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https://docs.google.com/document/d/1yoeoKUaAJ2PVATYbyZsB1dNL-SE8Ix908zcS-sD7rD8

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I've put together some RfP book packs for EYFS, KS1, LKS2 and UKS2. The packs have recently been updated with books published in 2025. Here's a link to a blog about why I selected the books and the four packs: https://www.pandorabooks.co.uk/jon-biddles-recommended-reads

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Jon Biddle Recommended Books: Latest Highlights | Pandora Books

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I’ve recently updated my Reading for Pleasure book packs for Pandora Books, and this feels like the perfect time to share some of the new additions and what they bring to the collection.

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Join Ronnie, Micky and Lugs as they navigate friendship, school, and peer pressure against the backdrop of war-torn London, with Jenny Pearson's striking war novel, Shrapnel Boys. This download contains a PDF full of classroom activities from teacher Jon Biddle, plus a resource pack from publisher Usborne.

Writing a World War Two novel aimed at primary school pupils can be a challenge. It needs to touch on the horrors of war without being too graphic.

Over the past few years there have been some masterpieces from Tom Palmer, Sufiya Ahmed, Phil Earle and several others. We definitely need to add Shrapnel Boys by Jenny Pearson to the list.

It's a long book - just over 350 pages - but could work wonderfully as a class read. The characters are beautifully written and relatable, the setting feels authentic, and the narrative is full of drama.

The book touches on several themes including friendship, the complexity of family relationships, peer pressure and the difficulties of speaking out, even when you know it's the right thing to do.

The occasional references to the threat of fascism (Oswald Mosley and his Blackshirts) give the writing a particularly pertinent feel right now.

With the historical setting, it's quite a departure from Jenny's usual style. There are still regular flashes of her trademark humour. However, overall the tone is generally darker and more serious than her previous work.

What is Shrapnel Boys about?

Shrapnel Boys is a genuinely compelling read. It follows the story of a group of young boys who stay in London when the vast majority of children have been evacuated.

Ronnie, his brother Micky and his best friend Billy (nicknamed Lugs) gradually get caught up in a traitorous scheme involving smooth-talking villain, Johnny Simmons.

To make the situation even more complex, Johnny is involved in a romantic relationship with Ronnie's mum. She struggles to see the true motivation behind the expensive gifts and flattering comments.

As the boys' problems increase, they are forced to turn to an unexpected ally for help, their bullying and bad-tempered headteacher, Mr Etherington.

The last hundred or so pages are some of the most dramatic I've read in the past few years. There's also a totally unexpected twist in the final few chapters.
Jon Biddle is an experienced primary school teacher and English lead. Winner of the 2018 Reading for Pleasure Experienced Teacher of the Year award, he coordinates the national Patron of Reading initiative.
Usborne UKS2 resource pack

This free resource pack from Usborne will enrich the reading experience, making Shrapnel Boys not just an engaging story but also a powerful learning tool.

Developed with school use in mind, the resource encourages pupils to connect emotionally and intellectually with the events of 1939 through thoughtful discussion and creative activities.

Reviewed by the Imperial War Museum for historical accuracy and published in the 80th anniversary year of the end of WWII, Shrapnel Boys is ideal for UKS2.

Shrapnel Boys resource pack contents

Introduction

Overview of the novel and its themes

Background on the author, Jenny Pearson

Discussion notes

Guided questions to support classroom discussion

Prompts to encourage pupils to explore:

Ronnie's character and relationships

Family dynamics during wartime

Themes like bravery, loyalty and secrets

The impact of war on everyday life

Activity 1 - A day in the life

Fill out the table with the activities you carry out during a regular day in your life, then fill out the column for Ronnie's life. How different does a day look for a child living through World War Two?

Activity 2 - Reporting on the war

Use the given prompts to plan a newspaper article reporting on the bombing that took place in London.

Activity 3 - Images from wartime London

Choose a scene from the book and add sights, smells and sounds you'd experience there on the included worksheet. Then use this to create a piece of art depicting the scene, such as a drawing, collage or poem.
Browse more of the best WW2 books to use in your classroom and brilliant books for topics.
DOWNLOAD A FREE RESOURCE!

