Meet the great Skulduggery Pleasant: wise-cracking detective, powerful magician, master of dirty tricks and burglary (in the name of the greater good, of course). Oh yeah. And dead. Test your knowledge of Skulduggery, Valkyrie and the whole gang with this monstrous and magical quiz!

Come join one busy dog on her journey to find her place in the world in Odd Dog Out, the third sublimely illustrated book from the bestselling, award-winning Rob Biddulph. Design your own Odd Dog Out, because being different is really great!

Come join one busy dog on her journey to find her place in the world in Odd Dog Out, the third sublimely illustrated book from the bestselling, award-winning Rob Biddulph. Can you find the sausage among the dogs?

Come join one busy dog on her journey to find her place in the world in Odd Dog Out, the third sublimely illustrated book from the bestselling, award-winning Rob Biddulph. There are 12 seasonal words hidden in this picture. Can you find them all?

The Grotlyn by Benji Davies - a beautifully illustrated rhyming tale about things that go bump in the night. Perfect for readers 4 and up. The Grotlyn was very busy sneaking about the streets. In this word search are fifteen words that describe things the Grotlyn did or was doing. Can you find them all?

The Grotlyn by Benji Davies - a beautifully illustrated rhyming tale about things that go bump in the night. Perfect for readers 4 and up. What is the mysterious Grotlyn? Use your imagination and design your very own Grotlyn.

The Grotlyn by Benji Davies - a beautifully illustrated rhyming tale about things that go bump in the night. Perfect for readers 4 and up. Join the dots and colour in Rubi, Sam and PC Vickers.

TASK: Can you find all of the words below from the book in the word search? The words can go up, down, left, right or diagonal.

TASK: Discuss the phrase ‘Home is home, and home is best’ with your classmates. What do you think it means? What does the word ‘home’ mean to you? Imagine you meet someone who doesn’t know the word ‘home’. Draw and describe your idea of ‘home’. CURRICULUM LINKS: (KS1) Understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher answering and asking questions CURRICULUM LINKS: (KS2) Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding

TASK: Use information from Chapter Twelve to help you solve the crossword puzzle. CURRICULUM LINKS: (KS1) Understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher answering and asking questions CURRICULUM LINKS: (KS2) Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding

Task: Chapter Eleven is full of exciting action as the Wicked Witch of the West tries to defeat the group of friends. Use the chapter to describe how the friends manage to thwart each of the Witch’s attacks. CURRICULUM LINKS: (KS1) Understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher answering and asking questions CURRICULUM LINKS: (KS2) Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding

TASK: Hold a contest to see who can list the most green-coloured items or words for shades and tones of the colour green! CURRICULUM LINKS: (KS1) Develop pleasure in reading, motivation to read, vocabulary and understanding by: discussing and clarifying the meanings of words, linking new meanings to known vocabulary discussing their favourite words and phrases CURRICULUM LINKS: (KS2) Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context discuss and evaluate how authors use language, including figurative language, considering the impact on the reader

TASK: Imagine you are Lion. Write a thank you letter to the mice and the mouse Queen to thank them for rescuing you. Draw a picture with your letter. CURRICULUM LINKS: (KS1) Understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher answering and asking questions CURRICULUM LINKS: (KS2) Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding

TASK: The journey along the yellow brick road has been full of dangers, for example, in Chapter Eight the raging river and the sleepy poppies. Make a warning poster for one or more of the dangers along the yellow brick road. CURRICULUM LINKS: (KS1) Understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher explain and discuss their understanding of books, poems and material, both those that they listen to and those that they read independently for themselves CURRICULUM LINKS: (KS2) Understand what they read, in books they can read independently, by: summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas identifying how language, structure and presentation contribute to meaning

TASK: Imagine you are Scarecrow. You are writing in your diary. Rewrite the chapter about your adventure lost in the forest of the Kalidahs from Scarecrow’s point of view. CURRICULUM LINKS: (KS1) Understand both the books that they can already read accurately and fluently and those that they listen to by: making inferences on the basis of what is being said and done answering and asking questions CURRICULUM LINKS: (KS2) Understand what they read, in books they can read independently, by: drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence identifying how language, structure and presentation contribute to meaning

Task: Now that you’ve met Toto, Dorothy, Scarecrow, Tin Woodman and Lion, choose one of the characters and create a character profile for them. Use information from the text and your own imagination to create the profile. CURRICULUM LINKS: (KS1) Understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher answering and asking questions CURRICULUM LINKS: (KS2) Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding

TASK: Retell the story of how a jolly woodman became a tin woodman using a comic strip style. CURRICULUM LINKS: (KS1) Develop pleasure in reading, motivation to read, vocabulary and understanding by: discussing the sequence of events in books and how items of information are related becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional stories CURRICULUM LINKS: (KS2) Understand what they read, in books they can read independently, by: summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas asking questions to improve their understanding

TASK: Turn Chapter Four into a play script and act it out with your friends. CURRICULUM LINKS: (KS1) Develop pleasure in reading, motivation to read, vocabulary and understanding by: discussing the sequence of events in books and how items of information are related becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales CURRICULUM LINKS: (KS2) Maintain positive attitudes to reading and understanding of what they read by: continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience

TASK: Create your own ‘brainy’ quiz by writing questions to match the answers on the card. CURRICULUM LINKS: (KS1) Understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher answering and asking questions CURRICULUM LINKS: (KS2) Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding

TASK: Use the information in Chapter Two to explain what the main problem in the story is, and what the plan is to resolve it. Think about what has happened to Toto and Dorothy. What do they want to do? What is stopping them from achieving their goal? What do they need to do next? Do you think the plan will work? CURRICULUM LINKS: (KS1) Understand both the books that they can already read accurately and fluently and those that they listen to by: checking that the text makes sense to them as they read and correcting inaccurate reading predicting what might happen on the basis of what has been read so far CURRICULUM LINKS: (KS2) Understand what they read, in books they can read independently, by: drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences