A printable booklet to review pupil understanding of a range of words selected from key vocab lists for maths, science, history, geography, music, art, DT and computing. 24 words have been selected that drawn from a range of curriculum subjects. There is a Frayer model diagram for students to complete to explore the meaning of each word. Additionally, there is a challenge to think about how each word can be used in creative and narrative writing contexts with an example given for each to scaffold ideas. Student can do them over any time scale – but as a word of the week will be able to complete them all before the end of the school year if they start them in January 2024 in class or as a home learning activity.

Would you like to give your class or tutor group some ideas of how they can be kinder to each other in 2024? Use this Random Acts of Kindness challenge to do just that. I gives 24 ideas of little things that students can do that will build a positive ethos in the classroom and build a kindness culture in your classroom.

This booklet contains a range of activities to support the preparation for transition to secondary school and includes pastoral as well as academic preparation activities. There are specific pages to address: Reading a timetable School uniform Equipment Canteens and money Travel Staff at secondary school Induction day Dealing with worries and anxiety Preparing for conversations Study skills including listening, reading, note taking and writing up as sentences Target setting for the first term Links to sources of support online Could be used with individuals, groups or a cohort. Print and use the pages appropriate for your students.

Non-fiction 2 This booklet includes a series of comprehension tasks based on the VIPERS approach that many schools use to teach the component’s needed to be able to demonstrate reading and text comprehension. It is designed to be used with the text from the 2023 Year Two reading test (Paper2 – non-fiction) as all schools will be able to access that and English schools may have physical copies of it that they can use. There are two ways in which this booklet may be useful: As a guided reading group intervention for students in Year 3 and 4 who are early readers and can decode at this level but would benefit from reading and working on text together to develop their confidence. It would be recommended that reading the text together more than once will help build fluency for these early readers. As an individual provision for an older student who is an early reader and not able to fully access text at an age-appropriate level but needs to build some independent comprehension skills. The booklet has been deliberately designed to look age appropriate for key stage two students. If using the test material booklets alongside this – please replace the cover sheet to help students see this activity positively. There are printable covers to use for this purpose in my TES shop. These covers can be put on any tasks or adapted classroom work to make them look generic.

Non-fiction 1 This booklet includes a series of comprehension tasks based on the VIPERS approach that many schools use to teach the component’s needed to be able to demonstrate reading and text comprehension. It is designed to be used with the text from the 2023 Year Two reading test (Paper1 – non-fiction) as all schools will be able to access that and English schools may have physical copies of it that they can use. There are two ways in which this booklet may be useful: As a guided reading group intervention for students in Year 3 and 4 who are early readers and can decode at this level but would benefit from reading and working on text together to develop their confidence. It would be recommended that reading the text together more than once will help build fluency for these early readers. As an individual provision for an older student who is an early reader and not able to fully access text at an age-appropriate level but needs to build some independent comprehension skills. The booklet has been deliberately designed to look age appropriate for key stage two students. If using the test material booklets alongside this – please replace the cover sheet to help students see this activity positively. There are printable covers to use for this purpose in my TES shop. These covers can be put on any tasks or adapted classroom work to make them look generic.

Fiction 2 This booklet includes a series of comprehension tasks based on the VIPERS approach that many schools use to teach the component’s needed to be able to demonstrate reading and text comprehension. It is designed to be used with the text from the 2023 Year Two reading test (Paper2 – fiction) as all schools will be able to access thatand English schools may have physical copies of it that they can use. There are two ways in which this booklet may be useful: As a guided reading group intervention for students in Year 3 and 4 who are early readers and can decode at this level but would benefit from reading and working on text together to develop their confidence. It would be recommended that reading the text together more than once will help build fluency for these early readers. As an individual provision for an older student who is an early reader and not able to fully access text at an age-appropriate level but needs to build some independent comprehension skills. The booklet has been deliberately designed to look age appropriate for key stage two students. If using the test material booklets alongside this – please replace the cover sheet to help students see this activity positively. There are printable covers to use for this purpose in my TES shop. These covers can be put on any tasks or adapted classroom work to make them look generic.