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Shrapnel Boys - WW2 UKS2 resources and planning

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This free resource pack for UKS2 is designed to enrich the reading experience of Shrapnel Boys by Jenny Pearson...

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https://docs.google.com/document/d/1vN8AD3gj8scoarsGbnJ1p8fnBbjtPF7I

I hope this is useful. It's based around books I've used and loved in the classroom.

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https://drive.google.com/drive/folders/1e7MgUnUHbsUMSiElUOzavV-dFIGI6USj

I hope these provide some inspiration and guidance. If you find them useful, please consider making a small donation to my Buy Me A Coffee page.

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https://www.teachwire.net/teaching-resources/the-wrong-shoes-tom-percival-ks2-planning

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The Wrong Shoes – Tom Percival KS2 planning

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Explore poverty, bullying and peer pressure with this free PDF of KS2 planning based around The Wrong Shoes by Tom Percival

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https://drive.google.com/drive/folders/1bds0QBsEZ97HGtQ6P_IjmPv4xZgkL8Zn

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The Legend Of Podkin One-Ear Teaching Resources

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The Legend Of Podkin One-Ear Teaching Resources

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https://www.teachwire.net/teaching-resources/podkin-one-ear-ks2

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Podkin One-Ear – KS2 English activity ideas

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Join a found family on a perilous journey in Kieran Larwood’s charming adventure story, The Legend of Podkin One-Ear…

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https://cdn.shopify.com/s/files/1/0093/4992/2876/files/Witchfairy_Teacher_Notes.pdf

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https://docs.google.com/document/d/1rzGDgAvTm7kydE2ezofZF-P3LsE7DpTt

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I will be running a few online sessions in 2025, with dates to be confirmed. If you're looking for a session for your school or trust, please get in touch. (jon.biddle@gmail.com)

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https://docs.google.com/document/d/1z1PY_zlaPCmNw5GrECd14sRgvkLMH-z4

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Reading Identities - Article For LoveReading4Kids

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Reading Identities - Article For LoveReading4Kids

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https://www.lovereading4kids.co.uk/school-blog/keep-world-book-day-alive-all-year-round-reading-identities-and-reading-scrapbooks-6371

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Using Graphic Novels In Class - Article For Bookmark

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Using Graphic Novels In Class - Article For Bookmark

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https://www.bookmarkreading.org/blog/2024/6/11/tipsforgraphicnovelsinclassrooms

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Bookmark Reading Charity | Changing children's stories

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Jon Biddle, who is an avid graphic novel collector and a model teacher when it comes to reading for pleasure, has provided us with tips for teachers on using graphic novels with their classes.

There's been an explosion in the popularity of graphic novels in schools over the past few years. They can bring so much to the reading experience: they help boost reading confidence and allow children to feel as if they're successful readers, invite inference, develop comprehension and encourage imitation. Because they can usually be read quickly by pupils, they can get around a class within a couple of weeks, helping develop reading communities and providing opportunities for spontaneous book talk. Most importantly, they're loads of fun to read!

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Tips for teachers on using graphic novels with their classes - Bookmark Reading Charity | Changing children's stories

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Explore teacher, Jon Biddle's, top tips on bring graphic novels into the classroom.

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https://www.bookisland.co.uk/products/thats-nice-love

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'That's Nice, Love' by author and illustrator Owen Gent | ￡12.99 | Synopsis: Imagine a trip to the park with butterflies and snakes and monkeys and a giant leopard - magical! Imagine missing it all because you're distracted... A beautiful story for children and adults about the importance of looking up, paying attention and sharing adventures.

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Maia and What Matters Teaching Resources

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Maia and What Matters Teaching Resources

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https://www.bookisland.co.uk/products/maia-and-what-matters

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A beautiful book about family, illness and aging | Maia and her grandma are just alike, they get along like a house on fire. One day Grandma falls ill and loses her words. The grown-ups don't seem to understand her, but Maia never loses sight of her strong, wonderful grandma and knows exactly what she means.

