Awarded an OBE for Services to Education, Clive Davies has designed and built these schemes around progression and enquiry. Focus Education resources are of the highest educational quality.

Focus Education

Pzaz is a specialist, primary science provider, with schemes written for the non-specialist primary teacher. Created by a science education expert, Pzaz covers every statement of the National Curriculum for Reception to Year 6.

Reception - Year 6, Science

Pzaz

VotesforSchools provides award-winning PSHE resources to prompt discussion on challenging issues. Young people learn about everything from politics to climate change to ensure they have an informed opinion of the world, and are equipped with all they need to know when they leave school.

Years 1-6, PSHE

Votes For Schools

Created by primary specialists, Teacher of Primary offers a bank of in-depth, highly specialised lessons so that schools and teachers can focus on the particular learning goals of their setting.

EYFS-Year 6, Maths, English & Science

Teacher of Primary

PE Resources Bank firmly believes in the power of Physical Education and transforming young people’s lives. PE Resources Bank aims to provide high quality teaching materials for staff to use and promote a genuine love for learning. 

PE Resources Bank

Master The Curriculum

Striver

KS2 Gems

Guinea Pig Education

Livello is a specialist literary provider, they offer half-termly units built around highly engaging and exciting books that will inspire a love of reading while teaching comprehension, grammar and composition. Start from the books they love, succeed with strategies from Livello.

Years 1-6, English

Livello

Learning Mole uses fun and engaging animations to capture childrenâ€™s imagination and inspire curiosity. Use Learning Moleâ€™s videos as a perfect jumping off point to start great discussions and stimulate learning.

EYFS-Year 6, Maths, English, Topic & PSHE

Learning Mole

Music Playtime has been created by a Key Stage 1 and Early Years Music education specialist. The schemes are built in recognition of the fact that most primary teachers are not music specialists. Access the knowledge and the ideas you need to feel confident teaching music.

Music Playtime

1Decision

Active Music Digital

All Aboard Learning

Flashcards to add to your GCSE and A-Level revision lessons.

Years 10-13, Various

Quizlet

Sir Linkalot is the award-winning future of spelling. Students learn to spell any word they want from 'was' to 'onomatopoeia' by watching short, funny animations. Never fail a spelling test again!

Sir Linkalot

Get The Buzz! is a specialist in Maths Games for Key Stage 1 and Key Stage 2. Engaging maths games can help to build an enjoyment for maths and can consolidate learning so that all students are benefitting.

Years 1-6, Maths

Get The Buzz

All students can enjoy and improve their achievement in mathematics. It is no longer acceptable to say that only certain types of people can learn mathematics. Can Do Maths provides resources to support teachers and parents to help children and students believe they 'Can Do Maths'.

CanDo Maths

PlanBee is the hive of ready-to-use primary resources for KS1 and KS2, with time-saving resources for busy teachers!

KS1 & KS2

PlanBee

Max Maths is a specialist primary school maths provider that uses the Singapore Mastery Approach to follow the Cambridge Primary maths curriculum framework.

Max Maths

Everyone can do maths: Everyone can! White Rose is used in most UK Primary schools and is the most trusted primary maths provider in the UK. Everything White Rose offers is created by maths experts and directed at teachers using a mastery approach to teaching maths.

