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I am an ex-primary head teacher and English, Maths and History specialist. I've mostly worked in KS2, often in Year 6. All the resources have been used successfully with children in a range of schools all over the country. I am constantly reviewing and updating my resources. Please follow me to ensure that you have the most up to date versions of the resources you buy.

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I am an ex-primary head teacher and English, Maths and History specialist. I've mostly worked in KS2, often in Year 6. All the resources have been used successfully with children in a range of schools all over the country. I am constantly reviewing and updating my resources. Please follow me to ensure that you have the most up to date versions of the resources you buy.
Philip Pullman - Clockwork or All Wound Up - a complete half term's guided reading.
MikeRichardsMikeRichards

Philip Pullman - Clockwork or All Wound Up - a complete half term's guided reading.

(0)
A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions. LOs To understand how an author sells his story to his reader. To understand how an author introduces his main characters. To understand how an author creates a story within a story. To understand how different characters behave when faced with their own dilemmas. To understand how a master story teller weaves different elements of a story together. To understand how an ending of a story links back to its beginning.
Michael Morpurgo - Why the Whales Came -  6 sessions Guided Reading/Whole class activities
MikeRichardsMikeRichards

Michael Morpurgo - Why the Whales Came - 6 sessions Guided Reading/Whole class activities

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A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions. LOs To evaluate the opening of a story. To understand how an author develops the relationship between his main characters To understand how an author reflects on larger events beyond the story through the eyes of his characters To draw comparisons between the behaviour of two main characters in a story To make predictions based on what you know of the characters in the story. To reflect on a completed text.
Gillian Cross - The Demon Headmaster - complete half term guided reading
MikeRichardsMikeRichards

Gillian Cross - The Demon Headmaster - complete half term guided reading

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A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions. LOs To reflect on the story start of a new novel. To look at the way that the author use language to create a sense of tension. To look at the way that the author uses language to develop characters To understand how an author builds suspense by slowly revealing a plan. To draw conclusions based on a completed text.
How different was Anglo Saxon Britain from Roman Britain - a comparison of two peoples.
MikeRichardsMikeRichards

How different was Anglo Saxon Britain from Roman Britain - a comparison of two peoples.

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Who’s who? Do you know your Romano Britons from your Anglo Saxon? LO: To understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections and draw contrasts (KS2) LO: To apply the above to the study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066 (KS3) A complete activity to help children understand the similarities and differences between the Anglo Saxon and Romano British societies in Britain during the first millennium. The activity consists of: Teaching Input: 1. A PowerPoint identifying the key similarities and differences between the Romano Britons and Anglo Saxons including information about their: - Origins - settlements - everyday lives - lives of women and children - laws and punishments - beliefs - stories and legends - legacy. This can either be run as an introduction, or shared with children in groups or pairs. Independent Task: 2. A sorting activity consisting of a series of statements which apply to Romano Britons, Anglo Saxons, both, or neither. (This includes a fact sheet for teacher use, providing the correct answers and a series of websites which provide additional source information) 3. A set of different templates to allow you to choose how this information is then represented. Challenge / Extension / AG&T Using websites listed, children could try to find additional information about both peoples. Plenary Mark with the children, getting them to identify which description applies to which people. Pose and discuss the statement The Anglo Saxons period is often called the Dark Ages because it is said that they destroyed Roman civilisation. In what ways were the Anglo Saxons more civilised than the Romans?
Jacqueline Wilson - Cliff Hanger - 5 weeks' Guided reading
MikeRichardsMikeRichards

Jacqueline Wilson - Cliff Hanger - 5 weeks' Guided reading

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A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions. LOs: To be able to emphasize with the central character of a novel. To be able to emphasize with two different family members. To recognise the turning point of a story. To relate to the feelings the main character in a book when his luck changes.
Jill Murphy - The Worst Witch - a full half term's guided reading
MikeRichardsMikeRichards

Jill Murphy - The Worst Witch - a full half term's guided reading

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A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions. LOs: To be able to compare your own experience with those of a character in a book. To understand how setting and characters are developed. To understand how dilemmas are introduced into short novels. To understand how heroes triumph against the odds.
JK Rowling - Harry Potter and the Prisoner of Azkaban - complete half term's Guided Reading
MikeRichardsMikeRichards

