Spread out over the three terms, some nice lesson planning, worksheets, powerpoints. It concentrates on Literacy but there is far more. Numeracy, linked to the Abacus system, is useful even if you do noit have abacus. Just condense and adapt them You get a chunk of Science RE PE Soda activities Geography I’ve also included some nice year 2 stuff that you can use. The zip file has the lot. I’ve included a few examples in the ordinary download. Sample : Introduction Recap idea of creating atmosphere in setting: happy, calm, peaceful, angry, afraid, busy etc. Read ‘Mousehole Cat’ extract. S&L Children discuss with response partner first impressions about the setting and the atmosphere. Which senses have been used in the description? Activity Create list of settings the children are most familiar with in their own lives:home, school, playground, seaside, countryside, park etc. Teacher model writing powerful descriptive sentence. Make changes, improve, edit etc. Word/Sentence Activities (see groups)Use IWB store ideas. Can children classify word types: nouns, adjectives, adverbs etc. YEAR 3 LITERACY LESSON PLAN TUESDAY Whole Class Shared Learning Introduction Read opening extract ‘The Mousehole Cat’. Ask the children if they think the atmosphere is calm, threatening, angry or peaceful. Display the text and highlight the words and phrases that give a) a threatening feeling and b) a calm feeling, using different colours. Activity Children work with a partner and plan a short mime of this scene from The Mousehole Cat. One child takes the role of The Great Storm Cat and the other the role of Mowzer. Show characters’ feelings through mime. Explain going to change atmosphere to a calm one. How? The Great Storm Cat is a metaphor for the wind. Explain term and revise simile also. Model own sentence, discuss effect and technique. Word/Sentence Activities Challenge children to find words for the Dustbin and Wow areas from the text. Guided and Independent Activities Work with a partner and discuss an event. It might be something Charlie sees happening, or does himself. Independent Group to start After Activity Decide on a problem for Charlie to solve, and write it down. Work with a partner and discuss an event. It might be something Charlie sees happening, or does himself. Teacher to start After Activity Decide on a problem for Charlie to solve, and write it down. Work with group and discuss an event. It might be something Charlie sees happening, or does himself. AR (TA) Support Group After Activity As a group decide on a problem for Charlie to solve, and write it down.

Plans for lessons in English and Maths/ Plenty to choose from. You may wish to merge a few together in your own lesson planning. Cut and paste and ease your planning load. Plus a bit of things like RE, ICT and Geograpghy. The zip file has the lot. I’ve included some in the general download to give you a flavour. sample : L.O. To read stories about other cultures and identify differences in place and customs. Explain to the chn that today we are going to continue to look/share stories from a different culture. Can they find clues that will help them to work out what country/culture the stories are about? Read an extract from ‘Gregory Cool’ [up to when Gregory stomps off on the beach] without showing the chn the cover or title. Where is it set? When? Through whose eyes is the story told? Mood? H/A • Give chn a copy of the text for the first part of the book. Chn to discuss in groups and write each clue they find onto a separate slip of paper e.g. his cousin had to look after the goats. • Ext. Are there any details e.g. characters’ feelings which seem familiar? • Each group to be given an opportunity to present their findings to the class and state where they think the story is set • A.R. to support Milne group Show chn the cover of the book and read to end of story. Where is Tobago? Look at map. Do the chn know anything about the Caribbean? M/A Success Criteria • To read stories about other cultures and be able to identify differences in place and customs.

