Nice lesson. Possible cross curricular links. Outside area planning. Learning Objectives. Ma 1 Organising and explaining Ma 3 Calculate perimeter/area of squares and rectangles. • To explain methods and reasoning • To solve mathematical problems, recognise and explain patterns and relationships. • Calculate perimeters and areas of rectangles. • Find the largest area that can be made with a rectangle that has a perimeter of 26 metres. Success criteria. • To be able to work out the area of a rectangle or square. • To make different rectangles that all have the same perimeter. • To recognise the largest area. • To compare the relationship between the length of the sides and the area of the rectangle. • To explain reasoning. Mental/Oral. 10 mins. LSA to support LA children. The answer is 16. What is the question? Using the yes/no cards hold up the correct side in response to the question. 15 + 1, 10 + 4, 18 – 2, double 2 ……. (12 questions.) Can we think of any more to add to the list? Discuss any misconceptions as they arise, also the quick ways to add numbers mentally. Emphasis on bonds and doubles or near doubles. With a partner, using InWB find as many questions as possible for the statement. The answer is 24. What could the question be? Vocabulary. add subtract multiply divide double near double half equals Resources :- Yes/No cards. InWBs and pens. Nice worksheets and powerpoint to do an investigation on the area and perimeter of squares and rectangles. Possible cross curricular links. Outside area planning. Learning Objectives. Ma 1 Organising and explaining Ma 3 Calculate perimeter/area of squares and rectangles. • To explain methods and reasoning • To solve mathematical problems, recognise and explain patterns and relationships. • Calculate perimeters and areas of rectangles. • Find the largest area that can be made with a rectangle that has a perimeter of 26 metres. Success criteria. • To be able to work out the area of a rectangle or square. • To make different rectangles that all have the same perimeter. • To recognise the largest area. • To compare the relationship between the length of the sides and the area of the rectangle. • To explain reasoning. Mental/Oral. 10 mins. LSA to support LA children. The answer is 16. What is the question? Using the yes/no cards hold up the correct side in response to the question. 15 + 1, 10 + 4, 18 – 2, double 2 ……. (12 questions.) Can we think of any more to add to the list? Discuss any misconceptions as they arise, also the quick ways to add numbers mentally. Emphasis on bonds and doubles or near doubles. With a partner, using InWB find as many questions as possible for the statement. The answer is 24. What could the question be? Vocabulary. add subtract multiply divide double near double half equals Resources :- Yes/No cards. InWBs and pens.

Some great planning for Charlie Small Gorilla City. You get microsoft word documents. Plus Notebook files if you can play those. Sample : LO: I can investigate a character and list key questions. Prior to lesson, create a display area in the class – or another area of the school – consisting of a copy of Charlie Small’s journal (see GORILLA CITY cover), photographs of settings and animals from the text, a map (copied from the book) and his rucksack. Also include a fact file on any 2 of the creatures mentioned in the text ~ e.g. the hyena or gorilla. The contents of his rucksack may be listed on cards; or some of the items actually on display. TA or other adult in school to enquire about these items and chn asked to ‘investigate.’ Teacher/TA to read note from Charlie – see inside book cover. In small groups, chn list questions they would like to ask the author – Charlie Small – and discuss what they would like to learn further about his expedition(s). Class share ideas. LO: I can identify author style and purpose. I can choose effective vocabulary to describe a character. Explore the cover design and shared reading of the Publisher’s note, plus the note from Charlie. Discuss the impact of the illustrations, writing style, the crinkled and stained journal entry by Charlie and use of words in capitals for emphasis. With response partner, chn talk, then make notes on what they have learnt about Charlie from his opening note. * Have an outline of a silhouette on the wall to represent Charlie. Teacher or TA read pages 2-6. In pairs, chn list some key words to describe Charlie’s personality, behaviour, likes and dislikes, based on what they have learnt so far. Ask them to select their most powerful adjective and write it on a Post-It note. Add these to the role on wall. Extension: discuss the use and purpose of each item in the rucksack.

