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Aaron Falconer and Jon Gadd's Shop

Two year 6 teachers with a wealth of experience. Two teachers that have been moderators, faced moderations and led the English curriculum throughout a successful ofsted. We are trying to provide effective, thought-provoking, creativity enhancing resources. The resources are aimed to create well-structured pieces of writing suitable to give age-related expectations and also give you an opportunity to stretch them further.

Two year 6 teachers with a wealth of experience. Two teachers that have been moderators, faced moderations and led the English curriculum throughout a successful ofsted. We are trying to provide effective, thought-provoking, creativity enhancing resources. The resources are aimed to create well-structured pieces of writing suitable to give age-related expectations and also give you an opportunity to stretch them further.
Narrative- UKS2- Kensuke's Kingdom
AaronFalconerMoorfield

Narrative- UKS2- Kensuke's Kingdom

(0)
This unit of work was designed by two teachers, one a writing moderator and literacy lead, still practising in year 6. Collaborative learning is a key aspect to building the foundations of our work so there are opportunities for mixed ability seating whether you set or not. This unit of work is to designed to push writers towards the expected standard and beyond whilst using Kensuke’s Kingdom. The unit is of a narrative focus in the form of an alternate ending towards the text that we have read as a class. IT would be advisable to read the text or read the final chapter to build a base for your unit of writing. Children are given the opportunity to use a range of elements from the Teacher Assessment Framework. In this piece there is the opportunity to showcase almost all the elements: speech (using dialect for more advanced writers), a range of cohesive devices, opportunities for higher-level punctuation, the use of first or third person, distinguishing between formalities and a range of clause structures. The unit provides opportunities to model which can then be annotated and amended to suit all abilities. Overall this unit gives the user ample opportunities to refine skills, assess writing (self, peer or teacher), draft, edit and up level writing.
Recount- Newspaper Report- Harry Potter
AaronFalconerMoorfield

Recount- Newspaper Report- Harry Potter

(0)
This unit of work was designed by two teachers, one a writing moderator and literacy lead, still practising in year 6. Collaborative learning is a key aspect to building the foundations of our work so there are opportunities for mixed ability seating whether you set or not. This unit of work is to designed to push writers towards the expected standard and beyond whilst using Harry Potter and the Philosophers’ Stone. The unit is of a recount focus in the form of a newspaper report which should give the child an opportunity to describe key events in detail. The children will have free choice of events happening in Harry Potter’s first year at Hogwarts. The events range from the troll break in to winning the house cup. Children are given the opportunity to use a range of elements from the Teacher Assessment Framework. In this piece there is the opportunity to showcase almost all the elements: speech (using dialect for more advanced writers), reported and direct speech, a range of cohesive devices, opportunities for higher-level punctuation, embedded clauses, the use of first person, the use of multiple tenses, distinguishing between levels of formality and a range of clause structures. The unit provides a model which can be annotated and amended to suit all abilities. As well as the model, we have created a template in which your children can write on or if you choose to they can set it out in their own way. Overall this unit gives the user ample opportunities to refine skills, assess writing (self, peer or teacher), draft, edit and up level writing.
Year 6 Narrative- Arrival to Hogwarts
AaronFalconerMoorfield

Year 6 Narrative- Arrival to Hogwarts

(0)
This unit of work was designed by two teachers, one a writing moderator and literacy lead, still practising in year 6. Collaborative learning is a key aspect to building the foundations of our work so there are opportunities for mixed ability seating whether you set or not. This unit of work is to designed to push writers towards the expected standard and beyond whilst using Harry Potter and the Philosophers’ Stone. The unit is of a narrative focus which should give the child an opportunity to describe Hogwarts in detail and add to that a lot of emotion of Harry’s journey to next seven years of his life. Children are given the opportunity to use a range of elements from the Teacher Assessment Framework. In this piece there is the opportunity to showcase almost all the elements: speech (using dialect for more advanced writers), a range of cohesive devices, opportunities for higher-level punctuation and a range of clause structures. The unit provides a model which can be annotated and amended to suit all abilities. As well as the model, we have created a background which you can write on to add a bit of wow to your writing. Overall this unit gives the user ample opportunities to refine skills, assess writing (self, peer or teacher), draft, edit and up level writing.
Non-Chronological Report- Discovery of a mythical beast
AaronFalconerMoorfield

