The Christmas Around the World resource is designed for Upper Key Stage 2 and offers a comprehensive literacy activity that combines cultural exploration with language skills. This resource introduces pupils to how Christmas is celebrated in various countries, such as America, Australia, Brazil, Finland, and Germany, among others. Key Features: Informative Texts: Pupils learn unique Christmas traditions and practices from different countries, promoting cultural awareness. Comprehension Questions: A range of questions follows the texts to assess understanding, encourage critical thinking, and support literacy skills development. Interactive Activities: Tasks include matching customs to countries, comparing traditions, and analysing how cultural factors influence celebrations. Creative Writing Opportunities: Pupils are invited to describe their own Christmas experiences or alternative celebrations. Answers Included in a free resource: The inclusion of answers ensures ease of use for teachers, aiding quick assessment or self-checking for pupils. Benefits for Teachers: Saves planning time with ready-to-use materials. Encourages cross-curricular links between literacy and cultural education. Adaptable for individual, paired, or group work. This engaging resource is ideal for encouraging discussion, enhancing comprehension skills, and introducing diversity into festive classroom activities.

This lesson, “The Pirate Code,” is a comprehensive, evidence-based learning (EBL) resource designed for KS2 pirates exploring pirate stories and the social dynamics aboard pirate ships. The lesson focuses on understanding the Pirate Code—a set of rules pirates had to follow—through activities that foster critical thinking, collaboration, and independent learning. Key components of the lesson include: Background on Pirates and the Pirate Code: Pupils learn the historical context of pirates, the need for a code of conduct, and the unique consequences pirates faced if they broke the code. Collaborative Thinking Skills Activity: Encourages pupils to work in pairs to discuss the importance of specific pirate rules, such as maintaining clean weapons and forbidding fights among crew members. Higher and Lower Order Questions: Pupils engage with a range of question types, from comprehension to analysis, helping them to understand both the practical and ethical reasons behind the Pirate Code. Metacognitive Reflection: Includes a “metacognitive thinking activity” where pupils reflect on which questions they found easier and why, promoting self-awareness in their learning process. Independent Learning and Peer Assessment Activities: Pupils complete individual tasks like labelling parts of a galleon (a type of ship associated with pirates) and engage in peer assessment, discussing with a partner to compare answers and refine their understanding. Teacher CPD (Continuing Professional Development): A five-minute CPD section for teachers introduces metacognition, offering tips to support pupils’ reflective thinking and strategies for integrating metacognitive questioning in the classroom. Each EBL skill is clearly marked with unique icons, making it easy for both pupils and teachers to identify the focus of each activity. This lesson is ideal for fostering deeper engagement with historical content while building essential learning skills through structured reflection and peer interaction.

This KS2 lesson on Comparing Myths, Legends, and Fables is a complete, evidence-based resource designed to engage pupils deeply while developing key learning skills. It offers a structured approach for pupils to differentiate between these three genres, developing a better understanding of story elements like moral, character types, and settings. Key features include: Genre Comparisons: Clear, concise summaries help pupils identify and distinguish between the features of myths, legends, and fables. Skill Development: Activities focus on collaboration, thinking skills, peer and self-assessment, and independent learning, aligned with eight evidence-based learning (EBL) skills. Engaging Activities: A mix of higher-order and lower-order questions, along with opportunities for discussion, make it suitable for a range of learners and for developing essential critical thinking skills. Teacher Support: A 5-minute CPD activity offers insight into evidence-based learning, supporting teachers in facilitating self and peer assessment. This lesson is ideal for KS2 teachers seeking to enrich their pupils’ understanding of traditional stories while building essential learning skills through collaborative and independent tasks.

This complete Key Stage 2 lesson on the legend of King Arthur and the Sword in the Stone offers a rich exploration of historical myths while building essential learning skills. The lesson draws on Evidence-Based Learning (EBL) practices to develop key cognitive and collaborative skills in pupils. Key Features: Focus on Legends: Through the classic story of King Arthur, pupils engage with the structure and themes of legends, understanding elements like fact vs. fiction, heroism, and moral lessons. EBL Skill Development: The lesson integrates five core EBL skills: collaborative learning, metacognition, peer assessment, thinking skills, and independent learning. These skills are woven throughout interactive activities such as a collaborative poster design, peer assessment, and individual reflection. Ready-to-Use CPD Component: A five-minute teacher CPD activity on metacognition is included, supporting teachers in explicitly developing metacognitive strategies in their classrooms. This engaging lesson encourages pupils to delve into the legend’s themes while fostering skills that enhance self-directed and reflective learning. The clear structure and ready-made resources make it an effective and convenient addition to a KS2 classroom.

