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British Primary School teacher (now living the good life in Spain!) sharing planning and resources to make those planning weekends a little bit easier! Please check-out my Instagram page (the_diary_of_an_nqt) for more tips, ideas and advice!

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British Primary School teacher (now living the good life in Spain!) sharing planning and resources to make those planning weekends a little bit easier! Please check-out my Instagram page (the_diary_of_an_nqt) for more tips, ideas and advice!
Year 1 Writing Planning: Where The Wild Things Are (Week 1 out of 2)
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Year 1 Writing Planning: Where The Wild Things Are (Week 1 out of 2)

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Talk For Writing Termly target: To use wow words, a range of openers, connectives and punctuation. Main outcome: Retelling a Fantasy Story through role play and writing. Text: Where The Wild Things Are. Monday: LO: I can explore a main character Tuesday: LO: I can describe a main character Wednesday: LO: I can write in role as a character Thursday: LO: I can use question marks (SPAG) Friday: LO: I can describe a setting Includes all resources for each day: Includes Guided Reading activity. Includes a weekly SPAG lesson. Includes teacher model of 'where the wild things are' to be used for Talk for Writing. Includes assessment grids.
Year 1, Fantasy Writing Planning: Winnie In Space (Week 1 out of 2)
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Year 1, Fantasy Writing Planning: Winnie In Space (Week 1 out of 2)

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Talk For Writing Termly target: To use wow words, question marks and exclamation marks. Main outcome: Retelling a Fantasy story through role play and writing. Text: Winnie in Space Monday: LO: I can explore a new book Tuesday: LO: I can describe a main character Wednesday: LO: I can use a question mark (SPAG) Thursday: LO: I can explore a character Friday: LO: I can describe a setting Includes teacher model of 'Winnie in Space' to be used for Talk for Writing. Includes a weekly SPAG lesson. Includes resources for lessons and learning grammar - question marks.
Year 1, Writing: Jasper's Beanstalk recount - Days of the week, verbs and suffixes (Week 2 of 2)
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Year 1, Writing: Jasper's Beanstalk recount - Days of the week, verbs and suffixes (Week 2 of 2)

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Termly target: To add suffixes: _ing, _ed, _er and _est to a root word. To learn the days of the week. To use a capital letter for names of people, places, the days of the week. To use the personal pronoun ’I’. Main outcome: To write a recount. Text: Jasper’s Beanstalk. Monday LO: I can create a story map Tuesday LO: I can participate during class discussion Wednesday LO: I can plan a story Thursday LO: I can write a recount Friday LO: I can edit and improve my work Includes: Daily resources Teacher recount for daily lesson starter - Talk for Writing to create actions Assessment grids for writing Weekly plan
Year 3 - English - Stone Age Boy Text - Differentiated (SEN/FSL/LA/MA/HA) 3 week plan and resources
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Year 3 - English - Stone Age Boy Text - Differentiated (SEN/FSL/LA/MA/HA) 3 week plan and resources

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Week 1) To predict, describe and create characters/setting descriptions using a range of adjectives/adverbs and pronouns L.O: I am learning to make predictions (Finding evidence and explaining vocabulary) L.O: I am learning how to retell a story (Learning partners - images, sequencing or writing) L.O: I am learning to describe (Writing sentences, wordbanks , Learning partners) L.O: I am learning to describe L.O: I am learning to infer a character’s feelings (Annotating images, differentiated Qs). Week 2) L.O: I am learning to infer a character’s feelings (Exploring Stone Age people) L.O: I am learning to create (Children create their own Stone Age character) L.O: I am learning to infer (Writing from the view point of a stone age character. L.O: I am learning to describe (Describing a Stone Age character’s surroundings; using 5 senses, adverbs of time) L.O: I am learning to evaluate and edit (Independent time to respond to developmental marking and edit/rewrite to improve learning). Week 3) Preparing Stone Age poems to read aloud and perform - showing intonation, volume & action L.O: I am learning to retell a poem (Talk for writing, Creating actions to practise reciting poetry orally from memory). L.O: I am learning the features of a poem (MIxed ability collaborative work). L.O: I am learning to give an opinion (Sentence stems to help chn explain and justify opinions on different poems) L.O: I am learning to recite a poem (Children write class poem from memory using T4W actions). L.O: I am learning to evaluate and edit (Independent time to respond to developmental marking and edit/rewrite to improve learning).
Year 1, Fantasy Writing Planning: Winnie In Space (Week 2 out of 2)
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Year 1, Fantasy Writing Planning: Winnie In Space (Week 2 out of 2)