Non-Chronological Report- Discovery of a mythical beast

(0)
This unit of work was designed by two teachers, one a writing moderator and literacy lead, still practising in year 6. Collaborative learning is a key aspect to building the foundations of our work so there are opportunities for mixed ability seating whether you set or not. This unit of work is to designed to push writers towards the expected standard and beyond whilst using Harry Potter. The unit is of a report focus in the form of a non-chronological report which should give the child an opportunity to detail and describe the recent discovery in the forbidden forest. Children are given the opportunity to use a range of elements from the Teacher Assessment Framework. In this piece there is the opportunity to showcase almost all the elements: passive voice, a range of cohesive devices, opportunities for higher-level punctuation, the use of fronted adverbials, distinguishing between tone and a range of clause structures. The unit provides a model which can be annotated and amended to suit all abilities. As well as the model there is an opportunity for the children to perform their work in to a short clip which could be found on a nature show such as blue planet. Overall this unit gives the user ample opportunities to refine skills, assess writing (self, peer or teacher), draft, edit and up level writing.
Year 6 Recount- Harry Potter Diagon Alley
AaronFalconerMoorfield

Year 6 Recount- Harry Potter Diagon Alley

(0)
This unit of work was designed by two teachers, one a writing moderator and literacy lead, still practising in year 6. Collaborative learning is a key aspect to building the foundations of our work so there are opportunities for mixed ability seating whether you set or not. This unit of work is to designed to push writers towards the expected standard and beyond whilst using Harry Potter and the Philosophers’ Stone. The unit is of a narrative focus in the form of a recount which should give the child an opportunity to describe Diagon Alley in detail and add to that a lot of emotion of Harry’s journey to next seven years of his life. Children are given the opportunity to use a range of elements from the Teacher Assessment Framework. In this piece there is the opportunity to showcase almost all the elements: speech (using dialect for more advanced writers), a range of cohesive devices, opportunities for higher-level punctuation, the use of first person, distinguishing between tone and a range of clause structures. The unit provides a model which can be annotated and amended to suit all abilities. As well as the model, we have created a background which you can write on to add a bit of wow to your writing. Overall this unit gives the user ample opportunities to refine skills, assess writing (self, peer or teacher), draft, edit and up level writing.
Year 6 Recount- Harry Potter's Diary
AaronFalconerMoorfield

Year 6 Recount- Harry Potter's Diary

(0)
This unit of work was designed by two teachers, one a writing moderator and literacy lead, still practising in year 6. Collaborative learning is a key aspect to building the foundations of our work so there are opportunities for mixed ability seating whether you set or not. This unit of work is to designed to push writers towards the expected standard and beyond whilst using Harry Potter and the Philosophers’ Stone. The unit is of a recount focus which should give the child an opportunity to delve into the emotions of Harry Potter prior to him receiving his acceptance letter to Hogwarts. Children are given the opportunity to use a range of elements from the Teacher Assessment Framework. In this piece there is the opportunity to showcase almost all the elements: switch genres if greater depth, a range of cohesive devices, opportunities for higher-level punctuation, use informal and formal language, an appropriate diary format and a range of clause structures. The unit provides a model which can be annotated and amended to suit all abilities. As well as the model, we have created a diary booklet which you can write on to add a bit of wow to your writing. If you are pushing your children to switch genres withing their writing - if they are pushing to exceed the expectations- then there is paper to write the letter on. There is a moderators checklist for teachers to use to compare to the framework and a self assessment checklist for children to use and evidence elements of the success criteria which they have used in their writing. Overall this unit gives the user ample opportunities to refine skills, assess writing (self, peer or teacher), draft, edit and up level writing.
Formal Letter- Year 6 Harry Potter Letters
AaronFalconerMoorfield

Formal Letter- Year 6 Harry Potter Letters

(0)
This unit of work was designed by two teachers, one a writing moderator and literacy lead, still practising in year 6. Collaborative learning is a key aspect to building the foundations of our work so there are opportunities for mixed ability seating whether you set or not. This unit of work is to designed to push writers towards the expected standard and beyond whilst using Harry Potter and the Philosophers’ Stone. The unit is of a formal writing focus in the form of a formal letter which should give the child an opportunity to describe and detail the strange events happening during their time at Hogwarts. There is also an opportunity for Greater depth writers push the boundaries either showing: a mastery of formality or a switch in genres. Children are given the opportunity to use a range of elements from the Teacher Assessment Framework. In this piece there is the opportunity to showcase almost all the elements: a range of cohesive devices, opportunities for higher-level punctuation, the use of varying tenses, the use of subjunctive form, the use of first person, distinguishing between tones and a range of clause structures. The unit provides a model which can be annotated and amended to suit all abilities. As well as the model, we have created a background which you can write on to add a bit of wow to your writing. Overall this unit gives the user ample opportunities to refine skills, assess writing (self, peer or teacher), draft, edit and up level writing.
Formal Writing- Job application to be a god
AaronFalconerMoorfield

