This complete Key Stage 2 lesson on the legend of King Arthur and the Sword in the Stone offers a rich exploration of historical myths while building essential learning skills. The lesson draws on Evidence-Based Learning (EBL) practices to develop key cognitive and collaborative skills in pupils. Key Features: Focus on Legends: Through the classic story of King Arthur, pupils engage with the structure and themes of legends, understanding elements like fact vs. fiction, heroism, and moral lessons. EBL Skill Development: The lesson integrates five core EBL skills: collaborative learning, metacognition, peer assessment, thinking skills, and independent learning. These skills are woven throughout interactive activities such as a collaborative poster design, peer assessment, and individual reflection. Ready-to-Use CPD Component: A five-minute teacher CPD activity on metacognition is included, supporting teachers in explicitly developing metacognitive strategies in their classrooms. This engaging lesson encourages pupils to delve into the legend’s themes while fostering skills that enhance self-directed and reflective learning. The clear structure and ready-made resources make it an effective and convenient addition to a KS2 classroom.

This KS2 lesson on Comparing Myths, Legends, and Fables is a complete, evidence-based resource designed to engage pupils deeply while developing key learning skills. It offers a structured approach for pupils to differentiate between these three genres, developing a better understanding of story elements like moral, character types, and settings. Key features include: Genre Comparisons: Clear, concise summaries help pupils identify and distinguish between the features of myths, legends, and fables. Skill Development: Activities focus on collaboration, thinking skills, peer and self-assessment, and independent learning, aligned with eight evidence-based learning (EBL) skills. Engaging Activities: A mix of higher-order and lower-order questions, along with opportunities for discussion, make it suitable for a range of learners and for developing essential critical thinking skills. Teacher Support: A 5-minute CPD activity offers insight into evidence-based learning, supporting teachers in facilitating self and peer assessment. This lesson is ideal for KS2 teachers seeking to enrich their pupils’ understanding of traditional stories while building essential learning skills through collaborative and independent tasks.

This lesson, “The Pirate Code,” is a comprehensive, evidence-based learning (EBL) resource designed for KS2 pirates exploring pirate stories and the social dynamics aboard pirate ships. The lesson focuses on understanding the Pirate Code—a set of rules pirates had to follow—through activities that foster critical thinking, collaboration, and independent learning. Key components of the lesson include: Background on Pirates and the Pirate Code: Pupils learn the historical context of pirates, the need for a code of conduct, and the unique consequences pirates faced if they broke the code. Collaborative Thinking Skills Activity: Encourages pupils to work in pairs to discuss the importance of specific pirate rules, such as maintaining clean weapons and forbidding fights among crew members. Higher and Lower Order Questions: Pupils engage with a range of question types, from comprehension to analysis, helping them to understand both the practical and ethical reasons behind the Pirate Code. Metacognitive Reflection: Includes a “metacognitive thinking activity” where pupils reflect on which questions they found easier and why, promoting self-awareness in their learning process. Independent Learning and Peer Assessment Activities: Pupils complete individual tasks like labelling parts of a galleon (a type of ship associated with pirates) and engage in peer assessment, discussing with a partner to compare answers and refine their understanding. Teacher CPD (Continuing Professional Development): A five-minute CPD section for teachers introduces metacognition, offering tips to support pupils’ reflective thinking and strategies for integrating metacognitive questioning in the classroom. Each EBL skill is clearly marked with unique icons, making it easy for both pupils and teachers to identify the focus of each activity. This lesson is ideal for fostering deeper engagement with historical content while building essential learning skills through structured reflection and peer interaction.