A nice play for a Christmas assembly. About 12 pages. Sample : Part 1: KIRA - Narrator 1: The time leading up to Christmas is a busy one, and sometimes we can forget what the message of good news it brings. We would like you to imagine that this good news event is being broadcast to you today, live! EMILY - Narrator 2: Our report, and the beginning of Christianity, is set in Nazareth. In the town, Jewish families were living under Roman occupation. These families had become poor due to King Herod’s heavy taxes. Nearly all the money the Jews earned went to Herod and the Romans so that they could afford new weapons and lovely food and clothes. RICKY - Narrator 3: In the town lived a very religious Jewish family: the daughter of this family was called Mary. When Mary was about 14 years old she became engaged to Joseph, a talented carpenter. SONG: Nazareth (NATIVITY) http://www.youtube.com/watch?v=uNDcWruJ4IY Things are really cool in Nazareth. Our city is full of joy, Cause this is where girl meets boy. Barely had a school in Nazareth. There they join hand in hand, side by side, they will stand. A wedding is being planned. Here in Nazareth. Nazareth our place to live. Always willing to forgive. Nazareth will bring us well. We can hear those wedding bells. Feeling in a fix in Nazareth. Rules are to be obeyed, Arrangements are being made. Got to get your kicks in Nazareth Baby, you’ll run away Start at a brand new day Still we can not betray Good old Nazareth.” <Play news theme – Have playing on a screen during broadcast?> http://www.youtube.com/watch?v=rj5Rc60fJ2M ASHTON - Newsreader 1: Hello. And welcome to this breaking news update. We begin our report with the news of wedding preparations that are under way for Mary and Joseph who are pledged to be married. Tonight, however, Mary was woken from a deep sleep by a gentle voice.

A great lesson for the season of advent. sample planning : Begin the lesson by sharing the learning objective with the children. Give each table two different coloured post it notes and ask the children to write what they already know about advent, on one coloured post it, and anything that they would like to know about advent on the other. Children to share ideas and keep post its. If the question is not answered in the lesson they should put it in their RE book to inform the next RE lesson’s teaching. CT and children to discuss the liturgical seasons of the year. What are they? How many are there? What is the first season of the liturgical year? Do we use colour with the liturgical seasons? Ask the children to work on netbooks to research the meaning of the word Advent. Can they find out which language the word originates from? What does it mean? http://projectbritain.com/Advent.html Bring the children back together and ask them to feedback their findings to create a class mindmap. Children to then draw and complete a mind map in their books illustrating what they already know about the liturgical season of Advent. Explore the duel meaning of the season: to prepare for the birthday of Jesus and to prepare for Jesus to come again. Set up prayer partners for the period of advent

Some great planning you can use throughout the year for year 4 Maths. I’ve divided it into 9 blocks. sample planning : Partition, round and order four-digit whole numbers; use positive and negative numbers in context and position them on a number line; state inequalities using the symbols MA2 L3 How many _ in each number? Children recognise how many Th, H, T & U are there WALT – Order and partition 3 and 4 digit numbers WILF – knowledge of place value Well organised work Pupils to be reminded of place value. Which column to we go to first to see which the bigger number is? What does it mean to partition a number? Children work though a couple of t. led examples. MA – 4 digit number sheet (MT) A – 3 digit number sheet (Indep) LA – partitioning 2 digit numbers. Discuss what each number is made up of - which is the biggest number in a group. Q? What happens if we swap the t & u around? (JH) Prep for Tue – do any children remember the rule for rounding. Discuss in talk partners and report back Partition, round and order four-digit whole numbers; use positive and negative numbers in context and position them on a number line; state inequalities using the symbols How many _ in each number? Children recognise how many Th, H, T & U are there WALT – round numbers to the nearest 10, 100 and 1000 WILF – rounding numbers accurately Mental addition of 2 digit nos Well organised pencil procedures Remind pupils of the findings from yesterday’s plenary. How do we round to the nearest 10? What about to the nearest hundred. Children put rule to the test using whiteboards to assess understanding. Children will be asked to add two numbers mentally and round the answer. Which mental strategies could we use? Ch discuss best way. MA to use pencil a paper proc with bigger numbers. Differentiated worksheets MA – ind A – MT less able JH Investigation. What is the highest and lowest numbers that will round to 4000. What is the difference? Multiply and divide numbers to 1000 by 10 and then 100 (whole-number answers), understanding the effect Children to use whiteboards – 10 x = Division Q? For MA WALT – multiply divide whole numbers by 10, 100 WILF - Understanding of the process Well organised work Moving onto decimals Mental maths methods What happens to a number when you multiply it by 10? Key points Children will know that add a 0 is not the correct answer. Decimal point stays in the same place. All children start by demonstrating their knowledge of mult by 10 and 100 then dividing by 10 100 MA – working with a mixture of whole and decimal numbers (JH) A – using whole numbers only LA – multiplying by 10 JH Who can explain the rule? Pupils are given 3 minutes to come up with the rule for multiplying by 10 or 100. Feedback to the rest of the class

