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The Language of Maths and how to use it (sentence stems)

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The Language of Maths and how to use it (sentence stems)

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St Charles Borromeo Catholic Primary School and Nursery

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The Language of Maths and how we use it with your children

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© 2024 St Charles Borromeo Catholic Primary School and Nursery * School Website Design by e4education * * High Visibility Version Sitemap * Cookie Settings Privacy Policy

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Book recommendations for different topics across different subjects 

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Book recommendations for different topics across different subjects 

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Best children's books - Topics (booksfortopics.com)

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Best children’s books - Curriculum Topic Booklists

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Discover our recommended booklist - Curriculum Topic Booklists - with the best books and quality texts for primary ages and topics, reviewed and selected by experts.

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Outdoor learning ideas | Learning through Landscapes

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Hundreds of free lesson ideas and activities for every age and subject area — ideal for curriculum-led outdoor learning and Forest School.

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Creative STAR Learning | I'm a teacher, get me OUTSIDE here!

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There's about 90 blog posts with ideas and suggestions to support you to develop your maths provision outside, be this in the early years or primary school. Most are open-ended and can be easily adjusted to the level at which you work.

Note: for some visitors to this website, the photos in each blog post take an age to upload. They will appear. Be patient.

Maths Week Scotland webinar

25 Outdoor Maths Games for Everyone. A range of ideas and games for making maths accessible to all. Below is a brief video with some top tips for getting outside and enjoying maths in a more expansive space.

The Freebies

Useful posts to get you started teaching maths outside

Outdoor number explorations

Outdoor measurement

Outdoor patterns and relationships

Properties of 2D shapes and 3D objects - outside

Outdoor angles, symmetry and transformations

Handling data outside

Daisy footprints. Does the size of your footprint or the place where your boot lands that will flatten the most daisies? Useful open-ended investigation for a range of ages.

Information or data handling outdoors. Exploring a range of possibilities with a group of teachers.

Resource-based outdoor maths explorations

Environmental maths explorations

Broader explorations of maths

Sketchnoting Capturing maths and other educational thoughts. Examples that include maths concepts. I also advocate teachers showing children how to sketch note so they can do their maths journals using this technique.

Can I go on the computer, Mum? A parent's experience of playing a game and giving her son the opportunity to create a game and change the rules. The outcome was much more positive.

Making environmental print meaningful at Stramash Fort William How one outdoor nursery created signs that were personalised and relevant to each child at nursery. It's about using non-standard measurements to measure distance.

Amazing mazes. A wonderful exploration and creation of mazes by a group of P6 children with additional support needs. Thank goodness for brain diversity and creativity.

STEM explorations

Maths celebrations and events

If you are looking for more maths resources and ideas

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You will have fan-ta-stick time exploring maths outside! There's about 90 blog posts with ideas and suggestions to support you to develop your maths provision outside, be this in the early ye...

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Polypad - Virtual Manipulatives - Mathigon

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Virtual manipulatives, dynamic geometry, graph plotting, data science and more: explore the ultimate mathematical playground!

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Look at the section reducing cognitive load when teaching time for alternative ways to approach teaching it.

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Teaching Time & Telling the Time to KS1 & KS2: Your NEW Fail-Safe Step by Step Technique

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Telling the time made easy at KS1 & KS2. A fail-safe step by step technique plus telling the time worksheets and activities for teaching time to children.

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Maths games, resources and CPD (mainly KS1, early years) 

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Maths games, resources and CPD (mainly KS1, early years) 

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Number Bond Dice Games

For this activity children roll a dice and colour in the number of circles on the dice. Then they colour in the other part. Children then write down the two parts that the whole number is broken into.

How Close to 100?

How Close to 100? is a two-player Youcubed game. Click here for How Close to 100 Grids. On your turn, you roll 2 dice to generate the side lengths of a rectangle. Draw your rectangle on the grid of 100 squares. Take turns doing this. How many of the 100 squares can you fill in?

Doubles Cards

The Doubles Cards show doubles up to 20 within 10-frames, helping children to visualise these number facts. The cards need to be cut out. Turn over one card at a time and the children say the double fact shown on the card.

Bordering 10 Cards

The bordering 10 cards help children to see how single-digit numbers are broken down for addition calculations that border 10.

Fractions Cards

The Fractions Cards can be printed and used to compare fractions, show equivalence and model adding and subtracting fractions.

Factors and Multiples Game

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For this activity children roll a dice and colour in the number of circles on the dice. Then they colour in the other part. Children then write down the two parts that the whole number is broken into. How Close to 100? is a two-player Youcubed game.

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Learning how to engage in dialogue with and respect people whose values are different from one's own is central to the democratic process and to fostering of a culture of human rights.

Yet in Europe young people do not often have an opportunity to discuss controversial issues in school because they are seen as too challenging. Controversy is contextual in nature, and this is precisely why dealing with it is not straightforward. Issues considered controversial by some may not appear so to others.

Developing a capacity to deal with controversial issues must be at the heart of an effective education for democracy. This goal is the basis for these new CoE materials developed by educators throughout Europe.

The "Living with controversy" toolkit is a valuable pack of instruments for education professionals developed with the joint EU/CoE project Democratic and Inclusive School in Operation (DISCO). They include:

► Teaching Controversial Issues Through Education for Democratic Citizenship and Human Rights (EDC/HRE) suggests ways in which these challenges may be met, identifies the professional competences required and makes recommendations for the development of activities in all educational settings, from the pre-primary to the tertiary levels, and across all subjects.

To view and download the PDF click here, to order the hardcopy visit our bookstore at this link.

► Managing Controversy - Developing a strategy for handling controversy and teaching controversial issues in schools, a self-reflection tool for school leaders and senior managers designed to support reflection on the way controversy is handled in schools.

To view and download the PDF click here, to order the hardcopy visit our bookstore at this link.

► Learning How to Handle Controversial Issues in Schools and Other Education Settings. A Good Practice Guide: Using the Manuals Teaching Controversial Issues and Managing Controversy, capturing the rich learning that has emerged over past years from the trainings that took place across Europe.

To view and download the PDF click here, to order the hardcopy visit our bookstore at this link.

The new self-learning course The Key to Dealing with Controversial Issues is now available on the CoE's LEMON (Learning Modules Online) platform, and provides an effective tool to manage controversy. With this 2-hour course, learners will find out what makes an issue controversial, why it is important to deal with controversial issues in educational environments, and what strategies education professionals can devise to handle them effectively in the classroom. The course targets education professionals but is also open to the general public. It is offered free of charge upon simple registration on the online learning platform.

Strasbourg

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New education materials on how to teach and deal with controversy - Education - www.coe.int

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Learning how to engage in dialogue with and respect people whose values are different from one's own is central to the democratic process and to fostering of a culture of human rights. Yet in...

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Britain's future depends on empowering the next generation with the skills, knowledge and confidence to engage in society today.

Young Citizens is a citizenship education charity that informs, equips and inspires children and young people across the UK to be active citizens.

We help educators offer inspiring citizenship education for their pupils and students - both as a part of the curriculum and beyond.

From libraries of teaching resources to interactive programmes, we offer immersive learning that builds citizenship skills in children and young people, equipping them to navigate society's most complex issues.

We also work with institutional partners - nationally and internationally - to develop thinking, practice, and new frameworks that strengthen civic engagement and education in the 21st century.

Your teaching resources

Access our free library of 100+ lessons, assemblies and other flexible citizenship and PSHE resources by becoming a school subscriber.

The Mock Trial Competitions are our longest-running active learning experiences. Since 1991, we've provided unparalleled exposure to the judicial...

Make a Difference Challenge

The Make a Difference Challenge is a child-led social action programme that empowers some of our youngest citizens. It...

Helping your school achieve excellence in SMSC Whether you are just starting out, restarting and rethinking your approach, or...

The charity

We see that young people from ages 5 to 18 are able to become informed, empowered and active citizens.

We do this by providing a range of quality programmes and school resources to help teachers introduce the difficult issues of today whilst building citizenship skills.

Support Us

Whether as volunteer or a donor, your support can help us continue to create informed, empowered and confident young citizens.

Interested in helping shape one of our key themes or issues as a sector leader? Read more about our partnerships.

Subscribe to our Newsletter

Want to keep up to date on our free resources, programme launches and the world of youth social action and citizenship? Sign up to our newsletter today.

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Young Citizens is a citizenship education charity that informs, equips and inspires children and young people across the UK to be active citizens. We help educators offer inspiring citizenship education for their pupils and students - both as a part of the curriculum and beyond.

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Everything you need to provide quality Citizenship education. Expert advice, CPD, training, conferences, resources, journal.

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Prevent in Schools - Teaching Resources for Prevent duty

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Teachers can find information, resources and answers to common questions below.

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Drag and drop countries around the map to compare their relative size. Is Greenland really as big as all of Africa? You may be surprised at what you find! A great tool for educators.

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Click on right hand side where it says road
Click ordinance survey

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Map multiple locations, get transit/walking/driving directions, view live traffic conditions, plan trips, view satellite, aerial and street side imagery. Do more with Bing Maps.

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Free Printable maps

Visit our page of free printable maps - blank, labeled, fill in the blanks for studying and learning.

Have you tried Study Mode?
Study mode provides all kinds of additional material on countries, and on the US states. Watch this quick video to see how it works.

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Test your geography knowledge - clickable map quizzes

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Clickable Map Quizzes of the world - just click on the map to answer the questions. Great geography practice for students in elementary school, middle school, high school, colleges and universities.

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Forgotten Password? Sign in with your HA account

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Poems and videos of poetry performances 

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Poems and videos of poetry performances 

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CLPE is the National Poetry Centre for Primary Schools. Search our extensive bank of poems for children, poetry teaching resources, videos of poet performances and interviews to support the teaching of poetry.

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Copyright © 2023 All rights reserved. Charity No. 1093858. Registered No. 4336052

The Poetry Archive is a not-for-profit organisation with charitable status.

We use cookies to ensure that we give you the best experience on our website. We use cookies. Accept More info

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Listen to the world's best poetry read out loud. Explore 100s of poems read by the poets themselves. Read along or listen distraction free.

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Turn classroom into a different setting with special effects

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Turn classroom into a different setting with special effects

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Lights, Camera, Action!

Add the fun and excitement of big-budget Hollywood special effects to any video with FxGuru

20 Free Effects, including:

Satellite Crash

UFO Shuttle

Bunker Buster

Huge Scene Library Available

Mech Attack

Ghost Bride

Many More Effects Available!

MotionMatch ™

Our proprietary MotionMatch™ technology enables targeted camera and background movement during filming, dramatically enhancing realism. What used to take hours of processing on expensive hardware can now be done in minutes on your phone.

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FxGuru: Amazing Special Effects for Mobile Video

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Add the fun and excitement of big-budget Hollywood special effects to any video with FxGuru Satellite Crash UFO Shuttle Bunker Buster Mech Attack Ghost Bride Many More Effects Available! Our proprietary MotionMatch™ technology enables targeted camera and background movement during filming, dramatically enhancing realism.

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Resources and support for primary teachers (languages) 

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Resources and support for primary teachers (languages) 

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Primary Zone - Association for Language Learning

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© Association for Language Learning, 1A Duffield Road, Little Eaton, Derby DE21 5DR. Privacy notice | Cookie Policy | Terms and Conditions | Site Map

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oRiPL have produced a ‘white paper’ reviewing the current situation and making specific recommendations to government. There is also a one-page summary here: policy

oRiPL produce one-page summaries of research into languages in primary school: research

RiPL also run an online course (a MOOC) with Future Learn.

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Several important findings are emerging from two ongoing research projects by RiPL members that we'd like to share with you. The Progression in Primary Languages project (PiPL), led by Rowena Kasprowicz at the University of Reading, and Digital Empowerment in Language Teaching (DELTEA: Alison Porter, University of Southampton, and Suzanne...

Continue reading

With the introduction of Modern Foreign Languages (MFL) as a compulsory part of the primary curriculum back in 2016, many Key Stage 2 teachers were tasked with getting to grips with a new a subject and new pedagogies. At the same time, the linguistic diversity of classrooms across England has continued to grow, with 20.9% of primary school children now using a language other than English at home (DfE, 2021). This combination of growing linguistic diversity and a new linguistic subject in primary classrooms has created an interesting intersection to explore.

Continue reading

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Several important findings are emerging from two ongoing research projects by RiPL members that we'd like to share with you. The Progression in Primary Languages project (PiPL), led by Rowena Kasprowicz at the University of Reading, and Digital Empowerment in Language Teaching (DELTEA: Alison Porter, University of Southampton, and Suzanne...

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§  Really interesting and appealing game that assesses learners’ language skills. Not for teaching beginners, but worth exploring.

§  Takes some time to register and set up

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Please note that Unity WebGL is not currently supported on mobiles. Press OK if you wish to continue anyway.

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From the Goethe-Institut.

This is a is a video-led scheme, but you have to scroll down quite a way to find the materials. Click on 'Volume 1’ under the video image, them scroll down to find what you want.

Teachers’ notes are very detailed and clearly structured.

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© Goethe-Institut

The materials

A central element of the course is to enable the children to develop cultural awareness of aspects of life in German speaking countries as well as creating a love for language learning. The Appendix provides further information and materials such as song texts, flashcards, cultural tips as well as a few explanations on grammar and sounds.

The Appendix provides further information and materials such as song texts, flashcards, explanations on how to use the Whiteboard apps, cultural tips as well as a few explanations on grammar and sounds.

Vocab trainer

Please check out: Exercises have been created for the vocabulary of all Felix & Franzi chapters on www.memrise.com

Memrise is an online learning tool which introduces new words or revisits vocabulary learned during lessons. It helps young learners to remember vocab by using flashcards augmented with mnemonics. You can register for free. As an additional encouragement, pupils can even follow their high scores which can be motivating for some of them. These exercises are recommendable for working at home or unsupervised.

Whiteboard apps: We have noticed that the whiteboard apps are not downloaded correctly with the Internet Explorer. Please use Firefox, Safari or Google Chrome instead. In case of any further problems, please contact Manuela Vogelgesang at the Teacher Services Department in London:

Teachers from the UK can order the hand puppets and additional teaching resources in our online shop.
Teachers outside of the UK can order the hand puppets here.

Link to the Daliono online shop:

Felix und Franzi Tutorial

This clip briefly explains what to expect from the Goethe-Institut London's primary materials „Deutsch mit Felix & Franzi". You will find out what the basic concept is, where you can get support for working with the free lesson plans, songs, films, whiteboard apps etc. and how you can order the printed versions of the lesson plans and the hand puppets.

Tutorial Whiteboard Apps for 'Deutsch mit Felix & Franzi'

This tutorial explains how teachers working with the lesson plans 'Deutsch mit Felix & Franzi' can access and use the matching whiteboard apps.

Contact

Teacher Services Department
Goethe-Institut London
Tel. +44 20 75964031
teacher-services-london@goethe.de

Partners

Thank you to Buckinghamshire Learning Trust for their support. Buckinghamshire Learning Trust is one of the Goethe-Institut's partners in this project.

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© Goethe-Institut A central element of the course is to enable the children to develop cultural awareness of aspects of life in German speaking countries as well as creating a love for language learning. The Appendix provides further information and materials such as song texts, flashcards, cultural tips as well as a few explanations on grammar and sounds.

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The Key Stage 2 (KS2) German scheme of work has been developed by Dr Rachel Hawkes and resources created by Dr Heike Krüsemann, Helen Gass and Dr Rowena Kasprowicz.

The scheme of work and resources align with the new French and Spanish schemes of work and resources created by Dr Rachel Hawkes and colleagues.

The SOW implements key recommendations from the pedagogy review and the Ofsted languages research report, which highlight the three key knowledge strands: phonics, vocabulary and grammar. The resources are also informed by the NCELP German KS3 SOW and resources.