Peer Assessment These screens collectively provide a comprehensive approach to peer assessment, covering positive feedback, constructive criticism, questioning techniques, evaluation of understanding, and goal achievement. This ensures students not only learn to give and receive feedback but also develop critical thinking and self-assessment skills. Constructive Feedback (Peer Assessment screens 1 and 2) Screens: “What I really liked about your work was…” and “The reason I liked this part was…” These screens guide students on how to give positive feedback. Learning to identify and articulate what is good about a peer’s work helps in building a supportive and constructive peer assessment environment. Critical Feedback (Peer Assessment screens 3 and 4) Screens: “I think this part could be improved…” and “Maybe you should think about…?” These screens teach students how to provide constructive criticism, which is crucial for the peer assessment process. This helps peers improve their work without feeling discouraged. Questioning Technique: (Peer Assessment screen 5) Screen: “Why did you decide to…?” Encouraging students to ask this question fosters critical thinking and deeper understanding. It also prompts peers to reflect on their choices and consider alternative approaches. Evaluation of Understanding: (Peer Assessment screens 6 and 7) Screens: “I understood most of your ideas but I didn’t understand…” and “Your ideas were easy to understand because…” These screens focus on comprehension and clarity of communication. They help students evaluate how well they are conveying their ideas and identify areas where their communication might be lacking. Goal Achievement Assessment: (Peer Assessment screen 8) Screen: “I thought you met the goal for this task because…” This part helps students focus on the objectives of the assignment and understand if they have achieved the task’s goals. It also opens up opportunities for peers to offer help in meeting these goals.

Essential Peer Teaching Peer teaching involves students teaching other students, sharing their knowledge, skills, and understanding. It is an effective method for deepening comprehension and fostering collaborative learning environments. Essential peer teaching consists of the questions that students ‘can’t do without’. Here are the three essential ‘before,’ two essential ‘during,’ and two essential ‘after’ screens that would benefit students the most as they peer teach: Peer Teaching before a session How can I prepare to teach this material to my partner? Preparation is crucial for effective teaching. This question encourages the student to plan and organise the material, ensuring they understand it thoroughly before attempting to teach others. Have I set a clear objective for what I want my partner to learn? Setting clear objectives helps the student focus on key learning outcomes, making the teaching session more structured and goal-oriented. What steps do I need to take to effectively teach this material? This question prompts the student to think about the teaching process, including breaking down the material into manageable parts and considering the best methods to convey the information. Peer Teaching during a session Am I engaging my partner and keeping them on track with the lesson? Engagement is vital for effective learning. This question encourages the student to monitor their partner’s engagement and adjust their teaching methods to maintain interest and focus. How can I adjust my teaching approach if my partner is not understanding the material? Flexibility is important in teaching. This question prompts the student to be responsive to their partner’s needs and adapt their approach to ensure comprehension. Peer Teaching after a session Did my partner achieve the learning objectives for this session? Reflecting on whether the learning objectives were met helps the student assess the effectiveness of their teaching and identify areas for improvement. How can I improve my teaching methods for future peer teaching sessions? Continuous improvement is essential for developing teaching skills. This question encourages the student to reflect on their teaching experience and think about how they can enhance their approach in future sessions. These questions are designed to guide the student through the entire peer teaching process, from preparation to execution to reflection, ensuring they consider all aspects of effective peer teaching.

Essential Self-Regulation Essential self-regulation looks at the full resource and selects only those self-regulation questions that students ‘can’t do without’. Based on the full document “Self-Regulation in action,” here are the three essential ‘before,’ two essential ‘during,’ and one essential ‘after’ screens that would benefit students the most. How can I motivate myself to start work on this task? Motivation is the driving force behind starting any task. Without initial motivation, a student is unlikely to begin working, making this question crucial. Have I set a goal for this task? Setting a goal provides direction and purpose. It helps students understand what they are aiming to achieve, which is essential for effective self-regulation and task completion. What steps do I need to take to achieve my goal? Planning is a key aspect of self-regulation. Identifying the necessary steps helps in organising efforts and resources efficiently, ensuring a structured approach to achieving the goal. Am I on track to meet my goal for this task? Monitoring progress is vital during the task to ensure that efforts are aligned with the goal. This question helps students stay focused and make necessary adjustments in real-time. How can I adjust my approach if I am not making progress towards my goal? Importance: Flexibility and adaptability are crucial when facing obstacles. This question encourages students to think critically about their strategies and make changes if they are not progressing as planned. Did I achieve my goal for this task? Reflecting on whether the goal was achieved is important for evaluating the effectiveness of the strategies used. It helps in understanding what worked well and what can be improved for future tasks. These questions collectively cover the key phases of self-regulation: motivation, goal setting, planning, monitoring, adjusting, and reflecting. By addressing these aspects, students can develop a comprehensive approach to managing their tasks effectively, leading to improved learning outcomes.

