This complete grammar resource on modal verbs is designed to support KS2 teachers in providing a structured, interactive approach to teaching modal verbs. The resource is divided into three parts: Part 1: Lesson – This section introduces students to the concept of modal verbs, focusing on how they convey levels of certainty (e.g. might, should, will). Through relatable scenarios and characters, students explore different modal verbs and how they express possibilities, probabilities, and certainties in context. The lesson encourages students to work in pairs, make notes, and prepare for further activities, enhancing understanding through collaborative learning. Part 2: Peer Teaching and Group Activity – Students use the notes from Part 1 to teach the concept to another pair, reinforcing their understanding through teaching. A group video activity is included to further engage students and provide an opportunity for them to present and solidify their grasp of modal verbs in a creative format. Part 3: Self-Assessment Q&A – To support retention, this part includes questions that allow students to assess their knowledge and reflect on their understanding of modal verbs. This resource offers a blend of structured learning, peer teaching, and self-assessment to support teachers in engaging students with the nuances of modal verbs in an enjoyable and effective way.

This complete grammar resource on modal verbs is designed to support KS2 teachers in providing a structured, interactive approach to teaching modal verbs. The resource is divided into three parts: Part 1: Lesson – This section introduces students to the concept of modal verbs, focusing on how they convey levels of certainty (e.g. might, should, will). Through relatable scenarios and characters, students explore different modal verbs and how they express possibilities, probabilities, and certainties in context. The lesson encourages students to work in pairs, make notes, and prepare for further activities, enhancing understanding through collaborative learning. Part 2: Peer Teaching and Group Activity – Students use the notes from Part 1 to teach the concept to another pair, reinforcing their understanding through teaching. A group video activity is included to further engage students and provide an opportunity for them to present and solidify their grasp of modal verbs in a creative format. Part 3: Self-Assessment Q&A – To support retention, this part includes questions that allow students to assess their knowledge and reflect on their understanding of modal verbs. This resource offers a blend of structured learning, peer teaching, and self-assessment to support teachers in engaging students with the nuances of modal verbs in an enjoyable and effective way.

This complete grammar resource on modal verbs is designed to support KS2 teachers in providing a structured, interactive approach to teaching modal verbs. The resource is divided into three parts: Part 1: Lesson – This section introduces students to the concept of modal verbs, focusing on how they convey levels of certainty (e.g. might, should, will). Through relatable scenarios and characters, students explore different modal verbs and how they express possibilities, probabilities, and certainties in context. The lesson encourages students to work in pairs, make notes, and prepare for further activities, enhancing understanding through collaborative learning. Part 2: Peer Teaching and Group Activity – Students use the notes from Part 1 to teach the concept to another pair, reinforcing their understanding through teaching. A group video activity is included to further engage students and provide an opportunity for them to present and solidify their grasp of modal verbs in a creative format. Part 3: Self-Assessment Q&A – To support retention, this part includes questions that allow students to assess their knowledge and reflect on their understanding of modal verbs. This resource offers a blend of structured learning, peer teaching, and self-assessment to support teachers in engaging students with the nuances of modal verbs in an enjoyable and effective way.

A Teacher’s Guide to Problem Solving: An evidence-based time-saving, high-impact tool for essential skill development This resource is a concise, 20-minute evidence-based guide designed to help classroom teachers effectively teach problem-solving skills, emphasising their importance for 21st-century learners. It includes: Introduction to Problem Solving: Outlines the significance of problem-solving as a key skill for the future, particularly in adapting to challenges posed by rapid social and technological changes. Definitions and Features of Problem Solving: Provides clear definitions and discusses essential components, such as goals and barriers, associated with solving complex problems. Polya’s Four Steps to Problem Solving: Introduces George Polya’s structured method for problem-solving, which includes understanding the problem, devising a plan, implementing the plan, and reflecting on the solution. This approach helps pupils systematically tackle both mathematical and real-life challenges. Teacher Approaches to Problem Solving at KS2: Features practical strategies from educators, showing how Polya’s method has been used to build problem-solving confidence and adaptability among pupils. This guide supports teachers in preparing pupils to face modern-day problems, encouraging them to apply critical and creative thinking skills to non-routine tasks.

