As titled. An activity, aimed at year 4, to extend children’s thinking about adding fractions with the same denominators. This compare two addition situations where the answers have different denominators. Children still need to use the skills learned to add the fractions, but must apply their knowledge of fractions in order to compare accurately. This could be used as an assessment or an activity at the end of a lesson based around subtracting fractions with the same denominators. Children will need to have explored how to compare fractions that have different denominators and addition of fractions with the same denominator. Useful as a step before finding the lowest common multiple to compare fractions which they would explore in year 5.

As titled. An activity, aimed at year 4, to extend children’s thinking about subtracting fractions from more than a whole. This could be used as an assessment or an activity at the end of a lesson based around subtracting fractions with the same denominators. Children will need to have explored how fractions make a whole and subtracting fractions with the same denominator. Useful as a step before mixed number and improper fractions which they would explore in year 5.

As above, a unit of work teaching children about Networks, the Internet, the World Wide Web and some basic HTML coding. The first three lessons are teaching specific computer science knowledge, outlined on the National Curriculum, about Networks and the Internet. These only require children to know about the Information Technology that they find at school and possibly at home and can be completed with straightforward digital literacy skills (PowerPoint/Word and use of a Search Engine). The last two lessons involve using some online guides and tutorials to build some very basic HTML code to create simple web pages - no sign ups, logins or additional purchases necessary. All planning and resources included, some lessons have additional Teacher Notes to support subject knowledge and free online resources are linked to in the planning. LO: To know how a network is organised. LO: To know how data travels around a network. LO: To know the differences between a computer network and the Internet. LO: To know the basics functions of HTML code. LO: To know how to use other tags to edit HTML.

As above. A unit of work using Scratch (scratch.mit.edu) to code a very simple platform style game. Children will learn about the computer science principles around the creation of algorithms including: selection, decomposition, abstraction and debugging. The unit includes four lessons and the example and student files for use in scratch. Children can open the student files in scratch to use to complete the learning activities and teachers can do the same to use the example files as a starting point to model all of the game’s functions at different stages. This unit is aimed at establishing early understandings in programming so is ideal for year 2 children. However it would work well as a foundation in year 3 or 4 to give the children a start in understanding the basic concepts. Objectives: 1: LO: To know that selection is used to make things happen. 2: LO: To know how to use selection to create algorithms. 3: LO: To know how to use a repeat to create a loop. 4: LO: To know that a conditional is something that happens sometimes.

An assembly aimed at upper KS2, but delivered successfully to all of KS2, refreshing some key online safety ideas, whilst giving some fresh, ‘enlightening’ information to those savvy (but often careless) Year sixes! Notes are included on most slides to aid in delivery. The overall goal is go give the children a bit of a reality check and to remind them that the majority of the Interent is unsafe, especially so if they do not use what they have learnt to keep themselves safe.

As above. Four lessons teaching a Written Method for Addition; this being the Compact Column Addition written method. These lessons focus upon teaching year four children to use the compact written method to add up to 4 digits where carrying across columns is needed. Lessons begin with looking at carrying in 3-digit numbers before progressing onto pairs of three digit numbers with multiple carrying and then onto 4-digit numbers with multiple carrying also. Includes toolkits, differentiated resources for all levels of ability and notebook files for modeling. Objectives: To add numbers up to 3 digits, involving carrying tens, using the formal written method. (Fluency) To add numbers up to 3 digits, involving carrying tens and hundreds, using the formal written method. (Fluency) To add pairs of 3-digit numbers, involving carrying, using the formal column method. (Fluency) To add pairs of 4-digit numbers, involving carrying, using the formal column method. (Fluency)

An assembly about asking good questions. Includes a game of 21 questions, some information and quotes about how to ask effective questions and a video from TED about unanswered questions.

A unit of work teaching children basic programming knowledge by drawing basic 2D shapes using a free online coding program (Turtle Academy). Children will learn to identify the number of sides in the different shapes they need to draw, as well as the amount of turn needed to create the internal angles and then use this information to create algorithms that draw shapes and repeating patterns. Each lesson has support suggestions, challenge questions and an input presentation. Four Lessons: LO: To know how to code to draw simple shapes. LO: To know how to use a repeat command to draw simple 2d shapes. LO: To know how to use a repeat to draw 2d shapes. LO: To know how to use nested repeat commands to draw patterns. Unit is targeted at key stage 1, but could be suitable for other age groups who need to develop basic understandings. Covers skills mapped in this curriculum document - https://www.tes.com/teaching-resource/computing-skills-progression-grid-ks1-and-2-11727156

