Words Project Overview

Take Cover Words project overview

Framew Lesso HW Topic Order ork + NC Learning objective Success criteria Duration n option ref. Making Can be To understand the way words Able to add prefixes to root words in order to done at any 9.3 negative prefixes change the 1 negative by change the meaning of a passage. 1 lesson point prior 2.3w meaning of words. adding a to 5 and 6. prefix To understand the different Can be Able to pick out long and short vowels and use Long and sounds individual vowels done at any 9.3 this understanding to write a poem using 2 short have in different 1 lesson point prior 2.3w assonance. vowels circumstances and use this to 6. knowledge to write a poem. To understand the The origins Can be relationship between Latin of Latin done at any 9.3 Able to show understanding of the influence of 3 and Modern English, 1 lesson names in point prior 2.3w Latin on Modern English. especially in terms of science to 6. scientific language.

Can be To differentiate between Able to identify the homophones that pose Homo- done at any 9.3 homophones and implement 4 difficulties and begin to find methods of dealing 1 lesson phones point prior 2.3w the appropriate words in the with them. to 6. appropriate context.

Must have To understand the Completed a word web that shows the completed 1 relationships between words connections between word families. Able to Word 9.3 5 first; then, and begin to use this explain these connections. Invented new Yes 1 lesson families 2.3w any point understanding to approach words using knowledge about the meanings of prior to 6. new words. prefixes, roots and suffixes.

6 Sharing it! To be 9.3, 8.6 To demonstrate increased Devised resources for younger children to help Yes Up to 3 completed 2.3 p & w understanding of spelling, them learn about spelling, word families, roots lessons after 1–5. word families, roots and and definitions.

derivations.

Teacher input Low/minimal required Framework 9.3 reviewing spelling and increasing knowledge of word derivations, substrand patterns and families National 2.3w Curriculum ref.

Learning objective To understand the way negative prefixes change the meaning of root words.

Resources required Student instructions and student resource sheet, exercise books or paper, dictionaries, domino-sized bits of card (optional for extension).

Lesson guidance

 Starter – students separate words into prefixes and roots. (5 mins)

 Development – students look up and write down definitions of at least five of the sample root words. (15 mins)  Students read through passage, changing prefixes from negative to positive. (10 mins)

 Plenary – students write their own positive paragraph about a friend in the lesson or a partner, ensuring they use words that can be made negative by adding a prefix (if they need some ideas for this they can look up the prefixes in a dictionary). They swap books and change the paragraphs about themselves into negative paragraphs by adding the prefixes. (20 mins)

Notes for SEN students

Some students that have trouble accessing written language may find it difficult to write the amount the lesson entails. The lesson objectives could also be met if this were done as a speaking and listening activity. Replace development and plenary activities with the following activities.

1. Teacher gives each student a prefix word from the cloze paragraph (ideally on a piece of card). As the teacher reads the paragraph the first time, students say their word without a prefix, to indicate that they understand what prefixes are and their role.

2. With prefixes and sample root words in front of them, in pairs, students have a conversation about themselves with and without negative prefixes.

Extension activities / notes for gifted and talented students Extension students prepare and play a dominoes game (see instructions on student sheet).

Student instructions 1 A negative reaction?

Learning objective To understand the way negative prefixes change the meaning of words.

Success criteria

By the end of the lesson I will be able to:  add prefixes to root words in order to change the meaning of a passage.

Warm up Many words are made up of different parts, each part giving or changing meaning. For each word below, draw a line between the prefix (something added to the beginning) and the root (main part of the word). The first has been done for you: un│ faithful

unfortunate unpleasant impossible illegal

immoral discomfort irresponsible invisible

Your main task!

1. Pick four words that are new to you from the sample root words table (overleaf). For each one, look up the definition in the dictionary and write it down.

2. Read through the passage on the student resource sheet, changing the meaning from something positive to something negative by using the prefixes.

3. Write your own positive paragraph about your partner, ensuring you use words that can be made negative by adding a prefix. Then, swap books and change the paragraph about yourself into a negative paragraph by adding the ‘correct’ prefixes!

Round it off with this Read a few paragraphs aloud to the rest of the class. One person must raise their hand every time they hear a word with a negative prefix.

Extra challenge

In pairs, write prefixes and roots onto pieces of card. On one side put a root and on the other a prefix (see below). Each prefix should be written three times but roots only once. Then, put the cards together in a pack and distribute the cards equally. Now play a card game (like dominoes) in which the goal is to make complete words with a prefix and root. The first to use all cards wins.