JK Rowling - Harry Potter and the Prisoner of Azkaban - complete half term's Guided Reading

(1)
A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions. LOs: To look at the way that letters differ by author and purpose. To understand how an author drops hints into early chapters to reveal what will happen in the book. To understand how an author makes a dilemma truly difficult to overcome. To understand how an author develops character relationships. To understand how an author brings a story to a climax.
Michael Morpurgo - Billy the Kid - 6 sessions of Guided Reading / Whole class activities
MikeRichardsMikeRichards

Michael Morpurgo - Billy the Kid - 6 sessions of Guided Reading / Whole class activities

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A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions. LOs To be able to recognise and discuss an author’s style and content. To recall facts to answer questions about a text. To skim and scan to find facts about a character To create a biographical time-line. To emphasise with the main character as he escapes the Germans. To understand how a single event changes the narrative of a story. To reflect upon a completed story.
Ian Serraillier - The Silver Sword - 7 sessions of Guided Reading / Whole class activities
MikeRichardsMikeRichards

Ian Serraillier - The Silver Sword - 7 sessions of Guided Reading / Whole class activities

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A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions. LOs To use skimming and scanning to answer questions about the opening section of a story. To emphasise with the children in the story. To use skimming and scanning to make sense of a text. To understand how an author can use a letter to summarise a story. To make predictions based on what you have read to date. To be able to empathise with the main characters as they reach the end of their journey. To reflect upon a completed novel / to produce a piece of biographical writing.
Roald Dahl - The Giraffe and the Pelly and Me - four weeks' Guided Reading
MikeRichardsMikeRichards

Roald Dahl - The Giraffe and the Pelly and Me - four weeks' Guided Reading

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A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions. LOs To use recall and retrieval to answer factual questions about the Giraffe, Pelly and Me To use inference and deduction to understand how characters act and feel. To use recall and retrieval to follow the plot of a story. To see how an accomplished author brings a story to a close.
Berlie Doherty - Street Child - 7 sessions of Guided Reading / Whole class activities
MikeRichardsMikeRichards

Berlie Doherty - Street Child - 7 sessions of Guided Reading / Whole class activities

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A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions. LOs To make predictions based on information provided in the cover, blurb and introduction. To use inference and deduction to explain the main character’s current circumstances. To emphasise with the main character. To understand what life was like in Victorian London. To empathise with the main character at the lowest point of the novel. To make predictions based on inference and deduction. To reflect on a completed story.
Cressida Cowell - How to train your Viking - complete half term's Guided Reading
MikeRichardsMikeRichards

Cressida Cowell - How to train your Viking - complete half term's Guided Reading

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A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions. LOs To be able to use clues to decide what a new book will be about. To understand that stories can be told from different points of view. To form opinions about characters and justify these. To understand how an author can describe feelings using a character’s actions. To understand how an author builds tension. To reflect on the whole story.
Jill Tomlinson The Owl who was afraid of the Dark:  7 sessions Guided Reading/Whole class activities
MikeRichardsMikeRichards

Jill Tomlinson The Owl who was afraid of the Dark: 7 sessions Guided Reading/Whole class activities

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A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions. LOs To develop a feeling of empathy with the main character of a book. To use recall, skimming and scanning to find out information about the story. To use your own experiences to comment on what’s happening in a story. To use inference and deduction to understand the behaviour of the main characters of a Chapter. To use recall and references to answer questions on the text. To recognise how an author starts to bring a story to its conclusion. To reflect upon a completed text.
JK Rowling Harry Potter and the Philospoher’s Stone - a half term’s whole class / guided reading
MikeRichardsMikeRichards

JK Rowling Harry Potter and the Philospoher’s Stone - a half term’s whole class / guided reading

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A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions. This resources covers 9 selected chapters. LOs: To understand how a book differs from a film, and how a famous book requires no introduction To emphasize with the main character and understand how an author tantalises with hints To understand how the author uses italics and capitals for different purposes in her writing. To understand how the author develops the relationship between key characters into a novel. To reflect on the whole story.
Boudicca (or Boudica) an investigation to separate truth from legends told of the Queen of the Iceni
MikeRichardsMikeRichards

Boudicca (or Boudica) an investigation to separate truth from legends told of the Queen of the Iceni