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https://www.teachwire.net/teaching-resources/brightstorm

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Brightstorm – KS2 cross-curricular activity ideas

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Set forth on an epic adventure with Brightstorm – Vashti Hardy’s exciting story of exploration – in this KS2 book topic from Jon Biddle…

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A Street Dog Named Pup Teaching Resources

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A Street Dog Named Pup Teaching Resources

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https://www.teachwire.net/teaching-resources/books-for-topics-ks2-street-dog

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Every so often, teachers are fortunate enough to read a book with their class that leaves a lasting impression on everyone, children and adults alike. I've always been a fan of Gill Lewis' writing, but with A Street Dog Named Pup, she has created something truly special, a book that will be enjoyed for years to come.
It was the final novel I read with my most recent class when they were in Year 5. When they returned to me in Year 6, it was a unanimous decision that it would be the first book we would read together.

The children enjoyed it even more the second time round, because they were already so emotionally invested in the characters. It really is that good. If you haven't yet read it, please consider doing so at the earliest opportunity!

What is A Street Dog Named Pup about?

At its simplest level, it is a story about a young dog, Pup, trying to survive as a stray.

However, beneath the surface, there is so much more going on. It is a book about friendship, loyalty and love. It also delivers an extremely powerful message about the unequal relationship that exists between people and animals.

Pup desperately wants to find his way home to 'his boy' but has no idea about how to find him. He is taken in and accepted by the Street Dogs.

Each of the dogs in the pack has their own tragic story about how they ended up living on the streets. Pup soon forms strong friendships with the other dogs. Friendships and loyalties that the entire pack need to rely on when their home is threatened by the terrifying Fang.

Preparation

A Street Dog Named Pup is definitely a book that needs reading before sharing it with a class.

There are so many character voices to think about. The last time I read it, Frenchi, the loyal bulldog, was a combination of Ray Winstone and Danny Dyer.

Clown, the impetuous boxer, was based on Boris Johnson. Merle, the anxious border collie, shared some similarities with Jodie Whittaker's recent incarnation of Dr Who.

More importantly, it contains scenes of animal cruelty, which some children may find distressing, so it is important for adults to know what is coming.
Jon Biddle is an experienced primary school teacher and English lead. Winner of the 2018 Reading for Pleasure Experienced Teacher of the Year award, he coordinates the national Patron of Reading initiative.
DOWNLOAD A FREE RESOURCE!

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A Street Dog Named Pup - Cross-curricular KS2 activities

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A Street Dog Named Pup by Gill Lewis is an emotional story that offers a memorable opportunity to explore characterisation and relationships

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Invisible Children - Article For Teachwire

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Invisible Children - Article For Teachwire

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https://www.teachwire.net/news/invisible-children-why-we-shouldnt-ignore-the-quiet-kid/

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How to Make Class Reading an Event - Farshore

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Jon Biddle shares his tips on how to make your class reading successful, and recommends five fantastic books for storytime.

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https://docs.google.com/document/d/12DvFr8eZLLrm_sGtboDsMHDbMI_hWILX

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https://drive.google.com/file/d/1YbhBGtz3DTtyBw5swyLOBKC7OtN8xoOR

Feel free to download and adapt this for your school (although do credit me if you use it). I'm more than happy to answer questions about any part of the presentation (jon.biddle@gmail.com).

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https://thereadingrealm.co.uk/2019/04/24/the-teaching-realm-an-interview-with-jon-biddle

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Jon is the winner of the 2018 Egmont Reading for Pleasure Experienced Teacher award, coordinator of the national Patron of Reading initiative and an Empathy Lab advisor.

