I am an ex-primary head teacher and English, Maths and History specialist. I've mostly worked in KS2, often in Year 6. Although for the last two years, I've been working in Year 1, which has been delightful!
All the resources have been used successfully with children in a range of schools all over the country.
I am constantly reviewing and updating my resources. Please follow me to ensure that you have the most up to date versions of the resources you buy.
I am an ex-primary head teacher and English, Maths and History specialist. I've mostly worked in KS2, often in Year 6. Although for the last two years, I've been working in Year 1, which has been delightful!
All the resources have been used successfully with children in a range of schools all over the country.
I am constantly reviewing and updating my resources. Please follow me to ensure that you have the most up to date versions of the resources you buy.
A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions.
LOs
To form and revise opinions about the Romans
To make comparisons between past and contemporary entertainment.
To make comparisons between today and the past.
To use skimming and scanning to find information for research.
To gather information in order to write persuasively.
To reflect on a completed text
A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions.
LOs
To identify how the key features of a book can make it distinctive.
To use inference and deduction to understand the point of view of secondary characters.
To explore the relationships in a family.
To draw conclusions about the main character in relationship to the title of the book.
To empathise with the main characters’ feelings in a range of situations.
Key Stage 2 comprehensions. Text includes a range of non fiction, fictionalised, historical texts and short poetry. Questions include whole range of SAT style questions such as: inference and deduction, prediction and factual recall. Ideal for Guided groups, homework or whole class activities.
Key Stage 2 comprehensions. Text includes a range of non fiction, fictionalised, historical texts and short poetry. Questions include whole range of SAT style questions such as: inference and deduction, prediction and factual recall. Ideal for Guided groups, homework or whole class activities.
A set of 5 of Michael Morpurgo books where characters have strong links to the First or Second World War.
Ideal accompaniment to any topic work relating to 20th century, World War 1, World War 2, or historical novels.
A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions.
LOs
To be able to scan and skim pages to find evidence from a text.
To be able to understand the relationship between characters
To infer and interpret information from a text.
To understand how the author shows the similarities between the German and English soldiers.
To understand how and why an author links characters’ fates together.
To respond to a completed text.
A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions.
LOs
To make predictions based on the blurb and cover of a book
To make predictions based on what has been read already.
To understand how an author can convey impatience in a character.
To understand how an author interweaves real life with fantasy
To identify key turning points in a story.
To understand how an author uses language to convey hidden meanings.
A series of questions, answers and reading journal activity based around all areas of reading.
NB this resource includes each story in Word Format.
Great alternative to SATs tests or written comprehensions
LOs
To be able to explain the moral of a story.
To understand how a writer teaches that actions have consequences
To decode, by context, archaic and nonsense language.
To discuss creation myths
To use context and verbal clues to decode a text.
A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions.
LOs
To form opinions about a text based on its opening chapter.
To understand how an author shifts her narrative in time.
To understand how an author builds a sense of tension.
To understand how the author uses background information to further develop characters.
To empathise with the main character.
To use inference and deduction to understand how the main characters feel upon receiving unexpected news.
To reflect upon a completed story.
A set of five books to be used along any topic / history work on the Victorians.
A Christmas Carol - HA
Sherlock Holmes investigates - HA/MA
Tom’s Midnight Garden - MA
Street Child - LA / MA
Just So Stories / the Vile Victorians - LA
A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions.
LOs
To use skimming and scanning to answer questions about the opening section of a story.
To emphasise with the children in the story.
To use skimming and scanning to make sense of a text.
To understand how an author can use a letter to summarise a story.
To make predictions based on what you have read to date.
To be able to empathise with the main characters as they reach the end of their journey.
To reflect upon a completed novel / to produce a piece of biographical writing.
A complete set of Guided Reading resources for a half term.
Charlotte's Web - HA
The Butterfly Lion / Angel of Nitshill Road - MA
Horrid Henry & Mousehole Cat / Sophie's Snail - LA
A set of books for KS2 children studying the historical fiction genre. Ideal for understanding the genre, magpie-ing ideas for their own writing as well as introducing some of the greatest children's authors of historical fiction.
Drawing on the new History Curriculum and focussing on Aims: Strands 4 and 5 this resource includes:
A collection of ten quotes from contemporary sources,
An explanation of five activities that can be carried out using these resources
Planning Templates to support arguments and a chart to help summarise arguments about the Abolition of Slavery.
Learning Objectives
• To understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance,
• To make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
• To understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.
Learning Outcomes:
Pupils will be able to:
• recognise and discern between arguments made for and against the Abolition of Slavery.
• draw on primary resources to produce a reasoned debate on the pros and cons of slavery.
• produce their own persuasive argument in favour (or against) the abolition of slavery.
• produce a balanced argument on the advantages and disadvantages of slavery.
• Produce their own written narrative of what led to the Abolition of Slavery
Drawing on the new History Curriculum and focussing on Aims: Strands 4 and 5 this resource includes:
A collection of eleven quotes from contemporary sources,
An explanation of five activities that can be carried out using these resources
Planning Templates to support arguments and a chart to help summarise arguments about education
Learning Objectives:
• To understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance,
• To make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
• To understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.
Learning Outcomes:
Pupils will be able to:
• Recognise the difference between fact and opinion
• recognise and discern between arguments made for and against the role of education
• draw on primary resources to produce a reasoned debate on the pros and cons of education.
• produce their own persuasive argument in favour (or against) the introduction of universal education.
• produce a balanced argument on the advantages and disadvantages of education.
• Produce their own written narrative of life at school
A complete Programme of work for teaching the Victorians in either Key Stage 2 or Key Stage 3. The pack includes Summary Planning providing a suggested sequence of teaching which includes Time-line work and a series of Historical Investigation and debate activities based using quotes from people alive in the Victorian times and Victorian novels.
The pack also includes planning for five groups of Guided reading, drawing on a combination of Victorian and contemporary novelists.
Additionally, there are ten comprehensions included that could be used as additional whole class activities or as homework.
A complete Programme of work for teaching the Victorians in either Key Stage 2 or Key Stage 3. The pack includes Summary Planning providing a suggested sequence of teaching which includes Time-line work and a series of Historical Investigation and debate activities based using quotes from people alive in the Victorian times and Victorian novels.
Additionally, there are ten comprehensions included that could be used as additional whole class activities or as homework.
A collection of a series of SATs styled comprehensions to choose from in the final weeks before the 2017
Ideal for use with groups in guided work, or as a whole class activity.
A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions.
LOs
To make predictions based on the blurb and cover of a book.
To reflect on the opening of a story
To emphasise with the main character.
To understand how Simon’s character changes in the story.
To consider the main purpose of the text
To reflect on a completed text