Student resource sheet

1. Sample root words

audible amiable orthodox legible sensible regular possible attractive approval kind engage perfect social rational direction connect

2. Negative prefixes

il ir im un dis mis a extra

Read the following story and add the appropriate negative prefix to each word to change the meaning of the story. Use a dictionary if you are unsure which is the correct one to pick!

I am an ______ordinary teenager. I am ______able to do all the things a normal thirteen-year-old can, like listening to music and it is ______possible for me to tie my own shoes.

Most people think I am quite an ______attractive young person. In my local village I am known for my ______treatment of other people’s property and acquaintances have expressed their ______approval of me and mention the ______patient and ______kind way I speak to them.

3. Now the fun bit! Now write a positive, flattering paragraph about your partner, using words that can be changed by adding a negative prefix. If you need help choosing words that have negative prefixes, use the sample root word list. Your partner will write a paragraph about you. Once you have both finished, swap papers and change the paragraph written about you to one that gives a negative impression by changing the prefixes. (No one will believe the negative things you write, of course!)

Teacher input Medium/some involvement required Framework 9.3 reviewing spelling and increasing knowledge of word derivations, substrand patterns and families spell correctly, increasing their knowledge of regular patterns of National 2.3w spelling, word families, roots of words and derivations, including Curriculum ref. prefixes, suffixes and inflections

Learning objective To understand the different sounds individual vowels have in different circumstances and use this knowledge to write a poem.

Resources required Student instructions, student resource sheets, exercise books, blank A4 paper or mini- whiteboards.

Lesson guidance

 Starter – students read the first section about long and short vowels on the student resource sheet. (15 mins) 1. Divide students into five groups and allocate each group a different vowel (A, E, I, O, U). 2. Ask students to list words that include its short vowel sound on A4 or small whiteboards. 3. Repeat with long vowel sounds. 4. Ask groups to try and identify what causes a vowel to be long. (It is the appearance of a second vowel following the first.)

 Development 1. Ask students to read sample sentences under ‘Assonance’ on the resource sheet and tick them if they include assonance. Discuss, particularly teasing out that combinations of vowels can change the rules about short and long vowels and that just because words have the same vowels it doesn’t necessarily mean they sound the same. (15 mins) 2. Students write a short poem about something they are particularly fond of. Whatever its name, they must select the main vowel sound and include at least five instances of assonance in the poem. (20 mins)

 Plenary – share assonance poem with a partner and identify the assonance in each other’s poems.

Notes for SEN students Students should be able to do the starter and first development activity with guidance but reading aloud will be essential for some students to help them access the sounds. Writing the poem will be more of a challenge. Putting them in groups to write about the same object

© 2009 Teachit (UK) Ltd 7 Take Cover Words project 2 might help, as then they can come up with words that create assonance together. The other possibility is that the whole class creates a word bank for the same topic together.

Extension activities / notes for gifted and talented students Assonance is a simple concept to grasp but keeping it distinct from rhyme or alliteration can be trickier. Able students could be challenged to create an assonance only poem, no rhyme or alliteration allowed.

Student instructions

2 Assonance

Learning objective To understand the different sounds individual vowels have in different circumstances and use this knowledge to write a poem

Success criteria

By the end of the lesson I will be able to:  pick out long and short vowels and use this understanding to write a poem using assonance.

Warm up

 Read the guidance on long and short vowels on the resource sheet. In groups, you will be assigned one vowel and asked to list words including that vowel’s short sound.  Now list words with the vowel’s long sound.  Discuss what causes a vowel to make a short sound or a long sound. See if you agree with the ideas that the rest of the class suggest!

Your main task!

1. Read the sample sentences under ‘Assonance’ on the resource sheet and tick them if they include assonance. While you do this, have a think about assonance and vowel sounds. Do all words with the same vowels in them create assonance? Can you have assonance using more than one type of vowel?

2. Write a short poem about an object that you are particularly fond of, using the guidance provided on the student resource sheet. Think about the main vowel sound within that name of your object and try to include at least five instances of assonance in your poem.

Round it off with this Read your poem to a partner but don’t let them see it. They should tick each time they hear your vowel sound repeated. Then, read the poem through together again and discuss whether there were times when you had expected your partner to tick and they didn’t, or whether they missed an example of assonance.

