A simple ASD screener for primary and secondary school pupils. Please note, this screener does not provide a confirmed diagnosis of ASD but is designed to help professionals/families to identify whether an individual may be presenting with some of the behaviours typical of an individual with ASD. The results of this screener then may help to evidence a referral for a neurodevelopmental assessment if it is felt this would be necessary. Please note, the questions below are taken from a combination of the following documents: DSM-5 Diagnostic Criteria for ASD, SRS-2 ASD Questionnaire, NHS NDD Teacher Observations Questionnaire. Please remember, the autism spectrum is not linear and it is common for an individual to show more difficulties in one area than another. This was created by an inclusion coordinator of a multi-academy trust and an experienced SENDCO.

A simple ADHD screener for primary and secondary school pupils. Please note, this screener does not provide a confirmed diagnosis of ADHD but is designed to help professionals/families to identify whether an individual may be presenting with some of the behaviours typical of an individual with ADHD. The results of this screener then may help to evidence a referral for a neurodevelopmental assessment if it is felt this would be necessary. Please note, the questions below are taken from a combination of the following documents: DSM-5 Diagnostic Criteria for ADHD, Sheffield NHS Children’s ADHD Assessment, Conners-UK ADHD Screener. This was created by an inclusion coordinator of a multi-academy trust and an experienced SENDCO.

A medium term plan including the key learning expectations covered in History and Geography, ideas for continuous provision/enrichment and 11 in-depth lesson plans. A knowledge organiser which is a summary of the key facts and essential knowledge that pupils need about a unit of work or a curriculum subject. The information is presented clearly and is broken down into easily digestible chunks. The activities included: To order British periods of time chronologically. To order the main turning points of the Roman Empire in Britain. To create a zig-zag timeline. To understand the spread of the Roman Empire and identify the spread on a map. To create my own Roman shield. To create a model of a local Roman town: Venta Icenorum. To research an iconic Roman figure and create an information book about them. To design and make my own Roman mosaic. To mark Roman roads on a map of Britain. To create a model of a Roman road. HISTORY NATIONAL CURRICULUM STATUTORY REQUIREMENTS: Pupils should be taught about: • the Roman Empire and its impact on Britain. This could include: Julius Caesar’s attempted invasion in 55-54 BC, the Roman Empire by AD 42 and the power of its army, successful invasion by Claudius and conquest, including Hadrian’s Wall, British resistance, for example, Boudicca, ‘Romanisation’ of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity. • Roman withdrawal from Britain in c. AD 410 and the fall of the Western Roman Empire. • a depth study linked to one of the British areas of study listed above • the legacy of Greek or Roman culture (art, architecture or literature) on later periods in British history, including the present day • Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. • They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. • They should understand how our knowledge of the past is constructed from a range of sources. GEOGRAPHY NATIONAL CURRICULUM STATUTORY REQUIREMENTS: Pupils should be taught to: • locate the world’s countries, using maps to focus on Europe • use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

A Zones of Regulation display which can be used for a whole school display in hall or corridor or classroom display. Is differentiated with wording and images to suit all ages. The display covers emotions felt in each zone, images to illustrate these images and a toolbox of strategies which the children can use to help them when in each zone. I am a SENDCO and an inclusion coordinator of a Trust and have used this display to introduce the Zones of Regulation to entire schools. It has worked really well with all children aged 4-11. Included in this pack: Display title of ‘What Zone are you in?’ 4x coloured zone titles 4x road signs linking to each zone 4x posters for each zone which includes emotions felt in each zone and images 4x toolbox for each zone This took me 6 hours to make so I’m hoping that by sharing it on here, it can save you the time :)

Ancient Egypt Knowledge Organiser

A 3 week writing and science project on minibeasts. This pack includes a PowerPoint which covers every lesson, an activity booklet and a writing inspiration booklet. This project covers: Teaching information and resources about minibeats/invertebrates A minibeast hunting activity with techniques, identification sheets, recording sheets Teaching resources and an observation activity on food chains: herbivores, carnivores and omnivores Teaching resources and an activity on minibeast habitats An investigation into minibeasts’ legs Inspiration and guidance on how to make a minibeast hotel Inspiration and guidance on how to make a mini-pond Inspiration and guidance on how to go pond-dipping Inspiration and guidance on how to make a pitfall trap Inspiration and guidance on how to make a potato trap Teaching videos about minibeasts A series of lessons on classification keys Inspiration and guidance on how to make a minibeast field guild Children will end the project by creating their own minibeast field guide

The shopping list resource to go alongside my teaching video on determiners. https://www.youtube.com/watch?v=KbYAoxcN9Bw

The questions to go alongside the video of me reading chapters 1 and 2 of Lady Lollipop. Perfect for working on comprehension.

The questions to go alongside the video of me reading chapter 1 and 2 of The Boy in the Biscuit Tin. Perfect for working on comprehension whilst home learning! https://www.youtube.com/watch?v=p5n2UA6aVsQ&t=7s

An activity to accompany my YouTube teaching video on Fractions of Amounts.

The questions to go alongside the video of me reading chapter 1 of A Series of Unfortunate Events. Perfect for working on comprehension.

Free resources to go alongside my YouTube tutorial for teaching maths to EYFS/KS1. https://www.youtube.com/watch?v=xN5WVjmInEw&t=4s