As above. Four lessons covering a range of fluency, reasoning and problem solving skills relating to telling the time to the nearest five and one minutes, converting between time measures and 12hr, 24hr, analogue and digital times. These lessons focus upon teaching children to firstly tell the time on an analogue clock with increasing accuracy, also involving clocks with roman numerals. Before moving onto fluently reading and converting time, between different formats and units of measure. Includes differentiated resources for all levels of ability and notebook files for each lesson modeling concepts and activities. Objectives: 1: To tell the time to the nearest 5 minutes. (Fluency) 2: To tell the time to the nearest minute. (Fluency) 3: To convert between analogue, digital and 24 hour times (Reasoning) 4. To convert between different units of measure. (Problem Solving)

Planning to cover the majority of the book ‘Street Child’ by Berlie Doherty, linked to objectives for reading at a Year 5 level. There is a ‘reading forum’ for each week which introduces the focus and guides you through the associated chapters with questions to ask and discuss. The questions are then collected on sheets for each week for the children to answer. The ‘forum’ lessons can be a single day or cover multiple sessions depending on the speed and ability of the children/readers. Question sheets include a greater depth/challenge section to target more able readers. Objectives Covered: LO: To know how to consider how the author’s use of language impacts the reader. LO: To know how to infer about a character’s thoughts or feelings. LO: To know how to make inferences about a character from their actions. LO: To know how to use evidence from a text to justify inferences. LO: To know how to consider the feelings different characters have to events in a text. LO: To know how to make comparisons between events and ideas within the same book.

As above. Four lessons covering a range of fluency, reasoning and problem solving skills relating to fractions and the conversion of Mixed Numbers and Improper Fractions. These lessons focus upon teaching children to convert both types of number before being shown how to apply those skills to reason and solve problems. Includes differentiated resources for all levels of ability and notebook files and PowerPoints for each lesson to model the key information and strategies. Objectives: 1: To convert improper fractions to mixed numbers. (Fluency) 2: To convert mixed numbers to improper fractions. (Fluency) 3. To be able to convert between improper fractions and mixed numbers. (Reasoning) 4. To solve problems involving improper fractions and mixed numbers. (Problem Solving)

A unit of work teaching children basic computing knowledge around what computers are, types of information technology, networks and e-safety. Children will learn to identify computers and technology at school as well as considering networks and the Internet in very straightforward contexts. They will also develop an understanding of technology beyond school and begin to learn how to use and navigate parts of the Internet safely. Each lesson has a differentiated main activity, greater depth activity and an input presentation. Seven Lessons: LO: To recognise information technology around us. LO: To know what a computer is. LO: To understand how computers are connected in a network. LO: To understand the basic functions of a computer. (For schools with desktop/laptop computers) LO: To know the different parts of a tablet device. (For schools with tablet computers/devices) LO: To know how to login to a computer and access shared folders. (Split over two lessons) LO: To know how to keep safe online. Unit is targeted at key stage 1, but could be suitable for other age groups who need to develop basic understandings. Covers skills mapped in this curriculum document - https://www.tes.com/teaching-resource/computing-skills-progression-grid-ks1-and-2-11727156

As above. Two lessons covering a range of fluency, reasoning and problem solving skills relating to statistics and interpreting two-way tables and timetables. These lessons focus upon teaching children to interpret the information in a table or timetable and then using the the information they find to reason and solve problems. Includes differentiated resources for all levels of ability and some notebook files and PowerPoints for modeling. Objectives: 1: To interpret data in a two-way table. (Fluency and Problem Solving) 2: To interpret information in a timetable. (Reasoning and Problem Solving)

A unit of work that introduces the basics of Scratch and teaches children to code a simple animated fish tank. Covers a wide array of computer science and digital literacy areas of the KS1 and KS2 curriculum so is suitable for years 2-4, possibly even 5 or 6 if more focus is paid to variables and use of other software and technology to contribute to the final program. Teaches navigation of Scratch software, adding and editing backgrounds and sprites. Coding selection and conditionals using ‘When’ event blocks and motion and looks blocks to simulate animations. Developed over five weeks; the chn build their program each week and have time planned in lessons for testing and debugging. Includes 32 Scratch files: modelling examples for teachers to use to exemplify learning and code and differentiated examples for less able students to add to and complete. Objectives covered includes: LO: To know how to use a repeat. LO: To know how to build an algorithm to simulate movement. LO: To know how to build an algorithm to add animation. LO: To know how to use a conditional. LO: To know how to use selection within algorithms. Covers skills mapped in this curriculum document - https://www.tes.com/teaching-resource/computing-skills-progression-grid-ks1-and-2-11727156

An assembly focusing on changes in technology and how this affects us, specifically in teaching and learning. Provides opportunity for estbalishing key e-safety expectations and practices around safe technology use and cyber-bullying. Aimed at KS2. Contains notes on the PowerPoint slides for delivery.

An assessment activity for children to complete independently. Assesses solving problems involving converting between time durations and measures.

An assessment activity for children to complete independently. Assesses converting time between analogue, 12 hour and 24 hour.

An assessment activity for children to complete independently. Assesses Decimal Place Value, Decimal Fraction Equivalence and Comparing Decimals. Includes assessment for Greater Depth understanding.