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 22 in a series of 24 This short story - The Robot - 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 24 in a series of 24 This short story - The Volcano - 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 short play was written to introduce a bit of novelty into year 6 French lessons. The children on whom I tested it did seem to enjoy the chance to tell a simple and rather silly story in a different language. It tells the story of Bruno and his quest to find the Magic Golden Soap, which of course is owned by the King who lives in the Big Pink Castle. On the way, Bruno meets the customary assortment of motley but helpful characters (actually, I gave up after two - but you can extend it as much as you like) who give him the usual advice and point him in the right direction. Discover what Bruno hopes to do with the Magic Soap, and what on Earth has happened to his grandmother. A word of caution - I am not a native French speaker, but I did get my erudite French friend to check the text and so(with any luck) there should be no mistakes. If you should find one, please let me know.

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.

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 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 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 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 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 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 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 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.

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 (almost) real life decision-making. The focus is on using ratio and fractions to establish probability. 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.

This mathematics investigation (in the field of static mechanics) was designed for use by (very) able GCSE maths students or those just beginning an A level in maths or physics. I anticipate its use in helping to introduce the topic, or as formative assessment/revision. The investigation is a light-hearted look at using trigonometry and other basic mathematics to establish and solve equations describing the balanced forces on a body in equilibrium - in this case an ice core propped up carefully against an ice cliff. The intention is that enough explanation of the underlying physics is provided so that only a knowledge of the relevant mathematics is assumed. (The investigation will be continued and extended with more material when I have time to write it.)