This lesson resource, “Looking at the Start of Treasure Island,” is designed for KS2 pupils to engage with classic literature through evidence-based learning (EBL) techniques. Here’s an overview to help you decide if it’s suitable for your class: Key Features: Textual Engagement: Pupils explore an extract from the beginning of Treasure Island, answering questions that range from basic recall to higher-order thinking, fostering both comprehension and critical analysis. Creative Writing: The lesson encourages pupils to write an alternative opening for the story, focusing on descriptive techniques such as powerful verbs and adjectival phrases. This supports creativity and language skills. Collaborative Learning: Pupils work with partners for a thinking skills activity, where they discuss and agree on answers, which helps reinforce teamwork and communication. Peer and Self-Assessment: Through peer assessment activities, pupils review each other’s work, enhancing feedback skills and reflective thinking. A self-assessment activity encourages personal reflection on writing strengths and areas for improvement. Teacher CPD: Included is a five-minute CPD for teachers, focusing on understanding higher and lower-order questioning, making this resource valuable for both pupil learning and teacher development. Skills Developed: The lesson is crafted to build multiple EBL skills, including collaborative, thinking, self-assessment, and peer assessment, which align with research-based practices to enhance pupil learning outcomes. This resource would suit a classroom looking to balance literary analysis, creativity, and collaborative skills within a structured, research-supported framework.

This ready-to-use KS2 lesson, The Emperor’s New Clothes (I), offers a comprehensive approach to teaching and learning through a well-crafted blend of storytelling, structured activities, and evidence-based strategies. By using the familiar tale of The Emperor’s New Clothes, pupils are introduced to essential Evidence-Based Learning (EBL) skills, including collaboration, critical thinking, peer assessment, and metacognition. Story Treatment: The lesson starts with pre-reading activities that provide context and key vocabulary, such as “impostor” and “swindler,” ensuring pupils are prepared to engage fully with the story. The narrative is presented in segments, allowing for pauses where pupils can discuss, predict, and immerse themselves in the emperor’s world. This structured approach not only strengthens comprehension but also prompts pupils to explore deeper themes, such as vanity, deception, and the courage to speak the truth. Engaging Activities: Collaborative Group Work: Pupils work in groups with designated roles (chairperson, scribe, presenters) to discuss and predict what happens next in the story. This structure promotes active participation and teaches pupils how to contribute meaningfully in a group setting. Character Analysis: The lesson encourages pupils to describe the emperor using four key perspectives: appearance, behaviour, speech, and thoughts/feelings. This activity deepens their understanding of character traits and motivations, reinforcing analytical thinking. Peer Assessment: A peer review process allows pupils to evaluate each other’s work, fostering constructive feedback and collaborative learning. Metacognitive Reflection: Pupils are guided to reflect on their learning process through metacognitive activities, enhancing their ability to understand and improve their thinking skills. The iconic conclusion of the story, where a child reveals the emperor’s folly, is used as a springboard for class discussions about the story’s moral, emphasizing the value of honesty, resisting peer pressure, and having the courage to speak up. Teacher Support: The lesson includes a five-minute CPD activity focusing on the importance of collaboration, supported by research that highlights the benefits of cooperative learning for both educational and workplace success. This lesson is an excellent resource for teachers looking to integrate storytelling with skill-building, fostering an environment where pupils develop key learning skills through enjoyable and hands-on engagement.

This Key Stage 2 lesson on the myth of Thor, the Norse god of thunder, offers an exciting blend of storytelling and Evidence-Based Learning (EBL) skills, making it a valuable resource for teaching myth structure, historical perspectives, and critical thinking skills. Key Features: Exploring Thor’s Myth: Pupils are introduced to Thor’s story, focusing on how myths were used to explain natural phenomena. Through the lens of this Norse myth, pupils will understand how people historically explained thunder and lightning before scientific explanations were available. Integrated EBL Skills: Collaboration: A partner-based activity prompts pupils to discuss questions about Thor’s myth, promoting teamwork and the ability to articulate ideas. Thinking Skills: The lesson includes higher and lower-order questions, helping pupils analyse the myth and compare it with others, like King Midas, to understand different types of mythological storytelling. Self-Assessment: Pupils are encouraged to review their own written myths explaining why the sky turns dark, assessing both the quality and clarity of their work and identifying areas for improvement. Independent Learning: Individual activities include writing a myth and reflecting on how people once used stories to understand the world around them. Creative Writing Task: Pupils are tasked with writing their own myth to explain a natural phenomenon (why the sky turns dark at night), reinforcing their understanding of the myth structure and encouraging creative thinking. Five-Minute CPD for Teachers: Self-Assessment Included is a quick CPD activity on self-assessment, supported by educational research on its benefits, such as increased pupil reflection and ownership of learning. Teachers are prompted to reflect on the impact of self-assessment on pupils, with a checklist to guide classroom implementation. This resource brings together literacy, history, and critical thinking, making it a robust, engaging lesson for KS2 classrooms. It requires minimal preparation and provides pupils with a memorable learning experience that emphasises historical understanding and evidence-based skills.