White Rose

A complete scheme of work for Year 1. This scheme is based on the use of a high quality core text which drives the curriculum by making purposeful and interesting links with history, geography and science learning with poetry is built in to each unit. There are direct links to the Learning Challenge Curriculum.
Each unit is broadly 6 weeks with flexibility built in to extend, adapt or introduce alternative activities based on rigorous on-going assessment. Outcomes and objectives are clearly identified and activities planned to ensure that they are based on the Y1 learning. Attention has been paid to looking at progression within each objective, breaking them down into steps towards achieving the end of year learning.
Whilst there is a clear week by week sequence within each unit, skills, knowledge and understanding are built throughout the unit and provide the building blocks for the identified outcomes.
There is a sharp focus on reading and the units offer questions and activities which may be used in whole class or group reading lessons. The beginning of each unit concentrates on understanding, responding to and deepening understanding of the text. This focus continues with on-going reading activities matched to the identified reading objectives. Word detective work should be an emphasis throughout.
Additional texts have also been suggested which may be used as class reads or as preferred. This is not a definitive list, but serves as a starting point to ensure that children experience a range of reading during the year. Suggested incidental writing opportunities are identified throughout which includes working with vocabulary and sentences as well as responding to the text so that children have many opportunities to practise and consolidate writing skills. In particular, in Y1, there are frequent opportunities to practise and secure the concept of a sentence.
Grammar work is clearly identified with all grammar being taught purposefully, in context so that it can be used in the identified outcomes. Grammar taught early in the year may not always be identified in subsequent units, but activities from units may be used in context in subsequent units to revisit and consolidate learning as necessary. For example, the preposition activity in Unit 1 or the Sentence? Not a Sentence activity or the Conjunctions game in Unit 2. Vocabulary is a key focus throughout with opportunities to build word banks and widen knowledge of words and meanings. Grammar games should be used in addition to the units to revisit and consolidate learning as appropriate.
Along with the focus on grammar to ensure effective and accurate writing, the high-quality texts provide models and scaffolds so that children are enabled to make independent choices about how they write and the effect they wish to create.
In general, a week has been allotted to the writing of extended texts. This allows time for the children to write, evaluate, redraft and proof read. Suggested prompts are provided for this, but should be adapted as appropriate.

Year 1 - Scheme of Work - Focus English

A complete scheme of work for Year 2. This scheme is based on the use of a high quality core text which drives the curriculum by making purposeful and interesting links with history, geography and science learning with poetry is built in to each unit. There are direct links to the Learning Challenge Curriculum.
Each unit is broadly 6 weeks with flexibility built in to extend, adapt or introduce alternative activities based on rigorous on-going assessment. Outcomes and objectives are clearly identified and activities planned to ensure that they are based on the Y2 learning. Attention has been paid to looking at progression within each objective, breaking them down into steps towards achieving the end of year learning. 
Whilst there is a clear week by week sequence within each unit, skills, knowledge and understanding are built throughout the unit and provide the building blocks for the identified outcomes.
There is a sharp focus on reading and the units offer questions and activities which may be used in whole class or group reading lessons. The beginning of each unit concentrates on understanding, responding to and deepening understanding of the text. This focus continues with on-going reading activities matched to the identified reading objectives. Word detective work should be an emphasis throughout.
Additional texts have also been suggested which may be used as class reads or as preferred. This is not a definitive list, but serves as a starting point to ensure that children experience a range of reading during the year.
Suggested incidental writing opportunities are identified throughout which includes working with vocabulary and sentences as well as responding to the text so that children have many opportunities to practise and consolidate writing skills. 
Grammar work is clearly identified with all grammar being taught purposefully, in context so that it can be used in the identified outcomes. Grammar taught early in the year may not always be identified in subsequent units, but activities from units may be used in context in subsequent units to revisit and consolidate learning as necessary. For example, the possessive apostrophe activity in Unit 2. Similarly, the vocabulary and grammar focused activities may also be used in context in other units. For example, the synonym wheel, question and exclamatory sentences and conjunction games. In addition, grammar games should be used to revisit and consolidate learning, including addressing any misconceptions or insecure learning from Year 1 especially the concept of a sentence.
Along with the focus on grammar to ensure effective and accurate writing, the high-quality texts provide models and scaffolds so that children are enabled to make independent choices about how they write and the effect they wish to create.
In general, a week has been allotted to the writing of extended texts. This allows time for the children to write, evaluate, redraft and proof read. Suggested prompts are provided for this, but should be adapted as appropriate.

Year 2 - Scheme of Work - Focus English

A Year 2 unit based on the book Lila and the secret of Rain created by Focus Education. Students use the focus text as a basis to develop their reading, writing and SPaG skills and engage with a range of comprehension and discussion based activities. This unit is fully aligned with the National Curriculum and uses an enquiry-approach to develop student progression.

