Activity Name & Description (Click on an activity name to play) 
Learning Outcomes: England 
Learning Outcomes: Scotland 
Learning Outcomes: Northern Ireland 
All Talk Understanding where speech marks and commas are placed when writing speech. 
NLS Y4, T3: to identify common punctuation marks including commas and speech marks.
Y5, T2: to identify the differences between spoken and written language. NC KS2 Writing  Punctuation 3) Pupils should be taught to used punctuation marks correctly in their writing, including full stops, question marks, exclamation marks, commas, inverted commas. 
Writing; Punctuation and Structure; Level D: Begin to indicate speech in some way where appropriate.  Key Stage 2: Writing  Experimenting with rhymes, rhythms, verse structure and all kinds of verbal play and dialect.  Developing increasing competence in the use of grammar and punctuation  Appreciating some of the differences between spoken and written language. 
Animal Magic Identifying properties of animals and grouping them according to their similarities. 
QCA Scheme of Work Unit 1A Ourselves: learning objectives:  to make and communicate observations and comparisons of humans and other animals  to make observations and comparisons of the way animals move  to make observations of animals and use these to group them explaning criteria chosen Unit 2C Variation: learning objectives:  to observe and recognise some simple characteristics of animals and plants NC KS1: Humans and other animals 2a) to recognise and compare the main external parts of the bodies of humans and animals Variation and classification 4b) Pupils should be taught to group living things according to observable differences and similarities. 
Variety and characteristic features; Level A; Sort things into broad groups according to easily observable characteristics.  Foundation Stage:  Observing: Children should have opportunities to develop their powers of observation using their senses in a range of purposeful activities throughout the school day e.g: to identify similarities and differences.  Investigating: Sorting and Classifying: Children should have opportunities to talk about similarities and differences in e.g animals and plants. Key Stage 1: My Environment: Pupils should investigate in an active way aspects of the following: animals and their young, their habitat and how they are affected by seasonal change. 
Busy Bill Sorting between different size stones and choosing the ones that can fit into the bottle. 
(NNS) Sort and match objects.  Level A: Organise by sorting into specific sets (shape, colour, texture)  Foundation Stage Sorting:  sort for one criterion using oneproperty materials and talk about the sorting. Measures:  compare two objects for size/length/weight/capacity  understand and begin to use the language of comparison Key Stage 1 Processes:  select the materials and mathematics appropriate for a task  develop different approaches to problem solving Handling Data:  sort and classify objects for one or two criteria 
Catch the Numbers! Help Piska and Pod catch the numbers in the 2,3,4,5 or 10 times table in their net. 
NNS Y3: Rapid recall of multiplication facts 53: Begin to know the 3 and 4 times tables. Y4: Know by heart multiplication facts for the 2, 3, 4, 5 and 10 timestables. NC  KS2: Mental methods f) Recall multiplication facts to 10x10. 
Level B: Multiply and divide mentally be 2, 3, 4, 5, 10, within the confines of these tables.  Key Stage 1 Number:  know addition and subtraction facts up to 20 and the majority of multiplication facts up to 10 x 10 
Cave escape! Steer your submarine up through a tunnel and find the correct spellings as you go. 
NLS Y1 T1, W4: To discriminate and segment all three phonemes in CVC words; T2, W3: to segment clusters in to phonemes for spelling; T3, W1: the common spelling patterns for each of the long vowel phonemes: ee, ai, ie, oa, oo; W5: to recognise words by common spelling patterns. NC English KS1 Writing: Spelling 4b: use their knowledge of soundsymbol relationship and phonological patterns; 4c: recognise and use simple spelling patterns. 
Writing: Spelling: Level A: Spell accurately the words which they need to use most commonly. 
KS1: Writing: h: spell recognisable words based on an awareness of the most common letter strings and patterns 
Crack the Code (prime numbers) Practising identifying prime numbers from 1100 using a number grid. 
NNS 1621: Properties of numbers and number sequences. Y6, 21: Recognise prime numbers up to at least 20. 
Number, money and measurement: Multiply and divide: Level D: mentally for whole numbers by single digits. Level E: mentally for any whole number by a multiple of 10 or 100.  Key Stage 2 Processes:  plan and organise their work, learning to work systematically  develop a range of strategies for problem solving, looking for ways to overcome difficulties Number:  develop strategies to add and subtract mentally; know the multiplication facts up to 10 x 10  explore and predict patterns and sequences of whole numbers; follow and devise rules for generating sequences 
Crack the Code (x6)
Crack the Code (x7) Crack the Code (x8) Crack the Code (x9) Practising the 6, 7, 8 and 9 times table by making patterns on a number grid. 
NNS Y4, 5859: Rapid recall of multiplication facts  Begin to know multiplication facts for 6, 7, 8 and 9 times tables. Y5, 59: Know by heart all multiplication facts up to 10x10. Y6, 59: Consolidate knowing by heart: multiplication facts up to 10x10. NC  KS1  mental methods f): Recall multiplication facts to 10x10. 
Multiply and divide: Level C: mentally within the confines of all tables to 10.  Key Stage 1 Processes:  select the materials and mathematics appropriate for a task  develop different approaches to problem solving  begin to organise their own work and work systematically  understand mathematical language and be able to use it to talk about their work  explain their way of working Number:  know addition and subtraction facts up to 20 and the majority of multiplication facts up to 10 x 10  explore patterns in number tables Key Stage 2 Processes:  plan and organise their work, learning to work systematically  develop a range of strategies for problem solving, looking for ways to overcome difficulties Number:  develop strategies to add and subtract mentally; know the multiplication facts up to 10 x 10  explore and predict patterns and sequences of whole numbers; follow and devise rules for generating sequences 
Cross the quicksand Answer 2 and 5 times table questions as you navigate through the dangerous quicksand. 