Extra challenge

Now check that your poem contains no rhyme or alliteration, only assonance! It’s not as easy as you’d think! See if you can spot examples of assonance in poems in poetry anthologies in the classroom. Can you work out why the poet chose to use assonance each time?

Student resource sheet

Every vowel makes two sounds, a short sound and a long sound. The long sound is when the vowel says its own name. Examples of the both types of sound are shown in the words below.

Vowel Short sound Long sound A Pan Pane E Tell Television I Pin Pine O Rot Wrote U Muck Mutiny

Assonance When vowel sounds are repeated throughout a sentence or phrase we call it assonance. Now that we know that vowels can make different sounds in different circumstances, read through the following sentences and tick them if they include assonance. Underline or highlight the vowels that sound the same.

Jim’s pins are short.

Jim finds playing the Wii fun.

Go slow, Jo!

Standing in this peat is just a treat for my feet!

I’ll allow that trout cannot speak aloud.

My tights are higher than the sky.

Writing an assonance poem Pick something that you are fond of: you are going to write an assonance poem about it!

 Make a list of all the words you can think of with the appropriate vowel in them. Aim to list at least ten. (For instance, if you pick your dog, you need to find words that also include the short ‘o’ sound, like ‘mop’, ‘stop’, ‘co-operate’ and ‘option’.)

 Some of these words will suit your chosen subject better than others: circle words that you have written that you might be able to use in the poem.

 Now write your poem, remembering to include assonance in at least five places. Remember that just because words have the same vowels, doesn’t mean they make the same sounds (and some sounds can be made using different letters, like ‘high’ and ‘sky’)!

Teacher sheet 3 Animal detectives

Teacher input Low/minimal required Framework 9.3 reviewing spelling and increasing knowledge of word derivations, substrand patterns and families spell correctly, increasing their knowledge of regular patterns of National 2.3w spelling, word families, roots of words and derivations, including Curriculum ref. prefixes, suffixes and inflections

Learning objective To understand the relationship between Latin and Modern English, especially in terms of scientific language.

Resources required Student instructions, student resource sheet, dictionaries (optional), blank A4 paper.

Lesson guidance

 Starter – students look at Latin roots and list as many words as they can think of containing those roots and begin to come up with some ideas about their meanings. N.B. Thinking of the latter part of the word might help here. Answers: Alter = other, Aqua = water, Inter = between, Soci (socius) = companion. (10 mins)

 Development 1. Using the chart overleaf, students match animal to scientific name using a list of Latin to English animal terms. (10 mins) 2. On A4, students create a zoo placard for a mythical creature of their making. The placard must include: the animal’s common name, the animal’s Latin name, a paragraph describing the animal’s habitat and behaviour and a picture of the animal. (20 mins)

 Plenary – students swap papers and peer assess. The criteria are that the Latin name matches aspects of the animal outlined elsewhere on the placard and that the placard contains the elements listed in the instructions. (10 mins)

Starter This might be better done in groups if students are likely to have a more limited vocabulary, possibly with the aid of a dictionary. Development Working out Latin animal names is likely to be a challenge as roots, prefixes and suffixes can alter slightly in use as opposed to how they are listed. Writing the four names on the board and separating them into sections (i.e. Sauro | malus | Obesus) will help students understand what exactly they are locating on the list.

Extension activities / notes for gifted and talented students Zoo placard – students could be encouraged to ignore the frame given, and come up with their own organisation of the placard, perhaps accounting for multiple audiences (i.e. one placard for child visitors and one for zoological experts).

3 Animal detectives

Learning objective To understand the relationship between Latin and Modern English, especially in terms of scientific language.

Success criteria By the end of the lesson I will have:  shown understanding of the influence of Latin on Modern English.

Warm up Below are a few Latin roots of words. For each one, list some words you use that include the root. Can you begin to guess what meaning the root might have?

Words you know that include this Latin root root … Ideas about meaning … (Try to include at least three more) e.g. alternate ALTER

e.g. aqueduct AQUA

e.g. interrupt INTER

e.g. society SOCI

Your main task!

1. Using the chart on the resource sheet, match the picture of the animal to the Latin, scientific name. Notice that some single words in the animals’ names are made up of two or more Latin words. 2. On A4, create a zoo placard (that’s a sign next to an animal’s cage) for a mythical creature from your imagination. The placard must contain: the animal’s English name (e.g. Greedy Horner), the animal’s Latin name (e.g. Adephagos Cornutus), a paragraph describing the animal’s habitat and behaviour (e.g. This unusual creature can be found …) and a picture of the animal.

