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 recognise and discuss an author’s style and content. To recall facts to answer questions about a text. To skim and scan to find facts about a character To create a biographical time-line. To emphasise with the main character as he escapes the Germans. To understand how a single event changes the narrative of a story. To reflect upon a completed story.

Who’s who? Do you know your Romano Britons from your Anglo Saxon? LO: To understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections and draw contrasts (KS2) LO: To apply the above to the study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066 (KS3) A complete activity to help children understand the similarities and differences between the Anglo Saxon and Romano British societies in Britain during the first millennium. The activity consists of: Teaching Input: 1. A PowerPoint identifying the key similarities and differences between the Romano Britons and Anglo Saxons including information about their: - Origins - settlements - everyday lives - lives of women and children - laws and punishments - beliefs - stories and legends - legacy. This can either be run as an introduction, or shared with children in groups or pairs. Independent Task: 2. A sorting activity consisting of a series of statements which apply to Romano Britons, Anglo Saxons, both, or neither. (This includes a fact sheet for teacher use, providing the correct answers and a series of websites which provide additional source information) 3. A set of different templates to allow you to choose how this information is then represented. Challenge / Extension / AG&T Using websites listed, children could try to find additional information about both peoples. Plenary Mark with the children, getting them to identify which description applies to which people. Pose and discuss the statement The Anglo Saxons period is often called the Dark Ages because it is said that they destroyed Roman civilisation. In what ways were the Anglo Saxons more civilised than the Romans?

LO: To understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections and draw contrasts (KS2) LO: To apply the above to the study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066 (KS3) A complete activity to help children understand the similarities and differences between the Anglo Saxon and Viking invaders and settlers in Britain between the fall of the Roman Empire and the Norman conquest of 1066. The activity consists of: Teaching Input: 1. A powerpoint identifying the key similarities and differences between the Anglo Saxons and Vikings including information about their: - Origins - settlements - everyday lives - lives of women and children - laws and punishments - beliefs - stories and legends - legacy. This can either be run as an introduction, or shared with children in groups or pairs. Independent Task: 2. A sorting activity consisting of a series of statements which apply to Vikings, Anglo Saxons, both, or neither. (This includes a fact sheet for teacher use, providing the correct answers and a series of websites which provide additional source information) 3. A set of different templates to allow you to choose how this information is then represented. Challenge / Extension / AG&T Using websites listed, children could try to find additional information about both peoples. Plenary Mark with the children, getting them to identify which description applies to which people. Pose and discuss the statement The Anglo Saxons and Vikings had more in common than they were different.

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 evaluate the opening of a story. To understand how an author develops the relationship between his main characters To understand how an author reflects on larger events beyond the story through the eyes of his characters To draw comparisons between the behaviour of two main characters in a story To make predictions based on what you know of the characters in the story. 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 understand how an author uses flashbacks to tell a story. To understand what life was like a hundred years ago. To understand how different viewpoints affect a narrative. To form your own opinions about the main characters and their interaction with a bully. To gain an understanding of how ordinary soldiers felt about one another in the Great War. To understand how a character’s actions can be viewed in different ways.

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 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 what can be learned from a book before reading it. To reflect on how a historical novel begins. To reflect upon a key turning point the novel. To understand how an author drops hints about the importance of certain characters. To understand how one event changes that whole focus of a narrative. To understand how an author uses book conventions to bring tension to a narrative. To reflect on a completed novel.

A series of questions questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests. LOs: To relate Roald Dahl’s childhood to their own, To understand the nature of autobiographical writing.

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 Victorians 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 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 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.

Alfred the Great – Fact from Fiction LO: To understand how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world. (KS2) LO: To apply the above to the study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066 (KS3) A complete activity to help children understand the way that information about historical figures although rooted in fact, can also have legends attached to them. The activity consists of: Teaching Input: 1. A powerpoint providing information about the life and significance of Alfred the Great, both fact and fiction organised around the following sections: - who Alfred was - his early life - his early reign - Wessex under siege - his flight and exile in the Marshes of Althelney - his victory over the Vikings - the subsequent peace - the end of his reign - his legacy to Britain. This can either be run as an introduction, or shared with children in groups or pairs. Independent Task: 2. A sorting activity consisting of a series of statements which are either factual or legendary about King Alfred. (This includes a fact sheet for teacher use, providing the correct answers and a series of websites which provide additional source information) 3. A template to allow children to sort the information provided into Truth or Legend. Challenge / Extension / AG&T Using websites listed, children could try to find additional information about both peoples. Plenary Mark with the children, getting them to identify how they knew whether or not something was a legend or the truth (links with Literacy language of myths and legends). Pose and discuss the statement Why do you think there are so many stories told about Alfred the Great.

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 emphasise with a character from the past. To use contextual clues to date a book. To think about how one piece of new can change the tone of a story.

Boudicca – Fact from Fiction LO: To understand how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world. (KS2) LO: To apply the above to the study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066 (KS3) A complete activity to help children understand the way that information about historical figures although rooted in fact, can also have legends attached to them. The activity consists of: Teaching Input: 1. A powerpoint providing information about the life and significance of Boudicca, both fact and fiction organised around the following sections: - who Boudicca was - her early life - her relationship with the King Prasutagus - her marriage - The uprising - The destruction of Camulodunum (Colchester - her Victories - her defeat and the end - her legacy to Britain. This can either be run as an introduction, or shared with children in groups or pairs. Independent Task: 2. A sorting activity consisting of a series of statements which are either factual or legendary about Boudica. (This includes a fact sheet for teacher use, providing the correct answers and a series of websites which provide additional source information) 3. A template to allow children to sort the information provided into Truth or Legend. Challenge / Extension / AG&T Using websites listed, children could try to find additional information about both peoples. Plenary Mark with the children, getting them to identify how they knew whether or not something was a legend or the truth (links with Literacy language of myths and legends). Pose and discuss the statement Why do you think there are so many stories told about Boudica.

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 understand how non fiction books differ from fiction books, to be able to scan non fiction books for information. To understand the way that non fiction books follow certain conventions.

A collection of English, Maths, Art & Design, History and Geography activities to provide a basis for a topic on the Tudors. Over 40 pages of resources and activities which include: Timelines, biographical and autobiographical writing, following instructions, prototyping and making Tudor artefacts, map work, skimming and scanning comprehension skills and internet research. NB Some of this work requires a copy of the Terrible Tudors to provide additional source materials

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 information provided in the cover, blurb and introduction. To use inference and deduction to explain the main character’s current circumstances. To emphasise with the main character. To understand what life was like in Victorian London. To empathise with the main character at the lowest point of the novel. To make predictions based on inference and deduction. To reflect on a completed story.

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

Sample 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 activity.

Key Stage 2 comprehensions. Ideal for homework or closed activity. Activity includes: Two texts factual and eye witness, a sequencing activity, two sets of comprehension questions, stimuli for short written task.