Need to Know Learning Matrix I use these to assess student understanding and progress through the term and to provide quality feedback without the need for excessive comment writing. I simply put the matrix in the front of the students book, every time I mark their books I highlight the relevant criteria in one colour (usually yellow) and criteria I would like them to attempt in DIRT in another (usually pink). Once the criteria to attempt is achieved I simply tick it off on the matrix. In their books I will write WWW and list the codes for the criteria achieved. I will then draw steps to indicate how to level up and write the corresponding codes of criteria I want them to attempt. The Need to Know questions are based on the lessons & learning objectives over the term, which are also used to create the coded success criteria. I find this technique reduces the time I spend marking books however allows me to provide quality feedback and to clearly see progress over the term. Hope it's of use.

Bringing Scientific learning alive with a rainforest dome and a mock-up of a historic silver mine.

KS1 Science: Habitats - wildlife neighbours Use this garden/school wildlife investigation to support the learning of habitats in KS1. It complements our book ‘Habitats and Food Chains’ from our FUNdamental Science series. For more information, downloads and to purchase our books, please visit www.rubytuesdaybooks.com This download helps meet the following National Curriculum targets: Year 2 Science: Living things and their habitats Statutory requirements: Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, anyhow they depend on each other. Identify and name a variety of plants and animals in their habitats, including micro-habitats Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food. Notes and guidance (non-statutory): Pupils should raise and answer questions that help them to become familiar with the life processes that are common in all living things. Pupils should be introduced to the terms ‘habitat’ and ‘micro-habitat’. They should raise and answer questions about the local environment that help them identify and study a variety of plants and animals within their habitat and observe how living things depend on each other. Pupils should compare animals in familiar habitat with animals found in less familiar habitats, for example, on the seashore, in woodland, in the ocean, in the rainforest.

These original writing mats offer a varied and visually engaging way for students to independently increase the depth and breadth of their imaginative writing. Designed on A3, they simply need to printed and given to students before they begin creative writing tasks. They could also be used as colourful word posters to brighten up your classroom and familiarise children with new vocabulary. The benefits of using these resources as writing mats is twofold: Firstly, the vibrant, wide-ranging, and student-friendly landscapes offer students a wealth of new writing stimuli. Secondly, the simple concrete noun labels save substantial learning time, as the effort that students may have previously exerted deliberating over the spellings of the common nouns is vastly reduced. Instead, students have the time to focus upon the teacher's intended key writing focus areas. This bundle pack contains 12 'World Landscapes' writing mats, which draw on engaging images and key vocabulary from the following terrains: -Rainforest -Desert -Under the Sea -Safari -Beach -Farm -Space -Forest -Town -The Poles -Park -Mountain In addition to this, there are 10 different imagination landscapes in this pack, many of which fit in with Primary/Early Secondary topics: -Nightmare World -Ancient Egypt -Christmas -Medieval Times -The Future -Pirates -Olympics -Romans -The Circus -Fairy Tales Every image used in this resource pack is licensed for commercial use, and all are cited on separate documents within the pack. Alternatively, the 'World Landscapes' and 'Imagination Landscapes' packs can be purchased separately for 2 pounds each.

A pack full of colourful nature settings and environments to use when presenting your learning stories on this topic. Simply click and insert your own images in the frames, write your own stories for each child.

A massive collection of Jungle activities to make and create with editable learning story pages. Insert your own images and write your own story, analysis of learning and future planning.

The Key Stage Three Geography Question Generator presents 101 challenging questions mapped to the curriculum that students can select at random to discuss. You can use it as a starter activity, as a plenary, a revision tool or midway through a lesson to energise students and stretch their thinking. The toolkit is complete, self-contained and ready-to-use. Simply play from the fourth slide and invite students to pick a button at random. Each one reveals a different question which will get students thinking deeply about the subject. The Key Stage Three Geography Question Generator will give your lessons a new dimension, motivating and engaging the students you teach!

This is a collection of work from around 20 teachers. The selection of tasks and products are varied and some may seem eclectic. We hope you will be able to gain possible ideas of how you could further develop your own digital learning resources. Hopefully, some of the material, you will be able to use with limited editing. But the group, take the view that the only perfect resource is the one you develop yourself, to suit your needs, pupils and circumstances. We hope you will find something that fits and is useful.

Updated and revised. The plans are based on the foundation stage EYFS themes (CLL - Communication Literacy and Language; PSRN - Problem Solving, reasoning and numeracy; KUW - Knowledge and Understanding of the World; PD - Physical Development; CD - Creative Development; PSED- Personal Social Emotional Development).