LO: to solve number and practical problems that involve reading, writing, ordering and comparing numbers up to 10,000,000 and determining the value of each digit This lesson consists of: An Interactive Whiteboard teaching introduction for both Notebook and ActivInspire to allow you to share the learning objectives and go through the best way to complete this group / paired investigation. A set of problem solving cards where children work collaboratively to apply their Place Value knowledge to find a set of seven numbers with instructions for the children and for administrating the lesson. An AFL / Next Steps reflection to encourage children to identify what went well and what strategies they would attempt improve in subsequent investigations.

LOs: to solve number and practical problems that involve reading, writing, ordering and comparing numbers up to 1,000,000 and determining the value of each digit (Year 5) to solve number and practical problems that involve reading, writing, ordering and comparing numbers up to 10,000,000 and determining the value of each digit (Year 6) to develop mathematical knowledge solving problems and evaluating the outcomes, including multi-step problems (KS3) This lesson consists of: An Interactive Whiteboard teaching introduction for both Notebook and ActivInspire to allow you to share the learning objectives and go through the best way to complete this group / paired investigation. (differentiated 3 ways for ability) 4 differentiated sets of problem solving cards where children work collaboratively to apply their Place Value knowledge to find a set of either six or seven numbers. An AFL / Next Steps reflection to encourage children to identify what went well and what strategies they would attempt improve in subsequent investigations.

LOs: Starter: To order and compare numbers up to 1,000,000 (Year 5) To order and compare numbers up to 10,000,000 (Year 6) To order and compare any numbers (KS3) Main Lesson: to compare and order numbers up to 1,000,000 (Year 5) to compare and order numbers up 10,000,000 (Year 6) to compare and order numbers with up to 3 decimal places. (KS3) This lesson consists of: A starter / connect PowerPoint where children revise value of specific digits up to 10,000,00 and to 3dps and tests their understanding of how to find largest and smallest numbers., An Interactive Whiteboard teaching introduction for both Notebook and ActivInspire teaching the conventions using the significance of digits to compare and order numbers up to 10,000,000 (differentiated 3 ways for ability) A 4 way differentiated series of independent tasks where children sequence and compare numbers up to 10,000,000 and to 3dps. An AFL / Next Steps task where children check their understanding of the greater than (>) and less than ( NB Updated 27/7/17 Upper Key Stage 2 Week 1 Day 4 - Compare and order numbers - independent task –answer sheet - Developing i, Secure i, Challenge i

A set of arrow cards which can be used to visually represent place value of a given digit from 1 - 99,999,999. Available for Smartboard as notebook file and Promethean ActivInspire Interactive Whiteboards

LOs: Starter: round any number up to 1,000,000 to the nearest 10, 100, 1,000, 10,000 and 100,000 (Year 5) round any whole number to a required degree of accuracy (Year 6) understand and use place value for decimals (KS3) Main Lesson: to identify the place value of each digit of a number up to 1,000,000 (Year 5) to identify the place value of each digit of a number up to 10,000,000 (Year 6) to understand place value for decimals (KS3) This lesson consists of: A starter / connect PowerPoint where children revise round of numbers up to 10,000,00 and to 3dps and tests understanding of Place Value digits, An Interactive Whiteboard teaching introduction for both Notebook and ActivInspire teaching the conventions of identifying place value of digits up to 10,000,000 (differentiated 3 ways for ability) A 4 way differentiated series of independent tasks where children identify place values of digits, in 10, 100, 100, 1,000, 10,000, 100,000, 1,000,000 and 10,000,0000 and decimals to 0.1, 0.01, 0.001 An AFL / Next Steps task where children apply their knowledge to Word problems. NB Updated 27/6/17 UKS2 - Term 1 - Week 1 - Day 3 Starter - Rounding numbers with degree of accuracy - recap - one rounding error Row 1 column 4, 2 corrections of AfL/next steps (and answers) in presentations.