This booklet includes a sequenced and comprehensive resource to cover the KS2 History study of the Stone Age and Prehistoric period in Britain. This booklet covers: • Chronology • Ice Age animals • Stone Age settlement • Development of farming • Study of Stonehenge • Beginning of use of metal and the Bronze Age • Cave art and early writing • Sources of evidence • Dangers in the Stone Age • 2 Review activities It is presented in booklet form to be an inclusive resource for students at lower key stage two. Many secondary schools use booklets to sequence and scaffold learning for students, but this approach is less common in primary schools. I was interested in how this format might be used to make history more accessible and to ensure that it is history rather than writing that is being developed. All the information is recorded for students, and they are encouraged to interact with it to develop recall and understanding. There is a very limited requirement to record in writing – other methods have been used so that the historical thinking is key rather than writing skills. Working through the booklet does require literacy skills in that there is a level of reading required. This may be something that a teaching assistant can work on with a student who needs support – but it is also recognised that often this support is not available for subjects such as history. Therefore, the reading level has been managed so that an alternative way of using the booklet would be with peer support. Pairing a students of differing literacy skills would allow for peer support. Both students will be able to record in the same way so there will be no obvious difference in outcome which is positive for self-esteem – but the additional independent reading experience and challenge will be positive for the student who is the stronger reader in the partnership.

Rather than buy an activity guide for each novel that you study – how about trying one booklet of activities that you can apply to any novel? Whole class novel study is now one of the main ways in which reading is taught through guided reading and comprehension work. This booklet is designed to give teachers a range of activities that they can use alongside these lessons. They can be applied to which ever novel is being studied and used to give students a scaffolded way of recording the thinking and learning that they have done in lessons. There are: • 12 Character study activity pages • 12 Setting study activity pages • 12 Vocabulary study pages • 8 Plot and Chapter study activity pages • 10 Whole Book study activity pages The activities very in the amount of formal written recording needed to allow for adapted provision addressing the same learning. There are also structure strip based pages to provide scaffolding support for more developed written work for those students that need this.

This resource has 20 vocabulary related activities that can be used in English lessons or across the curriculum to develop good approaches to working with new and challenging vocabulary. It includes single word study and word collection activities. They can be put into presentations for sharing with the whole class or printed as activities for students to work on. They will help develop good reading strategies for approaching vocabulary as well as model ways of working with word choice when writing.

This is a simple record card that can be used to implement a behaviour plan with a specific student. It includes: target setting a timetable tracking record record of any agreed reward a weekly review next steps plan It can easily be printed on A4 and folded to make a simple card that can be kept in class or taken to different classes by the student.

This learning sequence board can be used to plan or share with a student what learning activities they will do. It is designed to be used with the plan-do-review approach and includes a prompt to review the learning that happened as a result of the activities undertaken. This board has 5 learning steps for those students ready to progress to a slightly longer learning sequence. This could be used for a range of different activities or for the steps to complete one learning activity. It is particularly appropriate for use with neurologically atypical students or those who struggle to engage with adult directed learning. It is also really helpful for students who need a check list to help them keep on track or recall the steps they need to take.

This planning board is designed for sharing choices with a student to help them engage with learning activities. . It is designed to be used with the plan-do-review approach and includes a prompt to review the learning that happened as a result of the activities undertaken. It offers space to share 3 choices and record the one made. It also shows the student that they will get a reward for completing their choice of activity. The reward might be a highly motivating activity or experience such as time in a sensory room. Or some students may be motivated by rewards such as stickers that they collect. It is particularly appropriate for use with neurologically atypical students or those who struggle to engage with adult directed learning and feel anxious if they cannot be self-led.

This resource includes some advice about using the different learning planners in practical ways. It particularly addresses their use with neurologically atypical students; those who struggle to engage with adult directed learning or those who feel anxious if they cannot be self-led. It can often be difficult to record and evidence the work that these students are engaged with in school , so there are a set of suggested record sheets that adults supporting these students can use for this purpose. These can then be used to look back over with the student; to share learning with parents and carers and to evidence provision to other professionals.

