A plan, set of teaching resources, Interactive Whiteboard presentations for both Promethean and Smartboards. (***New for 2018 – PowerPoint Presentations, and Word AFL / next steps question for printin***g) This resource uses the questions on 2016 Key Stage 2 SATs papers 1, 2 and 3 to revise your class’ understanding of quick arithmetic methods and revise a specific aspect of the reasoning papers finishing with an AfL style plenary using exemplar questions from the 2016 SATs paper. This is the fourteenth lesson in a revision programme designed to prepare Year 6 children for the Maths SATs papers 1, 2 and 3. **Learning Objectives covered: ** To add whole numbers, decimals or fractions quickly (Arithmetic Starter) To solve problems involving all 4 operations. **Learning Outcomes: ** All use their knowledge of the order of operations to carry out calculations involving the 4 operations with ThHTU by U Most use their knowledge of the order of operations to carry out calculations involving the 4 operations with ThHTU by TU Some will use their knowledge of the order of operations to carry out calculations involving the 4 operations with ThHTU by TU including decimals and negative numbers.

A set of resources designed to support learning in the classroom with resources available for distance learning in event of school or class closure. The week’s lessons cover: Revisit / Review Read and write alternative spellings / ai/ ey, ea, eigh and aigh (Week 04 ai sound.pptx) Teach reading, writing and spelling words with /ee/, ea, split digraph e-e Teach / Practice spelling the phase 4 tricky words any, many, please, people Practice recognition and recall of graphemes and different pronunciations of graphemes as they are learned Practice reading and spelling words with adjacent consonants and words with newly learned graphemes Apply reading sentences p142 (Letters and Sounds) Apply writing sentences p149 (Letters and Sounds)

A differentiated starter, introduction for both ActivInspire and Smartboard and an activity where children can apply their new knowledge and AFL / Next Steps plenary class activity. Also included is a youtube video and resources for distance learning. Learning Objectives:: To recognise value of Tens and ones (starter), LO: To recognise the value of each coin.(main) This lesson consists of: A starter revising the value of various ten bars and one cubes as numbers, followed by an introduction to using lines and dots to draw numbers represented by ten bars and one cubes. An activity where children draw lines and dots to match ten bars and one cubes and identify the value. An Interactive Whiteboard introduction for both Notebook and ActivInspire flipchart revising the value of each individual coin using partially covered coins which can be slowly uncovered. An introduction to how match the correct number of 1p coins to two or more different coins. A youtube video link for distance learning introducing the starter, main part of the lesson and the AFL / Next Steps plenary. An independent task where children match the correct number of 1p coins to two or more different coins. A Next steps / AFL Challenge plenary where children consider why Britain has a range of different coins, rather than just 1p coins.

A set of resources designed to support learning in the classroom with resources available for distance learning in event of school or class closure. The week’s lessons cover: Revisit / Review alternative spellings for/oo/ (short – u) Teach reading, writing and spelling alternative GPCs for /or/ au, aw Teach / Practice spelling the tricky words thought, some, because, when Practice recognition and recall of graphemes and different pronunciations of graphemes as they are learned p134 Practice reading and spelling words with adjacent consonants and words with newly learned graphemes Apply reading sentences p142 Apply writing sentences p149

A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions. LOs: To understand how non fiction books differ from fiction books, to be able to scan non fiction books for information. To understand the way that non fiction books follow certain conventions.

A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions. LOs To talk about the different ways that a book can communicate information To understand more challenging vocabulary To be able to explain the differences in settings

A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions. LO: To read a book for simple information, events and ideas

A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions. To look at how an author can drop hints about a story at the very beginning of a book. To understand how an author decides how to make up nonsense words. To understand how dialogue can be used to develop characters. To understand how an author develops a particular aspect of a fantasy world. To understand how dialogue can be used to move a plot forward. To reflect on the whole book and the way it ends

A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions. LOs To understand how an author introduces a character To understand how an author chooses names to help develop characters. To make predictions about a story. To be able to make predictions based on knowledge of the stories an author tells.

