This resource is aimed upon pupils in upper KS2 writing a diary entry based upon William’s first day living with Mr Tom in Little Weirwold . The resources included help achieve the writing objectives: Y3/4 To compose and rehearse sentences orally building a varied and rich vocabulary and an increasing range of sentence structures Y5/6 To select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning This resource includes a comprehensive powerpoint which ca be used over a sequence of 3/4 English lessons. Each lesson also compromises of reading activities linked to the beginning of Goodnight Mr Tom( all page numbers are referenced) -Lesson 1 -Reading activity linked to children finding evidence in the text that help us explain what we know about William and how he’s feeling. -Writing based activity based upon children planning their own diary entries having read and unpicked a model text together ( this is included in the resources) Lesson 2 Reading activity - Modelling how to skim and scan in the text to find information. Writing activity - Beginning to draft their diary entries. Example steps of success included within the powerpoint. Lesson 3 Reading activity - Children independently find and copy using the text. Writing activity- Children begin by looking back at what they wrote yesterday with an activity to improve a paragraph on the slides ( with a focus on vocabularly) Children then continue writing their diary entries.

This resource is based upon students creating their own paragraphs about evacuation in WW2. They will use photographs as a stimulus to create their own sentences before thinking about how to -order and link sentences together -create their paragraphs This resource is suitable for children in upper KS2. This resource includes: A comprehensive ppt that teachers can use to support their teaching for a sequence of 3/4 lessons. The ppt includes: -Descriptive sentences that teachers can use as models to share -Additional extension activites where children can read further texts to enrich the vocabualrly they are using in their sentences. -Examples of how children can make their paragraphs cohesive. -Learning objectives and photos that can be stuck into their books A word mat children can use to support them.

This unit of work is suitable for children in years 5/6. The unit of work compromises of : Lesson 1- Where and What is Antarctica? Within this lesson children identify where Antarctica is on a map and read an information text to discover what it’s like to live there. All technical vocab is defined on the powerpoint and highlighted in the reading text. Children in this lesson are expected to create a fact sheet about what they’ve discovered about the continent. Included resources: powerpoint , reading text, pictures for children to put on their fact sheet ( found on the ppt) a LA sheet which can be stuck into their books. Lesson 2 - Why do people visit Antarctica? What are the physical features of Antarctica that would make people want to visit? Within this lesson physical and human geography is defined as well as weather and climate. In the starter activity children must sort out the statements which are linked to weather or climate. Answers are included on the powerpoint. Together you will then read an information text about why people want to visit the hostile environment unpicking the technical vocab together ( this is all defined on the ppt) Children’s task is to then answer reading comprehension questions. Included resources: powerpoint , starter activity and answers, reading sheet and comprehension questions. Lesson 3- What time is it in Antarctica? Within this lesson children look at and define what lines of longitude and latitude are as well as time zones. Children use slide 11 from the ppt and a blank map to create their own time zone map. Included resources: powerpoint, slide 11 ( map children will need to use to create their own) sheets for their books which includes an extension task. Also included is a LA sheet. Lesson 4- What is the climate like in Antarctica? Within this lesson children will find out about a research station as the starter activity and create a fact file. For the children’s main task they will create a climate graph for one of the research station looked at. Included resources: powerpoint, factfile for the starter activity, differentiated main task activities which also include analysis questions. G1- Use data that was collected over 26 years to create a line graph to show the mean average temperature that was recorded each month at the McMurdo research station G2- • Use data that was collected over 26 years to create a line graph to show the mean average temperature that was recorded each month at the McMurdo research station. On the same graph construct a bar chart to show the mean average precipitation that fell each month. Planning for the unit is also attached.

This resource is suitable for children in upper KS2. Within this unit of work children research how hat designs have changed over the ages, have a go at creating their own top hat having watched a video to support them and finally design and make their own head dress for the Rio Carnival. At the end of the project children will evaluate their final products. Teachers will need to purchase some head bands prior to this unit for children to use. The unit of work compromises of: Lesson 1: How has the design and style of hats changed over time? What makes an effective hat? Children will need to bring in a variety of hats for the starter of the lesson where they explore the similarities and differences between them. Children will look at the different parts of a hat before investigating how hats have changed over time. Resources included: powerpoint, information sheet about hats, pictures of hats for them to use on their own timelines. Lesson 2: How is a hat constructed? Linked to 1912 and the Titanic children will look at the different types of hats the passengers would have worn. Children to watch two videos for differing abilities which demonstrate how to make a top hat. Resources included: powerpoint, x 2 videos for differing videos which demonstrate how to construct a top hat. Lesson 3- How can I apply what I have learnt in DT to my product? ( Designing their product) Hook - the Rio Carnival, children look at different head dresses to inspire them to desgin their own. Resources included: powerpoint, wordbank ( on ppt) designing their head dress sheet Lesson 4 and 5 - What methods will I use to ensure a quality product? How successful is my design? How can I improve my design? Resources included: powerpoint including mini plenary discussion points, evaluation sheet for children to complete.

