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Evidence Based Learning

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We researched and identified 8 evidence based learning skills and have embedded them in over 200 KS2 ready to use English lessons.

We researched and identified 8 evidence based learning skills and have embedded them in over 200 KS2 ready to use English lessons.
Self-Regulation - 15-minute Teacher Guide
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Self-Regulation - 15-minute Teacher Guide

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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.
Metacognition - 15-minute Teacher Guide
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Metacognition - 15-minute Teacher Guide

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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 KS2 Maths (Jigsaw)
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Fractions KS2 Maths (Jigsaw)

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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.
Exit Tickets: KS2 Ten-Minute Teacher Guide
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Exit Tickets: KS2 Ten-Minute Teacher Guide

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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.
Metacognition in action
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Metacognition in action

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A set of classic metacognitive prompts for use in every classroom (24pp) This whiteboard resource is an excellent tool for teachers looking to incorporate metacognition into their classroom practices. Metacognition, as explained in the resource, refers to the process of thinking about one’s own thinking, and it is an essential skill for effective learning. The resource presents metacognition in a clear and concise manner, breaking it down into three distinct stages: before a task, during a task, and after a task. Each stage is accompanied by a set of guiding questions that students can ask themselves to promote metacognitive thinking. Before a task, the questions encourage students to understand the expectations, identify any prior knowledge or experience, plan the necessary steps, and determine the criteria for successful completion. During a task, the questions prompt students to seek help when needed, evaluate the effectiveness of their strategies, monitor their progress, and check for errors. After a task, the questions prompt students to reflect on their approach, identify strengths and weaknesses, consider what they have learned, and explore ways to improve for future tasks. This resource is particularly useful for teachers because it provides a structured framework for introducing and reinforcing metacognitive practices in the classroom. By presenting these guiding questions, teachers can help students develop the habit of self-reflection and self-regulation, which are critical components of metacognition. Additionally, the resource is visually appealing and easy to understand, making it suitable for use with a wide range of students, from elementary to secondary levels. Teachers can display the resource on a whiteboard or projector, or distribute printed copies to students, ensuring that the metacognitive prompts are readily available and easily accessible. Overall, this whiteboard resource is an excellent tool for teachers seeking to promote metacognition in their classrooms. By incorporating these metacognitive practices, teachers can empower students to become more effective learners, capable of monitoring their own thinking processes, identifying areas for improvement, and developing strategies for enhanced learning and achievement.
Collaboration in action
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Collaboration in action

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Student-Friendly Collaborative Learning Whiteboard Prompts - Any Subject - Any Topic This whiteboard resource titled “Collaboration in action” provides a comprehensive guide for students on how to effectively collaborate and work together with a partner. From a teacher’s perspective, this resource can be incredibly useful in promoting collaborative learning in the classroom. The resource begins by highlighting the benefits of working with a partner, such as discussing the task, improving thinking skills, and understanding more of the learning. It then provides practical tips and guidelines for students to follow before, during, and after a collaborative task. Before a task, the resource emphasises the importance of equal contribution, staying focused, active listening, supporting each other, clarifying doubts, sharing knowledge, and establishing ground rules for effective collaboration (e.g., avoiding interruptions, staying engaged, and respecting each other’s ideas). During a task, the resource offers valuable advice on how to collaborate effectively, such as giving partners time to think, maintaining eye contact, avoiding interruptions, showing interest, carefully considering each other’s perspectives, asking clarifying questions, building on each other’s ideas, justifying opinions, making suggestions, and answering questions. After a task, the resource prompts students to reflect on their collaborative experience and consider whether they learned more working with a partner compared to working alone, and whether they would prefer to do another task with a partner or individually. Additionally, the resource provides helpful examples of phrases students could use to express their thoughts, disagree respectfully, ask questions, and give feedback to their partners. For a teacher looking to incorporate collaborative learning in their classroom, this resource can be incredibly valuable. It provides a structured framework for students to understand the principles and practices of effective collaboration, which can be applied to various group activities, projects, or discussions. By referring to this resource, teachers can help students develop essential collaboration skills, such as communication, active listening, perspective-taking, conflict resolution, and teamwork, which are critical for their academic and future professional success. Overall, this whiteboard resource offers a comprehensive and practical guide to collaborative learning, making it a valuable tool for teachers seeking to promote productive and meaningful group work in their classrooms.
Peer Assessment in action
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Peer Assessment in action

