This is a 3 week unit of planning that produces a fantastic descriptive narrative writing piece based on the beautiful picture book Leon and the Place Between. This is the story of a boy who gets whisked away during a magical trick at the circus to where magic exists. This unit always inspires some excellent creative writing as it so engaging. This text is best suited to lower KS2 but can easily be adapted to upper KS2. 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 learning outcomes • To be able to write in a form appropriate to the task • To engage with a text through its setting • To use expanded noun phrases to convey complicated information concisely • To be able to select vocabulary to create an impact on the reader • To identify different word classes in a text (e.g. verb, adjective, noun, adverb conjunction, pronoun & preposition Stage 2 - Capture, Sift & Sort learning outcomes • To modify sentences using a variety of word classes and adverbials • To write poetic sentences, using authorial techniques • To cohesively join sentences to build stanzas within poems • To make plausible inferences about a character’s emotions throughout a text Stage 3 - Create, Refine & Evaluate learning outcomes • To generate and select ideas relevant to the text • To sequence key events across a story • To write a descriptive narrative based on the style of an author I have read • To revise, edit evaluate and improve my writing • To revise, edit evaluate and improve my writing • To publish work for a given audience and purpose 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.

This is a short 2 week unit of work that focuses on improving word choices through improving adjectives and culminates in pupils writing then performing their own poem. The poem they are end up writing is based on the Sound Collector by Roger McGough but it requires pupils to think of tastes or how something feels instead of sound. This unit always engages the pupils and is a great end of half term unit as it fully engages the class. I have included every resource you need to teach this unit tomorrow. Also below I have listed all of the learning objectives from the unit of work. Stage 1- Stimulate and generate- Learning outcomes • To learn and read a poem by heart. • To write about an Author’s style. • To perform a dramatic version of a poem. • To write a poem in another author’s style. Stage 2 - Capture, Sift and Sort- Learning outcomes • To find the key features of a poem. • To write sentences with personification. • To write similes. Stage 3 - Create refine evaluate- Learning outcomes • To improve word choices by using thesauruses. • To write a Feel or Taste Collector poem. • To perform poetry. 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.

This is a 3 week unit of work that teaches all the skills to write a descriptive poem then perform this at the end of the unit. The book is a rich text by an excellent writer that helps support the unit as it is based about the after effects of a hurricane. Pupils really enjoy the creative process of this unit as they get to paint elaborate and engaging pictures in the reader’s minds. I have included every resource you need to teach this unit tomorrow. Also below I have listed all of the learning objectives from the unit of work. Stage 1- Stimulate and generate- Learning outcomes • To write a descriptive poem • To find the meaning of words • To retrieve and record key facts • To use drama to explore characters’ feelings • To read and perform a poem Stage 2 - Capture, Sift and Sort- Learning outcomes • To recognise the key features of descriptive poetry • To use figurative language such as similes • To Identify how language contributes to meaning • To use figurative language such as alliteration • To use figurative language about your senses • To use figurative language such as personification to describe objects • To use figurative language such as metaphors • To use descriptive language to engage the reader • To revise, edit evaluate and improve my writing Stage 3 - Create refine evaluate- Learning outcomes • To plan and organise my ideas to effectively support my writing • To revise, edit evaluate and improve my writing • To perform poetry Resources included: • Hurricanes LOs PowerPoint • Hurricanes Word Mat • Fact file template • Facts About Hurricane Cards • Lesson 5 - Descriptive Poems • Lesson 6 - ARE + GDS • Lesson 6 – WT • Lesson 7 – Photo • Lesson 7- Simile WT • Lesson 8 • Lesson 9 - S Word • Lesson 10 – Diamonds • Least Effective & Most Effective • Lesson 11 - Senses • Lesson 12 – Personification • Lesson 13 – Metaphors • Lesson 14 - Pictures • Success Criteria for Descriptive Poetry Display • Success Criteria for Descriptive Poetry 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.

This is a 3 week unit of work that is based on the book ‘Ice Trap’ by Meredith Hooper. This book tells the amazing story of Ernest Shackleton’s epic attempt to be the first person to reach the south pole. When his ship, the Endurance, gets trapped in the ice his adventure turns into a battle to stay alive and fins a way to escape. My class love this gruesome and heroic story and always produce some amazing diary extracts as a character from the Endurance who suffered through this ordeal. This unit includes all of the worksheets, plans and PowerPoints to teach it today. The learning objectives for this unit of work are; • To write a diary extract • To ask questions and draw inferences to improve understanding • To draw inferences and make predictions using the text • To explore the themes of a book • To evaluate the author’s use of language for effect • To build background knowledge of a topic; gathering information and making notes • To explore the character’s feelings and emotions through drama • To identify different word classes • To establish the key features for successfully writing in role • To vary sentence openers to engage the reader • To use brackets, dashes and commas to indicate parenthesis • To understand the difference between colons and semi-colons and their use • To portray contrasting viewpoints effectively in my writing • To plan effectively for writing • To edit and publish writing for the chosen audience 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.