This Key Stage 2 lesson on the myth of King Midas is a thoughtfully crafted resource designed to deliver essential Evidence-Based Learning (EBL) skills within a captivating story framework. It enables pupils to engage with the myth’s themes and structure while building crucial learning skills, making it an ideal tool for any KS2 teacher aiming to enrich their curriculum. Key Features: Engaging with Myth: The lesson centres around the story of King Midas, emphasising key elements such as character motivation, moral lessons, and the influence of the gods. Pupils will explore how myths convey lessons through a narrative, specifically the pitfalls of greed and the importance of thoughtful choices, with relatable activities like summarising key plot points and analysing the character’s transformation. This lesson offers a balanced approach, combining literacy and moral exploration with evidence-based learning strategies, making it an invaluable resource for developing independent, reflective, and collaborative learners. With minimal preparation required, it is a robust addition to a KS2 curriculum, aligning with core educational objectives while engaging pupils in meaningful, skill-focused learning.

“Shiver Me Timbers!” is a Lower KS2 creative writing resource that brings pirate adventures to life, engaging Year 3 and 4 students in a collaborative, hands-on learning experience. This lesson focuses on building vocabulary, story structure, and characterisation by guiding pupils to create and describe their own pirate characters. With scaffolding support, pupils can explore pirate-themed language, use sea slang, and incorporate adjectives in their writing. They will also develop key learning skills such as collaboration, peer assessment, and metacognition as they review each other’s work, promoting a deeper understanding of descriptive writing. This resource includes a five-minute evidence-based CPD activity that supports teachers in implementing effective peer assessment. Grounded in research, this mini-CPD session provides guidance on how peer assessment can encourage students to take greater responsibility for their own learning. Teachers are prompted to reflect on how clear criteria and structured peer feedback help pupils engage more deeply with the assessment process. The activity also includes a practical action step, suggesting ways to embed peer assessment into classroom routines, enhancing pupils’ autonomy and fostering a supportive peer-learning environment. This CPD is a quick yet impactful tool for refining classroom assessment practices.

This complete grammar resource on modal verbs is designed to support KS2 teachers in providing a structured, interactive approach to teaching modal verbs. The resource is divided into three parts: Part 1: Lesson – This section introduces students to the concept of modal verbs, focusing on how they convey levels of certainty (e.g. might, should, will). Through relatable scenarios and characters, students explore different modal verbs and how they express possibilities, probabilities, and certainties in context. The lesson encourages students to work in pairs, make notes, and prepare for further activities, enhancing understanding through collaborative learning. Part 2: Peer Teaching and Group Activity – Students use the notes from Part 1 to teach the concept to another pair, reinforcing their understanding through teaching. A group video activity is included to further engage students and provide an opportunity for them to present and solidify their grasp of modal verbs in a creative format. Part 3: Self-Assessment Q&A – To support retention, this part includes questions that allow students to assess their knowledge and reflect on their understanding of modal verbs. This resource offers a blend of structured learning, peer teaching, and self-assessment to support teachers in engaging students with the nuances of modal verbs in an enjoyable and effective way.

This complete grammar resource on modal verbs is designed to support KS2 teachers in providing a structured, interactive approach to teaching modal verbs. The resource is divided into three parts: Part 1: Lesson – This section introduces students to the concept of modal verbs, focusing on how they convey levels of certainty (e.g. might, should, will). Through relatable scenarios and characters, students explore different modal verbs and how they express possibilities, probabilities, and certainties in context. The lesson encourages students to work in pairs, make notes, and prepare for further activities, enhancing understanding through collaborative learning. Part 2: Peer Teaching and Group Activity – Students use the notes from Part 1 to teach the concept to another pair, reinforcing their understanding through teaching. A group video activity is included to further engage students and provide an opportunity for them to present and solidify their grasp of modal verbs in a creative format. Part 3: Self-Assessment Q&A – To support retention, this part includes questions that allow students to assess their knowledge and reflect on their understanding of modal verbs. This resource offers a blend of structured learning, peer teaching, and self-assessment to support teachers in engaging students with the nuances of modal verbs in an enjoyable and effective way.