Essential Self-Assessment Essential self-assessment looks at the full resource and selects only those self-assessment questions that students ‘can’t do without’. So, based on the full document “Self-Assessment in action,” here are the six essential self-assessment questions that would benefit students the most. Did I know the learning goals for this task? This question helps students clarify their objectives before starting a task, ensuring they understand what they need to achieve. Did I monitor my performance against my learning goals? This question encourages ongoing self-monitoring, helping students stay on track with their goals during the learning process. Can I identify what was good about my work? Reflecting on strengths allows students to recognize and build upon successful strategies and achievements. Can I identify which parts of my work need improving? Identifying areas for improvement helps students focus on specific aspects of their work that require more effort or different strategies. Do I know how to make these improvements? Understanding how to improve is crucial for students to develop actionable plans to enhance their future performance. What do I need to learn next? This question helps students set new goals and continue their learning journey by identifying the next steps in their development. These questions guide students through a comprehensive self-assessment process, from setting goals to evaluating and planning for future learning.

The Exit Tickets resource is a practical, evidence-based tool designed to help teachers conduct quick, informal assessments at the end of lessons. Exit Tickets allow students to reflect on what they’ve learned, providing teachers with immediate, actionable feedback on pupil understanding. This resource is grounded in research, making it a reliable way for teachers to identify learning gaps, adjust future lessons, and encourage deeper student engagement. The ten-minute guide helps teachers easily incorporate Exit Tickets into their classrooms, enhancing their teaching practices. This price offers great value for whole-school use, ensuring that all teachers can benefit from the research-backed advantages of using Exit Tickets to inform current and future teaching.

Fractions Jigsaw Practice for Upper KS2 This resource offers a comprehensive set of SATs-style questions on fractions, tailored specifically for Year 6 pupils. Designed with collaborative learning in mind, pupils work in “Jigsaw groups” of four to solve fraction problems, promoting teamwork and peer-to-peer support. The resource covers key areas of the KS2 Maths curriculum, focusing on fractions, percentages, and problem-solving. Pupils will engage with a wide variety of tasks, including: Converting fractions to percentages and vice versa. Identifying fractional parts of sets and logos. Solving real-world fraction problems, such as calculating the fraction of a class using iPads. Performing operations with fractions, including addition and finding fractions of numbers. Each set of questions is organised to help pupils strengthen their understanding of fractions through practical and visual problems. This resource not only reinforces core concepts but also prepares pupils for the SATs exams by giving them practice with question formats they are likely to encounter. Key Features: SATs-Type Questions: Familiarise pupils with SATs-style questions focused on fractions, ensuring they are well-prepared for end-of-year assessments. Collaborative Learning: Designed for use in Jigsaw groups, encouraging pupils to learn from one another in a structured yet flexible environment. Comprehensive Coverage: Covers a wide range of fraction-related skills, from simple operations to more complex reasoning problems. Evidence-Based: Built on research-based learning strategies that support deeper understanding and retention. This is an essential resource for Year 6 teachers looking to provide engaging, collaborative, and curriculum-aligned practice in fractions, ensuring pupils are confident and ready for their SATs tests.