Formal Writing- Job application to be a god

(0)
This unit of work was designed by two teachers, one a writing moderator and literacy lead, still practising in year 6. Collaborative learning is a key aspect to building the foundations of our work so there are opportunities for mixed ability seating whether you set or not. This unit of work is to designed to push writers towards the expected standard and beyond whilst using our focus of Norse mythology. It focuses on a formal piece of writing in which the children apply to become a god. It is a wonderful opportunity for children to draw gods in art or create them on apps using the iPads. Children are given the opportunity to use a range of elements from the Teacher Assessment Framework. In this piece there is the opportunity to showcase almost all the elements: a range of cohesive devices, opportunities for higher-level punctuation, the use of first person, distinguishing between tone, a range of tenses, specifically perfect tenses and a range of clause structures. The unit provides a model which can be annotated and amended to suit all abilities. Overall this unit gives the user ample opportunities to refine skills, assess writing (self, peer or teacher), draft, edit and up level writing.
Recount- Robbery Narrative
AaronFalconerMoorfield

Recount- Robbery Narrative

(0)
This unit of work was designed by two teachers, one a writing moderator and literacy lead, still practising in year 6. Collaborative learning is a key aspect to building the foundations of our work so there are opportunities for mixed ability seating whether you set or not. This unit of work is to designed to push writers towards the expected standard and beyond whilst using a robbery at the school as a wow. There is a video which accompanies it and if the file cannot be uploaded please message with an email address and I will forward it across. It was aimed at really engaging the boys into their writing but had a great effect across the whole year group. Children are given the opportunity to use a range of elements from the Teacher Assessment Framework. In this piece there is the opportunity to showcase almost all the elements: speech (reported and direct), a range of cohesive devices, opportunities for higher-level punctuation, the use of extra information, distinguishing between levels of formality and a range of clause structures. The unit provides a model which can be annotated and amended to suit all abilities. As well as the model, we have created a background which you can write on to add a bit of wow to your writing. As a final touch, it gave the children an opportunity to create a short news broadcast which could lead to more writing such as play scripts. Overall this unit gives the user ample opportunities to refine skills, assess writing (self, peer or teacher), draft, edit and up level writing.
Narrative- Writing a prequel
AaronFalconerMoorfield

Narrative- Writing a prequel

(0)
This unit of work was designed by two teachers, one a writing moderator and literacy lead, still practising in year 6. Collaborative learning is a key aspect to building the foundations of our work so there are opportunities for mixed ability seating whether you set or not. This unit of work is to designed to push writers towards the expected standard and beyond whilst using narrative writing as a focus. Children will read Alert but not Alarmed by Shaun Tan and then decide on what catastrophic event caused the ending.It will give a lot of scope for children to be creative and think of their own stimulus. Once again, children will be given the opportunity to show mastery of formality and show a switch in genres with specific discoveries. Children are given the opportunity to use a range of elements from the Teacher Assessment Framework. In this piece there is the opportunity to showcase almost all the elements: use of character and setting description ,use of colons, a range of cohesive devices, opportunities for higher-level punctuation, the use of first person or third person, distinguishing between tone and formality and a range of clause structures. The unit provides a model which can be annotated and amended to suit all abilities. Overall this unit gives the user ample opportunities to refine skills, assess writing (self, peer or teacher), draft, edit and up level writing.
Persuavie unit- Hotel Brochure- UKS2
AaronFalconerMoorfield

Persuavie unit- Hotel Brochure- UKS2

(1)
This unit of work was designed by two teachers, one a writing moderator and literacy lead, still practising in year 6. Collaborative learning is a key aspect to building the foundations of our work so there are opportunities for mixed ability seating whether you set or not. This unit of work is to designed to push writers towards the expected standard and beyond whilst using persuasive writing as a focus. The children will be pushed towards hotel brochures and they will choose a destination which they will try to sell. They will focus on typical persuasive techniques such as rhetorical questions, imperative verbs and powerful vocabulary. Children are given the opportunity to use a range of elements from the Teacher Assessment Framework. In this piece there is the opportunity to showcase almost all the elements: speech (using direct quotes from guests), a range of cohesive devices, fronted adverbials,opportunities for higher-level punctuation, the use of first person,the use of a brochure format and a range of clause structures. The unit provides a model which can be annotated and amended to suit all abilities. As well as the model, the children will have free choice of how to display this brochure. Overall this unit gives the user ample opportunities to refine skills, assess writing (self, peer or teacher), draft, edit and up level writing.
Poetry- UKS2 Anti-Bullying Poetry
AaronFalconerMoorfield