Three great powerpoints. Two great flipcharts. Planning. Sample: Discuss fantasy settings we know so far as a whole class using Fantasy PP 1. Reinforce the concept of a fantasy setting by showing lion, witch and wardrobe where child walks into Narnia clip: http://www.youtube.com/watch?v=JMYU5vSaal8 In talking partners discuss adjectives describe the setting. Beach ball/Bean bag ideas. Feedback to group. Recap yesterday’s learning. Then use the Fantasy PP 2 and go through with the children how to create their own fantasy world. Explain the activity – children to create on paper their own fantasy world and label it. Must include: Setting Characters Magical objects Watch the clip from Harry Potter in the magic shop and encourage the children to look out for all the magic objects: http://www.youtube.com/watch?v=hDR5XgHHLBY and http://www.youtube.com/watch?v=szEFdhOHtrI (0-40 seconds) Make a list of all the objects they could see, what they could be for, using Fantasy PP 3. Explain the activity; children will be creating a magic object from their setting they created yesterday or a new one. What does it look like? What is it called? Etc

1000 questions with answers on Equations. Single variables. Pupils have to work out what y equals.

I have designed 100 worksheets on coins for primary school children. I have used a variety of coins, a variety of difficulty and a variety of numbers of questions per sheet. Pupils write on the sheets how much it all adds up to. Answer sheets are provided for all worksheets.

Reclaim your Sundays! Literacy planning for year 5 for the Autumn term. Plus 108 great close worksheets on Aesop’s fables. Planning covers topics such as Famous Authors’ Plans, Myths, Legends and Fables, Recounts. You get over 40 mb of material.

A nice little set of handouts and planning. Suitable for about years 4 to 6. Couple of nice powerpoints and worksheets. Good for map work. Find the countries.

Happily retired, decided to put together my Persuasive writing planning from my various schools. there’s a mass of stuff! Save yourself a shedload of time and enjoy your Sundays! Plenty of great powerpoints. From different years but concentrating on years 3 to 6. example planning : Main teaching: Explain that we are now looking at another text under the umbrella of persuasive texts. Explain that we may sometimes need to write a letter to a person or organisation in order to put across our point of view and persuade them to take a course of action or come around to our point of view. Revise what we need to include in a persuasive argument, explain that it is exactly the same in a letter but in a slightly different layout. Read the example of a persuasive letter from page 17 of the L4 study guide. Deconstruct and discuss. Elicit that the opening of the letter needs to be powerful and state the objective of the letter. Talk about the conclusion of the letter and how it also needs to be powerful. Ensure that children understand the structure of a letter (addresses etc). Activity 1 Bring children back together and draw up a list of good opening lines ‘I am writing to express my disgust’ etc. Explain that, tomorrow, children will be writing their own persuasive letter. Show them the title ‘TV adverts should be banned for junk foods’ Briefly discuss what is a ‘junk food’ and brainstorm reasons for not advertising them on TV. Encourages obesity which leads to illnesses such as heart disease and diabetes. Illnesses cost money (treatment on NHS) and days off work. Junk food produces a lot of litter. The packaging cannot be recycled. If children have a bad diet their performance at school is affected. This adversely affects their education and future prospects.

To plan and write a recount text, using appropriate form, features and language. To understand the value of the ‘home front’ during WWII. To discuss and write about the life of children during WWII. Understand the role of the ‘home front’ and the impact of rationing. Explain that this week’s literacy lessons are linked closely to our current history topic. We are moving on to a geography topic after half term. Recap what we have learned recently in history lessons. What were the main causes for WWII? Dates? Political leaders? Axis? Allies? How was the war fought? What was the Blitz? What sort of places did the Germans target? Why? Last lesson I asked you to discuss the posters issued by the British Government. What did you find out? Show the quote: “I have nothing to offer but blood, toil, tears and sweat. You ask, What is our aim? I can answer in one word: Victory.” TTYP – who do you think said this? Come back together and establish that it was part of a speech by Winston Churchill when he became PM in May 1940. At this time, victory seemed a long way off. Show map of the world. Explain that, at the time of this speech, the German forces had already conquered Norway and Denmark. Now, they were sweeping through Belgium and the Netherlands. By 20 May, they reached the English Channel. More than 500 000 British and French troops were trapped on the French coast at Dunkirk. Hundreds of boats, big and small, repeatedly sailed from Britain and brought nearly 340 000 safely back to England. The German advance went on. On 17th June France surrendered. Most of North-West Europe was now in Hitler’s hands. The German leader began to plan the invasion of Britain, only 34 KM away. Britain now stood alone with scarcely anyone to help. The USA had not yet entered the war. The countries of the British Empire such as Australia and Canada were too far away. Churchill encouraged the people of Britain with defiant speeches. “We shall go on to the end,” he said, “we shall never surrender.” What was providing a natural barrier for the British against the Germans? The sea. However, it also caused problems. Britain’s farmers could not grow enough food to feed the population. Large amounts had to be brought in from home by ships. Merchant or goods ships were slow and lightly armed and so were easy targets for German U-boats and bomber aircraft. Between March and May 1941 over 320 merchant ships bound for Britain were sunk. Food such as flour, meat and sugar were in short supply.

