To convey character by using colloquialism (slang). • To understand how a character from a novel feels. + Write expanded noun phrases. • To write a list poem. • To describe a character from a novel. • To make a key scene into a freeze frame, considering the characters feelings and emotions. • To map the story of a novel. • To map out a characters journey and feelings throughout a novel. • To find key information about Dr Barnardos. • To write complex sentences. • To identify cohesive devices for paragraphs. + I can describe the effect created by different cohesive devices • To plan a diary extract. OR To plan an alternative ending. • To write a diary extract. OR To write an alternative ending. This unit of work uses the 3 stage planning process of: • Stimulate and generate • Capture, sift and sort • Create, refine and evaluate Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book. Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet. Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.