In this lesson children will start with a physical warm up where they will show their preference to two items (one being a toy) . This will lead into a discussion about what a toy is and what children’s favourite is. Children will interview each other and proceed to write up their answers. The teacher will then show children a toy from the past. They will generate questions to ask the toy and then discuss how we can find our answers. Key vocabulary Toys , past, historical evidence, historical source . Thankyou for looking at my resource. Powerpoint L.O L.O Scaffolded helping hands task Set up to do list Chilli Challenge Photo space, spiel and vocabulary Powerpoint user guide Throughout children are encouraged to rewind on prior learning through rewind sections. Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task. Helping hands provide children with additional supports to allow them to access the main learning. Colour coding Blue slides – Reflection Green slides – Child led Red slides – Teacher led Orange slides - Independent application

Children will start the lesson by reflecting on their prior learning and vocabulary. Throughout all of their toys lessons children will be actively thinking of historical sources of information. Considering what is a good source of information and what might not be the best e.g children will think about how they aren’t a good expert group for toys from the 20th century as they weren’t alive during this era. Todays focus of historical information will be the internet. Children will be shown a basic timeline of toys popular in the 20th century created by the teachers research from the internet. Children will then go on to do a focus research on lego. Children will be guided creating useful questions. Children will final go onto present the facts they have learnt on a lego brick. With a chilli challenge and helping hands support to ensure all children maximise their learning. Thankyou for looking at my resource. All lessons start with children solving a problem that can only be solved using the LO. e.g identifying a picture through a sentence that doesn’t contain expanded adjectives so it is impossible to identify the picture.Research has shown that when children learn through problem solving and having ownership of their own learning they develop a deeper and longer lasting understanding. Powerpoint user guide Throughout children are encouraged to rewind on prior learning through rewind sections. Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years) Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task. Helping hands provide children with additional supports to allow them to access the main learning. Colour coding Blue slides – Reflection Green slides – Child led Red slides – Teacher led Orange slides - Independent application

Thankyou for looking at my resource. In this lesson children will start with a warm up where they will think about the question - If you could make a toy what would it be? Children will rewind on their prior learning of modern day toys and 20th century toys. Children will continue to look at historical sources of evidence. Children will look at books about the Victorians to answer four questions. This will provide a general gist of when the Victorian era was, what Victorian life was like for the rich and poor and what schooling looked like. Children will be guided (in a ks1 manner) to make inferences about what Victorian toys might be like. Children will then learn about Victorian toys through an exploration of actual toys (pictures/videos may be needed if you can’t access Victorian toys) and then a teacher led input about the toys. Finally, children will complete small steps which will support them to independently make simple comparisons in their independent application. Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task. Helping hands provide children with additional supports to allow them to access the main learning. Colour coding Blue slides – Reflection Green slides – Child led Red slides – Teacher led Orange slides - Independent application

Thankyou for looking at my lesson. Today children will be introduced to a Victorian toy maker. They will start by using clues such as girl and boys toys to identify what era the toy maker came from. Using their prior knowledge on Victorian toys. Children will continue to reflect back on prior knowledge when they learn the maker is going to travel forward to modern times. Children will reflect on times such as the 20th century. The toy maker will then show children a toy and will explain why they think its a good toy (the toy is completely against modern times such as attitude and technology) Children will be taught about why things have changed. MSTA - Materials, safety , technology and attitudes. Children will write a letter to the toy maker explaining why the toy is unsuitable. Chilli challenge - Children will be encouraged to give a recommendation and explain why this is a better toy. Helping hands - Children will have a scaffold to allow them to focus on the facts rather than forming sentences. Colour coding Blue slides – Reflection Green slides – Child led Red slides – Teacher led Orange slides - Independent application

This ppt builds up children’s understanding of food chains through the use of small steps. Children will start by demonstrating their understanding of herbivores, carnivores and omnivores. Children will then move onto discuss the link to prior science units such as light and electricity to allow them to build on previous learning. Children will discuss the type of energy that is involved in the food chain and how this is essential to animals survival. Children will then move onto learn about producers and consumers and then further build on this by developing an understanding of of prey and predator. Throughout the slides there are opportunities for common misconceptions to be addressed, children to be actively engaged with their learning through discussions and thinking points and finally the core concepts are built up slowly and repetition is used to deepen understanding.