Round it off with this Swap papers with a partner or friend and peer assess. Double check that the Latin name matches aspects of the animal outlined elsewhere on the placard: if they say it camouflages itself in green swamps, does it have the Latin for green in its name? Also make sure they have the four things listed in number 2 on their placard.

Extra challenge Research Carl Linnaeus and Binomial Nomenclature: your science teacher is a good place to start! Find out why Carl decided to use Latin when no one had spoken it as their first language in over a thousand years! Student resource sheet

Latin English Latin English Latin English acantho- prickly garrulous talkative obesus fat acoce- pointed geo earth, dirt odon toothed acer sharp gradus step, walk odorus smelling acro top gravos heavy onyx claw adephagos greedy habros graceful ops eye adustus brown hapalus soft oto ear of the air or aerios, aerius hoplites armoured pachy thick sky altus high hylo wood pedalis footed amnicus of a stream hyphantes weaver pedetes leaper aqua water idris skilful phascolo bag, pouch arctos bear indagator hunter pinnatus feathered aura breeze insignis remarkable plicatus wrinkled barbatus bearded javan from Java poly many bates walker juxta near potamos river brun brown lasios hairy pygmaeus dwarf, little carnis meat leptos slender rotundus round ceros horn leuco white ruber red chortinos of the grass maculosus spotted sauros lizard cinereus gray malus dark scolio crooked compso- pretty marinus of the sea silvanus from the woods cornutus horned mega huge sophos wise dendron tree mela black tardus slow diurnis daytime minor small terra land monti-, of the dynatos strong trachys rough montanus mountains edestes eater necto swimming velox, veloci fast erio- woolly nefrens toothless viri-, viridis green erythros red neo new xeno strange eurys broad, wide nitidus shining formosus beautiful noctis night

Which picture is which animal? 1. Sauromalus Obesus 2. Phascolarctos cinereus adustus 3. Acanthion javanicum 4. Acanthonyx a

Teacher input High/active teaching required Links to other 8.6C lessons Framework 9.3 reviewing spelling and increasing knowledge of word derivations, substrand patterns and families spell correctly, increasing their knowledge of regular patterns of National 2.3w spelling, word families, roots of words and derivations, including Curriculum ref. prefixes, suffixes and inflections

Learning objective To differentiate between homophones and implement the appropriate words in the appropriate context.

Resources required Student instructions, dictionaries, mini whiteboards (optional), internet for extension activity in development 2 (preferred but not essential).

Lesson guidance

 Starter – read sentences with misused homophones and write down the correct versions. Most students will miss at least a few! (10 mins)

 Development 1. Play the chicken game – see student instructions. (15 mins) 2. Students compile a personal list of problem homophones. (10 mins)

 Plenary – students create a mnemonic device for each of their problem homophones. (15 mins)

Activity 1 Put students into groups and assign each group a sentence (there are six in all). This will allow them to concentrate on a smaller portion and support each other in spotting the mistakes. Activity 2 This could also be done in small groups with small whiteboards and pens. Direct students toward the list of common homophones on the resource sheet to give them ideas.

Extension activities / notes for gifted and talented students

Development 1 Challenge students to use both homophones in the sentence, e.g. ‘Alfred had no idea chicken Jim was or what Jim was chickening’. (where/wear) Development 2 There is a built-in extension activity asking able students to explore harder homophones. (If students have access to the internet, they can find some useful lists at http://www.fun-with- words.com/nym_homonyms.html.)

4 Whether the weather

Learning objective To differentiate between homophones and implement the appropriate words in the appropriate context

Success criteria By the end of the lesson I will have:  identified the homophones that pose difficulties for me and begun to find methods of dealing with them.

Warm up Words that sound the same but that are spelt differently are called homophones. The name comes from the Ancient Greek words:

homos (same) + phone (sound) If the wrong homophone is used a passage might be quite difficult to read, like the one below. However, if you do manage to read it aloud (allowed!), other people will be able to understand it perfectly!

I maid my weigh down the rode. Suddenly eye sore a wight hoarse. ”Ware are ewe off two?” aye asked. “Too sea the see and watch the son go down.” “Isle come with yew,” I said. Sew, I court him and wee road together, wile the wind blue in hour hare.