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Student-Friendly Peer Assessment Whiteboard Prompts - Any Subject - Any Topic This whiteboard resource is a guide on how to effectively implement peer assessment in the classroom. It offers a clear explanation of what peer assessment entails and highlights its benefits for student learning. The resource presents a series of 15 prompts or statements that can be used by students when assessing their peers’ work. These prompts cover various aspects of peer assessment, including: Identifying strengths and positive aspects of the work being assessed. Providing constructive feedback on areas that need improvement. Encouraging critical thinking by asking questions about the reasoning behind certain choices or approaches. Evaluating the quality of responses, examples, and ideas presented. Assessing whether the work meets the task’s goals or requirements. Offering suggestions for improvement or alternative approaches. Commenting on the clarity and understanding of the presented ideas. Checking for and providing feedback on simple mistakes or errors. From a teacher’s perspective, this resource can be highly useful when introducing and implementing peer assessment in the classroom. It provides a structured framework and specific language that students can use to give meaningful feedback to their peers. The prompts cover a wide range of aspects, from identifying strengths to offering constructive criticism and suggestions for improvement. Teachers can use this resource to model the peer assessment process and guide students through the practice of providing effective feedback. The prompts can be displayed or distributed to students as a reference during peer assessment activities, ensuring that students have a clear understanding of the type of feedback expected and the areas to focus on. Overall, this whiteboard resource is a valuable tool for teachers looking to incorporate peer assessment into their classroom. It promotes active learning, critical thinking, and the development of evaluation and feedback skills among students, ultimately enhancing their learning experience and understanding of the subject matter.
Self-Regulation in action
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Self-Regulation in action

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This whiteboard resource provides an excellent overview of self-regulation strategies that can be used before, during, and after a task or learning activity. It presents self-regulation as a set of practical skills that students can develop and apply to manage their thinking, behaviour, and motivation while working on tasks. Teachers will find this resource extremely useful for introducing and reinforcing the concept of self-regulation in the classroom. The clear and concise format, with separate sections for each phase of a task, makes it easy to discuss and model these strategies with students. Before a task, the resource prompts students to consider their motivation, goal-setting, self-assessment of strengths and areas needing support, and time management – all crucial elements for effective self-regulation. During a task, the focus shifts to monitoring comprehension, adjusting effort and approach as needed, tracking progress towards goals, maintaining motivation and focus – essential skills for staying on track and overcoming challenges. After a task, the resource encourages students to reflect on their time management, goal achievement, distraction management, and the overall effectiveness of their self-regulation efforts, fostering metacognition and continuous improvement. Teachers could use this resource to introduce self-regulation concepts, lead class discussions, and have students practice applying these strategies to their own learning tasks. The clear language and format make it accessible for various ages, and the content can be tailored to suit different subject areas or learning contexts. Overall, this whiteboard resource is an excellent tool for promoting self-regulation skills in the classroom, empowering students to take control of their learning process and develop essential lifelong skills for academic and personal success.
Self-Assessment in action
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Self-Assessment in action

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Student-Friendly Self-Assessment Whiteboard Prompts - Any Subject - Any Topic This whiteboard resource is a visual guide on self-assessment for students. It breaks down the self-assessment process into different stages and provides prompting questions for students to reflect on their learning experience at each stage. The resource covers the following stages: Before starting a task (goal setting, understanding expectations, planning approach) During the task (monitoring progress, evaluating performance, reflecting on quality) After completing the task (identifying strengths, areas for improvement, next steps, reflecting on challenges, successes, and overall learning) Reflecting on the learning process (motivation, confidence, dealing with distractions, productive strategies, effort, areas for improvement) The prompting questions are designed to encourage students to think critically about their learning strategies, progress, and areas for growth. The resource aims to promote self-awareness, self-evaluation, and metacognition, which are essential skills for effective learning. From a teacher’s perspective, this whiteboard resource can be highly useful for implementing self-assessment practices in the classroom. It provides a structured framework for students to engage in self-assessment, which can be challenging for many learners. The resource can be used as a visual aid during classroom discussions or as a handout for students to refer to during their self-assessment process. Teachers can use this resource to: Introduce the concept of self-assessment and its importance in learning. Guide students through the self-assessment process using the prompting questions. Encourage students to reflect on their learning experiences and identify areas for improvement. Foster a culture of self-awareness and self-regulation in the classroom. Adapt the prompting questions to suit specific learning tasks or subject areas. Overall, this whiteboard resource is a practical and student-friendly tool for teachers looking to incorporate self-assessment practices in their classrooms. It can help students develop essential metacognitive skills, take ownership of their learning, and ultimately become more effective and independent learners.
Thinking Skills in action
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Thinking Skills in action