This complete grammar resource on modal verbs is designed to support KS2 teachers in providing a structured, interactive approach to teaching modal verbs. The resource is divided into three parts: Part 1: Lesson – This section introduces students to the concept of modal verbs, focusing on how they convey levels of certainty (e.g. might, should, will). Through relatable scenarios and characters, students explore different modal verbs and how they express possibilities, probabilities, and certainties in context. The lesson encourages students to work in pairs, make notes, and prepare for further activities, enhancing understanding through collaborative learning. Part 2: Peer Teaching and Group Activity – Students use the notes from Part 1 to teach the concept to another pair, reinforcing their understanding through teaching. A group video activity is included to further engage students and provide an opportunity for them to present and solidify their grasp of modal verbs in a creative format. Part 3: Self-Assessment Q&A – To support retention, this part includes questions that allow students to assess their knowledge and reflect on their understanding of modal verbs. This resource offers a blend of structured learning, peer teaching, and self-assessment to support teachers in engaging students with the nuances of modal verbs in an enjoyable and effective way.

This engaging, ready-to-use lesson on The Fox and the Crow fable for KS2 is designed to build key Evidence-Based Learning (EBL) skills through a classic tale. The lesson includes activities that develop advanced learning skills such as collaboration, thinking, peer assessment, metacognition, independent learning, and self-assessment. In this lesson, pupils explore the features of fables, read The Fox and the Crow, and answer a series of higher- and lower-order questions that encourage deep thinking. Activities include analysing the fable’s moral (“Flatterers are not to be trusted”) and breaking down the story into key events. Pupils also participate in a collaborative peer assessment to discuss and refine their answers, reinforcing understanding through teamwork. This lesson offers a comprehensive approach to fables, aiming to deepen pupils’ critical thinking while building essential learning skills. There is even a concise five-minute CPD activity on collaborative skills which supports professional development.

This KS2 lesson, Why Gold Was Buried is a rich, fully resourced teaching unit centred around pirate stories to engage pupils in understanding historical concepts like bartering, trade, and the significance of gold. The lesson includes: Story Elements and Plot Building: Pupils explore classic pirate story elements such as treasure maps, good versus bad characters, and dramatic resolutions, building their own story mountain for a pirate tale. Historical Context and Critical Thinking: The lesson explains the historical reasons behind treasure burying, the role of trade routes, and the importance of gold, linking these to pirate lore. Evidence-Based Learning (EBL) Skills: Activities target metacognition, collaboration, and self-regulation, fostering higher-order thinking skills as pupils discuss, plan, and reflect on their learning. Teacher CPD: A brief evidence-based CPD section provides insights on using collaborative learning to support self-regulation in pupils. This lesson is perfect for KS2 teachers aiming to bring an exciting historical theme into the classroom while promoting essential thinking and collaborative skills.

This resource is a comprehensive Upper Key Stage 2 (Years 5 and 6) literacy worksheet centred around the carol Good King Wenceslas. It combines historical context, vocabulary building, and comprehension exercises, making it suitable for cross-curricular learning. Here’s an overview: Key Features: Carol Analysis and Story Writing: Pupils read the carol and use provided definitions to understand historical and linguistic aspects. Encourages retelling the story of Good King Wenceslas in the pupils’ own words, developing narrative and comprehension skills. Quick Quiz: Ten detailed questions about the carol ensure close reading and understanding of key details. Questions are scaffolded with a mix of factual recall (e.g. “What did the king bring?”) and interpretative thinking (e.g. following the king’s footsteps). Theme Exploration: Includes reflective questions about the carol’s main theme (generosity) and its broader message (blessing others leads to blessings). Promotes critical thinking and moral reasoning. Grammar and Writing Practice: Activities on using connectives effectively in sentences. Exercises include combining and splitting sentences, aiding in sentence structure mastery. Teaching Highlights: Versatility: The resource blends literacy skills with moral and thematic discussions, fitting well in both English and PSHE lessons. Seasonal Engagement: The Christmas theme adds relevance and excitement, engaging pupils in festive learning. Historical Context: Definitions of archaic words like “league” and “sire” help pupils understand the language and cultural context of the carol. Suitable For: Teachers aiming to enhance comprehension and writing skills while integrating festive content. Use in classroom discussions, guided reading sessions, or as independent tasks. Extension activities exploring the historical figure of King Wenceslas or medieval charity practices. This resource is intended to create a rich, engaging, and meaningful lesson during the run up to Christmas.

