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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?

A plan, set of teaching resources, Interactive Whiteboard presentations for both Promethean and Smartboards. (***New for 2018 – PowerPoint Presentations, and Word AFL / next steps question for printin***g) 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 revise a specific aspect of the reasoning papers finishing with an AfL style plenary using exemplar questions from the 2016 SATs paper. This is the fourteenth lesson in a 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 solve problems involving all 4 operations. **Learning Outcomes: ** All use their knowledge of the order of operations to carry out calculations involving the 4 operations with ThHTU by U Most use their knowledge of the order of operations to carry out calculations involving the 4 operations with ThHTU by TU Some will use their knowledge of the order of operations to carry out calculations involving the 4 operations with ThHTU by TU including decimals and negative numbers.

A series of questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests or written comprehensions. LO: To be able to empathise with the main character. To understand different layout forms and how they can be used in narration. To be able to use contextual clues to understand unfamiliar and foreign language. To understand how an author uses language to reveal things. To be able to comment on the whole story To be able to recognise the purpose of a glossary, its layout and organisation.

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.

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, inference and deduction to find out about two characters. To be able to empathise with characters from the past To use inference and deduction to understand a character’s actions To understand how authors use chance encounters to shape their stories. To understand how an author can choose archaic words and expressions when writing a story set in the past. To understand how historical research is used to write a historical novel.

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.

Learning Objectives Starter: - To perform (mental) calculations. - To recognise multiples Main Lesson: - To identify common multiples (Year 5 and Year 6) - To use the concepts and vocabulary of multiples, common multiples and lowest common multiple (KS3 This lesson consists of: A Starter consisting of a series of progressively harder addition, subtraction, multiplication and division calculations. A connect activity getting children to identify the correct and incorrect definitions of multiples and a second Connect to get children identify the first 3 multiples of common times tables. An Interactive Whiteboard teaching introduction for both Notebook and ActivInspire, to teach how to find multiples, common multiples and lowest common multiples, and how these can be identified from lists and using Venn Diagrams. A 4 way differentiated series of tasks requiring children to identify multiples (LA) common multiples of 2 (LA) and 3 digit numbers (MA, HA) and lowest common multiples of 3 and 4 different numbers (HA). Answer sheet provided to support marking. An AFL / Next Steps task reviewing the definitions of multiples, common multiples, and lowest common multiples.

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 what can be learned from a book before reading it. To reflect on how a historical novel begins. To reflect upon a key turning point the novel. To understand how an author drops hints about the importance of certain characters. To understand how one event changes that whole focus of a narrative. To understand how an author uses book conventions to bring tension to a narrative. To reflect on a completed novel.

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.

This lesson consists of: A starter / connect PowerPoint where children sequence and order negative and positive numbers. An Interactive Whiteboard teaching introduction for both Notebook and ActivInspire, showing how empty number lines to find the difference between negative and positive numbers when applied to temperature. (differentiated 3 ways for ability). A 4 way differentiated series of independent tasks (including a Mastery Level Challenge Activity) where children to interpret a range of charts, bar and line graphs showing positive and negative temperatures. An AFL / Next Steps task taken from 2017 Maths SATs paper. LOs: Starter: - to count forwards and backwards with positive and negative whole numbers (Year 5) - to use negative numbers, and calculate intervals across 0 (Year 6) - to order positive and negative integers (KS3) Main Lesson: - to interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through 0 (Year 5) - use negative numbers in context, and calculate intervals across 0 (Year 6) - apply this knowledge to bar and line graphs. (KS3)

A series of questions, answers and reading journal activities based around all areas of reading. Great alternative to SATs tests or written comprehensions. LOs To be able to use inference and deduction to make predictions about the plot of a shorter story. To understand the different techniques an author uses to tell a traditional tale. To consider the way that new chapters relate back to previous chapters and traditional ideas. To understand the way that an author can use book conventions to convey added meaning to a text. To be able to reflect on a completed text.

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 introduces secondary characters to a story. To understand how an author can use typographical devices to control how they present information to the reader To understand how a writer using figurative language, metaphors and similes to help a reader.

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.

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, inference and deduction to form opinions about a central character. To empathise with a central character and his problems. To be able to make predictions based on your understanding of the main character. To use skimming and scanning to find information from a text. To be able to use recall, deduction and inference to form opinions about a text To make predictions based on what has happened in a story to date. To reflect on a completed text.

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.

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.

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 Viking invaders and settlers in Britain between the fall of the Roman Empire and the Norman conquest of 1066. The activity consists of: Teaching Input: 1. A powerpoint identifying the key similarities and differences between the Anglo Saxons and Vikings 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 Vikings, 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 and Vikings had more in common than they were different.

Sample Key Stage 2 comprehensions. Text includes a range of non fiction, fictionalised, historical texts and short poetry. Questions include whole range of SAT style questions such as: inference and deduction, prediction and factual recall. Ideal for Guided groups, homework or whole class activity.

A series of questions questions, answers and reading journal activity based around all areas of reading. Great alternative to SATs tests. LOs: To relate Roald Dahl’s childhood to their own, To understand the nature of autobiographical writing.

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 deductions and predictions based on the first chapter of a novel. To be able explain how layout contributes to the information being provided in a text.