This is a 3-week unit which is based on the text ‘Roman Soldier’s Handbook’ by Lucia Fabricius Imperiosa. This is a graphically pleasing and informative book which my class have enjoyed reading during our Roman topic. The final piece that this unit produces is a historical information text based on an area of Roman life (that interest each pupil). Most times pupils are inspired to either write about the army, Gladiators or the sanitation! 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 and generate- Learning outcomes To gather information in note form To write an information text To find the meaning of words To retrieve and record information from text To gather information in note form To use notes to write an information text Stage 2 - Capture, Sift and Sort- Learning outcomes To find key features of an information text *To write in the third person *To know how to write in the past tense *To write using technical vocabulary *To write headings and sub-headings *To write captions *To retrieve and record facts from a variety of texts Stage 3 - Create refine evaluate- Learning outcomes *To plan an information text *Extended Writing - To write an information text *To publish an information text using digital media 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.

This is a 3 week unit of work which focuses upon writing in an informal style. The end written piece is an informal email from Jamie to his Father who is an astronaut. The tone is conversational as he expresses how much he is missing him . It also teaches pupils how to use idioms, lively language, anecdotal comments all while writing in role as a character from a book. Pupils love this unit as it allows them to write in a different style that to what they normally undertake in class too. The book is great class reader which makes for an excellent guided reading text. I have included all the resources including worksheets, WAGOLL and displays so you can start using this straight away. The learning objectives for this unit are; Stimulate & Generate • To use a range of strategies to explore a text • To describe using expanded noun phrases and powerful adjectives • To use inference to build knowledge about a character • To draw inferences from the text • To justify inferences with evidence from the text Capture, Sift and Sort • To imitate an author’s style • To find the key features of an informal email • To describe using expanded noun phrases and powerful adjectives • To edit my writing to improve and clarify • To write in a conversational tone • To generate ideas in role Create, Refine and Evaluate • To draft writing by composing orally first • To write an informal email in role • To edit my writing to improve and clarify 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 and 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.

This is a fantastic whole book planned guided reading unit based on the book Song of the Dolphin by Elizabeth Laird. The story is based in a Scottish seaside town where a young boy discovers how plastic and balloons is endangering local dolphins. The story also has a mystery as his mother disappeared and is rumoured to be a selkie. The main character and his friends have to find a way to convince a local supermarket to not release thousands of balloons to save the local wildlife. I have included a variety of different guided reading formats to focus on word choices, retrieve key informing and summarising aspects of the text. The questions are designed to easily fit English books as I have adjusted the margins so they fit. I hope your class enjoys this book as much as mine have always done.

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.

This is a fantastic whole book planned guided reading unit based on the book Oranges in No man’s Land by Elizabeth Laird. The story tells the struggles of a little brave girl called Ayesha during the civil war in Lebanon. I have planned a unit of work that has between 9 and 5 questions for each chapter (18 chapters in total). I have also included printer friendly pages where there are 4 copies of the questions on each page so it is easy to prepare for lessons. I have included all the answers too as this is a great time saver. The questions are designed to easily fit English books as I have adjusted the margins so they fit. I hope your class enjoys this book as much as mine have always done.

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.

This is a Christmas Carol Playscript that has five scenes; Christmas Eve, Ghost of Christmas Past, Ghost of Christmas Present, Ghost of Christmas Future and Christmas Day. It also comes with a list of props needed and stage layouts for each scene. This has been used to perform an excellent show with 10 and 11 year olds. It lasts about an hour.

This is a 3-week unit which I have planned to support my pupils to write a short story, with a twist in the tale, for the BBC 500-word competition. It is a challenging unit as pupils learn to plan backwards so they decide upon the ending first. Pupils decide upon a theme for their short story and plan where they are going to place this throughout the short story. I have set my short story loosely around an old Fairground which allows pupils lots of scope to decide upon what happens in there or did happen in there when it was open. My class love this unit as it allows them to be creative and cunning when they write their twist in the tale. 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 and generate- Learning outcomes • To understand the key features of a short story • To understand themes in stories • To decide a theme for my short story Stage 2 - Capture, Sift and Sort- Learning outcomes • To write an engaging setting • To improve a piece of writing by using fronted adverbials • To write engaging character descriptions • To create an engaging character • To write a twist in the tale • To write a climatic ending with a twist in the tale • To write a list of escalating emotions to build tension • To use dialogue in story to give clues about the characters Stage 3 - Create refine evaluate- Learning outcomes • To plan and organise my ideas to effectively support my writing • To revise, edit evaluate and improve my writing 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.