KS1 Introducing Connectives Literacy Booster Pack This resource is a comprehensive literacy booster designed for Key Stage 1 pupils to introduce and practice the use of connectives in sentence construction. It is aimed at helping pupils progress from writing simple, short sentences to forming more complex, cohesive, and interesting sentences using connectives. Key Features and Items of Value: Learning Objectives: Pupils will identify and use simple connectives such as and, but, so, because, and if to combine short sentences effectively. Step-by-Step Exercises: The resource begins with basic exercises using and to join sentences and progresses to more varied and challenging connectives like but, so, and because, ensuring gradual learning and comprehension. Practical Sentence Rewriting Tasks: Pupils practice rewriting sentences both by joining shorter ones and breaking down longer sentences into simpler forms, which reinforces their understanding of structure and usage. Application in Own Writing: Opportunities for pupils to create sentences using specific connectives, fostering their ability to apply knowledge in their writing. Illustrative Examples: Clear, contextual examples and passages that demonstrate how different connectives can transform writing. Assessment and Reflection: Exercises where pupils can identify correct and incorrect usage, enhancing their editing and critical thinking skills. The resource ensures pupils not only learn the mechanics of using connectives but also understand their importance in making writing more engaging. By using this workbook, teachers can guide pupils through structured practice and offer varied activities that build confidence and skills in sentence construction. The exercises can be seamlessly integrated into lessons and provide a valuable reference for pupils as they develop their writing capabilities.

KS1 More About Connectives Literacy Booster Pack This educational resource is designed to help KS1 pupils develop their understanding and usage of connectives to create more complex and engaging sentences. The pack offers a structured approach that builds on pupils’ existing knowledge and encourages the practical application of connectives in their writing. Key Features and Items of Value: Learning Objectives: This resource focuses on revising and extending the use of conjunctions, such as and, but, so, because, when, and if, to create compound and complex sentences. Engaging Activities: Includes tasks where pupils identify connectives, practice joining short sentences, and rewrite simple passages to make them more interesting by incorporating connectives. Progressive Exercises: Starts with basic joining of sentences using and and gradually introduces other connectives, emphasizing the importance of choosing the right word for cohesion and clarity. Real-Life Application: Pupils are encouraged to write their own sentences using different connectives and to revise passages to make them more engaging. Interactive Challenges: Includes matching exercises, sentence rewriting tasks, and fill-in-the-gap activities to reinforce learning through active participation. Creative Practice: Pupils write stories or paragraphs using various connectives, enhancing their ability to integrate these skills into their writing. Teachers will find this pack valuable as it helps pupils understand not just how to use connectives, but why they are essential for creating longer, more fluid sentences that enhance readability. The activities support differentiated instruction and can be used as part of whole-class lessons, small group work, or individual practice. This pack provides ample opportunity for formative assessment and helps identify areas where pupils may need additional support.

