A persuasive writing worksheet, with features to cut out and match within the sample text. Also included is a frame to help lower attaining children when writing their own text.

A word document which can be used as an IWB problem, to introduce equivalent (unit) fractions, with a pizza problem story. Also included is an equivalent fraction block, to be printed and cut out to be used as an ongoing resource for equivalence, and worksheet.

WWII themed coordinates worksheets for exploring and applying four quadrant coordinates. Group activity, aimed at high ability KS2 Yr5/6 group

What is a literature review? Key concepts on the topic in the field ‘snapshot’ of the state of knowledge, state of the art Uncover what the gaps, areas of debate, potential areas of contribution NB Finding structure (don’t worry, this will come once steps 1 and 2 have been completed) 5 SIMPLE STEPS 1.Initial search - learn more, mine articles Go to Google Scholar, download first 10-15 articles ‘Strip method’ - Strip out (aggressively) key information and content Put list of references into a Doc copy and paste key/relevant quotes now start suturing information together: what the authors did what they found any key quotes or evidence any contradictory evidence Conceptual framework - backbone or skeleton of review e.g. chronological problem -> solution micro -> macro key themes -> snowballing PEER approach - anatomy of a paragraph; each paragraph should make one BIG point Point - encapsulates the point of the paragraph Example/Evidence - discussion of studies that fit with this point Explain - why did they conclude x y z Repeat - repeat the initial point Conclusion (follows a very common structure) and introduction (hardest part to write, takes most creativity and energy) Conclusion 1 statement that summarizes and recapitulates what has been found 2 limitations, e.g. self, papers, evidence (i.e. weak research, holes); transparency/fend off criticism 3 implications for field 4 make suggestions for future research or policy Introduction 1 Why are we having this conversation now, excite the reader, what is all the fuss about, why doing the review, e.g. passion 2 What are some of the gaps in knowledge, debates, the areas that are contested? NB as writing intro after conceptual framework, can foreshadow and preempt in the intro 3 set out what specifically honed in on to plug that gap, setting up the motivation for why did the literature review

Line drawings of Wallace & Gromit's Cracking Contraptions For use with explanation texts. I traced these myself, from screen captures, for use with a Year 4 class, for them to annotate and label, for use with writing explanation texts. Checklist included (Suggested (skeleton) lesson plans included too).

The Roman Empire didn't collapse in 455AD when Rome was sacked by the Vandals! As a change from normal planning about the Roman Empire, this unit focuses on the whole empire, from West, to East: on the ’Romanisation’ of İstanbul: the Roman Empire by AD 42 and the power of its army; the Hippodrome and obelisks; Hagia Sophia (Aya Sofya); conversion from polytheism to monotheism (Christianity) Key Questions for Key Concepts: Similarity & Difference – How did the Romans change and develop the city [now İstanbul]? Cause & Consequence – Why was a city first built where İstanbul now stands? Why do we call this city İstanbul? Continuity and Change – When was [İstanbul] capital of the Roman Empire and why did the empire collapse? Significance - Why did [İstanbul] become capital of the Roman Empire? Why was the Hagia Sophia built, and by whom? Has the Roman Empire had any lasting impact on the world? NC Core Learning Standards for KS2 History: Pupils should continue to develop a chronologically secure knowledge and understanding of local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organization of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources and that different versions of past events may exist, giving some reasons for this.

A simple blank timetable, to be edited as needed, and lesson labels for a visual timetable, and a seating plan template.

As I got rather bored of writing the timetable on the side of the whiteboard every day, I created this resource (in Publisher), to create a visual timetable, using clip-art, which can be laminated and blu-tacked on instead. Great for last-minute changes to the timetable, and useful for ESL learners too. I’ve also included the equivalent book and file labels, to be used in parallel.

