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.

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 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

A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions.

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 look at the way that letters differ by author and purpose. To understand how an author drops hints into early chapters to reveal what will happen in the book. To understand how an author makes a dilemma truly difficult to overcome. To understand how an author develops character relationships. To understand how an author brings a story to a climax.

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.

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 Workhouses 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 role of Workhouses. • draw on primary resources to produce a reasoned debate on the pros and cons of Workhouse. • produce their own persuasive argument in favour (or against) the abolition of Workhouses. • produce a balanced argument on the advantages and disadvantages of Workhouses. • Produce their own written narrative of life in a Workhouse

A set of resources designed to support learning in the classroom with resources available for distance learning in event of school or class closure. The week’s lessons cover: Revisit / Review Read and write Phase 3 ch, sh, th, ng, ai, ee, igh, oa using Week 02 - Revisit Phase 3 – digraphs.ppx Teach spelling the word CVC to CVC words read, write spell. Teach / Practice spelling the phase 4 High Frequency words p118 (Letters and Sounds) i.e. have, like some, come, was, you, me, he, she, be Practice reading and writing CVCC and CCVC Practice reading real and non-words. Apply reading sentences p122 (Letters and Sounds) Apply writing sentences p124 (Letters and Sounds)

Phonics Phase 5 Week 1 blended learning – alternative spellings for h (wh), w (wh) and f or ff (ph) A set of resources designed to support learning both at home and in the classroom. Please note all the youtube video clips can be accessed separately for free, which constitutes the home learning element of these lessons. The week’s lessons cover: Revisit / Review Read and write Phase 4 trigraphs ear, air, ure, (Week 01 - Revisit Phase 4 – trigraphs.pptx) Teach reading, writing and spelling words with wh (w), wh (h) , ph (f or ff) Teach / Practice spelling the phase 4 tricky words said, have, like so, do, some, come, little. Practice recognition and recall of graphemes and different pronunciations of graphemes as they are learned Practice reading and spelling words with adjacent consonants and words with newly learned graphemes Apply reading sentences p142 (Letters and Sounds) Apply writing sentences p149 (Letters and Sounds)

A set of resources designed to support learning in the classroom with resources available for distance learning in event of school or class closure. The week’s lessons cover: Revisit / Review Read and write Phase /oo/ /OO/, u, ur using Week 03 - Revisit Phase 3 – digraphs.ppx Teach two syllable words: read, write and spell. Teach / Practice spelling the phase 4 High Frequency words p118 (Letters and Sounds) i.e, was, you, me, he, she, be, were, there, little, one, they, all, are Practice reading and writing two syllable words Practice reading real and non-words. Apply reading sentences p122 (Letters and Sounds) Apply writing sentences p124 (Letters and Sounds)

A set of resources designed to support learning in the classroom with resources available for distance learning in event of school or class closure. The week’s lessons cover: Revisit / Review Read and write Phase or, ar, ow, and oi using Week 03 - Revisit Phase 4 – digraphs.ppx Teach two syllable words: read, write and spell. Teach / Practice spelling the phase 4 High Frequency words p118 (Letters and Sounds) it’s, from, children, just, little, there, one, out Practice reading and writing two syllable words Practice reading real and non-words. Apply reading sentences p122 (Letters and Sounds) Apply writing sentences p124 (Letters and Sounds)

AA set of resources designed to support learning in the classroom with resources available for distance learning in event of school or class closure. The week’s lessons cover: Revisit / Review Read and write alternative spellings for h (wh), w (wh) and f or ff (ph) (Week 02 - Revisit wh, h, w, wh,pptx) Teach reading, writing and spelling words with ay, ai, split digraph a-e Teach / Practice spelling the phase 4 tricky words said, have, like so, do, some, come, little. Practice recognition and recall of graphemes and different pronunciations of graphemes as they are learned Practice reading and spelling words with adjacent consonants and words with newly learned graphemes Apply reading sentences p142 (Letters and Sounds) Apply writing sentences p149 (Letters and Sounds)

A set of resources designed to support learning in the classroom with resources available for distance learning in event of school or class closure. The week’s lessons cover: Revisit / Review Read and write alternative spellings for h (wh), w (wh) and f or ff (ph) and alternative ai – ay, a-e (Week 03 ai sound,pptx) Teach reading, writing and spelling words with ai, ey, eigh Teach / Practice spelling the phase 4 tricky words do, some, come, little. Practice recognition and recall of graphemes and different pronunciations of graphemes as they are learned Practice reading and spelling words with adjacent consonants and words with newly learned graphemes Apply reading sentences p142 (Letters and Sounds) Apply writing sentences p149 (Letters and Sounds)

A set of resources designed to support learning in the classroom with resources available for distance learning in event of school or class closure. The week’s lessons cover: Revisit / Review: Read and write Phase 3 GPCs j, v, w, x, y, z, zz, qu using Week 01 Revisit Phase 3 GPCs.pptx Teach spelling the word CVC to CCVC words read, write and spell. Teach / Practice spelling the phase 4 High Frequency words p118 (Letters and Sounds) i.e. said, have, like so, he, she, we, me, be Practise reading GPCs: -air, ee , sh, Practise reading real and non-words. Apply reading sentences p122 (Letters and Sounds) Apply writing sentences p124 (Letters and Sounds)

A set of resources designed to support learning in the classroom with resources available for distance learning in event of school or class closure. The week’s lessons cover: Revisit / Review Read and write alternative spellings /ai/ ey, ea, eigh and aigh and /ee/ ea, ee, split digraph ee (Week 05 ee sound.pptx) Teach reading, writing and spelling words with /ee/, ey, y Teach / Practice spelling the phase 4 tricky words any, many, please, people Practice recognition and recall of graphemes and different pronunciations of graphemes as they are learned Practice reading and spelling words with adjacent consonants and words with newly learned graphemes Apply reading sentences p142 (Letters and Sounds) Apply writing sentences p149 (Letters and Sounds)

A set of resources designed to support learning in the classroom with resources available for distance learning in event of closure. Please note all the youtube video clips can be accessed separately for free, which constitutes the home learning element of these lessons. The week’s lessons cover: Revisit / Review Read and write and spell alternative spellings /ee/ ea, ee, ie, ey, y split digraph e-e (Week 06 ee sound less common.pptx) Teach reading, writing and spelling alternative /igh/ - y, ie and split digraph i-e Teach / Practice spelling the phase 4 tricky words words eyes, my, by, people Practice recognition and recall of graphemes and different pronunciations of graphemes as they are learned Practice reading and spelling words with adjacent consonants and words with newly learned graphemes Apply reading sentences p142 (Letters and Sounds) Apply writing sentences p149 (Letters and Sounds)

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.