The overall curriculum plan for KS2 German has the following design:

Time allocation (realistic yet optimal)
60 minutes per week in total, including:

a 30-minute lesson

five mini follow-ups (4 of 5 minutes, 1 of 10 minutes)

The three strands

phonics and grammar repeat in Y3 & 4 and then again in Y5 & 6

vocabulary varies (so that lessons themselves are different)

Structure (4-year consecutive or 2-year rolling)
the repetition of phonics and grammar content together with the variation in vocabulary makes it possible for the years Rot and Gelb to be completed in either order, and the same for Blau and Grün.

A presentation introducing the new German scheme of work can be viewed here.
Years 3 and 4 (Rot/Gelb) Years 5 and 6 (Blau/Grün)
All resources are licensed as CC BY-NC-SA 4.0.

This means that you can:

Share and use the material

Edit and build from the material

As long as you:

1. "BY" Attribute, say who the work is "by". A proper attribution for an edited resource could look like this: "This resource is based on Y3_4_rouge_t1_w1_lesson (by Krüsemann, Heike; Hawkes, Rachel), licensed under CC BY-NC-SA 4.0." Note that it links to: (A) the resource (B) the owner and (C) the license.

2. "NC" Are using it for non-commercial activity, ie do not earn any money from your use of the materials. For example, these resources can be used at free talks with our license, but not in paid talks.

3. "SA" Assign the same license CC BY-NC-SA 4.0 to anything you create, meaning the material is "shared alike"

Artwork is by Steve Clarke. All additional pictures selected are available under a Creative Commons license, no attribution required.

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Key Stage 2 German Scheme of Work and Resources - Progression in Primary Languages

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The Key Stage 2 (KS2) German scheme of work has been developed by Dr Rachel Hawkes and resources created by Dr Heike Krüsemann, Helen Gass and Dr Rowena Kasprowicz. The scheme of work and resources align with the new French and Spanish schemes of work and resources created by Dr Rachel Hawkes and colleagues.

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Hard to navigate, but well-planned and well-resourced.

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Enjoy thousands of free resources from home on our digital library Culturethèque! Our online collection includes books, magazines, podcasts, videos, resources for French teachers and learners, and many more. Regularly updated with the latest press articles and new French learning material, it also features a treasure trove of award winning novels, comics and kids' books.

Feel free to browse around and immerse yourself in a rich world of discoveries, from curated content dedicated to topical themes ( Ecology, Gender Balance, ...) or genres ( Comic Books, Podcasts, ...). An essential part of French Culture is available to you online, for free. Enjoy!

Click here to access Culturethèque

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Culturethèque: a Free Digital Library | Institut français du Royaume-Uni

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Enjoy thousands of free resources from home on our digital library Culturethèque! Our online collection includes books, magazines, podcasts, videos, resources for French teachers and learners, and many more. Regularly updated with the latest press articles and new French learning material, it also features a treasure trove of award winning novels, comics and kids' books.

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Y3 and Y4 French

This is a new primary scheme of work (including resources) created for Cam Trust schools, and is available for any teachers to download, adapt and use.

The lesson materials were created by Dr Marie-Odile Guillou ( biog and contact details) and me.

The SOW implements key recommendations from the pedagogy review and the Ofsted languages research report, which highlight the three key knowledge strands phonics, vocabulary and grammar. The lessons draw on the NCELP French team (led by Natalie Finlayson and Cath Salkeld) KS3 SOW and resources, which are in turn informed by the research work of Professor Emma Marsden and colleagues, including Dr Rowena Kasprowicz.

All resources are licensed as CC BY-NC-SA 4.0.

This means that you can:

Share and use the material

Edit and build from the material

As long as you:

1. "BY" Attribute, say who the work is "by". A proper attribution for an edited resource could look like this: "This resource is based on Y3_4_rouge_t1_w1_lesson (by Guillou, Marie-Odile; Hawkes, Rachel), licensed under CC BY-NC-SA 4.0." Note that it links to: (A) the resource (B) the owner and (C) the license.

2. "NC" Are using it for non-commercial activity, ie do not earn any money from your use of the materials. For example, these resources can be used at free talks with our license, but not in paid talks.

3. "SA" Assign the same license CC BY-NC-SA 4.0 to anything you create, meaning the material is "shared alike"

Artwork is by Steve Clarke. All additional pictures selected are available under a Creative Commons license, no attribution required.

I will eventually include here the SOW document (Excel) and other support material. (We will have SOW, primary languages policy doc, and a language guide booklet).

The overall curriculum plan for KS2 French has the following design:

Time allocation (realistic yet optimal)

60 minutes per week in total

a 30-minute lesson

five mini follow ups (4 of 5 minutes, 1 of 10 minutes)

The three strands

phonics and grammar repeat in Y3 & 4 and then again in Y5 & 6

vocabulary varies (so that lessons themselves are different)

Structure (4-year consecutive or 2-year rolling)

the repetition of phonics and grammar content together with the variation in vocabulary makes it possible for the years Rouge and Jaune to be completed in either order, and the same for Bleu and Vert

Here is a termly overview of the contexts for learning, the phonics, vocabulary and structures we teach. Follow the term links (Autumn, Spring, Summer) to get to the lesson resources.
Links will become 'live' as the materials become available.
Note: The previous KS2 French SOW and resources will remain on the site.

The full Rouge and Jaune scheme of work is available here. Please download this regularly as it will be updated as needed.

Overview document: Language Progression KS2 French

Here is an example (editable) of a Primary Languages Policy Document

When you click on Autumn, Spring, Summer you will get to separate pages, each with the layout of the SOW for that term (like the current page but with different column design).

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This is a new primary scheme of work (including resources) created for Cam Trust schools, and is available for any teachers to download, adapt and use. The lesson materials were created by Dr Marie-Odile Guillou ( biog and contact details) and me.

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Spanish videos of teaching and worksheets

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Spanish videos of teaching and worksheets

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Click on the icons in the yellow section

You will then see a range of resources for this section, including…

Videos of Claire teaching the new content

Follow-up activities, worksheets and reference sheets

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Legacy Scheme
(zipped file 1.47 MB)

*NEW* June 2020
The previous scheme of work (2009-2019) is referred to as the Legacy Scheme

Unit 1 - ¡Hola! ¿Qué tal?
Unit 1A
(PDF 33 KB)
Unit 1B
(PDF 32 KB)

Unit 8 - ¿A qué fecha estamos?
Unit 8A
(PDF 53 KB)
Unit 8B
(PDF 53 KB)

Unit 13 - ¡Describimos!
Unit 13A
(PDF 38 KB)
Unit 13B
(PDF 53 KB)
Unit 13C
(PDF 47 KB)

Unit 16 - En mi pueblo
Unit 16A
(PDF 37 KB)
Unit 16B
(PDF 37 KB)
Unit 16C
(PDF 37 KB)

"I can" cards
Unit 1
(PDF 43 KB)
Unit 2
(PDF 20 KB)
Unit 3
(PDF 23 KB)
Unit 4
(PDF 101 KB)
Unit 5
(PDF 89 KB)
Unit 6
(PDF 27 KB)
Unit 7
(PDF 211 KB)
Unit 8
(PDF 96 KB)
Unit 9
(PDF 91 KB)
Unit 10
(PDF 116 KB)
Unit 11
(PDF 36 KB)
Unit 12
(PDF 130 KB)
Unit 13
(PDF 73 KB)
Unit 14
(PDF 50 KB)
Unit 15
(PDF 62 KB)
Unit 16
(PDF 26 KB)
Unit 17
(PDF 54 KB)
Unit 18
(PDF 45 KB)
added 3.7.20

YEAR 1

Pirates
Saying hola and adiós to the pirates
(MS PowerPoint 4.4 KB)
¿Cómo estás?(MS PowerPoint 204 KB)
Random number generator 1 to 6 - start and stop with S(MS PowerPoint 1.2 MB)
Parrots flypast 1 to 6
(MS PowerPoint 542 KB)
Numbers 1 to 6 maths
(PDF 59 KB)
Numbers 1 to 6 counting
(PDF 876 KB)
Pirates Listening chests 1 to 6 (3 chests) more info here
(MS PowerPoint 1.9 MB)
Pirates Listening chests 1 to 6 (4 chests)
(MS PowerPoint 1.9 MB)
Me llamo writing (Year 2)
(PDF 360 KB)
Me llamo writing (Year 1)
(PDF 620 KB)
Listening chests 6 colours (3 chests)
(MS PowerPoint 2.8 MB)
Listening chests 6 colours (4 chests)
(MS PowerPoint 2.8 MB)
Listening chests cards - more info here
(PDF 947 KB)
added 30.10.23
Saying your name display
(PDF 458 KB)
Treasure chest numbers 1 to 6
(MS PowerPoint 1.5 MB)
Treasure chest numbers 1 to 10
(MS PowerPoint 1.5 MB)
Treasure chest number cards 1 to 10
(PDF 372 KB)
Coins and parrots counting cards
(PDF 5 MB)
Colours mat
(PDF 1.3 MB)
Parrot colours fly past
(MS PowerPoint 5.3 MB)
Parrot colours random selector - start and stop with S
(MS PowerPoint 4.4 MB)
Parrot colouring (6 colours)
(PDF 583 KB)
Parrot colouring (12 colours)
(PDF 721 KB)
Hat feather colours (6 colours)
(MS PowerPoint 4.3 MB)
Hat feather colours (10 colours)
(MS PowerPoint 10.2 MB)
Feather colouring (6 colours)
(PDF 607 KB)
Feather colouring (12 colours)
(PDF 366 KB)
added 19.08.23
Numbers to 10 and colours practice
(MS PowerPoint 44 KB)
Jumping spiders (11 colours practice)
(MS PowerPoint 2.1 MB)
Pirates colour mixing 5 colours
(MS PowerPoint 1.7 MB)
Counting minibeasts and colours
(MS PowerPoint 4.1 MB)
Numbers 1 to 6 and 6 colours practice
(MS PowerPoint 439 KB)
5 new colours
(MS PowerPoint 97 KB)
Parrots numbers 1 to 6
(MS PowerPoint 2.5 MB)
Minibeasts, numbers and colours - draw
(PDF 162 KB)
Pirates 5 colours practice
(PDF 605 KB)
Pirates, colours and numbers
(PDF 2.3 MB)
Pirates counting chests (1 to 6)
(PDF 430 KB)
Pirates treasure chests numbers 1 to 6
(PDF 370 KB)
Spanish-speaking countries flags to colour
(PDF 312 KB)
added 17.02.24

Colours song - score
(PDF 56 KB)
Performance on YouTube
added 25.01.22

Hola - call and response chant - score
(PDF 44 KB)
Performance on YouTube
added 01.10.21

added 26.1.21

Make an Easter chick hat - cut out the pictures & stick them on a band of paper
(PDF 242 KB)

Labelling a plant (Year 1)
(PDF 76 KB)
(Labelling a plant (2)
(PDF 57 KB)

For Year 1:
Colours guide
(MS PowerPoint 184 KB)
Find the right colours of beads and thread them (2 and 3 beads)
(PDF 19 KB)
Find the right colours of beads and thread them (4 beads)
(PDF 17 KB)
added 05.12.14

(MS PowerPoint 530 KB)¡Qué rico! ¡Qué asco! - a simple book about food based on
¡Qué rico! ¡Qué asco!
(MP3 1.4 MB) Yummy Yucky by Leslie Petricelli

¡ñam ñam! ¡puaj! (Yummy Yucky version 2)
(MS PowerPoint 578 KB)
added 3.3.21

YEAR 2

Describing clothes resources, based on Azul el sombrero, verde el sombrero
Singular clothes sentence builder
(PDF 98 KB)
Singular clothes reading activities
(PDF 32 KB)
Singular clothes listening activities
(PDF 33 KB)
Singular clothes reading activities
(MS PowerPoint 506 KB)
Singular clothes listening activities
(MS PowerPoint 439 KB)
Plural clothes sentence builder
(PDF 153 KB)
added 27.05.22
Activities for practising singular and plural adjectives
(PDF 140 KB)
Paper dolls for writing
(PDF 418 KB)
added 04.07.22
Describing the clothes in photos
(PDF 3 MB)
Paper dolls "how to"
(MS PowerPoint 3 MB)
added 01.09.22

Numbers 1 to 10 clapping song - score
(PDF 40 KB)
Performance on YouTube
added 01.10.21

Worry dolls colouring
(PDF 675 KB)
added 22.4.21

Noah's Ark (2 animals)
(MS PowerPoint 3.4 MB)
added 3.3.21

Counting pencil case items
(MS PowerPoint 719 KB)
added 26.1.21

added 14.6.15 Peace at Last (Jill Murphy)
Por fin un poco de paz
(MS Word 20 KB)
Por fin un poco de paz
(MS PowerPoint 879 KB)
Mi casa
(PDF 442 KB)
Mi casa
(MS PowerPoint KB)
Mi casa word cards
(PDF 12 KB)
Nouns posters
(PDF 636 KB)
Nouns worksheets
(PDF 315 KB)
Nouns summary
(PDF 24 KB)
Onomatopoeia practice
(MS PowerPoint KB)
Pictures for retelling story
(PDF 544 KB)

Cut and Stick
(PDF 1.5 MB)
added 23.8.15

Phonics posters
(PDF 10.1 MB)
added 6.7.20

ñ, ll, silent h and accents practice cards
(PDF 88 KB)
PowerPoint
(MS PowerPoint 220 KB)
added 18.9.17

Sounds th/b/kw practice
(PDF 379 KB)
Sounds and images reproduced here with kind permission of Rachel Hawkes
added 03.11.15

PowerPoints

Worksheets

KNOWLEDGE ORGANISERS

Unit 13A/B - ¡Describimos!
(PDF 1.1 MB)
Unit 13C - ¡Describimos!
(PDF 1.2 MB)
added 12.6.20

Unit 15 - ¿Qué hora es?
(PDF 656 KB)
added 12.6.20

Unit 16A/B - En mi pueblo
(PDF 945 KB)
Unit 16C - En mi pueblo
(PDF 682 KB)
added 12.6.20

Unit 18 - Yo soy músico
(PDF 1.5 MB)
added 12.6.20
WORD MATS
Unit 10 - ¿Qué tiempo hace?
(PDF 753 KB)
added 29.05.15
¿Qué tiempo hace mat (II)
(PDF 682 KB)
added 10.12.18

Unit 16 - En mi pueblo
(PDF 64 KB)
Unit 16 - Los transportes
(PDF 238 KB)
added 29.05.15

Spicy starters:
Greetings
(MS PowerPoint 223 KB)
Greetings 2
(MS PowerPoint 223 KB)
Greetings 3
(MS PowerPoint 223 KB)
Saying how you feel
(MS PowerPoint 223 KB)
Saying your age
(MS PowerPoint 121 KB)
Saying your age (2)
(MS PowerPoint 123 KB)
Numbers to 39
(MS PowerPoint 215 KB)
Numbers to 39 and plurals
(MS PowerPoint 224 KB)
Singular and plural
(MS PowerPoint 221 KB)
Indefinite articles / unit 7
(MS PowerPoint 224 KB)
Animal Park
(MS PowerPoint 223 KB)
Numbers and months
(MS PowerPoint 224 KB)
Birthdays
(MS PowerPoint 222 KB)
Birthdays 2
(MS PowerPoint 223 KB)
Numbers to 100
(MS PowerPoint 339 KB)
Numbers to 100 (2)
(MS PowerPoint 339 KB)
Numbers to 100 (3)
(MS PowerPoint 339 KB)
Numbers to 1000
(MS PowerPoint 338 KB)
Numbers to 1000 (2)
(MS PowerPoint 338 KB)
Unit 16 beginning
(MS PowerPoint 339 KB)
Unit 16A
(MS PowerPoint 339 KB)
Unit 16A (2)
(MS PowerPoint 339 KB)
Description of town
(MS PowerPoint 342 KB)
Description of town (2)
(MS PowerPoint 339 KB)
Description of town (3)
(MS PowerPoint 428 KB)
Description of town (4)
(MS PowerPoint 339 KB)
Infinitives
(MS PowerPoint 340 KB)
Infinitives (2)
(MS PowerPoint 439 KB)
added 02.02.23