This resource, “The Progressive Tense - Part 1: The Lesson,” is a foundational guide designed to teach pupils about the progressive tense. It provides a comprehensive and engaging introduction to key concepts and lays the groundwork for collaborative and independent activities in subsequent parts of the series. Key Features: Clear Explanations: The resource introduces the progressive tense by explaining the structure of sentences, emphasising the role of subjects, main verbs, and helping verbs. It provides detailed explanations of the present, past, and future progressive tenses with clear examples. Focus on Understanding: Visual aids and examples illustrate the differences between simple and progressive tenses, helping pupils grasp when and how to use them. Explains the role of “be” helping verbs (e.g., is, are, was, were) in forming the progressive tense. Interactive Note-Taking: Pupils are encouraged to take notes with their partners during the lesson, reinforcing understanding through active engagement. These notes are used later in peer teaching activities, making the learning process collaborative and purposeful. Practical Application: Real-life examples, such as “The robots are stopping for their lunch break,” make the content relatable and engaging. Pupils learn how progressive tenses are used to describe ongoing actions and actions interrupted by others. Preparation for Peer Teaching: The lesson serves as a foundation for pupils to create presentations in Part 2, ensuring they are equipped with the knowledge to explain the topic effectively. Tips for Teachers: Use this lesson as an introductory activity to teach the progressive tense before moving on to more interactive and collaborative tasks in Part 2. Pair pupils to encourage discussion and collaborative note-taking, enhancing comprehension through shared ideas. Highlight the importance of notes for future activities, emphasising that their work in this lesson contributes to their success in subsequent parts. This resource is ideal for building a strong understanding of the progressive tense and fostering an interactive learning environment. It prepares pupils for deeper engagement and peer collaboration in learning grammar.

This resource, “The Progressive Tense - Part 2: Peer Teaching Activity,” is an interactive and collaborative learning tool that engages pupils in understanding and applying the progressive tense through teaching and creative projects. Key Features: Peer Teaching Framework: Pupils work in pairs to prepare and deliver a presentation on the progressive tense, deepening their understanding by explaining concepts to peers. The activity fosters collaboration and communication, with each pair presenting to another and receiving feedback. Structured Learning: Clear explanations and examples of present, past, and future progressive tenses, supported by visual and textual reminders. Builds on prior knowledge from Part 1 (the lesson), providing continuity and reinforcing key concepts. Creative Engagement: Pairs combine to form expert groups and create a short video on the progressive tense, encouraging creativity and deeper exploration of the topic. Videos are swapped with other groups for peer review, promoting critical thinking and constructive feedback. Reflection and Growth: Includes guided reflections for pupils to evaluate their learning, teamwork, and preferences for future group activities. The “Monster Reflection” framework adds a fun and personalised element, allowing pupils to express what they enjoyed and what challenged them. Tips for Teachers: Use this activity to consolidate pupils’ understanding of the progressive tense after teaching the basics. Emphasise collaboration and active participation by guiding pupils through the steps of preparing presentations and creating videos. Provide time for reflection and encourage open discussions to build confidence and improve group dynamics. This resource is ideal for fostering active learning and peer interaction while reinforcing grammar concepts in a fun, engaging way.

This resource, “The Progressive Tense - Part 2: Peer Teaching Activity,” is an interactive and collaborative learning tool that engages pupils in understanding and applying the progressive tense through teaching and creative projects. Key Features: Peer Teaching Framework: Pupils work in pairs to prepare and deliver a presentation on the progressive tense, deepening their understanding by explaining concepts to peers. The activity fosters collaboration and communication, with each pair presenting to another and receiving feedback. Structured Learning: Clear explanations and examples of present, past, and future progressive tenses, supported by visual and textual reminders. Builds on prior knowledge from Part 1 (the lesson), providing continuity and reinforcing key concepts. Creative Engagement: Pairs combine to form expert groups and create a short video on the progressive tense, encouraging creativity and deeper exploration of the topic. Videos are swapped with other groups for peer review, promoting critical thinking and constructive feedback. Reflection and Growth: Includes guided reflections for pupils to evaluate their learning, teamwork, and preferences for future group activities. The “Monster Reflection” framework adds a fun and personalised element, allowing pupils to express what they enjoyed and what challenged them. Tips for Teachers: Use this activity to consolidate pupils’ understanding of the progressive tense after teaching the basics. Emphasise collaboration and active participation by guiding pupils through the steps of preparing presentations and creating videos. Provide time for reflection and encourage open discussions to build confidence and improve group dynamics. This resource is ideal for fostering active learning and peer interaction while reinforcing grammar concepts in a fun, engaging way.