Poetry- UKS2 Anti-Bullying Poetry

(0)
This unit of work was designed by two teachers, one a writing moderator and literacy lead, still practising in year 6. Collaborative learning is a key aspect to building the foundations of our work so there are opportunities for mixed ability seating whether you set or not. This unit of work is to designed to push writers towards the expected standard and beyond whilst using Anti-Bullying week as a theme and a stimulus to though provoke. It has proved successful to bring out other writers who may struggle in other genres. Children are given the opportunity to use a range of elements from the Teacher Assessment Framework. In this piece there is the opportunity to showcase almost all the elements:multiple sentence types , a range of cohesive devices, the use of varying tenses, the use of first person, distinguishing between tone and a range of clause structures. The unit provides a model which can be annotated and amended to suit all abilities. As well as the model, we have used an app to give motivation for this piece of writing which you can use to add a bit of wow to your writing. As well as this, it will focus on the performance aspect of poetry and literacy objectives. Overall this unit gives the user ample opportunities to refine skills, assess writing (self, peer or teacher), draft, edit and up level writing.
Formal Letter- Harry Potter Beast Discovery
AaronFalconerMoorfield

Formal Letter- Harry Potter Beast Discovery

(0)
This unit of work was designed by two teachers, one a writing moderator and literacy lead, still practising in year 6. Collaborative learning is a key aspect to building the foundations of our work so there are opportunities for mixed ability seating whether you set or not. This unit of work is to designed to push writers towards the expected standard and beyond whilst using Harry Potter and the Philosophers’ Stone. The unit is of a formal writing focus in the form of a formal letter which should give the child an opportunity to describe and detail the discovery of a new creature or beast in the Forbidden Forest. Children are given the opportunity to use a range of elements from the Teacher Assessment Framework. In this piece there is the opportunity to showcase almost all the elements: a range of cohesive devices, opportunities for higher-level punctuation, the use of first person, distinguishing between tone, a switch in formality, a switch in genre and the opportunity to maintain formality. There are separate activities which focus on pushing greater depth further with implementation of their reading, switching genres and showing control of formal tone. The unit provides a model which can be annotated and amended to suit all abilities. As well as the model, we have created a background which you can write on to add a bit of wow to your writing. Overall this unit gives the user ample opportunities to refine skills, assess writing (self, peer or teacher), draft, edit and up level writing and use technology to perform their writing.
Narrative- Free choice Harry Potter Narrative
AaronFalconerMoorfield

Narrative- Free choice Harry Potter Narrative

(0)
This unit of work was designed by two teachers, one a writing moderator and literacy lead, still practising in year 6. Collaborative learning is a key aspect to building the foundations of our work so there are opportunities for mixed ability seating whether you set or not. This unit of work is to designed to push writers towards the expected standard and beyond whilst using Harry Potter and the Philosophers’ Stone. The unit is of a narrative focus in the form of a free choice story which should give the child an opportunity to describe in detail the events and add to that a lot of emotion to Harry’s first year events. Children are given the opportunity to use a range of elements from the Teacher Assessment Framework. In this piece there is the opportunity to showcase almost all the elements: speech (using dialect for more advanced writers), a range of cohesive devices, opportunities for higher-level punctuation, the use of multiple perspectives, distinguishing between tone and a range of clause structures. The unit provides a model which can be annotated and amended to suit all abilities. As well as the model, we have created numerous background / page toppers which you can write on to add a bit of wow to your writing. Overall this unit gives the user ample opportunities to refine skills, assess writing (self, peer or teacher), draft, edit and up level writing.
Narrative- UKS2 Norse Mythology
AaronFalconerMoorfield

