This resource provides an excellent model for implementing Bloom’s Taxonomy through a classroom-ready activity on the Black Death for KS3 History students. It comprehensively covers each level of the taxonomy through clear explanations, sample questions, and opportunities for students to generate their own questions. The resource begins by outlining the benefits of using Bloom’s Taxonomy, such as promoting higher-order thinking skills, scaffolding learning progressively, and providing a framework for creating assessments. It highlights how the taxonomy equips students with vital 21st century skills like analysis, problem-solving, and creativity. The core of the resource walks through the six levels of Bloom’s - remembering, understanding, applying, analysing, evaluating, and creating. For each level, it gives a simple explanation of what that cognitive skill involves. It then provides multiple sample questions related to the Black Death summary that model what questions at that level look like. Crucially, it explains why each sample question exemplifies that particular thinking skill level. An engaging element is that the resource prompts both teachers and students to practise writing their own questions for each taxonomy level based on the text. This interactive aspect reinforces understanding of the levels while involving students actively. Throughout, the resource uses the summary on the Black Death as a grounded, subject-specific context for exploring Bloom’s Taxonomy in a meaningful way. Having a concrete text example makes the hierarchy of thinking skills more tangible. The resource conveniently includes a ready-to-use student handout template covering all the taxonomy levels and aligned to the Black Death text. This allows teachers to easily implement the activity in their classroom with little extra preparation required. Overall, this resource provides a comprehensive, practical and engaging guide for KS3 History teachers to start incorporating Bloom’s Taxonomy into their lessons. Its clear structure, modelled examples and built-in student materials offer an accessible way to put this powerful framework for fostering higher-order thinking skills into practice.

Teachers, This Dynamic Resource Brings the Stone Age to Life Looking to deliver an engaging and innovative Stone Age unit? This comprehensive resource has everything you need! Created for teachers but presented in a student-friendly format, it’s the perfect way to liven up your Stone Age lessons. What makes this resource so useful? Clearly organized sections that logically build student knowledge of the Stone Age, from its vast timescale to how climate changes impacted life Bite-sized facts and anecdotes that will fascinate students, like stone tools being made 700,000 years earlier than thought and giant ground sloths being hunted Helpful maps and images that visually support learning, like showcasing stone tool examples and climate shifts A conversational, straightforward tone that makes content approachable for a range of ages and abilities Beyond the stellar content, the easy-to-use document format makes integration into your existing plans seamless. You can print or photocopy pages, no prep required! If you want to take your Stone Age instruction from dry to dramatic, this comprehensive resource is exactly what you need. It makes exploring this time period experiential and enjoyable for students. Download this dynamic guide and see for yourself!

Teachers, Immerse Your Students in the Iron Age with this Dynamic Resource Seeking to ignite student fascination with the technological innovations that launched the Iron Age? This comprehensive resource has you covered! Tailored for teachers but presented in an engaging student-centred format, it brings this transformative era to life. What makes this resource so useful? Logically structured sections decode complex smelting processes and explain the advantages iron brought over bronze Bite-sized facts on hill forts, roundhouses, brooches and more give students vivid insights into Iron Age life Supporting maps and images aid visualization of mining methods, artefact examples, settlement types, etc. Conversational explanations dispel confusion over mining, smelting, and forging to cement student comprehension On top of the stellar content, the document format allows for seamless integration into your classroom. Print or photocopy pages for ready-made activities or visual aids. If you want your Iron Age instruction to captivate rather than bore, look no further than this resource! Let it transport your students back 3,000 years to when crude furnaces evolved into the mighty forges that armed Celtic warriors against the Roman legions!

Teachers, Immerse Your Students in the Bronze Age with this Dynamic Resource Want to deliver vivid, interactive Bronze Age lessons? This comprehensive resource is exactly what you need! Created for teachers but presented in an accessible format, it brings this era of metal discovery and early globalisation to life. What makes this resource so useful? Logically structured sections build student knowledge from stone tools to bronze and its revolutionary impacts Bite-sized facts on mining methods, trade routes, cultural achievements hook students’ curiosity Supporting maps and images aid visualization of metal sources, artifact examples, etc. Conversational explanations decode complex concepts like metal composition and make content approachable On top of the stellar content, the document is formatted for immediate use. Print or photocopy pages as ready-made activities or slide supplements. If you’re seeking to ignite student engagement with the Bronze Age’s transformative technologies, belief systems, and interconnections, this is the resource for you! Let the unit’s pupil-friendly style transport your class back over 4,000 years to when Copper Age campfires evolved into vast Bronze Age trade networks spanning the ancient world. Making cross-curricular connections between science, technology, and culture thousands of years ago is an intricate task, but this first-rate Bronze Age unit rises to the challenge with aplomb. It brings an ancient world of smelted copper and far-flung trade networks back to vivid life across the classroom!

