A 3 week writing and science project on minibeasts. This pack includes a PowerPoint which covers every lesson, an activity booklet and a writing inspiration booklet. This project covers: Teaching information and resources about minibeats/invertebrates A minibeast hunting activity with techniques, identification sheets, recording sheets Teaching resources and an observation activity on food chains: herbivores, carnivores and omnivores Teaching resources and an activity on minibeast habitats An investigation into minibeasts’ legs Inspiration and guidance on how to make a minibeast hotel Inspiration and guidance on how to make a mini-pond Inspiration and guidance on how to go pond-dipping Inspiration and guidance on how to make a pitfall trap Inspiration and guidance on how to make a potato trap Teaching videos about minibeasts A series of lessons on classification keys Inspiration and guidance on how to make a minibeast field guild Children will end the project by creating their own minibeast field guide

A visual aid to support children when learning about the seven different characteristics of living things: M.R.S.G.R.E.N. After teaching this to children, they made their own version to use to support their learning which they loved. Enjoy! This lesson is included in my medium term plan for Living Things and Their Habitats which can be found here: https://www.tes.com/teaching-resource/-13024195

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!

This resource is a 16-page booklet which includes sections on: Market research Target audience Idea generation (flavours, textures shape, colours) Brand design (product name, logo, slogan, USP) Product packaging design Photos of product Evaluation with prompt questions During this project, children will be designing their own chocolate product from start to finish. After carrying out market research, they will choose their target audience. They will then generate many ideas before finalising a brand name, logo, slogan, product and USP (unique selling point.) With this in mind, they will then create a final design for their product’s packaging. Once the product has been created (and tasted!) they will complete an evaluation of it. Every class I have completed this project with have absolutely loved it and always talk about it for many years following! National Curriculum D&T links: Design use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Make select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate investigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and consider the views of others to improve their work I completed this project whilst also teaching about the Mayans in geography/history.

I created this to use with my class during a lesson on fractions. I wanted them to identify fractions and order fractions in ascending order but wanted to create a way for them to do this which had meaning and was exciting. Therefore, I provided each pair of children with a bag of skittles which they then used to complete the worksheet. The children found this extremely engaging! This lesson meets the following statutory requirements from the National Curriculum: Year 3 Pupils should be taught to: count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10 recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit 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 add and subtract fractions with the same denominator within one whole [for example, 5/7 + 1/7 = 6/7 ] compare and order unit fractions, and fractions with the same denominators solve problems that involve all of the above Year 4 Pupils should be taught to: recognise and show, using diagrams, families of common equivalent fractions count up and down in hundredths; recognise that hundredths arise when dividing an object by 100 and dividing tenths by 10 solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number add and subtract fractions with the same denominator recognise and write decimal equivalents of any number of tenths or hundreds recognise and write decimal equivalents to 1/4 , 1/2 , 3/4 find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths round decimals with 1 decimal place to the nearest whole number compare numbers with the same number of decimal places up to 2 decimal places solve simple measure and money problems involving fractions and decimals to 2 decimal places

The questions to go alongside the video of me reading chapters 1 and 2 of Good Dog McTavish. Perfect for working on comprehension whilst home learning!

A very interactive writing/science project for children aged 5+. Throughout the project the children work on their fieldcraft and learn how to take field notes before designing and making their very own British Bird Field Guide. The children absolutely loved this project! TES are no longer letting us post links onto our resources so I am no longer able to add the direct link to take you to my teaching video for this resource. However, if you go onto YouTube and search, The British Bird Project with Miss Cole’ the video should come up :) Enjoy!

The questions to go alongside the video of me reading chapter 1 and 2 of The Boy in the Biscuit Tin. Perfect for working on comprehension whilst home learning!

The shopping list resource to go alongside my teaching video on determiners.

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

Free resources to go alongside my YouTube tutorial for teaching maths to EYFS/KS1. https://www.youtube.com/watch?v=xN5WVjmInEw&t=4s

The questions to go alongside the video of me reading chapter 1 of Charlotte’s Web. Perfect for working on comprehension whilst home learning! https://www.youtube.com/watch?v=EF__Dw-qeHM

The questions to go alongside the video of me reading chapter 1 of Elise and the Second-hand Dog. Perfect for working on comprehension whilst home learning! https://www.youtube.com/watch?v=FeeI6MjQh48&t=33s

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

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