Less Marking, More Feedback: A Post-It Note Guide This practical guide is designed for busy teachers who want to reduce marking time while enhancing the quality of their feedback. Rooted in evidence, it introduces strategies to shift focus from traditional written feedback to more immediate, impactful oral feedback, allowing pupils to improve in real-time. With straightforward explanations and actionable tips, this guide is an ideal companion for creating a classroom where feedback truly drives learning. Professional development activities are also included to help you reflect on and refine your approach, making it a valuable tool for teachers aiming to optimise both their workload and learning outcomes.

A Dog’s Guide to Eleven Key Thinking and Learning Skills Price: £3 (Whole School Use) This resource, A Dog’s Guide to All Eleven Key Thinking and Learning Skills, is an engaging, one-page guide designed for busy teachers. It covers eight evidence-based thinking and learning skills, such as self-assessment, and metacognition, as well as three essential 21st-century skills: creative thinking, critical thinking, and problem-solving. Each skill is supported by research, ensuring that teachers can integrate proven strategies into their classroom with ease. The resource is fun, quick to read, making it ideal for teachers who want to make a real impact on their students’ learning without investing too much time. The playful theme involving dogs is intended to make the resource appealing. It’s designed to introduce critical learning skills that students will use throughout their academic journeys and beyond. What’s Included: One-page guide for each skill: 8 key thinking and learning skills + 3 crucial 21st-century skills. Engaging and creative format (A Dog’s Guide) that makes it easy to understand. Key Skills Covered: Collaborative Learning: How to effectively group students to maximise learning outcomes. Thinking Skills: Based on Bloom’s taxonomy, helping students move from basic remembering to creative thinking. Peer Teaching: Encouraging students to teach one another for deeper understanding. Peer Assessment: Developing students’ abilities to provide and act on feedback. Self-Assessment: Supporting students in evaluating their own progress and goals. Metacognition: Helping students think about their thinking, boosting problem-solving skills. Self-Regulation: Teaching students how to manage their own learning process. Independent Learning: Encouraging self-directed learning and decision-making. Problem Solving: Building skills to tackle tasks they don’t yet know how to solve. Creative Thinking: Helping students think outside the box and develop innovative solutions. Critical Thinking: Teaching students to analyse information and make evidence-based decisions. Why Buy It? Affordable: At just £3, this resource provides high-value insights for teachers and their whole school. Evidence-Based: Each skill is supported by research, ensuring your teaching strategies are rooted in proven methods. Adaptable: The guide is designed to apply to different subjects and age groups, making it a versatile addition to your teaching toolkit. Time-Saving: The guide is simple, quick to read, and easy to apply in the classroom, perfect for busy teachers looking to make an impact. For just £3, this guide offers an accessible, research-backed way to enhance the learning environment in your school. Perfect for whole school use and applicable to all subjects, it’s a resource that teachers can use repeatedly to build essential skills in students.

This 15-minute guide serves as both a theoretical foundation and a practical toolkit for teachers looking to develop self-assessment in their classrooms. It provides a solid understanding of the concept and offers actionable strategies to implement it effectively. Purpose and Context: This is a 15-minute teacher guide focusing on Self-Assessment, which is one of eight key Evidence-Based Learning (EBL) skills. It’s designed to help teachers understand and implement self-assessment strategies in their classrooms. Benefits of Self-Assessment: Increases student motivation and engagement Improves understanding of material Develops metacognitive skills Promotes lifelong learning Reduces teacher workload by sharing feedback responsibilities Enhances students’ ability to become independent learners Key Components of Self-Assessment: Students monitor and evaluate their own thinking and learning Students identify strategies to improve their understanding and skills Involves reflective activities Helps students develop criteria for evaluating their work Implementation Strategies: Teach students to ask key questions about their learning (e.g., “Where am I now?”, “Where am I trying to go?”) Use rubrics to provide clear criteria for self-assessment Create a classroom culture where mistakes are viewed as learning opportunities Implement self-assessment during the learning process, not just at the end Combine self-assessment with peer assessment for better results Connection to Other Skills: Self-assessment is closely linked to metacognition and self-regulation It’s a stepping stone towards developing 21st-century skills like creative thinking, critical thinking, and problem-solving Research Support: The guide includes numerous research-based quotes and findings to support the use of self-assessment This research could be used for teacher professional development Practical Considerations: Self-assessment requires practice and guidance from teachers It should be implemented gradually, with clear instructions and opportunities for students to apply and refine their self-assessment skills By incorporating these self-assessment strategies, teachers can help their students become more self-aware, motivated, and effective learners. This guide provides a solid foundation for understanding the importance of self-assessment and offers practical ways to integrate it into classroom practice.

