6 diary entries in total. They can be used fro SEN children, differentiation or whole school teaching. Here is a summary of the Year 6 diary entry written from the point of view of a survivor of the Titanic: Title: My Survival Story: The Titanic Disaster Introduction: The entry begins with the author introducing themselves as a survivor of the Titanic disaster. They describe how the voyage began with excitement and luxury, but ended in tragedy. Description of the Voyage: The author provides a detailed account of their experience on the ship. They describe the opulent surroundings, the variety of people on board, and the excitement of sailing on such a grand vessel. The Sinking: The author then describes the moment when the Titanic hit an iceberg and the chaos that ensued. They explain how they were separated from their family but eventually found each other on one of the lifeboats. They also talk about the eerie silence that descended as the ship sank. Survival and Rescue: The author goes on to describe the harrowing experience of being in a lifeboat in the middle of the ocean, and the relief of finally being rescued by the Carpathia. They explain how they were brought to New York City and reunited with their family. Conclusion: The entry ends with the author expressing their gratitude for surviving and acknowledging the many who were not so fortunate. They reflect on the impact that the disaster had on their life and the world as a whole, and how it remains a reminder of the fragility of life.

** View this resource in a £5 bundle with 46 resources https://www.tes.com/teaching-resource/resource-12828480 ** In preparation for the Prince Charles III Coronation I have created 27 simple lesson ideas with an accompanying worksheet. The activity corresponds to the letter in the header. I have included 25 worksheets. The two that are missing are a role play activity and a digital activity. Year 1: a. Draw a picture of Prince Charles and write his name underneath. b. Listen to the National Anthem and try to sing along. c. Learn about different types of crowns and create a paper crown for yourself. d. A matching game that includes pictures of Prince Charles and his various activities and duties. e. A short storybook or narrative about Prince Charles’s life and family. Year 2: f. Look at pictures of Prince Charles and write down three things you notice about him. g. Learn about the different roles of a king or queen in the UK. h. Watch a video about Prince Charles’s coronation and draw a picture of what you saw. i. Timeline activity to order significant events in Prince Charles’s life and career. Year 3: j. Research Prince Charles’s life and create a timeline of important events. k. Write a paragraph about why Prince Charles is an important person in the UK. l. Create a fact file about the history of coronations in the UK. m. Create a quiz with facts about Prince Charles and his role in the British monarchy. n. Create a “Design your own Royal Crown” activity for Prince Charles’s future coronation. o. A creative writing assignment that asks students to write a letter to Prince Charles. Year 4: p. Research the Order of Service for Prince Charles’s coronation. q. Write a persuasive letter to a friend, arguing whether or not you think Prince Charles should be the next king. r. Create a storyboard for a short film about the history of coronations in the UK. s. Research project or presentation about Prince Charles’s charitable work and patronages. t. A role-play activity in which students act out the key events of Prince Charles’s life and career. u. Create a newspaper or news report about Prince Charles’s life and public duties. Year 5: v. Debate with your classmates about the advantages and disadvantages of having a monarchy in the UK. w. Write a diary entry from the perspective of Prince Charles on the day of his coronation. x. A research project or presentation about key environmental and sustainability initiatives supported by Prince Charles. Year 6: y. Research the history of the British monarchy and create a timeline of important events. z. Write a balanced argument for and against the idea of the monarchy being abolished in the UK. aa. Create a video about the significance of the Crown Jewels in the coronation ceremony.

** View this resource in a £5 bundle with 46 resources https://www.tes.com/teaching-resource/resource-12828480 ** 5 KS2 PSHE, British Values and History Lessons and PowerPoints with video links All lessons are interactive and involve role play, group or art activites. A comment on this resource has stated that the lessons are simply researched based. Here is a break own of the lessons and their task. I have not included any English writing based tasks however I have noted her how you can expand on this resource. Here are the activities explained in each lesson in the PowerPoints. It seems that you have miss read them. What is the difference between ceremonial duty and a constitutional duty? Research based- adapt for year groups Y6 could write an explanation (English not PHSE). ** Lesson 2 Cultural Significance:** In this lesson, students will explore the cultural significance of a coronation ceremony. Students will discuss how the coronation ceremony reflects British culture and tradition and how it has evolved over time. Students can also compare the coronation ceremony to other cultural ceremonies and discuss the similarities and differences. -Create a Venn Diagram to compare The British and Japanese Enthronement Ceremony. If you wish to extend, Y6 could write a comparative text (English not PHSE). Lesson 3 Historical Context: In this lesson, students will learn about the history of the British monarchy and the role of the coronation ceremony. Students will then focus on the reign of Queen Elizabeth II and discuss the possible changes that will occur during King Charles III’s coronation. To create a game show style activity to test each other’s knowledge on The Queen and King Charles III coronation. If they wrote this activity out in their books this is the same as creating a reading comprehension task (English not PHSE). Lesson 4 Royal Symbols: In this lesson, students will explore the symbols associated with the British monarchy, such as the crown, sceptre, and orb. Students will discuss the significance of these symbols and how they are used during a coronation ceremony. Students can also design their own royal symbols. To create physical items of the symbols used in a British coronation that will be used in a role play activity. This can be as Art based and creative as you wish, you could even use it as part of a Design, Create, Evaluate DT lesson. ** Lesson 5 The Coronation Ceremony:** In this lesson, students will explore the elements of a coronation ceremony, including the role of the Archbishop of Canterbury, the presentation of the regalia, and the coronation oath. Students will research and create their own version of a coronation ceremony. Role play a coronation. This is a fun activity with opportunity for photos but of course they could recount this using key vocabulary from the 5 lessons.