This is a great whole book planned guided reading unit based on the book Mysterious Traveller by Mal Peet & Elspeth Graham. The story tells of an old man finding an abandoned baby in the desert who he adopts as his own grand-daughter. he teaches her how to track her way through the desert and she travels with him while he guides traders through the deserts of northern Africa. When he loses his vision she becomes his eyes and they work in tandem on their adventures. I have planned a unit of work that is split into 9 different reading comprehensions as each set of questions has between 6 and 8 questions and covers 5 pages of the book. I have also included printer friendly pages where there are 3 copies of the questions on each page so it is easy to prepare for lessons. I have included all the answers too as this is a great time saver. The questions are designed to easily fit English books as I have adjusted the margins so they fit. I hope your class enjoys this book as much as mine have always done.

This is a 3 and a ½ week unit of work where pupils create their own charity inspired leaflet. The book used to stimulate the thoughts of being unselfish and thinking of others is ‘The Selfish Giant’ by Oscar Wilde. This is a great story with a strong moral of sharing one’s wealth in order to find happiness. The end piece is a digitally created persuasive leaflet where pupils create logos, slogans and persuasive writing to produce an engaging charity inspired leaflet. This unit of work is targeted best at Year 4 - 6 pupils. I have included all the resources you need to start teaching this tomorrow. Below are all the learning objectives and resources included for the unit: Stage 1- Stimulate and generate - Learning outcomes • To write a letter to a persuade • To understand themes in a book • To draw inferences from the text. • To retrieve and record information from a piece of text. • To discuss philosophical ideas • To find the meaning of words Stage 2 - Capture, Sift and Sort- Learning outcomes • To find the key features of a leaflet • To write a persuasive slogan • To write captions • To write an engaging opening statement • To write a heading and subheadings • To use causal conjunctions Stage 3 - Create refine evaluate- Learning outcomes • To retrieve and record information from a piece of text • To design a campaign slogan and logo • To write an engaging opening statement • To plan and organise my ideas to effectively support my writing Resources Include: • Selfish Giant LOs PowerPoint • 1 – Sign • 2 - Themes in a book • 3 - Extract of the Selfish Giant • 4 - Philosophical Questions • 5 - The Selfish Giant Word Mat • 6 - Key Features of Leaflets • SEAQAB PowerPoint • 7 – Slogans • 8 – To write captions • iPads & Computers • 10 - Headings & Subheadings • 11 – Causal Conjunctions • 15 – Plan a Leaflet This unit of work uses the 3 stage planning process of: 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.

This is a three week unit based on the book The Man Who Walked Between the Two Towers by Mordicai Gerstein. This retells the events leading up when Phillippe Petit walked on a tight rope between the twin towers in New York. It is a great book for modelling suspense and raising key issues such as the attack on the twin towers. This unit has two outcomes which are persuasive debate and autobiography writing. Pupils love this unit as they get so engaged by the dare devil Phillippe Petit. 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. Stimulate & Generate LOs • To use inference to generate questions and research for relevant information • To write using expanded noun phrases • To write to persuade in a subjunctive form • To build suspense in a first person recount • To explore the character’s feelings and emotions through drama Cycle 1 - Capture, Sift & Sort • To be able to identify features of a text type Create, Refine & Evaluate • To generate points to justify my opinion in a debate • To use an appropriate form and modelled text to shape my writing • To use agreed success criteria to evaluate and edit to improve my writing • Reading LO To justify my opinion of what I have read through a debate Cycle 2 - Capture, Sift & Sort • To be able to identify features of a text type Create, Refine & Evaluate • To select and organise relevant points when planning for my writing • To write to inform using an appropriate format • To use agreed success criteria to evaluate my writing and edit to improve 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

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.

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

This is a 2 and a half week unit of work which focuses upon writing a persuasive letter to a famous footballer to stop them from releasing thousands of balloons when they open a supermarket. The main character is a boy called Finn who is trying to save the dolphins that swim near his Scottish seaside house. He discovers they eat them as they look like jellyfish and this can have very dangerous consequences. The unit is great for looking at plastic pollution in our seas and explores some interesting subjects as his Mum is rumoured to be a Selkie. The author is Elizabeth Laird and she writes very descriptive, funny and engaging stories that children love. The end written piece is an opportunity to generate a great piece of writing as there is a well-structured plan to support your less able pupils. My class have always loved this unit as the story is great and they get very interested in how they can improve awareness about plastic pollution in our oceans. I have included all the resources including worksheets and displays so you can start using this straight away. The learning objectives for this unit are; Stimulate & Generate • • To locate and retrieve information using skimming, scanning • To retrieve and record information from non-fiction • To discuss words and phrases that capture the reader’s interest and imagination • To draw sound inferences, supported through reference to the text • To identify how language, contribute to meaning • To identify key points of an argument • To make persuasive statements • To write a balanced argument • To write persuasive statements Capture, Sift and Sort • To find the key features of a persuasive letter • To use a variety of conjunctions • To write a cohesive paragraph • To write convincing conclusions Create, Refine and Evaluate • To plan a letter written as a character in a story • To write and edit a letter written as a character in a story 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 and 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.

This is a simple display that gives examples of the three different types of words. I use this on my working wall as pupils can get easily confused by the different terms. It also includes a list of each types of words which can also be used as word mats.

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)