Jon Biddle

Twitter handle: @jonnybid

Link to blog/website: http://childrenreadingforpleasure.blogspot.com
What is your current position?
Senior teacher and English lead at Moorlands Primary Academy in Norfolk. Currently teaching in Year 6.
When, how and why did you get into education?
In the early 90s, I'd finished university and spent a couple of years flitting between various jobs (bookmaker, decorator, bar manager and so on). One summer, I found myself doing some voluntary work with the Suffolk Wildlife Trust, which resulted in me leading groups during educational visits. I found that I really enjoyed working with children and decided to apply for the PGCE training in London. Literally two days before the training was due to begin, I had a call from the course manager at the Urban Learning Foundation in Newham to let me know that someone had dropped out and a place on the course had just become available. I then spent ten very happy and fulfilling years working in Newham, and have spent the last decade or so teaching in Norfolk.
How do you feel the education landscape has changed since you started in your role?
So many ways! I feel that the overall standard of education has gone up noticeably over the past twenty years, for a huge variety of reasons. However, the obvious flipside to that is the financial crisis that's currently engulfing schools across the country. I'm not actually sure that 'crisis' is a strong enough word when so many schools are laying off staff, drastically narrowing the curriculum and finding it impossible to invest in essential resources, such as books.
What are your earliest memories of reading and writing?
Mr Ramsey was my main teacher in junior school, when I was seven and eight. He read us a children's version of Gulliver's Travels which seemed to last forever; actually, with hindsight, it might well have been the full version - it was endless. We did every piece of writing imaginable around the book and spent several months making an army of clay Lilliputians, as well as a life-size sculpture of Gulliver. We also spent a lot of time writing and illustrating poetry, which was absolutely fine by me. My earliest memories of reading at home tend to be based around The Famous Five and various Ladybird books.
How do you try and foster a love of reading in children?
Reading for Pleasure is absolutely central to the culture of our school as we know what a massive impact it can have on children's life chances. I model reading in the classroom regularly and talk to the children about how important it is to me. We discuss books daily, often having spontaneous class discussions about what we're all reading. I believe it's essential for children to be read aloud to as often as possible, as well as giving them daily independent reading time so, however squeezed our timetable is, they're two things that we always prioritise. In order to keep interest levels high, it's important to keep a flow of new books, magazines, comics etc coming in to the classroom, which we fund in a variety of ways (including, unfortunately, dipping our hands into our pockets far too frequently). We also have several whole school initiatives such as staff/pupil reading buddies and regular reading assemblies. I'm very fortunate to work with a group of staff who are also passionate about reading.
What has been your most successful reading or writing lesson or activity with children?
When we studied Captain Scott and the race to the South Pole, I managed to get hold of a book called The Last Letters from the Scott Polar Research Institute in Cambridge. It contains the final letters that Scott, Bowers and Wilson wrote home to their family and friends as they were waiting to die in their tent in Antarctica. Sharing those letters in class led to some of the most powerful writing I've ever seen. It makes me shiver even now, just thinking about how honest and raw the work was that the children produced.
What advice would you give to parents whose children say they don't like reading?
Persevere and don't worry too much (or at all) about what they're reading. If a child wants to read two hundred Beast Quest books, that's absolutely fine. Keep gently nudging and pointing out what else is available, they'll move on eventually. Graphic novels, comics, poems - they all count as reading. It doesn't matter what the spark is, just keep trying to light it. Time is always a limiting factor, but if you can find enough time to model reading at home, even if it's sitting for a few minutes with a magazine, that's great.

Also, if you're lucky enough to have a local public library or a school library which is open out of hours, get them there as often as possible. The more exposure a child has to books, the more likely they are to find one that they enjoy.

