A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions. LOs To identify how the key features of a book can make it distinctive. To use inference and deduction to understand the point of view of secondary characters. To explore the relationships in a family. To draw conclusions about the main character in relationship to the title of the book. To empathise with the main characters’ feelings in a range of situations.

Key Stage 2 comprehensions. Text includes a range of non fiction, fictionalised, historical texts and short poetry. Questions include whole range of SAT style questions such as: inference and deduction, prediction and factual recall. Ideal for Guided groups, homework or whole class activities.

Key Stage 2 comprehensions. Text includes a range of non fiction, fictionalised, historical texts and short poetry. Questions include whole range of SAT style questions such as: inference and deduction, prediction and factual recall. Ideal for Guided groups, homework or whole class activities.

A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions. LOs To make predictions about a text. To empathise with a character To use skimming and scanning to find evidence that a book was written in the past. To understand how events are perceived differently by children and adults. To reflect upon a completed text.

A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions. LOs To make predictions based on the blurb and cover of a book To make predictions based on what has been read already. To understand how an author can convey impatience in a character. To understand how an author interweaves real life with fantasy To identify key turning points in a story. To understand how an author uses language to convey hidden meanings.

Drawing on the new History Curriculum and focussing on Aims: Strands 4 and 5 this resource includes: A collection of nine quotes from contemporary sources, An explanation of five activities that can be carried out using these resources Planning Templates to support arguments and a chart to help summarise arguments about the campaign for votes for women. Learning Objectives: • To understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, • To make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses • To understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed. Learning Outcomes: Pupils will be able to: • recognise and discern between arguments made for and against allowing women the vote. • draw on primary resources to produce a reasoned debate on the pros and cons of allowing women the vote. • produce their own persuasive argument in favour (or against) allowing women the vote. • produce a balanced argument on the advantages and disadvantages of allowing women the vote. • Produce their own written narrative about the campaign for women to be allowed to vote.

A set of resources designed to support learning in the classroom with resources available for distance learning in event of school or class closure. The week’s lessons cover: Revisit / Review alternative spellings for /oo/ ue, u-e Teach reading, writing and spelling alternative GPCs /oo/ ew and o Teach / Practice spelling the tricky words there, were, have, said Practice recognition and recall of graphemes and different pronunciations of graphemes as they are learned p134 Practice reading and spelling words with adjacent consonants and words with newly learned graphemes Apply reading sentences p142 Apply writing sentences p149