32 lessons - ‘The Boy at the Back of the Class’ by Onjali Rauf - Year 4/5/6 - English planning A whole term’s English planning linked to the book ‘The Boy at the Back of the Class’ (Winner of the Blue Peter Best Story Award 2019) by Onjali Rauf. Since its release, this book has been a classroom favourite, covering a topic that is never far from the news. Onjali Rauf writes about the topic of migration and refugees fantastically. I’ve taught this scheme three times now to different classes, and each time the children have all cheered at the end of the book (always a good sign that they’ve enjoyed it!) There are 32 lessons in total, all with accompanying SMART Notebook screens, task sheets and header sheets. To aid teaching each lesson, there are a total of 162 SMART Notebook screens (in one file) and each lesson is clearly marked along with which lesson each chapter should be read to aid and link to the learning. (Update - I personally use SMART Notebook files in my own lessons. In response to many requests, I have converted the SMART Notebook screens to Powerpoint, so there is also a Powerpoint presentation included for the teaching sequence for those unable to use SMART Notebook. However, please note that while the SMART Notebook screens can be edited, the Powerpoint screens can not be edited as they are screen snips from the SMART Notebook file.) This teaching sequence and planning will require the children to complete the following tasks over the 32 lessons: writing a recount writing a persuasive letter answering SATs style comprehension questions writing a narrative descriptive writing drama session writing an information text writing a newspaper report I have also included some examples of work for some lessons in the planning. This topic will also educate and inform the children of a very current real problem that others in the world face - the plight of the refugee. Using this book will expand their understanding of the world and help them to empathise and appreciate what some of the other children in school may have gone through. Even if you don’t need this scheme of work, I would highly recommend the book to share with the class. This resource has received over 20 five-star reviews from teachers who have purchased it. Some of the comments include: We have used this scheme for 2 years it is suitable for high, middle and low ability. It provides the cross curricular style that we wanted for year 7. Worth every penny. (united77) The best resource I have ever downloaded, this made my life so much easier. (AJ40) Absolutely love this. Brilliant scheme of work to go with an excellent book. (ajtranter) Thank you ! These resources are amazing. (teach_explore) Wonderful purchase. All lessons and clearly explained and the appropriate resources are all numbered which makes it super easy to follow. (torylindsay96)

NEW BTEC Tech Award in Sport (2022) Teacher Resource. Component 3 - Developing Fitness to improve other participants performance in sport and physical activity. Includes 5 EDITABLE interactive Learning Mats for Learning Aims A, B, C & D. Also includes a Component 3 Personal Leaning Checklist (PLC) for students to engage with in their exercise books to RAG rate the sub learning aims. Learning Mats: Components of Fitness Training Methods Fitness Testing Principles of Training/Exercise Intensity Provision for Sport/LT Effects of Training/Designing a Training Programme

NEW BTEC Tech Award in Sport (2022) Teacher Resource. Component 3 - Developing Fitness to improve other participants performance in sport and physical activity. 1 A3 resource (double sided) that summarises/covers all of the content (LAA, LAB, LAC, LAD) for the Component 3 exam. Editable word document. Perfect to issue students for last minute revision!

A 10-15 minute assembly on having a more positive attitude in life. Includes thought-provoking questions on situations in school that may provoke a negative reaction and 6 simple steps to guide students towards being more proactive than reactive. Easily adaptable for tutor time! Suitable for all ages!

NEW BTEC Tech Award in Sport (2022) Teacher Resource. Component 3 - Developing Fitness to improve other participants performance in sport and physical activity. Includes worksheets to support students with structuring their classroom notes. Worksheets: Components of Fitness (match up task) Components of Fitness (table) FITT & Additional Principles of Training (knowledge organiser) 28x Fitness Test worksheets (booklet) Fitness Training Methods (table) The Effects of Long-Term Fitness Training (table)