What books do you remember from your childhood? Do you have a favourite?
I remember discovering my mum's collection of Agatha Christie books when I was about twelve, and working my way through those pretty quickly. I liked the familiarity of the plots, even though I very rarely worked out who the killer was. However, the books that had the biggest impact on me as a child were the Fighting Fantasy series by Steve Jackson and Ian Livingstone. I remember spending numerous evenings sitting with my pencil, dice and squared paper, trying to find my way through the maze in The Warlock of Firetop Mountain (often while Airwolf was playing in the background which, from memory, seemed to be every night).
Which books make you cry?
I often get quite teary when I read books aloud to my class. There's a passage in The Miraculous Journey of Edward Tulane that I always struggle with; I've not made it through once yet without shedding a tear. There's also a short story by Paul Jennings called The Busker which often causes me to well up. Children usually respond really well when they see that an adult is genuinely emotionally engaged with what they're reading, so I don't let it worry me at all. Let them flow!
What authors did you dislike at first but grew into?
I don't know if I particularly disliked them or just never really got the most from them at the time, but I've thoroughly enjoyed re-reading books from my childhood by American writers such as Katherine Paterson, William Steig, Cynthia Voigt and Mildred D Taylor.
What's your favourite under-appreciated novel?
Many wonderful novels slip through the net, far too many to name. An author whose overall body of work I believe is significantly under-appreciated is Paul Dowswell. He writes absolutely fantastic historical novels for children, usually set in either the First or Second World Wars.
Have you ever experienced reader's block?
No. I have a break for a couple of days occasionally, but quite often I'll finish a book and then pick up the next one within a few seconds. I do sometimes give up on a book but it has to be pretty bad for that to happen.
Are you drawn to a particular genre or type of book or do you read a variety of genres?
Do books about the history of cricket count as a genre? Maybe a sub-genre? I read those almost constantly. I love fantasy and science-fiction, as well as historical novels and detective fiction. Actually, I enjoy pretty much anything. I read a huge number of children's books, but manage to break away occasionally.
What book are you currently reading?
I'm currently reading The Year of Reading Dangerously by Andy Miller. It was recommended by Mat Tobin (@Mat_at_Brookes), and I absolutely love it. There's a chapter about Middlemarch which made me laugh out loud several times. I'm also reading The Day I Was Erased by Lisa Thompson at school. We read The Light Jar together as a class last year, and the early signs are that this is even better.
Where's your favourite place to read?
I'm not fussy, as long as it's reasonably soft and there's a cup of tea within reach.
Which three books would you recommend to primary school aged children and why?
Obviously an impossible question! Today's three are:

The follow-up to Varjak Paw and slightly better in my opinion. It's a thrilling journey, with a wide range of wonderful characters. The Scratch Sisters, Cludge, Sally Bones, The Orrible Twins and many more all take on lives of their own in this fantastic book.

The Miraculous Journey of Edward Tulane by Kate Di Camillo-

A beautifully written book and packed full of emotion. I've read it to every class I've taught over the past few years and they've loved it each time.

Tomorrow's selections would probably be completely different, and could well include Wolf Wilder, Bridge to Terabithia, El Deafo, Cloud Busting, Mortal Engines or The Graveyard Book, or possibly some of the fantastic non-fiction books available such as Shackleton's Journey. I honestly believe that the quality of children's books being published is incredibly high at the moment, and has been for several years. It's really concerning that it's becoming a lot harder for a large number of children's authors to make a decent living from their writing.
Finally: in one sentence, what does reading for pleasure mean to you?
Reading for pleasure can impact on a child's path through school but, even more importantly, it can impact on a child's path through life.

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The Teaching Realm: An interview with Jon Biddle #12 - The Reading Realm

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Jon is the winner of the 2018 Egmont Reading for Pleasure Experienced Teacher award, coordinator of the national Patron of Reading initiative and an Empathy Lab advisor. Jon Biddle Twitter handle: @jonnybid Link to blog/website: http://childrenreadingforpleasure.blogspot.com What is your current position? Senior teacher and English lead at Moorlands Primary Academy in Norfolk.

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Embedding Black History - Article For DK

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Embedding Black History - Article For DK

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https://learning.dk.com/uk/resources/articles/embedding-black-history-into-the-school-curriculum

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Jon Biddle is a Year 5/6 teacher, English and KS2 lead, co-ordinator of the national Patron of Reading initiative, Empathy Lab judge and advisor, UKLA National Council member, and a part of the editorial team for the English 4-11 magazine.
One of our recent Year 5/6 topics was based around Black history, particularly Black British history. The topic was called Maafa, which is a Swahili term meaning 'great tragedy' or 'terrible occurrence', with the main focus being on The Transatlantic Slave Trade* that took place between the 16th and 19th centuries.

