Thankyou for looking at my resource. This lesson isn’t explicitly a Christmas maths lesson but it works really nicely. I have taught this lesson from year 2 to year 6 as simple strategies can be applied for year 2 where as year 6s can apply far more efficent and sophisticated calculations. In this lesson children will be finding which numbers can’t be made using gingerbread bisucit tins of 6 ,9 and 20. Children will have a number of small steps to build up their understanding of the problem and strategies they can use to calculate.

Thankyou for looking at my resource. Children will start the lesson with an I spy warm up. This provides a great opportunity to talk about nouns as well as getting children ready for learning. Children will move on to reflect what strategies they use to help them spell such as phonics. Children will shown a list of compound words and will discuss what is the same about them. This will lead into children learning what compound words are. Children will complete two tasks: Matching words to make compound words Identifying the words that have made the compound words. Chilli challenges will be provided to all learners - the difference will be in how children access it. Helping hands are provided for children who need some support to access the learning. Powerpoint user guide Throughout children are encouraged to rewind on prior learning through rewind sections. Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years) Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task. Helping hands provide children with additional supports to allow them to access the main learning. Colour coding Blue slides – Reflection Green slides – Child led Red slides – Teacher led Orange slides - Independent application

Thankyou for looking at my resource. I have been a maths lead for 5+ years. My subject was deep dived in the inspection which took it from unsatisfactory to good. I completed a maths specialist SSIF in 2019 and have a NPQ in leading teacher development. In this staff training the focus is variation as part of the five main ideas of mastery maths. This resource includes an indepth powerpoint as well as a plan and relevant resources.

Thankyou for looking at my lesson. Today children will be introduced to a Victorian toy maker. They will start by using clues such as girl and boys toys to identify what era the toy maker came from. Using their prior knowledge on Victorian toys. Children will continue to reflect back on prior knowledge when they learn the maker is going to travel forward to modern times. Children will reflect on times such as the 20th century. The toy maker will then show children a toy and will explain why they think its a good toy (the toy is completely against modern times such as attitude and technology) Children will be taught about why things have changed. MSTA - Materials, safety , technology and attitudes. Children will write a letter to the toy maker explaining why the toy is unsuitable. Chilli challenge - Children will be encouraged to give a recommendation and explain why this is a better toy. Helping hands - Children will have a scaffold to allow them to focus on the facts rather than forming sentences. Colour coding Blue slides – Reflection Green slides – Child led Red slides – Teacher led Orange slides - Independent application

Thankyou for looking at my resource. In this lesson children will start with a warm up where they will think about the question - If you could make a toy what would it be? Children will rewind on their prior learning of modern day toys and 20th century toys. Children will continue to look at historical sources of evidence. Children will look at books about the Victorians to answer four questions. This will provide a general gist of when the Victorian era was, what Victorian life was like for the rich and poor and what schooling looked like. Children will be guided (in a ks1 manner) to make inferences about what Victorian toys might be like. Children will then learn about Victorian toys through an exploration of actual toys (pictures/videos may be needed if you can’t access Victorian toys) and then a teacher led input about the toys. Finally, children will complete small steps which will support them to independently make simple comparisons in their independent application. Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task. Helping hands provide children with additional supports to allow them to access the main learning. Colour coding Blue slides – Reflection Green slides – Child led Red slides – Teacher led Orange slides - Independent application

Children will start the lesson by reflecting on their prior learning and vocabulary. Throughout all of their toys lessons children will be actively thinking of historical sources of information. Considering what is a good source of information and what might not be the best e.g children will think about how they aren’t a good expert group for toys from the 20th century as they weren’t alive during this era. Todays focus of historical information will be the internet. Children will be shown a basic timeline of toys popular in the 20th century created by the teachers research from the internet. Children will then go on to do a focus research on lego. Children will be guided creating useful questions. Children will final go onto present the facts they have learnt on a lego brick. With a chilli challenge and helping hands support to ensure all children maximise their learning. Thankyou for looking at my resource. All lessons start with children solving a problem that can only be solved using the LO. e.g identifying a picture through a sentence that doesn’t contain expanded adjectives so it is impossible to identify the picture.Research has shown that when children learn through problem solving and having ownership of their own learning they develop a deeper and longer lasting understanding. Powerpoint user guide Throughout children are encouraged to rewind on prior learning through rewind sections. Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years) Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task. Helping hands provide children with additional supports to allow them to access the main learning. Colour coding Blue slides – Reflection Green slides – Child led Red slides – Teacher led Orange slides - Independent application

In this lesson children will start with a physical warm up where they will show their preference to two items (one being a toy) . This will lead into a discussion about what a toy is and what children’s favourite is. Children will interview each other and proceed to write up their answers. The teacher will then show children a toy from the past. They will generate questions to ask the toy and then discuss how we can find our answers. Key vocabulary Toys , past, historical evidence, historical source . Thankyou for looking at my resource. Powerpoint L.O L.O Scaffolded helping hands task Set up to do list Chilli Challenge Photo space, spiel and vocabulary Powerpoint user guide Throughout children are encouraged to rewind on prior learning through rewind sections. Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task. Helping hands provide children with additional supports to allow them to access the main learning. Colour coding Blue slides – Reflection Green slides – Child led Red slides – Teacher led Orange slides - Independent application