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Boudicca – Fact from Fiction LO: To understand how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world. (KS2) LO: To apply the above to the study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066 (KS3) A complete activity to help children understand the way that information about historical figures although rooted in fact, can also have legends attached to them. The activity consists of: Teaching Input: 1. A powerpoint providing information about the life and significance of Boudicca, both fact and fiction organised around the following sections: - who Boudicca was - her early life - her relationship with the King Prasutagus - her marriage - The uprising - The destruction of Camulodunum (Colchester - her Victories - her defeat and the end - her legacy to Britain. This can either be run as an introduction, or shared with children in groups or pairs. Independent Task: 2. A sorting activity consisting of a series of statements which are either factual or legendary about Boudica. (This includes a fact sheet for teacher use, providing the correct answers and a series of websites which provide additional source information) 3. A template to allow children to sort the information provided into Truth or Legend. Challenge / Extension / AG&T Using websites listed, children could try to find additional information about both peoples. Plenary Mark with the children, getting them to identify how they knew whether or not something was a legend or the truth (links with Literacy language of myths and legends). Pose and discuss the statement Why do you think there are so many stories told about Boudica.
Anglo Saxon Timeline
MikeRichardsMikeRichards

Anglo Saxon Timeline

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This is a fourth in a series of resources designed to develop children's understanding of time-lines and their appreciation of where a particular historical period fits into the chronology of history. Learning Objective: To know and understand the history of these islands (Great Britain) as a coherent, chronological narrative, from the earliest times to the present day. A series of activities designed to begin any history topic linked to the Anglo Saxon period including: Resource 1: Anglo Saxon Time-line – with dates Resource 2: Definition cards of the Anglo Saxon Time period. Resources 3: Anglo Saxon Time-line– without dates. Resource 4: Anglo SaxonTime-line Cards Resource 5: Interactive Tudor Time-line without dates. A Word document detailing some suggested activities for working with time-lines. Learning Outcomes: Children will be able to: • Understand how the islands of Britain have changed over time. • Understand that although the period they are studying is termed Anglo Saxon, there is considerable cross over with the end of Roman Britain, and the Viking period. • Compare and contrast key events in British history. Any feedback on these resources, their effectiveness, additions and areas in which they can be improved would be very welcome.
Victorian Timeline
MikeRichardsMikeRichards

Victorian Timeline

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This is a third in a series of resources designed to develop children's understanding of time-lines and their appreciation of where a particular historical period fits into the chronology of history. A series of activities designed to begin any history topic linked to the Victorian period including: Resource 1: Victorian Time-line – with dates Resource 2: Victorian areas of interest Resources 3: Victorian Timeline – without dates. Resource 4: Victorian Time-line Cards Resource 5: Interactive Time-line with dates. A Word document detailing some suggested activities for working with time-lines. Learning Objectives: To know and understand how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world. To know and understand the history of these islands as a coherent, chronological narrative (secondary objective) Learning Outcomes: Children will be able to: • how the beliefs of Queen Victoria shaped Britain. • how other individuals have also shaped Britain. • how Britain’s relationship with the world changed during this period. • how Britain has influenced and been influenced by its relationship other peoples around the world. • how Britain spread its influence through the British Empire. • Sequence a series of 4 digit numbers. • Compare and contrast key events in British history.
2017 (updated for 2018)  KS2 (Year 6)  Maths SATs revision - Place Value and Arithmetic - addition
MikeRichardsMikeRichards

2017 (updated for 2018) KS2 (Year 6) Maths SATs revision - Place Value and Arithmetic - addition

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A plan, set of teaching resources, Interactive Whiteboard software and links to four videos modelling how to deliver each section of the lesson which can either be used by teachers or by teachers with the whole class. 2018 update now includes PowerPoint version of both presentations, and a AFL / Next steps Word document for easy printing and including in maths books as evidence of Using and Applying / Reasoning. This resource uses the questions on 2016 Key Stage 2 SATs papers 1, 2 and 3 to revise your class’ understanding of quick arithmetic methods and how place value can be used to sequence, round and identify closest numbers, finishing with an AfL style plenary using exemplar questions from the 2016 SATs paper. This is the first lesson in a four week revision programme designed to prepare Year 6 children for the Maths SATs papers 1, 2 and 3. **Learning Objectives covered: ** To add whole numbers, decimals or fractions quickly (arithmetic starter) To demonstrate an understanding of place value, including large numbers and decimals.