NNS Y2: Rapid recall of multiplication and division facts 5253: Know by heart multiplication facts for the 2 and 10 times tables; begin to know multiplication facts for the 5 times table. NNS Y3: Know by heart multiplication facts for the 2, 5 and 10 times tables. NC KS1 Maths: Know multiplication facts for the x2 and x10 multiplication tables. 
Number, money and measurement: Multiply & Divide: Level B: Multiply and divide mentally by 2, 3, 4, 5, 10 within the confines of these tables. 
Mathematics: KS1: Operations and their applications: Know multiplication tables relating to the 2s, 5s, 10s and other tables as appropriate. 
Down on the Farm (1)
Down on the Farm (3) Practising simple counting to 5. Practising simple counting to 10. 
(NNS/ ELG) Count reliably up to 10 everyday objects (first to 5).  (35 Framework)  understand and use mathematical processes such as matching, sorting, grouping, counting and measuring.  apply these processes in solving mathematical problems.  identify and use numbers up to ten during play activities and counting games. (514 Guidelines) Level A: Work with whole numbers 0 to 20 
Foundation Stage: Number Counting and Number Recognition:  Count forwards from 1 and from different starting points using numbers appropriate to the children.  Recognise numerals, initially up to 5/10 Understanding Number (Cardinal Number)  count objects in the course of the day  develop an understanding of onetoone correspondence and know that the size of a set is given by the last number in the count.  match numerals to sets Key Stage 1: Processes  Select the materials and mathematics appropriate for a task Key Stage 1: Number  Count, read, write and order whole numbers initially up to 10 
Down on the Farm (2)
Down on the Farm (4) Practising simple counting & sorting to 5. Practising simple counting & sorting to 5. 
(NNS/ ELG) Count reliably up to 10 everyday objects (first to 5). (NNS) Sort and match objects. 
(35 Framework)  sort and categorise things into groups.  understand and use mathematical processes such as matching, sorting, grouping, counting and measuring.  apply these processes in solving mathematical problems.  identify and use numbers up to ten during play activities and counting games. (514 Guidelines) Level A: work with whole numbers 0 to 20 
Foundation Stage: Sorting  Sort for one criterion using oneproperty materials and talk about the sorting. Foundation Stage: Number Counting and Number Recognition:  Count forwards from 1 and from different starting points using numbers appropriate to the children.  Recognise numerals, initially up to 5/10 Understanding Number (Cardinal Number)  count objects in the course of the day  develop an understanding of onetoone correspondence and know that the size of a set is given by the last number in the count.  match numerals to sets Key Stage 1: Processes  Select the materials and mathematics appropriate for a task Key Stage 1: Number  Count, read, write and order whole numbers initially up to 10 
Find the Fish!  addition to 10 Click on the correct fish to complete the addition sum / subtraction sum 
NNS: Y1: Calculations 30: Know by heart all pairs of numbers with a total of 10
Y2: Calcuations 31: Know by heart all addition and subtraction facts for each number to at least 10 NC  KS1: Ma2 Number: Calculations 3c: Know addition and subtraction facts to 10. 
Number, money and measurement; Add and subtract; Level A: Add and subtract mentally for numbers 0 to 10  Key Stage 1: Number: Operations and their applications c: know addition and subtraction facts, initially to 10 and then to 20. 
Find the Sun Exploring how shadows work by identifying where the sun is in relation to the type of shadow. 
QCA Scheme of Work: Unit 3F Light and shadows: learning objectives:  that shadows are formed when objects block light from the Sun  that shadows are similar in shape to the objects forming them  that shadows of objects in sunlight change over the course of the day  to make and observe observations of shadows and try to explain these using knowledge about light  that shadows change in length and position throughout the day  that the Sun appears highest in the sky at midday  that the higher the Sun appears in the sky the shorter the shadow  that shadows can be used to tell the approximate time of day NC  KS2: How the position of the sun appears to change throughout the day and affects the appearance of shadows. 
Earth in space: Level A  Link the pattern of day and night to the position of the Sun. Energy and forces: Properties and uses of energy: Level C: Link light to shadow formation. 
Key Stage 2: An EverChanging World: Sound and Light: How shadows are formed and changed. 
Fire the Fractions! Recognising how fractions, decimals and percentages can be comparable and identifying the values which are more/less than a half, a quarter, three quarters and so on. 
NNS Y5; 2223 Fractions, decimals, percentages, ratio and proportion 33: Express one half, one quarter, three quarters and tenths and hundredths, as percentages. Y6; 31: Recognise the equivalence between the decimal and fraction forms of one half, one quarter, three quarters, one eighth and tenths, hundreds and thousandths. NC  KS2: Fractions, percentages and ratio f) Recognise the equivalence between the decimal and fraction forms of one half, quarters, tenths and hundredths; understand that 'percentage' means the numbers of parts per 100 and that it can be used for comparisons. 
Fractions, percentages and ratio: Level D: Work with simple fractions and percentages.  Key Stage 2 Processes:  take increasing responsibility for selecting and using the materials and the mathematics required for their work  develop a range of strategies for problem solving, looking for ways to overcome difficulties  understand mathematical language and use it to discuss their work and explain their thinking  compare their ideas and methods of working with others Number:  understand and use vulgar fractions, decimal fractions and percentages and explore the relationships between them. 
Fraction bubbles Recognising how simple fractions can be represented as shapes. 
NNS 2023 Fractions: Y2: Begin to recognise and find one half and one quarter of shapes and small numbers of objects. Y3: Recognise unit fractions and use them to find fractions of shapes and numbers. NC  KS1: Calculations b) Understand that halving is the inverse of doubling and find one half and one quarter of shapes and small numbers of objects. KS2: Fractions, percentages and ratio d) understand unit fractions... and use them to find fractions of shapes and quantities. 
Level B: Find halves and quarters of quantities... Level C: Find simple fractions (1/3, 1/5, 1/10) of quantities... 