Thankyou for looking at my resource. In this lesson children will learn that they are helping the Three Little Pigs set up a building business. Preparation - Each table will need a set of materials. The teacher will need materials during the input. Each table/partner/individual will need a plastic cup and a pipette. They will start by rewinding to their previous learning. Children will work through two rewind tasks with a partner. They will identify the name of every materials and then identify an everyday object , its use and the materials it is made from. Children will be given a problem. One of the pigs has made a house but they have forgotten the roof. Children will use their prior learning from the previous lesson to discuss what properties a roof needs to have. Children will then be taught about waterproof and absorbent. Children will be introduced to the experiment they will be completing. Although children wouldn’t be completing a full science write up they will be involved and introduced to the stages of an experiment such as the method and the equipment list. Children will start by making predictions about what materials they think will be waterproof and which they think will be absorbent. Children will be challenged to discuss how they made their decisions through conversation with their partner. After completing their predictions children will complete the experiment which involves placing different materials on a cup and seeing how much water is left on the surface of the material. Children will finish by reflecting on their results. Stem sentences are used throughout to support oracy. Helping hands - Children will be provided with a scaffold to write up their responses. Chilli Challenge - Children will think about what further properties the waterproof materials need to be a suitable roof. Colour coding Blue slides – Reflection Green slides – Child led Red slides – Teacher led Orange slides - Independent application

Thankyou for looking at my resource. In this lesson children will learn that they are helping the Three Little Pigs set up a building business. Preparation - Each table will need a set of materials and sorting hoops. They will start by rewinding to their previous learning. Children will work through two rewind tasks with a partner. Children will be given a problem. How are they going to sort the items into two suitcases? Children will learn what is meant by sorting and categories. Children will start by looking at everyday categories such as colour and then build up to embedding their scientific understanding. Children will independently identify the categories of the two suitcase. Helping hands - Children will have the words and will fill in the gaps. Chilli Challenge - Children will think why one material was hard to sort into two groups. Children will then be introduced to sorting hoops. Discussing the benefits of this over sorting into two groups. Children will move onto sorting the materials into hoops and recording how they have sorted the materials. Helping hands - Children will work on a teacher led team. Chilli Challenge - Children will be challenged to sort into three categories. Colour coding Blue slides – Reflection Green slides – Child led Red slides – Teacher led Orange slides - Independent application

Lesson 1 - Children to create six Halloween costume ideas and choose their favourite. Lesson 2 - Children to use adjectives to describe their costume. Children to be challenged to use expanded adjectives to add more detail to their writing. Lesson 3 - Children to write a description of their Halloween costume. Thankyou for looking at my resource. Central to the lessons within my teaching is by introducing the learning through a problem that can only be solved using the LO. e.g identifying a picture through a sentence that doesn’t contain expanded adjectives so it is impossible to identify the picture.Research has shown that when children learn through problem solving and having ownership of their own learning they develop a deeper and longer lasting understanding. Powerpoint user guide Throughout children are encouraged to rewind on prior learning through rewind sections. Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years) Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task. Helping hands provide children with additional supports to allow them to access the main learning. Colour coding Blue slides – Reflection Green slides – Child led Red slides – Teacher led Orange slides - Independent application

Thankyou for looking at my resource. In this lesson children will learn that they are helping the Three Little Pigs set up a building business. Preparation - Each table will need a set of materials. The teacher will need materials during the input. They will start by rewinding to their previous learning. Children will work through two rewind tasks with a partner. They will identify the name of every materials and then identify an everyday object , its use and the materials it is made from. Children will be given a concept cartoon showing the three pigs debating which material to use to make a chair. The teacher will then bring together observations in a scientific way. Children will be introduced to seven property pairs (waterproof /absorbent have been excluded due to the next lesson having a focus on this) Children will be introduced to prediction and will do a whole class prediction about the properties of certain materials. After children have made their predictions the teacher will model investigating the properties. Children’s independent task. Children will have materials on their tables. Children will create a fact file about individual materials and their properties. Stem sentences are used throughout to support oracy. Helping hands - A teacher supported ‘team’ will go round together finding objects. Chilli Challenge - Children will identify objects with multiple materials. Colour coding Blue slides – Reflection Green slides – Child led Red slides – Teacher led Orange slides - Independent application

Thankyou for looking at my resource. In this lesson children will learn that they are helping the Three Little Pigs set up a building business. They will start by being shown a vague shopping list that one of the pigs has been provided with for the hardware store. Children will discuss why the list is impossible for the little pig to shop from. Children will have time to independently think and then discuss with a partner using a stem sentence to support oracy. To help embed material names and identification children will have hidden materials which will be slowly revealed. Children will guess the material again with the support of a stem sentence to support oracy. The misconception of material vs object will be discussed to ensure children are naming the material in the independent task however this will be discussed in further detail in the next lesson. Children’s independent task. Each table in the classroom will be set up as a different hardware store. With varying quantities of materials. Children will need to write the store name, identify the material , name it and write the quantity. Helping hands - A picture word bank will be provided. Chilli Challenge - Children will discuss which store would be best to shop at based on the materials they have. Colour coding Blue slides – Reflection Green slides – Child led Red slides – Teacher led Orange slides - Independent application