This 15-minute guide serves as both a theoretical foundation and a practical toolkit for teachers looking to develop independent learning in their classrooms. It provides a solid understanding of the concept and offers actionable strategies to implement it effectively. Here’s a summary of its key features: Definition and importance: It provides clear definitions of independent learning and independent learners, emphasising why these skills are essential for 21st-century education. Evidence-based approach: The guide is based on a review of over 200 educational research papers, giving teachers confidence in its recommendations. Key skills overview: It outlines eight key thinking and learning skills, including independent learning, and how they contribute to developing critical thinking, creative thinking, and problem-solving abilities. Characteristics of independent learners: The resource details the traits of independent learners, helping teachers identify and nurture these qualities in their students. Comparison with dependent learners: By contrasting independent and dependent learners, teachers can better understand the spectrum of learner autonomy and how to move students along this continuum. Implementation strategies: The guide offers practical suggestions for promoting independent learning in the classroom, including alternatives to extended teacher talk and ways to gradually transfer responsibility to students. Benefits of independent learning: It lists the advantages of developing independent learning skills, such as improved academic performance and increased motivation. Teacher’s role: The resource emphasises that independent learning doesn’t mean leaving students to work alone, but rather supporting them in developing self-regulation skills and taking responsibility for their learning. Scaffolding techniques: It explains how teachers can use scaffolding to gradually build students’ independent learning skills. Evidence-based quotes: The guide includes research-backed quotes that teachers can use for their own professional development or to support their teaching practices.

This 15-minute guide serves as both a theoretical foundation and a practical toolkit for teachers looking to develop peer assessment in their classrooms. It provides a solid understanding of the concept and offers actionable strategies to implement it effectively. Definition of Peer Assessment Involves learners evaluating and making judgments about the work of their peers Usually a formative assessment strategy (occurs during the learning process) K ey Benefits a. Improves learners’ understanding of success criteria b. Increases engagement in learning c. Develops interpersonal and critical thinking skills d. Potentially reduces teacher workload e. Provides more immediate and voluminous feedback than teacher assessment alone f. Helps learners self-evaluate their own work more effectively Implementing Peer Assessment a. Use it for works in progress, not just final products b. Provide opportunities for learners to use feedback to revise their work c. Scaffold the process, especially for younger learners (e.g., using the T-A-G method) d. Ensure feedback is task-involving and focuses on key elements of success criteria

This 15-minute guide serves as both a theoretical foundation and a practical toolkit for teachers looking to develop peer teaching in their classrooms. It provides a solid understanding of the concept and offers actionable strategies to implement it effectively. Introduction This guide introduces peer teaching as a key Evidence-Based Learning (EBL) skill, highlighting its benefits and research support for classroom implementation. What is Peer Teaching? Defined as learners teaching other learners by design Traced back to Aristotle’s use of learner leaders Formally organised as a theory by Andrew Bell in 1795 Benefits of Peer Teaching Increases motivation, engagement, and understanding of material Develops critical thinking, problem-solving, and communication skills Creates a supportive and collaborative learning environment Improves academic achievement for both peer teachers and learners Fosters diversity and depth in knowledge and opinions Enhances social skills, teamwork, and cooperation Helps learners recognise gaps in their knowledge Builds social bonds and friendships Key Points for Teachers Peer teaching allows for explanation in language students naturally use It creates opportunities for active learning and immediate feedback Students often gain deeper understanding by teaching others It can lead to improved grades and greater confidence in learning Peer teachers may explain concepts more effectively, having just learned them It offers multiple perspectives and nuances to a student’s knowledge Implementation Tips Use peer teaching for one-on-one tutoring or small group instruction Encourage students to modify and explain concepts in their own words Create a structured environment for peer teaching activities Use it as a way to reinforce recently learned concepts Monitor interactions to ensure accuracy of information shared Potential Challenges Ensure accuracy of information being shared between peers Manage classroom dynamics to maintain a productive learning environment Balance peer teaching with other teaching methods Conclusion Peer teaching is a valuable tool that can significantly enhance the learning experience, improve academic outcomes, and develop important 21st-century skills in students. By incorporating peer teaching strategies, teachers can create a more dynamic, engaging, and effective classroom environment.