Sample planning : Genre: Poetry Unit 2 – Classic/Narrative poems. Focus Texts: ‘The Highwayman’ by Alfred Noyes. ‘Maggie and the Dinosaur’ by Dave Ward.‘The Works’ (poetry anthology) by Paul Cookson. ‘The Puffin book of utterly brilliant poetry’ (Anthology) edited by Brian Patten. Prepare to share a narrative poem from an anthology: Maggie & the Dinosaur, p463 in The Works by Paul Cookson. Explain that an Anthology is a collection of poems specially chosen by a person: an anthologist. Highlight that Narrative poems are poems which tell a story. Point out that not all narrative poems have the same structure although each poem will probably have its own! They often have many verses just like a song, with each verse telling the next part of the story. Ask the children to respond to the narrative poem we shared. Which parts, lines & words did they enjoy the most? Did they like the way that the poem was read? Narrative poems are often long so they need to be read in a way that keeps the audience interested from start to finish. Just like a good story reader would make a story sound interesting. Children to be split into mixed ability groups of four and given copies of two poems: ‘Dave Dirt’s Christmas presents’ and ‘GreedyGuts’ both by Kit Wright. Ask the question: how can you be sure that you are looking at a narrative poem? They should decide which they would like to share with the class. How are they going to read it? Altogether, in pairs, individually on rotation? Allow each group time & space to practice for presentation. Groups to present their poems. Other groups to offer constructive feedback. Success Criteria: I know that a narrative poem is one which tells a story. I can contribute to a group activity, taking turns where necessary.

Planning for English and Maths. 56 files. sample: Text: This is the bear and the scary night Genres covered in this unit: Narrative SPAG focus: Monday: spelling patterns Tuesday: use and to join clauses Wednesday: high frequency words Thursday: high frequency words Friday: time connectives Key teaching input/texts/questions/ clips etc Steps to Success Read the story This is the Bear and the scary night Discuss character, setting, key events etc… Discuss what happened in the beginning, middle and end of the story. Explain to the children that this week they are going to write their own story similar to the bear and the scary night. Ask children to describe their character to their partner (can be their favourite toy or the teddy they bought into school on Friday). Ask children to share their ideas about their story. What is the setting? What are the characters doing? What is the problem? How are the characters feeling? How does your story end? Mild: describe your main character Spicy: share your ideas with your partner Hot: listen attentively to your partner Extra Hot: Act out key events from your story LA Activities MA Activities HA Activities Read to Write Mrs Preston Phonics Mrs Simpson Talk for writing and act out their story Photos for books Resources: The bear and the scary night book, cards with questions Give 3 minutes for children to recap their story. Who is their main character? What happens at the beginning, middle and end of the story? Model how to put key ideas onto their plan. Steps to Success Mild: recap your story with your partner Spicy: Identify the beginning, middle and end of your story Hot: Write key ideas onto your story plan for the beginning, middle and end. Extra Hot: Check your partner’s plan is sequenced correctly