Literacy plans for year 4. Mainly word doucuments for recounts newspaper book week persuasive texts poetry antibullying week imaginary worlds stories with historical settings stories with imaginative settings stories with historical settings narrative writing and book week creative writing holy week Bits of Roald Dahl the Twits references. Sample planning : What newspapers and magazines can the pupils name? What are the articles usually about? Discuss the purpose of a newspaper. WALT – know the features of a newspaper text. WILF – good expression Read through the opening paragraph of a newspaper article. Children to discuss the features and the structure of the opening paragraph. Newspaper articles have all of the important information in the opening paragraph. The opening paragraph is not overly descriptive. This information includes who, what, when, where, why and how. (It is written this way because most people do not read an entire newspaper article all the way through. So newspaper writers put the most important information at the beginning). Children wrote learn the opening paragraph of a newspaper article. Firstly as a class, followed by group work. Recap the features of an opening paragraph of an article. SW – target group to discuss the features of the article.

Some nice planning and worksheets for year 4. Nearly 3 mb of stuff. sample plannimng : Draw rectangles and measure and calculate their perimeters; find the area of rectilinear shapes drawn on a square grid by counting square Perimeter, names of 2d shapes Addition Total Mentally adding 4 numbers (single and two digit) WALT – draw find the perimeter and area of a rectangle WILF – accurate measurements Knowledge of what perimeter is Knowing what area is and how to calculate Good mental methods Children will know how to find the perimeter of a rectangle. Pupils will also need to be reminded of units of measure that we may need to use – mm/cm. Target maths P82 In real life situations, when would you need to know the perimeter of something? What unit of measurement might we need for the suggested things?

Three weeks of planning. Plus you can use other planning included for free from different years. Example To analyse and create a character and setting description for 23 Degrees 5 Minutes North. I can express verbally what a character may be feeling, thinking or doing I can explain why I think a character may feel, think or do something I can describe a setting using figurative language Starter 5 mins Pen portrait of key characters in 23 Degrees 5 Minutes North: Children mind map/annotate information about the key characters that they know so far around an image of The Adventurer and Professor Erit. They add information about the internal feelings, thoughts and emotions within and the external information such as physical description, or known facts Activity 1 5-10 mins Use key questions and discussion in groups to think about answers to questions such as: When is this story set? Who am I? Where am I? Why am I here? Will I be able to find Professor Erit? How will I find him? Emphasise the importance of chn giving evidence to support their opinion when they give a response to these questions. Activity 10 mins Return to image of the Adventurer and Professor Erit. Using a different coloured pencil, chn should add information about these characters Main 20 mins Give chn an image of the setting and ask them to mind-map descriptive words, phrases or sentences they could use to describe the narrative setting. Model using the different kinds of sentence-types to record a setting description, using the vocabulary recorder in the mind-map. Chn use sentences to build suspense if they can.