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A set of classic thinking skills prompts for use in every classroom (24pp) This whiteboard resource titled “Thinking Skills in Action” provides an excellent overview of different types of thinking skills and how they can be applied in the classroom. As a teacher, I find this resource quite useful for the following reasons: Comprehensive coverage: The resource covers six essential thinking skills: remembering, understanding, applying, analysing, evaluating, and creating. These skills align with the cognitive domains of Bloom’s Taxonomy, a widely recognized framework for promoting higher-order thinking. Question prompts: For each thinking skill, the resource provides sample questions that teachers can use to encourage students to engage in that particular type of thinking. These question prompts are practical examples that teachers can readily adapt to their lesson plans and classroom activities. 21st-century thinking skills: The resource recognises the importance of developing 21st-century thinking skills, such as creative thinking, critical thinking, and problem-solving, which are crucial for students to navigate the information-rich world and address complex issues. Visual representation: The information is presented in a visually appealing and organised manner, making it easy for teachers to understand and refer to during lesson planning or classroom instruction. Versatility: This resource can be used across various subject areas and grade levels. The thinking skills and question prompts are applicable to a wide range of topics and disciplines, making it a valuable tool for teachers in different subject areas. Overall, this whiteboard resource serves as a concise yet comprehensive guide for teachers looking to incorporate thinking skills into their classroom practices. By promoting different types of thinking skills and providing practical examples, this resource can help teachers design engaging and challenging learning experiences that foster critical thinking, problem-solving, and higher-order cognitive skills in students.
The Vikings
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The Vikings

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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.
Modal Verbs - Complete
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Modal Verbs - Complete

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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 – 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.
The Emperor's New Clothes (I)
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The Emperor's New Clothes (I)

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This ready-to-use KS2 lesson, The Emperor’s New Clothes (I), offers a comprehensive approach to teaching and learning through a well-crafted blend of storytelling, structured activities, and evidence-based strategies. By using the familiar tale of The Emperor’s New Clothes, pupils are introduced to essential Evidence-Based Learning (EBL) skills, including collaboration, critical thinking, peer assessment, and metacognition. Story Treatment: The lesson starts with pre-reading activities that provide context and key vocabulary, such as “impostor” and “swindler,” ensuring pupils are prepared to engage fully with the story. The narrative is presented in segments, allowing for pauses where pupils can discuss, predict, and immerse themselves in the emperor’s world. This structured approach not only strengthens comprehension but also prompts pupils to explore deeper themes, such as vanity, deception, and the courage to speak the truth. Engaging Activities: Collaborative Group Work: Pupils work in groups with designated roles (chairperson, scribe, presenters) to discuss and predict what happens next in the story. This structure promotes active participation and teaches pupils how to contribute meaningfully in a group setting. Character Analysis: The lesson encourages pupils to describe the emperor using four key perspectives: appearance, behaviour, speech, and thoughts/feelings. This activity deepens their understanding of character traits and motivations, reinforcing analytical thinking. Peer Assessment: A peer review process allows pupils to evaluate each other’s work, fostering constructive feedback and collaborative learning. Metacognitive Reflection: Pupils are guided to reflect on their learning process through metacognitive activities, enhancing their ability to understand and improve their thinking skills. The iconic conclusion of the story, where a child reveals the emperor’s folly, is used as a springboard for class discussions about the story’s moral, emphasizing the value of honesty, resisting peer pressure, and having the courage to speak up. Teacher Support: The lesson includes a five-minute CPD activity focusing on the importance of collaboration, supported by research that highlights the benefits of cooperative learning for both educational and workplace success. This lesson is an excellent resource for teachers looking to integrate storytelling with skill-building, fostering an environment where pupils develop key learning skills through enjoyable and hands-on engagement.
The Pirate Code (Real Pirates)
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The Pirate Code (Real Pirates)