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Talk For Writing Termly target: To use wow words, question marks and exclamation marks. Main outcome: Retelling a Fantasy story through role play and writing. Text: Winnie in Space Monday: LO: I can remember main events in a story. Tuesday: LO: I can participate during a class discussion. Wednesday: LO: I can plan a story. Thursday: LO: I can write a recount. Friday: LO: I can edit and improve my work. Includes teacher model of 'Winnie in Space' to be used for Talk for Writing. Includes a weekly SPAG lesson. Includes resources for lessons and learning grammar - question marks.
Year 1, Writing: Poetry - The Five Senses (Week 1 of 2)
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Year 1, Writing: Poetry - The Five Senses (Week 1 of 2)

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Termly target: To develop pleasure in reading, motivation to read, vocabulary and understanding by listening to and discussing a wide range of poems. Children explore their senses/ capture sensory experiences and learn how to follow rhymes. Main outcome: To write and perform a poem to their peers. Text(s): A range of poems Day 1) No Learning Outcome as it was a bank holiday - Can be used to respond to feedback in books or for children to go on an outside 'observational walk' and/or using instruments etc. to use their 5 senses. Day 2) Learning Outcome: I can explore a range of poems Day 3) Learning Outcome: I can explore my 5 senses (Collaborative carousel activity for 2 sessions). Day 4) Learning Outcome: I can explore my 5 senses (Collaborative carousel activity for 2 sessions). Day 5) Learning Outcome: I can identify and discuss describing words Includes: Weekly plan, links to websites, lists of resources for activities, a whole variety of simple poems using the 5 senses (can also be used for Guided Reading).
Year 1, Writing Instructions (Introduction to features - week 1 of 4)
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Year 1, Writing Instructions (Introduction to features - week 1 of 4)

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Termly target: To use joining words, adverbs, verbs and specific text type features. Main outcome: To create a set of instructions. Text(s): A range of instructions (Teacher's own model of balancing a feather and creating a sock puppet). Monday: LO: I can give clear instructions (Bossy/Imperative verbs, Speaking and Listening) Tuesday: LO: I can identify features of instructions - SPAG (Time Connectives) Wednesday: LO: I can plan Thursday: LO: I can sequence instructions Friday: LO: I can list features of instructions Includes: Homework activities A range of instructions for KS1 Daily lesson resources SPAG lesson on time connectives
Year 1, Writing: Jasper's Beanstalk recount - Days of the week, verbs and suffixes (Week 1 of 2)
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Year 1, Writing: Jasper's Beanstalk recount - Days of the week, verbs and suffixes (Week 1 of 2)

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Termly target: To add suffixes: _ing, _ed, _er and _est to a root word. To learn the days of the week. To use a capital letter for names of people, places, the days of the week. To use the personal pronoun ’I’. Main outcome: To write a recount. Text: Jasper’s Beanstalk. Monday LO: I can explore a main character Tuesday LO: I can describe a main character Wednesday LO: I can use adverbs Thursday LO: I can use a suffix (weekly SPAG lesson) Friday LO: I can describe a setting Includes: Daily resources Teacher recount for daily lesson starter - Talk for Writing to create actions Homework Assessment grids for writing Weekly plan - SPAG lesson
Year 1/2 Writing Plans & Resources: The Gigantic Turnip (Week 1 out of 2)
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Year 1/2 Writing Plans & Resources: The Gigantic Turnip (Week 1 out of 2)

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Curriculum Target: To write an extended piece of writing using punctuation. Main outcome: To write a recount of a story Text: The Gigantic Turnip Day 1) LO: I can retell a story (Language through Experience) Day 2) LO:I can explore characters from a book Day 3) LO: I can explore different settings (Images for flip chart paper included) Day 4) LO: I can sequence a story Includes: All daily resources required (labelled and listed in lesson plan) Images for classroom display
Year 3 Expected - Maths Reasoning Assessment Test Papers
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Year 3 Expected - Maths Reasoning Assessment Test Papers

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Year 3 Expected - (KS2) Reasoning Assessment papers covering all Maths topics: Numbers - Geometry - Measures - Statistics Can be used to assess at the end of Year 3; as lower ability tests for Year 4/5; or as lesson warm up/starter Questions to unpick as a whole class. Editable Word Documents. 4-5 test questions per paper.
KS1 - Maths Reasoning Assessment Test Papers
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KS1 - Maths Reasoning Assessment Test Papers

