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The Teaching Deputy

Hello, thank you for looking around my shop. I am a teaching deputy head teacher, with 15 years of experience, who works in a rural primary school. I know how wearing many hats can eat into your time but understand how important excellent resources are for engaging pupils so they make accelerated progress. I have included lots of free resources in my shop but placed a small charge for resources which have taken me many hours to create. I hope you enjoy them and use them to motivate your pupils.

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Hello, thank you for looking around my shop. I am a teaching deputy head teacher, with 15 years of experience, who works in a rural primary school. I know how wearing many hats can eat into your time but understand how important excellent resources are for engaging pupils so they make accelerated progress. I have included lots of free resources in my shop but placed a small charge for resources which have taken me many hours to create. I hope you enjoy them and use them to motivate your pupils.
Creative Writing (3 weeks) unit based on Leon & the Place Between by  Angela McAllister
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Creative Writing (3 weeks) unit based on Leon & the Place Between by Angela McAllister

(2)
This is a 3 week unit of planning that produces a fantastic descriptive writing piece based on the beautiful picture book Leon and the Place Between. This is the story of a boy who gets whisked away during a magical trick at the circus to where magic exists. This unit always inspires some excellent creative writing as it so engaging. This text is best suited to lower KS2 but can easily be adapted to upper KS2. I have listed the learning objectives for all of the lessons below. Also I have included all of the worksheets, PowerPoints, links and resources you will need to teach this unit straight away. Stage 1- Stimulate & Generate learning outcomes • Engage with a text through its setting. • Identify different word classes in a text (e.g. verb, adjective, noun, adverb conjunction, pronoun & preposition). • Modify sentences using a variety of word classes and adverbials. • Independent Writing – To write poetic sentences, using authorial techniques. • To cohesively join sentences to build stanzas within poems. Stage 2 - Capture, Sift & Sort learning outcomes • To make plausible inferences about a character’s emotions throughout a text. • To describe a character’s feelings & movements. • To sequence key events across a story. Stage 3 - Create, Refine & Evaluate learning outcomes • To write a descriptive opening passage using adverbial phrases. • To develop ideas to create a cohesive text. • To combine clauses to create compound and complex sentences. • To use embedded and relative clauses. • To infer feelings about a lesser known character in a text. • To conclude a story using ideas from a plan. • To use conjunctions to write complex sentences. • To be able to improve and edit writing based on feedback. • To publish work for a given audience and purpose. 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.
Descriptive Writing (4 weeks) unit based on The Wolves in Walls by Neil Gaiman
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Descriptive Writing (4 weeks) unit based on The Wolves in Walls by Neil Gaiman

(1)
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: • 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 • To draw sound inferences, supported through reference to the text • 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 • 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 – Wolves Word Mat • Lesson 5 Reading • 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 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.
Adjectives Word Mat (Over 350 different adjectives)
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Adjectives Word Mat (Over 350 different adjectives)

(2)
This is an adjectives word mat I have made to support the writing in my class. I have these on every table during lessons to encourage pupils to use new words and to check the spelling of words they want to use. They are in alphabetical order so pupils can find the word they want to write fast. The different sections include: • Positive feelings • Negative feelings • Size • People • Objects • Time
The Debate Game
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The Debate Game

(0)
This is a great game to play in pairs or with the whole class. It really helps pupils to use persuasive language while improving their speaking and listening skills. They also love it. For Pairs You need 2 dice. The first player throws a dice for the horizontal and the second player throws a dice for vertical. You then choose who is for and who is against each statement. I usually choose the first round then the second round is chosen by whoever lost the first round and so on. Each pupil has to come up with the most reasons to support their side of the statement. The person with the most wins then you throw the dice again. For Whole Class You need 2 dice. The first player throws a dice for the horizontal and the second player throws a dice for vertical. You then choose who is for and who is against each statement. I usually choose the first round then the second round is chosen by whoever lost the first round and so on. The whole class decides, by raising hands, which was the most persuasive. It helps to limit the amount of time to say 1 minute each.
Shades of meaning display and templates
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Shades of meaning display and templates

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This is a shades of meaning display I made for synonyms of good, bad, said, scared and walked. I have also include blank versions in green, orange, red, purple and blue so you can create your own.
Fronted Adverbial Word Mat
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Fronted Adverbial Word Mat

(3)
This is a list of over 140 fronted adverbials that include: • How • When • Where • Frequency This is a great resource to improve pupils sentence starters that I use in most creative writing sessions in my class.
Explanatory Texts (4 weeks) unit based on Cracking Contraptions & Until I Met Dudley
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Explanatory Texts (4 weeks) unit based on Cracking Contraptions & Until I Met Dudley

(1)
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.
Flashbacks (4 Weeks) unit based on Oranges in No Man's Land by Elizabeth Laird
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Flashbacks (4 Weeks) unit based on Oranges in No Man's Land by Elizabeth Laird