There are 25 homophones in that short passage. Can you find them and say how the words should have been spelt? Rewrite the passage correctly!

Your main task!

1. Play the chicken game!

 The whole class will be split into two teams, A and B.  The teacher will select one person from team A to write a sentence on the board and one person from team B to look away while they do.  The person writing the sentence from team A on the board needs to replace a possible homophone word with the word ‘chicken’. For example: ‘Alfred had no idea chicken (where/wear) Dilip was’.  The person that has been looking away (from team B) then needs to come up to the board and replace ‘chicken’ with the correct homophone.  Each correct homophone gains the team one point.

2. Have a look at this collection of common homophones. Note that some have more than one alternative!

allowed aloud so sew ate eight through threw bear bare wait weight check cheque wear where hair hare weather whether here hear which witch hour our who’s whose it’s its whole hole made maid write right new knew you ewe piece peace you’re your road rode by bye buy sea see their they're there site sight two too to

3. Circle or highlight five pairs/groups that you think you might get confused. (You could check through your exercise books to see if you have got these confused in your writing.)

Extension If you are sure that you know the difference between all of the examples above, use a dictionary to come up with five even more challenging sets of homonyms, e.g. carat/caret/carrot or precedence/precedents/presidents!

4. For each of the tricky pairs/groups of homonyms you have identified, create a mnemonic to help you remember which word is which, like this:

Bears have ears and are always bare.

Round it off with this Share a mnemonic device with a friend, and write a sample sentence based on their mnemonic device in your exercise book.

Teacher input Medium/high required Framework 9.3 reviewing spelling and increasing knowledge of word derivations, substrand patterns and families spell correctly, increasing their knowledge of regular patterns of National 2.3w spelling, word families, roots of words and derivations, including Curriculum ref. prefixes, suffixes and inflections

Learning objective To understand the relationships between words and begin to use this understanding to approach new words.

Resources required Student instructions, exercise books or paper, dictionaries (that include etymological references), A3 paper, Blu-Tack to display word webs.

Lesson guidance

 Starter – students group words in any way they wish: some will try and group words by beginnings and others by endings. You may want to revise the terms prefixes, suffixes and roots at this point. (5 mins)  Development – students create a word web on white A3. They should then break the word down into its root and prefix and/or suffix and go onto define word/root at the centre of their web. (The meaning of ‘tele’ in the example on the student sheet is ‘far’. Use dictionaries to confirm.) (15 mins)  Students then extend their web, as directed, before displaying their webs – Blu-Tack to the board. (15 mins)  Plenary – students create their own imaginary words and a few are shared with the rest of the class and other students guess the meanings. (15 mins)

Notes for SEN students Plenary: some students may find it hard to create their own words. It might be easier to create them as a class or in groups, before challenging students to create one on their own.

Extension activities / notes for gifted and talented students Using good etymological dictionaries or the internet, students research words which have various near-synonyms and try to explain the differences between them.

Student instructions 5 Wordwebs

Learning objective To understand the relationships between words and begin to use this understanding to approach new words.

Success criteria By the end of the lesson I will have:  completed a word web that shows the connections between word families and demonstrated that I am able to explain these connections  invented new words, based on what I have learnt about the meanings of prefixes, roots and suffixes.

Warm up Look at the words listed below. In your exercise book, try to put the words into groups by their similarities. You can use each word more than once if you need to.

telephone phonics television revision revisit visitor doctor doctrine

Compare your groupings with a friend. What features did you use to group your words?

Your main task!

1. In pairs, choose one of your selected groups.

2. Write the part of the words that they share in the centre of a piece of A3 paper.

3. Now add as many words as you can that include that part around it. Use some of the words in the box below to start you off, then use a dictionary to find more! e.g. television telephone

telegraph teleport

telephone phonics television revision

revisit visitor doctor doctrine patron patronise suspect suspicious delicious super superstitious supersede

4. Can you work out the meaning of the word/root in the middle of your web? Use a dictionary to check! Write the definition below it.

5. Now break down each of the other words in the web into their roots, prefix and/or suffix, like this: un | faith | ful

prefix root suffix

6. Finally, extend your web by linking each of the words to another word that shares a link with another word (e.g. telephone > phonetic; teleport > portable). Is the link in the same root, prefix of suffix position as the original word?

Display your A3 sheets so that the rest of the class can see your web and the definition of the words/roots.