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This lesson, “The Pirate Code,” is a comprehensive, evidence-based learning (EBL) resource designed for KS2 pirates exploring pirate stories and the social dynamics aboard pirate ships. The lesson focuses on understanding the Pirate Code—a set of rules pirates had to follow—through activities that foster critical thinking, collaboration, and independent learning. Key components of the lesson include: Background on Pirates and the Pirate Code: Pupils learn the historical context of pirates, the need for a code of conduct, and the unique consequences pirates faced if they broke the code. Collaborative Thinking Skills Activity: Encourages pupils to work in pairs to discuss the importance of specific pirate rules, such as maintaining clean weapons and forbidding fights among crew members. Higher and Lower Order Questions: Pupils engage with a range of question types, from comprehension to analysis, helping them to understand both the practical and ethical reasons behind the Pirate Code. Metacognitive Reflection: Includes a “metacognitive thinking activity” where pupils reflect on which questions they found easier and why, promoting self-awareness in their learning process. Independent Learning and Peer Assessment Activities: Pupils complete individual tasks like labelling parts of a galleon (a type of ship associated with pirates) and engage in peer assessment, discussing with a partner to compare answers and refine their understanding. Teacher CPD (Continuing Professional Development): A five-minute CPD section for teachers introduces metacognition, offering tips to support pupils’ reflective thinking and strategies for integrating metacognitive questioning in the classroom. Each EBL skill is clearly marked with unique icons, making it easy for both pupils and teachers to identify the focus of each activity. This lesson is ideal for fostering deeper engagement with historical content while building essential learning skills through structured reflection and peer interaction.
Looking at the Start of Treasure Island
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Looking at the Start of Treasure Island

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This lesson resource, “Looking at the Start of Treasure Island,” is designed for KS2 pupils to engage with classic literature through evidence-based learning (EBL) techniques. Here’s an overview to help you decide if it’s suitable for your class: Key Features: Textual Engagement: Pupils explore an extract from the beginning of Treasure Island, answering questions that range from basic recall to higher-order thinking, fostering both comprehension and critical analysis. Creative Writing: The lesson encourages pupils to write an alternative opening for the story, focusing on descriptive techniques such as powerful verbs and adjectival phrases. This supports creativity and language skills. Collaborative Learning: Pupils work with partners for a thinking skills activity, where they discuss and agree on answers, which helps reinforce teamwork and communication. Peer and Self-Assessment: Through peer assessment activities, pupils review each other’s work, enhancing feedback skills and reflective thinking. A self-assessment activity encourages personal reflection on writing strengths and areas for improvement. Teacher CPD: Included is a five-minute CPD for teachers, focusing on understanding higher and lower-order questioning, making this resource valuable for both pupil learning and teacher development. Skills Developed: The lesson is crafted to build multiple EBL skills, including collaborative, thinking, self-assessment, and peer assessment, which align with research-based practices to enhance pupil learning outcomes. This resource would suit a classroom looking to balance literary analysis, creativity, and collaborative skills within a structured, research-supported framework.
Shiver Me Timbers - Lower KS2 Pirates
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Shiver Me Timbers - Lower KS2 Pirates

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“Shiver Me Timbers!” is a Lower KS2 creative writing resource that brings pirate adventures to life, engaging Year 3 and 4 students in a collaborative, hands-on learning experience. This lesson focuses on building vocabulary, story structure, and characterisation by guiding pupils to create and describe their own pirate characters. With scaffolding support, pupils can explore pirate-themed language, use sea slang, and incorporate adjectives in their writing. They will also develop key learning skills such as collaboration, peer assessment, and metacognition as they review each other’s work, promoting a deeper understanding of descriptive writing. This resource includes a five-minute evidence-based CPD activity that supports teachers in implementing effective peer assessment. Grounded in research, this mini-CPD session provides guidance on how peer assessment can encourage students to take greater responsibility for their own learning. Teachers are prompted to reflect on how clear criteria and structured peer feedback help pupils engage more deeply with the assessment process. The activity also includes a practical action step, suggesting ways to embed peer assessment into classroom routines, enhancing pupils’ autonomy and fostering a supportive peer-learning environment. This CPD is a quick yet impactful tool for refining classroom assessment practices.
Comparing Myths, Legends and Fables
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Comparing Myths, Legends and Fables