Writing

Based on a Book

Spelling, Punctuation and Grammar

Comprehension

Lila and the secret of Rain

A Year 5 unit based on the book The Nowhere Emporium created by Focus Education. Students use the focus text as a basis to develop their reading, writing and SPaG skills and engage with a range of comprehension and discussion based activities. This unit is fully aligned with the National Curriculum and uses an enquiry-approach to develop student progression.

The Nowhere Emporium

A Year 2 unit based on the book Little Evie in the Wild Wood created by Focus Education. Students use the focus text as a basis to develop their reading, writing and SPaG skills and engage with a range of comprehension and discussion based activities. This unit is fully aligned with the National Curriculum and uses an enquiry-approach to develop student progression.

Little Evie in the Wild Wood

A Year 4 unit based on the book Roman Diary The Journal of Iliona created by Focus Education. Students use the focus text as a basis to develop their reading, writing and SPaG skills and engage with a range of comprehension and discussion based activities. This unit is fully aligned with the National Curriculum and uses an enquiry-approach to develop student progression.

Roman Diary The Journal of Iliona

A Year 4 unit based on the book The Wind in the Willows created by Focus Education. Students use the focus text as a basis to develop their reading, writing and SPaG skills and engage with a range of comprehension and discussion based activities. This unit is fully aligned with the National Curriculum and uses an enquiry-approach to develop student progression.

The Wind in the Willows

A Year 3 unit based on the book The Firework Maker's Daughter  created by Focus Education. Students use the focus text as a basis to develop their reading, writing and SPaG skills and engage with a range of comprehension and discussion based activities. This unit is fully aligned with the National Curriculum and uses an enquiry-approach to develop student progression.

The Firework Maker's Daughter

A Year 6 unit based on the book Tales from the Arabian Nights created by Focus Education. Students use the focus text as a basis to develop their reading, writing and SPaG skills and engage with a range of comprehension and discussion based activities. This unit is fully aligned with the National Curriculum and uses an enquiry-approach to develop student progression.

Tales from the Arabian Nights

A Year 3 unit based on the book The Abominables created by Focus Education. Students use the focus text as a basis to develop their reading, writing and SPaG skills and engage with a range of comprehension and discussion based activities. This unit is fully aligned with the National Curriculum and uses an enquiry-approach to develop student progression.

The Abominables

A complete scheme of work for Year 4. This scheme is based on the use of a high quality core text which drives the curriculum by making purposeful and interesting links with history, geography and science learning. Poetry is built in to each unit.
Each unit is broadly 6 weeks with flexibility built in to extend, adapt activities or introduce alternative activities based on rigorous on-going assessment. Outcomes and objectives are clearly identified and activities planned to ensure that they are based on the Y4 learning. Attention has been paid to looking at progression within each objective, breaking them down into steps towards achieving the end of year learning. Toolkits are developed based on the objectives, skills and features needed to achieve the identified outcomes. These provide guidance and prompts for children to make independent choices when they write.
Whilst there is a clear week by week sequence within each unit, skills, knowledge and understanding are built throughout the unit and provide the building blocks for the identified outcomes.
There is a sharp focus on reading and the units offer questions and activities which may be used in whole class or guided reading lessons. The beginning of each unit concentrates on understanding, responding to and deepening understanding of the text. This focus continues with on-going reading activities matched to the identified reading objectives. Word detective work should be a focus throughout.
Additional texts have also been suggested which may be used as class reads or as preferred. This is not a definitive list, but serves as a starting point to ensure that children experience a range of reading during the year.
Suggested incidental writing opportunities are identified throughout which includes working with vocabulary and sentences as well as responding to the text so that children have many opportunities to practise and consolidate writing skills. Toolkits from previous units can be used and adapted for application writes.
Grammar work is clearly identified with all grammar being taught purposefully, in context so that it can be used in the identified outcomes. Grammar taught early in the year may not always be identified in following units, but activities from units may be used in context in subsequent units to revisit and consolidate learning as necessary. For example, the apostrophe activity in Unit 2. Similarly, the vocabulary and grammar focused activities may also be used in context in other units such as the synonym wheel and zone of relevance activities. In addition, grammar games should be used to revisit and consolidate learning, including addressing any misconceptions or insecure learning from previous year groups.
In general, a week has been allotted to the writing of extended texts. This allows time for the children to write, evaluate, redraft and proof read. Suggested prompts are provided for this, but should be adapted as appropriate.