(1)
This is a 4 week unit of planning that produces a flashback recount from the time during the Lebanese civil war by a young girl called Ayesha. She has to brave the war zone to travel across enemy lines to find help for her sick granny by searching for medicine from a doctor. The story is fantastic and the writing produced as a result of it is even better. This text is best suited to Y4 and above as there are aspects of war such as loss (her mother dies after a shell hits their house) but the richness of the text has really engaged all my class and especially the boys. I have listed the learning objectives for all of the lessons below. Also I have included all of the worksheets, PowerPoints, links and resources you will need to teach this unit straight away. Stage 1- Stimulate and generate- Learning outcomes • To write a flashback. ��� To find the meaning of words. • To retrieve and record information from text. • To take notes to summarise details. • To retrieve and record information from text. • To write a diary extract as a character from a story. • To retrieve and record information from text. Stage 2 - Capture, Sift and Sort- Learning outcomes • To find the key features of a flashback. • To write expanded noun phrases. • To write similes using abstract nouns. • To find near synonyms of verbs. • To write in the past tense. • To write a descriptive setting. • To modify adjectives with adverbs. • To use a fronted adverbial to explain how, when or where something took place. Stage 3 - Create refine evaluate- Learning outcomes • To plan and organise my ideas to effectively support my writing. • To convey viewpoint by writing in role. • To revise, edit evaluate and improve my writing. • To convey viewpoint by writing in role. 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.
Narrative (4 weeks) unit based on Gulliver's Travels
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Narrative (4 weeks) unit based on Gulliver's Travels

(0)
This is a 4 week unit of work that is based around Jonathan Swift and Chris Riddell's Gulliver's Travels. It is a story that has captivated every class I have taught it to. It is a lovely book to read to the class as the illustrations by Chris Riddell are stunning. The end piece is designed to be a narrative which can take the form of a diary entry, logbook or a recount of an explorer. This unit of work is targeted best at Year 4 - 6 pupils. I have included all the resources you need, including the display for your working wall. Below are the learning objectives for the unit: • To write a character description based on inferred and given facts within the text • To create a journey into a fantasy world • To write sentences that gives three actions • To find compare the effectiveness of near synonyms • To use fronted adverbials to engage the reader • To understand how to use language to persuade • To create a leaflet using various sentences • To write sentences using conjunctions • To write a personal pronoun in sentences to avoid repetition • To write consistently in the past tense • To use relevant historical and technical vocabulary • To use co-ordinating conjunctions and powerful verbs to describe a villain • To use a variety of sentence types to create a poster • To write consistently in the past tense • To write expanded noun phrases • To describe a setting using noun phrases and verbs • To use adjectives and verbs to describe how someone would look and move • To write a concluding paragraph 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. 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.
Orange in No Man's Land Reading Comprehension
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Orange in No Man's Land Reading Comprehension

(0)
This is a fantastic whole book planned guided reading unit based on the book Oranges in No man’s Land by Elizabeth Laird. The story tells the struggles of a little brave girl called Ayesha during the civil war in Lebanon. I have planned a unit of work that has between 9 and 5 questions for each chapter (18 chapters in total). I have also included printer friendly pages where there are 4 copies of the questions on each page so it is easy to prepare for lessons. I have included all the answers too as this is a great time saver. The questions are designed to easily fit English books as I have adjusted the margins so they fit. I hope your class enjoys this book as much as mine have always done.
Follow Up Story (3 weeks) unit based on Varmints  by Helen Ward
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Follow Up Story (3 weeks) unit based on Varmints by Helen Ward

(0)
This is a 3 week unit which is inspired by the great text Varmints by Helen Ward. The story is a lovely tale of nature dealing with the imposing expansion of man-made developments but finding a way to survive. The theme of the book is regeneration and natures battle to survive in a man-made world. I have taught this in my class and have really enjoyed the wide-ranging elements from looking at deforestation to creating a plausible follow up to the story. I have listed the learning objectives for all of the lessons below. Also, I have included all of the worksheets, PowerPoints, links and resources you will need to teach this unit straight away. Stage 1 - Stimulate and generate- Learning outcomes *To compare a film version of a book *To write a character description of a varmint *To understand themes in a book *To identify specific techniques, explaining the effect on them as a reader *To discuss philosophical ideas *To take notes to summarise details *To debate an issue Stage 2 - Capture, Sift and Sort- Learning outcomes *To use personification to describe objects *To describe using figurative language *To write expanded noun phrases *To use different conjunctions Stage 3 - Create refine evaluate- Learning outcomes *To plan an alternative ending *To revise, edit evaluate and improve my writing *To write an alternative ending in the style of another author 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.
Grammar Word Mats for Adjectives, Adverbs, Conjunctions Fronted Adverbials & Synonyms
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Grammar Word Mats for Adjectives, Adverbs, Conjunctions Fronted Adverbials & Synonyms

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There are over 1650 different words in these word mats which include: • Adjectives (137 different words) • Adverbs (over 800 different words) • Conjunctions (over 350 different words) • Fronted Adverbials (142 different words) • Synonyms (240 different words) The conjunctions types are: • Causal • Comparative • Coordinating • Explaining • Listing • Opposing • Subordinating • Time
Alternative Ending (3 weeks) unit based on 'Fly Eagle Fly' by Christopher Gregorowski
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Alternative Ending (3 weeks) unit based on 'Fly Eagle Fly' by Christopher Gregorowski