Concentrating on two key areas, slavery and the Civil Rights Movement, when planning lessons on Black history can be problematic as only exploring these areas rightly raises several questions. Where are Black people throughout the rest of history? What about significant Black historical figures in other areas, such as sport, the arts and science? How are we celebrating achievements from Black individuals and communities which are not based on oppression or racism? How does our teaching of Black history fit into social conversations and changes?

Changing the default history we teach in order to make it more inclusive and diverse is something that schools are becoming more aware of and beginning to strive towards. There is an increasing understanding that Black history needs to be taught as part of a much broader perspective, as well as being celebrated in its own right.

Trying to take this into account, I looked at how we could increase the range of learning that was happening in class during our topic. I wanted to give the children some ownership over the direction of travel so asked them to tell me what they already knew about Black history (very little, to be honest, apart from about a few specific individuals such as Walter Tull) and what questions they wanted answered. We spent a lot of time talking about how Black figures were sometimes erased from history books and discussed the story of Matthew Henson, an African-American explorer who is increasingly thought to have been the first person to have reached the North Pole. The student's sense of injustice and outrage was clear. At this point, the class agreed we should spend time learning about other Black figures from history and sharing our findings with each other. Several of them were keen to also find out more about contemporary people who they felt might become historical figures of the future.

Later that week, they began carrying out research in small groups. They used a wide variety of non-fiction texts, which included The Black Curriculum: Legacies by Lania Narjee and Chanté Timothy, a book which includes chapters on artists and musicians, STEM pioneers, sportspeople and politicians. Although the children were initially drawn to people they were already aware of, they soon started exploring the lives of people they had not previously encountered. They then thought about how they wanted to present their information. Most groups chose to create a PowerPoint, with some deciding to create a poster or booklet, and spent further time over the next week working on their presentations. My personal favourite was an enormous piece of card filled with information about Stormzy. The pupil who produced it is usually quiet in class, rarely choosing to share her work, but was absolutely thrilled by the positive feedback she received from her peers.

As the work drew to a close, the class agreed they wanted to highlight what they had been doing for other children across the school. I talked to my colleagues about the work that had been produced and they were all keen for their pupils to experience it. Over the next few days, small groups disappeared off round the school, relishing the opportunity to give their hard work a genuine audience.

At the same time as we had been researching Black historical figures, one of the Year 3/4 teachers had been leading a project on diversifying reading across her phase, so the two projects began to feed off each other. My class always love talking about books, so they put together a selection that they'd found useful to share with the younger pupils alongside their work. The DK Life Stories series, featuring people such as Barack Obama, Jessie Owens and Katherine Johnson, went down particularly well as they are so accessible.

We often finish a topic by creating a double-page spread so that the children can demonstrate what they've learned. We generally allow a couple of sessions for this because they love being creative with their ideas. Although the official title for the work was Maafa, it was heartening to see that they also chose to include what they had been learning about Black historical figures. Giving them freedom to explore people they found interesting gave the work a new direction and allowed them a chance to think about what it was they actually wanted to share.

Phoebe, one of my Year 5 pupils, said, "I decided to include Evelyn Dove because, until last week, I'd never actually heard of her and nor had anybody else in the class. She was a really good singer, my mum helped me find some of her songs on YouTube, and I listened to her. Some people should be more famous. Like her."

In terms of moving forward and trying to maintain a more balanced perspective of the history that we teach, my colleagues and I have been looking at our forthcoming topic on World War One. We have already decided we are going to explore how soldiers from African nations colonised by the British Empire were recruited, the short life of Guyanese merchant seaman Lionel Turp and the contributions of the BWIR (British West Indies Regiment) and IEF (Indian Expeditionary Force) to the war effort.
We know there is still a long way to go in order to truly embed Black history - and the history of the rest of the world - into our school curriculum but it does feel as if we have taken a tiny step on the journey to creating something that is genuinely more inclusive.
* the National Curriculum for England uses the terminology 'The Triangular Slave Trade' but we have opted for 'The Translatlanctic Slave Trade' phrasing to acknowledge the wider geographical and sociological context of this traumatic era.