Getting to Grips with Similes (blurb) This resource is a comprehensive set of worksheets designed to teach year 5/6 students about the use of similes in writing. It covers the following key areas: Defining similes and distinguishing them from metaphors, with clear examples provided. Explaining how similes create vivid imagery by comparing two unlike things using “like” or “as”. Guiding students to craft their own original similes to describe concepts from the natural world, like the sea, sun, etc. Using similes effectively to bring story characters to life by comparing their traits to animals or objects. Identifying similes in poetry and analysing the comparisons being made. Applying similes to describe fantasy characters or scenes. The resource employs an engaging, multi-modal approach with written explanations, example similes, visuals of characters/animals, and plenty of practice exercises. Students get opportunities to demonstrate understanding by writing their own similes and short descriptive passages. The content is pitched appropriately for the upper KS2 level, with clear instructions and a gradual progression from identifying and explaining similes to generating original ones. Overall, this is a well-designed resource that uses relatable scenarios, images, and step-by-step scaffolding to build students’ skills in recognising, interpreting, and incorporating similes to enhance descriptive writing. The variety of exercises and examples caters well to different learning styles.

Getting to Grips with Metaphors Getting to Grips with Metaphors is a comprehensive packet focused on teaching upper KS2 students about metaphors. It covers the following key topics: Defining and distinguishing metaphors from similes, with examples. Explaining how metaphors create vivid imagery by comparing two unlike things directly. Analysing the deeper meaning behind common metaphorical expressions like “a storm in a teacup.” Guidance on how to craft original metaphors to describe concepts like the sun, sea, and night. Using metaphors effectively in poetry and prose writing. Practice exercises for identifying, creating, and converting between metaphors and similes. The lesson uses an engaging instructional style with clear explanations, sample metaphors, and opportunities for students to demonstrate their understanding through written responses. The visuals and imaginary scenarios help make the abstract concept of metaphors more concrete and relatable for year 5/6 students. Overall, this resource provides a structured yet creative way for teachers to build students’ skills in recognising, interpreting, and generating metaphors to enhance their descriptive writing abilities. The exercises and examples are pitched appropriately for upper KS2.

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.

Essential Independent Learning Independent learning means pupils taking responsibility for their own learning process. It includes identifying learning needs, setting goals, finding resources, and self-assessment. Independent learning fosters autonomy, critical thinking, and lifelong learning skills. Put simply, it means that pupils are learning without help from a teacher or a partner. Essential Independent Learnin 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 learn independently: Independent Learning before a learning activity How can I plan my learning effectively? Effective planning is the foundation of successful independent learning. This question encourages students to think about how they will structure their study time, select appropriate resources, and create a conducive learning environment. Have I set specific, achievable goals for what I want to learn? What resources and strategies will I use to achieve my learning goals? Identifying resources and strategies in advance ensures that students are well-prepared and have the tools they need to succeed. This question encourages students to think critically about the methods and materials that will best support their learning. Independent Learning during a learning activity Am I staying focused and making progress towards my learning goals? Staying focused and tracking progress are essential for maintaining momentum in independent learning. This question prompts students to regularly check in with themselves to ensure they are on track and to make adjustments as needed. How can I adapt my approach if I encounter challenges or obstacles? Flexibility and adaptability are key components of effective independent learning. This question encourages students to think proactively about how they can overcome difficulties and remain resilient in the face of setbacks. Independent Learning after a learning activity Did I meet my learning goals? Reflecting on whether learning goals were met helps students evaluate their effectiveness and identify areas for improvement. This question encourages self-assessment and accountability. What strategies worked well, and what can I improve for future learning activities? Continuous improvement is essential for developing strong independent learning skills. This question prompts students to reflect on their learning process, recognize successful strategies, and identify areas for enhancement in future learning activities. These questions are designed to guide students through the independent learning process, helping them plan, execute, and reflect on their learning activities. They encourage self-awareness, critical thinking, and a proactive approach to overcoming challenges, all of which are essential for effective independent learning.

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 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 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 Metacognition Essential metacognition looks at the full resource and selects only those metacognitive questions that students ‘can’t do without’. Based on the full document “Metacognition in action,” here are the two essential ‘before,’ two essential ‘during,’ and two essential ‘after’ screens that would benefit students the most from this full resource: Before a Task: Do I understand what I am expected to do? This question is crucial as it ensures that students have a clear grasp of the task requirements before they begin. Understanding the expectations helps in planning and executing the task effectively. What are the steps needed to complete this task? Identifying the steps required to complete the task helps students create a structured approach, ensuring they don’t overlook any part of the process. During a Task: Am I using the strategies that I know? This question prompts students to actively apply their known strategies and skills, making sure they are leveraging their existing knowledge effectively during the task. Have I checked that my learning is on track? Regularly checking their progress helps students stay aligned with their goals and allows them to make adjustments if they deviate from the expected path. After a Task: What did I do well? Reflecting on what went well reinforces positive behaviours and strategies, which can be replicated in future tasks. What have I learnt from this task? This question encourages students to reflect on the learning outcomes, helping them internalise the lessons and apply them in future scenarios. These essential metacognitive questions guide students in understanding, planning, monitoring, and reflecting on their learning processes, ultimately enhancing their learning efficiency and effectiveness.