En mi mochila - adjectival agreement activity
(PDF 267 KB)
added 27.1.18

Plural adjectival agreement phrase building cards (based on Los limones no son rojos)
(PDF 361 KB)
added 27.1.18
Plural adjectival agreement sentence builder
(PDF 107 KB)
added 18.6.20

Spanish artists - research and writing activity (PDF 31 KB)
added 10.1.17
Spanish artists - research and writing activity - with English
(PDF 37 KB)
added 22.5.20
Spanish artists
(MS PowerPoint 6.6 MB)
added 30.4.17

Cut out letters for spelling words
(PDF 17 KB)
added 02.08.16

Sí / No cards
(PDF 29 KB)
added 23.8.15

Writing Spanish letters and characters
(PDF 30 KB)Writing Spanish letters and characters in a handwriting font
(PDF 45 KB)

added 20.1.15
added 08.11.19

Forming simple plurals
(PDF 55 KB)
Simple plurals glossary
(PDF 47 KB)
added 11.11.14

KS2 Scheme of Work
(MS Word 574 KB)
Kindly shared by Jessica Norrie
added 9.4.14

Rabia Rabiña - songs and rhymes in Primary Spanish
(PDF 902 KB)
Kindly shared by the Consejería
added 9.4.14

Cognates
(MS PowerPoint 285 KB)

Pencil pot to make
(PDF 64 KB)
Pencil pot blank
(PDF 18 KB)

Fortune teller
(PDF 916 KB)

Fortune teller (black and white)
(PDF 351 KB)

1st year of Spanish vocabulary list (legacy sheme)
(PDF 230 KB)

2nd year of Spanish vocabulary list (legacy scheme)
(PDF 33 KB)

Wordsearch using 1st year and 2nd year vocabulary
(PDF 170 KB)
3rd year of Spanish vocabulary list (legacy scheme)
(PDF 32 KB)
Match-up of first year vocabulary
(PDF 74 KB)

First year of Spanish triangle puzzle
(PDF 113 KB)
Solution
(PDF 41 KB)

PowerPoints

Worksheets

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Legacy Scheme (zipped file 1.47 MB) *NEW* June 2020 The previous scheme of work (2009-2019) is referred to as the Legacy Scheme Unit 1 - ¡Hola! ¿Qué tal? Unit 1A (PDF 33 KB) Unit 1B (PDF 32 KB) Unit 8 - ¿A qué fecha estamos?

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·       Read the front page with credits etc before you start clicking

·       It takes a bit of clicking to get into the years, then the terms, then the actual resources

·       Lessons are in the form of PowerPoints with embedded sound files, and helpful slide notes.

·       There is also a Y5/6 scheme (Click on Primary Resources > Spanish Azul/Verde)

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Y3 and Y4 Spanish

This is a new primary scheme of work (including resources) created for Cam Trust schools, and is available for any teachers to download, adapt and use.

The lesson materials were created by Paula Vázquez-Valero, SLE at Comberton Village College and me.

The SOW draws on key recommendations from the pedagogy review and the Ofsted languages research report, which highlight the three key knowledge strands phonics, vocabulary and grammar. The lessons therefore owe much to the NCELP team's KS3 SOW and resources (led for Spanish by Nick Avery and Amanda Izquierdo), which are in turn informed by the research work of Professor Emma Marsden and colleagues, including Rowena Kasprowicz.

All resources are licensed as CC BY-NC-SA 4.0.

This means that you can:

Share and use the material

Edit and build from the material

As long as you:

1. "BY" Attribute, say who the work is "by". A proper attribution for an edited resource could look like this: "This resource is based on Y3_4_rouge_t1_w1_lesson (by Guillou, Marie-Odile; Hawkes, Rachel), licensed under CC BY-NC-SA 4.0." Note that it links to: (A) the resource (B) the owner and (C) the license.

2. "NC" Are using it for non-commercial activity, ie do not earn any money from your use of the materials. For example, these resources can be used at free talks with our license, but not in paid talks.

3. "SA" Assign the same license CC BY-NC-SA 4.0 to anything you create, meaning the material is "shared alike"

Artwork is by Steve Clarke. All additional pictures selected are available under a Creative Commons license, no attribution required.

I will eventually include here the SOW document (Excel) and other support material. (We will have SOW, primary languages policy doc, and a language guide booklet).

The overall curriculum plan for KS2 Spanish has the following design:

Time allocation (realistic yet optimal)

60 minutes per week in total

a 30-minute lesson

five mini follow ups (4 of 5 minutes, 1 of 10 minutes)

The three strands

phonics and grammar repeat in Y3 & 4 and then again in Y5 & 6

vocabulary varies (so that lessons themselves are different)

Structure (4-year consecutive or 2-year rolling)

the repetition of phonics and grammar content together with the variation in vocabulary makes it possible for the years Rojo and Amarillo to be completed in either order, and the same for Azul and Verde

Here is a termly overview of the contexts for learning, the phonics, vocabulary and structures we teach. Follow the term links (Autumn, Spring, Summer) to get to the lesson resources.
Links will become 'live' as the materials become available.
Note: The previous KS2 Spanish SOW and resources will remain on the site.

The full Rojo and Amarillo scheme of work is available here. Please download this regularly as it will be updated as needed.

Overview document: Language Progression KS2 Spanish

Here is an example (editable) of a Primary Languages Policy Document

Autumn Term

Half-term 1: Describing me and others

Half-term 2: Saying what I and others have

Phonics: the SSC (sound-symbol correspondences) taught this term are: [a] [o] [u] [e] [i] [ca] [co] [cu] [ce] [ci] [z]

Vocabulary: adjectives to describe mood today and character generally, days of the week, nouns for possessions, 'I have a present for' story

Grammar: estar (singular) for location & temporary state, ser (singular) for permanent traits & origin, adjective endings (-o, -a, -e, -z), tener, singular indefinite articles (un, una), intonation questions, WH-questions with dónde, cómo, qué

Spring Term

Half-term 1: Saying what I and others do

Half-term 2: Saying how many and describing things

Phonics: the SSC (sound-symbol correspondences) taught this term are:

Vocabulary: verbs and nouns to describe a range of activities, numbers 1-12,

Grammar: -AR and -ER present tense (singular), singular definite articles (el, la), hay, regular plural marking on nouns (-s), interrogative cuántos, cuántas, revisit indefinite articles, plural indefinite articles

Summer Term

Half-term 1: Describing things and people

Half-term 2: Expressing likes and saying what I and others do

Phonics: the SSC (sound-symbol correspondences) taught this term are:

Vocabulary: adjectives for describing animals, story creation, loves and hates, Hungry Caterpillar (rojo), Todo un año (amarillo) revisit days, months

Grammar: revisit hay, regular plural marking on nouns (-es), revisit definite articles & adjective agreement, plural definite articles, using amar|odiar + definite article, revisit intonation question

When you click on Autumn, Spring, Summer you will get to separate pages, each with the layout of the SOW for that term (like the current page but with different column design).

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This is a new primary scheme of work (including resources) created for Cam Trust schools, and is available for any teachers to download, adapt and use. The lesson materials were created by Paula Vázquez-Valero, SLE at Comberton Village College and me.

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Calculate your environmental footprint and learn how you can reduce your impact with WWF's Footprint Calculator.

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Help for schools to become more efficient - lesson plans

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Help for schools to become more efficient - lesson plans

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What is ‘eco-anxiety’ and how can we ease young people’s fears for the planet?

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The climate crisis is having a negative impact on children’s mental health, say experts, and tackling eco-anxiety should be an urgent priority for governments.

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Support for understanding upsetting news climate change

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Support for understanding upsetting news climate change

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If you are upset by the news, it's important to know that you are not the only one and it's OK to have those feelings.

You can rely on Newsround to tell you the important facts about a story - but some things you hear might be scary or make you feel worried.

This section gives you some tips about what to do if you are feeling sad about what you've seen, heard or read.

What to do if you're upset by the news

Sometimes things that happen in the world can make us sad, anxious or confused.

It's important to remember that upsetting stories are in the news because they are rare - they don't happen very often.

But what can we do when the news makes us feel this way?

If the news has upset you, talk to an adult you trust about it. It's important to share what is troubling you.

It's normal to feel upset

It's important to remember that being sad, worried or angry about awful things that happen in the world around you is okay and perfectly normal.

You won't be the only one who feels that way.

Adults get sad and confused too, so there is nothing wrong with feeling like this.

Do things that make you happy

Doing things that make you happy can help you to feel better.

Watch your favourite film, take your dog for a walk or read some of your favourite book.

Try to balance the news you read. If you read a sad story, then try and read a happy one before you go to bed

If being worried is making it more difficult to sleep or if you are having nightmares, it's really important to speak to an adult about this too.

Here are some things you can do if you are having worried thoughts when you go to bed:

Remember things that make you happy and think about these as you're going to bed, so your head is full of positive thoughts

Surround yourself with nice things by your bed - perhaps a happy photo that makes you smile - so this is the last thing you see before you sleep

If you have bad dreams, talk about it or even try drawing it. This will help you to confront your fear

Keep things with you that make you feel secure - even if it is your old teddy bear that you keep hidden from your mates!

Don't forget - terrible things are on the news because they are rare and do not happen very often.

Although people are spending a lot of time talking about it, it is still very unlikely that events like this will affect you or your family.

The most important thing is that if you are feeling upset, don't keep what's troubling you about the news to yourself.

Talk to an adult about the issue in the news that is worrying you.

That can help you to understand what is upsetting you, and help those feelings of sadness, anger or confusion to go away.

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If you are upset by the news, here is some advice to help you.

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How to talk to your child about climate change

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The threat of climate change can be particularly disturbing for children as they look to their future. So how as a parent can you help them come to terms with their concerns?

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We answer some of your biggest questions!

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Trusted by thousands of teachers for over 20 years.

Delivering purposeful assessments that meet your pupils' needs

Impactful

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Flexible

Customise assessments that complement your SoW and meet your needs.

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Impactful

"A brilliant resource that can be used to support and challenge children. There are questions to help develop children's mastery and make connections between their learning."

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Chadwell St Mary Primary School

Flexible

"An invaluable bank of questions that can be used extremely flexibly across all age groups...Brilliant in terms of being able to put bespoke sets of questions together on a specific topic and to really test pupils' depth of understanding."

Russell Pearson, Deputy Head
Willowbrook School

Saves you time

"Testbase saves so much time...I love the search tool where you can specify the level and content of the questions you are looking for."

Eleanor Davison, Year 5
Marlcliffe Primary

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Testbase | Giving you the freedom to teach | Primary Assessment

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Providing all your primary assessment needs in one place. Schools & teachers have been in the driving seat, guiding Testbase developments for over 20 years.

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Explore our policy recommendations for breaking down language barriers
in schools, adult education, and the criminal justice system.

View our policy work

The Great Ideas pages are a collection of different strategies that any teacher could use in their classrooms to support learners who use EAL.

Many of the teaching resources on this website refer to various tried and tested approaches and strategies which are recommended for EAL learners.

In this section of the website the rationale behind these methodologies and why they are called 'Great Ideas' are explained.

The majority of these approaches can be used with everyone in the class, but they are particularly important for EAL learners because they provide a rich context, additional support, opportunities for collaborative learning and exploratory talk, and all the important features of good practice in meeting the educational needs of EAL learners.

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Great Ideas The Great Ideas pages are a collection of different strategies that any teacher could use in their classrooms to support learners who use EAL. Great Ideas Many of the teaching resources on this website refer to various tried and tested approaches and strategies which are recommended for EAL learners.

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Collections

The Best Children's Box Sets - Great Gift Ideas for Young Readers this Christmas

Knowing how challenging it can be to encourage some children to read, we know the deep joy that comes with them finding a character or a story that really speaks to them, that they grow to love, and they want more, more, more of.

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Buy a Book. Support a School. Make a Difference | LoveReading4Kids UK

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LoveReading4Kids exists because reading matters, and books change lives. Support local schools through the LoveReading4Kids bookshop. 10% off RRPs, and 25% of the cover price will be given to a school of your choice. Sharing book love with children's book reviews and book recommendations right across the ages, from toddlers to teens.

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IPADS/ tablets only as it is an app
Free
Avatar - move the avatar to the correct square using positional arrows
New levels and it gets trickier the more levels. Could be good for the end of a lesson when children have finished main task

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The app becomes more intelligent the more people that use it, the more information the app has and the more detailed it can be

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Can a neural network learn to recognize doodles? See how well it does with your drawings and help teach it, just by playing.

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Designed and Developed by South West Grid for Learning (https://swgfl.org.uk/)

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ProjectEVOLVE resources each of the 330 statements from UK Council for Internet Safety's (UKCIS) framework "Education for a Connected World" with perspectives; research; activities; outcomes; supporting resources and professional development materials.

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Why use our Teach Computing Curriculum?

Resources include lesson plans, slides, activity sheets, homework, and assessments

Each key stage has a teacher guide and curriculum map to help you get started

Built around an innovative progression framework where computing content has been organised into interconnected networks we call learning graphs

Created by subject experts, using the latest pedagogical research and teacher feedback

All of the content is free for you to use, and in formats that make it easy for you to adapt it to meet the needs of your learners

Looking for A level resources?

Isaac Computer Science is our free online learning programme for A level & GCSE computer science teachers and students. Access our time-saving learning materials that cover the AQA, Edexcel, Eduqas, OCR and WJEC curriculums.

Discover Isaac Computer Science

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Curriculum resources contain everything you need to teach computing at key stages 1 to 4. Content is free to access, and has been created by subject experts.

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2021 Bebras Challenge is Closed: Closed 19th November 2021 at 20:00GMT
Login to see how you did.

Next OUCC Challenge: 7th - 11th February 2022
Next Bebras Challenge: 7th - 18th November 2022

About Bebras

The Bebras Computing Challenge introduces computational thinking to students.
It is organized in over 50 countries and designed to get students all over the world excited about computing.
Each participant answer questions that focus on computational and logical thinking.
It is completed online in your own school.

What teachers say about the challenge:
"I just want to say how much the children are enjoying this competition. It is the first year we have entered, and I have students aged 8 to 11 participating in my Computing lessons, with some of our older students also taking on the challenges. It is really helping to challenge their thinking, and they are showing great determination to try and complete each task! Also fantastic to find something that works on our iPads, as most puzzles of this kind are flash based."

"Our students completed the challenge this morning, I just wanted to say thank you for running this. It's a brilliant idea!"

The Challenge is available for the following age groups:

* Kits and Castors can enter individually or as a small team (up to 4)

Anyone within these groups can participate; it does not matter if they are language students or born mathematicians! The questions only require thinking skills.

The aim of the Challenges:

Solve as many problems as you can in 40 minutes.
You are not expected to finish!

The problems come in three levels of difficulty: A, B and C.
The "A" problems are the easiest. "C" problems the hardest.
You can find a problem's difficulty in the problem overview before you click on it. The difficulty of a problem determines how it will be scored.

The scoring rules are as follows:

Our Carbon Footprint:

Our computing based system requires no paper to be posted between schools and our offices as everything is done electronically. The data centre that hosts UK Bebras obtains its electricity from wind farms. When the wind doesn't blow the energy comes from the grid but when it does blow there is more than enough for the servers and the excess is returned to the grid. The net result is that UK Bebras is using 100% wind energy overall. The heat from cooling the servers, when everyone is beavering away, is used to heat buildings in the neighbourhood.