Student-Friendly Self-Assessment Whiteboard Prompts - Any Subject - Any Topic This whiteboard resource is a visual guide on self-assessment for students. It breaks down the self-assessment process into different stages and provides prompting questions for students to reflect on their learning experience at each stage. The resource covers the following stages: Before starting a task (goal setting, understanding expectations, planning approach) During the task (monitoring progress, evaluating performance, reflecting on quality) After completing the task (identifying strengths, areas for improvement, next steps, reflecting on challenges, successes, and overall learning) Reflecting on the learning process (motivation, confidence, dealing with distractions, productive strategies, effort, areas for improvement) The prompting questions are designed to encourage students to think critically about their learning strategies, progress, and areas for growth. The resource aims to promote self-awareness, self-evaluation, and metacognition, which are essential skills for effective learning. From a teacher’s perspective, this whiteboard resource can be highly useful for implementing self-assessment practices in the classroom. It provides a structured framework for students to engage in self-assessment, which can be challenging for many learners. The resource can be used as a visual aid during classroom discussions or as a handout for students to refer to during their self-assessment process. Teachers can use this resource to: Introduce the concept of self-assessment and its importance in learning. Guide students through the self-assessment process using the prompting questions. Encourage students to reflect on their learning experiences and identify areas for improvement. Foster a culture of self-awareness and self-regulation in the classroom. Adapt the prompting questions to suit specific learning tasks or subject areas. Overall, this whiteboard resource is a practical and student-friendly tool for teachers looking to incorporate self-assessment practices in their classrooms. It can help students develop essential metacognitive skills, take ownership of their learning, and ultimately become more effective and independent learners.

Getting to Grips with Connectives This learning resource titled “Getting to Grips with Connectives” is an excellent tool for teaching y5/6 students about the usage and importance of connectives in their writing. Here’s a summary of what the resource covers: It starts by explaining what connectives are and their purpose in making sentences and writing more interesting and coherent. The resource covers the different types of connectives such as ‘and’, ‘but’, ‘so’, ‘because’, ‘although’, etc., and how they can be used to join simple sentences into compound sentences or clauses into complex sentences. It provides numerous examples and exercises for students to practise writing compound and complex sentences using various connectives. The resource also teaches how to vary the structure of sentences by moving the placement of connectives, and how to use pairs of connectives like ‘if…then’ and ‘either…or’ in the same sentence. It demonstrates how connectives can be used to link sentences within a paragraph, making the writing flow better. Finally, it covers the use of time connectives like ‘firstly’, ‘secondly’, ‘finally’ to sequence paragraphs and events in a logical order. Overall, this resource is comprehensive, engaging, and full of practice opportunities. It uses a science-fiction theme which could appeal to y5/6 students. The exercises progress from simple to more complex, allowing students to gradually build their skills with connectives.

A set of classic thinking skills prompts for use in every classroom (24pp) This whiteboard resource titled “Thinking Skills in Action” provides an excellent overview of different types of thinking skills and how they can be applied in the classroom. As a teacher, I find this resource quite useful for the following reasons: Comprehensive coverage: The resource covers six essential thinking skills: remembering, understanding, applying, analysing, evaluating, and creating. These skills align with the cognitive domains of Bloom’s Taxonomy, a widely recognized framework for promoting higher-order thinking. Question prompts: For each thinking skill, the resource provides sample questions that teachers can use to encourage students to engage in that particular type of thinking. These question prompts are practical examples that teachers can readily adapt to their lesson plans and classroom activities. 21st-century thinking skills: The resource recognises the importance of developing 21st-century thinking skills, such as creative thinking, critical thinking, and problem-solving, which are crucial for students to navigate the information-rich world and address complex issues. Visual representation: The information is presented in a visually appealing and organised manner, making it easy for teachers to understand and refer to during lesson planning or classroom instruction. Versatility: This resource can be used across various subject areas and grade levels. The thinking skills and question prompts are applicable to a wide range of topics and disciplines, making it a valuable tool for teachers in different subject areas. Overall, this whiteboard resource serves as a concise yet comprehensive guide for teachers looking to incorporate thinking skills into their classroom practices. By promoting different types of thinking skills and providing practical examples, this resource can help teachers design engaging and challenging learning experiences that foster critical thinking, problem-solving, and higher-order cognitive skills in students.

This complete lesson on the key features of fantasy stories is designed for upper primary pupils (Key Stage 2). Priced at just £3 for whole school use, it provides a comprehensive exploration of the genre using Alice in Wonderland as a core text. The lesson emphasises three key educational skills: collaboration, thinking skills, and peer assessment, all supported by evidence-based learning (EBL) principles. Lesson Highlights: Key Fantasy Story Elements: Through guided activities, pupils learn about fantasy story staples such as real vs. imaginary settings, characters (both good and bad), and magical portals. Interactive Activities: Higher and Lower Order Questions: Engage pupils in critical thinking. Collaborative Poster Design: Pairs of pupils create a poster showcasing fantasy story elements, reinforcing the material through visual creativity. Peer Assessment: Pupils review and give constructive feedback on their peers’ posters, honing evaluation skills. Teacher CPD: Includes a five-minute evidence-based CPD segment on collaboration, with practical tips for teachers on maximising pupil learning through peer interaction. This lesson combines literary analysis with skill-building exercises, making it an ideal choice for primary teachers looking to introduce fantasy literature in a meaningful, interactive way.