(1)
This is a 3 week unit of planning that supports pupils to write an alternative ending to an African folk tale about an eagle that thinks it is a chicken. The book is ‘Fly Eagle Fly’ by Christopher Gregorowski who was inspired to retell the story after his daughter became very ill. The theme of the book is about unlocking the potential in all and pupils I have used it with have always loved it. It is set in the country side of Ghana and has wonderful illustrations by Niki Daly. This is an important tale and the book has a foreword by Archbishop Desmond Tutu. I have listed the learning objectives for all of the lessons below. Also I have included all of the worksheets, PowerPoints, links and resources you will need to teach this unit straight away. Stage 1- Stimulate & Generate learning outcomes • To write expanded noun phrases • To find the meaning of words • To understand themes in a book • To draw inferences from the text • To discuss philosophical ideas • To take notes to summarise details Stage 2 - Capture, Sift & Sort learning outcomes • To find the key features of descriptive writing • To use a fronted adverbial to explain how, when or where something took place. • To write expanded noun phrases • To write a descriptive setting • To use and punctuate direct speech • To use different conjunctions Stage 3 - Create, Refine & Evaluate learning outcomes • To plan an alternative ending • To revise, edit evaluate and improve my writing • To write an alternative ending in the style of another author x 2 lessons 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.
Newspaper (3 weeks) unit of Work based on King Kong by Anthony Browne
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Newspaper (3 weeks) unit of Work based on King Kong by Anthony Browne

(0)
This is a 3 week unit of work that would suit a Year 4, 5 or 6 class. The 3 week unit builds the pupils skills through drama and targeted lessons to give them the skills to write an excellent newspaper article. I have included all the resources you need, including a PowerPoint of the book, all worksheets and PowerPoints used to help with teaching key concepts. I know the pupils in my class have always loved this unit and have never failed to create outstanding pieces of work from it. The learning objectives for the unit are : To write a newspaper report. To write common themes of the books of author Anthony Browne. To write a job description. To explore characters through role-play. To explore the characters feelings and motivations in the story. To raise questions for different audiences. To identify the features of newspapers reports. To identify when journalists have answered the 5Ws. To identify the author’s style and use of language. To use more descriptive verbs instead of using said. To identify the differences between direct and reported speech then to convert direct speech into reported speech. To write effective paragraphs. To link paragraphs using cohesion features such as pronouns, adverbial phrases and connectives. To plan the introduction to a newspaper article including writing a catchy headline. To draft a newspaper article. To write a newspaper article. 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.
Greek Myths (4 weeks of planning)
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Greek Myths (4 weeks of planning)

(3)
This is a 4 week unit of planning that supports pupils to write a Greek myth which they then act out in groups. I usually plan this before a class assembly so the pupils have their parents as the audience. All children love Greek gods and goddesses and this unit of work has never failed in supporting pupils write some excellent myths that are richly descriptive and engaging for the reader. I have listed the learning objectives for all of the lessons below. Also I have included all of the worksheets, PowerPoints, links and resources you will need to teach this unit straight away. Stage 1 = Stimulate & Generate • To watch and listen to ancient Greek myth stories. • To write a review of an ancient Greek myth. • To act out a Greek quest myth. • To take notes about ancient Greece. • To learn about and then to describe unfamiliar mythical creatures. Stage 2 = Capture, Sift & Sort • To find the key features of a myth. • To start sentences using verbs, adverbs and connectives. • To write a descriptive paragraph about a Greek God. • To write a descriptive setting. • To vary sentence openers. • To vary sentence structure and type for effect. Stage 3 = Create, Refine & Evaluate • To plan a quest myth. • To write a descriptive setting for my myth. • To edit and improve my work. • To write a build-up in my myth. • To write a conflict • To write a resolution for my myth. • To edit a piece of work. • To write a Greek myth. • To practise and perform my Greek myth. 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
Homonyms Word Mat
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Homonyms Word Mat

(0)
This is a word mat for Homonyms that I use with my class. A Homonym is a word that has the same spelling or pronunciation as another word but a different meaning or origin.
Concrete, Pictorial & Abstract Maths Working Wall Display
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Concrete, Pictorial & Abstract Maths Working Wall Display

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This is all you need to start making a working wall with impact that will help your pupils to grasp new concepts. I have titles for the following areas: • Concrete – Where you put examples of real life objects or manipulatives you use to understand concepts • Pictorial - Where you put examples of how a maths concept is drawn or shown in a diagram form • Abstract - This is where the maths concept is recorded using mathematical symbols • Fluency – Examples of pupils work showing fluency • Problem Solving - - Where you share the process of solving problems systematically • Reasoning – Where you link different areas of maths and use reasoning skills • Vocabulary - This is where you list the vocabulary needed for this maths unit • Maths Unit - When laminated makes a good place to record what the new maths unit is
Uk Propoganda Posters
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Uk Propoganda Posters

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Here is a set of 15 WW2 propaganda posters that are from WW2. This is a great resource that I have used to demonstrate bias and the use of propaganda.