Related Resources

Click on the images below to find out more:

Bebras Cards
Ages 7-10

Bebras App
Ages 10 -18

Blockly Turtle
Ages 5-12

[ terms and conditions | privacy policy | info@bebras.uk ]

© 2018 - 2021 UK Bebras

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2021 Bebras Challenge is Closed: Closed 19th November 2021 at 20:00GMT Login to see how you did. Next OUCC Challenge: 7th - 11th February 2022Next Bebras Challenge: 7th - 18th November 2022 The Bebras Computing Challenge introduces computational thinking to students.

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We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we'll assume that you are happy to receive all cookies on the Diagnostic Questions website.

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We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we'll assume that you are happy to receive all cookies on the Diagnostic Questions website.

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Nounshoun uses Artificial Intelligence to find the Parts of Speech for any english sentence. You can type, say or scan a sentence

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Toy Theater | Fun Online Educational Games for Kids

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Toy Theater is your source for free educational games specially designed for elementary-aged students. It's available on all desktop computers, tablets, and mobile devices, ensuring learning is never out of reach. If you are a fan of our site, we encourage you to share Toy Theater on your social media or website.

Explore Toy Theater

Here's a sneak peek into what Toy Theater has in store:

Math Games: Ranging from counting and numeral recognition to division and telling time, there's a vast assortment of interactive math games.

Language Arts: Students can work on spelling, letter recognition, and even practice reading with online books.

Art and Music : From teaching students to play simple songs on a keyboard to exploring symmetry via art games, the platform fosters creativity alongside learning.

Puzzles and Games: Ideal for early finishers or indoor recess, their online educational puzzles and games promise fun-filled learning.

Teacher Tools: Need a fun timer or a spinner? Or perhaps a simple way to evaluate basic math skills? Their virtual teacher tools have got you covered.

Whether you project Toy Theater games and interactive tools on your smartboard for the whole class to see or use them during small group work, you're sure to love them!

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Toy Theater | Fun Online Educational Games for Kids

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Make learning a blast! Toy Theater is chock full of interactive online art, reading & math games for kids. Designed with the needs of kindergarten through third grade classrooms in mind, these free games are trusted by teachers around the world to provide real educational value.

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A site packed with interactive phonics games, phonics planning, assessment ideas and many teaching ideas and resources to help children to learn to hear phonemes, recognise graphemes and develop the blending and segmenting skills that are vital for learning to read and spell.

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Association for Physical Education - Association For Physical Education | P.E.

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The Association for Physical Education (afPE) is a charitable company, a membership organisation and the Subject Association for physical education in the United Kingdom.

We are the voice of PE and our vision is to support the workforce to put physical education at the heart of school life.

We provide quality assured services, resources. qualifications and valuable professional support for our members and the physical education, school sport and physical activity sector.

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Home - Association for Physical Education - Association For Physical Education | P.E.

# data[].attributes.attachment_link.description
The Association for Physical Education (afPE) is a charitable company, a membership organisation and the Subject Association for physical education in the United Kingdom. We are the voice of PE and our vision is to support the workforce to put physical education at the heart of school life.

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Super Movers helps children across the UK to get physically active with curriculum linked videos.

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Links to stories written by children themselves (examples if choose to do a similar activity)
https://www.mathsthroughstories.org/uploads/5/7/2/5/57253055/8to11_beaulieuprimaryschool_laraclayden.pdf

https://www.mathsthroughstories.org/uploads/5/7/2/5/57253055/8to11_jumeirahenglishspeakingschool_williamlambert.pdf

https://www.mathsthroughstories.org/uploads/5/7/2/5/57253055/11to13_muscliffprimaryschool_harrietbarber_mindfulnessthroughmaths.pdf

https://www.mathsthroughstories.org/uploads/5/7/2/5/57253055/12to15_hamdenhighschool_ayalkaffman.pdf

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​Whether you are an experienced teacher, a teacher trainee, a teacher educator, a parent, a researcher or a policy maker, we hope you will find this website interesting and useful. Specifically, we want to share with you the benefits of te﻿aching and learning mathematics through stories and creative writing, as well as to offer practical ideas for teachers and parents on how to embrace this approach.

This website has been designed and continuously developed based on the feedback we receive from the key stakeholders as noted above. There are plenty for you to do on this website, including, but not limited to:
Please take your time to explore the website using either the menu bar at the top of the page or from the menu below.

Finally, consider s ubscribing to our free quarterly newsletters, and please help spread the word about our project and its website :-)

Best wishes,

Dr. Natthapoj Vincent Trakulphadetkrai B.A. (Hons), M.Sc. (Oxford), M.Sc. (London, UCL), Ph.D. (Cambridge), QTS

@NatthapojVinceT Natthapoj.org

Associate Professor of Mathematics Education
​University of Reading (UK)

Founder & Principal Investigator
​MathsThroughStories.org
​

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Games and worksheets organised in National Curriculum objectives

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Games and worksheets organised in National Curriculum objectives

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Maths Games for KS2: designed by a teacher for teachers - Mathsframe

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Mathsframe has more than 200 interactive maths games and 300 maths worksheets and assessments linked to the new curriculum. All resources are designed by an experienced KS2 teacher. New games and worksheets are added regularly.

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Subitising games and activities - EYFS/ KS1

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Subitising games and activities - EYFS/ KS1

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The Count On Races game, played by an adult and a child, helps children learn to count on mentally. A coin or a dice with 1 or 2 on each face is used. Children say the next number when counting on. For example, when starting from 7, for a jump of 2 we say '8,9'.

The Cube Model (4-6) and Cube Model Advanced (4-6) tasks, children recreate the models. This task develops visual-spatial skills and helps children to recognise two parts within the whole.

The Reasoning in Addition Puzzles get children thinking deeply about the value of different shapes. This Mathsbot link allows you to generate new reasoning in addition puzzles.

Visual Representations

This article explains the importance of children's finger discrimination skills and this article gives different ways in which fingers can be used. Here are some Finger Discrimination tasks by Youcubed.

These Base-5 and Base-10 Number Tracks are coloured to help children to see quantities within a number track.

This Online Base-5 Abacus by Math Rack represents quantities 10-100 using a base-5 colouring.

The Coloured 100-Squares help to identify patterns in the 100-square and can support children as they count in 2s and 5s.

The Teens & Tens Cards help children to discern between teen and tens numbers. The Place Value Sorting Task show different representations of teen numbers and challenge children to spot misconceptions.

Progression in Pattern

The Progression in Pattern guidance shows how children's understanding of repeating patterns can be built. The Grids for Repeating Patterns can be used as children look to create circular patterns with a fixed number of spaces.
Number Foundations Assessment Fluency in Calculation Within 20 Spatial Reasoning in Early Childhood, Early Childhood Maths Group
Deconstructing Word Questions KS1 Tasks and Build-Up Presentation

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A range of resources and games for building children's early number sense with small quantities and developing conceptual understanding.

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Math explained in easy language, plus puzzles, games, worksheets and an illustrated dictionary. For K-12 kids, teachers and parents.

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Reading large numbers in real life - starter?

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Reading large numbers in real life - starter?

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World Population:

reached 8 billion on November 15, 2022 according to the latest United Nations estimates.

is projected to reach 9 billion in 2037, and 10 billion in 2058.

has doubled in 40 years from 1959 (3 billion) to 1999 (6 billion).

is currently (2023) growing at a rate of around 0.88% per year, adding around 70 million people per year to the total.

growth rate reached its peak in the late 1960s, when it was at 2.09%.

growth rate is currently declining and is projected to continue to decline in the coming years (reaching below 0.50% by 2048, reach 0 in 2086, and decline by -0.11% in 2100) .

a tremendous change occurred with the industrial revolution: whereas it had taken all of human history up to the year 1800 for world population to reach 1 billion, the second billion was achieved in only 130 years (1930), the third billion in 30 years (1960), the fourth billion in 15 years (1974), the fifth billion in 13 years (1987), the sixth billion in 11 years (1998), the seventh billion and eighth billion in 12 years each (2010 and 2022). During the 20th century alone, the population in the world has grown from 1.65 billion to 6 billion.

Sources for the world population counter: For more detailed information:

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Worldometer - real time world statistics

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Live world statistics on population, government and economics, society and media, environment, food, water, energy and health. Interesting statistics with world population clock, forest loss this year, carbon dioxide co2 emission, world hunger data, energy consumed, and a lot more

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Can help at the end of a lesson pre plenary or in advance of a topic.

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Maths Mansion - Broadcast for Schools.co.uk

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″Maths Mansion″ is a Channel 4 schools TV series from the 2000s, covering Mathematics for primary school pupils.

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Here are a few FREE ideas for you to get a taste of what you can access when you subscribe. There are hundreds of FREE ideas available on Mr P's Blog. This website is about providing step-by-step tutorial videos to help teachers build their confidence and knowledge with technology.

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Here are a few FREE ideas for you to get a taste of what you can access when you subscribe. There are hundreds of FREE ideas available on Mr P's Blog. This website is about providing step-by-step tutorial videos to help teachers build their confidence and knowledge with technology.

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Pearltrees is a place to organize everything you're interested in. It lets you organize, explore and share everything you like.

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Download Free Pictures & Images [HD] | Unsplash

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Download the best pictures. Find over 1 million+ of the best free images. Free for commercial use ✓ No attribution required ✓ Copyright-free ✓

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Fact sheets and lesson plans for famous scientists

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Fact sheets and lesson plans for famous scientists

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Thank you for your recent purchase of 'Standing on the Shoulders of Giants' and welcome to the page where you will be able to download the associated digital materials - these are all created as pdfs:

1. * A presentation to use for an introductory assembly

2. * For each of the 10 scientists:

1. o Timeline

2. o Lesson presentation

3. * Additional printable resources mentioned in the book

All information regarding the use of these resources is included in the book 'Standing on the Shoulders of Giants'. If you do not already have a copy of the book, click here to buy one.

Important Note: the 'Scientists' lesson presentations below were updated on 22 November 2019. Please delete any files obtained prior to this date and download the corrected materials below.

This website uses cookies. By using this website you consent to our use of these cookies. I Agree

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Standing on the Shoulders of Giants | Primary Science Teaching Trust

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Thank you for your recent purchase of 'Standing on the Shoulders of Giants' and welcome to the page where you will be able to download the associated digital materials - these are all created as pdfs: * A presentation to use for an introductory assembly * For each of the 10 scientists: o Timeline o Lesson presentation * Additional printable resources mentioned in the book All information regarding the use of these resources is included in the book 'Standing on the Shoulders of Giants'.

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Science events for pupils to take part in 

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Science events for pupils to take part in 

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If you're looking for a great science experiment, you've come to the right place. Science Sparks™ is bursting with easy science experiments for kids of all ages. Discover our fun facts, cool science experiments, FREE science printables, awesome science fair projects and super STEM challenges!

I'm looking for....

Most Popular Science Experiments

These are my most popular tried and tested science experiments for home, school or science club.

New this week

Catch up with this week's new and updated science investigations.

Science Sparks Questions

Ask a question and try an activity to find the answer!
More Science Sparks Questions
Autumn Science Experiments

Seeds, leaves, apples and Autumn STEM challenges for kids

See more science experiments for autumn→

Wonderful Women in STEM

These remarkable female scientists changed the world with their discoveries, paving the way for generations of women to follow their dreams.

See more inspirational female scientists →

Brilliant Baking Soda Experiments

Baking soda experiments are not just volcanoes. Make colour changing potions, power a bottle boat and lots more fizzy science fun!

See more brilliant baking soda experiments →

School Science Club Experiments

Find more ideas for a school science club→

Science in Stories

Read a book and try a science activity related to the story. These imaginative, creative science investigations are suitable for kids of all ages.

See more science in stories→

Free STEM Challenge Templates

Find 100s of FREE experiment instructions, templates, activity packs and more!

More Science Experiment Instructions and Templates

What is Science Sparks?

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Exciting and easy science experiments for kids of all ages. STEM challenges, science facts, science fair projects and more awesome science

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Resources - Primary Science Teaching Trust

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Join Zero on his math adventure as he discovers his place through multiplication. Zero is lonely in Digitaria. He can't play Addemup with the other numbers because he has nothing to add. All the other numbers seem to belong and they all have a place, but when zero discovers multiplication he thinks he might have a place there.

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Wordwall - Create better lessons quicker

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Need a fresh teaching resource that fits your class and teaching style? Create a customized pack of interactive and printable activities in just one minute.

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Our library provides effective, research-based classroom strategies to help strengthen your students' skills in phonological awareness, decoding, fluency, vocabulary, comprehension, and writing.

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More than 20,000 registered members!

PiAcademy is the #1 site on the internet to prepare for the 7+, 8+, 9+, 10+, 11+, 13+, Pre-Tests, GCSEs, and other competitive exams in the UK. Exam Past Papers, practice papers with detailed answers. Used by parents tutors & schools all over the UK.

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7 Plus Past papers with answers, 7+ Maths and English Sample Papers pdf download and printable, given with detailed answers for all these test papers.

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Science practical work framework (SCORE, 2011)http://www.score-education.org/downloads/practical_work/framework.pdf

Understanding misconceptions (teacher guidance) https://www.stem.org.uk/system/files/elibrary-resources/legacy_files_migrated/23052-understanding_misconceptions_teacher_guidance.pdf

Misconceptions in science education https://thescienceteacher.co.uk/misconceptions-in-science-education/

Success in Science - Ofsted https://learn2.open.ac.uk/pluginfile.php/3027530/mod_resource/content/2/Success%20in%20science%20%28PDF%20format%29.pdf

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Creates new characters for children to describe

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Check out this totally random animal generator - open up this magical book to summon mythical creatures!

Click the 'Next' button to watch the powerful tome open up and flip through its ancient pages. With the rustle of paper, and a hint of magic sparkle, the book will turn to a totally new page, combining the front and back halves of two magical animals to make a mystical hybrid before your eyes!

These novel creatures come from the weirder side of the magic world, where dragons from legend cross paths with the monsters of ancient myths - sometimes with hilarious results! Some of these creatures would definitely be harder to find than others - where would you find a cross between a mermaid and a chameleon, or a hybrid of a centaur and the dreaded three-headed Cerberus? Look no further, the Mythical Creature Generator has all the answers!

What could you use this magic book for? Creating magical creatures for a story or a game, or coming up with ideas for your perfect pet? With over a thousand different possible combinations, you'll probably never see the same one twice! (...or will the magic book show generate you a special animal fusion, just for you?)

Which random mythical creature would YOU be? Turn to a random page in the book and find out - you'll surely discover some fantastic beasts, although you'll have a tough time finding them out in the real world. Here are some of our favourite results:

Nar-maid (a cross between a narwhal and a mermaid - sounds titanic, right?)

Kai-mander (A hodge-podge of "dangerous" creatures. Mostly looks like a small and humble fire lizard)

Spri-rebat (a Cornish tree-creature that is deathly allergic to sunlight)

Ke-gon (Half kelpie, half dragon; this shy and shadowy water horse looks like a prehistoric lizard)

Platy-mera (Australian oddball, this mammal lays eggs but looks like a lion, a snake, and a goat, somehow)

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Random Animal Generator: Mythical Edition | Beano.com

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How many mythical, magical and mysterious creatures can you make?

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Once Upon a Picture - Images to Inspire - Teaching Resources

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Since I started teaching, I have observed and preached the benefits of using pictures in the classroom. They are immediate; they stimulate the imagination and promote creativity. Children who often 'sit back' are able and willing to contribute. They learn that their opinions matter.

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Since I started teaching, I have observed and preached the benefits of using pictures in the classroom. They are immediate; they stimulate the imagination and promote creativity. Children who often 'sit back' are able and willing to contribute. They learn that their opinions matter.

