Teacher support for English
Hamilton has a range of additional reference and advice materials for English.
New Curriculum English Support
Hamilton Grammar Structured Scheme of Work
Older Spelling and Grammar Materials
Grammar for Writing
Support for Spelling
Homework support documents
Hamilton Education sells hard copy teaching resources that support Hamilton plans at very low cost. Group Readers, phonics books, number lines and 'Five Minute Fillers' can help you teach literacy and numeracy skills in your classroom.
Hamilton’s new Reception English Plans cover all Literacy EYFS outcomes as well as selected outcomes in other areas of the EYFS Curriculum. Plans are designed to allow complete flexibility: they can be taught in any order within the term and are written to enable teachers to easily adapt activities to meet the individual needs of their children, and to include continuous provision.
These plans have been designed in consultation with Early Years teachers and experts, and are designed to allow teachers maximum flexibility but also to include sufficient support and high quality resources to help teachers save time and preserve some semblance of a life-work balance. The new plans can be used to supplement the original plans on the site and more will be appearing soon to provide a year of exciting and fun (and thorough) planning to inspire our youngest listeners, speakers, readers and writers.
More plans will follow. Hamilton's original new curriculum reception plans can be found by clicking on 'Additional Plans' in the left hand navigation.
These two weeks give children lots of opportunity to talk about themselves and their families and other people who are important to them. We celebrate difference, and how adults, children and families come in all shapes and sizes! Children learn to write their names legibly, and the names of other people close to them. In week 1, the focus is ‘ourselves’ and children discuss what they like and dislike. In week 2, they focus on their families and describe different aspects of their home lives.
These two weeks focus on using stories with repeating patterns to help children re-tell, act out and also memorise these narratives. They can then ‘read’ the books unaided, and share them with friends and family. The repetitive parts are also used to stimulate writing, as children use these to create their own endings or versions. NB The continuous provision should be based on your observations– so we provide suggested activities linked to the main theme as starting points – teachers need to choose those that address the specific skills identified as requiring practice.
These three weeks explore traditional tales about homes. There is an emphasis on oral telling of the stories, using the repetitive nature of these tales to support memorising and retelling. Children discuss characters and plot, exploring how story maps can represent a story and explore sequencing events and have fun changing details; they share and compare different versions of the same story, reading some simple adaptations. They extend their vocabulary of homes and houses, exploring materials, objects and processes. Children write lists and labels, inspired by their reading.
NB The continuous provision should be based on your observations– so we provide suggested activities linked to the main theme as starting points – teachers need to choose those that address the specific skills they have identified as requiring practice.
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