An assembly about asking good questions. Includes a game of 21 questions, some information and quotes about how to ask effective questions and a video from TED about unanswered questions.

Planning to cover the majority of the book ‘Street Child’ by Berlie Doherty, linked to objectives for reading at a Year 5 level. There is a ‘reading forum’ for each week which introduces the focus and guides you through the associated chapters with questions to ask and discuss. The questions are then collected on sheets for each week for the children to answer. The ‘forum’ lessons can be a single day or cover multiple sessions depending on the speed and ability of the children/readers. Question sheets include a greater depth/challenge section to target more able readers. Objectives Covered: LO: To know how to consider how the author’s use of language impacts the reader. LO: To know how to infer about a character’s thoughts or feelings. LO: To know how to make inferences about a character from their actions. LO: To know how to use evidence from a text to justify inferences. LO: To know how to consider the feelings different characters have to events in a text. LO: To know how to make comparisons between events and ideas within the same book.

A unit of work to develop children's knowledge of newspaper style writing, centred around the WWII evacuation of Dunkirk. Consists of 3 lessons of fact collection, features and planning and 2 sessions for writing up a Progress or 'Big Write' style assessment piece. Includes a fact sheet and some example texts.

A unit of work teaching children basic computing knowledge around what computers are, types of information technology, networks and e-safety. Children will learn to identify computers and technology at school as well as considering networks and the Internet in very straightforward contexts. They will also develop an understanding of technology beyond school and begin to learn how to use and navigate parts of the Internet safely. Each lesson has a differentiated main activity, greater depth activity and an input presentation. Seven Lessons: LO: To recognise information technology around us. LO: To know what a computer is. LO: To understand how computers are connected in a network. LO: To understand the basic functions of a computer. (For schools with desktop/laptop computers) LO: To know the different parts of a tablet device. (For schools with tablet computers/devices) LO: To know how to login to a computer and access shared folders. (Split over two lessons) LO: To know how to keep safe online. Unit is targeted at key stage 1, but could be suitable for other age groups who need to develop basic understandings. Covers skills mapped in this curriculum document - https://www.tes.com/teaching-resource/computing-skills-progression-grid-ks1-and-2-11727156

A unit of work aimed at developing children’s knowledge of Microsoft PowerPoint. Focuses on intermediate skills, beyond simple word processing. Children will need to have some experience using Microsoft Office and be able to find and collect information and digital media from an online source safely. This was aimed at children in Years 3 and 4, as it was used as part of a rolling curriculum cycle. It includes a range of skills that could be covered in years 3, 4 or 5 depending on the coverage of the Computing curriculum in place at your school. The example context is ‘Light and shadows’ from a science persepctive, but you can easily change this by using another powerpoint (not included) as an example. There is a large focus upon evaluating digital medias, in addition to a full range of skills relating to the use of PowerPoint and creating a presentation for a viewer. To extend the challenge, more focus could be paid to the intended audience and how this would effect the choices of content made. Please note, the example PowerPoint is an example of what the presentation could look like. It is not a presentation of teaching content for children to learn from. Please refer to the planning to see what objectives and input are included for delivery to childrn to learn computing from. Lessons cover: Organising a PPT, Choosing a visual style, Presenting information clearly, Adding and Editing Images, Adding Transitions and Animations, Adding Hyperlinks and Evaluating a PPT. Includes lesson resources to support the teaching of the seven above areas. Links to e-resources can be found in the planning document. Covers skills mapped in this curriculum document - https://www.tes.com/teaching-resource/computing-skills-progression-grid-ks1-and-2-11727156

An assembly focusing on changes in technology and how this affects us, specifically in teaching and learning. Provides opportunity for estbalishing key e-safety expectations and practices around safe technology use and cyber-bullying. Aimed at KS2. Contains notes on the PowerPoint slides for delivery.

A unit of work teaching children about e-safety relating to the use of search engines. Also included is some teaching of the technical processes behind how engines work. The unit ends with a mini project where children are taught how to use what they have learnt about search engines in order to research an idea relating to their curriculum topic. Seven Lessons: LO: To know how a search engine functions. LO: To know how to use search engines effectively to get appropriate results. LO: To know how to save and share websites safely. LO: To know how webpages are ranked in search results. LO: To know the risks involved in online communication. LO: To know how to select an idea to research. LO: To know how to use a search engine safely to complete research. Unit is targeted at lower key stage 2, but would be suitable for all of key stage 2, if children had not experienced this topic already. Covers skills mapped in this curriculum document - https://www.tes.com/teaching-resource/computing-skills-progression-grid-ks1-and-2-11727156

As above. Three lessons covering a range of fluency, reasoning and problem solving skills relating to using Multiplication Arrays, Factors and Square Numbers. Includes differentiated resources for all levels of ability. Also includes an assessment activity. Objectives: 1: To know multiplication facts. (Reasoning) 2: To find factor pairs. (Fluency) 3: To know square numbers. (Problem Solving/Reasoning)