Year 4 - Scheme of Work - Focus English

A complete scheme of work for Year 3. This scheme is based on the use of a high quality core text which drives the curriculum by making purposeful and interesting links with history, geography and science learning. Poetry is built in to each unit.
Each unit is broadly 6 weeks with flexibility built in to extend, adapt activities or introduce alternative activities based on rigorous on-going assessment. Outcomes and objectives are clearly identified and activities planned to ensure that they are based on the Y3 learning. Attention has been paid to looking at progression within each objective, breaking them down into steps towards achieving the end of year learning. Toolkits are developed based on the objectives, skills and features needed to achieve the identified outcomes. These provide guidance and prompts for children to make independent choices when they write.
Whilst there is a clear week by week sequence within each unit, skills, knowledge and understanding are built throughout the unit and provide the building blocks for the identified outcomes.
There is a sharp focus on reading and the units offer questions and activities which may be used in whole class or guided reading lessons. The beginning of each unit concentrates on understanding, responding to and deepening understanding of the text. This focus continues with on-going reading activities matched to the identified reading objectives. Word detective work should be a focus throughout.
Additional texts have also been suggested which may be used as class reads or as preferred. This is not a definitive list, but serves as a starting point to ensure that children experience a range of reading during the year.
Suggested incidental writing opportunities are identified throughout which includes working with vocabulary and sentences as well as responding to the text so that children have many opportunities to practise and consolidate writing skills. Toolkits from previous units can be used and adapted for application writes.
Grammar work is clearly identified with all grammar being taught purposefully, in context so that it can be used in the identified outcomes. Grammar taught early in the year may not always be identified in subsequent units, but activities from units may be used in context in subsequent units to revisit and consolidate learning as necessary. For example, the word ranking activity in Unit 1. Similarly, the vocabulary and grammar focused activities may also be used in context in other units. In addition, grammar games should be used to revisit and consolidate learning, including addressing any misconceptions or insecure learning from previous year groups.
In general, a week has been allotted to the writing of extended texts. This allows time for the children to write, evaluate, redraft and proof read. Suggested prompts are provided for this, but should be adapted as appropriate.

Year 3 - Scheme of Work - Focus English

A complete scheme of work for Year 5. This scheme is based on the use of a high quality core text which drives the curriculum by making purposeful and interesting links with history, geography and science learning. Poetry is built in to each unit.
Each unit is broadly 6 weeks with flexibility built in to extend, adapt activities or introduce alternative activities based on rigorous on-going assessment. Outcomes and objectives are clearly identified and activities planned to ensure that they are based on the Y5 learning. Attention has been paid to looking at progression within each objective, breaking them down into steps towards achieving the end of year learning. Toolkits are developed based on the objectives, skills and features needed to achieve the identified outcomes. These provide guidance and prompts for children to make independent choices when they write.
Whilst there is a clear week by week sequence within each unit, skills, knowledge and understanding are built throughout the unit and provide the building blocks for the identified outcomes.
There is a sharp focus on reading and the units offer questions and activities which may be used in whole class or guided reading lessons. The beginning of each unit concentrates on understanding, responding to and deepening understanding of the text. This focus continues with on-going reading activities matched to the identified reading objectives. Word detective work should be a focus throughout.
Additional texts have also been suggested which may be used as class reads or as preferred. This is not a definitive list, but serves as a starting point to ensure that children experience a range of reading during the year.
Suggested incidental writing opportunities are identified throughout which includes working with vocabulary and sentences as well as responding to the text so that children have many opportunities to practise and consolidate writing skills. Toolkits from previous units can be used and adapted for application writes.
Grammar work is clearly identified with all grammar being taught purposefully, in context so that it can be used in the identified outcomes. Grammar taught early in the year may not always be identified in following units, but activities from units may be used in context in subsequent units to revisit and consolidate learning as necessary. Similarly, the vocabulary and grammar focused activities may also be used in context in other units such as the synonym wheel or zone of relevance activity. In addition, grammar games should be used to revisit and consolidate learning, including addressing any misconceptions or insecure learning from previous year groups.
In general, a week has been allotted to the writing of extended texts. This allows time for the children to write, evaluate, redraft and proof read. Suggested prompts are provided for this, but should be adapted as appropriate.