Lesson Title: New Paragraphs and New Worlds – A Science Fiction themed English Lesson Dive into the imaginative world of science fiction with New Paragraphs and New Worlds, a fully resourced, ready-to-use lesson for Key Stage 2 designed to develop essential writing skills. This engaging lesson empowers pupils to craft paragraphs by understanding when to start a new one based on changes in time, setting, characters, dialogue, or action within a story. By working with sci-fi story extracts, pupils explore advanced storytelling techniques, making learning both educational and fun. Key Features: Target Skills: Five Evidence-Based Learning (EBL) skills, including collaboration, critical thinking, peer teaching, and self-regulation, enabling pupils to develop advanced learning capabilities. Structured Activities: Interactive exercises guide pupils through the distinct characteristics of science fiction and the five essential reasons for starting new paragraphs. Writing Practice: Story extracts prompt pupils to add new paragraphs, with guidance on tense, perspective, and dialogue to strengthen creative writing. Collaborative Learning: Paired and independent tasks encourage discussion, helping pupils consolidate understanding by teaching peers. Teacher Support: A 5-minute CPD on peer teaching for teachers, highlighting research-backed strategies to enhance collaborative classroom environments. This resource is perfect for teachers seeking an engaging, research-backed writing lesson that develops critical literacy skills through an immersive, story-based approach. This lesson is available for only £3 for whole-school use, making it an affordable and impactful addition to any classroom.

Complete Lesson: The Three Types of Myth This ready-to-use lesson is designed for Key Stage 2, focusing on three primary types of myths: those that teach a lesson, explain a phenomenon, or set characters on a challenging quest. It uses engaging activities to develop essential skills in collaboration, self-assessment, and peer assessment, aligning with Evidence-Based Learning (EBL) principles. Lesson Highlights: Structured Learning of Myth Features - Students explore the characteristics of each myth type through examples like King Midas, making abstract ideas accessible and memorable. Collaborative Activities - Paired tasks develop teamwork and help students refine their understanding through shared insights. These exercises also include guided report writing, enabling students to practise factual writing while applying what they’ve learned. Self and Peer Assessment - The lesson includes structured opportunities for self-reflection and peer feedback, enhancing learning retention and encouraging positive reinforcement among students. Teacher Support - A quick CPD section offers insights into fostering a classroom environment supportive of self and peer assessment, with actionable reflection questions to ensure best practices. This lesson, complete with a report-writing scaffold, assessment templates, and CPD guidance, is an excellent choice for any teacher looking to build key thinking skills while introducing myths in an engaging and interesting manner.

A Teacher’s Guide to Problem Solving: An evidence-based time-saving, high-impact tool for essential skill development This resource is a concise, 20-minute evidence-based guide designed to help classroom teachers effectively teach problem-solving skills, emphasising their importance for 21st-century learners. It includes: Introduction to Problem Solving: Outlines the significance of problem-solving as a key skill for the future, particularly in adapting to challenges posed by rapid social and technological changes. Definitions and Features of Problem Solving: Provides clear definitions and discusses essential components, such as goals and barriers, associated with solving complex problems. Polya’s Four Steps to Problem Solving: Introduces George Polya’s structured method for problem-solving, which includes understanding the problem, devising a plan, implementing the plan, and reflecting on the solution. This approach helps pupils systematically tackle both mathematical and real-life challenges. Teacher Approaches to Problem Solving at KS2: Features practical strategies from educators, showing how Polya’s method has been used to build problem-solving confidence and adaptability among pupils. This guide supports teachers in preparing pupils to face modern-day problems, encouraging them to apply critical and creative thinking skills to non-routine tasks.

A complete lesson that uses history to develop the KS2 English skill of report writing and to also master the evidence-based Learning skill of self-regulation.

In this lesson pupils work with a partner to make some brief notes about Noun Phrases. Ideally, pupils should make a note of only the essential aspects of this topic - say 5-6 main points (with examples). These notes are important because they will be used as a basis for peer teaching and making a video on this topic in part 2. This lesson has been written to enable to enable pupils to teach themselves without teacher input because each page has been carefully designed to nudge learning forward.