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.
Whilst we would be the first to say that the plans in this set contain some excellent content, nonetheless we feel that it is only fair to warn teachers that they were written about 10 years ago. Whilst the content does not, of course, go out of date, the emphasis and style of the plans may not match those expected by the new curriculum of 2012 and framework of 2014. The Medium Term Plan lists all the English Weekly Plans based on the National Literacy Strategy. It includes all the NLS objectives used in each plan along with the texts, Animated Texts and websites required.
For new National Curriculum plans, use the left-side navigation to go to ‘New Curriculum'.
Please note, we will be removing Old Curriculum Reception English plans from the website on 31 July 2017. If you think you might want to continue using these plans after that date, please download and save them now.
This exciting and humorous flap book is used to generate shared reading & group writing. Children re-read repetitive phrases, and then make their own flap-cards and flap books. They also develop their phonic knowledge by sounding out and writing different sounds.
This amazing resource, shown at a computer, provides 5 days of activities in the context of an animated magical discovery story. Children practise finding out and presenting information, and follow their own interests within this rich and layered environment.
These traditional tales are used to generate sequencing and re-telling narrative activities. Children also use their imaginations to write own versions. There is work on phoneme to grapheme correspondences, and children are helped to write rhyming word families.
This clever book with its well-known, repetitive phrases provides the ideal context for children to read familiar words and phrases. They also read and write lists of favourite foods, and names, noting the need for a capital letter.
This imaginative text provides stimulus for non-fiction work. Children are shown and use information books, and discuss how to look up and find out things. They draw own pictures and write labels and captions. Children also practise imaginative descriptive writing.
Simple and evocative poems are used to stimulate writing, memorising and reciting. Thinking about bedtime allows children to dream up reasons for not going to bed! Humpty Dumpty is set against a modern re-working, allowing children to generate own versions.
This book is used to stimulate talk and activity about spoken and written language. Children write new words for new animal languages and talk about words we speak and write. They then look at the products we get from cows, for example milk, yoghurt, and write lists/ recipes.
This simple flap book generates some similar work from the children, who create their own flap books. They read the repetitive phrases and use these to generate their own sentences. There is also a focus on listening to sounds & learning how to write them.
This fabulous book with its amazing illustrations allows children to imagine a fantastic train journey. They write itineraries, think of, list and describe new places to visit, and design their own train ticket. A truly stimulating week!
This simple and effective animated story encourages children’s imaginations by following the story of a Himalayan monkey who perhaps meets the Abominable Snowman. Children imagine the snowman, describe it, and study other snow/mountain creatures.
This fantastic book stimulates 2 or 3 week’s work on planting and growing seeds. Children work out how to sow and cultivate young plants, they write instructions, draw the plants and write descriptive words. They also write labels and captions.
This is the second week on sowing and growing! Continuing to draw upon all the ideas and material in Sarah Garland’s book, children study garden creatures, draw and label slugs and snails, produce lists and write letters to a gardening programme.
This familiar entertaining book stimulates work on ‘do’s and ‘don’t’s! Children come up with their own lists and give each other instructions, also creating a game based on ‘do’ and ‘don’t’ simple instructions. They sequence the story and re-read it.
This highly stimulating Animated Story leads to a variety of contexts for reading and writing, especially in relation to factual information texts. Children explore the topic of minibeasts, draw pictures and write captions and labels.
This week focuses upon familiar rhymes with repetitive phrases and a common topic – sickness and bumps on the head! Children learn rhymes, explore rhyming patterns and relate these to spellings. They also use role-play to act out some of the scenarios.
This week uses this imaginative prize-winning text to allow children to explore some of the things they might want to be. They also imitate Tony Ross’s technique of seeing pictures in the cloudy sky and describing these. A fun week!
This entertaining book enables chn to rehearse days of the week in the context of growing a bean. They sequence stages, read/write the days & make diaries. They also compare the story with the traditional tale. (This can make a 3rd week on growing.)
Children follow this lovely picture book and use it to generate work on sentence making, opposites, animal babies and their names. They use the repetitive nature of the book to assist them in writing their own words/ sentences and generating opposites.
These simple and familiar rhymes are used to generate work on rhyming and spelling patterns, matching familiar words and also writing their own versions of simple poems. Children use the animal context for imaginative play.
This evocative text is used to enable children to draw upon their own experiences and to express their feelings in writing and speaking. The repetitive opening phrase in the text encourages different versions. They explore rhymes and write ‘scary’ poems.
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