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I am an ex-primary head teacher and English, Maths and History specialist. I've mostly worked in KS2, often in Year 6. Although for the last two years, I've been working in Year 1, which has been delightful! All the resources have been used successfully with children in a range of schools all over the country. I am constantly reviewing and updating my resources. Please follow me to ensure that you have the most up to date versions of the resources you buy.

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I am an ex-primary head teacher and English, Maths and History specialist. I've mostly worked in KS2, often in Year 6. Although for the last two years, I've been working in Year 1, which has been delightful! All the resources have been used successfully with children in a range of schools all over the country. I am constantly reviewing and updating my resources. Please follow me to ensure that you have the most up to date versions of the resources you buy.
How different was Anglo Saxon Britain from Roman Britain - a comparison of two peoples.
MikeRichardsMikeRichards

How different was Anglo Saxon Britain from Roman Britain - a comparison of two peoples.

(2)
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?
Terry Deary - The Terrible Tudors - four weeks Guided reading
MikeRichardsMikeRichards

Terry Deary - The Terrible Tudors - four weeks Guided reading

(0)
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 comparisons between similar experiences today and those in the past. To be able to understand the conventions of a non-fiction text. To be able to skim and scan for information in a whole text
Michael Morpurgo - Why the Whales Came -  6 sessions Guided Reading/Whole class activities
MikeRichardsMikeRichards

Michael Morpurgo - Why the Whales Came - 6 sessions Guided Reading/Whole class activities

(1)
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.
Jacqueline Wilson - Cliff Hanger - 5 weeks' Guided reading
MikeRichardsMikeRichards

Jacqueline Wilson - Cliff Hanger - 5 weeks' Guided reading

(0)
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 emphasize with the central character of a novel. To be able to emphasize with two different family members. To recognise the turning point of a story. To relate to the feelings the main character in a book when his luck changes.
Jill Murphy - The Worst Witch - a full half term's guided reading
MikeRichardsMikeRichards

Jill Murphy - The Worst Witch - a full half term's guided reading

(0)
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 compare your own experience with those of a character in a book. To understand how setting and characters are developed. To understand how dilemmas are introduced into short novels. To understand how heroes triumph against the odds.
Gillian Cross - The Demon Headmaster - complete half term guided reading
MikeRichardsMikeRichards

Gillian Cross - The Demon Headmaster - complete half term guided reading

(0)
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 reflect on the story start of a new novel. To look at the way that the author use language to create a sense of tension. To look at the way that the author uses language to develop characters To understand how an author builds suspense by slowly revealing a plan. To draw conclusions based on a completed text.
Philip Pullman - Clockwork or All Wound Up - a complete half term's guided reading.
MikeRichardsMikeRichards

Philip Pullman - Clockwork or All Wound Up - a complete half term's guided reading.

(0)
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 understand how an author sells his story to his reader. To understand how an author introduces his main characters. To understand how an author creates a story within a story. To understand how different characters behave when faced with their own dilemmas. To understand how a master story teller weaves different elements of a story together. To understand how an ending of a story links back to its beginning.
Jacqueline Wilson - The Were-puppy - 7 sessions of Guided Reading / Whole class activities
MikeRichardsMikeRichards

Jacqueline Wilson - The Were-puppy - 7 sessions of Guided Reading / Whole class activities

(0)
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 use recall, inference and deduction to form opinions about a central character. To empathise with a central character and his problems. To be able to make predictions based on your understanding of the main character. To use skimming and scanning to find information from a text. To be able to use recall, deduction and inference to form opinions about a text To make predictions based on what has happened in a story to date. To reflect on a completed text.
Roald Dahl - The Giraffe and the Pelly and Me - four weeks' Guided Reading
MikeRichardsMikeRichards

Roald Dahl - The Giraffe and the Pelly and Me - four weeks' Guided Reading

(0)
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 use recall and retrieval to answer factual questions about the Giraffe, Pelly and Me To use inference and deduction to understand how characters act and feel. To use recall and retrieval to follow the plot of a story. To see how an accomplished author brings a story to a close.
Who’s who?  Do you know your Anglo Saxon from your Viking?
MikeRichardsMikeRichards

Who’s who? Do you know your Anglo Saxon from your Viking?