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Free educational games aimed at children between 5 and 8 years old. Made by a UK teacher with 20 years of experience in education.

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Number and Place value
Addition
Subtraction
Multiplication
Division
Fractions
Measurement

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Welcome to ictgames. Here you'll find free to play educational games aimed at children between 5 and 8 years old; written by a UK teacher with 20 years experience. The games are linked to the UK KS 1 and 2 curricula. Here are some help videos to get you started.

&nbsp Number - number and place value

&nbsp Number - addition & subtraction

&nbsp Number - multiplication & division

&nbsp Geometry - properties of shapes

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Free educational games aimed at children between 5 and 8 years old. Made by a UK teacher with 20 years of experience in education.

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Summary of books read and how to use in the classroom 

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Summary of books read and how to use in the classroom 

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Discover new and relevant children's books sorted by age 

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Discover new and relevant children's books sorted by age 

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BookTrust transforms lives by getting children and families reading. We are the UK’s largest children’s reading charity. Each year we reach 3.4 million children across the UK with books, resources and support.

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Classroom Secrets Kids | Classroom Secrets

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Classroom Secrets KIDS is an interactive learning platform for children. It complements the curriculum while allowing them to push themselves further. Try it today.

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Sometimes as we jump from topic to topic it can be easy for students to see science as a series of endless disconnected facts. Each fact on their own is interesting, but together they represent an overwhelming barrage of information that novices must learn. The expert in contrast has managed to organise all this knowledge into fruitful schemata, based on conceptual principles not salient to the novice. As the expert experiences the intellectual satisfaction of making links, the novice is feeling frustrated and about to give up. The expert has constructed a conceptual framework of big ideas, the novice hasn't.

What are big ideas?

Big ideas of Science Education were published by Wynne Harlen and others in 2010. These ideas distil down scientific knowledge into ten guiding principles that we can use to explain a diversity of scientific phenomena. The big ideas are lenses by which we can make sense of the world - an important goal for science education.

How can we help our students construct their own 'lenses' that hopefully will resemble those described by Harlen? Attempts to re-design the science curriculum to better emulate the big ideas is probably not going to work. Firstly, we can't teach big ideas directly as they are a product of understanding many different concepts from different topics. You can see this in the tree diagram I've made, where an understanding of big idea one is reliant on knowledge from many different topics - we must work from the tips of the tree backwards until understanding coalesces at the big idea itself. Secondly, there are some good utilitarian reasons why science is arranged into different disciplines and not big ideas. It allows books, departments and journals to be structured to facilitate retrieval of information. It allows individuals and organisations to achieve expertise and it also helps us organise knowledge into discrete units that can be more easily learnt and understood. Big idea thinking then is the goal, it's just we can't teach it directly, but surely we can help students get there faster?!

How can we encourage big idea thinking?

Use low stakes formative quizzing to help students learn knowledge so that they have more capacity to make connections between different topics.

Encourage students to make links and identify significant aspects when solving problems by creating tasks with clearly defined success criteria that specifically encourage use of big idea thinking.

Let students know what big idea their current topic belongs to.

Use big ideas to recap what prior knowledge students have already before teaching a new topic.

Design a curriculum to ensure concepts from each big idea are revisited regularly and build over time. Don't crowd the curriculum.

Create tasks and assessments that require students to use big idea thinking to explain concepts.

How to teach science with the big ideas in mind?

If you want to explore further how to teach science with big ideas in mind please check out my book - ' Powerful ideas of science and how to teach them '.

The 10 big ideas of science education
1.All matter in the Universe is made of very small particles
Atoms are the building blocks of all matter, living and non-living. The behaviour and arrangement of atoms explains the properties of different materials. In chemical reactions atoms are rearranged to form new substances. Each atom has a nucleus containing neutrons and protons, surrounded by electrons. The opposite electric charges of protons and electrons attract each other, keeping atoms together and accounting for the formation of some compounds.
2. Objects can affect other objects at a distance
All objects have an effect on other objects without being in contact with them. In some cases the effect travels from the source to the receiver in the form of radiation (e.g. visible light). In other cases, action at a distance is explained in terms of the existence of a field of influence between objects, such as a magnetic, electric or gravitational field. Gravity is a universal force of attraction between all objects, however large or small. It keeps the planets in orbit around the sun and causes terrestrial objects to fall towards the centre of the earth.
3. Changing the movement of an object requires a net force to be acting on it
A force acting on an object is not seen directly but is detected by its effect on the object's motion or shape. If an object is not moving, the forces acting on it are equal in size and opposite in direction, balancing each other. Since gravity affects all objects on earth there is always another force opposing gravity when an object is at rest. Unbalanced forces cause a change in movement in the direction of the net force. When opposing forces acting on an object are not in the same line they cause the object to turn or twist. This effect is used in some simple machines.
4. The total amount of energy in the universe is always the same but can be transferred from one energy store to another during an event
Many processes or events involve changes and require an energy source to make them happen. Energy can be transferred from one body or group of bodies to another in various ways. In these processes some energy becomes less easy to use. Energy cannot be created or destroyed. Once energy has been released by burning a fossil fuel with oxygen, some of it is no longer available in a form that is as convenient to use.

5. The composition of the earth and its atmosphere, and the processes occurring within them, shape the earth's surface and its climate

Radiation from the sun heats the earth's surface and causes convection currents in the air and oceans, creating climates. Below the surface, heat from the earth's interior causes movement in the molten rock. This leads to movement of the plates that form the earth's crust, creating volcanoes and earthquakes. The solid surface is constantly changing through the formation and weathering of rock.
6. Our solar system is a very small part of one of billions of galaxies in the universe
The solar system comprises the sun and the eight planets and other smaller objects orbiting it. Day and night and the seasons are explained by the orientation and rotation of the earth as it moves round the sun. The solar system is part of a galaxy of stars, gas and dust, one of many billions in the universe, enormous distances apart. Many stars appear to have planets.
7. Organisms are organised on a cellular basis and have a finite life span
All organisms comprise one or more cells. Multi-cellular organisms have cells that are differentiated according to their function. All the basic functions of life are the result of what happens inside the cells that make up an organism. Growth is the result of multiple cell divisions.

8. Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms

Food provides materials and energy for organisms to carry out the basic functions of life and to grow. Green plants and some bacteria are able to use energy from the sun to generate complex food molecules. Animals obtain energy by breaking down complex food molecules and ultimately depend on green plants as their source of energy source. In any ecosystem there is competition among species for the energy resources and materials they need to live and reproduce.
9. Genetic information is passed down from one generation of organisms to another
Genetic information in a cell is held in the chemical DNA. Genes determine the development and structure of organisms. In asexual reproduction all the genes in the offspring come from one parent. In sexual reproduction half of the genes come from each parent.
10. The diversity of organisms, living and extinct, is the result of evolution
All life is directly descended from a universal common ancestor that was a simple one-celled organism. Over countless generations changes resulting from natural diversity within a species led to the selection of individuals best suited to survive under certain conditions. Species not able to respond sufficiently to changes in their environment become extinct.

Ideas about science

11. Science is about finding the cause or causes of phenomena in the natural world

Science is a search to explain and understand phenomena in the natural world. There is no single scientific method for doing this; the diversity of natural phenomena requires a diversity of methods and instruments to generate and test scientific explanations. Often an explanation derives from the factors that must be present for an event to take place, as shown by evidence from observations and experiments. In other cases, supporting evidence is based on correlations revealed by patterns in systematic observation.

12. Scientific explanations, theories and models are those that best fit the evidence available at a particular time

A scientific theory or model representing relationships between variables of a natural phenomenon must fit the observations available at the time, and lead to predictions that can be tested. Any theory or model is provisional and subject to revision in the light of new data, even though it may have led to predictions that accord with data in the past.

13. The knowledge produced by science is used in engineering and technologies to create products to serve human ends

The use of scientific ideas in engineering and technologies has made considerable changes in many aspects of human activity. Advances in technologies enable further scientific activity; in turn this increases understanding of the natural world. In some areas of human activity, technology is ahead of scientific ideas. In other areas, scientific ideas precede technology.

14. Applications of science often have ethical, social, economic and political implications

The use of scientific knowledge in technologies makes many innovation possible. Whether or not particular applications of science are desirable is a matter that cannot be addressed using scientific knowledge alone. Ethical and moral judgments may be needed, based on such considerations as justice or equity, human safety, and impacts on people and the environment.

Further reading

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Big ideas of science education | the science teacher

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Sometimes as we jump from topic to topic it can be easy for students to see science as a series of endless disconnected facts. Each fact on their own is interesting, but together they represent an overwhelming barrage of information ... Big ideas of science education Read More "

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This session was exclusively for teachers, and the third in our 'Ask the Expert series'. Professor Cathy Creswell and Helen Manley discussed 'Anxiety - Cues, Clues & Support for Young People in School'.

Slides from the session

Cathy is a highly respected Professor of Clinical Psychology at University of Oxford, her research focuses on the development, maintenance and treatment of anxiety disorders in children and young people. She will be joined by Helen, who spent 11 years as a Primary school teacher before embarking on a DPhil in the Department of Psychiatry at Oxford, she is currently conducting research into the role of primary school teachers in supporting and managing anxiety in children.

About the 'Ask the Expert' sessions

This FREE 'Ask the Expert' online event is exclusively for Teachers, and offers insights into the latest evidence-base around anxiety in children & adolescents. They are brought to you as part of an exciting new partnership between The Association for Child and Adolescent Mental Health (ACAMH) and Coram Life Education (CLE), two charities who are dedicated to making a difference to the mental wellbeing of children and young people.

We are trialling these sessions events in order to help close the knowledge gap in a range of topics that now form part of the statutory Relationship, Sex and Health Education (RSHE) curriculum, we think it is important to help equip teachers with knowledge in areas that may be less familiar to them, which is grounded in academic rigour.

These trial 'Ask the Expert' sessions are primarily aimed at knowledge building, we will be working on other initiatives to help evolve pedagogical approaches based on the evidence we share with you at the trial events, with more details to follow.

About the event

Anxiety is a part of life and some anxiety is essential because it helps us to act to protect ourselves and ensure our safety. However, anxiety can become problematic when it is out of proportion to the threat in the environment, causes distress and interferes' with children and young people's everyday lives. When this occurs it is often considered to be an 'anxiety disorder'.

Anxiety disorders are extremely common and often start in childhood or adolescence. They can have a significant and ongoing impact on mental health and well-being. Anxiety disorders can affect family, school and social life, leisure activities and educational achievement and they often occur alongside other mental health problems.

As teachers, it is important to look for the cues and clues that children and young people with anxiety may present and to understand the impact this may have on their learning, in order to adequately support them at school.

Key Takeaways

Find out about the latest evidence-base on anxiety in children and young people (including what we know about the impact of the pandemic)

Build knowledge around what anxiety feels like for children and young people, how it can present itself in school settings, and the impact it has on young people's capacity to learn

Provide an overview of the principles to support children and young people who have difficulties with anxiety

About the Speakers

Professor of Developmental Clinical Psychology at Oxford University. Cathy's research mainly focuses on the development, maintenance and treatment of anxiety disorders in children and young people. Her team in The Oxford Psychological Interventions for Children and adolescents (TOPIC) research group apply a broad range of methods (including experimental, longitudinal, clinical trial and qualitative methods and systematic reviews) with children, young people and families in both community and clinical settings, with the ultimate aim of improving access to and outcomes from psychological treatments for these common conditions.

Helen Manley received a BA (Hons) in Modern Languages from the University of Oxford in 2001 before working in Communications for an international organisation supporting children at risk for 7 years. After completing a PGCE in 2009, she began working as a primary school teacher in Oxford where she spent 11 years teaching across the primary age range. In 2017, she was awarded an MA in Education from Oxford Brookes University. Her final dissertation focused on the effectiveness of school-based counselling interventions in reducing anxiety in primary school children. She is currently a DPhil student in the Department of Psychiatry, supervised by Professor Cathy Creswell and Dr. Tessa Reardon.

Professor Barry Carpenter has been appointed to the ACAMH Board with special responsibility for disseminating our work to schools, teachers, and others involved in the education of children and young people. Barry is the UK's first Chair of Mental Health in Education, at Oxford Brookes University

In a career spanning more than 40 years, Barry has held the leadership positions of Headteacher, Principal, Academic Director, Chief Executive, Inspector of Schools and Director of the Centre for Special Education at Westminster College, Oxford. In 2009, he was appointed by the Secretary of State for Education as Director of the Children with Complex Learning Difficulties and Disabilities Research Project. Since completing that research, Barry has overseen the development of a national project developing online 'Training materials for teachers of children with severe, profound and complex learning disabilities' www.complexneeds.org.uk

Full bio on ACAMH Board page.

Coram Life Education is the leading provider of relationships, health, wellbeing, and drugs education to almost half a million children across the UK, delivered under the strapline 'Helping Children Make Healthy Choices'. Trained Educators use evidence-based, interactive, creative methods and resources to stimulate curiosity and imagination amongst children in 1 in 10 English and Scottish primary schools (2,041 schools).

Our memorable life skills sessions are currently delivered as 'Life Base' in school or as 'SCARF Live Online' sessions via Zoom. Coram Life Education takes a three strand approach addressing children's knowledge, skills and attitudes, and programmes are aligned with the National Curriculum (Citizenship, PSHE Education), covering all Key Stages. Coram Life Education helps schools meet their statutory requirements for Relationships and Health Education, children's Spiritual, Moral, Social and Cultural development, and Ofsted inspection criteria for personal development, behaviour and welfare. Coram Life Education's programmes are also aligned with Scotland's Curriculum for Excellence. Recognising the role of the community and home life in influencing children's choices, we design our programme with schools and deliver special sessions and assemblies for parents and carers to amplify our effectiveness.

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Anxiety; Cues, Clues & Support for Young People in School - Ask the Expert recording - ACAMH

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Professor Cathy Creswell and Helen Manley join us for the third in the series of sessions exclusively for Teachers. This FREE online event is an exciting new partnership between ACAMH and Coram Life Education (CLE) exclusively for Teachers. It offers insights into the latest evidence-base, together with practical advice to help you help your pupils, and your own children.

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Lecture on teachers helping children improve their sleep pattern

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Lecture on teachers helping children improve their sleep pattern

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For this session welcomed Dr. Faith Orchard to discuss 'Improving Children's Sleep; The role a teacher can play'. Dr. Orchard also answered questions in a session facilitated by leading education professional Professor Barry Carpenter.

is a highly respected lecturer and published researcher. She is an international conference speaker, and has talked on the subject of sleep to numerous news outlets, including the BBC, and is the co-author of ACAMH's Sleep Topic Guide.

About the 'Ask the Expert' sessions

This FREE 'Ask the Expert' online event is exclusively for Teachers, and offers insights into the latest evidence-base around sleep and its relationship to mental wellbeing. They are brought to you as part of an exciting new partnership between The Association for Child and Adolescent Mental Health (ACAMH) and Coram Life Education (CLE), two charities who are dedicated to making a difference to the mental wellbeing of children and young people.

We are trialling these sessions events in order to help close the knowledge gap in a range of topics that now form part of the statutory Relationship, Sex and Health Education (RSHE) curriculum, we think it is important to help equip teachers with knowledge in areas that may be less familiar to them, which is grounded in academic rigour.

These trial 'Ask the Expert' sessions are primarily aimed at knowledge building, we will be working on other initiatives to help evolve pedagogical approaches based on the evidence we share with you at the trial events, with more details to follow.

About the event

Getting a good night's sleep is essential for children's wellbeing, but it is common, particularly for those in high-risk groups, to have difficulty with their sleep. Lack of sleep can lead to increase attention difficulties, hyperactivity, aggressive behaviour, mood swings, and anxiety. Loss of sleep also affects cognitive function, as even limited sleep deprivation has been shown to result in a measurable deficit in cognitive performance.
But what, as a teacher, can you do?
Understanding the latest sleep disorders research and its relationship with wellbeing can help improve 'sleep hygiene', the routine set leading to bedtime on how to get sleep, and to stay asleep.