What was life like for children who were evacuated during WW2? This investigative task is suitable for pupils in upper key stage two and is aimed to cover 1/2 lessons. It includes: -A powerpoint presentation which guides teachers through the interactive lessons -A starter activity based upon differentiating between primary and secondary sources -A video link to watch with the children -Sources for children to read to find out about different perspectives of evacuation life -A transcript of source 5 for teachers to unpick the difficult vocab with pupils in a mini plenary -Worksheets for pupils to complete -Worksheets for LA children to complete -A plan of the lesson used.

What inferences can we pick up using the front cover of Street Child? What inferences can we pick up about Jim, his mother and his siblings from chapter 1 ? This lesson is suitable for children in upper KS2 This resource includes: -A plan of the lesson -A powerpoint which compromises of: a) A starter activity whereby the pupils and teacher discuss what an inference is and what they can infer from the image from the front cover of the book. b) Unpicking of technical vocab from chapter 1 that children may need unpicking c) Discussion points where teachers and students can share what inferences can be made from chapter 1 backing up their ideas using evidence d) A plenary task -A worksheet activity Duration: 1 lesson

Character analysis of Tom from chapter 1 of Goodnight Mr Tom. Suitable for children in Upper KS2. This resource includes: A power point with snippets of the text from chapter 1 to support the teaching in this lesson. Answers provided on the powerpoint that teachers can share and discuss with pupils A starter activity - using the text provided , draw a picture of what we think Tom looks like using evidence in the text. A main differentiated task based upon what we know for certain about the character Tom( using evidence from the text) and what ideas and hints are we beginning to pick up about him ( inference) An extension task to push the more able Duration: 1 lesson.

How did people in Britain feel when WW2 was declared? This reading based activity is aimed at children in Y5/6 with a focus on the learning objective :To draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence This resource includes: -A diary entry to read and analyse together in the main input of the lesson. Tricky/ unfamiliar words have been highlighted in bold. -A comprehesive powerpoint which: includes the diary entry to share with class and unpick the unfamiliar vocabularly using the following strategies: reading the sentences before and after and picking out clues from the text, unpick the meaning of the word, getting into the scene and blanking out the word. Example questions to unpick together as a class supporting them with their main activity mock answers provided -differentiated questions for children to answer -mark scheme for children to use to mark their own work in the plenary Duration: 1 lesson

How did people keep themselves safe during the Blitz? This lesson is aimed at pupils in upper KS2. In this lesson pupils will investigate using a range of sources to find out how : shelters, gas masks, ARW’s, and how taping up windows kept people safe during the Blitz. This resource includes: -A lesson plan -An interactive powerpoint presentation including video links and sound clips to use in your teaching -A range of sources for children to study, some which are written and some of which are signs and images. -A pupil booklet to complete throughout the lesson -A well planned interactive plenary activity which involves children to work in groups to present their findings. Time duration: 1 lesson

What was life like for people who lived and worked in a Victorian workhouse? These reading activities are suitable for children in upper KS2. This resource includes: A 4 day reciprocal reading plan which covers both guided and independent tasks. A diary entry to read during the reciprocal read ( based upon a young girl’s experience of being in a workhouse) A comprehensive powerpoint which unpicks unfamiliar vocabulary in the diary entry. This vocab is ready to be displayed in your classroom. A reading comprehension worksheet based upon the diary entry you’ve unpicked together. A redraft exercise to be completed as a guided task. Suggestions of how to carry this out have been included on the power point. Another diary entry and comprehension questions for children to answer based upon a young boy’s experience of being in a workhouse for children to complete independently. Duration: These resources are intended to be used over a series of 4 short reading sessions.

Character analysis of William from chapter 1 of Goodnight Mr Tom. Suitable for children in Upper KS2. This resource includes A lesson plan A power point with snippets of the text from chapter 1 to support the teaching in this lesson. A starter activity - using the text provided , draw a picture of what we think William looks like. A main differentiated task based upon what we know for certain about the character William and what ideas and hints are we beginning to pick up about him. An extension task to push the more able Duration: 1 lesson.

What was it like for children who were evacuated? This lesson is aimed at children in upper KS2. This resource includes a powerpoint presentation with lots of modelled examples of figurative language that could be used when writing a descriptive paragraph. Lesson duration: 1 lesson

Reasoning and problem solving questions designed to promote deeper thinking for Y6 pupils when studying place value This resource includes questions that could be given to pupils to stretch their learning in a main input or with a partner. Pupils could also be given these in a plenary session