A simple ADHD screener for primary and secondary school pupils. Please note, this screener does not provide a confirmed diagnosis of ADHD but is designed to help professionals/families to identify whether an individual may be presenting with some of the behaviours typical of an individual with ADHD. The results of this screener then may help to evidence a referral for a neurodevelopmental assessment if it is felt this would be necessary. Please note, the questions below are taken from a combination of the following documents: DSM-5 Diagnostic Criteria for ADHD, Sheffield NHS Children’s ADHD Assessment, Conners-UK ADHD Screener. This was created by an inclusion coordinator of a multi-academy trust and an experienced SENDCO.

A medium term plan including the key learning expectations covered in History and Geography, ideas for continuous provision/enrichment and 11 in-depth lesson plans. A knowledge organiser which is a summary of the key facts and essential knowledge that pupils need about a unit of work or a curriculum subject. The information is presented clearly and is broken down into easily digestible chunks. The activities included: To order British periods of time chronologically. To order the main turning points of the Roman Empire in Britain. To create a zig-zag timeline. To understand the spread of the Roman Empire and identify the spread on a map. To create my own Roman shield. To create a model of a local Roman town: Venta Icenorum. To research an iconic Roman figure and create an information book about them. To design and make my own Roman mosaic. To mark Roman roads on a map of Britain. To create a model of a Roman road. HISTORY NATIONAL CURRICULUM STATUTORY REQUIREMENTS: Pupils should be taught about: • the Roman Empire and its impact on Britain. This could include: Julius Caesar’s attempted invasion in 55-54 BC, the Roman Empire by AD 42 and the power of its army, successful invasion by Claudius and conquest, including Hadrian’s Wall, British resistance, for example, Boudicca, ‘Romanisation’ of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity. • Roman withdrawal from Britain in c. AD 410 and the fall of the Western Roman Empire. • a depth study linked to one of the British areas of study listed above • the legacy of Greek or Roman culture (art, architecture or literature) on later periods in British history, including the present day • Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. • They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. • They should understand how our knowledge of the past is constructed from a range of sources. GEOGRAPHY NATIONAL CURRICULUM STATUTORY REQUIREMENTS: Pupils should be taught to: • locate the world’s countries, using maps to focus on Europe • use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

A Zones of Regulation display which can be used for a whole school display in hall or corridor or classroom display. Is differentiated with wording and images to suit all ages. The display covers emotions felt in each zone, images to illustrate these images and a toolbox of strategies which the children can use to help them when in each zone. I am a SENDCO and an inclusion coordinator of a Trust and have used this display to introduce the Zones of Regulation to entire schools. It has worked really well with all children aged 4-11. Included in this pack: Display title of ‘What Zone are you in?’ 4x coloured zone titles 4x road signs linking to each zone 4x posters for each zone which includes emotions felt in each zone and images 4x toolbox for each zone This took me 6 hours to make so I’m hoping that by sharing it on here, it can save you the time :)

Ancient Egypt Knowledge Organiser

A medium term plan of 8 lessons to cover the Science National Curriculum Key Learning Expectations for: • recognise that living things can be grouped in a variety of ways • explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment • recognise that environments can change and that this can sometimes pose dangers to living things Lesson 1 To identify the seven life processes which determines a living thing. Can use this resource to support this lesson: https://www.tes.com/teaching-resource/mrs-gren-science-living-things-12189954 Lesson 2 To demonstrate how plants grow towards the light source. Lesson 3 To group living things using a Venn Diagram . Can use this resource to support this lesson: https://www.tes.com/teaching-resource/living-things-and-their-habitats-classification-activity-venn-and-carroll-diagram-12189979 Lesson 4 To group living things using a Carroll Diagram. Can use this resource to support this lesson: https://www.tes.com/teaching-resource/living-things-and-their-habitats-classification-activity-venn-and-carroll-diagram-12189979 Lesson 5 To explore and use classification keys to help group, identify and name a variety of living things. Lesson 6 To correctly group living things in an animal anthology. Lesson would be best if you have access to 'An Amazing Anthology of Intriguing Animals’ by Ben Hoare. Lesson 7 To correctly group living things in an animal anthology. Lesson would be best if you have access to 'An Amazing Anthology of Intriguing Animals’ by Ben Hoare. Lesson 8 To identify invertebrates in the local environment. My class absolutely loved this unit of work and made great progress!

