Children Creating Maths Calculation Video Guides So, you’ve just sat down to mark those thirty or so maths books and you come across one child’s book in particular that interests you greatly – you can’t quite work out where they’ve gone wrong or how they’ve arrived at the answer. You need the child, but they’re not here, they’re at home – how inconvenient! I’ve been in this situation so many times with children’s work, particularly in mathematics. You really haven’t got the time to leave the marking and come back to it in the morning, so what can you do? Teaching children how to use apps like Explain Everything and Vittle has been a great success in my Year 4 class and has gone someway to solving this problem. Screencasting is fast becoming a big part of daily classroom life. Teaching the children how to use this skill to drive their learning forward independently is having a real impact in our classroom. I’ve been using video and screencasting as part of our flipped classroom but I've always produced the videos for the children. I'll certainly keep doing this as I've found it incredibly useful as it allows children to find their next steps and to know which challenge they are attempting when they arrive at school. The children have been using Edmodo recently to save and collect work and information and then store it in their online 'backpack,' Edmodo's version of the cloud. They have found this incredibly useful as they are not losing documents and can post work simply from their backpack without searching for it. It also allows you to link your Google Drive account, which I have found incredibly useful. Easily share work from my library/backpack with the children. So why ask the children to start creating their own videos and how did we do it?

5 ways in which ‘Learning in the Cloud’ can impact your classroom Learning in the cloud has been gathering pace in schools across the world and is something that every school should be embracing. Mell, P. & Grance, T. (2009) in The NIST definition of cloud computing, ver. 15. National Institute of Standards and Technology, Information Technology Laboratory states that: “Cloud learning is a model for enabling convenient, on-demand network access to a shared pool of configurable learning resources that can be rapidly provisioned and released with minimal teaching effort or learning provider interaction” The stand out word in that quote is ‘convenient.’ In whatever role you have, if something is not convenient or simple to use, then the impact will be lessened. Cloud learning is convenient and something that can truly help personalise the learning experience for the children in your school. So, what applications do you need? How can you get started and what will it cost? We will have a look at five ways in which learning in cloud can be used in your day to day teaching and what impact it could have.

“What have you done at school today?” Using Technology to Communicate with Parents. How does your school communicate with stakeholders? How often do you do it? When is the best time to do it? All things we've considered at school and questions that we hoped we've answered, but we're always evolving and so are methods of communication. Whether it is a detailed newsletter each week or regular updates on Twitter and Facebook, letting your parents' know what is going on in schools is essential in our modern and busy world. As parents we tend to ask our children what they've done at school when they get home - the classic answer "I don't know, I can't remember." So how do we help parents get their children talking at home about their learning? Getting the children engaged in talking about something they've done in school can help them further understand a concept or to tackle any misconceptions that they've got around a certain subject. Parents want to know.

A detailed presentation on Martin Luther King WITH SOUND! Taking you through his life and what he fought for.

Nelson Mandela: A Presentation Here is a presentation about Nelson Mandela that is free to edit.

Coding in the Classroom: Logic, Creativity and Problem Solving. Since September schools across the country have been coming to terms with the fact that Computer Science has been made compulsory under the new national curriculum. The introduction of this new curriculum has turned computing sessions on their head in primary schools – no longer are we teaching children how to use applications, we are now tasked with teaching children how to create them. Schools still have an obligation to give children opportunities to present their work using various methods like digital photography, film and presentations, but the one area that has caused so much discussion amongst colleagues across the country has been the requirement for children to learn how to write computer code. Children need to recognise that it is not some sort of ‘magic’ but a programmable device that people manipulate to get what they want. Teaching children how to create their own games, websites, animations and applications has been something that has been missing for many years in schools and is something that holds huge possibilities, not only for children now, but also for the future world. Try to think of a job or object in our modern lives that doesn’t involve some sort of technology and some sort of programming that is either part of it or has been part of producing it. Quite tough. Our world is now dependent on technology and the software that runs on those devices, but worryingly only a few of use know how they work - we are facing a future with a lack of computer engineers and the introduction of the new computing curriculum is certainly a step towards solving this problem

If you’re an absolute choc-aholic, you’ll love Chocolate Week! Held in October each year, it is seven solid days of indulging your sweet-tooth and trying out the best chocolate in the UK!  Can you imagine that?

Girls are our future. This year, for the fifth annual International Day of the Girl Child, on 11th October, join global efforts to ensure a world free of discrimination for young women and girls.

Here is a fully editable presentation that is a great introduction to The Vikings The Vikings came from Norway, Sweden and Denmark which are North of England. Their land was not fertile. It was rocky. They found it hard to grow crops. They found that England was rich with plentiful lands and treasures. The climate was much warmer than where they came from, they preferred it and wanted to settle here.

Guided Maths: Planning Templates and Posters Here you will find Guided Maths planning templates and posters to run your own sessions. I have left the planning completed to show you how to use the sessions

Dawn Wind: Saxon Planning Overview Here you will find a hand drawn topic overview for The Saxons, linking with the book Dawn Wind and Beowulf. It is designed to be used as a guide for a terms worth of work.

Topic Plan: The Lion, The Witch and The Wardrobe (Holistic Plan) This is a hand drawn overview of a terms worth of work from The Lion, The Witch and The Wardrobe. It covers all areas of the curriculum and was originally used in Year 3, but the ideas would be suitable for Key Stage 2.

Space: Medium Term Plans Here you will find an overview and medium term plans for a Space Topic in Key Stage 2

Meet The Greeks: Medium Term Plans and Overview

Adding -ed: A Presentation and Guided Guide with tasks built into the presentation.

Evacuee Tags: Print and Cut

Money and Real Life Problems Several questions designed for children to apply their calculation skills.

BINGO: French Numbers Simple base board - could be laminated and used again and again.

Counting in French A presentation designed to support the teaching of counting in French

Powerful Verbs: Word Lists and Activity