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

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

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!

A resource which helps children to identify which unit of measurement should be used to measure different lengths. The four units of measurements included are: mm, cm, m and km. Children to choose a colour for each unit of measurement and indicate these on the key. They will then use the key to highlight each length according to the unit of measurement they believe should be used to measure each different length. My class enjoyed completing this activity and responded well to the real-life links. Enjoy!

A simple ASD screener for primary and secondary school pupils. Please note, this screener does not provide a confirmed diagnosis of ASD 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 ASD. 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 ASD, SRS-2 ASD Questionnaire, NHS NDD Teacher Observations Questionnaire. Please remember, the autism spectrum is not linear and it is common for an individual to show more difficulties in one area than another. This was created by an inclusion coordinator of a multi-academy trust and an experienced SENDCO.

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.

Staff meeting used to introduce Zones of Regulation created by a SENDCO and Inclusion Coordinator of a Multi-Academy Trust. I have used this PowerPoint multiple times to introduce the Zones of Regulation to head teachers, class teachers and teaching assistants. I’ve received great feedback for this and all teachers have been inspired to create their own classroom displays. Staff meeting Powerpoint includes: Story/history/research behind the Zones of Regulation Explanation of the Zones of Regulation Definition of self-regulation Poster including/explaining the four Zones Blue Zone introduction: Typical emotions felt in this Zone and possible body signals Green Zone introduction: Typical emotions felt in this Zone and possible body signals Yellow Zone introduction: Typical emotions felt in this Zone and possible body signals Red Zone introduction: Typical emotions felt in this Zone and possible body signals Slide explaining how each slide links to the road signs (a good visual) Many activities which can be used to help children identify an emotion they’re feeling and what Zone they’re in (Includes sorting, bingo, video links where Disney films etc demonstrate the Zones, linking experiences to Zones) Examples of classroom resources to introduce/use the Zones Many activities where children will be able to learn strategies to move from one Zone to another to help support regulation (toolbox, tools worksheet, sensory activities) Blue Zone toolbox slides: What we need to do once we’re in this Zone and 2 differentiated toolboxes sharing tools for this coloured Zone Green Zone toolbox slides: What we need to do once we’re in this Zone and 2 differentiated toolboxes sharing tools for this coloured Zone Yellow Zone toolbox slides: What we need to do once we’re in this Zone and 2 differentiated toolboxes sharing tools for this coloured Zone Red Zone toolbox slides: What we need to do once we’re in this Zone and 2 differentiated toolboxes sharing tools for this coloured Zone Examples of classroom displays sharing the Zones of Regulation Conclusion slide offering an opportunity for questions Enjoy!

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 :)

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 set of 13 timeline cards which children can order as part of an activity. Each card includes an iconic part of Roman history, alongside its date and an image. Worked brilliantly with my class when teaching Roman chronology. I then followed this activity by getting each child to make their own zig-zag timeline to illustrate what they’ve learnt.

This resource is intended to be used to help teach the skills of the KS2 National Curriculum for Reading through a term’s worth of guided reading sessions. Included in the pack: • Questions which focus on vocabulary, retrieval, inference, predictions, author intent, author technique and giving explanations for answers using evidence from the text. • Spelling, Punctuation and Grammar Activities/Questions. • Reading and respond to the text activities. This resource has been used with KS2 classes to great effect and has boosted their reading skills and their comprehension scores.

This resource is intended to be used to help teach the skills of the KS2 National Curriculum for Reading through 15 Guided Reading sessions using the book Good Dog McTavish by Meg Rosoff. Included in the pack: • Questions which focus on vocabulary, retrieval, inference, predictions, author intent, author technique and giving explanations for answers using evidence from the text. • Spelling, Punctuation and Grammar Activities/Questions. • Reading and respond to the text activities. This resource has been used with KS2 classes to great effect and has boosted their reading skills and their comprehension scores.

This Equivalent Fractions bundle includes: A YouTube teaching video to support this learning (with over 15k views) A teaching PowerPoint with 47 slides Over 20 interactive activities/games 10 worksheets for children to complete This sequence of learning covers the following National Curriculum statutory requirements: recognise, find and write fractions of a discrete set of objects: unit fractions and nonunit fractions with small denominators recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators recognise and show, using diagrams, equivalent fractions with small denominators recognise and show, using diagrams, families of common equivalent fractions solve problems that involve all of the above.

An angles lesson I’m very proud of after seeing great progress in the classroom and being graded outstanding for this lesson. Complete lesson plan is included!! This lesson introduces angles and teaches the difference between right, acute and obtuse angles. This PowerPoint also includes 4 activities including using a hungry angle monster to hunt for right angles and using lollipop sticks to complete an angle investigation. The end of this PowerPoint leads nicely onto learning about triangles and using the children’s learning on angles to move onto this. I’ve also included all my resources included in this lesson, including definition cards and an extension spotting angles in clock faces.

A fantastic and engaging game that my class love. Simply give each child a card and get them to walk around the classroom. When they meet another child, they should high five them and say, “Quiz, quiz, trade.” Each child then asks the other child their question, when they both give the correct answers, they can trade cards and then continue to move around until they meet somebody else. If a child gets the answer one, a child can help support them by prompting/giving clues as they have the correct answer on their card. My class absolutely love this game and don’t realise just how much they’re learning when they play it!

A fantastic and engaging game that my class love. Simply give each child a card and get them to walk around the classroom. When they meet another child, they should high five them and say, “Quiz, quiz, trade.” Each child then asks the other child their question, when they both give the correct answers, they can trade cards and then continue to move around until they meet somebody else. If a child gets the answer one, a child can help support them by prompting/giving clues as they have the correct answer on their card. My class absolutely love this game and don’t realise just how much they’re learning when they play it!

A clear and engaging PowerPoint which introduces the definition for nouns, adjectives, verbs and adverbs. Once the children have understood the word type, they can work as a class to think of as many examples as possible to consolidate learning. There is extended learning on adverbs where the children develop their understanding of the different purposes of adverbs: adverbs of time, place, manner, frequency or degree. I have also included a sorting activity that children can complete independently, in pairs, in groups or as a class. Enjoy!

An engaging and interactive teaching Powerpoint which teaches expanded noun phrases, gives a range of examples and provides many opportunities for the children to consolidate their learning, including: 3 interactive whole class discussions/activities Paired game where they consolidate their learning Independent writing activity

Included in this pack is a teaching PowerPoint to use for teaching Word Families. This PowerPoint is extremely engaging and requires the children to ineract throughout. It also includes a game/activity where the children can consolidate their learning. NEW Worksheet has just been added too!