Year 5 - Scheme of Work - Focus English

A complete scheme of work for Year 6. This scheme is based on the use of a high-quality core text which drives the curriculum by making purposeful and interesting links with history, geography and science learning. Poetry is built into each unit.
Year 6 is organised to support children to become “secondary” ready and includes a longer novel study unit in the autumn term. It offers an approach which will ensure that the children secure the Year 6 learning, have the reading experiences necessary to enable them to undertake the KS2 assessment and provide a rich evidence base in writing to enable accurate assessment judgements.
Within each unit, flexibility is built in to extend, adapt activities or introduce alternative activities based on rigorous on-going assessment. Outcomes and objectives are clearly identified and activities planned to ensure that they are based on the Y6 learning. Attention has been paid to looking at progression within each objective, breaking them down into steps towards achieving the end of year learning. Toolkits are developed based on the objectives, skills and features needed to achieve the identified outcomes. These provide guidance and prompts for children to make independent choices when they write.
Whilst there is a clear week by week sequence within each unit, skills, knowledge and understanding are built throughout the unit and provide the building blocks for the identified outcomes.
There is a sharp focus on reading and the units offer questions and activities which may be used in whole class or guided reading lessons. The beginning of each unit concentrates on understanding, responding to and deepening understanding of the text. This focus continues with on-going reading activities matched to the identified reading objectives. Word detective work should be a focus throughout. In the spring term, a reading-based unit has been designed to support preparation for assessment.
Additional texts have also been suggested which may be used as class reads or as preferred. This is not a definitive list, but serves as a starting point to ensure that children experience a range of reading during the year.
Suggested incidental writing opportunities are identified throughout which includes working with vocabulary and sentences as well as responding to the text so that children have many opportunities to practise and consolidate writing skills. Toolkits from previous units can be used and adapted for application writes.
Grammar work is clearly identified with all grammar being taught purposefully, in context so that it can be used in the identified outcomes. Grammar taught early in the year may not always be identified in following units, but activities from units may be used in context in subsequent units to revisit and consolidate learning as necessary. Similarly, the vocabulary and grammar focused activities may also be used in context in other units such as the synonym wheel or zone of relevance activity. In addition, grammar games should be used to revisit and consolidate learning, including addressing any misconceptions or insecure learning from previous year groups.
There is a focus on children applying writing skills in different contexts and using different text types. Toolkits from previous years can be drawn on for children to adapt and annotate with their own examples and ideas with independence. Sufficient time for the children to write, evaluate, redraft and proofread writing. Suggested prompts are provided for this, but should be adapted as appropriate.

Year 6 - Scheme of Work - Focus English

A Year 6 unit based on the book The Golden Horsemen of Baghdad created by Focus Education. Students use the focus text as a basis to develop their reading, writing and SPaG skills and engage with a range of comprehension and discussion based activities. This unit is fully aligned with the National Curriculum and uses an enquiry-approach to develop student progression.

The Golden Horsemen of Baghdad

A Year 3 unit based on the book Stone Age Boy and The Boy with the Bronze Axe created by Focus Education. Students use the focus text as a basis to develop their reading, writing and SPaG skills and engage with a range of comprehension and discussion based activities. This unit is fully aligned with the National Curriculum and uses an enquiry-approach to develop student progression.

Stone Age Boy and The Boy with the Bronze Axe

A Year 3 unit based on the book Secrets of a Sun King created by Focus Education. Students use the focus text as a basis to develop their reading, writing and SPaG skills and engage with a range of comprehension and discussion based activities. This unit is fully aligned with the National Curriculum and uses an enquiry-approach to develop student progression.

