Following the Understanding Christianity plan, this is Unit 2a.4 It has 8 weeks of lesson by lesson plans.

Targets, with I can statements.

1 - Looks at the reasons for the fire spreading. Children order 5 reasons (on one sheet) by importance. Other sheet includes L.O and sentence starter. 2 - Looking at sources used in History. Children will discuss which sources can be used to understand events in history (e.g. word of mouth, books, photos etc.)

Pictures from the past and today, to compare bonfire night (linking in with Great Fire of London topic/ events in UK history/ key person.)

Using Diocese of Lichfield sequence, the PPT goes through: prediction of worship content Picture prompt Story Meaning and reflection Key questions to reflect on Consider how this will impact us.

1 - A4 sheets with various plants (e.g. lots of daisys). These can be cut up and children need to sort them into daisys/roses/daffodils etc. Also includes - 3x differentiated worksheets (to identify and label plants). 2 - Sheet for children to observe a seed (before germination) and again once germinated/growing. Differentiated 2 x ways. (MA/HA will write what their plant needs)

Differentiated worksheets - CPA to add

This pack includes: -Inference of what a character might say (speech) -Pictures to sequence -A plan for a character description (with stone age border) -Writing page with success criteria for writing character description All using Stone Age boy

This is a set of 5 lessons. It looks at where France is, comparing it to your country, discussing greetings and how French people greet each other. It enables children to practise greeting each other in French, as well as asking how they are and responding in different ways. Fun activities with lots of games, songs and interactive activities.

Pictures for children to sequence.

Ppt with reflective questions - what do the art pieces show? Reflection on Jesus’ birth. Explanation of incarnation and then opportunity for children to complete art task to represent incarnation (with examples)

Mon- Prediction Tue - Speech (inference) with pictures and speech bubbles sheet Wed - Sentences to sequence (which create a WAGOLL of diary entry) Thurs - Emotions graph (important feature of diary entry) Fri - Create diary entry using WAGOLL. Emotions graph template included Speech bubbles sheet included weeks plan with L.Os

Children must identify adjectives within a paragraph character description (write on mind map) and write own adjectives Children must identify adjectives within a paragraph character description- have some as example (write on mind map) Children identify (by colouring/underlining) adjectives in paragraph Children colour adjectives out of small (simple selection of words). Character description WAGOLL also included.

Based on the story, Lila and the Secret of Rain Mind map for setting description Writing about past events Writing a diary template with sentence stems Infer how a character feels (with thought bubble/pictures) Find hidden phrases

This presents various ideas for outdoor provision and outdoor learning sessions (linked to 7 areas). It has links to ELGS, Develpoment Matters and explains how the areas support those. It could be good for ideas, for presenting to Governors/ SLT etc.

This Powerpoint gives children the opportunity to: -Predict what is in the box (reminding them of expanded noun phrases) -Look at the features (and it goes through some of them) -Has a focus on alliteration (with a practice opportunity to finish)

On fire background/with fire border, you have a template for the children to write their instructions. Great link for stone age boy / other stone age texts.

Planning and ideas for each area, plus activities attached -Count the bears -Design PJS -De-code bear names -Label the bears

1 - Picture to colour with living/non living 2 - Picture to colour and box for children to write what living/non living things do/ do not do 3 - Picture, box as above and sentence to complete with a living and non-living thing.

Fun, creative lessons. The children love describing the monster's face and then using each other's work as a reading comprehension to work out how to colour in the monster's face. Practises face vocabulary, reading together (joining in with a story), listening for key words, knowing that colours go after the noun in French, masculine/feminine/plural - all explored in a fun way. Last lesson focuses on the children acting as monsters using the new vocabulary.

This lesson explores reasons why we learn French. It begins with answers - and pupils must think of the QUESTIONS. It then explains some valid reasons why we learn French (statistics are up to date). Children must present their ideas (and opinions) in a video (if possible) for younger children.