Number 2 in a series of 24 The Cave is a short story written to appeal to children of Year 6. It is used in guided reading sessions, for developing English comprehension skills and enhancing vocabulary. The material is designed to be challenging but accessible to children working within the government's expectation for children at the end of Key Stage 2. It is possible that teachers of children in KS3 may find the resources useful. The story comprises two distinct pages with a mini-cliff hanger at the end of the first page. Each page is designed to be used in either i) a single longer discrete lesson or ii) a series of shorter sessions. To accompany each page of the story, a set of example questions and suggested answers is provided. In the author's school, three half-hour sessions are devoted to each page. In the first session, the children are introduced to the story and some of the questions are answered in a group setting. In the second session, the children answer the remaining questions independently. In the third session, the group reconvenes and the group discusses their answers and receives feedback.

Number 4 in a series of 24 The Slug is a short story written to appeal to children of Year 6. It is used in guided reading sessions, for developing English comprehension skills and enhancing vocabulary. The material is designed to be challenging but accessible to children working within the government's expectation for children at the end of Key Stage 2. It is possible that teachers of children in KS3 may find the resources useful. The story comprises two distinct pages with a mini-cliff hanger at the end of the first page. Each page is designed to be used in either i) a single longer discrete lesson or ii) a series of shorter sessions. To accompany each page of the story, a set of example questions and suggested answers is provided. In the author's school, three half-hour sessions are devoted to each page. In the first session, the children are introduced to the story and some of the questions are answered in a group setting. In the second session, the children answer the remaining questions independently. In the third session, the group reconvenes and the group discusses their answers and receives feedback.

Number 3 in a series of 24 The Toenail is a short story written to appeal to children of Year 6. It is used in guided reading sessions, for developing English comprehension skills and enhancing vocabulary. The material is designed to be challenging but accessible to children working within the government's expectation for children at the end of Key Stage 2. It is possible that teachers of children in KS3 may find the resources useful. The story comprises two distinct pages with a mini-cliff hanger at the end of the first page. Each page is designed to be used in either i) a single longer discrete lesson or ii) a series of shorter sessions. To accompany each page of the story, a set of example questions and suggested answers is provided. In the author's school, three half-hour sessions are devoted to each page. In the first session, the children are introduced to the story and some of the questions are answered in a group setting. In the second session, the children answer the remaining questions independently. In the third session, the group reconvenes and the group discusses their answers and receives feedback.

This mathematics investigation was designed for use by children of Year 6 - under the guidance and encouragement of a suitable mentor. It was not intended to be a ‘fire and forget’ worksheet, but rather a framework for discussion and exploration. The theme is using mathematics to guide real-life (well, almost) problem solving. The focus is on using the length and volume of an (arbitrarily shaped) prism to calculate its cross-sectional area - thus developing and consolidating an understanding of each and the relationship between them. The investigation also reinforces the need to maintain a consistent set of units when performing calculations: to this end, conversion between different metric units (e.g. litres to cubic centimetres and cubic metres) is required. Although the material is designed to be challenging but accessible (with guidance) to children working within the government’s expectation for children at the end of Key Stage 2, it is possible that teachers of children in KS3 may find the resources useful.

This short story -The Vacuum Cleaner - was written to appeal to children of Year 3 and above. It is used in guided reading sessions, for developing English comprehension skills and enhancing vocabulary. The material is designed to be accessible to the majority of children in lower Key Stage 2. The story comprises two distinct pages with a mini-cliff hanger at the end of the first page. Each page is designed to be used in either i) a single longer discrete lesson or ii) a series of shorter sessions. To accompany each page of the story, a set of example questions and suggested answers is provided. In the author’s school, three half-hour sessions are devoted to each page. In the first session, the children are introduced to the story and some of the questions are answered in a group setting. In the second session, the children answer the remaining questions independently. In the third session, the group reconvenes and the group discusses their answers and receives feedback.

Number 11 in a series of 24 This short story - The Life Jacket - was written to appeal to children of Year 6. It is used in guided reading sessions, for developing English comprehension skills and enhancing vocabulary. The material is designed to be challenging but accessible to children working within the government's expectation for children at the end of Key Stage 2. It is possible that teachers of children in KS3 may find the resources useful. The story comprises two distinct pages with a mini-cliff hanger at the end of the first page. Each page is designed to be used in either i) a single longer discrete lesson or ii) a series of shorter sessions. To accompany each page of the story, a set of example questions and suggested answers is provided. In the author's school, three half-hour sessions are devoted to each page. In the first session, the children are introduced to the story and some of the questions are answered in a group setting. In the second session, the children answer the remaining questions independently. In the third session, the group reconvenes and the group discusses their answers and receives feedback.