A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions. LOs To read a book for simple information, events and ideas To understand how an author uses different fonts and styles to help readers To understand how the author implies things by his use of language. To understand the moral of Roald’s story. To decide whether or not Roald Dahl’s punishment fits the crime.

A five comprehension pack designed to support work on the Tudors. There are two comprehensions per monarch, one for Higher and Middle Ability children, a second for those of lower ability. The comprehensions can be used as stand-alone lessons or set as homework. Each comprehension consists of glossary work on words in text, comprehension questions tied to each text, and a sequencing activity based on key dates during the monarch's reign. Comprehensions cover, in chronological order: Henry VII Henry VIII Edward VI Mary Elizabeth I

A three comprehension pack designed to support work on Rivers Each comprehension consists of - a clozed procedure summarising text comprehension questions tied to each text - LA - a clozed procedure summarising text , more challenging comprehension questions tied to each text and glossary work linked to geographical and technical vocabulary. Comprehensions cover: The Source of the River The Upper Course The Middle Course

A five comprehension pack designed to support work on the Tudors. There are two comprehensions per topic, one for Higher and Middle Ability children, a second for those of lower ability. The comprehensions can be used as stand-alone lessons or set as homework. Each comprehension consists of glossary work on words in text, comprehension questions tied to each text, and either an imaginative piece of writing (HA/MA) or a summary and matching activity (LA). Comprehensions cover: Life in Tudor Times Law and Order The Break with Rome The Spanish Armada Tudor Childhood.

Key Stage 2 comprehensions. Text includes a range of non fiction, fictionalised, historical texts and short poetry. Questions include whole range of SAT style questions such as: inference and deduction, prediction and factual recall. Ideal for Guided groups, homework or whole class activities.

A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions. LOs To form opinions about a text based on its opening chapter. To understand how an author shifts her narrative in time. To understand how an author builds a sense of tension. To understand how the author uses background information to further develop characters. To empathise with the main character. To use inference and deduction to understand how the main characters feel upon receiving unexpected news. To reflect upon a completed story.

A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions. LOs To make predictions based on information provided in the cover, blurb and introduction. To use inference and deduction to explain the main character’s current circumstances. To emphasise with the main character. To understand what life was like in Victorian London. To empathise with the main character at the lowest point of the novel. To make predictions based on inference and deduction. To reflect on a completed story.

Drawing on the new History Curriculum and focussing on Aims: Strands 4 and 5 this resource includes: A collection of ten quotes from contemporary sources, An explanation of five activities that can be carried out using these resources Planning Templates to support arguments and a chart to help summarise arguments about the Abolition of Slavery. Learning Objectives • To understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, • To make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses • To understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed. Learning Outcomes: Pupils will be able to: • recognise and discern between arguments made for and against the Abolition of Slavery. • draw on primary resources to produce a reasoned debate on the pros and cons of slavery. • produce their own persuasive argument in favour (or against) the abolition of slavery. • produce a balanced argument on the advantages and disadvantages of slavery. • Produce their own written narrative of what led to the Abolition of Slavery

Drawing on the new History Curriculum and focussing on Aims: Strands 4 and 5 this resource includes: A collection of eleven quotes from contemporary sources, An explanation of five activities that can be carried out using these resources Planning Templates to support arguments and a chart to help summarise arguments about education Learning Objectives: • To understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, • To make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses • To understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed. Learning Outcomes: Pupils will be able to: • Recognise the difference between fact and opinion • recognise and discern between arguments made for and against the role of education • draw on primary resources to produce a reasoned debate on the pros and cons of education. • produce their own persuasive argument in favour (or against) the introduction of universal education. • produce a balanced argument on the advantages and disadvantages of education. • Produce their own written narrative of life at school