Key Takeaways

Find out about the latest evidence-base on sleep and its relationship with wellbeing

Discover the role sleep plays in depression and anxiety and the impact that this can have on life at school for your pupils, and what you can do to help

Actions you can take to assist young people on how to get to sleep, and to stay asleep.

Resources

ACAMH Sleep Topic Guide by Professor Alice Gregory and Dr. Faith Orchard

'Self‐reported sleep patterns and quality amongst adolescents: cross‐sectional and prospective associations with anxiety and depression' - video abstract from Dr. Faith Orchard

'Sleep, anxiety, and depression' - CAMHS around the campfire with Dr. Faith Orchard

In conversation podcast - Sleep and mental health with Dr. Faith Orchard

Research Digests on Sleep papers from ACAMH's journals Journal of Child Psychology & Psychiatry (JCPP) and Child & Adolescent Mental Health (CAMH)

About the Speakers

The aim of Dr. Faith Orchard's research is to develop an understanding of the causal and maintaining factors involved in adolescent depression, including negative thinking patterns and sleep disturbances. Faith is also interested in the development of novel treatments for the prevention and early intervention of adolescent depressive symptoms. She is a lecturer at the University of Sussex, and was previously based at the Anxiety and Depression in Young People (AnDY) Research Clinic at the University of Reading.

Professor Barry Carpenter has been appointed to the ACAMH Board with special responsibility for disseminating our work to schools, teachers, and others involved in the education of children and young people. Barry is the UK's first Chair of Mental Health in Education, at Oxford Brookes University

In a career spanning more than 40 years, Barry has held the leadership positions of Headteacher, Principal, Academic Director, Chief Executive, Inspector of Schools and Director of the Centre for Special Education at Westminster College, Oxford. In 2009, he was appointed by the Secretary of State for Education as Director of the Children with Complex Learning Difficulties and Disabilities Research Project. Since completing that research, Barry has overseen the development of a national project developing online 'Training materials for teachers of children with severe, profound and complex learning disabilities' www.complexneeds.org.uk

Full bio on ACAMH Board page

Coram Life Education is the leading provider of relationships, health, wellbeing, and drugs education to almost half a million children across the UK, delivered under the strapline 'Helping Children Make Healthy Choices'. Trained Educators use evidence-based, interactive, creative methods and resources to stimulate curiosity and imagination amongst children in 1 in 10 English and Scottish primary schools (2,041 schools).

Our memorable life skills sessions are currently delivered as 'Life Base' in school or as 'SCARF Live Online' sessions via Zoom. Coram Life Education takes a three strand approach addressing children's knowledge, skills and attitudes, and programmes are aligned with the National Curriculum (Citizenship, PSHE Education), covering all Key Stages. Coram Life Education helps schools meet their statutory requirements for Relationships and Health Education, children's Spiritual, Moral, Social and Cultural development, and Ofsted inspection criteria for personal development, behaviour and welfare. Coram Life Education's programmes are also aligned with Scotland's Curriculum for Excellence. Recognising the role of the community and home life in influencing children's choices, we design our programme with schools and deliver special sessions and assemblies for parents and carers to amplify our effectiveness.

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Ask the Expert 'Improving Children's Sleep; The role a teacher can play' - recording - ACAMH

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For this session welcomed Dr. Faith Orchard to discuss 'Improving Children's Sleep; The role a teacher can play'. Dr. Orchard also answered questions in a session facilitated by leading education professional Professor Barry Carpenter. is a highly respected lecturer and published researcher.

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Dr. Max Davie on 'Screen Time & Mental Health - Balancing the positive with the negative'. There then followed a Q & A session facilitated by Professor Barry Carpenter. This is the first in a series of free sessions exclusively for teachers and is an exciting new partnership between ACAMH and Coram Life Education (CLE).

Slides from the session. See the session below or direct from our YouTube channel.

If you are a teacher book now for the session on Thursday 25 November, 15:45 - 17.00, Ask the Expert 'Improving Children's Sleep; The role a teacher can play' with Dr. Faith Orchard, and Professor Barry Carpenter.
Key Takeaways

Find out about the latest evidence-base, with a balanced understanding of the positive and negative impacts screen time can have on mental health.

Discover a practical guide to identify what problematic screen use actually is, and what can be done.

Tips, advice, and recommendations on the actions you can take to assist young people.

Free resources

Screen time, social media and developing brains: a cause for good or corrupting young minds?CAMH Editorial: Volume 24, Issue 3, September 2019

Transcript

[00:00:00.610] - Introduction

Hello, we are the Association for Child and Adolescent Mental Health, or ACAMH for short.

[00:00:08.930] - Barry Carpenter

This session is organised by ACAMH. This is part of a project that ACAMH, the Association for Child and Adolescent Mental Health has initiated. I recently joined the ACAMH Board as a Trustee and it's my great pleasure to be part of that Board, which consists and comprises a lot of very eminent psychiatrists and psychologists, and my own background is that of teacher and head teacher. So I'm coming like lots of you from that education perspective. In initiating this project, the ACAMH Board has partnered with Coram Life Education in the development of the four pilot sessions that will be happening with the one this evening on screen time kicking off this series. Each theme that we've chosen for the four sessions and probably for the subsequent development work that we'll be going into once we've shaped this from the trial is taken from the New Relationships Health and Sex Education Curriculum framework from the DFE.

When you look at some of the topics, we now have the opportunity to teach screen time, sleep, for example. Do we really have any pedagogical history as teachers to teach those topics? It's not literacy, it's not numeracy. They've not reintroduced tutors into history curriculum. It's about a whole new dimension of work that's very much needed by our children and young people. We're all very well aware that this pandemic has had a huge corrosive influence on the mental wellbeing of our children and young people, but some of the topics that RSA gives us the opportunity to teach whilst welcome, we have a knowledge gap and part of the direction of these sessions is to help you as teachers fill in the knowledge that we need to teach.

So obviously tonight's speaker is not himself a teacher. He's a paediatrician. So we're not tonight going to be exploring, well, how do I teach this? Rather, we're going to get the information that will help us think in subsequent sessions about how do we teach these particular topics? So the remit that we've given to our speaker this evening is to define and explain this nominated topic. So that is for the next session on Sleep, which as I've said, will be scheduled for probably the same time on the 25 November, information to follow.

So it's very much tonight about knowledge transfer. It's not about teaching approaches per se, and once this trial phase is over we will be developing further work that will focus on learning styles, teaching strategies, intervention, etc. However, colleagues from Coram Life Education who are on the call this evening will actually be adding things that they have available from within their SCARF Programme at the Coram Life Education. We really do need you at this point to partner with us on shaping how we get the knowledge transmission right in these ask the expert sessions.

That's why we'll welcome your comments as the session goes along. What's understandable? How is it accessible to you? Is it useful? Did it increase your knowledge of the topic and there'll be surveys at various points as we go through, so do feel free to comment. I'm now going to suggest that actually before we move on, we just summarise what I've said by looking at the objectives, about finding out the positive and negative impacts of screen time on our children's mental health. We know during the pandemic period there's been a considerable of necessity use of screens because of the online teaching that many schools have been doing.

We need to identify what's problematic in screen use and provide recommendations on the actions we can take to assist young people. We've got a short activity before we get into the content of the session this evening. So let's gauge who is with us and tell us in the poll that you're going to have the opportunity to see what type of school you are representing this evening. We want to constantly widen the scope of participation. You're the first people to come forward. We hope you will feel able at the end of this session today to be ambassadors for this series of trial sessions and go out and tell others about it in many other settings. It can be open to all teachers in any setting.

So would you like to take a few seconds to fill in what you can now see on the screen, the poll and state which type of sector you're from? That would be really helpful, and while you're doing that, I'm actually going to introduce our speaker for this evening. It's my very great pleasure to welcome Dr Max Davie. Max is a Consultant Community Paediatrician working in Lambeth as part of the Evelina London Community Services. He has a special clinical interest in the assessment and diagnosis of neurodevelopmental conditions in school age children.

He is the Officer for Health Improvement at the Royal College of Paediatrics and Child Health, where he was the author of their Screen Time guidance. He's actually a Trustee and Founder of the charity ADHD UK. Welcome, Max. We're very much looking forward to your presentation and its insights. Over to you. Thank you.

[00:06:06.610] - Max Davie

Thank you, Barry. Thank you, everyone. As Barry has mentioned I'm a paediatrician, so I'm a sort of clinician most of the time and in fact, I am currently in one of our teams delivering this. So I have both a sort of scientific and policy hat, but also a kind of everyday working with families hat, and I think that'll come through hopefully quite strongly. It's always a bit nerve-wracking presenting and teaching to teachers because it's a little bit like carving a roast in front of a load of surgeons. You're not quite doing their job in front of them, but it's not far off and it's also unnerving, of course, presenting with no audience, but I will plough on as much as I can.

The way that I basically communicate with you is via the chat so if there are problems, if you can't hear me, you can't see the slides or whatever please do let me know, but the chat is really important for you to feedback to me and ask me questions, so I will have that available. The first question I want to pose to you and I just want you to put suggestions in the chat, is often a kind of narrative that we hear, increased screen time has led to and I just want to know any suggestions for what you would say it has led to.

I'm just trying to resume my share. Okay. Poor asleep, change in behaviour, less creativity, isolation, poor sleep difficulty. Wow, gosh, I'm going to have to expand my chat window. So as a population, this is really what I'm thinking about is what effect it's had on the population as a whole. So there's lots and lots of very interesting things being said in the chat, which may be valid on an individual level, and we can dig into that, but I was wondering if people had an idea about the population more generally.

So we've got aggression, identity confusion, interesting, unsuitable material, loss of social connection, shorter attention spans, isolation, desensitisation, less family time, increased motivation for sleep, which is one of the first things that came through. There's loads of these things. So basically any number of different things, and I just think we'll start off from a better high and hand eye communication. I think maybe co-ordination is maybe what you mean. Yes, all of those things, but generally lots of negatives in terms of the child's development and I am a developmental paediatrician. So it's exciting to me that you've really honed in on development.

But in order to make the case at a population level that increased screen time has led to increase whatever we have to answer the following questions. Firstly, has screen time actually increased? Now undoubtedly it did through the pandemic. The pandemic is a very special time. I think it's really fascinating, but I think we need to think about things pre pandemic if we actually want to look at the evidence base because the pandemic has been so messy and difficult in so many ways. Then if you're thinking about a particular thing, so behaviour problems or mental health difficulties or social, poor social skills, has that actually increased/worsened?

Because if it hasn't worsened, then we don't have a problem, and then is there a conclusive and convincing link between the two? So just too quickly go through from the public health perspective. Interestingly, and this is US data, but they're similar UK data in the sort of decade preceding the pandemic or the few years, there hasn't been an increase overall in the amount of media that screen based media that children consume. There's certainly been a transition from TV based to mobiles, and you can have all sorts of arguments about what effect that might have had, but there hasn't actually been that surge in screen time.

There was probably a surge several decades beforehand, but it isn't a recent phenomenon. That's a really important point, and the UK figures are fairly similar to this. Okay, so this is a mental health talk and then it's interesting that you've talked more about behaviour and development because you're teachers and practical people, but let's talk a little bit about mental health disorders, and it's really important to remember when we say mental health disorders in terms of the data I'm thinking of, so I'm thinking of the NHS Digital Mental Health Disorders Survey, which happened in 2004 and then again in 2017 that incorporates anxiety and depression, that incorporates behavioural disorders such as oppositional defiance and also things like ADHD and a few other bits and bobs.

So I want again some interaction from you in absolute terms. So not in relative terms. So in absolute terms and there will be a proportion of math teachers here. So I want to get it right. How much did the prevalence of mental health disorder increase between 2004 and 2017, according to the NHS Digital Survey. Okay, some guesses, 33%. We've got 30, 40, 150. Remember it's absolute terms. So that would mean there's 1.45 mental health disorders per child. So we're talking about the absolute increase. So from X to Y percentage, what is the difference?

17 is a very specific guess. Five is the lowest we've had so far. 70, 60, 73, 75, 25, one in nine was the figure that came out. So let's have the answer. It was 1%. The overall absolute terms increase between those two time points was around 1%. So it went up from a little over 10% to a little over 11% in terms of the overall prevalence of disorders. This wasn't to do with referrals. Of course, referrals in the same period have gone up astronomically and exponentially, but this was the population burden of mental health difficulties.

Another really interesting thing for those people who talk about behavioural difficulties is actually the behavioural difficulties, if anything have gone down a little bit. Whereas emotional difficulties have gone up a little bit within that large cohort and Charlotte makes a point it's still too high a percentage. That's undoubtedly true, but actually what's too low a percentage is the number who actually gets to a mental health specialist, which is only about one in four. That's the really shocking statistic here, but I'm not talking about CAMHs as a whole.

I don't want to get off track, but okay, fine, but we have so many every month it would appear a study comes out which makes a link between screen time and X negative impact. So there's always an association. So children who have an awful lot of screen time have this negative association but of course, we all know from our studies of statistics that simple association does not mean that there's a causative link. It doesn't lead to this phrase I use, it leads to this thing leads to the other.

Which is why, and I always look out for this, in a lot of the reporting of these studies the word linked is used because link doesn't commit you to anything. To be honest, I think it's a little bit disingenuous because you could link the rise in autism diagnoses to the rise in organic food sales. Of course, there's no effect. There's no actual causative link here. It's just that organic food sales rose during the same period that autism diagnosis rose. It doesn't matter. So if you do proper analysis and some of the best analysis has been done by the Oxford Group, Amy Orben and Andy Shiboski [s.l. 15:00] and you look in great detail at the kind of effect. If you correct for everything else, you look at the effect on wellbeing of the amount of screen time.

The conclusion that they came to was it's about the same as whether you eat potatoes or not or how many potatoes you eat and slightly less than whether you wear glasses or not. So it's a very, very, very at population level, tiny effect if you correct for other things. The final thing, I think, is really important to mention lots of people like to talk about how screen time is harmful, but I've not seen a single intervention study that shows that reducing screen time has a positive effect on outcomes.

I've not seen a single one. If they start to produce them, then I'll start to listen a bit more. That screen time in itself is a valid target for therapy, but I'm not convinced at the moment. Then there's this idea, which is an interesting idea that maybe it's not just that you should not have too much, but maybe there's a right amount. Maybe too little isn't great and too much isn't great and there's a sort of Goldilocks hypothesis sort of, not too cold and not too hot.

And there's something there isn't there, because I think even in our list of outcomes some positives have come out, but the problem is that doesn't lead you to a clear conclusion as to how much is too much. Here's some data again from Mandy Shiboski team about what different kinds of screen time just simply in terms of how they are associated with different levels of wellbeing, and essentially you don't need to look at the specifics, but basically if you have no TV, you're a little bit better off watching an hour of TV versus no TV.

But if you're watching 7 hours of TV, you're worse off than no TV and that's, kind of, not a big surprise, but actually look at this and the computer is halfway between. Video games, you really have to play a lot of video games, like a really ridiculous amount in order to have worse wellbeing than no video games at all. So should we be prescribing video games for children who are not doing well with their mental health? No, but what we're saying is the relationship between...

First of all, the relationship between this Goldilocks, this sort of Goldilocks idea of the right amount of screen time seems to really vary [a] from person to person, but also from what kind of screen time you're talking about. Also we don't really know how much is too much. So Gareth has commented, anything can have too much. Yes, absolutely, right. Very, very good point, Gareth. So anything can be excessive but to focus on spending time to the extent that the media and certain professionals have doesn't seem to me to fit in with that simple understanding that anything can be taken too far.