(2)
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.
Jacqueline Wilson - The Suitcase Kid - 5 weeks' Guided reading
MikeRichardsMikeRichards

Jacqueline Wilson - The Suitcase Kid - 5 weeks' Guided reading

(1)
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 empathise with a character who is going through a divorce. To be able to understand how an author can reveal a character’s personality through interactions with others. To be able to recognise the low point of a novel. To be able to comment on the whole novel.
Phonics Phase 5 Weeks 1 -6 -  school  and distance learning pack
MikeRichardsMikeRichards

Phonics Phase 5 Weeks 1 -6 - school and distance learning pack

6 Resources
A complete half term’s resources (Y1 Autumn 1 or Autumn 2) allowing you to deliver the phonics lessons to children in school or at home in the event of a class, school or local closure. The resource consists of: a youtube version of each class based lesson for use when your pupils are learning at home. planning, resources, interactive whiteboard lessons both for Promethean and Smartboard, a PowerPoint starter and all additional resources required to deliver the same lesson yourself.
E B White - Charlotte's Web - 7 sessions of Guided Reading / Whole class activities
MikeRichardsMikeRichards

E B White - Charlotte's Web - 7 sessions of Guided Reading / Whole class activities

(0)
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 the blurb and cover of a book To make predictions based on what has been read already. To understand how an author can convey impatience in a character. To understand how an author interweaves real life with fantasy To identify key turning points in a story. To understand how an author uses language to convey hidden meanings.
J R R Tolkien -  The Hobbit - complete half term's Guided Reading programme
MikeRichardsMikeRichards

J R R Tolkien - The Hobbit - complete half term's Guided Reading programme

(1)
A series of questions, answers and reading journal activities based around all areas of reading. Great alternative to SATs tests or written comprehensions. LOs To be able to use inference and deduction to make predictions about the plot of a shorter story. To understand the different techniques an author uses to tell a traditional tale. To consider the way that new chapters relate back to previous chapters and traditional ideas. To understand the way that an author can use book conventions to convey added meaning to a text. To be able to reflect on a completed text.
Boudicca (or Boudica) an investigation to separate truth from legends told of the Queen of the Iceni
MikeRichardsMikeRichards

Boudicca (or Boudica) an investigation to separate truth from legends told of the Queen of the Iceni

(0)
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.
Upper Key Stage 2 (Year 5 and Year 6) complete set of Maths lessons for September
MikeRichardsMikeRichards

Upper Key Stage 2 (Year 5 and Year 6) complete set of Maths lessons for September

20 Resources
20 sets of complete lessons (4 x 5 days) covering current National Curriculum expectations for teaching Place Value, Addition and Subtraction, formal short and long multiplication and formal short and long division. Each week ends with either an investigation of Word Problems linked to the topic studied. Every lesson includes: - a Starter based on Arithmetic and / or previous learning and a Connect Activity designed to activate the children's interest in the topic being covered that day. - two interactive teaching presentations designed to run on either Smartboard's Interactive Whiteboard or Promethean ActivInspire software. - a detailed 4 way differentiated lesson plan including all relevant learning objectives and AfL / next step opportunities. - a 4 way differentiated worksheet designed to cater for the learning of virtually all children in Year 5 or Year 6 regardless of ability.
Victorian Timeline
MikeRichardsMikeRichards

Victorian Timeline

(3)
This is a third 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. A series of activities designed to begin any history topic linked to the Victorian period including: Resource 1: Victorian Time-line – with dates Resource 2: Victorian areas of interest Resources 3: Victorian Timeline – without dates. Resource 4: Victorian Time-line Cards Resource 5: Interactive Time-line with dates. A Word document detailing some suggested activities for working with time-lines. Learning Objectives: To know and understand how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world. To know and understand the history of these islands as a coherent, chronological narrative (secondary objective) Learning Outcomes: Children will be able to: • how the beliefs of Queen Victoria shaped Britain. • how other individuals have also shaped Britain. • how Britain’s relationship with the world changed during this period. • how Britain has influenced and been influenced by its relationship other peoples around the world. • how Britain spread its influence through the British Empire. • Sequence a series of 4 digit numbers. • Compare and contrast key events in British history.
Anglo Saxon Timeline
MikeRichardsMikeRichards

Anglo Saxon Timeline

(5)
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.