Model Answers for GCSE Edexcel History: Superpower Relations and the Cold War This document (7 pages) contains 11 model answers and 2 plans. This style of question can be found in Paper 2 of Edexcel GCSE History (P4: Superpower relations and the Cold War 1941-91) A list of the questions answered are also available in the preview. Students can use these as inspiration to construct their own answers. Ideal for students who have fallen behind on revision or for mock exams. Written by a straight 9 student with an offer to study at Cambridge, and have been fully corrected by an experienced Examiner and teacher! CONSEQUENCE QUESTIONS Explain two consequences of the Tehran Conference of November 1943 Explain two consequences of the Potsdam Conference of July 1945. Explain two consequences of the Truman Doctrine. Explain two consequences of the Marshall Plan. Explain two consequences for relations between the USA and the Soviet Union of Reagan becoming President. Explain two consequences of Gorbachev’s new thinking on Eastern Europe. Explain two consequences of the Cuban Revolution of 1959 Explain two consequences of Mikhail Gorbachev’s decision to abandon the Brezhnev Doctrine - NOTE PLAN ONLY NARRATIVE ACCOUNT QUESTIONS Write a narrative account analysing the key events of the Soviet expansion in eastern Europe in the years 1945-48. Write a narrative account analysing the key events in the Soviet Union in the years 1989-91. You may use the following in your answer: The impact of Sinatra Doctrine, Developments in East Germany. Write a narrative account analysing the key events of the Hungarian Uprising in 1956. You may use the following in your answer: Imre Nagy, Soviet Tanks. IMPORTANCE QUESTIONS The importance of the Potsdam Conference for early Cold War tension between the USA and the Soviet Union. Explain the importance of Ronald Reagan for relations between the USA and the Soviet Union - DETAILED PLAN ONLY We really appreciate **feedback **on our resources so if you kindly leave a review below, you will be able to claim any resource (up to the value of this resource) from our shop for FREE. Just email simplyrevisable@gmail.com with your username and your chosen resource. More resources available in my shop!

Fresh new term, fresh new start! An 18 slide (approx 10-15 min) assembly welcoming students back to school after a holiday. Includes some tips on how to ease back into studying and regaining focus on school after a relaxing break. Easily adaptable for tutor-time! Suitable for all ages!

GCSE History Edexcel: Weimar and Nazi Germany Exam Questions Model Answers This document (over 10 pages) contains 14 detailed exam questions and model answers. There is at least 1 model answer for each style of question. This style of question can be found in Paper 3 of Edexcel GCSE History (option 31: Weimar and Nazi Germany 1918-39). A list of the questions answered are also available in the preview. Sources are taken from the Pearson (John Child) and Hodder (John Wright & Steve Waugh) textbooks and are NOT included in the download due to copyright. Students can use these as inspiration to construct their own answers. Ideal for students who have fallen behind on revision or for mock exams. Written by a straight 9 student with an offer to study at Cambridge, and have been fully corrected by an experienced Examiner and teacher! Question 1 – Give two things you can infer from Source A about: (4 marks) life in Germany under the Nazis. the treatment of prisoners in concentration camps. 4 marks the Hitler Youth. the role of women in Nazi Germany. Question 2 – Explain why: (12 marks) Nazi propaganda was so effective. there was so little resistance and opposition to Hitler and the Nazis in Germany in the years 1933-1939. there was a great reduction in unemployment in Germany between 1933-39? the Nazi police state was successful between 1933-39. Question 3a – How useful are Sources B and C for an enquiry into…? (8 marks) the Hitler Youth? the attitudes of Germans towards Nazi policies towards women? the Reich Labour Service? Question 3b. Study interpretations 1 and 2 They give different views about the threats posed by the extremes towards the Weimar Republic 1919-1923. What is the main difference between these views? (4 marks) Question 3c.Suggest one reason why interpretations 1 and 2 on p.129 and p.130 of Pearson give different views about the standard of living of German workers in Nazi Germany. (4 marks) Question 3d. How far do you agree with Interpretation 2 about the threat posed to the Weimar Republic 1919-1923 from the extreme left and right? (20 marks) We really appreciate feedback on our resources so if you kindly leave a review below, you will be able to claim any resource (up to the value of this resource) from our shop for FREE. Just email simplyrevisable@gmail.com with your username and your chosen resource. More resources available in my shop!