Couple of weeks planning. sample; Genre: Narrative Unit 4 ‘Older Literature’ Focus Texts: ‘Romeo and Juliet’ by William Shakespeare. (Adapted for children by Andrew Matthews and Tony Ross – Orchard classics). Begin by introducing the new topic and the learning outcome. We will be studying ‘older’ literature. Explain that older literature is defined as anything written before 1914 but we are going to look at much older than this! Show a picture of William Shakespeare: children to TTYP – Who is this man? What is he famous for? Can you name any of his works? Come back together and elicit that William Shakespeare was an author – not of stories but of plays and sonnets (poems). Talk about some of his more famous work and explain that he wrote 38 plays and over 160 sonnets. Shakespeare was born in 1564 and died in 1616. He produced most of his work between 1589 and 1613 – why do you think he wrote mostly plays rather than stories? Elicit that he was an actor so he loved the stage and he intended his works to be acted out rather than just read and also because of the times. TV and film were not entertainment options and the majority of people couldn’t read so going to the theatre or watching an outside performance was very popular. Explain that Shakespeare’s plays can be broadly split into tragedies and comedies. TTYP – what does this mean? Show a list including some of Shakespeare’s most famous comedies and tragedies. Talk about our recent history topic – who would have been on the throne when Shakespeare was writing (Elizabeth I until 1603 and then James I start of the Stuart dynasty). Talk briefly about the context to Shakespeare’s plays – Elizabeth I ruled over a very successful empire, England was starting to explore and find new shores and arts & culture were becoming more important and sought after. Link to previous unit. Children to take a whole page in their literacy books to design an advert/poster to be put up around a Tudor town. It should advertise an exciting new play by William Shakespeare (give children a few to choose from). Talk about the different language used for a comedy or a tragedy. CN with target group. CS with JD group. Start to read the children’s adapted version of ‘Romeo and Juliet’. Success Criteria: I recognise William Shakespeare and I know what he did for a living. I can start to understand what England was like when Shakespeare was writing.

Nice powerpoint and notebook files and great grammar word document that you can use for display.

I taught in Catholic schools for years. Now happily retired, I have assembled all my planning for Lent. Packed full of stuff. Powerpoints, planning, worksheets, masses etc etc. This will really make your life easy. Over 300 mb of stuff. Nearly 500 files. Sample planning : PRAYER Start with prayer, light candle, music – look at and reflect on the temptations of Jesus. INTRODUCTION Read the text of the temptations of Jesus. Why was Jesus in the desert in the first place? What had just happened to him before this episode in his life? Recall the three things the devil asked Jesus to do. What was Jesus’ response on each occasion? Why do you think these three things were chosen to tempt Jesus? Jesus was as human as you and me, in all but sin, and yet at the same time he was Gods’ Son. Do you really think it was difficult for him to say no to the devil? Why do you think it might have been difficult? Look at the text again. Are there any indicators, which show that this was easy? MAIN ACTIVITY Imagine you are Jesus. Write a diary entry about the temptations and how it affected you. LA to use writing frame MA to work with partners and write a diary entry about the temptations and how it affected them. HA to work independently and write a diary entry about the temptations and how it affected them. They will need to also discuss the different responses given by Christ. Assistant to support LA group. TA n/a PLENARY AND PRAYER Reflect on the temptations of Jesus in the desert. End with prayer – reflect on Jesus’ response to the devil. PRAYER Start with prayer, light candle, music – look at and reflect on the temptations of Jesus. INTRODUCTION Using the following: read the text of the temptations of Jesus. In groups, children to brainstorm the word “temptation” and create a mind map of associated words. What is it like when you are tempted to do something you shouldn’t? How can we tell the difference between doing something that is right or wrong? How can we resist the things that are wrong? MAIN ACTIVITY Children to write of a time when they resisted temptation or when somebody gave into temptation. Explore the consequences of the different actions. LA to use writing frame MA to work with partners and write of a time when they resisted temptation HA to work independently and write of a time when they resisted temptation and when they gave into temptation. They will need to explore the consequences of the different actions. Mr Mayor to support LA group TA n/a PLENARY AND PRAYER Reflect on the difference between doing something that is right and something wrong. End with prayer – reflect on how we can resist the things that are wrong.

Ideas for that tricky day. Word doucument with loads of ideas. Lovely powerpoint to guide you into year 6. Plus some other bits and bobs such as French lessons etc sample: Transition day – Year 6 9am – 9.30am: Whole school assembly. 9.30am – 10.45am: Circle time. Worries, concerns, hopes and dreams. Gather children’s thoughts on moving to year 6. Discuss how they are feeling. Discuss with children it is natural to be feeling apprehensive. Send children to table groups to complete table of things in year 6 they are looking forward to and things they are worried about. Discuss as a class and complete class table to refer back to after 1st week. Go through our expectations of them for year 6 and the rewards and sanctions they will receive. Discuss. Also mention Sats and Confirmation. Discuss their personal targets for year and ask them to think of one thing they really want to improve on and aim for in year 6. Reinforce idea of a fresh start. Discuss how we are all going to turn over a new leaf and send ch. to places to do so and write personal target for year on a leaf template. Place anonymously in time capsule. Discuss what one is and how they work. Discuss we will not open until end of year 6. Talk about Year 6. TTYP what are your main thoughts? Come back together and discuss SATs, Confirmation, Easter fair and residential. Star activity. 11am – 11.30am: Class rules 11.30am – 12pm: Expectations, rewards & sanctions. Spare time = ‘Billionaire Boy’.