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.

Essential Collaboration These selected pages cover the essential aspects of collaboration: preparation, execution, reflection, communication, and inquiry. Each page provides practical advice and tools that students can directly apply to enhance their collaborative efforts. Collaboration before a task “Make sure you both do the same amount of work.” This emphasises the importance of equal contribution and shared responsibility, which sets the foundation for fair and balanced collaboration. Collaboration during a task (1) “Give your partner time to think.” This highlights the importance of allowing your partner time to think, fostering a respectful and thoughtful collaborative environment. Collaboration during a task (2) “If you disagree with your partner explain why you disagree.” This teaches students how to handle disagreements constructively, maintaining a positive and productive collaborative relationship. Collaboration during a task (3) “Be prepared to justify and defend any opinions you have.” This emphasises the importance of justifying and defending opinions, encouraging critical thinking and deeper understanding during collaboration. Collaboration after a task (1) “Did you learn more working with a partner than on your own?” This prompts students to reflect on their learning experience with a partner, helping them evaluate the effectiveness of their collaboration and identify areas for improvement. Extra 1: Things You Could Say to Your Partner “I think that….” “I disagree because….” “What do you think?” “It might be better if….” “One idea I have is….” Specific phrases for constructive communication, helping students articulate their thoughts clearly and respectfully for effective collaboration. Extra 2: Questions You Could Ask Your Partner “Why did…?” “Why do you think…?” “What was the reason for…?” “What might happen if….?” “How did you feel about…?” “Can you think of another way that…?” “What would you do if…?” Questions that encourage deeper discussion and understanding, a key component of effective collaboration.

Thinking Skills in action These screens provide a comprehensive guide for students, covering fundamental thinking skills as well as advanced 21st-century thinking skills, helping them to develop essential cognitive abilities for the modern world. Introduction to Thinking Skills This screen provides an overview of the importance of thinking skills, explaining that they are essential for solving problems, making decisions, and learning new things. It emphasises that these skills can be improved through practice, setting the stage for understanding their significance. Thinking Skill 1 - Remembering Remembering is the foundational skill for all learning processes. This screen explains how to recall information and provides examples of questions that test this skill. It’s crucial for students to master remembering to build a solid base for higher-order thinking skills. Thinking Skill 2 - Understanding Understanding allows students to make sense of information and express it in their own words. This screen is vital because comprehension is necessary for applying, analysing, evaluating, and creating new knowledge. It includes practical questions that help students practice this skill. Thinking Skill 3 - Applying Applying knowledge demonstrates the ability to use what has been learned in new situations. This screen helps students learn how to transfer and adapt their knowledge to solve new problems, a critical skill for real-world applications. Thinking Skill 4 - Analysing Analysing involves breaking down information into parts and understanding their relationships. This skill is essential for critical thinking and problem-solving. The screen provides questions that guide students in practicing analysis, helping them develop deeper insights into complex issues. 21st Century Thinking Skill 1 - Creative Thinking Reason: Creative thinking is crucial for developing innovative solutions in today’s rapidly changing world. This screen introduces creative thinking as a fresh way of looking at problems, emphasising its importance in addressing 21st-century challenges. It encourages students to think outside the box, which is essential for modern education and future careers. 21st Century Thinking Skill 2 - Critical Thinking Critical thinking is vital for evaluating information and making informed decisions. This screen explains the importance of not accepting information at face value and recognising biases and misinformation. It is especially relevant in the age of digital information and “fake news.” 21st Century Thinking Skill 3 - Problem Solving Problem solving combines creative and critical thinking to address challenges that students face. This screen highlights the importance of using these skills to develop effective solutions. It is crucial for students to learn how to approach and solve problems systematically, which is essential for success in both academic and real-world scenarios.

The Vikings This lesson is ready to use and has three teaching objectives. Introduce 11-14 year old students to the topic of Vikings: The lesson provides detailed historical information about the Vikings, including their raids, settlements, culture, and impact on Europe. Allow students the opportunity to experience a wide variety of question types: The lesson includes various types of questions, such as multiple-choice, true/false, short answer, fill-in-the-blank, and more complex questions that require explanations and personal reflections. This variety helps students engage with the content in multiple ways and develop different skills. Offer students the opportunity to practise self-assessment: There is a section on collaborative self-assessment where students are encouraged to work with a partner to discuss and mark their answers. This process helps students practise self-assessment and peer review, fostering a deeper understanding and self-reflection on their learning.

15 KS1 Festivals Numeracy Worksheets (photocopiable) These worksheets integrate numeracy skills with a thematic focus on autumn festivals. The structured worksheets are designed to reinforce key mathematical concepts through engaging, festival-related activities.