GCSE History Edexcel: Weimar and Nazi Germany Exam Questions Model Answers This document (14 pages) contains 19 detailed exam questions and model answers. This style of question can be found in Paper 2 of Edexcel GCSE History (option B4: Early Elizabethan England 1558-88) A list of the questions answered are also available in the preview. Students can use these as inspiration to construct their own answers. Ideal for students who have fallen behind on revision or for mock exams. Written by a straight 9 student with an offer to study at Cambridge, and have been fully corrected by an experienced Examiner and teacher! Describe two feature … (4 marks) Describe two features of Elizabethan theatre. Describe two features of Elizabethan government. Describe two features of Elizabethan society. Describe two features of the Elizabethan religious settlement Describe two features of Puritan religious beliefs. Describe two features of Walsingham’s methods of catching Catholic plotters. Describe two features of grammar schools. Describe two features of universities. Describe two features of theatres in Elizabethan London. Explain why … (12 marks) Explain why Raleigh’s first colony to Virginia failed? Explain why Mary, Queen of Scots created a problem for Elizabeth when she came to England in 1568. Explain why Mary, Queen of Scots was executed in 1587? Explain why the Spanish Armada was defeated. Explain why there was an increase in exploration in the years 1558-88. Explain why Raleigh’s first colony in Virginia failed. How far do you agree with this statement? (16 marks) ‘Elizabeth’s greatest problem in 1558 was the threat of invasion.’ ’The Northern Earls rebelled for religious reasons.’ ‘The government tried hard to help everyone who was poor’. ‘Population growth was the main reason why vagabondage increased in Elizabethan England ‘ We really appreciate feedback on our resources so if you kindly leave a review below, you will be able to claim any resource (up to the value of this resource) from our shop for FREE. Just email simplyrevisable@gmail.com with your username and your chosen resource. More resources available in my shop!

This is a 4 week unit of work that is based on the books 'Cracking Contraptions' by Wallace & Gromit and 'Until I Met Dudley' by Roger McGough (illustrated by Chris Riddell). The end piece of writing is an explanatory text that is based on an invention that the pupils have to design. This has always been a fantastic unit where pupil's are inspired to create a great explanatory text rich with technical language. There are lots of chances to link it with Science or Design & Technology work for circuits. The learning objectives for this unit of work are; Stage 1- Stimulate and generate- Learning outcomes • To understand the purpose of an explanation text • To write an explanatory text • To find evidence of an author’s style • To explain how to do something in a clear and logical sequence • To identify main ideas drawn from more than one paragraph Stage 2 - Capture, Sift and Sort- Learning outcomes • To find key features of an explanatory text • To write consistently in the present tense • To design a Cracking Contraption • To label a diagram • To write an opening statement • To label a diagram • To use causal conjunctions • To sequence in logical steps • To order an explanatory text correctly • To improve a given explanation text using time connectives • To write accurate titles for explanatory texts • To write complex sentences Stage 3 - Create refine evaluate- Learning outcomes • To create and label a Cracking Contraption • To write an explanatory text • To prepare a public presentation • To present clearly with good voice projection to an 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.

Part 1 of a full scheme of work of the novel ‘Trash’ by Andy Mulligan. Included is: unit overview, detailed weekly short term plans, PowerPoint for each lesson along with all resources. Lessons cover reading, writing and spoken language skills. Lessons are aimed at Year 8 but can be easily adapted to suit other year groups. Planned and ready to teach!

