This planning sheet takes into consideration the aims and purposes of the DT curriculum for KS1 and KS2. It does not focus on the individual objectives laid out but reminds teachers as they plan of the more fundamental things that the unit they are planning should address.

The siege account provides two parallel accounts - one from someone inside the castle defending it, one from someone outside attacking. One poem is by Alexander Anderson and has lots of great descriptive and figurative language to describe castles. The other poem is by me and looks at a castle in three time periods - in a time of peace, in a time of conflict and in the modern day.

A cross-curricular Maths and History (Crime and Punishment since 1066) activity based on crime rates in the Victorian times. Children will interpret the data, make a graph (bar or line) to represent the data then answer questions about the data. There are three levels with the LA task using multiples of 1000, the MA task using mutliples of 100 and requiring a range of calculations to find what the data is to put on their graphs and the HA task using 4 digit numbers and again requiring a range of calculations to find what the data is to put on their graphs.

Finding differences between negative numbers using fictional bank balances displayed on ATM screens. Easily editable. One resource uses 1 and 2 digit negative numbers, one resource uses 4 digit negative numbers and the third uses 6 digit negative numbers. All resources include questions to answer using the images.

A poster to remind children of some alternatives to saying I don't know. Also included is a Word file of the text.

A powerpoint version of these two blog posts: http://thatboycanteach.blogspot.com/2017/12/why-you-might-be-getting-feedback-wrong_15.html This is a presentation about marking and is based on the EEF document: https://educationendowmentfoundation.org.uk/public/files/Publications/EEF_Marking_Review_April_2016.pdf

Reading comprehension questions for various chapters of Cosmic by Frank Cottrell-Boyce. Focussing on character description, retrieval, vocabulary and inference.

Reading Roles PLUS Generic Reading Activity The aim of this activity is to help children gain a better understanding of a text. It focuses on using 5 of the main widely-acknowledged reading strategies. Although the activity itself has a goal of enabling understanding of one text, the cumulative effect of doing several of these activities is intended to be that children begin to use these strategies automatically when they read any text. For more on Reading Roles: https://www.tes.com/teaching-resource/reading-roles-plus-teaching-metacognitive-reading-comprehension-strategies-11890964 & http://www.thatboycanteach.co.uk/2018/04/reading-roles-metacognitive-reading-strategies.html

With various focuses on vocabulary and retrieving and inferring information, particularly about characters. Colours/symbols linked to Reading Roles: https://www.tes.com/teaching-resource/reading-roles-plus-teaching-metacognitive-reading-comprehension-strategies-11890964

A quick reference sheet for teachers to use outlining Associative, Commutative and Distributive laws and linking them to national curriculum statements. Images courtesy of Richard Harvey Swanston, Primary Maths Lecturer at The University of Brighton () Created with reference to

Reading Roles PLUS is a resource designed to aid children’s metacognition when reading. Metacognition can be defined simply as ‘thinking about thinking’. Reading Roles PLUS takes familiar job titles and assigns them to reading strategies and skills thus giving children an easy-to-refer-to system for being more deliberate with their thinking during reading, with the ultimate goal of being able to comprehend texts. Alongside the job title (or role) there is a symbol which can be used as a further way to prompt certain kinds of thinking – some children may find these easier to remember. Read more: www.thatboycanteach.co.uk/2018/04/reading-roles-metacognitive-reading-strategies.html