Here's what Ilhan Rayen Awedfrom The Black Curriculum had to say on Jon's approach:

"We are thankful that teachers like Jon continue to highlight the importance of teaching Black British history in schools. It is clear that teaching Black British History often leads to more engagement and interest from students whilst also giving them a sense of identity and representation.

Often, the only Black history we learn in school centres around the Civil Rights Movement and The Transatlantic Slave Trade. Although significant, Black history should certainly not be reduced to these two topics.

It's really important for educators to embed Black British History within their curriculums for students to have a more accurate view of British history whilst learning about Black Britons' contributions to this country.

The Black Curriculum book series, which includes the titles: Migration, Places, and Legacies, focus on the presence of Black Britons across the UK and throughout history, highlighting their contributions and achievements. We are happy to hear that Legacies in particular was a useful resource for Jon's class and prompted students to create projects about the inspirational figures they encountered."
Ilhan Rayen Awed is a Project Lead who has worked for the Black Curriculum for over three years. She oversees bespoke projects, creates educational content, and manages one of the Black Curriculum's flagship programs.
Help your class learn more about Black British History with the Black Curriculum titles below

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Embedding Black history into the school curriculum

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Jon Biddle is a Year 5/6 teacher, English and KS2 lead, co-ordinator of the national Patron of Reading initiative, Empathy Lab judge and advisor, UKLA National Council member, and a part of the editorial team for the English 4-11 magazine. One of our recent Year 5/6 topics was based around Black history, particularly Black British history.

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Our School Wildlife Meadow - Article For DK

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Our School Wildlife Meadow - Article For DK

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https://learning.dk.com/uk/resources/articles/our-school-wildlife-meadow

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\n\nA few months ago, I displayed a copy of DK’s thoroughly enjoyable \nThe Extraordinary World of Birds\n on my classroom recommendations shelf. I…

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https://docs.google.com/document/d/1z2o3G7pNfHsvO8dR20u3VXvyaZt5ZgCt

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https://drive.google.com/file/d/1n_UJ5HIihJfs_2K40XqBj9kCoSXJb9NK

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https://drive.google.com/file/d/1n__2fq24MUfl5029L4PFgpUtA_Rzc3e

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https://drive.google.com/file/d/1ne760CM4S0zbRn3_PsWjvlGpm0jW8GDX

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https://www.buymeacoffee.com/jonbiddle

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https://ourfp.org/eop/reading-surveys

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https://docs.google.com/document/d/1UgOOkp5YnaTyTo7xHwnd4UorMdop60aX

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https://uk.bookshop.org/shop/readingforpleasure

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Year 5/6 teacher & English lead. Children’s books & Reading for Pleasure.

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https://docs.google.com/document/d/1B506ZNrgXd7WyZ-oryJq5MSHiBm0JuMZ

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https://docs.google.com/document/d/1UiTK3GuXmWBL_LBO5wb1NdcKGSMTkD4g

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https://ourfp.org/eop/pupil-recommendations-shelf/

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https://ourfp.org/eop/parents-mystery-book

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https://childrenreadingforpleasure.blogspot.com

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Building On The Foundations - 2021 Farshore Reading For Pleasure Awards

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Building On The Foundations - 2021 Farshore Reading For Pleasure Awards

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https://ourfp.org/eop/building-on-the-foundations

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https://ourfp.org/eop/poetry-post

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Reading For Pleasure In Schools Facebook Group

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Reading For Pleasure In Schools Facebook Group

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https://www.facebook.com/groups/1544272119166812

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https://docs.google.com/document/d/1uWJEIs2R3xjPzih5brEYBbikOgpHpZVw

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https://docs.google.com/document/d/1mQdaUXy9yolbDqZjrW7-_m-uo14lUtRh

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https://drive.google.com/file/d/1tKFfo4nWaV7LFY14Jpu0xOgIfiDJk_1n

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https://docs.google.com/document/d/1U7E4uoXIoTjXXuY1AU6txV4Cc3QSIa3X

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https://childrenreadingforpleasure.blogspot.com/2020/07/independent-childrens-booksellers.html