30 lessons – ‘The Explorer’ by Katherine Rundell – Year 4/5/6 – English planning A whole term’s English planning linked to the book ‘The Explorer’ (Winner of the Children’s Book Prize Winner of the Costa Children’s Book Award 2017) by Katherine Rundell. This story fits well with any topic linked work about South America, as it is set in the Amazon Rainforest. Ideal for Year 4, Year 5 or Year 6 children. There are 30 lessons in total, all with SMART Notebook screens, task sheets and header sheets. To assist teaching, there are a total of 149 SMART Notebook screens and each lesson is clearly marked along with which lesson each chapter should be read to aid and link to the learning. (Update - I personally use SMART Notebook files in my own lessons. In response to many requests, I have converted the SMART Notebook screens to Powerpoint, so there is also a Powerpoint presentation included for the teaching sequence for those unable to use SMART Notebook. However, please note that while the SMART Notebook screens can be edited, the Powerpoint screens can not be edited as they are screen snips from the SMART Notebook file.) This planning includes: Writing a narrative Writing a persuasive letter SATs style comprehension questions Journal writing Writing an information text Recording a radio broadcast This book and planning link well with topic work on South America, Brazil, the Amazon Rainforest and the Yanomami indigenious tribe. It will also educate and inform the children of a very current real problem that others in the world face - the destruction of the rainforest. Some comments from reviews on this resource: ‘This resource is absolutely brilliant - it has everything you need for a term’s worth of work on The Explorer … in an engaging and fun way. Perfect!’ (staylor138) ‘Fantastic and well worth the money, a very broad range of activities that are very well planned and resourced.’ (taylor29) ‘Great resource- such a timesaver!’ (penrich1)

Unit of work Three little pigs

A set of 3 (potentially 4) lessons you could easily set as cover (as I have done so!) if a teacher is likely to be absent for a few days. Lesson 1: Implying information based on the image of a door. Lesson 2: Describing approaching the door (rising action / building tension) Lesson 3: The other side of the door (climax) Lesson 4 (optional): Neat write up of their 3 part description of the door ‘for display’ The lessons indicate that the writing should IMPLY, not state (i.e. my take on ‘show, don’t tell’), whereby certain rules are included such as 'you cannot use the word ‘door’. Lessons include examples / models; scaffolding and success criteria; peer assessment tasks.

A full resourced and exemplar filled walk through of AQA English Language Paper 2 November 2023 paper. Even has a full student exemplar response for Q5. All relevant quotes and analysis slides, indicative materials, sources, exemplar Q5 response etc. included within price. An excellent resource that I had created to help my year 11s on run up to GCSE as they were struggling with this paper.

This is a 4 week unit of work that is based around Neil Gaiman’s ‘The Wolves in the Walls’ book. This is a challenging text, as it covers the issue of nightmares but it really engages the boys in my class. Neil Gaiman has a fantastic story telling ability (he also wrote Coraline). The end piece is designed to be a descriptive nightmare where the child experienced it learns what to do in their life after they wake up. 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 character in a book • To create a fantasy world • To select and retrieve key information • To discuss philosophical ideas • To find the meaning of words Stage 2 - Capture, Sift and Sort- Learning outcomes • To find the key features descriptive writing • To write sentences using conjunctions • To find near synonyms • To write produce internally coherent paragraphs • To write sentences with embedded clauses • To write about all 5 senses • To use a fronted adverbial to explain how, when or where something took place • To write expanded noun phrases Stage 3 - Create refine evaluate- Learning outcomes • To plan my writing by discussing and recording ideas • To plan and organise my ideas to effectively support my writing • To revise, edit evaluate and improve my writing • To revise, edit evaluate and improve my writing • To create illustrations for a piece of writing • To read my story to another pupil Resources Include: • 1 - Postcard from Lucy • 3 - Animals in Dreams • 3 - Animals in Dreams Reading Comprehension • 4 - Philosophical Questions • 5 – Reading • 5 – Wolves Word Mat • 6 - Key Features of Descriptive Writing • 8 – Shades of meaning • 10 - Embedded clauses • 11 - 5 Senses • 11 - Fantasy Pictures • 12 - Fronted Adverbials WT • 13 - Monk & Monkey Photos • 14 – Storyboard • 16 - Success Criteria • WAGOLL • PowerPoint LOs 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. Acticitives 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.

I wrote this Oliver Twist Playscript for a year 6 production. It includes all the song lyrics, character list, set production ideas and 21 pages of a script which lasts approximately 65 minutes. It was a great success when our school performed it. Scene 1 = The Orphanage Scene 2 = The Funeral Parlour Scene 3 = Meeting Dodger Scene 4 = Fagin's Gang Scene 5 = Oliver starts working for Fagin Scene 6 = Bill Sikes shows his true colours Scene 7 = Oliver settles into his new life Scene 8 = The truth will out