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 the purpose of an opening chapter To understand how an author develops relationships between characters. To understand how characters can be introduced using the viewpoint of the main character. To understand how secondary characters help develop a primary character To show how an author uses an address to the reader to provide additional information. To use inference and deduction to understand how the people of America feel when they see the giant peach. To form and share opinions about a completed novel.

A revision or assessment tool for the use of all the verb tenses covered in Year 6 Grammar test. Verbs include: simple past, simple present, present perfect, past perfect, past progressive (or past continuous), present progressive (or present continuous, passive voice, active voice and subjunctive. Can also be used with Assertive Mentoring's Grammar Hammer 4.

A revision or assessment tool for the use of punctuation that will be encountered in Year 6 Grammar test. Punctuation included: inverted commas, apostrophes, semi-colons, colon, dash, ellipse, use of commas in subordinate clauses. Can also be used with Assertive Mentoring's Grammar Hammer 4.

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 introduces characters. To understand how an author develops the central character. To understand how secondary characters are introduced. To use deduction and inference to understand a character’s feelings and opinions To understand how different stories about the same character help develop that character. To make predictions about a character based on what’s been read.

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 reflect on the opening of a story. To understand how an author develops the central idea of his book. To understand how an author contrasts feelings between two main characters. To understand how an author builds suspense To reflect on a completed text.

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 series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions. LOs To develop a feeling of empathy with the main character of a book. To use recall, skimming and scanning to find out information about the story. To use your own experiences to comment on what’s happening in a story. To use inference and deduction to understand the behaviour of the main characters of a Chapter. To use recall and references to answer questions on the text. To recognise how an author starts to bring a story to its conclusion. To reflect upon a completed text.

Who’s who? Do you know your Anglo Saxon from your Norman? 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 Normans invaders and settlers in Britain between the fall of the Roman Empire and the early medieval period. The activity consists of: Teaching Input: 1. A powerpoint identifying the key similarities and differences between the Anglo Saxons and Normans 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 Normans, 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 Norman invasion destroyed more than it created.

LOs: Starter: To read and write numbers up to 1,000,000 (Y5) To read and write numbers up to 10,000,000 (Y6) Main Lesson: To write in words the sum of numbers up to 1,000,000. (Y5) To write in words the sum of numbers up to 10,000,000. (Y6) This lesson consists of: A connect / starter PowerPoint where children write numbers up to 1,000,000 / 10,000,000 as digits and in words. An Interactive Whiteboard teaching introduction for both Notebook and ActivInspire teaching the conventions of writing numbers up to 10,000,000 An independent task where children use mental addition to generate numbers up to 10,000,000 (Challenge - including up to 3dps) An AFL / Next Steps task where children apply their knowledge to real life population problems. A homework option linked to real life where children use research skills to find out local populations and write these out in words. Also included for SEN / EAL children Spelling vocabulary for the number values.

LOs: Starter: round any number up to 1,000,000 to the nearest 10, 100, 1,000, 10,000 and 100,000 (Year 5) round any whole number to a required degree of accuracy (Year 6) understand and use place value for decimals (KS3) Main Lesson: to identify the place value of each digit of a number up to 1,000,000 (Year 5) to identify the place value of each digit of a number up to 10,000,000 (Year 6) to understand place value for decimals (KS3) This lesson consists of: A starter / connect PowerPoint where children revise round of numbers up to 10,000,00 and to 3dps and tests understanding of Place Value digits, An Interactive Whiteboard teaching introduction for both Notebook and ActivInspire teaching the conventions of identifying place value of digits up to 10,000,000 (differentiated 3 ways for ability) A 4 way differentiated series of independent tasks where children identify place values of digits, in 10, 100, 100, 1,000, 10,000, 100,000, 1,000,000 and 10,000,0000 and decimals to 0.1, 0.01, 0.001 An AFL / Next Steps task where children apply their knowledge to Word problems. NB Updated 27/6/17 UKS2 - Term 1 - Week 1 - Day 3 Starter - Rounding numbers with degree of accuracy - recap - one rounding error Row 1 column 4, 2 corrections of AfL/next steps (and answers) in presentations.

LOs: to solve number and practical problems that involve reading, writing, ordering and comparing numbers up to 1,000,000 and determining the value of each digit (Year 5) to solve number and practical problems that involve reading, writing, ordering and comparing numbers up to 10,000,000 and determining the value of each digit (Year 6) to develop mathematical knowledge solving problems and evaluating the outcomes, including multi-step problems (KS3) This lesson consists of: An Interactive Whiteboard teaching introduction for both Notebook and ActivInspire to allow you to share the learning objectives and go through the best way to complete this group / paired investigation. (differentiated 3 ways for ability) 4 differentiated sets of problem solving cards where children work collaboratively to apply their Place Value knowledge to find a set of either six or seven numbers. An AFL / Next Steps reflection to encourage children to identify what went well and what strategies they would attempt improve in subsequent investigations.

LOs: Starter: To order and compare numbers up to 1,000,000 (Year 5) To order and compare numbers up to 10,000,000 (Year 6) To order and compare any numbers (KS3) Main Lesson: to compare and order numbers up to 1,000,000 (Year 5) to compare and order numbers up 10,000,000 (Year 6) to compare and order numbers with up to 3 decimal places. (KS3) This lesson consists of: A starter / connect PowerPoint where children revise value of specific digits up to 10,000,00 and to 3dps and tests their understanding of how to find largest and smallest numbers., An Interactive Whiteboard teaching introduction for both Notebook and ActivInspire teaching the conventions using the significance of digits to compare and order numbers up to 10,000,000 (differentiated 3 ways for ability) A 4 way differentiated series of independent tasks where children sequence and compare numbers up to 10,000,000 and to 3dps. An AFL / Next Steps task where children check their understanding of the greater than (>) and less than ( NB Updated 27/7/17 Upper Key Stage 2 Week 1 Day 4 - Compare and order numbers - independent task –answer sheet - Developing i, Secure i, Challenge i

A plan, set of teaching resources, Interactive Whiteboard presentations for both Promethean and Smartboards. This resource uses the questions on 2016 Key Stage 2 SATs papers 1, 2 and 3 to revise your class' understanding of quick arithmetic methods and revise a specific aspect of the reasoning papers finishing with an AfL style plenary using exemplar questions from the 2016 SATs paper.. This is the third lesson in a revision programme designed to prepare Year 6 children for the Maths SATs papers 1, 2 and 3. Learning Objectives covered: To subtract whole numbers, decimals or fractions quickly (arithmetic starter) To add and subtract whole numbers with more than 4 digits using columnar addition and subtraction (All) To solve addition and subtraction multi-step problems including money, deciding which operations and methods to use. (Most) To apply addition and subtraction strategies to multi-step problems including negative numbers and decimals. (Some)