If you are very patient, or simply lucky, you may spot The Beryllium Baboon in its natural habitat - the Cambridge primary school. When the BB is not teaching, eating cake or sleeping, it can occasionally be found creating short stories (along with questions and yes - even answers) for guided reading and English comprehension lessons in its school. The target age range of these offerings is therefore Yr6 and perhaps a bit older - let's say 11-14.
If you are very patient, or simply lucky, you may spot The Beryllium Baboon in its natural habitat - the Cambridge primary school. When the BB is not teaching, eating cake or sleeping, it can occasionally be found creating short stories (along with questions and yes - even answers) for guided reading and English comprehension lessons in its school. The target age range of these offerings is therefore Yr6 and perhaps a bit older - let's say 11-14.
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.
This bundle contains 3 short stories (along with suitable questions and suggested answers) written to appeal to children of Year 6.
The stories are 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.
Each 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 bundle contains 5 short stories (along with suitable questions and suggested answers) written to appeal to children of Year 6.
The stories are 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.
Each 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 20 in a series of 24
This short story - The Beanstalk - 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 8 in a series of 24
This short story - The Glass Eye - 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 bundle contains 5 short stories (along with suitable questions and suggested answers) written to appeal to children of Year 6.
The stories are 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.
Each 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 bundle contains 3 short stories (along with suitable questions and suggested answers) written to appeal to children of Year 6.
The stories are 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.
Each 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 17 in a series of 24
This short story 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 18 in a series of 24
This short story 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 bundle contains 3 short stories (along with suitable questions and suggested answers) written to appeal to children of Year 6.
The stories are 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.
Each 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 bundle contains 3 short stories (along with suitable questions and suggested answers) written to appeal to children of Year 6.
The stories are 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.
Each 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 23 in a series of 24
The short story - The Heist - 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 bundle contains another ten short stories (along with suitable questions and suggested answers) written to appeal to children of Year 6.
The stories are 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.
Each 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 bundle contains 5 short stories (along with suitable questions and suggested answers) written to appeal to children of Year 6.
The stories are 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.
Each 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 19 in a series of 24
This short story 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.)
This mathematics investigation was designed primarily for use by children of Year 6 - for exploring and understanding integer sequences. The material could alternatively be used for consolidation or assessment purposes.
Most of the sequences are arithmetic (i.e. linear) but there are also more challenging ones such as squares, cubes, geometric progressions and good old Fibonacci’s sequence.
There are sixteen sequences, and four levels of solution:
Simply fill in the missing values in the sequence (least challenging).
Find and express a rule which describes the sequence (more challenging).
Find an algebraic expression to define a sequence value from the previous one.
Find an algebraic expression to define a value from its position n in the sequence.
Steps 3 and 4 provides the greatest challenge. Sometimes it is easier to determine one kind of expression than the other and so the challenge is increased considerably when both expressions are required for each sequence (i.e. steps 3 and 4).
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 and potentially KS4 may find the resources useful.
In addition, children of earlier KS2 years may be able to access and complete many of the sequences, even if a grasp of the more complex rules might currently elude them.
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.