Learning mat on the topic of Evolution and Adaptation. Knowledge organiser designed to scaffold learning and provide new vocabulary to your Evolution and Adaptation topic. A knowledge organiser is a set of key facts or information that pupils need to know and be able to recall in order to master a unit or topic. Provide the children with the knowledge organiser at the beginning of a topic or us it as a checklist of coverage. This resource is suitable for Key Stage Two. This resources includes: • Map link • Vocabulary list • Breakdown of Evolution and Adaptation • Information on Charles Darwin • Examples of Natural Selection • Quote Credit to © OpenStreetMap contributors for the Map link.

In response to the felling of Sycamore gap, I have produced three lessons on Anti-social behaviour and vandalism. Lesson 1 Task 1: Individual Scenarios Task 2: Written advice to broad scenarios of anti-social behaviour Lesson 2 Task 1: Team Building Activity Task 2: Comic Strip Additional Lesson Reading Comprehension on The Felling of Sycamore Gap

Editable learning mat on the topic of the Mayan Civilization. Knowledge organiser designed to scaffold learning and provide new vocabulary to your Maya topic. A knowledge organiser is a set of key facts or information that pupils need to know and be able to recall in order to master a unit or topic. Provide the children with the knowledge organiser at the beginning of a topic or us it as a checklist of coverage. This resource is suitable for Key Stage Two. This resources includes: Map Vocabulary list Timeline Summary of Mayan culture Examples of the Mayan Language Entertaining Mayan facts. Credit to © OpenStreetMap contributors for the Map.

Learning mat for World War 2 topics. Knowledge organiser designed to scaffold learning and provide new vocabulary to your WW2 topic. A knowledge organiser is a set of key facts or information that pupils need to know and be able to recall in order to master a unit or topic. Provide the children with this knowledge organiser at the beginning of a topic or us it as a checklist of coverage. This resource is suitable for Key Stage Two. This resources includes: • Map of Europe • Vocabulary list • Detail about Famous individuals • 9 spellings from the Year 5/6 statutory Word List • Timeline of events • Quotations Credit to © OpenStreetMap contributors for the Map.

8 documents 19 model texts for years 3 to 6 on flashbacks, diary entries, newspapers and non-chronological reports. 4 different planning templates for writing,

Editable learning mat on the topic of Plastic Pollution and Rivers. Knowledge organiser designed to scaffold learning and provide new vocabulary to your Plastic Pollution or Rivers topic. A knowledge organiser is a set of key facts or information that pupils need to know and be able to recall in order to master a unit or topic. Provide the chidlren with he knowledge organiser at the beginning of a topic or us it as a checklist of coverage. This resource is suitable for Key Stage Two. This resources includes: • Maps (rivers and oceans) • Vocabulary list - Rivers • Timeline - • Summary of Plastic Pollution • Facts about Plastic Pollution Credit to © OpenStreetMap contributors for the Map.

A whole school pathway for History in Primary school following a child’s journey from EYFS to Secondary School. I have included key events, dates, links to the national curriculum and skill coverage across each key stage. This is a great visual tool for Govenors and OFSTED to give a brief but thorough overview of your curriculum. Editable PPT Visual Overview

A whole school pathway for Art in Primary school following a child’s journey from EYFS to Secondary School. I have been Art Lead for almost 3 years and I have included artists, dates, links to the national curriculum and skill coverage across each key stage. This is a great visual tool for Govenors and OFSTED to give a brief but thorough overview of your curriculum. My school works on a 2 year cycle but this could be adapted to say LKS2A is Year 3 and LKS2B is Year 4. Editable PPT Visual Overview