So the definition of wellbeing is a sort of validated self-reported wellbeing questionnaire which produces scores in this particular study. Wellbeing can, of course, we can spend a whole, a couple of hours talking about how we define wellbeing and we can get very philosophical about it and I'm very happy to do that. I'm really glad that we've talked a little about some bits of child development because there is an instinctive feeling that too much screen time is harmful to child development, and there's a sub-class of these papers that sort of track difficulties with social interaction against child development, against screen time, sorry.

We didn't find, we did a systematic review at the Royal College and we didn't find any convincing evidence of the causal link. The other thing is, of course, in the face of this kind of screen time, kind of, explosion, allegedly, or the kind of change of screen time and the screen time becoming more toxic. In many respects child development is getting better, partly because of the excellence of our teachers, but if you think about the children, this is the percentage of children in England achieving a good level of development has gone up year on year.

Can we be having a crisis of child development if we're having improved results? I don't quite get that. On the other hand, we are having increasing, surging rates of, for instance, autism but we could also put a similar graph up for ADHD and other developmental disorders, except for learning disability. I'll come back to that, and of course that is concerning, but I think there is convincing evidence that the vast majority of the rise in autism diagnosis is due to greater awareness and a sort of looser and more flexible definition of criteria.

I think that's overwhelmingly the most likely explanation for this increase, to be honest with you, and this is something that's very much the core of my work. But saying all of this, where is there a problem, because mental health is creeping up? It's not actually surging. Child development is doing well, but if you actually talk to people on the front line, why do things feel harder? I have to be very careful not to become political at this point, because things are harder.

But I think families are under more pressure. Financial pressure, work pressure, pressure of expectations, pressure of various different sorts, and children are feeling that pressure and schools are feeling that pressure from again, financial pressures, kind of pressures from above, pressures from below, everyone is feeling under more pressure over time. That's not the same as diagnose or mental health problems, but I do think it means that for a certain degree of symptoms or condition, the children are functioning less well, and there are more complexities to the work that you're all doing with children.

So I completely acknowledge that things feel harder, but it's not because of the iPhones. At the population level, the narrative that's being used leading to worst outcomes just doesn't stack up. No part of that argument stacks up and actually supported by evidence. However, there is no question that there is such a thing as problematic screen use at an individual level, as there is problematic gym use or problematic... I just want to go back very quickly, a quick historical diversion which I cut out of the slides, but there's always been concerns about people doing the new things, the latest thing excessively.

And in the 19th century there was a bit of a moral panic about novels and the young ladies reading too many novels and becoming pale and not going outside enough. Now, of course, we regard novel reading as one of the most kind of improving things we can do. So it's just important to bear in mind that we are always progressing from a very specific cultural position, and currently screen time is this new thing, and we're kind of putting a lot of things at its door.

However, that said, there's no suggestion that you can't have, a question that you can't have screen time being problematic. You can decide what is problematic in a number of different ways. You can use duration based criteria. So basically you can say, like in this particular, this is not specific, this is what the old American guidance used to be. No screen time before, two, which leads to ridiculous things, like somebody who I know from America saying, Can I watch football while I'm breastfeeding my baby? Of course you can.

Don't be ridiculous, but if you strictly follow the American Academy of Paediatrics you wouldn't be allowed to. So the problems are there are various definitions of screen time. So the American Academy has now said, oh, well, homework doesn't count. Well, doesn't it? Well, how is it different? It's very popular with health bodies. The World Health Organisation is fond of this. The American Academy have kind of adapted their position a little bit, but essentially they're still kind of based on duration, but it's scientifically unsound for the reasons that I've laid out. There's no evidence the duration of screen time on its own will tell you whether it's having a negative effect.

Except unless you talk about the context. However, you could think about content criteria and I think some of that is bubbling up in the chat and of course, people are very concerned about, and still talk about video games and the link with violence. I just want to lay it out that with 30 or 40 years of research there is no connection between video games involving conflict and weaponry and later violent conduct as a whole. That evidence base just doesn't exist, and it certainly has been looked at very extensively.

So for me Fortnite is not a worry. I don't worry about kids playing Fortnite. I do, of course, worry about kids playing things which are either horrifying, is going to scare them, so they don't sleep or hugely violent and gives really kind of negative messages, and the certification system force gains is really important and people ignore it routinely and they probably shouldn't. Should we say, okay, well, they shouldn't be playing Fortnite? They should be watching Horrible Histories, which is on the right side, and I love it.

I think Horrible Histories is tremendous and very entertaining, but how do we tell that that is more beneficial than playing Fortnite? The evidence that you can teach skills to people via television programmes and interactive things is quite weak. You need a person. You need a teacher to actually teach skills, although you will learn individual facts from Horrible Histories, you won't actually necessarily learn skills, and equally for Fortnite you might learn some kind of skills in hand, eye co-ordination and planning. It's actually got quite a lot of construction in Fortnite. So there's quite a lot happening in there that actually some of the children are actually picking up while they're there.

Interesting, a lot of people think they are triggered by screen. What I'm trying to say is we can't be sure about that and we really need to be scientific about this. Whatever we think day to day the science is out there really questioning our beliefs about whether screen time is actually triggering behaviour difficulties. Then, of course, there's social media and people do worry a lot about social media. So just to reiterate my point about how everything that's new becomes something of a moral panic. There's this lovely quote from Douglas Adams.

So basically, anything in the world that you're born with is normal and part of the natural order of things. If it's invented between 15 and 35. It's new, exciting, and you might get a career out of it, and if it's invented after you're 35 it's against the natural order of things. So we're all very worried about TikTok, aren't we? But we're not worried about Facebook because we're all on Facebook and it's sort of, I don't know, in 20 years' time there will be the new thing and everyone will be like, well do your Remember TikTok.

That was fun and this new thing is evil. I just want to be really careful. We want to be really careful that we're not falling into that trap of something new being automatically scary. There's a couple of comments that, you know, what if we did a more modern kind of now survey. That survey by NHS Digital is being repeated year on year. Now, there has been a surge where there's been a worsening of mental health during the pandemic, but we don't know that that's anything to do with TikTok, and it's probably not anything to do with TikTok. It's to do with the global pandemic that has been ravaging us for the last 18 months.

We won't know what the long term effects of these things are until we've had a few more years of the survey. So the way of thinking of social media, I don't want to say that it's entirely benign, but I think we've got to separate out what I've been asked to talk about, which is screen time from the sort of other effects of social media, because effectively social media is a window into another world. It's a window into other people, a portal to other people. Just to give my very geeky kind of reference point.

This is the Mirror of Erised from Harry Potter and what the Mirror of Erised does is show you what you most desire, and someone presented this kind of wonderful and, kind of, benign thing I think it would be a terrible thing to happen because it shows but doesn't give you what you most desire, which is a lot like Instagram in a way, isn't it? I think that's part of what negative effects may be happening is if someone is vulnerable, they're being shown this perfect life that other people are presenting and that can, of course, in a vulnerable person have a negative psychological effect.

And the other thing, of course, is it's more or less unfiltered access to other people, but of course the thing to remember is the thing that's toxic is not the window. It's the people. It's access to toxic people. So that is something that is untrammelled by social media, but it's not the only way of accessing toxic people. So bullying is something that people worry about as well on social media, and the thing to remember about bullying is that bullying only happens within a social, some sort of social structure.

Otherwise you just walk away. Bullying has to happen sort of repeatedly, and it has to be within some kind of social hierarchy, and the vast majority of cyberbullying, as it's called that happens to young people, is done by people who know them in real life, and actually the vast majority of people who are cyberbullying, about 99%, are also bullied in real life. So cyberbullying is an extension of real life bullying. We can't think of it as a separate category, and we can't think of it as a separate thing.

We can't think of it as a separate problem. It's got to be within the problem of bullying overall. So I prefer, I would say that the most sensible criteria to think about whether the screen time is problematic is what impact the screen time is having on the person's life, and that kind of connects it with the person's actual life. So the main things that can have an effect on us sleep, really important. Sleep can be very much affected, particularly if they're taking devices to bed, and of course we can give lots of advice about that.

But sleep is a really vital part of physical, mental, and academic development. So focusing on the interaction with sleep is actually a genuine concern. Academic work, of course it can interfere with academic work if it's a distraction, and of course there's a conversation that needs to be had if somebody is falling off academically because they're spending too much time on their phone. That is a valid conversation to have, and of course family functioning, and that's not just for children's screen time, but the parents screen time and everyone's screen time.

It can interfere with family functioning because family functioning requires time together. It requires interaction. That's undoubtedly true. Now that interaction can be online, our family WhatsApp is a lively place, but it does also need to be occasionally topped up with in person interaction. That's undoubtedly true. Okay, so we've got this kind of, we might for a proportion of people want to decrease screen time. What are we going to do? Are we going to present them an ideal, as in you should be giving no screen time to your under twos?

You should be giving one hour screen time at most to two to five year olds. That feels to me like an unattainable ideal for most families. So this is what I mean. This is a very ideal family, and I love this picture because I just wonder what the dog is saying. He's sort of looking off camera going save me. I've been abducted by robots because what we can sometimes do is present this ideal thing to families of this is what you should be doing and actually families, unless they think that this is achievable, will just get turned off and feel shamed and feel blamed, and that is only going to lead to them just disengaging and not taking the advice at all.

It's much more helpful to go from where they are and help them along the way with small steps. So our approach from the Royal College of Paediatrics was the following really, the question is, is family screen time under control? And I use those words deliberately. It's not just kids. Is everyone screen time under control, and I use under control deliberately because it's sort of your control for younger children, but for older children are they able to balance it?

So with the secondary school, we've got some secondary colleagues here. Within that are they able to, the secondary school pupils to balance work against and being able to sleep against their kind of FIFA career. When they start to get a little bit more control and autonomy are they putting those balances in? Are they being sensible about it? So if it's not under control, then we've got a problem, even if it's not that much. If the parents and the young people don't feel it's under control then that is a problem.

Does it interfere with our family activity? Does it interfere with sleep? So we specifically go to sleep and are you in control of snacking during screen time? We're not really talking about physical health today, but there does seem to be some connection with obesity, partly because they tend to be sedentary activities and partly because there doesn't seem to be such control of satiation. So much control of being able to know when you're full when you're also interacting with the screen. So you can basically just eat too much and you can see at the end of a cinema how much, how many calories have been left on the floor.

So these are our top tips for controlling screens. So the first is have a plan and stick to. It doesn't really matter what the plan is, as long as the plan aims to reduce that interference with family activities and interference with sleep, and for parents also to think about their own media use. Often some of the difficulties come because particularly with behaviour where the parents are not responding to positive behaviours. They're only responding to negative behaviours, and that can be quite problematic, and if you're constantly scrolling Facebook, you'll only be responding when the kids are smashing stuff up.

So prioritising face-to-face interaction. We do think that there's something qualitatively different about face-to-face interaction, and it is useful, but it doesn't mean that online interactions are worthless. They're certainly not. You can have very strong interactions, and I think particularly there's a few things about SEN coming up, actually, particularly adolescents with autistic spectrum disorders actually face-to-face interaction can be really difficult for them, and the online interaction can be much, much easier and actually very positive. So we shouldn't just have a simplistic view on that.

Being snack aware. We've talked about that with the screen time and obviously protecting sleep. We think sleep is really vital. So protecting sleep, having devices put away before you go to sleep is absolutely essential. We have at times had a recommendation of an hour of screen free before bedtime. Actually, that doesn't seem to be essential for all children. If you have a sleep problem, it probably is useful, but for most children it doesn't seem to be entirely necessary. You know, if you're having something relatively calming before you go to sleep, if you're watching an iPad doesn't greatly matter.

It dosn't look like, and the other question is, is it a screen problem? You have a child who's refusing to get off his Xbox. You have a family who are kind of shouting all the time and fighting all the time, and the parents are saying, oh, it's all to do with the iPads. Is it, though because that can be a really easy scapegoat for actual real problems either within the relationship, within parenting or within the mental health of the young person? The young person at secondary school perhaps who's locking themselves away playing World of Warcraft.

Well, is that a World of Warcraft problem, or is that a mental health problem? So that would be my question. So oppositional behaviour, treat as oppositional behaviour. If they're refusing to get off screens then you're out of control. Actually, the treatment for that is parenting intervention, parenting group support to get the parents to be authoritative within the household. Family discord. Again, it's about the whole family screen strategy. So maybe the parents need to put their screens down and everyone needs to sort of have these more positive interactions, if possible, rather than just blaming it on the kids and Fortnite again. So you get the idea.

Is it anxiety and low mood? Are they avoiding school? Are they staying up late because they know that they won't be able to get up in the morning and because they're scared about school? There's something going on at school. There's all these other things that we need to think about before we leap to the conclusion that it's a screen problem. So that was it really. That's all I wanted to say. There's lots and lots of questions come through. So I think I need a bit of help with marshalling some of those things.

If anyone wants to pick these things up with me, they've got my email there and Twitter, which hasn't gone down account if people want to send appreciative messages or abuse. That is absolutely fine, but that was the kind of brief overview of what I had to say about screen time.

And thank you, Max. Thank you very much. Indeed. You've certainly, I think stimulated a lot of thinking there because what you've gone through is actually a succession of myth busting, factual things and you've given a very erudite exploration of the evidence base. You've tried to be very scientific. You have been very scientific, and you've given I think those last slide, you've given some very positive ways of managing and I like the way you've put it into the family context, the way parents need to model some of the behaviours. What I'm reading, and people are very, very appreciative of the quality of what you've said, but there seems to be a disparity between your position as a paediatrician and the obviously heavily scientific base that you work from and the lived experience of teachers in terms of what they're seeing, and I wonder if I can pick up on a few of the themes that have emerged. The first one being is gaming addictive? What would your response to that be?

It depends what you mean by addictive. I think it's very compelling. So addiction, if you were being really kind of pedantic about it would mean that, so for instance, you would have a process of being addicted where you would need more and more and more to have the same psychological effect. You would have a negative effect on your life because you were constantly going to do this thing that you would be angry at other people because they were trying to challenge you about it and that you were having withdrawal effects when you weren't doing this thing.

Now I would argue that most people who are really into games don't quite have that relationship to them. They really love them, and they get a lot out of them but they haven't got that, I need more and more and more and more and more in order to get the same thing out of them. So I think that's where it falls down a little bit. I think games are incredibly compelling and particularly games which have encouraged lengthy play. You need to be quite careful about, but in itself is gaining addictive, I don't think in the real strict psychological sense. It certainly is something that when you get into gaming, particularly as a young person, you do need to get that balance right.

[00:40:34.570] - Barry Carpenter

Gareth, there is asking, is it habitual? Many teachers would report, but it's still I think factual that they know that children are staying up into the early hours of the morning are gaming, and I like the fact you raise sleep, which is a nice lead into our next topic in this series, but they see children tired in school, and if they know that children have been gaming till the early hours there's an obvious link there.

[00:41:05.830] - Max Davie

Of course, there's no question.

[00:41:08.170] - Barry Carpenter

So is that then still down to parents having a routine of the screen goes away before bed.

[00:41:20.190] - Max Davie

Yeah, absolutely. I think the thing that's difficult is if you are somebody who's really, really into reading books and you go to bed with a book, you're going to fall asleep because they don't stimulate in the same way that video games do. It's hard to read until two in the morning, although I have done it. I read the last Harry Potter book and stayed up all night doing it. So that can happen, but the video games it's very common to want to carry on and keep going, keep going, partly because of the nature of them, but it is ultimately to do with the parents, I have to say, and when they get older, the young people to have boundaries and to stick to those boundaries of, well, it's time to go to bed.

And I don't want to get into the situation of blaming parents. Usually when that system of boundaries is broken down there's usually very good reason for it. Parental mental health, oppositional behaviours. All sorts of things might be going on in these families, and we need to address all of those things, but ultimately it's not because they're kind of so addicted that they've lost all kind of will.