Narrative- UKS2 Norse Mythology

(0)
This unit of work was designed by two teachers, one a writing moderator and literacy lead, still practising in year 6. Collaborative learning is a key aspect to building the foundations of our work so there are opportunities for mixed ability seating whether you set or not. This unit of work is to designed to push writers towards the expected standard and beyond whilst using Norse mythology and the story of Fenrir/ Fenris. It is designed to give the children the opportunity to retell or completely rewrite what they have read about the battles between Odin and Fenrir. Children are given the opportunity to use a range of elements from the Teacher Assessment Framework. In this piece there is the opportunity to showcase almost all the elements: speech (using dialect for more advanced writers), a range of cohesive devices, opportunities for higher-level punctuation, the use of varying perspective, distinguishing between tone and a range of clause structures. The unit provides a model which can be annotated and amended to suit all abilities. As well as the model, we have created a backgrounds and images which you can write on or stick in to add a bit of wow to your writing. Overall this unit gives the user ample opportunities to refine skills, assess writing (self, peer or teacher), draft, edit and up level writing.
Formal Writing- A School Report
AaronFalconerMoorfield

Formal Writing- A School Report

(0)
This unit of work was designed by two teachers, one a writing moderator and literacy lead, still practising in year 6. Collaborative learning is a key aspect to building the foundations of our work so there are opportunities for mixed ability seating whether you set or not. This unit of work is to designed to push writers towards the expected standard and beyond whilst using formal writing and a school report. The children are exposed to video clips of parents evenings to show the true differences in formalities. It provides great opportunity for the children to write a strong report, shows off varying tense use and a formal approach throughout. Children are given the opportunity to use a range of elements from the Teacher Assessment Framework. In this piece there is the opportunity to showcase almost all the elements: use of subheadings and headings ,use of colons, a range of cohesive devices, opportunities for higher-level punctuation, the use of first person, distinguishing between tone and a range of clause structures. The unit provides a model which can be annotated and amended to suit all abilities. As well as the model, we have created a background which you can write on to add a bit of wow to your writing. The children will also get to show off their mastery of formality by creating two separate videos in two tones of formality which can be uploaded to their areas on Seesaw. Overall this unit gives the user ample opportunities to refine skills, assess writing (self, peer or teacher), draft, edit and up level writing.
Recount- WWII Diary Entry
AaronFalconerMoorfield

Recount- WWII Diary Entry

(0)
This unit of work was designed by two teachers, one a writing moderator and literacy lead, still practising in year 6. Collaborative learning is a key aspect to building the foundations of our work so there are opportunities for mixed ability seating whether you set or not. This unit of work is to designed to push writers towards the expected standard and beyond whilst using recount writing and an emotive diary entry. The children completed this unit whilst studying WWII but could quite easily do this as a stand alone unit or alongside a guided read of Eagle in the Snow or the Boy in the Stripped Pyjamas. It focuses on an informal style of writing which showcases on the emotive side of retelling events. Children are given the opportunity to use a range of elements from the Teacher Assessment Framework. In this piece there is the opportunity to showcase almost all the elements: use of appropriate diary formats ,use of commas, a range of cohesive devices, opportunities for higher-level punctuation, the use of first person, the use of an informal tone and a range of clause structures. The unit provides a model which can be annotated and amended to suit all abilities. As well as the model, we have created a background which you can write on to add a bit of wow to your writing. Prior to completion of the unit, I would recommend the use of Morfo or ShadowPuppets EDU to create a retelling of their work using a grained image which can be manipulated to retell. Overall this unit gives the user ample opportunities to refine skills, assess writing (self, peer or teacher), draft, edit and up level writing.
Non-Fiction : Science Report
AaronFalconerMoorfield

Non-Fiction : Science Report

(0)
This unit of work was designed by two teachers, one a writing moderator and literacy lead, still practising in year 6. Collaborative learning is a key aspect to building the foundations of our work so there are opportunities for mixed ability seating whether you set or not. This unit of work is to designed to push writers towards the expected standard and beyond whilst using formal writing and a scientific report. The children will first have to complete an experiment of your choice, we chose lung capacity as it was science week. Then children record their findings as a class. Children are given the opportunity to use a range of elements from the Teacher Assessment Framework. In this piece there is the opportunity to showcase almost all the elements: use of subheadings and headings ,use of colons, a range of cohesive devices, a range of tenses, passive voice, opportunities for higher-level punctuation, distinguishing between tone and a range of clause structures. The unit provides a model which can be annotated and amended to suit all abilities. As well as the model, we have created a background which you can write on to add a bit of wow to your writing. Overall this unit gives the user ample opportunities to refine skills, assess writing (self, peer or teacher), draft, edit and up level writing.