Task: Create a presentation about archaeology. You can use information from the story as well as research from the Internet to find out about archaeology. Create a presentation – it could be a poster, a power point or a talk to teach other about what archaeology is.

Illustrations for colouring.

Can you unscramble the letters to find the name of Pirate Blunderbeard's? Can you complete the pirate patterns by drawing and colouring the picture you think should come next? How many of each crab can you find on each page? Write down what you'll find at each of the map co-ordinates.

You are about to delve deep into your soul to determine how much of it is Good and how much of it is Evil. Which school is yours?

Can you find all of the words in the wordsearch below? Design your very own sea monster in the space below. Does it have big scary teeth? Tentacles? A tail?

Task: Can you explain what the words highlighted in this extract mean? Did you know that reading Flamingo Boy will help you to improve your knowledge of, and ability to use, new and interesting vocabulary? Challenge yourself to find out what all of the words on the next pages mean. Ideas: • First, talk to a partner or small group about what you think each word means • Next, look up each word in the book to read it in context then, look up each word in a dictionary and note its meaning

Task: Create a leaflet to promote the conservation of flamingos that would appeal to children at your school. Think about what might make the leaflet interesting and engaging. Use information from the story as well as your imagination. You may also like to research similar topics to get ideas. Ideas to include: • A catchy title and headings • Clear, easy-to-read information • Images with captions • Information about what people can do to help flamingo populations • Information about what flamingos need to survive and thrive • Information about the problems faced by flamingos and possible solutions

Task: Imagine you are Kezia. Write a letter to your maman and papa after they were taken away. You could write as if they have only just been taken or you could write at the point that they have been gone for a while and life has carried on at the farm. Use information from the story and your own imagination. • What are you writing to say? • What might you ask? • How might things have been different? • How much detail will you include in explaining your feelings?

Task: Research and create a fact file about flamingos. You can use information from the story as well as research from the Internet to find out about flamingos. Use the information you discover to create a fact file that could teach others about flamingos. Ideas to include: • What do flamingos look like? • What noise do flamingos make? • What do flamingos’ nests look like? • How do flamingos behave? • Where do flamingos usually live? • What threats do flamingos face? • What do flamingos eat?

Task: Use the storyboard sheet to show the story of Flamingo Boy. Either draw or make notes in each section. Imagine you are planning on turning the written story into a film and you need to plan the scenes. Ideas to include: Think about how many boxes there are on the storyboard – this is how many parts you need to split the story into. • Make notes on the key events from the story, you can always add parts you have forgotten to the beginning or ending later.

Cut out the pieces of Kevin and stick him together to build your own little Kevin. Also features little cut-outs of the characters. Decorate Kevin with the cut-out stickers.

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: 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

TRUE or FALSE? If every day is special, then are no days special? Write a persuasive argument about whether you think that this statement is true or false, justifying your opinion. Consider how you will present your argument effectively, e.g. using sub-headings and bullet points to help you structure your thoughts.

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!

With a partner work on the graph below: 1. To begin this work you first of all need to discuss how you both feel about Ivy and Scarlet in each of the situations taken from the novel that are presented in the boxes. 2. Looking at your result do you empathise with one of the twins more than the other? Why do you think that is?

Taking inspiration from OliverJeffers' picture book Here We Are: Notes for Living on Planet Earth, a group activity on human survival. Children are encouraged to think about the items they NEED to live on Planet Earth and the items they WANT, helping them distinguish between the two.

(a) Imagine you are Gilbert. Write a letter to Mr Big to try and get yourself out of trouble. Use information from the story and your own imagination. (b) Write your letter here.

(a) Write a newspaper article about an event in the story or an imaginary event inspired by the story. You can use ideas from the story and your own imagination to write your newspaper article. (b) Design your fl yer here.

Task: • Hold a class debate to discuss whether Alfie should have told Sangeeta the truth about how old he was. Use the cards to develop your arguments for or against Alfie telling Sangeeta the truth. Try to reach a class consensus. Add further arguments to the blank cards • Think about how Sangeeta knowing Alfie’s secret could affect the rest of the story, including all the events right up until the end • Cut up the cards and distribute them amongst learners in the group • Ask each learner to expand upon and justify their card • Hold a hands up class vote to conclude whether Alfi e should have told Sangeeta the truth or not