In this resource children will focus on the importance of a verb in a sentence. Children will do a variety of carefully thought out small step tasks to build up their understanding of what a verb is and how to apply verbs to sentences. Resource includes a PPT and corresponding word resource Thankyou for looking at my resource. Powerpoint user guide Throughout children are encouraged to rewind on prior learning through rewind sections. Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years) Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task. Helping hands provide children with additional supports to allow them to access the main learning. Colour coding Blue slides – Reflection Green slides – Child led Red slides – Teacher led Orange slides - Independent application

This is the first lesson in a sequence. Children will be working to help Zack the Zookeeper. Children will start the lesson by recapping on their prior learning via a game of which is an animal out of two choices. Children will then be taught a definition of animal. This will be applied to a number of tasks to ensure the meaning is embedded. Children will be introduced to Zack the Zookeeper. All lessons are based on learning generated from problem solving. Children will learn that Zack has done a number of things wrong but the issue is the task doesn’t name the animals e.g giving dog food to the animals. Children will be shown a number of animals grouped into the 5 main animal groups. This will support learning in the next lesson where children will be defining the five main animal groups. Independent application - Children will have 5 posters showing different animals and find an animal that starts with each letter of the alphabet. Helping hands - Support teacher ‘expert’ group. Chilli challenge - Children to be given an opportunity to think further about individual animals. Powerpoint user guided Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application

Thank you for looking at my resource. In this lesson children will recap on their prior knowledge by playing spot the difference. This will encourage children to recall animal names and groups. Children will then be reminded of the five different animal groups. Children will be working with Zack the zookeeper who will think that all amphibians are the same. Using whole class investigation children will identify what is the same and what is different. Children will build up to independently comparing similarities and differences between animal groups and at the end of the lesson will be provided with definitions of the main groups. Helping hands will be provided for children who need additional support as well as a chilli challenge. Powerpoint guide Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application

Thankyou for looking at my resource. Children will start the lesson with an I spy warm up. This provides a great opportunity to talk about nouns as well as getting children ready for learning. Children will move on to reflect what strategies they use to help them spell such as phonics. Children will shown a list of compound words and will discuss what is the same about them. This will lead into children learning what compound words are. Children will complete two tasks: Matching words to make compound words Identifying the words that have made the compound words. Chilli challenges will be provided to all learners - the difference will be in how children access it. Helping hands are provided for children who need some support to access the learning. Powerpoint user guide Throughout children are encouraged to rewind on prior learning through rewind sections. Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years) Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task. Helping hands provide children with additional supports to allow them to access the main learning. Colour coding Blue slides – Reflection Green slides – Child led Red slides – Teacher led Orange slides - Independent application

Thankyou for looking at my resource Children will start with a warm up game of simon says which will lead into children recapping on verbs and ensuring all children have a clear definition of them. Children will think about what they did yesterday and discuss this in partner talk. Children will be shown an example of what somebody did. yesterday but the verb tenses will be incorrect. Children will start by exploring simple past tense verbs and spot that you simply need to add ed. Children will complete a task either independently or with support of an adult helping hands. A chilli challenge is provided when they have completed the main task - the differentiation comes in how children access the task. Children will then be taught examples where you can’t simply add ed. Children will again complete an independent task. Powerpoint user guide Throughout children are encouraged to rewind on prior learning through rewind sections. Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years) Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task. Helping hands provide children with additional supports to allow them to access the main learning. Colour coding Blue slides – Reflection Green slides – Child led Red slides – Teacher led Yellow slides - Independent application

Thankyou for looking at my resource. In this lesson children will be looking at simple sentences and expanding them using when and where adverbs/adverbial phrases. Children will look at the problem with simple sentences. For instance children will be unable to identify which picture a particular sentence belongs to and through this will learn the importance of expanding sentences using adverbs/adverbial phrases . Research has shown that when children learn through problem solving children develop a deeper and longer lasting understanding of their learning. Children will do a variety of carefully thought out small step tasks to build up their understanding of what an adverb/adverbial phrase is and how to apply these using when and where. Powerpoint user guide Throughout children are encouraged to rewind on prior learning through rewind sections. Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years) Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task. Helping hands provide children with additional supports to allow them to access the main learning. Colour coding Blue slides – Reflection Green slides – Child led Red slides – Teacher led Orange slides - Independent application

Thankyou for looking at my resource. This lesson isn’t explicitly a Christmas maths lesson but it works really nicely. I have taught this lesson from year 2 to year 6 as simple strategies can be applied for year 2 where as year 6s can apply far more efficent and sophisticated calculations. In this lesson children will be finding which numbers can’t be made using gingerbread bisucit tins of 6 ,9 and 20. Children will have a number of small steps to build up their understanding of the problem and strategies they can use to calculate.

Thankyou for looking at my resource. Included are individual lesson resources and a detailed powerpoint. This five lesson sequence will see children converting the rhyme Five Little Monkeys into a story. Lesson 1 - Children will learn about the structure of a story and together place five little monkeys into this. Children will go onto create a comic strip. Lesson 2 - Children will focus on the introduction. Through carefully built up steps children will develop a sophisticated story openers and a bank of adjectives and expanded noun phrases to describe the monkeys and their home. Lesson 3 - Children will write the introduction to their story. Lesson 4- Children will plan the rest of the story thinking about how they can expand on the events of the story. Lesson 5 - Children will write up the rest of the story. Children will be guided through each stage in a thorough powerpoint that provides a variety of carefully thought out steps. Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task. Helping hands provide children with additional supports to allow them to access the main learning. Powerpoint guide Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application

Thankyou for looking at my resource. This lesson sequence provides a really nice assessment opportunity. Lesson 1 - Children will listen to the story of Goldilocks and then acted out the story. Children will not only reflect on the story but also will think about how we perform e.g using different voices for different characters. Lesson 2 - Children will be introduced to the idea of motive (in a very ks1 friendly manner) Children will think of ideas for what motivated Goldilocks to enter The Three Bears house. Lesson 3 - Using the story map used to support their performances in lesson one children will think about how the story will need to changed when the motive has changed. Children will be guided through adapting the story map plan. Lesson 4- Children will be writing their story. Children will be supported using a story map to write their story and will also be actively encouraged to uplevel their work. A teacher modelled example is provided for the first two parts of the plan children will discuss with a partner what techniques they can see the teacher has used. Children will then be shown the teacher explanation for their choices in their writing. Helping hands will be provided for children who need additional support as well as a chilli challenge. Powerpoint guide Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application

Thankyou for looking at my resource. This lesson starts with a adverb/verb warm up task. Children will be shown and before and after of ‘un’ arriving. Children will be taught what a prefix is and what un does. Children will sort through words which can have the prefix un applied which will lead to the first independent task. The concept will then be further investigated as children explore the difference between words with the prefix un and words that simply start with un. Powerpoint user guide Throughout children are encouraged to rewind on prior learning through rewind sections. Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years)` Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task. Helping hands provide children with additional supports to allow them to access the main learning. Colour coding Blue slides – Reflection Green slides – Child led Red slides – Teacher led Yellow - Independent application

Thankyou for looking at my resource. This lesson focuses on adverbs and verbs. Children will be introduced to the elf. Children will start with a warm up rewind task where they will describe the elf. Children will think about their own experiences with an elf and what mischief they think an elf might get up to. Through careful well thought out small steps children will learn about verbs and adverbs and use these to describe what the elf gets up to. Children will create a comic strip of what the elf gets up to. Children will have access to a word bank. Powerpoint user guide Throughout children are encouraged to rewind on prior learning through rewind sections. Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task. Helping hands provide children with additional supports to allow them to access the main learning. Colour coding Blue slides – Reflection Green slides – Child led Red slides – Teacher led Yelliow slides - Independent application

Thankyou for looking at my resource. This powerpoint contains 25 spelling starters with a variety of tasks to help build children’s confidence in their exception words.

Thankyou for looking at my resource. This resource includes : 25 questions per check. I would recommend giving children 3 minutes to complete which is roughly in line with the year 4 times tables check whilst giving time for writing. There are three sets of 7 assessments. Year 2 - 2,5 and 10 Year 3 - 2,3,4,5, 6,8 and 10 Year 4 onwards - All times tables including 12 Pre autumn term Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Thankyou for looking at my resource. These resources are designed that they can be picked up and taught from however allow full user edits. The lesson will start with children recapping on prior learning. Children will label parts of Zack the Zookeepers body with their partner. This will lead onto a discussion about what parts of the body are there for. Children will reflect on Zack’s view that he only needs his arms and hands for the zoo. As a class children will discuss different body parts and what there uses are. Helping hands will be provided for children who need additional support as well as a chilli challenge. Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence. Powerpoint guide Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application

Thankyou for looking at my resouce. Children will start the lesson recapping on their prior learning in the unit through a variety of parter and whole class quick tasks. Children will be given a number of choices through a discussion of would you rather? Children will look at how the choices relate to the senses. They will be provided with a clear definition of senses and consolidate this by identifying which sense was most important in their choices. Children will look at Zack the Zookeeper and a map of the zoo and identify how Zack experiences the zoo through his senses. Helping hands will be provided for children who need additional support as well as a chilli challenge. Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence. Powerpoint guide Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application