Key Stage 1 Processes:  select the materials and mathematics appropriate for a task  develop different approaches to problem solving  understand mathematical language and be able to use it to talk about their work  explain their way of working Number:  recognise and use everyday fractions 
Hair Care Chaos (2 and 5) Using times tables and venn diagrams to sort different objects. 
NNS
Y3: Organising and handling data  to solve a problem by organising numerical data into given tables e.g venn diagrams. Y3: Rapid recall of multiplication facts  Know by heart multiplication facts for 2, 5 and 10 timestables. NC  KS2 Mental methods f): Recall multiplication facts to 10x10 and use them to derive the corresponding division facts. Processing, representing and interpreting data c): Represent and interpret data using graphs and diagrams. 
Level B: Multiply and divide: mentally by 2, 3, 4, 5, 10, within the confines of these tables. Level B: Display: by using tables, charts or diagrams. 
Key Stage 1: Processes:  select the materials and mathematics appropriate for a task  develop different approaches to problem solving  begin to organise their own work and work systematically  understand mathematical language and be able to use it to talk about their work  explain their way of working Number:  know addition and subtraction facts up to 20 and the majority of multiplication facts up to 10 x 10 Handling Data:  sort and classify objects for one or two criteria and represent results using Venn, Carroll and Tree diagrams. Key Stage 2: Processes:  plan and organise their work, learning to work systematically  develop a range of strategies for problem solving, looking for ways to overcome difficulties Number:  develop strategies to add and subtract mentally; know the multiplication facts up to 10 x 10 
Hair Care Chaos (3 and 4) Hair Care Chaos (3 and 5) Using times tables and Venn diagrams to sort different objects. 
derive quickly the corresponding division facts. Processing, representing and interpreting data c): Represent and interpret data using graphs and diagrams. 
Level B: Multiply and divide: mentally by 2, 3, 4, 5, 10 within the confines of these tables. Level B: Display: By using tables, charts or diagrams. 
Key Stage 1: Processes:  select the materials and mathematics appropriate for a task  develop different approaches to problem solving  begin to organise their own work and work systematically  understand mathematical language and be able to use work systematically  develop a range of strategies for problem solving, looking for ways to overcome difficulties Number:  develop strategies to add and subtract mentally; know the multiplication facts up to 10 x 10 
Hey Diddle Diddle Listening to and reading a well known nursery rhyme and identifying the missing rhymes. 
NLS Reception, W1: To understand and be able to rhyme through: recognising, exploring and working with rhyming patterns e.g learning nursery rhymes; to reread and recite stories and rhymes with predictable and repeated patterns; reading a wide range of traditional nursery rhymes. NLS Y1, T1: text level 6: to recite stories and rhymes with predictable and repeating patterns, extemporising on patterns orally by substituting words and phrases, extending patterns and playing with rhyme. ELG Listen to favourite nursery rhymes, stories and songs. Join in with repeated refrains, anticipating key events and important phrases. 
(35 Framework) Communication and language:  Listen with enjoyment and respond to stories, songs, music, rhymes and other poetry.  Listen and respond to the sounds and rhythm of words in stories, songs, music and rhymes.  Recognise the link between the written and spoken word. (514 Guidelines) Level A: Read for enjoyment simple stories and poems supported by pictures. 
Foundation Stage: Talking and Listening:  Listening and Responding:Children should have the opportunities to listen and respond to a wide range of stories, songs, poems including audio tapes and writing of other children.  Listening and Remembering: Children should have the opportunities to learn rhymes, number rhymes etc.  Developing an awareness of sounds: Children should have opportunities to develop an awareness of rhyming words. Key Stage 1: Reading  Engaging with a range of texts which include stories, poems, songs, nursery rhymes, plays, picture books, information materials, environmental print, audio and audiovisual materials and discussing them with teacher and others.  Reading and understanding a range of texts which can be read aloud, including those presented on CDROM, tape, radio or television, the internet and other sources. 
Home Sweet Home Using scientific evidence to explain why animals live where they do. 
QCA Scheme of Work:
Unit 4B Habitats: learning objectives: All objectives in this unit, save those relating to food chains, selections of evidence, and environmental protection. Unit 6A Interdependence and adaptation: learning objectives:  that different animals and plants are found in different habitats  how animals and plants in a second habitat are suited to their environment. NC  KS2: Sc1: Investigative skills; Sc2: Living things, living things in their environment 
Interaction of living things and their environments; Level D; Give examples of how plants and animals are suited to their environments. Variety and characteristic features; Level E; Create and use keys to identify living things. 
Key Stage 1:  My Environment: Animals and their young, their habitat and how they are affected by seasonal change; How animals move, grow and feed.  A Contrasting Environment: Similarities between this and my environment, e.g plants and animals associated with this environment. Key Stage 2:  The Way We Live: Plant & Animal Life: Investigate a local habitat, including the relationship between the animals and plants in classifying according to observable features. 
Hubble Bubble (x2)
Hubble Bubble (x5) Hubble Bubble (x10) Practising making number patterns in a grid using the 2, 5 and 10 times table. 
NNS 
Y2: Counting, properties of numbers and number sequences 7: Begin to recognise two digit multiples of 2, 5 or 10. Y2: Rapid recall of multiplication facts 53: Know by heart multiplication facts for the 2 and 10 timestables. NC  KS1 Number patterns and sequences b) Create and describe number patterns; explore and record patterns of multiples of 2, 5 and 10 explaining the patterns and using them to make predictions. Mental methods c) know multiplication facts for the 2 and 10 timestables. 
Level B: Multiply and divide mentally by 2, 3, 4, 5, 10 within the confines of these tables. 