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KS1 Reasoning Assessment papers covering all Maths topics: Numbers - Geometry - Measures - Statistics Can be used to assess at the end of Year 2; as lower ability tests for Year 3; or as lesson warm up/starter Questions to unpick as a whole class. Editable Word Documents. 4-5 test questions per paper.
Year 3 - English Unit (Plans and Resources) - 10 Weeks - Our Natural World Theme (Autumn Term)
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Year 3 - English Unit (Plans and Resources) - 10 Weeks - Our Natural World Theme (Autumn Term)

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TEN Weeks worth of differentiated (SEN/FSL - LA - MA - HA - GDS) English and Reading Lesson Plans and Resources - (Preferably for Autumn Term as Bonfire Night and Autumnal Poetry covered). Texts include: Stone Age Boy/ Daisy and The Trouble with Zoos/ City Green/ Poetry/ Animal Performance Week 1) Introduction Week - Our Natural World LO: I am learning to describe (Sorting ‘Natural world’ cards and objects and explaining why) LO: I am learning to analyse (Reading and summarising Habitats text) LO: I am learning to analyse (Plants text) LO: I am learning to analyse (Animals text) LO: I am learning to define (Independent write - Chn revise/reflect on what they have learnt about the natural world and define it in their own simple sentences). Week 2) Stone Age Boy Text - To predict, describe and create characters/setting descriptions using a range of adjectives/adverbs and pronouns L.O: I am learning to make predictions (Finding evidence and explaining vocabulary) L.O: I am learning how to retell a story (Learning partners - images, sequencing or writing) L.O: I am learning to describe (Writing sentences, wordbanks , Learning partners) L.O: I am learning to describe L.O: I am learning to infer a character’s feelings (Annotating images, differentiated Qs). Week 3) Stone Age Boy Text (Week 2 of 3) L.O: I am learning to infer a character’s feelings (Exploring Stone Age people) L.O: I am learning to create (Children create their own Stone Age character) L.O: I am learning to infer (Writing from the view point of a stone age character. L.O: I am learning to describe (Describing a Stone Age character’s surroundings; using 5 senses, adverbs of time) L.O: I am learning to evaluate and edit (Independent time to respond to developmental marking and edit/rewrite to improve learning). Week 4) Stone Age Boy Text (Week 3 of 3) - Preparing Stone Age poems to read aloud and perform - showing intonation, volume & action L.O: I am learning to retell a poem (Talk for writing, Creating actions to practise reciting poetry orally from memory). L.O: I am learning the features of a poem (MIxed ability collaborative work). L.O: I am learning to give an opinion (Sentence stems to help chn explain and justify opinions on different poems) L.O: I am learning to recite a poem (Children write class poem from memory using T4W actions). L.O: I am learning to evaluate and edit (Independent time to respond to developmental marking and edit/rewrite to improve learning). Week 5) Our Natural World - Preparing Natural World poems to read aloud and perform - showing intonation, volume & action L.O: I am learning to describe (Sorting, building vocabulary, using adjectives to describe findings) L.O. I am learning to analyse a poem (Comprehension - answering differentiated Qs to explore a poem) L.O: I am learning how to plan a poem (Differentiated writing frames for planning a poem) L.O: I am learning to write a poem (Children write a poem on our natural world)
Year 1 Writing Planning: The three little Pigs (Week 1 out of 2)
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Year 1 Writing Planning: The three little Pigs (Week 1 out of 2)

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Year 1 English - A week of English lessons, including SPAG lesson on Connectives Termly target: To use wow words, a range of openers, connectives and punctuation. Main outcome: Retelling a traditional tale through role play and writing. Differentiation and extension activities. Monday LO: I can create main characters from a story Tuesday LO: I can explore a text through drama techniques Wednesday LO: I can use connectives to link ideas Thursday LO: I can make predictions about the main events in a story Friday LO: I can give give reasons for a character’s feelings. Resources listed in lesson plan. I have also attached a child friendly version of the story for the teacher to model daily and create actions to (Talk for Writing), so the children can copy the model from memory.
Year 1, Fantasy Writing Planning: Where The Wild Things Are (Week 2 out of 2)
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Year 1, Fantasy Writing Planning: Where The Wild Things Are (Week 2 out of 2)

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Talk For Writing Termly target: To use wow words, a range of openers, connectives and punctuation. Main outcome: Retelling a Fantasy Story through role play and writing. Text: Where The Wild Things Are. Monday: LO: I can create a story map Tuesday: LO: I can participate during class discussion Wednesday: LO: I can plan a story Thursday: LO: I can write a recount Friday: LO: I can edit my work Includes teacher model of 'where the wild things are' to be used for Talk for Writing. Includes assessment grids.
Year 1/2 Writing Plans & Resources: The Gigantic Turnip (Week 2 out of 2)
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Year 1/2 Writing Plans & Resources: The Gigantic Turnip (Week 2 out of 2)