The boundaries aren't in place effectively enough to get them off their screens. I have three, well I have two official teenagers and 11 year old who acts like a teenager at home and we do have this every evening. You need to get off your phone. Give me five minutes. No, you need to get off your phone and it is a constant negotiation, but ultimately you have to do it. You say you have to get up in the morning, get off your phone. I'm ultimately the parent here.

[00:43:00.450] - Barry Carpenter

There's a persistent question coming through about how can we use social norms in our teaching? Now I think that's verging on asking you to be the teacher, but let's just see what your response would be to that, Max.

[00:43:13.020] - Max Davie

I don't know what you mean by social norms. So I saw that comment and I was hoping you wouldn't ask me because what do you mean? You might have a better idea of what the question means.

[00:43:21.250] - Barry Carpenter

What that's coming from Coram, who are synthesising the questions. So, Donna, do you want to comment on that?

[00:43:31.990] - Donna

Yeah, absolutely. We use social norms a lot in our teaching anyway, but an awful lot of what Max in his talk saying about because actually the positive data about screen time, and actually that it's not particularly negative on mental health and there's lots of positives around social media or screen time. So how can we use that in our teaching rather than it being such a negative message?

[00:44:04.670] - Max Davie

So I think in that sense, you can certainly use it. You can say here is this amazing thing, here is this microprocessor in your pocket, which is far more powerful than what they used to go to the moon. What are you going to do with it? How are you going to use it to kind of get the best out of it, and I think, like I said with social media, I absolutely support all of the teaching about safeguarding on social media and safety and the media literacy of what are these people selling you?

And this isn't really real and this has been photo-shot. I think that's all really valid to kind of keep yourself grounded in this social media world. That's all valid stuff and I think that feels to me like a really important sort of bit of discussion. Call it teaching, but actually it often ends up as discussion, doesn't it? When they get beyond a certain kind of stage within school and my kids talk about it all the time and they're very literate about it, which I think is marvellous.

[00:45:04.070] - Barry Carpenter

So do you think, Max, a line that teachers should explore in terms of developing teaching strategies to match the sort of things you've been discussing this evening. Look towards encouraging young people to go about self-regulation of their own screen time.

[00:45:20.720] - Max Davie

Yeah, I think it depends on the level and we were expecting at predominantly primary school, but I think in secondary school you've got to start moving towards that. You've got to start moving towards a vision of okay, how much sleep do you need? When do you need to go to sleep? How are you going to structure these things? I understand that Apex Legends is an important part of your life, George, but we also need to fit in these other things in our day, and how are we going to plan that so that you can still go to bed at a certain time.

So it's simple planning, and it's the beginning of taking responsibility for your own time, I think.

[00:46:00.270] - Barry Carpenter

Yeah. There was a thread coming through around children with special educational needs, and you yourself mentioned at one point learning disabilities, and you'd like to come back to that. I'd kind of like to do that if we could...

[00:46:14.800] - Max Davie

Oh, yes. Sorry, I forgot. Learning disability diagnosis has gone down because most of them are being converted to autism. That's the reason I mentioned that in the registers. I think the strand that came through in the comments was that sometimes SCN kids were more vulnerable to becoming quite obsessive about certain screen activities and also were more vulnerable on social media, and I think those are both true, but it depends what you mean. So with the autistic kids often I have conversations with families and they're like, he never wants to talk to anyone.

He never wants to make friends. He's always on his iPad. I'm like, well, if you took the iPad away that might not make any difference to how he wants to make friends because he might not be ready. He might not have the skills. He might prefer to be on his own, and I think sometimes the screens are a way that we project how we want the children to be onto who they are, and sometimes if you took the screens away you wouldn't necessarily change who they are. So I think for the autistic kids sometimes screen based activities are such a haven that I'm really wary of taking them away because the messy, kind of, physical world is so terrifying for a lot of these kids that the more ordered online world can sometimes just be so much easier for them.

I think for the ADHD kids it's slightly different because they are so kind of video games are absolutely perfectly like tap net for these kids' brains, and I think there is a little bit of a, obviously a difficulty getting them out onto more boring activities. So that can be quite a struggle because of course they're also emotionally they can be a bit dis-regulated. So they become very angry when they're taken off. So that can be a real struggle, but again it's part of ADHD parenting. It is part of parenting ADHD child, which is an extremely challenging job and part of it is managing video games essentially.

[00:48:25.290] - Barry Carpenter

Yeah. I think you're absolutely right there. There's a question, particularly for our colleagues in Northern Ireland who just wanted you to expand a bit on why learning difficulties have been diagnosed.

[00:48:38.170] - Max Davie

So it's not learning difficulties. Learning difficulties is not a health term, and I never really worked out what it means. It's learning disability. The rates of learning disability diagnosis between the 1990s and the 2010s declined in quite striking mirror of the increased rates of autism. So the same children in the 1980s would have been diagnosed with a learning disability and now being diagnosed with autism. They may still have a learning disability, but autism is now kind of spotlighted as their principal diagnosis, and that's what goes into the disability registers.

So to an extent, this is not the whole story. The story behind the rise of autism diagnosis is partly a re-labelling of existing kids.

[00:49:30.910] - Barry Carpenter

Can we drill down a little bit more because I think in that myth-busting to probably destabilise some teachers how they tackled this issue, which is now, you know, we need to be very clear about this. It is now a statutory requirement that teachers now teach this within the new Relationships Health and Sex Education curriculum, and that teaching could therefore be inspected by Ofsted. So we need to be sure that teachers are confident in the base they're operating from and being destabilised and be a safe base. So if we drill down by picking up the question here, how influenced do you think parents, adults, teachers are by the media portrayal of the negatives of screen time, that sort of moral panic, and how does this influence their attitudes towards their children's use of screens?

[00:50:26.410] - Max Davie

I think it's a huge influence, and I think people's default setting is true of doctors who, frankly, should have read the evidence. It's a very convenient scapegoat for a lot of what we perceive as societal ills. As we get older, we all get older, there's always a temptation to see society as getting worse and children is getting worse. If you look back though that's always been the case, especially at the time of Socrates, they were talking about the youth becoming more disrespectful. So I'm always a little sceptical of that actually happening.

I think the current generation of youth are quite remarkable and amazing, actually. So yes, I think it is a big influence, and I don't think on an individual level, we have to say, oh, don't worry, but I just think from a public health point of view, from an evidence based overall population point of view, screen time is not driving our big crises of childhood. Whether screen time is driving a particular crisis or a particular problem in an individual's life is something that is specific to that context, we can have a conversation about.

And I have a lot of conversations in clinic about screen time. So I think, yes, it's a big influence, but we can cut through that by saying it's not why... Things are not necessarily getting worse, and if they are not necessary screens.

[00:51:57.210] - Barry Carpenter

Should we differentiate more than, Max, between screen time and social media because if we go to social media, my daughter is a clinical mental health lead in West Midlands region, and certainly her evidence base is that often when say young people come to the clinics with eating disorder, particularly the girls they'll have been onto that website called Annie, which sounds very cute, doesn't' t it, which is actually short for anorexia and a lot of their ideas for how they are perceiving themselves and what they're doing in their behaviour from that website.

So is that a social media issue rather than a screen time issue?

[00:52:38.050] - Max Davie

I mean, I think social media has very specific effects on vulnerable people which can be highly negative, and we all know the cases where somebody has committed suicide or gotten themselves into a lot of trouble, various criminal cases where social media has been involved in the run up, but I think that's not to say that social media is then necessarily dangerous. If you have somebody who has got themselves into a vulnerable position and is starting to have these thoughts, then access to a community of people who think like this is quite likely to amplify these thoughts.

And eating disorders is a very good example of somewhere, of a condition where this kind of thought distortion is a really powerful driver of the pathology. So yes, I think for that particular group we have to be really careful and it's part of safeguarding I think. In the same way as grooming by sex offenders. That is the kind of grooming for me. So in those individual cases, absolutely, we should be very cautious and careful. The problem is how at an individual level, you can look up young people and my advice, of course, would be for young people to be able to have open conversations with the adults in their life about what's happening for them on social media and actually what's happening for them in terms of their relationship with their bodies and their relationship with food.

That should be part of our culture but at a policy, a kind of governmental level, it's really hard to see what is going to be effective in clamping down and that's the difficulty. We all want these websites to be clamped down, and we all want these kind of groups to not be leading people down the wrong track and leading people down these kind of distorted patterns of thinking. How you actually do that is really tricky from a legislative point of view, just from my kind of involvement in the College.

[00:54:40.260] - Barry Carpenter

Okay, there's an interesting question just come through from Paula Ato, and it's about particularly young children where we are, and many early childhood teachers would factually report, and their profiles of language development would reflect this. So that's our teacher evidence base. That we're seeing more and more children with very poor speech and language skills on entry to school compared to what we would have seen, and her hypothesis is she's therefore seeing less parental interaction in terms of talking to children where parents are arriving, scrolling their own screens just about nod to their children, hold a hand and away they go, still looking at their screens. Do you see that?

[00:55:24.750] - Max Davie

Well, I don't know how you square that with the evidence on the earliest foundation stage. Good level of development, which is going up year on year. I don't know how you explain that. I mean, I've been working in this service for 12/11 years and I've been in paediatrics for 20 years and I haven't noticed that children have stopped being able to talk and interact. First of all, I don't really think we have the data, the sort of robust data to say that speech and language has got worse. However, again, on an individual basis, yes.

If you feel that somebody has poor speech, speech and interaction skills then looking at family screen time as a whole is a valid way of doing it. A speech and language therapist would absolutely say, well, you need to spend a certain amount of time interacting with your child face-to-face and there's no screen based alternatives to that. So absolutely, if you have specific clinical difficulties, difficulties with interaction and communication, then cutting down on screen time can in individual cases be a useful strategy, but I don't think we can say that there is a deterioration of development overall because the evidence isn't there.

[00:56:44.010] - Barry Carpenter

Okay, thank you. It's good you're bringing us back constantly to where is the evidence for that and I think you've sounded some warning bells this evening that people will need to be mindful of in terms of what we present as lesson content to be sure that we're not blaming children, but rather encouraging positive and as you've implied self-regulatory behaviours and knowing how to use screen time. I did like your phrase, and several people have commented about social media being a portal to other people. I think for people with autism it's had huge benefits because they find face-to-face social interaction difficult.

Conversely, in some instances it has fed some obsessive behaviours, but we know of many other things that feed obsessive behaviours with autism. So there's a series of recommendations coming through of resources.

I want to now just before [inaudible 00:57:47]. I said in my opening remarks that Max has been our first brave guinea pig into this particular venture. Thank you, Max, but we need to keep constantly shaping this because we do eventually want to partner this with some very specific advice through a parallel webinar on what the teaching content should be and how we develop schemes of work, for example, from the RSA content, the DFE has published. So you've seen that there's a poll come up on your screens about recommendation to colleagues.

So can we ask you on that ten point rating scale to the session you've heard this evening would you recommend that to a colleague, starting with one as definitely not through to ten, absolutely, I would. And this is going to record it. So you will actually get the opportunity to share this with a colleague. So can I just ask you all to have a go at that poll? I'm actually logging off at this point, I want to actually bring this session properly to a close. Okay, again to remind you that the next event is going to be on the 25 November and that's going to be sleep.

And as I said, I think Max has given us enough segway into that topic and exploring that more deeply. Great. Max. We've got 51% of people, so 47% of people saying they would certainly recommend it and lots of other very high scores. So well done.

Someone said you filled it in the wrong way around. Don't worry, I won't take it personally.

Even our teachers they know how to fill in forms.

[00:59:53.910] - Max Davie

No, Teresa, just posted to say she put it the wrong way around.

[00:59:57.490] - Barry Carpenter

Great. Thank you for that. You've certainly this evening, I think given us a lot to think about. I think you perhaps challenged us to make sure that there is a secure evidence base, but I don't think for one minute you've said you shouldn't talk about screen time with children. I think in a 21st century curriculum for 21st century children this needs to be a topic as much as other more traditional topics might be in the curriculum. It does have that interface in the broad domain of the mental wellbeing is what the RSHE curriculum is calling it, and certainly mental health is a diagnosis. We are not diagnosticians as teachers. We are educators and I think mental wellbeing now is probably the term we increasingly need to move towards to describe what we do within that broader mental health domain.

What is specific for teachers? We have an opportunity to work in this area, Max, that we have never known. I've been a teacher for over 40 years. We've never had this opportunity to teach in this area in quite the way.

And DFE initiatives around mental health leads. Senior mental health leads, the fact that DFE bought the RSHE curriculum forward by a year. There are lots of opportunities to move forward and certainly when I launched the RSHE curriculum for the DFE I talked about it being the heart of the curriculum. Yes, maths and English needs to be the core, but more than ever and I hope that you would agree post-pandemic, we need some heart, some compassion. Kindness is certainly going to be key as to how we rebuild our school communities and beyond that our societal communities too.

[01:01:38.870] - Outro

Find out more about becoming an ACAMH member and to be part of the advancement of child and adolescent mental health. Visit www.acamh.org.

About the Speakers

Dr. Max Davie is a consultant community paediatrician, working in Lambeth as part of Evelina London Community services. He has a special clinical interest in the assessment and diagnosis of neurodevelopmental conditions in school-age children. He is Officer for Health Improvement at the RCPCH, and trustee and founder of the charity ADHD UK.

Professor Barry Carpenter has been appointed to the ACAMH Board with special responsibility for disseminating our work to schools, teachers, and others involved in the education of children and young people. Barry is the UK's first Chair of Mental Health in Education, at Oxford Brookes University

In a career spanning more than 40 years, Barry has held the leadership positions of Headteacher, Principal, Academic Director, Chief Executive, Inspector of Schools and Director of the Centre for Special Education at Westminster College, Oxford. In 2009, he was appointed by the Secretary of State for Education as Director of the Children with Complex Learning Difficulties and Disabilities Research Project. Since completing that research, Barry has overseen the development of a national project developing online 'Training materials for teachers of children with severe, profound and complex learning disabilities' www.complexneeds.org.uk

Full bio on ACAMH Board page

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Ask the Expert 'Screen Time & Mental Health - Balancing the positive with the negative' recorded lecture - ACAMH

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Dr. Max Davie on 'Screen Time & Mental Health - Balancing the positive with the negative'. There then followed a Q & A session facilitated by Professor Barry Carpenter. This is the first in a series of free sessions exclusively for teachers and is an exciting new partnership between ACAMH and Coram Life Education (CLE).

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BBC - Short videos with characters for each sound (good to start a lesson off and build from there)

Phonics Play - Phonics games to help with blending PhonicsPlay - Phase 3 Resources

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Phase 3 phonics - KS1 English - BBC Bitesize

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KS1 English Phase 3 phonics learning resources for adults, children, parents and teachers.

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Kinaesthetic games for spellings (and resources)

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Practise marking coordinates on a 1, 2 and 4 quadrant grid in this learning resources.

A coordinate appears at the top. Tap its location on the grid within the time and move on to the next until you get one wrong or 20 in a row correct.

Go to coordinates teaching resource.

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Practise marking coordinates on a 1, 2 and 4 quadrant grid in this learning resources. A coordinate appears at the top. Tap its location on the grid within the time and move on to the next until you get one wrong or 20 in a row correct. Go to coordinates teaching resource.

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Non-unit Fractions worksheets
http://www.mental-arithmetic.co.uk/Fractions-of-a-Number.htm

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Times Tables PDF Worksheet Quiz Generator - TimesTables.me.uk

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Generate printable PDF Times Tables quizzes and worksheets - choose number of questions, which tables to practice, including inverse / division times tables. Now up to 20 times table.

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Create Resources

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