As a member of SLT, I have created this glossary of progressive terminology/ extended vocabulary list along with the History lead to ensure that the children in my school have a broad range of vocabulary that could be used across the curriculum. Some vocabulary is cross-curricular and will support teaching alongside the new OFSTED framework. I began with KS1 and, based on National Curriculum progression documents, I compiled a list of vocabulary that the children should see, hear and be encouraged to use. I have added new vocabulary to deepen the children’s understanding and broaden their vocabulary in each year group. This can be seen in green. The vocabulary in purple is repeated from the previous key stage. This list can be used by: Subject Leaders as part of progression documents and curriculum for the school. Teachers as a planning scaffold and an assessment tool to ensure children have a broad art curriculum. Teachers to deepen their subject knowledge. Teachers and subject leaders to promote high standards in vocabulary across the curriculum. To ensure Art is linked to English and reading where possible. Pupils may find this resource useful as a check list in their sketchbooks at the beginning of each topic. My school have used this grid this year and we have noticed a great improvement in the children’s understanding of art vocabulary in their speech and through their writing in English.

As an experienced teaching SENCo I found that staff would rely heavily on my expertise before identifying the children’s need or supporting them in the classroom first. This took up a lot of my time so I created a 7 step referral process for staff to reevaluate how they approached seeking support for those pupils with SEN. Step 1: Initial Observation forms for staff to complete independently Step 2: Referral to SENCo form for staff to show observations and note concerns Step 3: SENCo 5 minute observation Form Step 4: Observation Follow Up meeting Step 5: Evaluating need. This is an excel sheet with lots of external links to free programmes and resources that can be used as internal support an intervention when external referrals are not necessary Step 6: Graduated Approach and SEN Review Form Step 7: Gathering Evidence for external referrals Step7a: Parental View form

As Art Subject Lead I created this glossary of art terminology/ extended vocabulary list to ensure that the children in my school had a broad range of vocabulary that could be used across the curriculum. I began with Year 1 and, based on National Curriculum progression documents, I compiled a list of vocabulary that the children should see, hear and be encouraged to use. I have added new vocabulary to deepen the children’s understanding and broaden their vocabulary for each year group. This can be seen in green. This list can be used by: Subject Leaders as part of progression documents and curriculum for the school. Teachers as a planning scaffold and an assessment tool to ensure children have a broad art curriculum. Teachers to deepen their subject knowledge. Teachers and subject leaders to promote high standards in vocabulary across the curriculum. To ensure Art is linked to English and reading where possible. Pupils may find this resource useful as a check list in their sketchbooks at the beginning of each topic. My school have used this grid this year and we have noticed a great improvement in the children’s understanding of art vocabulary in their speech and through their writing in English.

As Design and Technology Subject Lead, I have created this glossary of progressive terminology/ extended vocabulary list to ensure that the children in my school have a broad range of vocabulary that could be used across the curriculum. Somme vocabulary is cross-curricular and will support teaching alongside the new OFSTED framework. I began with Year 1 and, based on National Curriculum progression documents, I compiled a list of vocabulary that the children should see, hear and be encouraged to use. I have added new vocabulary to deepen the children’s understanding and broaden their vocabulary in each year group. This can be seen in green. It have separated the vocabulary into the seven areas of DT: • Design • Structure • Mechanism • Electrical Control • Materials • Food Technology • Evaluation This list can be used by: Subject Leaders as part of progression documents and curriculum for the school. Teachers as a planning scaffold and an assessment tool to ensure children have a broad art curriculum. Teachers to deepen their subject knowledge. Teachers and subject leaders to promote high standards in vocabulary across the curriculum. To ensure Art is linked to English and reading where possible. Pupils may find this resource useful as a check list in their sketchbooks at the beginning of each topic. My school have used this grid this year and we have noticed a great improvement in the children’s understanding of art vocabulary in their speech and through their writing in English. Read less

As a foundation subject lead I created this glossary of art terminology/ extended vocabulary list to ensure that the children in my school had a broad range of vocabulary that could be used across the curriculum. I began with Year 1 and, based on National Curriculum progression documents, I compiled a list of vocabulary that the children should see, hear and be encouraged to use. I have added new vocabulary to deepen the children’s understanding and broaden their vocabulary for each year group. The vocabulary lists are broken into Key Stage 1 and 2 and are progressive showing high frequency words, sight words, vocabulary from the national curriculum and where appropriate, the year group spelling lists. These features are colour coded within the document. This list can be used by: Subject Leaders as part of progression documents and curriculum for the school. Teachers as a planning scaffold and an assessment tool to ensure children have a broad Geography curriculum. Teachers to deepen their subject knowledge. Teachers and subject leaders to promote high standards in vocabulary across the curriculum. To ensure Geography is linked to English and reading where possible. Pupils may find this resource useful as a check list in their sketchbooks at the beginning of each topic. My school have used this grid this year and we have noticed a great improvement in the children’s understanding of Geography vocabulary in their speech and through their writing in English.