A great unit on healthy eating. Lovely series of 5 powerpoints plus bits and bobs. sample planning : Keeping healthy In this unit we will learn: · there are many aspects to keeping healthy · about the heart · how heartbeat is affected by exercise · how early ideas about diet & health were tested Enquiry Skill Focus: · repeating measurements · representing data in bar charts and graphs and interpreting these · using results to draw conclusions Begin by discussing ‘science’ with the class. What do they think of the subject? Can they name any important scientific skills? Introduce topic and ask children what they think the word ‘health’ means. Talk with talk partners. Children to find definition in dictionary and write class definition on strips of paper for display wall. Lead into a class discussion on keeping healthy; can the children predict what sorts of topics we might we might be covering? Can the HA children predict what SC1 investigations we might be carrying out? Introduce children to the resources which will be available to help them during this topic; the working wall plus table mats. Explain that each science topic will have a topic page and a glossary. This glossary gives the definitions of important vocabulary which they will come across during the unit. Activity One Children to feed back and complete class prior knowledge map. (Even if facts are not correct, add them on and clear up misconceptions throughout unit.) Children could add to their own map in a different colour any facts they have not got, which their peers suggest.

Great 4 weeks planning for this Literacy topic. Really nice powerpoints. Plus free bonus. Plenty of argument planning using Olympics. Example planning :  Identify and discuss the various features of a fiction text, including characters, settings, themes and dilemmas, the author’s intentions, the structure and organisation of the text and the way language is used to create effects on the reader. Speaking  Use the techniques of dialogic talk to explore ideas, topics or issues. Creating and shaping texts  Set their own challenges to extend achievement & experience in writing. Understanding and interpreting texts  Understand how writers use different structures to create coherence and impact. Text structure and organisation  Use varied structures to shape and organise text coherently Sentence structure and punctuation  Express subtle distinctions of meaning, including hypothesis, speculation and supposition, by constructing sentences in varied ways  Use punctuation to clarify meaning in complex sentences To produce several pieces of writing based around the focus text. To learn and identify the features of a formal/impersonal text and comment on occasions where this may be necessary. To produce a formal letter, speech and broadcast using appropriate form, features and content. Remind children of last week’s immersion into the focus text. TTYP – what did you think of the text? If you could talk to the author, what would you say to him? Ask him? Display a ‘Likes/Dislikes/Patterns/Questions’ board on the whiteboard. Explain that we are going to focus on the ‘patterns’ section today. Re-read the last few pages of the book and add ‘false endings’ to the patterns section. Have some photocopied pages from the book in the centre of the tables (each table to have different pages). Give groups ten minutes to note any patterns they see on whiteboards. Come back together and note on the board to include: False endings. Simile Lucy asking her Mother, Father and brother for advice, always in that order. Adjectives for the noises she hears. Alliteration and onomatopoeia. Phrase “You know what they say…” Appearance of pig puppet. What effect do these patterns have on the reader? They give the text fluency, a rhythm almost like a poem. They make the text easier to read and digest. The repetition also mimics the repetition of Lucy’s pleas to her family to listen to her about the noises. They make the reader frustrated on Lucy’s behalf. Have one child write a definition of ‘atmosphere’ on a sentence strip for the working wall. A general feeling or mood. There are a few different atmospheres in this book. Discuss. List tension, frustration, relief etc on the board.

I have designed 100 worksheets on time passages for primary school children. They have to draw the time hands on the clocks on the sheets. What time will it be? - There are two clocks . The first clock shows a time, the second clock is blank. A question like "What time will it be in 2 hr and 20 min?" appears below the clocks. The student draws the answer on the second clock. You can use your professional judgement to choose the appropriate sheet. Answer sheets are provided for all worksheets.

100 worksheets on simplifying fractions. Answer sheets provided. A good time filler or homework.