This 15-minute guide serves as both a theoretical foundation and a practical toolkit for teachers looking to develop collaborative learning in their classrooms. It provides a solid understanding of the concept and offers actionable strategies to implement it effectively. Definition of Collaborative Learning: An active learning method where two or more learners work together towards a common goal. Focuses on learner exploration and application of the curriculum rather than teacher presentation. Benefits of Collaborative Learning: Improved communication skills Increased motivation and engagement Enhanced problem-solving abilities Better metacognitive abilities Greater social and emotional skills Increased exposure to diverse perspectives Support for self-regulation Enhanced critical thinking skills Importance of Collaboration: Collaboration is a highly sought-after skill in education and the workplace. Explicit teaching of collaboration is necessary; simply putting students in groups is not enough. Skills Developed Through Collaborative Work: Includes listening, peer learning, peer teaching, assessment skills, metacognition, problem-solving, communication, inclusivity, and more. Research-Based Evidence: Collaboration develops self-regulation skills Enables students to extend their repertoire of learning skills Develops complex thinking Provides opportunities for students to present and defend ideas Develops soft skills crucial for effective communication 21st Century Learning Context: Collaborative skills are essential for success in complex societies and globalised economies. Goes beyond traditional academic subjects to include critical thinking, effective communication, and problem-solving. Practical Implementation: Establish ground rules and group norms Discuss and develop necessary skills like listening Encourage mindfulness of actions associated with effective collaboration Overall Impact: Enhances motivation, engagement, and academic achievement Develops crucial life skills beyond the classroom Builds self-esteem and leads to more robust social skills and emotional well-being This guide provides teachers with an overview of the importance of collaborative learning, its benefits, research-based evidence, and practical considerations for implementation in the classroom.

This 15-minute guide serves as both a theoretical foundation and a practical toolkit for teachers looking to develop thinking skills in their classrooms. It provides a solid understanding of the concept and offers actionable strategies to implement it effectively. Introduction to Thinking Skills Thinking skills are mental activities used to process information, make connections, decisions, and create new ideas. They are essential for learning, problem-solving, and decision-making. Impact on Attainment Developing pupils’ thinking skills can lead to better learning and increased attainment. Activities that make pupils’ minds work are highly effective in raising attainment. Bloom’s Taxonomy Overview Created by Benjamin Bloom in 1956, organising teacher questions into six categories based on required thinking skills. Provides a hierarchy of thinking skills, from simpler to more complex. Original Bloom’s Taxonomy (1956) Used nouns to name thinking skills: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation. Revised Bloom’s Taxonomy (2001) Anderson and Krathwohl revised the taxonomy using verbs instead of nouns. New order: Remembering, Understanding, Applying, Analyzing, Evaluating, Creating. “Creating” replaced “Synthesis” and moved to the top level.

This is a 15-minute teacher guide on self-regulation - one of eight key Evidence-Based Learning (EBL) skills. This comprehensive, and evidence-based, guide to self-regulation can be used across multiple classrooms and potentially inform school-wide approaches to developing students’ self-regulation skills. Content includes: An introduction to self-regulation in the context of learning and teaching. An explanation of what self-regulation is, defining it as the degree to which students can control aspects of their thinking, motivation, and behaviours during learning. A description of the characteristics of self-regulated learners, including their ability to set goals, use strategies, and manage distractions. An outline of the key components needed for self-regulation, including both cognitive skills (like lower and higher order thinking, self-assessment, and metacognition) and non-cognitive skills (like motivation, volition, and other attitudes and behaviours). Research-based information on the importance of self-regulation in learning, supported by quotes from the research. Placing self-regulation in the context of other thinking skills, showing where it fits in relation to Bloom’s Taxonomy and other 21st century skills. An appendix briefly introduces the concept of Socially-Shared Self-Regulation.