Mustafa Kemal Atatürk was a Turkish army officer, revolutionary, and the first President of Turkey. His surname, Atatürk, meaning "Father of the Turks", was granted to him and forbidden to any other person. This unit focuses on Mustafa Kemal Ataturk and his significance in the founding of the Republic of Turkey. It can fit with a significant person unit. Key Questions for Key Concepts: Similarity and Difference: Why is Gallipoli/Çanakkale being remembered this year? What was Atatürk’s involvement? Cause & Consequence: What caused the Turkish War of Liberation and what were the consequences of it? Continuity & Change: What changes did Atatürk instigate in the new republic of Turkey? Significance: Why is Atatürk such a significant figure in Turkey? Why is his image found in public buildings, in every classroom? Interpretation: How has Atatürk been represented or interpreted in different ways? Why does this happen? National Curriculum Core Learning Standards for KS2: Pupils should continue to develop a chronologically secure knowledge and understanding of local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources and that different versions of past events may exist, giving some reasons for this.

Working Scientifically support resources for KS1 and KS2 - graphic overview of Science - breakdown of programme of study - pupil tracking for each year - overview of Working Scientifcally for KS1/LKS2/UKS2 All in pdf format, ready to stick in the front of children’s books, for your tracking of Working Scientifically objectives

1-2 weeks plan for cross-curricular Literacy and Art creative arts week at our school Paintings featured: The Family of Darius before Alexander, Paolo Veronese (1570) The Judgement of Paris (~1635) The Avenue at Middelharnis, Meindert Hobbema (1689) Boating on the Seine, Pierre-Auguste Renoir (1875) Rain, Steam and Speed – The Great Western Railway, J M W Turner (1844) Tobias and the Angel, Andrea del Verrocchio (~1480) The Ambassadors, Hans Holbein the Younger (1533) Seaport with Embarkation of Saint Ursula, Claude (1641) Apollo and Daphne, Antonio del Pollaiuolo (~1480)

For a handwriting activity, we play 'Scrabble Boggle'. Children are given a 'Boggle' square - 4 x 4 Scrabble letters - either for small letters, tail letters, tall letters, OR for low score letters (most frequently used) or high score letters. The children then make words from the letters in their lined handwriting books, and we share them on the board (and the children copy board words into their books too), with the highest scores getting house points. Children all through key stage 2 love it! I've included a Publisher file of lower-case letters which I made, all grouped, and clip art of normal Scrabble tiles, also grouped.

Times Tables Bingo cards Print - laminate - play with 12-sided dice - mark off with whiteboard pens

Simple sheets to use doubling of two times table to give four times and doubling again to give eight times. Can be played as an activity, in pairs, where children take it in turns to roll a 12-sided die, and aim to get three-in-a-row first, to get a point; most points is the winner. Aimed at year 3, in rows of 3 for Working Towards, rows of 4 for Working At, and extending to challenge of 32x for Greater Depth. Also includes sheets for 6x and 12x tables, to combine doubling and adding. Enjoy!

Covering the features of informal letter writing, with a starter on using there, their and they're correctly.

Warm-up activity reviewing features of a biography, and main activity looking at adverbs and adverbial phrases, with prompts for whole-class contributions

Activity to look at the journey our food makes to the UK, to raise children's awareness of where our food comes from, and possibly lead onto climate change and the effect of globalization Featured food: bananas, tomatoes, potatoes, carrots, strawberries. Journey 'strips' were designed to be stuck on whiteboards for children to write up step-by-step process in groups, to present back to other groups.

Starting with identifying statements on either side of a discussion point (whether we should have zoos), developing children's point of view in response to specific points supporting either side of discussion. Extension activity to write persuasive letter.

Really simple seating plan template (because I couldn't find anything I liked so I made it myself!)

Fact file with pictures used to develop a 'key' to identify between mini-beasts (prior to off-site visit)

Adapted 'London' version of Encyclopaedia Britannica's fraction 'Sandwich problem'. Last page of Word doc can be used as worksheet.