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This KS2 lesson on Comparing Myths, Legends, and Fables is a complete, evidence-based resource designed to engage pupils deeply while developing key learning skills. It offers a structured approach for pupils to differentiate between these three genres, developing a better understanding of story elements like moral, character types, and settings. Key features include: Genre Comparisons: Clear, concise summaries help pupils identify and distinguish between the features of myths, legends, and fables. Skill Development: Activities focus on collaboration, thinking skills, peer and self-assessment, and independent learning, aligned with eight evidence-based learning (EBL) skills. Engaging Activities: A mix of higher-order and lower-order questions, along with opportunities for discussion, make it suitable for a range of learners and for developing essential critical thinking skills. Teacher Support: A 5-minute CPD activity offers insight into evidence-based learning, supporting teachers in facilitating self and peer assessment. This lesson is ideal for KS2 teachers seeking to enrich their pupils’ understanding of traditional stories while building essential learning skills through collaborative and independent tasks.
Why Gold was Buried - Upper KS2 Pirates
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Why Gold was Buried - Upper KS2 Pirates

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This KS2 lesson, Why Gold Was Buried is a rich, fully resourced teaching unit centred around pirate stories to engage pupils in understanding historical concepts like bartering, trade, and the significance of gold. The lesson includes: Story Elements and Plot Building: Pupils explore classic pirate story elements such as treasure maps, good versus bad characters, and dramatic resolutions, building their own story mountain for a pirate tale. Historical Context and Critical Thinking: The lesson explains the historical reasons behind treasure burying, the role of trade routes, and the importance of gold, linking these to pirate lore. Evidence-Based Learning (EBL) Skills: Activities target metacognition, collaboration, and self-regulation, fostering higher-order thinking skills as pupils discuss, plan, and reflect on their learning. Teacher CPD: A brief evidence-based CPD section provides insights on using collaborative learning to support self-regulation in pupils. This lesson is perfect for KS2 teachers aiming to bring an exciting historical theme into the classroom while promoting essential thinking and collaborative skills.
King Arthur
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King Arthur

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This complete Key Stage 2 lesson on the legend of King Arthur and the Sword in the Stone offers a rich exploration of historical myths while building essential learning skills. The lesson draws on Evidence-Based Learning (EBL) practices to develop key cognitive and collaborative skills in pupils. Key Features: Focus on Legends: Through the classic story of King Arthur, pupils engage with the structure and themes of legends, understanding elements like fact vs. fiction, heroism, and moral lessons. EBL Skill Development: The lesson integrates five core EBL skills: collaborative learning, metacognition, peer assessment, thinking skills, and independent learning. These skills are woven throughout interactive activities such as a collaborative poster design, peer assessment, and individual reflection. Ready-to-Use CPD Component: A five-minute teacher CPD activity on metacognition is included, supporting teachers in explicitly developing metacognitive strategies in their classrooms. This engaging lesson encourages pupils to delve into the legend’s themes while fostering skills that enhance self-directed and reflective learning. The clear structure and ready-made resources make it an effective and convenient addition to a KS2 classroom.
Myth 2. Thor
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Myth 2. Thor

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This Key Stage 2 lesson on the myth of Thor, the Norse god of thunder, offers an exciting blend of storytelling and Evidence-Based Learning (EBL) skills, making it a valuable resource for teaching myth structure, historical perspectives, and critical thinking skills. Key Features: Exploring Thor’s Myth: Pupils are introduced to Thor’s story, focusing on how myths were used to explain natural phenomena. Through the lens of this Norse myth, pupils will understand how people historically explained thunder and lightning before scientific explanations were available. Integrated EBL Skills: Collaboration: A partner-based activity prompts pupils to discuss questions about Thor’s myth, promoting teamwork and the ability to articulate ideas. Thinking Skills: The lesson includes higher and lower-order questions, helping pupils analyse the myth and compare it with others, like King Midas, to understand different types of mythological storytelling. Self-Assessment: Pupils are encouraged to review their own written myths explaining why the sky turns dark, assessing both the quality and clarity of their work and identifying areas for improvement. Independent Learning: Individual activities include writing a myth and reflecting on how people once used stories to understand the world around them. Creative Writing Task: Pupils are tasked with writing their own myth to explain a natural phenomenon (why the sky turns dark at night), reinforcing their understanding of the myth structure and encouraging creative thinking. Five-Minute CPD for Teachers: Self-Assessment Included is a quick CPD activity on self-assessment, supported by educational research on its benefits, such as increased pupil reflection and ownership of learning. Teachers are prompted to reflect on the impact of self-assessment on pupils, with a checklist to guide classroom implementation. This resource brings together literacy, history, and critical thinking, making it a robust, engaging lesson for KS2 classrooms. It requires minimal preparation and provides pupils with a memorable learning experience that emphasises historical understanding and evidence-based skills.