This resource is a 15-minute teacher guide focused on metacognition, which is described as one of eight key Evidence-Based Learning (EBL) skills. Here’s a summary of its contents: It provides an introduction to metacognition in the context of learning and teaching. The guide explains what metacognition is, defining it as “thinking about one’s own thinking” and distinguishing it from cognition. It describes the two key components of metacognition: metacognitive knowledge and metacognitive regulation. The resource places metacognition in the context of other thinking skills, showing where it fits in relation to Bloom’s Taxonomy and other 21st century skills. It includes examples of metacognitive questions that students might ask before, during, and after a learning task. The guide provides several research-based quotes on the importance and benefits of metacognition in learning. It explains how metacognition relates to self-regulation and successful learning. This guide that can be used across multiple classrooms and can potentially inform school-wide approaches to developing students’ metacognitive skills since it research-based evidence and practical examples.

Fractions Jigsaw Practice for Upper KS2 This resource offers a comprehensive set of SATs-style questions on fractions, tailored specifically for Year 6 pupils. Designed with collaborative learning in mind, pupils work in “Jigsaw groups” of four to solve fraction problems, promoting teamwork and peer-to-peer support. The resource covers key areas of the KS2 Maths curriculum, focusing on fractions, percentages, and problem-solving. Pupils will engage with a wide variety of tasks, including: Converting fractions to percentages and vice versa. Identifying fractional parts of sets and logos. Solving real-world fraction problems, such as calculating the fraction of a class using iPads. Performing operations with fractions, including addition and finding fractions of numbers. Each set of questions is organised to help pupils strengthen their understanding of fractions through practical and visual problems. This resource not only reinforces core concepts but also prepares pupils for the SATs exams by giving them practice with question formats they are likely to encounter. Key Features: SATs-Type Questions: Familiarise pupils with SATs-style questions focused on fractions, ensuring they are well-prepared for end-of-year assessments. Collaborative Learning: Designed for use in Jigsaw groups, encouraging pupils to learn from one another in a structured yet flexible environment. Comprehensive Coverage: Covers a wide range of fraction-related skills, from simple operations to more complex reasoning problems. Evidence-Based: Built on research-based learning strategies that support deeper understanding and retention. This is an essential resource for Year 6 teachers looking to provide engaging, collaborative, and curriculum-aligned practice in fractions, ensuring pupils are confident and ready for their SATs tests.

The Exit Tickets resource is a practical, evidence-based tool designed to help teachers conduct quick, informal assessments at the end of lessons. Exit Tickets allow students to reflect on what they’ve learned, providing teachers with immediate, actionable feedback on pupil understanding. This resource is grounded in research, making it a reliable way for teachers to identify learning gaps, adjust future lessons, and encourage deeper student engagement. The ten-minute guide helps teachers easily incorporate Exit Tickets into their classrooms, enhancing their teaching practices. This price offers great value for whole-school use, ensuring that all teachers can benefit from the research-backed advantages of using Exit Tickets to inform current and future teaching.

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.

In this lesson, the first little pig makes several fraudulent claims to an insurance company about his house being blown down by a wolf. This lesson will have no happy ending! The police have issued a warrant for the first pig’s arrest.

Activities in this lesson include reading the full text of Jack and the Beanstalk, learning how to describe a character, answering higher and lower order questions; looking at tense/person/punctuation and scaffolding (which includes ways to improve writing) writing an alternative ending to Jack and the Beanstalk and writing a short newspaper article that answers the question ‘Is Jack a Villain’? The five-minute evidence-based CPD activity at the end of this lesson develops the skill of collaboration.

Activities in this evidence-based learning lesson include looking at the characters, settings and problems in early traditional stories whilst focusing on the character of Goldilocks in particular. Also included is a creative writing task and answering higher and lower order questions. The five-minute evidence-based CPD activity at the end of this lesson focuses on self-regulation.