A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions. LO: To be able to empathise with the main character. To understand different layout forms and how they can be used in narration. To be able to use contextual clues to understand unfamiliar and foreign language. To understand how an author uses language to reveal things. To be able to comment on the whole story To be able to recognise the purpose of a glossary, its layout and organisation.

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 read a classic text. To be able to explain the meaning of archaic language. To be able to use inference and deduction to make predictions about the plot of a short story.

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 be able to recognise and discuss an author’s style and content. To recall facts to answer questions about a text. To skim and scan to find facts about a character To create a biographical time-line. To emphasise with the main character as he escapes the Germans. To understand how a single event changes the narrative of a story. To reflect upon a completed story.

Drawing on the new History Curriculum and focussing on Aims: Strands 4 and 5 this resource includes: A collection of eleven 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 Workhouses 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 the role of Workhouses. • draw on primary resources to produce a reasoned debate on the pros and cons of Workhouse. • produce their own persuasive argument in favour (or against) the abolition of Workhouses. • produce a balanced argument on the advantages and disadvantages of Workhouses. • Produce their own written narrative of life in a Workhouse

A great introductory activity or mini topic on the way that Victorian society changed during Victorian times. This mini topic uses the Market Place PowerPoint to present to your whole class a series round robin / market place / carousel activities. Each of six groups will have skim and scan, research and present information on one of the six following areas of interest: The Abolition of Slavery Child Labour The changing role of education in the lives of children The industrial revolution and its impact on Victorian life. The changing role of Women Workhouses and the Poor Law They will then gather information from the other five groups before answering a quiz based on this information. In addition to meeting the learning objectives, children will also develop turn taking, team work, collaborative research and effective presentation strategies. Learning Objectives: To organise and select relevant historical information from a range of sources. To devise and answer questions about the changes to society during the Victorian period. Learning Outcomes: To have researched and recalled this historical time period. To have explained to others and understood for themselves the impact of change on life in Britain.

Who’s who? Do you know your Anglo Saxon from your Norman? LO: To understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections and draw contrasts (KS2) LO: To apply the above to the study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066 (KS3) A complete activity to help children understand the similarities and differences between the Anglo Saxon and Normans invaders and settlers in Britain between the fall of the Roman Empire and the early medieval period. The activity consists of: Teaching Input: 1. A powerpoint identifying the key similarities and differences between the Anglo Saxons and Normans including information about their: - Origins - settlements - everyday lives - lives of women and children - laws and punishments - beliefs - stories and legends - legacy. This can either be run as an introduction, or shared with children in groups or pairs. Independent Task: 2. A sorting activity consisting of a series of statements which apply to Normans, Anglo Saxons, both, or neither. (This includes a fact sheet for teacher use, providing the correct answers and a series of websites which provide additional source information) 3. A set of different templates to allow you to choose how this information is then represented. Challenge / Extension / AG&T Using websites listed, children could try to find additional information about both peoples. Plenary Mark with the children, getting them to identify which description applies to which people. Pose and discuss the statement The Norman invasion destroyed more than it created.

Boudicca – Fact from Fiction LO: To understand how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world. (KS2) LO: To apply the above to the study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066 (KS3) A complete activity to help children understand the way that information about historical figures although rooted in fact, can also have legends attached to them. The activity consists of: Teaching Input: 1. A powerpoint providing information about the life and significance of Boudicca, both fact and fiction organised around the following sections: - who Boudicca was - her early life - her relationship with the King Prasutagus - her marriage - The uprising - The destruction of Camulodunum (Colchester - her Victories - her defeat and the end - her legacy to Britain. This can either be run as an introduction, or shared with children in groups or pairs. Independent Task: 2. A sorting activity consisting of a series of statements which are either factual or legendary about Boudica. (This includes a fact sheet for teacher use, providing the correct answers and a series of websites which provide additional source information) 3. A template to allow children to sort the information provided into Truth or Legend. Challenge / Extension / AG&T Using websites listed, children could try to find additional information about both peoples. Plenary Mark with the children, getting them to identify how they knew whether or not something was a legend or the truth (links with Literacy language of myths and legends). Pose and discuss the statement Why do you think there are so many stories told about Boudica.

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 what can be learned from a book before reading it. To reflect on how a historical novel begins. To reflect upon a key turning point the novel. To understand how an author drops hints about the importance of certain characters. To understand how one event changes that whole focus of a narrative. To understand how an author uses book conventions to bring tension to a narrative. To reflect on a completed novel.

A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions - one week sample

This Unit is ideal for providing evidence of English across the curriculum. Drawing on the new History Curriculum and focussing on Aims: Strands 4 and 5 this resource includes: A collection of nine extended quotes (with summary information) 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 Workhouses 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 the difference between fact and opinion. • recognise and discern between arguments made for and against education. • draw on primary resources to produce a reasoned debate on the pros and cons of universal education. • produce their own persuasive argument in favour (or against) the introduction of universal education. • produce a balanced argument on the advantages and disadvantages of universal education. • Produce their own written narrative of life in a school.

This resource is designed to be used in conjunction with either of the following resource packs: The Victorians - a complete Unit of Work The Victorians - a complete Unit of Work - with guided reading.