A nice little unit on financial planning. Some calculations required for better financial knowledge. Introduce ‘My Money’ week to children. Explain that we are going to spend all week discussing money, using mathematical operations, setting a budget and thinking about how we will deal with money in the future. Activity One Come back together and allow groups to share mind maps. Lead into a discussion on what money is; use online dictionary to look for definition. Come to the conclusion that it is a medium of exchange; we exchange money for goods or services. Make a list on the IWB of things which people use money for. Separate the list by highlighting things which people need and things that they want. TTYP – what is the ‘currency’ of the UK? Explain that it is called sterling and it is split into pounds and pence. Use PPT to check that children recognise all notes and coins of sterling. Activity One Children work in groups to mind map ‘money’. Each group to have three colours –create a key to show things they know, things they think they know and questions they have. If I gave you £1000 right now, what would spend it on? What might you wish you had spent it on in the future? Can the children name any currencies of other countries? (Euro, US dollar, Aus dollar, Yuan China, Rupee India etc)

Nice little unit on modern history. Some nice powerpoints. Sample: Using Notebooks – answer questions. Who was John Lennon? What can you find out about him? Birthday Family Friends Community Music Is he still alive? If not, when, where and how did he die? Why is he famous? Rdg AF 2 WALT investigate the life of John Lennon WILF you can record information carefully about J L. Using questions, investigate life of J L What kind of childhood did John Lennon have? Recall information we know about Lennon so far. Establish that when Lennon was the children’s age it was around 1948/9. He was a teenager in the Mid 1950’s and grew into adulthood in the 1960’s. So his ‘era’ was the 1950’s and beyond. What do you think life was like for a child growing up in the 1950’s? How can we find out what it was like for children of your age at that time? Rdg AF 2 AF 3 WALT select information from books and the internet WILFcompare and contrast life in the 1950’s to life today. Give each group their focus area to research:- School in the 1950’s; Home Life in the 1950’s; Food in the 1950’s; Leisure Activities in the 1950’s; Fashion in the 1950’s Technology in the 1950’s and key questions you want them to find answers to. Children will record their findings on a Compare and Contrast Table the 1950’s v. 2010

A great unit looking at our dependence on water. Lots of ideas and planning. Great for a project or a focus week. Interesting powerpoints. Focus on Africa and the droughts over there. sample ideas.planning Session 1 10/10/05 · to obtain information from maps and an atlas · about world weather patterns · about physical and human features · I can find the wettest places in the world · I can mark the main deserts of the world on a map · I can use the laptop to draw temperature and rainfall graphs for different countries M: Identify the wettest places in the world S: Locate the main deserts on map C: Draw temperature and rainfall graphs for different countries Multimap for looking at maps/photos Excel for rainfall graphs Homework project for 2 weeks – Comparing use of water (LCP pg 167) Session 2 12/10/05 · to make maps and plans · to use secondary sources · to investigate water supply at local and world scales · I can think of 3 different ways to allow water to move around school

15 Powerpoints that you can have on the board as your class enters. Nice easy start to the day. Easily adaptable. Nice bits of Math and English.

36 page pdf. Maths for each of 13 weeks. sample : LO: To reflect shapes across a horizontal or vertical mirror line. KEY QUESTION: DO I NEED TO USE A MIRROR TO REFLECT A 2D SHAPE? Review the term reflection with the children. How would the children reflect a simple shape like a square across a mirror line? Show the children a more complex shape. How would the children go about reflecting this shape? Explore the use of a mirror using a large version of a shape on the working wall. If you hadn’t got access to a mirror, how would you go reflect the shape? Focus on process of identifying vertices within shapes, counting to the mirror line. DS: Supports Triangles during teaching. AG: Supports Squares during teaching. LO: To draw and reflect a shape across a 45 degree mirror line. Show the children a shape and have them model how to reflect across a vertical and horizontal mirror line. Show them a mirror line that is set at 45 degrees. Discuss possible strategies for carrying out the task of reflecting across the mirror line. Make sure the children stay on the grid lines and follow to the mirror line, then away from the mirror line to make a right angle. MW: target high Focus Children within teaching. Check during lesson. LO: To reflect a shape that crossing a 45˚ mirror line. KEY QUESTION: HOW CAN I REFLECT A SHAPE THAT CROSSES THE MIRROR LINE? Address misconceptions from previous lesson. Give the children an enlarged version of a triangle that crosses a diagonal mirror line. As a class, identify way in which the shape can be reflected across the mirror line. Take each point and reflect across a perpendicular set of gridlines. Model the use of start and end points. Whatever is in the upper part of the mirror line needs to be in the lower, vice versa. DS: Supports triangles during lesson. AG: Supports Circles during lesson.

480 page pdf. Lots of little ideas for lessons. Saves a load of planning. sample : Listen to stories with increasing attention and recall. [L&A] Join in with repeated refrains and anticipate key events and phrases in rhymes and stories. [L&A] Listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. [L&A] Read and understand simple sentences. [R] Remind chn about traditional tales: these were not written in books, they were TOLD. People remembered them and parents told them to their chn. Show/tell chn the story of The Gingerbread Man (see resources). Encourage chn to join in with repeating line, ‘Run, run, as fast as you can! You can’t catch me, I’m the Gingerbread Man.’ At the end of the story, write these sentences on f/c and then read them through together, matching words pointed to and said. Join in with repeated refrains and anticipate key events and phrases in rhymes and stories. [L&A] Listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. [L&A] Use language to imagine and recreate roles and experiences in play situations. [S] Express themselves effectively, showing awareness of listeners’ needs. [S] Have pictures of the characters in The Gingerbread Man (see resources). Choose diff chn to be the diff characters in the story as you act it out from start to finish. Note 3 stages of the story: Start: Mum makes gingerbread man & he runs away Middle: Mum/dad/cow/horse chase gingerbread man to river End: Fox carries gingerbread man over river and tricks him! Remind chn of the repeating phrase ‘Run, run, as fast as you can! You can’t catch me, I’m the Gingerbread Man.’ Use this phrase as you act out the story.

4 nice bits of planning. 3 notebooks. Plus powerp0ints and worksheets. Science Year 4 Planning Friction Habitats Moving and Growing Serarating Liquids and solids example Sorting organisms Elicit children’s understanding of ‘plant’ and ‘animal’. Introduce the term ‘organism’ as a general term for all living things. Obtain a list of various types of organism and arrange them on the board into loose classes, e.g. birds, mammals, reptiles, shrubs, flowers, trees, moss etc. Finish by putting the classes into either plants or animals. Use pictures of eg vertebrates, invertebrates(animals without a backbone), humans, small flowering plants, trees and challenge children to sort them according to their own criteria and then into plants and animals. Let children choose how to record their groupings. (numbers of legs, wings, no wings, leaves, shape) Introduce the idea of some organisms being in more than one group – show using a venn diagram. See photocopiable – PM1 for pictures of invertebrates. More able children – encourage to sort into sets based upon something more scientific – e.g.how the animal moves, or the shape of the plant. Pose questions – Is it possible for an organism to have wings and not have any legs? Identifying different habitats Introduce children to the word ‘habitat’ using pictures to illustrate meaning. Explain the meaning of ‘habitat’. Explain that it is the natural home of plants and animals and a place which offers them food, protection and shelter. Explain to children that they will be studying local habitats. Go for a walk round the school and/or immediate locality to find and make a list of habitats. (Pond, school field, wooded area, grass, trees) Sketch the habitats as we travel around the school grounds. Review the final list with the children and group habitats of similar scale or diversity together eg pond, field, wood, tree, hedge, flower bed, grassy patch, plant trough, under leaf, under stone. Ask children to record the habitats identified through illustrations.