Thankyou for looking at my resource. In this lesson children will learn that they are helping the Three Little Pigs set up a building business. They will start by rewinding to their previous learning and identify the name of every materials in Three Little Pigs hardware store. Children will then learn about the mistake (scientific misconception) one of the pigs has made with Mummy Bear’s order. Children will discuss with a partner what mistake they have noticed. The teacher will then bring together observations in a scientific way by explaining that the pig delivered the materials not the objects. The teacher will define and explain the differences. Children will then do a number of examples together were they need to identify the object, the use and then the material used. Children’s independent task. Children will find objects around the classroom. They will draw a diagram of the object and as they did a a class identify the object, the use and then the material used. Helping hands - A teacher supported ‘team’ will go round together finding objects. Chilli Challenge - Children will identify objects with multiple materials. Colour coding Blue slides – Reflection Green slides – Child led Red slides – Teacher led Orange slides - Independent application

Thankyou for looking at my resource. In this lesson children will be looking at simple sentences and expanding them using when and where adverbs/adverbial phrases. Children will look at the problem with simple sentences. For instance children will be unable to identify which picture a particular sentence belongs to and through this will learn the importance of expanding sentences using adverbs/adverbial phrases . Research has shown that when children learn through problem solving children develop a deeper and longer lasting understanding of their learning. Children will do a variety of carefully thought out small step tasks to build up their understanding of what an adverb/adverbial phrase is and how to apply these using when and where. Powerpoint user guide Throughout children are encouraged to rewind on prior learning through rewind sections. Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years) Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task. Helping hands provide children with additional supports to allow them to access the main learning. Colour coding Blue slides – Reflection Green slides – Child led Red slides – Teacher led Orange slides - Independent application

In this resource children will focus on the importance of a noun in a sentence. Children will do a variety of carefully thought out small step tasks to build up their understanding of what a noun is and how to apply nouns to sentences. Resource includes a PPT and corresponding word resource Thankyou for looking at my resource. Powerpoint user guide Throughout children are encouraged to rewind on prior learning through rewind sections. Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years) Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task. Helping hands provide children with additional supports to allow them to access the main learning. Colour coding Blue slides – Reflection Green slides – Child led Red slides – Teacher led Orange slides - Independent application

In this resource children will focus on the importance of a verb in a sentence. Children will do a variety of carefully thought out small step tasks to build up their understanding of what a verb is and how to apply verbs to sentences. Resource includes a PPT and corresponding word resource Thankyou for looking at my resource. Powerpoint user guide Throughout children are encouraged to rewind on prior learning through rewind sections. Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years) Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task. Helping hands provide children with additional supports to allow them to access the main learning. Colour coding Blue slides – Reflection Green slides – Child led Red slides – Teacher led Orange slides - Independent application

This resource is a ppt to support teaching on the Viking era. This is aimed at LKS2 but can be easily adapted for upper KS2. The ppt will start by defining chronology and establishing the importance of developing a chronological understanding by comparing the chronology of the Vikings to the development of a key primary resource. The ppt will then go on to teach the differences between BC and AD.

Children will start by reflecting on prior learning. Children will be provided with a brief overview of what mining is and the importance of it to the Victorian era. Children will then start to explore the general impact of mining,before using the 1842 commission report to identify how mining impacted children. They will finally will look at the impact on Nottinghamshire. Children will write their own report.

This ppt builds up children’s understanding of food chains through the use of small steps. Children will start by demonstrating their understanding of herbivores, carnivores and omnivores. Children will then move onto discuss the link to prior science units such as light and electricity to allow them to build on previous learning. Children will discuss the type of energy that is involved in the food chain and how this is essential to animals survival. Children will then move onto learn about producers and consumers and then further build on this by developing an understanding of of prey and predator. Throughout the slides there are opportunities for common misconceptions to be addressed, children to be actively engaged with their learning through discussions and thinking points and finally the core concepts are built up slowly and repetition is used to deepen understanding.

Thankyou for looking at my resource. This lesson sequence provides a really nice assessment opportunity. Lesson 1 - Children will listen to the story of Goldilocks and then acted out the story. Children will not only reflect on the story but also will think about how we perform e.g using different voices for different characters. Lesson 2 - Children will be introduced to the idea of motive (in a very ks1 friendly manner) Children will think of ideas for what motivated Goldilocks to enter The Three Bears house. Lesson 3 - Using the story map used to support their performances in lesson one children will think about how the story will need to changed when the motive has changed. Children will be guided through adapting the story map plan. Lesson 4- Children will be writing their story. Children will be supported using a story map to write their story and will also be actively encouraged to uplevel their work. A teacher modelled example is provided for the first two parts of the plan children will discuss with a partner what techniques they can see the teacher has used. Children will then be shown the teacher explanation for their choices in their writing. Helping hands will be provided for children who need additional support as well as a chilli challenge. Powerpoint guide Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application