Key Stage 1 Processes:  select the materials and mathematics appropriate for a task  develop different approaches to problem solving  begin to organise their own work and work systematically  understand mathematical language and be able to use it to talk about their work  explain their way of working Number:  know addition and subtraction facts up to 20 and the majority of multiplication facts up to 10 x 10  explore patterns in number tables Key Stage 2 Processes:  plan and organise their work, learning to work systematically  develop a range of strategies for problem solving, looking for ways to overcome difficulties Number:  develop strategies to add and subtract mentally; know the multiplication facts up to 10 x 10  explore and predict patterns and sequences of whole numbers; follow and devise rules for generating sequences 
Hubble Bubble (x3)
Hubble Bubble (x4) Practising making number patterns in a grid using the 3 or 4 times table. 
NNS Y3: Rapid recall of multiplication facts 53: Begin to know the 3 and 4 timestables. Y4: 58: Know by heart multiplication facts for the2,3,4,5 and 10 timestables. NC  KS2: Mental methods f) Recall multiplication facts to 10x10. 
Level B: Multiply and divide mentally by 2, 3, 4, 5, 10, within the confines of these tables.  Key Stage 1 Processes:  select the materials and mathematics appropriate for a task  develop different approaches to problem solving  begin to organise their own work and work systematically  understand mathematical language and be able to use it to talk about their work  explain their way of working Number:  know addition and subtraction facts up to 20 and the majority of multiplication facts up to 10 x 10  explore patterns in number tables Key Stage 2 Processes:  plan and organise their work, learning to work systematically  develop a range of strategies for problem solving, looking for ways to overcome difficulties Number:  develop strategies to add and subtract mentally; know the multiplication facts up to 10 x 10  explore and predict patterns and sequences of whole numbers; follow and devise rules for generating sequences 
Hungry Croc Identifying and matching pairs of pictures in a well known pelmanism game. 
NNS Reception: Sort and match objects.  (35 Framework)  recognise patterns, shapes and colours in the world around them.  understand and use mathematical processes such as matching, sorting, grouping, counting and measuring.  apply these processes in solving mathematical problems. (514 Guidelines) Level A: Organise by sorting into specific sets (shape, colour, texture) 
Foundation Stage: Patterns & Relationships: Match objects in real contexts. 
It's a goal! Choosing the appropriate vowel to correctly spell simple CVC words. 
ELG Communication, Language and Literacy  hear and say initial and final sounds in words and short vowel sounds within words. NLS Reception: W2: reading letter(s) that represent(s) the sounds az; identifying and writing dominant phonemes in spoken words. Y1,T1: W3: From YR to practise and secure the ability to hear initial and final phonemes in CVC words e.g fit, mat, pan. W4: to discriminate and segment all three phonemes in CVC words. NC KS1: En2 Reading: 1a hear, identify, segment and blend phonemes in words. En3 Writing 4b use their knowledge of soundsymbol relationships and phonological patterns 
(35 Framework)  Recognise the link between the written and spoken word.  Develop an awareness of letter names and sounds in the context of play experiences.  Recognise some familiar words and letters, for example the initial letter in their name. (514 Guidelines) Writing: Level A: Spelling  spell accurately the words which are used most commonly. 
Foundation Stage: Talking and Listening  Developing an Awareness of Sounds: Children have opportunities to develop an awareness of sounds within words, and short vowel sounds. Key Stage 1:  Reading: Recognising and noticing how words are constructed and spelled.  Writing: Experimenting with words e.g word games, riddles and rhymes; Spelling correctly a range of familiar, important and regularly occuring words. 
It's a wind up! Practising changing the time on an analogue clock with reference to a digital clock. 
NNS Measures, shapes and space 78 Y1: Read the time to the hour and half hour on analogue clocks. Y2: Read the time to the hour, half hour or quarter hour on an analogue clock and a 12hour digital clock, and understand the notation 7:30. Y3: Read the time to 5 minutes on an analogue clock and a 12hour digital clock, and use the notation 9:40. NC KS2: Understanding measures d) Read the time from analogue and digital 12 and 24hour clocks; use units of time  seconds, minutes, hours... 
Time: Level A: Tell the time in whole hours using digital and analogue displays. Level B: Tell time in analogue displays and the terms quarter past/to, half past. 
Key Stage 1 Processes:  select the materials and mathematics appropriate for a task  develop different approaches to problem solving  understand mathematical language and be able to use it to talk about their work  explain their way of working Measures:  recognise times on the analogue clocks and digital displays Key Stage 2 Processes:  take increasing responsibility for selecting and using the materials and the mathematics required for their work  understand mathematical language and use it to discuss their work and explain their thinking Measures:  recognise times on the analogue and digital clocks and understand the relationship between the 12 and 24 hour clocks 
Juggle the Bs
Juggle the Cs Juggle the Ds Juggle the Js Juggle the Ms Juggle the Ss Ordering a list of names alphabetically, all beginning with B, C, D, J, M or S. 
NLS Y3, T2, W23: To organise words or information alphabetically, using the first two letters. NC KS2: Reading: Spelling strategies e) to check their spelling using word banks, dictionaries and spellcheckers. 
Knowledge about language: Levels B & C: Understand and use a dictionary.  Key Stage 2: Reading  Discussing features of language and noting how words are spelled and constructed.  Using the library and other resources, making effective use of organisational information to locate, select, evaluate and communicate information relevant for a particular task. Writing  Experimenting with rhymes, rhythms, verse structure and all kinds of verbal play and dialect.  Writing creatively using imaginative language. 
Kickoff! Choosing the correct vowel(s) to correctly spell simple words which contain long vowel sounds. 
NLS Y1, T3, W1: the common spelling patterns for each of the long vowel phonemes: ee, ai, ie, oa, oo NC KS1: Reading: Phonemic awareness and phonic knowledge e) recognise that the same sounds may have different spellings and that the same spellings may relate to different sounds. Word recognition and graphic knowledge f) read on sight highfrequency words and other familiar words. 
Writing: Spelling: Level A: Spell accurately words which are used most commonly.  Foundation Stage: Talking and Listening  Developing an Awareness of Sounds: Children have opportunities to develop an awareness of sounds within words, and short vowel sounds. Key Stage 1:  Reading: Recognising and noticing how words are constructed and spelled.  Writing: Experimenting with words e.g word games, riddles and rhymes; Spelling correctly a range of familiar, important and regularly occuring words. 