Three notebooks. Two weeks of plans. Some worksheets. Nouns ending in a consonant and y (e.g. party, army) change y to i and add es. Nouns ending with a vowel and y (e.g. day, boy) just add s. Whole Class Shared Reading - Mister Monday Read Chapters 1 - 3 S & L opportunity Pupils will discuss what a fantasy setting is. Most will have seen or read Harry Potter for example. The theme for lots of them is that the central character enters another world but lives in a world we can all relate to. Pupils to give their opinion. What do they think is going to happen? How do they feel about the characters Irregular plurals: goose, man, mouse, woman, tooth, child, person, foot test understanding of different endings during morning work Read chapter 4 WALT: know how an author creates mood and atmosphere. Pupils will focus on a passage of text that creates mood and atmosphere. What does the author do to build tension? How does he make us empathize with the character and be interested enough to want him to be safe. CT to work with MA to encourage deep thinking about language and sentence structure

Lots of planning for all three terms. Maths and English mainly but arts stuff and History too. sampl: Text: The Gunpowder Plot Genres covered in this unit: • Predictions • Inference (How? Why?) • Newspaper features • Journalistic writing • Letter writing Key teaching input/texts/questions/ clips etc BOOKS Display an image from the front cover of the book and discuss what children already know. What does it look? What do you think will happen? What can you see in the picture? Share and discuss, make notes for working wall. Show children the entire cover of the book. Identify the 5Ws; who? What? Where? When? Why? What is the title? What do you think will happen? Note 5ws for working wall. Show children the grid for likes, similarities and puzzles, Identify one for each section and explain why I chose it. Whole class discussion of extra hot challenge. Resources: Book cover Images from book cover Grid sheet JOTTERS Review previous learning – refer to working wall. What do you think will happen? Who will be involved? Where will it happen? Why does it happen? When does it take place? Share predictions. Introduce the text to the children. Read first 4 pages and ask questions linked to the text. Children to read through/skim read to identify the 5Ws – record for the working wall and compare with predictions. Was anyone close with their prediction? Why might this be? Share video with children: https://www.youtube.com/watch?v=YptNONmnXH0 Discuss key events. What do you think will happen next? Make predictions in jotters and share.

English and maths planning. 39 files Text: ARCHIES WAR – Marcia Williams Genres covered in this unit: 2 weeks - character descriptions – to include descriptive settings Letter writing, information texts and propaganda posters. Children have white boards. I will describe a person and you must draw them From the twits Roald dahl(Mr Twits). Children share ideas from the first opening paragraph. What made this so visual. LANGUAGE Look at a series of images. Witch, doctor, pirate. Look at the features, are there similarities. Elaborated pictures of people. Famous and non famous. Discussion and focal point. Play head band with the children. They have to describe the person they are holding and the partner has to guess who it is. Expanding on words to describe Steps to Success Mild: To review characters Spicy: To recognise features of a character Hot: To describe your character Extra Hot: How could you describe yourself? Tell me.

Lots of English and Maths. Tremendous amount of stuff on World War 2. Text: Room on the Broom. We will also share a variety of Julia Donaldson texts with the children at the end of each day to support and promote new learning and understanding. Genres covered in this unit: Non-Narrative. Grammar focus: Monday: Using a capital letter to start a name: Julia Donaldson. Tuesday: Using a question mark at the end of a question. “How many books have you written?” Wednesday: Writing a clear sentence using a capital letter and a full stop. Thursday: Writing a clear sentence using a capital letter and a full stop. Friday: Writing a clear sentence using a capital letter and a full stop. Key teaching input/texts/questions/ clips etc Steps to Success Teacher to display a picture of Julia Donaldson on IWB. Q: Who do you think this is? What do you think she does for a living? Why? - Teacher to encourage pupils to expand on their answers/thinking. Teacher to explain that this woman is called Julia Donaldson and she is a children’s author. Class to work together to list stories from this author using reading area to support. E.g. The Gruffalo, The stick man, Room on the Broom… TTYP: Can you think of 3 questions that you would like to find out about this author? – Class to share ideas and Teacher/TA to scribe to support future learning. Using the following website, Teacher to carry out shared reading with the class to discover new information/answer any questions e.g. “How many books have you written” Mild: state something you would like to find out about Julia Donaldson. Spicy: use phonetic knowledge to segment and blend CVC/ CVCC words Hot: share an interesting fact you have found out about Julia Donaldson. Extra Hot: Would you like to be an Author? Why?