LOs: Starter: To read and write numbers up to 1,000,000 (Y5) To read and write numbers up to 10,000,000 (Y6) Main Lesson: round any number up to 1,000,000 to the nearest 10, 100, 1,000, 10,000 and 100,000 (Year 5) round any whole number to a required degree of accuracy (Year 6) understand and use place value for decimals (KS3) This lesson consists of: - A connect / starter PowerPoint where children write numbers up to 1,000,000 / 10,000,000 as digits in words. - An Interactive Whiteboard teaching introduction for both Notebook and ActivInspire teaching the conventions of rounding up to 10,000 (differentiated 3 ways for ability - A 4 way differentiated series of independent tasks where children round numbers up to 100,000 to the nearest 10, 100, 100, 1000, 10000 and decimals to nearest 1, 0.1, 0.01 - An AFL / Next Steps task where children apply their knowledge to real life population problems. NB Updated 27/6/17 - UKS2 Term 1 - Week 1 -Day 2 Starter - 3 pasting errors on answer page, - Upper Key Stage 2 Week 1 Day 2 - Rounding whole numbers accurately - independent task – 1 rounding error – Developing c1

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. LOs To evaluate the opening of a story. To understand how an author develops the relationship between his main characters To understand how an author reflects on larger events beyond the story through the eyes of his characters To draw comparisons between the behaviour of two main characters in a story To make predictions based on what you know of the characters in the story. To reflect on a completed text.

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.

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.

Who’s who? Do you know your Romano Britons from your Anglo Saxon? 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 Romano British societies in Britain during the first millennium. The activity consists of: Teaching Input: 1. A PowerPoint identifying the key similarities and differences between the Romano Britons and Anglo Saxons 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 Romano Britons, 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 Anglo Saxons period is often called the Dark Ages because it is said that they destroyed Roman civilisation. In what ways were the Anglo Saxons more civilised than the Romans?

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.

LOs: Starter: To read and write numbers up to 1,000,000 (Y5) To read and write numbers up to 10,000,000 (Y6) Main Lesson: To write in words the sum of numbers up to 1,000,000. (Y5) To write in words the sum of numbers up to 10,000,000. (Y6) This lesson consists of: A connect / starter PowerPoint where children write numbers up to 1,000,000 / 10,000,000 as digits and in words. An Interactive Whiteboard teaching introduction for both Notebook and ActivInspire teaching the conventions of writing numbers up to 10,000,000 An independent task where children use mental addition to generate numbers up to 10,000,000 (Challenge - including up to 3dps) An AFL / Next Steps task where children apply their knowledge to real life population problems. A homework option linked to real life where children use research skills to find out local populations and write these out in words. Also included for SEN / EAL children Spelling vocabulary for the number values.

This is a fourth in a series of resources designed to develop children's understanding of time-lines and their appreciation of where a particular historical period fits into the chronology of history. Learning Objective: To know and understand the history of these islands (Great Britain) as a coherent, chronological narrative, from the earliest times to the present day. A series of activities designed to begin any history topic linked to the Anglo Saxon period including: Resource 1: Anglo Saxon Time-line – with dates Resource 2: Definition cards of the Anglo Saxon Time period. Resources 3: Anglo Saxon Time-line– without dates. Resource 4: Anglo SaxonTime-line Cards Resource 5: Interactive Tudor Time-line without dates. A Word document detailing some suggested activities for working with time-lines. Learning Outcomes: Children will be able to: • Understand how the islands of Britain have changed over time. • Understand that although the period they are studying is termed Anglo Saxon, there is considerable cross over with the end of Roman Britain, and the Viking period. • Compare and contrast key events in British history. Any feedback on these resources, their effectiveness, additions and areas in which they can be improved would be very welcome.

Alfred the Great – 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 Alfred the Great, both fact and fiction organised around the following sections: - who Alfred was - his early life - his early reign - Wessex under siege - his flight and exile in the Marshes of Althelney - his victory over the Vikings - the subsequent peace - the end of his reign - his 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 King Alfred. (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 Alfred the Great.

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 Viking invaders and settlers in Britain between the fall of the Roman Empire and the Norman conquest of 1066. The activity consists of: Teaching Input: 1. A powerpoint identifying the key similarities and differences between the Anglo Saxons and Vikings 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 Vikings, 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 Anglo Saxons and Vikings had more in common than they were different.