Ladybird, ladybird Sort the ladybirds on the right leaves according to their colour, size, and number of spots. 
ELG) Use developing mathematical ideas and methods to solve practical problems. NNS Reception: Sort and match objects. Y1: Organising and using data 9093: Solve a given problem by sorting, classifying and organising information in simple ways, such as using objects or pictures. 
(35 Framework)  sort and categorise things into groups.  understand and use mathematical processes such as matching, sorting, grouping, counting and measuring.  apply these processes in solving mathematical problems. (514 Guidelines) Level A: Organise by sorting into specific sets (shape, colour, texture). 
Foundation Stage: Sorting:  sort for one criterion using oneproperty materials and talk about the sorting.  sort for one criterion using twoproperty materials. Resort for the second criterion and explain their work. Number: Counting and Number Recognition:  count forwards from 1 and from different starting points using numbers appropriate to the children. Measures:  compare two objects for size/length/weight/capacity  understand and begin to use the language of comparison Key Stage 1 Processes:  select the materials and mathematics appropriate for a task  develop different approaches to problem solving Handling Data:  sort and classify objects for one or two criteria. 
Letter Bubbles Recognising the difference between vowels and consonants in a fast paced game. 
NLS Y2, T1, W8: to secure understanding and use of the terms 'vowel' and consonant'. NC KS1: Phonemic awareness and phonic knowledge b) sound and name the letters of the alphabet 
Writing; Knowledge about language; Level B Show that they know, understand and can use at least the following terms: letter. 
Foundation Stage: Talking and Listening  Developing an Awareness of Sounds: Children should have opportunities to begin to develop an awareness of sounds within words, and short vowel sounds. Key Stage 1: Reading  Recognising and noticing how words are constructed and spelled. 
Letter spinner Matching pictures of everyday objects with the initial letter for each object's name. 
ELG Hear and say initial and final sounds in words, and short vowel sounds within words. NLS Reception: Word level 2: Knowledge of grapheme/ phoneme correspondences through hearing and identifying initial sounds in words. Word level 3: Sounding and naming each letter of the alphabet; Y1, T1: word level 2: to practice and secure alphabetic letter knowledge; word level 3: to practice and secure the ability to hear initial phonemes. NC KS1: Phonemic awareness and phonic knowledge b) Sound and name the letters of the alphabet. 
(35 Framework)  Recognise the link between the written and spoken word.  Develop an awareness of letter names and sounds in the context of play experiences.  Recognise some familiar words and letters, for example the initial letter in their name. (514 Guidelines) Level A: Spelling: Pupils should be given an interest in words, how they sound, how they are made, and the patterns within them. 
Foundation Stage: Talking and Listening  Developing an Awareness of Sounds: Children should have opportunities to begin to develop an awareness of sounds within words, and short vowel sounds. Key Stage 1: Reading  Recognising and noticing how words are constructed and spelled. 
Little Miss Muffet Listening to and reading a well known nursery rhyme and identifying the missing rhymes. 
ELG Listen to favourite nursery rhymes, stories and songs. Join in with repeated refrains, anticipating key events and important phrases. NLS Reception, W1: To understand and be able to rhyme through: recognising, exploring and working with rhyming patterns e.g learning nursery rhymes; to reread and recite stories and rhymes with predictable and repeated patterns; reading a wide range of traditional nursery rhymes. Y1, T1: text level 6: to recite stories, and rhymes with predictable and repeating patterns, extemporising on patterns orally by substituting words and phrases, extending patterns and playing with rhyme. 
(35 Framework) Communication and language:  Listen with enjoyment and respond to stories, songs, music, rhymes and other poetry.  Listen and respond to the sounds and rhythm of words in stories, songs, music and rhymes.  Recognise the link between the written and spoken word. (514 Guidelines) Level A: Read for enjoyment simple stories and poems supported by pictures. 
Foundation Stage: Talking and Listening:  Listening & Responding:Children should have the opportunities to listen and respond to a wide range of stories, songs, poems including audio tapes and writing of other children.  Listening & Remembering: Children should have the opportunities to learn rhymes, number rhymes etc.  Developing an awareness of sounds: Children should have opportunities to develop an awareness of rhyming words. Key Stage 1: Reading  Engaging with a range of texts which include stories, poems, songs, nursery rhymes, plays, picture books, information materials, environmental print, audio and audiovisual materials and discussing them with teacher and others.  Reading and understanding a range of texts which can be read aloud, inlcuding those presented on CDROM, tape, radio or television, the internet and other sources. 
Magic maths Doing simple addition sums. 
NNS Y1: Calculations: Understanding addition 24,28: Begin to recognise that addition can be done in any order. Begin to use the + and = signs to record mental calculations in a number sentence, and recognise the use of symbols to stand for an unknown number. Y1: Rapid recall of addition facts 30: Know by heart all pairs of numbers with a total of 10 (e.g 3+7) NC  KS1 Mental methods c) Know addition and subtraction facts to 10; Know doubles of numbers to 10. 
Level A: Add and subtract mentally for numbers 0 to 10 Functions and Equations: Level B: Find the missing numbers in statements where symbols are used for unknown numbers or operators. 
Key Stage 1 Processes:  select the materials and mathematics appropriate for a task  develop different approaches to problem solving  explain their way of working Number:  understand the operations of addition, subtraction, multiplication and division (without remainders) and use them to solve problems  know addition and subtraction facts up to 20 and the majority of multiplication facts up to 10 x 10  understand the commutative property of addition and the relationship between addition and subtraction  understand the use of a symbol for an unknown number 
Magic measuring (Level 1) This activity is the first of four levels which practise measuring the weight, length or volume of different ingredients to create a magic potion. Create and save your own versions too. 
