Tag Archives: ks2

WWI resources

Below is a list of links to a trove of fabulous resources for teaching WWI.

Private Peaceful by Michael Morpurgo as an audio broadcast from the BBC

Every Man Remembered – a site to commemorate fallen soldiers. Find a hero that has a surname the same as yours and the regiment they served in.

Archie Dobson’s War – 3-part audio book from the BBC – massive list – well worth looking at.


Posted by on November 8, 2014 in Thoughts & Musings


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Tweetable links and goodies.

Have recently prepped a load of my (and @batttuk’s) more popular links into a ‘tweetable’ form. Lots of good stuff here – not all mine. Take a look.

My TMMidlands presentation – Ben’s Google Tools: Boogle #ukedchat

GTAUK: food for thought and stomach

#esafety poster idea (used in anti-bullying week) #ukedchat

Maths: layered learning – an Ofsted like. #ukedchat

#Y3 #tagrugby plans

Macbeth resources: a veritable hoard/horde #Y6 #shakespeare #ukedchat

Positive behaviour card #ukedchat

Circuit training cards with Action Man #ukedchat #pe

#Y6 spellings: a collection to use & abuse #ukedchat

Maths & writing marking policy – a step in the right direction? #ukedchat

Punctuation tally stickers – very useful. Levels 3,4 & 5 #ukedchat

ICT AUP – acceptable use policy #ukedchat

Level 6 grammar resources (not mine – just passing them on) #ukedchat

Alice in Numberland – a large problem-solving pack. Can be tailored to suit. #ukedchat

Who is responsible for the death of King Duncan? #shakespeare

Adverbial phrases homework #ukedchat

#esafety presentation to parents

Shoved-in-clauses: embedded clauses, a festive take…

Want 20gb of FREE cloud space? A couple of clicks and you’ll be there. COPY is fab.

Using twitter in education. @ianaddison @ideas_factory

Surviving an EBD school via @njthurly #ukedchat

Twitter Magic – guest post by @ICTMagic

#batttie by @johnmayo

#battt week guest posts – old but still great to read. #inspiration

10 ways to use twitter – a helpful guide. #ukedchat

Twittering Tweachers @sorrell_km #ukedchat

School Twitter Account @basttuk #ukedchat #bastt

Twitter Tips from @syded06 @mracolley #ukedchat #battt

What the # are hashtags? #ukedchat

The 10 stages of Twitter: stolen from @syded06 #ukedchat

Pimpin’ the profile – make yourself ‘followable’ #ukedchat #battt

Breaking out of the egg shell – show us who you are. #ukedchat #battt


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Maths – layered learning

I am no maths guru, I don’t have all the answers and I’m more than aware there are some cracking maths blogs out there to look at. However, this is one way I teach maths occasionally that works well. (Both Ofsted and the Local Authority liked this form of differentiation and commented on its worth recently. Feb ’14)

Most maths groups/sets will have small sets within them; you might have a set where the levels range from 3C to 3A but even in such a tight range, there will be children who find maths easier/trickier than others. This needs to be differentiated properly and not just in case Ofsted come in!

I currently have 29 Y3 in my maths set and I organise the children into 4 groups: circles, triangles, squares and hexagons – basically, the more sides the shape has, the better they are at maths (or higher the level).

It is really important though that we don’t pigeonhole these children, just because Sam is in the hexagons group and is brilliant at number, doesn’t mean he is going to succeed as highly when we look at shape and space. Equally so for Beth who is visually spot on and understands shape and nets really well – she just can’t grasp number bonds and multiplication tables. This is a system I have used in all year groups in KS2, it’s nothing revolutionary, but it’s my RAG system. Red, Amber and Green (see photo).

maths rag

Once I have taught the children the method and am confident they are ready to show their learning in their books, they crack on with this in their books. I don’t say that circles you must work on red, hexagons you must work on green – that caps their learning. I once observed a lesson where one child was working in a text book and asked to continue onto the next page (this is so wrong, it’s untrue) and the teacher said: no, you’re blue group, you’re doing page 14. Horror show! That child has been labelled and capped and demoralised and probably still hates maths to this day! Rather, I let the children choose to work at the level (colour) they are comfortable with. If they want to challenge themselves and have a go at the next colour, excellent. My class know that I am not interested in the answer, it is the understanding that is key (I sometimes give them questions with the answers and get them to prove how I got them…)

What is amazing is that children will work where they need to – if they are struggling, they start at red. If they think they want to work independently but need to move at a slower pace or with support, they focus on amber, even if only for the first two questions. They are honest and open about their needs, what they can do and what they have learnt (or need to do to improve learning).

maths %

You can’t use this style with every aspect of maths obviously, but it works with a lot of them – mostly number. I always finish with an application or Star Question to see if they can apply what they have learnt. Normally: secure and extension – again, they choose which one they want to try.

Not difficult; simple and very effective.

*All names have been created to protect the innocent.


Posted by on October 29, 2013 in Numeracy


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Alice in Numberland

I floated the Alice in Numberland maths project pack on the TES website but have also placed it here – I have had many people asking for it so they can tailor it to their own class/group that I thought it would be easier to put here.

By all means, take it. Use, abuse, distribute. I only ask that you leave a comment below or on the TES page.


alice in numberland (pdf)

alice in numberland (publisher)


Posted by on March 4, 2013 in Numeracy


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Who is responsible for the death of King Duncan?

I love a bit of Shakespeare. Even more so when I can see that a group of junior school children are equally lapping it up. To end last week, we had a debate: Who is responsible for the death of King Duncan?

We spent some time looking at persuasive language and how to structure a one-sided argument. We also looked at how to counter an argument; the vocabulary used and the way in which you could pick at your faults and negative aspects if you can then use them to strengthen your original case. The children already knew the story of Macbeth very well by now and used the Andrew Matthews’ Shakespeare stories as our text – very useful, even in KS3, I think.

After looking at the evidence, my group decided that four possible people were responsible: the meddling, deceitful wyrd sisters, the manipulative Lady Macbeth, the heroic-but-flawed Macbeth or the dopey guards…

They each had their own group (a 4-sided dice determined their fate) and they had to put together an argument for their ‘client’. They had two tasks: prove their client’s innocence and pin the blame/responsibility on someone else.

The TA took a small group of three to be the judge and jury. They had to listen to all the evidence before them (they were not allowed to take anything not heard into consideration – even though they knew it from the story) and had to listen to how persuasive they were too. Finally, behind closed doors, they made their decision.

This year, Lady Macbeth was found to be responsible. In previous years, it has been Macbeth himself and the Witches.

Such a fantastic few lessons, the children learnt so much, enjoyed it tremendously and were brilliant on the Friday.

There are a few photos of them in action HERE.

Related posts:

Macbeth: the making of a monster

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Posted by on March 2, 2013 in Literacy


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