Number 1 in a series of 24 The short story The Benie was written to appeal to children of Year 6. It is used in guided reading sessions, for developing English comprehension skills and enhancing vocabulary. The material is designed to be challenging but accessible to children working within the government's expectation for children at the end of Key Stage 2. It is possible that teachers of children in KS3 may find the resources useful. The story comprises two distinct pages with a mini-cliff hanger at the end of the first page. Each page is designed to be used in either i) a single longer discrete lesson or ii) a series of shorter sessions. To accompany each page of the story, a set of example questions and suggested answers is provided. In the author's school, three half-hour sessions are devoted to each page. In the first session, the children are introduced to the story and some of the questions are answered in a group setting. In the second session, the children answer the remaining questions independently. In the third session, the group reconvenes and the group discusses their answers and receives feedback.

This mathematics investigation was designed for use by children of Year 6 - under the guidance and encouragement of a suitable mentor. It was not intended to be a ‘fire and forget’ worksheet, but rather a framework for discussion and exploration. The students are presented with a problem in which there are two mystery numbers to be found. Two clues are provided, namely the Sum of the two numbers and the Difference between them. Initially, the numbers given are sufficiently small so that a ‘straightforward’ and accessible strategy can be used to determine the solution. In the second part of the question, the sizes of the numbers are increased, which greatly increases the difficulty of the problem and suggests the need to discover alternative strategies. Some of these are provided in the teacher’s commentary. Although the material is designed to be challenging but accessible to children working within the government’s expectation for children at the end of Key Stage 2, it is possible that teachers of children in KS3 may find the resources useful.

Number 10 in a series of 24 The Ice Cream is a short story written to appeal to children of Year 6. It is used in guided reading sessions, for developing English comprehension skills and enhancing vocabulary. The material is designed to be challenging but accessible to children working within the government's expectation for children at the end of Key Stage 2. It is possible that teachers of children in KS3 may find the resources useful. The story comprises two distinct pages with a mini-cliff hanger at the end of the first page. Each page is designed to be used in either i) a single longer discrete lesson or ii) a series of shorter sessions. To accompany each page of the story, a set of example questions and suggested answers is provided. In the author's school, three half-hour sessions are devoted to each page. In the first session, the children are introduced to the story and some of the questions are answered in a group setting. In the second session, the children answer the remaining questions independently. In the third session, the group reconvenes and the group discusses their answers and receives feedback.

Number 14 in a series of 24 The Troll is a short story written to appeal to children of Year 6. It is used in guided reading sessions, for developing English comprehension skills and enhancing vocabulary. The material is designed to be challenging but accessible to children working within the government's expectation for children at the end of Key Stage 2. It is possible that teachers of children in KS3 may find the resources useful. The story comprises two distinct pages with a mini-cliff hanger at the end of the first page. Each page is designed to be used in either i) a single longer discrete lesson or ii) a series of shorter sessions. To accompany each page of the story, a set of example questions and suggested answers is provided. In the author's school, three half-hour sessions are devoted to each page. In the first session, the children are introduced to the story and some of the questions are answered in a group setting. In the second session, the children answer the remaining questions independently. In the third session, the group reconvenes and the group discusses their answers and receives feedback.

Number 13 in a series of 24 The Sausage Roll was written to appeal to children of Year 6. It is used in guided reading sessions, for developing English comprehension skills and enhancing vocabulary. The material is designed to be challenging but accessible to children working within the government's expectation for children at the end of Key Stage 2. It is possible that teachers of children in KS3 may find the resources useful. The story comprises two distinct pages with a mini-cliff hanger at the end of the first page. Each page is designed to be used in either i) a single longer discrete lesson or ii) a series of shorter sessions. To accompany each page of the story, a set of example questions and suggested answers is provided. In the author's school, three half-hour sessions are devoted to each page. In the first session, the children are introduced to the story and some of the questions are answered in a group setting. In the second session, the children answer the remaining questions independently. In the third session, the group reconvenes and the group discusses their answers and receives feedback.