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Curriculum Target: To write an extended piece of writing using punctuation. Main outcome: To write a recount of a story Text: The Gigantic Turnip Day 1) LO: I can sequence my ideas Day 2) LO: I can structure a story Day 3) LO: I can structure a story Day 4) LO: I can edit and improve my work Day 5) LO: I can publish a story Includes: Some daily resources required (labelled and listed in lesson plan) (Lined border paper available from Twinkl)
Year 1/2 Writing Plans and Resources: The Day The Crayon's Quit (Week 1 out of 2)
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Year 1/2 Writing Plans and Resources: The Day The Crayon's Quit (Week 1 out of 2)

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Curriculum Target: To articulate and justify answers, arguments and opinions. To give well-structured descriptions, explanations and narratives for different purposes. Main outcome: To write a letter based on an opinion Text: The Day The Crayon's Quit Day 1) LO: I can use persuasive language Day 2) LO: I can use joining words (SPAG lesson) Day 3) LO: I can explore the features of a persuasive letter Day 4) LO: I can explore a main character Day 5) LO: I can explore a main character Includes: All daily resources required (labelled and listed in lesson plan) A weekly SPAG lesson A child friendly version of the story for the teacher to model daily as the lesson starter so children can create actions (Talk for Writing). This supports the children when they come to write independently in week 2 (so they can copy the model from memory).
Year 1 Writing Planning: The three little Pigs (Week 2 out of 2)
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Year 1 Writing Planning: The three little Pigs (Week 2 out of 2)

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Year 1 English - A week of English lessons, including SPAG lesson on Connectives Termly target: To use wow words, a range of openers, connectives and punctuation. Main outcome: Retelling a traditional tale through role play and writing. Differentiation and extension activities. Monday LO: I can describe settings Tuesday LO: I can participate during a class discussion Wednesday LO: I can plan a story Thursday LO: I can write the beginning of a story Friday LO: I can write the middle and end of a story Resources listed in lesson plan. I have also attached a child friendly version of the story for the teacher to model daily and create actions to (Talk for Writing), so the children can copy the model from memory.
EYFS / Year 1 Writing: Traditional Rhymes - Mary, Mary Quite Contrary (Week 1 out of 2)
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EYFS / Year 1 Writing: Traditional Rhymes - Mary, Mary Quite Contrary (Week 1 out of 2)

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Termly target: simple phrases/sentences that can be read by themselves and others. capital letters for names of people. words with finger spaces. words spelt using their phonic knowledge. Text(s): The Works Key Stage 1 by Pie Corbett The Nursery Rhyme Book by Helen Cumberbatch. The Puffin Book of Nursery Rhymes by Raymond Briggs. The Orchard Book of Nursery Rhymes by Faith Jacques. Talk for Writing in The Early Years by Pie Corbett. A variety of nursery songs and rhymes from the BBC School Radio website. Traditional Rhymes. Main outcome: Children write their own poem based on a model Day 1) LO: I can practise talk for writing (Children create actions for Mary, Mary Quite Contrary Rhyme) Day 2) LO: I can explore my five senses Day 3) LO: I can sort information Day 4) LO: I can explore a character Day 5) LO: I can think about my character’s personality
EYFS / Year 1 Writing: Traditional Rhymes - Mary, Mary Quite Contrary (Week 2 out of 2)
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EYFS / Year 1 Writing: Traditional Rhymes - Mary, Mary Quite Contrary (Week 2 out of 2)

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Termly target: simple phrases/sentences that can be read by themselves and others. capital letters for names of people. words with finger spaces. words spelt using their phonic knowledge. Text(s): The Works Key Stage 1 by Pie Corbett The Nursery Rhyme Book by Helen Cumberbatch. The Puffin Book of Nursery Rhymes by Raymond Briggs. The Orchard Book of Nursery Rhymes by Faith Jacques. Talk for Writing in The Early Years by Pie Corbett. A variety of nursery songs and rhymes from the BBC School Radio website. Traditional Rhymes. Main outcome: Children write their own poem based on a model Day 1) LO: I can identify features in a text Day 2) LO: I can sequence my ideas Day 3) LO: I can practise a rhyme Day 4) LO: I can reflect to improve my learning Day 5) LO: I can publish a rhyme