NNS Y2: Measures 73, 75: estimate, measure and compare lengths, masses and capacities, using standard units (m, cm, kg, litre); suggest suitable units and equipment for such measurements. NC KS1: Understanding measures 4c: estimate, measure and weigh objects; choose and use simple measuring instruments, reading and interpreting numbers, and scales to the nearest division. 
Number, money and measurement; measure and estimate; Level B Measure in easily handled standard units and fractions of them; length  m, cm; weight  kg, g; Use the abbreviations m, cm and equivalences. 
Mathematics: Key Stage 1: Measures: Pupils should have opportunities to: c) know the most commonly used units in length, weight and capacity, including metres, kilograms, litres and use them to measure in purposeful contexts; progress to measuring with greater accuracy. g) choose and use simple measuring instruments, reading and interpreting them with some accuracy. 
Magic measuring (Level 2) This activity is the second of four levels which practise measuring weight, length and volume with a range of ingredients to create a magic potion. You can create and save your own versions too. 
NNS: Y3: Measures: Measure and compare using standard units (km, m, cm, kg, g, l, ml) Measure scales to the nearest division. NC  KS2: Ma3 4b: choose and use suitable measuring instruments for a task; interpret numbers and read scales with increasing accuracy. 
Mathematics 514: Number, Money and Measurement: Measure and Estimate: Level C: Measure in standard units: Read scales on measuring devices to the nearest graduation, where the value of an intermediate graduation may need to be deduced.  Mathematics: Key Stage 2: Measures: Pupils should have opportunities to: a) develop skills in estimation of length, weight, volume/capacity through practical activities using metric units where appropriate. b) develop the language associated with a wider range of metric units and be confident with the terms metre, gram, and litre and their relevant prefixes [...] 
Magic measuring (Level 3) This activity is the third of four levels which practise measuring the weight, length or volume of ingredients in a magic potion. You can create and save your own versions too. 
NNS Y4: Measures 90: Use, read and write standard metric units (km, m, cm, mm, kg, g, l, ml), including their abbreviations; Suggest suitable units and measuring equipment to estimate length, mass or capacity; Record estimates and readings from scales to a suitable degree of accuracy. NC KS2: Understanding measures 4a: recognise the need for standard units of length, mass and capacity, choose which ones are suitable for a task, and use them to make sensible estimates in everyday situations; convert one metric unit to another. 
Mathematics 514: Number, Money and Measurement: Measure and Estimate: Level C: Measure in standard units: Read scales on measuring devices to the nearest graduation, where the value of an intermediate graduation may need to be deduced.  Mathematics: Key Stage 2: Measures: Pupils should have opportunities to: a) develop skills in estimation of length, weight, volume/capacity through practical activities using metric units where appropriate. b) develop the language associated with a wider range of metric units and be confident with the terms metre, gram, and litre and their relevant prefixes [...] 
Magic Measuring (Level 4) This activity is the last and most advanced of four levels which practise measuring the weight, length and volume of different ingredients in a magic potion. This level also focuses on how measurements correspond  e.g. If a ruler is marked in m can you measure something in cm. 
NNS Y5 & Y6: Measures 91: Use, read and write standard metric units (km, m, cm, mm, kg, g, l, ml), including their abbreviations and relationships between them. Comvert larger to smaller units (e.g km to m, m to cm, kg to g, l to ml); Suggest suitable units and measuring equipment to estimate or measure length, mass or capacity. NC KS2: Understanding measures 4a: recognise the need for standard units of length, mass and capacity, choose which ones are suitable for a task, and use them to make sensible estimates in everyday situations; convert one metric unit to another. 
Mathematics 514: Number, Money and Measurement: Measure and Estimate: Level C: Measure in standard units: Read scales on measuring devices to the nearest graduation, where the value of an intermediate graduation may need to be deduced.  Mathematics: Key Stage 2: Measures: Pupils should have opportunities to: e) understand the relationship between units; convert from one metric unit to another. 
Match the Word Listen to a word, then choose the correct written version on the screen. 
NLS: Y1, T2, W6: to read on site approx. 30 more high frequency words from Appendix List 1. NC KS1  En2 Reading 1f: read on sight high frequency words and other familiar words. 
English Language 514: Reading: Level A English Language 514: Listening: Level A  Key Stage 1: English: Reading: ...pupils should develop the activity to... b) build up a sight vocabulary 
Mirror, mirror Using carroll diagrams to sort different shaped objects. 
NNS Y2: Shape and Space: Sort shapes and describe some of their features such as the number of sides and corners; Organising and handling data: to solve a problem by sorting, classifying and organising information. Y3: Shape and Space: Identify and sketch lines of symmetry in simple shapes; Organising and handling data: to solve a problem by sorting and classifying using Venn and Carroll diagrams NC corners, sides, angles. Level D: Organise by using diagrams or tables. 
Key Stage 1 Processes:  select the materials and mathematics appropriate for a task  develop different approaches to problem solving  begin to organise their own work andferent ways 

More or Less Practise comparing and ordering numbers to 10 on a number track. 
NNS Y1: Place value and ordering: 10: Understand and use the vocabulary of comparing andr line. 
Number, money and measurement: Range and type of numbers: Level A: Work with whole numbers 0 to 20 (count, order...) 
Maths KS1: Number: Understanding number and number rotation b) b) Read, write and order whole numbers, initially to 10; use the knowledge that the position of a digit indicates its value. 
Myrtle's Maze Practising using left/right and other directions to direct the turtle round the maze. 
ELG Use everyday words to describe position, direction and movement. NNS Y1: Shape and space 86,88: Use everyday language to describe position, direction and movement. NC: Pupils should be taught to observe, visualise and describe positions, directions and movements using common words. 
Level A: Discuss position and movement: Move forwards, backwards, right, left: Use a programmable toy or computer turtle graphics.  Foundation Stage: Shape and Space:  explore movement through using programmable devices  understand and use a range of positional words Key Stage 1: Processes:  select the materials and mathematics appropriate for a task.  develop different approaches to problem solving. Shape and Space:  use programmable devices to explore movement and direction. 