Number 7 in a series of 24 The Cheesecake is a short story written to appeal to children of Year 6. It is used in guided reading sessions, for developing English comprehension skills and enhancing vocabulary. The material is designed to be challenging but accessible to children working within the government's expectation for children at the end of Key Stage 2. It is possible that teachers of children in KS3 may find the resources useful. The story comprises two distinct pages with a mini-cliff hanger at the end of the first page. Each page is designed to be used in either i) a single longer discrete lesson or ii) a series of shorter sessions. To accompany each page of the story, a set of example questions and suggested answers is provided. In the author's school, three half-hour sessions are devoted to each page. In the first session, the children are introduced to the story and some of the questions are answered in a group setting. In the second session, the children answer the remaining questions independently. In the third session, the group reconvenes and the group discusses their answers and receives feedback.

Number 12 in a series of 24 This short story The Raccoon was written to appeal to children of Year 6. It is used in guided reading sessions, for developing English comprehension skills and enhancing vocabulary. The material is designed to be challenging but accessible to children working within the government's expectation for children at the end of Key Stage 2. It is possible that teachers of children in KS3 may find the resources useful. The story comprises two distinct pages with a mini-cliff hanger at the end of the first page. Each page is designed to be used in either i) a single longer discrete lesson or ii) a series of shorter sessions. To accompany each page of the story, a set of example questions and suggested answers is provided. In the author's school, three half-hour sessions are devoted to each page. In the first session, the children are introduced to the story and some of the questions are answered in a group setting. In the second session, the children answer the remaining questions independently. In the third session, the group reconvenes and the group discusses their answers and receives feedback.

Number 6 in a series of 24 This short story - The Bug - was written to appeal to children of Year 6. It is used in guided reading sessions, for developing English comprehension skills and enhancing vocabulary. The material is designed to be challenging but accessible to children working within the government's expectation for children at the end of Key Stage 2. It is possible that teachers of children in KS3 may find the resources useful. The story comprises two distinct pages with a mini-cliff hanger at the end of the first page. Each page is designed to be used in either i) a single longer discrete lesson or ii) a series of shorter sessions. To accompany each page of the story, a set of example questions and suggested answers is provided. In the author's school, three half-hour sessions are devoted to each page. In the first session, the children are introduced to the story and some of the questions are answered in a group setting. In the second session, the children answer the remaining questions independently. In the third session, the group reconvenes and the group discusses their answers and receives feedback.

Number 9 in a series of 24 This short story - The Golden Soap - was written to appeal to children of Year 6. It is used in guided reading sessions, for developing English comprehension skills and enhancing vocabulary. The material is designed to be challenging but accessible to children working within the government's expectation for children at the end of Key Stage 2. It is possible that teachers of children in KS3 may find the resources useful. The story comprises two distinct pages with a mini-cliff hanger at the end of the first page. Each page is designed to be used in either i) a single longer discrete lesson or ii) a series of shorter sessions. To accompany each page of the story, a set of example questions and suggested answers is provided. In the author's school, three half-hour sessions are devoted to each page. In the first session, the children are introduced to the story and some of the questions are answered in a group setting. In the second session, the children answer the remaining questions independently. In the third session, the group reconvenes and the group discusses their answers and receives feedback.

Number 5 in a series of 24 The Ammonite is a short story written to appeal to children of Year 6. It is used in guided reading sessions, for developing English comprehension skills and enhancing vocabulary. The material is designed to be challenging but accessible to children working within the government's expectation for children at the end of Key Stage 2. It is possible that teachers of children in KS3 may find the resources useful. The story comprises two distinct pages with a mini-cliff hanger at the end of the first page. Each page is designed to be used in either i) a single longer discrete lesson or ii) a series of shorter sessions. To accompany each page of the story, a set of example questions and suggested answers is provided. In the author's school, three half-hour sessions are devoted to each page. In the first session, the children are introduced to the story and some of the questions are answered in a group setting. In the second session, the children answer the remaining questions independently. In the third session, the group reconvenes and the group discusses their answers and receives feedback.

Number 15 in a series of 24 This short story - The Aubergine - was written to appeal to children of Year 6. It is used in guided reading sessions, for developing English comprehension skills and enhancing vocabulary. [This story may also be useful as part of a PSHE lesson or an Inclusion/Anti-Bullying discussion.] The material is designed to be challenging but accessible to children working within the government's expectation for children at the end of Key Stage 2. It is possible that teachers of children in KS3 may find the resources useful. The story comprises two distinct pages with a mini-cliff hanger at the end of the first page. Each page is designed to be used in either i) a single longer discrete lesson or ii) a series of shorter sessions. To accompany each page of the story, a set of example questions and suggested answers is provided. In the author's school, three half-hour sessions are devoted to each page. In the first session, the children are introduced to the story and some of the questions are answered in a group setting. In the second session, the children answer the remaining questions independently. In the third session, the group reconvenes and the group discusses their answers and receives feedback.