Tag Archives: Y6

Maths Problems: Working backwards

This is a problem I used when I was teaching in Notts a few years ago and have since used again with Y6. It’s a good example of working backwards; eliminating redundant information; and partner work. As an extension, the children changed the names of the teams and re-wrote the scores using the same pattern. For the really able, they produced a similar problem but changed the wording of some of the problems.

I altered the team names to match the then current employees – more for amusement value than anything else.

Let me know if you try it and it works. It is available in Smart Notebook, Promethean but the quality has changed during the transition from one to another. Best solution: use the word doc and drop it into your own table. I am happy to email the files for you if you want, can’t upload them here.


basketball scorelines – word doc

basketball-scorelines – PDF

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Posted by on April 6, 2014 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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Adverbial phrases

Don’t get too excited, but here is a piece of homework I set my group today. We have three groups and are focusing on some of the more tricky and intricate aspects of grammar so we can then feed it into our writing during the week.

Using the grammar in our writing is far more important than circling nouns and ticking verbs.

Feel free to use/abuse/tweak.

More to follow.

If you like it, please share or leave a comment. 🙂

Adverbial phrases

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Posted by on January 28, 2013 in Literacy


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Shoved-in-clause song

Perfect revision for this time of the year. Sing along to the festive classic: Santa Claus is coming to town. And maybe even get the children learning about embedded/subordinate clauses. We call them shoved-in…


You better embed,

You better shove in,

Better construct

A sentence to win;

Shoved-in-Clause is coming to town.

It’s not just a list

With commas to split;

The rule is simple and this is it:

Shoved-in-Clause is coming to town.

Take a simple sentence

Like: My teacher is class

Add in extra detail,

Brackets, commas or the dash

O! My teacher (Mr

Waldram) is class

Pay attention

I’m telling you fast, ‘cus

Shoved-in-Clause is coming to town.

Shoved-in-Clause is coming to town.

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Posted by on December 9, 2012 in Literacy


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English Grammar, Punctuation and Spelling Test Sample

Will be officially released with all the extra trimmings in December. This is a sample document.


english grammar spelling and punctuation test sample materials

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Posted by on November 14, 2012 in Literacy


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