Round it off with this

Applying word families to new words Look at the fictional words below. Can you work out what they might mean by using your understanding of prefixes, roots and suffixes as they appear in other words? In your exercise book, split each word into its parts (as above) and write the possible definition:

phonor televisit resuspect rephone redicious

Now invent a few words of your own, using some of the prefixes, roots and suffixes from your web. Share a few as a class and have a go at guessing the possible meanings.

Optional homework Create ten further new words, using a combination of the prefixes, roots and suffixes that you have learnt about. For each word, write a definition and a sentence that shows it in use!

Extra challenge

Consider and research how shades of meaning have developed due to the huge range of influences on our language (especially Norse, French, Latin etc.) and how these have created subtle meaning and richness in the English language. For example, we have several words for ‘wet’ (moist, damp, permeable, sodden, soaked, etc.) unlike French or German. Make two or three lists of words on a subject that you are interested in, look them up in an etymological dictionary or on the internet, then try to explain the difference between the words in their lists, thinking beyond the structure to the different nuances the words convey. Words to do with the weather might be a good place to start if you are stuck.

Teacher sheet

6 Pass it on (N.B. up to three lessons may be needed)

Teacher input Low required 9.3 reviewing spelling and increasing knowledge of word derivations, Framework patterns and families substrand 8.6 developing and using editing and proofreading skills on paper and on screen 2.3w spell correctly, increasing their knowledge of regular patterns of spelling, word families, roots of words and derivations, including National prefixes, suffixes and inflections Curriculum ref. 2.3p present material clearly, using appropriate layout, illustrations and organisation

Learning objective To demonstrate increased understanding of spelling, word families, roots and derivations.

Resources required Student instructions, paper, coloured pens, PowerPoint or desk-top publishing package/Teachit’s Publisher (optional).

Outline lesson guidance

 This activity could run for up to three (consecutive) lessons, plus homework (optional).

 Students are asked to prepare learning resources to teach younger children about elements of the word work that they have undertaken over the past five lessons. Depending on the age group of the class, these ‘younger children’ could be in a lower year group in the school, or KS2 children in a partner primary school: it would be helpful if a year group could be nominated, to enable the class to prepare resources appropriate for their target audience.

 Students may work individually, in pairs or in small groups (four max recommended), dependent on the time available. They must plan their project carefully to ensure that the work is completed, to as high a standard as possible, in the time available.

Notes for SEN students It would be useful to group less confident students with more confident students.

Extension activities / notes for gifted and talented students Able students might be able to prepare resources on more than one aspect, perhaps creating a series of resources.

Student instructions 6 Pass it on

Learning objective To demonstrate your increased understanding of spelling, word families, roots and derivations

Success criteria

By the end of the project I will have:  devised resources for younger children to help them learn about spelling, word families, roots and definitions.

Warm up Look back over your recent work on spelling, word families, roots and derivations. Choose a topic that you feel would be interesting and useful for younger children.

Your main task!

You are going to create some resources to help younger children learn about all these aspects.  You need to make the resources as clear as you can, to ensure that the children will understand what you want them to learn.  You need to check them through carefully, to ensure that they are accurate.  The resource should include an explanation, examples and activities for the children to complete.  You also need to make them as fun and interesting as possible, to encourage the children to do them!  You need to make them look as professional as possible.

Some ideas …  Decide on the format of your resources. Will you create worksheets, a leaflet, a PowerPoint presentation – or something completely different?  Maybe you could use some of your favourite cartoon characters to help get the message across – how about Dennis the Menace getting to the (word) roots of a problem?  Alternatively, you could invent some new cartoon characters – perhaps the Wacky Words family, with your friends Hugh (or Hue!) Homophone and Patrick Prefix!  Make sure that you give clear explanations and use examples to illustrate the points you are making. You might choose to do this through a comic strip approach, or by building up layers of information on a PowerPoint slide. You will need to be organised! The resource needs to be completed by the deadline your teacher gives you, so make sure that you plan carefully and realistically.

Round it off with this Share your work with your class, on the school website or – ideally! – with a class of younger children. Was your work successful? What worked well? What might you develop if you were able to redo the activity?

Extra challenge

Homework – you may need to continue to work on your resources at home, dependent on the time you are allocated to work on this at school. Homework – you may need to continue to work on your resources at home, dependent on the time you are allocated to work on this at school.