As above. Four lessons covering a range of fluency, reasoning and problem solving skills relating to finding fractions, fractions of amounts and equivalent fractions. These lessons focus upon teaching children to identify unit and non-unit fractions using shapes and then to find matching equivalent fractions and reason about what they have found. Children also learn to find a fraction of a number or amount. Includes differentiated resources for all levels of ability and some notebook files for modeling. Objectives: 1: To find fractions of shapes. (Fluency) 2: To find the area of regular 2D shapes . (Fluency) 3: To find the area of compound shapes. (Reasoning) 4. To find the area of triangles. (Problem Solving)

A unit of work that introduces the basics of Scratch and teaches children to code a simple animated fish tank. Covers a wide array of computer science and digital literacy areas of the KS1 and KS2 curriculum so is suitable for years 2-4, possibly even 5 or 6 if more focus is paid to variables and use of other software and technology to contribute to the final program. Teaches navigation of Scratch software, adding and editing backgrounds and sprites. Coding selection and conditionals using ‘When’ event blocks and motion and looks blocks to simulate animations. Developed over five weeks; the chn build their program each week and have time planned in lessons for testing and debugging. Includes 32 Scratch files: modelling examples for teachers to use to exemplify learning and code and differentiated examples for less able students to add to and complete. Objectives covered includes: LO: To know how to use a repeat. LO: To know how to build an algorithm to simulate movement. LO: To know how to build an algorithm to add animation. LO: To know how to use a conditional. LO: To know how to use selection within algorithms. Covers skills mapped in this curriculum document - https://www.tes.com/teaching-resource/computing-skills-progression-grid-ks1-and-2-11727156

A unit of work using Scratch that teaches children to code a racing style game. covers a wide array of computer science and digital literacy areas of the KS2 curriculum so is suitable for years 3-5, possibly even 6 if more focus is paid to variables and use of other software and technology to contribute to the final program. Teaches navigation of Scratch software, adding and editing backgrounds and sprites. Coding conditionals and variables and using messages and other events to organise the game. Developed over six or seven weeks, with extra time at the end for completion and sharing of the work. Includes ALL scratch files and examples for teacher modelling, toolkits, images, sounds, an overall example that chn look at in each lesson and a broken example chn use to practice debugging code toward the end of the unit. Objectives covered includes: LO: To code sprites to move based on user input. LO: To use conditionals to cause sprites to react to backdrop. LO: To use conditionals to cause sprites to react other sprites. LO: To use conditionals to effect events. LO: To use a variable to effect events. LO: To debug code to make it work as intended. LO: To digitally share work and feedback with other users. Covers skills mapped in this curriculum document - https://www.tes.com/teaching-resource/computing-skills-progression-grid-ks1-and-2-11727156

An assessment activity for children to complete independently. Assesses converting time between analogue, 12 hour and 24 hour.

An assessment activity for children to complete independently. Assesses solving problems involving converting between time durations and measures.

An assessment activity for children to complete independently. Assesses the unit of work which teaches Place Value in 4 digit numbers. https://www.tes.com/teaching-resource/maths-planning-and-resources-year-4-place-value-4-digit-numbers-11719672

A unit of work teaching children how to use a word processor to created typed writing. There are five direct teaching lessons and then two suggested lessons in which children apply what they have learnt to create a typed document including their own writing about a topic subject and images and other text related objects. The planning is aimed at windows systems and use of microsoft word, but could be done on google docs or PurpleMash with little or no changes of the resources. Each session includes a main activity, greater depth questions and a presentation to aid input and deliver the activities. Seven Lessons: LO: To know how to place typing on the page. LO: To know how to change the case of letters. LO: To know how to format text. LO: To know how to cut, copy and paste. LO: To know how to arrange and organise text around other content. LO: To know how to create a document using a word processor (2 sessions). Unit is targeted at lower key stage 2, but would be suitable for key stage 1. Children in upper key stage 2 could also benefit if they needed to develop these skills. Covers skills mapped in this curriculum document - https://www.tes.com/teaching-resource/computing-skills-progression-grid-ks1-and-2-11727156

Checklists which provide children with key components to include in their writing to meet Year 4 age related expectation. Used for Autumn and Spring terms.

I planned and taught this for an observed lesson and was graded outstanding for the subject knowledge and progress the children made. Included is the plan, 5 scratch files, a short lesson presentation and some printable Tool-kits. Objective: To program changes in a scratch animation using variables. Children learn how to utilise conditional statements and create their own variables within an animation in scratch. The scratch files include all the blocks required for each stage of modelling. Best taught in a computer suite with a display board for direct modelling of included resources. Covers many elements of LWKS2 Computing curriculum.

As above. A unit of work using Scratch (scratch.mit.edu) to code a very simple platform style game. Children will learn about the computer science principles around the creation of algorithms including: selection, decomposition, abstraction and debugging. The unit includes four lessons and the example and student files for use in scratch. Children can open the student files in scratch to use to complete the learning activities and teachers can do the same to use the example files as a starting point to model all of the game’s functions at different stages. This unit is aimed at establishing early understandings in programming so is ideal for year 2 children. However it would work well as a foundation in year 3 or 4 to give the children a start in understanding the basic concepts. Objectives: 1: LO: To know that selection is used to make things happen. 2: LO: To know how to use selection to create algorithms. 3: LO: To know how to use a repeat to create a loop. 4: LO: To know that a conditional is something that happens sometimes.