Design a zoo whilst learning about area and perimeter. I have an online teaching video to go alongside this resource where I teach the children everything they need to know. This pack includes everything you need to teach area and perimeter and for the children to complete an independent activity where they design their own zoo using their new knowledge of area and perimeter. It includes: A zoo themed booklet (missing illustrations as I painted them on but leaves space for yourself or children to add your own designs) The instructions Teaching support A list of enclosures with their price and enclosure size in metre squared A zoo planning design sheet An area and perimeter application activity 5 further activities to develop their learning further A teaching video below which explains everything you need to know! TES will no longer let me post my YouTube link for the teaching video which goes alongside this resource. However, if you go onto YouTube and search, ‘Let’s design a zoo! Area and perimeter with Miss Cole’ you should find it :) This is, by far, my class’s favourite maths project!

A very interactive writing/science project for children aged 5+. Throughout the project the children work on their fieldcraft and learn how to take field notes before designing and making their very own British Bird Field Guide. The children absolutely loved this project! TES are no longer letting us post links onto our resources so I am no longer able to add the direct link to take you to my teaching video for this resource. However, if you go onto YouTube and search, The British Bird Project with Miss Cole’ the video should come up :) Enjoy!

A comprehension activity for chapter 1 of The Butterfly Lion by Michael Morpurgo. This can be used alongside my YouTube teaching video which is linked to this resource. This resource links to the following statutory requirements from the National Curriculum: Pupils should be taught to: develop positive attitudes to reading, and an understanding of what they read, by: listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally identifying themes and conventions in a wide range of books preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action discussing words and phrases that capture the reader’s interest and imagination recognising some different forms of poetry [for example, free verse, narrative poetry] understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied identifying main ideas drawn from more than 1 paragraph and summarising these identifying how language, structure, and presentation contribute to meaning retrieve and record information from non-fiction participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say

Assembly used to raise awareness of dyslexia to primary and secondary school children. This assembly has been created by a SENDCO of multiple schools and an Inclusion Coordinator of a Multi-Academy Trust. I have used this PowerPoint multiple times in assembelies to schools and children have responded really well to it. This asssembly covers: What do we already know about dyslexia? What is dyslexia? How many people does dyslexia affect? What causes dyslexia? How does dyslexia affect people? (With example images, sentences and videos) Case studies of dyslexia affecting children A video link to a Newsround special on ‘My Dyslexic Mind’ Successful and famous people with dyslexia and examples of how it helped them A video link to ‘See dyslexia differently’ An opportunity for questions

Staff meeting/training used to raise Awareness of ADHD and share strategies to support individuals with ADHD. This training has been created by a SENDCO of multiple schools and an Inclusion Coordinator of a Multi-Academy Trust. I have used this PowerPoint multiple times to head teachers, class teachers and teaching assistants. I’ve received great feedback for this training. This training could also be used to raise awareness of ADHD with parents/carers. This training covers: What is ADHD? What causes ADHD? Co-occurence with other conditions Symtpoms of ADHD ADHD subtypes: inattentive, hyperactive/impulsive and combined What ADHD can feel like Dispelling myths of ADHD The science behind ADHD and dopamine Strategies to support individuals with ADHD

The questions to go alongside the video of me reading chapter 1 of A Series of Unfortunate Events. Perfect for working on comprehension.

The questions to go alongside the video of me reading chapters 1 and 2 of Good Dog McTavish. Perfect for working on comprehension whilst home learning!

The questions to go alongside the video of me reading chapter 1 and 2 of The Boy in the Biscuit Tin. Perfect for working on comprehension whilst home learning!

The shopping list resource to go alongside my teaching video on determiners.

Free resources to go alongside my YouTube tutorial for teaching maths to EYFS/KS1. https://www.youtube.com/watch?v=xN5WVjmInEw&t=4s

The questions to go alongside the video of me reading chapter 1 of Elise and the Second-hand Dog. Perfect for working on comprehension whilst home learning! https://www.youtube.com/watch?v=FeeI6MjQh48&t=33s