Noughts and crosses Play against a friend or the computer in this familiar game. 
NNS Y1 & Y2: Shape and space 8789: Use mathematical vocabulary to describe position, direction and movement. Reasoning about numbers or shapes 63: Solve mathematical problems or puzzles, recognise simple patterns and relationships... NC KS1: Shape, space and measures 1e: Recognise simple spatial patterns and relationships and make predictions about them. 
Numberns, Relationships & Sequences in Number:
 copy, continue and devise repeating patterns 

On the Loose! (2 and 5)
On the Loose! (3 and 4) On the Loose! (3 and 5) On the Loose! (4 and 5) Using a Venn diagram to sort numbers by whether they are divisible by 2 or 5. Using a Venn diagram to sort numbers by whether they are divisible by 3 or 4. Using a Venn diagram to sort numbers by whether they are divisible by 3 or 5. Using a Venn diagram to sort numbers by whether they are divisible by 4 or 5. 
NNS 1621: Properties of numbers and number sequences Y4, 18: Recognise multiples of 2, 3, 4, 5 and 10. Y5, 19: Know and apply tests of divisibility by 2, 4, 5, 10. 114117: Organising and interpreting data. Y4: Venn and Carroll diagrams. NC  KS2: Mental methods f): Recall multiplication facts to 10x10 and use them to derive quickly the corresponding division facts. Processing, representing and interpreting data c): Represent and interpret data using graphs and diagrams. 
Multiply and divide: mentally by 2, 3, 4, 5 ahd 10 within the confines of these tables.  Key Stage 1: Processes:  select the materials and mathematics appropriate for a task  develop different approaches to problem solving  begin to organise their own work and work systematically  understand mathematical language and be able to use it to talk about their work  explain their way of working Number:  know addition and subtraction facts up to 20 and the majority of multiplication facts up to 10 x 10 Handling Data:  sort and classify objects for one or two criteria and represent results using Venn, Carroll and Tree diagrams. Key Stage 2: Processes:  plan and organise their work, learning to work systematically  develop a range of strategies for problem solving, looking for ways to overcome difficulties Number:  develop strategies to add and subtract mentally; know the multiplication facts up to 10 x 10 
On the Loose! (6 and 7) Using a Venn diagram to sort out numbers which are divisible by 6 and 7. 
NNS 1621: Properties of numbers and number sequences Y5, 19: Recognise multiples of 6, 7, 8 and 9. Y6, 19: Recognise multiples up to 10x10. 112117: Organising and interpreting data Y5: Representing data in diagrams. NC  KS2 Mental methods f): Recall multiplication facts to 10x10 and use them to derive quickly the corresponding division facts. Processing and representing data c) represent and interpret data using graphs and diagrams. 
Multiply and divide: mentally within the confines of all tables to 10.  Key Stage 1: Processes:  select the materials and mathematics appropriate for a task  develop different approaches to problem solving  begin to organise their own work and work systematically  understand mathematical language and be able to use it to talk about their work  explain their way of working Number:  know addition and subtraction facts up to 20 and the majority of multiplication facts up to 10 x 10 Handling Data:  sort and classify objects for one or two criteria and represent results using Venn, Carroll and Tree diagrams. Key Stage 2: Processes:  plan and organise their work, learning to work systematically  develop a range of strategies for problem solving, looking for ways to overcome difficulties Number:  develop strategies to add and subtract mentally; know the multiplication facts up to 10 x 10 
Open the safe Spell familliar words for colours, days, months and numbers in a fun hangman style game. 
NLS Y1 & Y2: Word recognition, graphic knowledge and spelling 45: to read on sight and spell approximately 30 or more words from appendix list 1. NC KS1 English: Spelling 4e: spell common words. 
Writing: Spelling: Level A/B: A bank of the most commonly used functional words should be built for pupils to used for spelling. 
English KS1: Writing: Expected outcomes i) spell, recognisably, a range of familiar, important and regularly occuring words. 
Order the days Put the days of the week in order. 
NNS Y1: Measures, shape and space 78: Know the days of the week and the seasons of the year. NC KS1: Understanding measures 4a: Put familiar events in chronological order. 
Number, money and measurement; Time; Level A: Work with time: place events in time sequences (days of the week, seasons) 
Key Stage 1 Measures:  sequence everyday events; know the time within a day is comprised of morning, afternoon, evening and night; know the days of the week, months of the year and seasons; explore calendar patterns. 
Order the instructions Sequence a set of instructions. 
NLS Y2 T1 T4: to understand time and sequential relationships in stories, i.e. what happened when. Y2 T1 T13: to read simple written instructions in the classroom... Y2 T1 T16: to use models from reading to organise instructions sequentially... NCKS1: En2 Reading 1m: use knowledge of book conventions, structure, sequence... 2a: use the organisational features of nonfiction texts. 
English Language: Reading: Reading to reflect on the writer's ideas and craft: Level B: Read straightforward texts and in discussion and writing show that they understand the main ideas.  
Order the recount Sequence text extracts into a recount (an everyday nonfiction story). 
NLS Y2 T1 T4: to understand time and sequential relationships in stories, i.e. what happened when. NLS Y2 T1 T3: to be aware of the difference between spoken and written language through comparing oral recounts with text; make use of formal elements in retelling; NC KS1: En2 Reading 3b: use their knowledge of sequence and story language when they are retelling stories and predicting events; En3 Writing 1b: sequence events and recount them in appropriate detail. 
English Language: Reading: Reading to reflect on the writer's ideas and craft: Level B: Read straightforward texts and in discussion and writing show that they understand the main ideas. 

Order the seasons Place the four seasons in order. 
NNS Y1: Measures, shape and space 78: Know the days of the week and the seasons of the year. NC KS1: Understanding measures 4a: Put familiar events in chronological order. 