This set of cards can be used to review recall of early phonics (satpin) with a student. Each card has a task that will provide an opportunity focus on one sound , the grapheme is displayed and a series of images to prompt discussion about things starting with that initial sound. Rainbow Routes are designed to be displayed at a series of locations within or beyond the classroom. The student then travels from one card to the next and engages with the activity. They are particularly useful for students who find the classroom environment challenging and need a structured approach to being out of class for a period of time. This route allows the focus to be on reviewing some core learning whilst also giving the student time out of an overwhelming environment to process things or reset. However, the cards could also be out into a display book and used in one location whether that is in class or beyond. These kinds of activities can be very appropriate for neurologically atypical students for example with ASD or ADHD or students suffering from anxiety.

This set of cards can be used to provide a series of movement activities for a student. Each card has a task that will provide an opportunity to release energy and help the student to refocus on being in the moment. It can be helpful to review the different activities and help the student decide which might be good to apply when they feel anxious or overwhelmed within the classroom. Rainbow Routes are designed to be displayed at a series of locations within or beyond the classroom. The student then travels from one card to the next and engages with the activity. They are particularly useful for students who find the classroom environment challenging and need a structured approach to being out of class for a period of time. However, they could also be out into a display book and used in one location whether that is in class or beyond. These kinds of activities can be very appropriate for neurologically atypical students for example with ASD or ADHD or students suffering from anxiety.

This set of cards can be used to provide a series of sensory activities for a student. Each card has a task that will provide an opportunity focus on processing input from one sense and help the student to refocus on being in the moment. Rainbow Routes are designed to be displayed at a series of locations within or beyond the classroom. The student then travels from one card to the next and engages with the activity. They are particularly useful for students who find the classroom environment challenging and need a structured approach to being out of class for a period of time. However, they could also be out into a display book and used in one location whether that is in class or beyond. These kinds of activities can be very appropriate for neurologically atypical students for example with ASD or ADHD or students suffering from anxiety.

This set of cards can be used to review mathematical learning with a student. Each card has a task that will provide an opportunity focus discussion on one mathematical concept. The cards have been made with a range of starting points to be appropriate for students with a range of mathematical knowledge. Rainbow Routes are designed to be displayed at a series of locations within or beyond the classroom. The student then travels from one card to the next and engages with the activity. They are particularly useful for students who find the classroom environment challenging and need a structured approach to being out of class for a period of time. This route allows the focus to be on reviewing some core learning whilst also giving the student time out of an overwhelming environment to process things or reset. However, the cards could also be out into a display book and used in one location whether that is in class or beyond. These kinds of activities can be very appropriate for neurologically atypical students for example with ASD or ADHD or students suffering from anxiety.

This set of cards can be used to review recall of early phonics (satpin) with a student. Each card has a task that will provide an opportunity focus on one sound , the grapheme is displayed and a series of images to prompt discussion about things starting with that initial sound, but this set includes one image that does not fit in the set to prompt deeper conversation. Rainbow Routes are designed to be displayed at a series of locations within or beyond the classroom. The student then travels from one card to the next and engages with the activity. They are particularly useful for students who find the classroom environment challenging and need a structured approach to being out of class for a period of time. This route allows the focus to be on reviewing some core learning whilst also giving the student time out of an overwhelming environment to process things or reset. However, the cards could also be out into a display book and used in one location whether that is in class or beyond. These kinds of activities can be very appropriate for neurologically atypical students for example with ASD or ADHD or students suffering from anxiety.

This resource contains some further advice on ways that Rainbow Routes can be used to give short respite breaks to students whilst still working on their targets. They may have self-regulation targets or curricular ones and there are options provided to work on both. The record sheets allow for the learning done to be noted so that it can be reviewed with the student; shared with parents and carers or shared with other professionals.

This resource is a simple visual plan for a sensory circuit with alerting, organising and calming phases. It can be shared with a student or used by an adult. It is designed to need as little additional equipment as possible. This version of the resource has been presented in grayscale with a neutral background to help avoid sensory overload. Sensory circuits can be used at the start of a day or session with students who need this kind of activity to transition into the learning environment. They can be useful and are often recommended for students with neurologically typical development such as ASD or ADHD or a sensory processing disorder.