Secrets of a Sun King

A Year 2 unit based on the book Daisy Saves the Day created by Focus Education. Students use the focus text as a basis to develop their reading, writing and SPaG skills and engage with a range of comprehension and discussion based activities. This unit is fully aligned with the National Curriculum and uses an enquiry-approach to develop student progression.

Daisy Saves the Day

A Year 1 unit based on the book Dogger  created by Focus Education. Students use the focus text as a basis to develop their reading, writing and SPaG skills and engage with a range of comprehension and discussion based activities. This unit is fully aligned with the National Curriculum and uses an enquiry-approach to develop student progression.

Dogger

A Year 5 unit based on the book Who Let the Gods Out created by Focus Education. Students use the focus text as a basis to develop their reading, writing and SPaG skills and engage with a range of comprehension and discussion based activities. This unit is fully aligned with the National Curriculum and uses an enquiry-approach to develop student progression.

Who Let the Gods Out

A Year 1 unit based on the book Beegu created by Focus Education. Students use the focus text as a basis to develop their reading, writing and SPaG skills and engage with a range of comprehension and discussion based activities. This unit is fully aligned with the National Curriculum and uses an enquiry-approach to develop student progression.

Beegu

A Year 2 unit based on the book Traction Man created by Focus Education. Students use the focus text as a basis to develop their reading, writing and SPaG skills and engage with a range of comprehension and discussion based activities. This unit is fully aligned with the National Curriculum and uses an enquiry-approach to develop student progression.

Traction Man

A Year 1 unit based on the book Meerkat Mail created by Focus Education. Students use the focus text as a basis to develop their reading, writing and SPaG skills and engage with a range of comprehension and discussion based activities. This unit is fully aligned with the National Curriculum and uses an enquiry-approach to develop student progression.

Meerkat Mail

A Year 1 unit based on the book The Bog Baby created by Focus Education. Students use the focus text as a basis to develop their reading, writing and SPaG skills and engage with a range of comprehension and discussion based activities. This unit is fully aligned with the National Curriculum and uses an enquiry-approach to develop student progression.

The Bog Baby

A Year 1 unit based on the book The Naughty Bus created by Focus Education. Students use the focus text as a basis to develop their reading, writing and SPaG skills and engage with a range of comprehension and discussion based activities. This unit is fully aligned with the National Curriculum and uses an enquiry-approach to develop student progression.

The Naughty Bus

A Year 2 unit based on the book Paddington at the Palace created by Focus Education. Students use the focus text as a basis to develop their reading, writing and SPaG skills and engage with a range of comprehension and discussion based activities. This unit is fully aligned with the National Curriculum and uses an enquiry-approach to develop student progression.

Paddington at the Palace

A Year 1 unit based on the book Vlad and the Great Fire of London created by Focus Education. Students use the focus text as a basis to develop their reading, writing and SPaG skills and engage with a range of comprehension and discussion based activities. This unit is fully aligned with the National Curriculum and uses an enquiry-approach to develop student progression.

Vlad and the Great Fire of London

A Year 1 unit based on the book Rabbit Problem and Peter Rabbit created by Focus Education. Students use the focus text as a basis to develop their reading, writing and SPaG skills and engage with a range of comprehension and discussion based activities. This unit is fully aligned with the National Curriculum and uses an enquiry-approach to develop student progression.

Rabbit Problem and Peter Rabbit

A Year 1 unit based on the book Billy's Bucket created by Focus Education. Students use the focus text as a basis to develop their reading, writing and SPaG skills and engage with a range of comprehension and discussion based activities. This unit is fully aligned with the National Curriculum and uses an enquiry-approach to develop student progression.

Billy's Bucket

A Year 2 unit based on the book The Baker's Boy and The Great Fire of London created by Focus Education. Students use the focus text as a basis to develop their reading, writing and SPaG skills and engage with a range of comprehension and discussion based activities. This unit is fully aligned with the National Curriculum and uses an enquiry-approach to develop student progression.