Number, money and measurement; Time; Level A: Work with time: place events in time sequences (days of the week, seasons) 
Key Stage 1 Measures:  sequence everyday events; know the time within a day is comprised of morning, afternoon, evening and night; know the days of the week, months of the year and seasons; explore calendar patterns. 
Order the stories Put the text extracts of a familiar story in order. 
NLS Y2 T1 T4: to understand time and sequential relationships in stories, i.e. what happened when; T3: to be aware of the difference between spoken and written language through comparing oral recounts with text; make use of formal elements in retelling; NC KS1: En2 Reading 3b: use their knowledge of sequence and story language when they are retelling stories and predicting events; En3 Writing 1b: sequence events and recount them in appropriate detail. 
English Language: Reading: Reading to reflect on the writer's ideas and craft: Level B: Read straightforward texts and in discussion and writing show that they understand the main ideas. 

Past Tense Pairs A matching pairs game with present and past forms of words. 
NLS Y2 T3 S3: to use standard forms of words in speaking and writing,
e.g. catch/ caught, see/saw, go/ went and to use the past tense consistently for narration; Y3 T1 S4: to use verb tenses with increasing accuracy in speaking and writing e.g. catch/ caught, see/saw, go/ went etc. Use past tense consistently for narration. NC  KS2: En2: 1c: To read with fluency, accuracy and understanding, pupils should be taught to use [...] c) knowledge of grammatical structures. 
Writing; knowledge about language; Level D: Show that they know, understand and can use at least the following terms: tense... 

Pen them in! Using Carroll diagrams to sort different odd and even numbers. 
NNS
Y3: Handling data: organising and interpreting data. Using carroll diagrams. Y3: Counting, properties of numbers and number sequences: Recognise odd and even numbers to at least 100; count on or back in tens. NC  KS2: Ma2 2a: count on and back in tens...Ma4 2c represent and interpret data using graphs and diagrams. 
Range and type of numbers Level B: Work with whole numbers up to 100 (count, order, read/write) Information Handling Level D: Organise by using diagrams or tables. 
Key Stage 1: Processes:  select the materials and mathematics appropriate for a task  develop different approaches to problem solving  begin to organise their own work and work systematically  understand mathematical language and be able to use it to talk about their work  explain their way of working Number:  understand that the place of the digit indicates its value Handling Data:  sort and classify objects for one or two criteria and represent results using Venn, Carroll and Tree diagrams. 
Photo fun Ordering names of different Atlantean characters in an alphabetical list. 
NLS Y2, T2, Text level 18  to use alphabetically ordered texts, e.g. indexes, directories, listings, registers. NC  KS1: Non fiction texts b) use dictionaries 
Knowledge about Language: Level B & C: Understand and use a dictionary  Key Stage 1: Reading  Recognising and noticing how words are constructed and spelled.  Making use of picture dictionaries, personal word banks, dictionaries, lists of contents and indexes, information books and data on computer for reading and writing purposes. Writing  Experimenting with words e.g word games, riddles and rhymes.  Making use of names and order of the letters of the alphabet. 
Pick a Verb Choose the appropriate verb tenses to complete the story. 
NLS Y3, T1, S4: To use verb tenses with increasing accuracy in speaking and writing e.g catch/caught. Use past tense consistently for narration. Y3, T2, S11: to understand to need for grammatical agreement in speech and writing e.g I am, we are. NC  KS1: Language structure 7b: the nature and use of nouns, verbs and pronouns. 
Writing: Knowledge about language: Level C: understand and use at least the following terms: noun, verb etc.  Key Stage 1: Writing: Expected outcomes: structure sentences correctly 
Pinboard pairs Making synonym pairs in a game of pelmanism. 
NLS Y2, T3, W10: to use synonyms and other alternative words/phrases that express same or similar meanings. Y3, T1, W17: to generate synonyms for high frequency words. NC KS1 & 2: Pupils should be taught to use adventurous and wideranging vocabulary. 
Reading; Knowledge about language; Level C: Show that they know, understand and can use at least the following terms  thesaurus. 
Key Stage 2: Reading  Discussing and interpreting the texts they have read.  Discussing features of language and noting how words are constructed and spelled.  Acquiring and growing a knowledge of phrases and words which can be recognised on sight. Writing  Experimenting with rhymes, rhythms, verse structure and all kinds of verbal play and dialect.  Writing creatively using imaginative vocabulary. 
Play Your Cards Right! Using probability to make guesses in a card game. 
NNS: Handling data: Y5: Discuss the chance or likelihood of particular events Y6: Use the language associated with probability to discuss events, including those with equally likely utcomes. NC  KS2: Handling data: Processing, representing and interpreting data f) explore doubt and certainty and develop an understanding of probability through classroom situations; discuss events using a vocabulary that includes the words 'equally likely', 'fair', 'unfair', 'certain' 
Information Handling: Associated strands: Working with probability: Level C: Understand some events are impossible or certain and know that 0 and 1 are the limits of the probability scale. Level D: Calculate the probability of mutually exclusive, equally likely events eg probability of an ace from a pack of cards. 
Key Stage 2 Processes:  take increasing responsibility for selecting and using the materials and the mathematics required for their work  develop a range of strategies for problem solving, looking for ways to overcome difficulties  understand mathematical language and use it to discuss their work and explain their thinking  compare their ideas and methods of working with others  ask and respond to open ended questions and explain their thinking Handling Data: Probability:  become familiar with and use the language of probability  understand possible outcomes of simple random events; understand that there is a degree of uncertainty about the outcome of certain events while others are certain or impossible  place events in order of "likelihood"; understand and use the idea of "evens" and know whether events are more or less likely than this 
Question time Choose the correct question word to change a statement into a question  and put a question mark at the end. 
NLS Y2, T3 S6: To turn statements into questions, learning a range of 'wh' words typically used to open questions: what, where, when, who and to add question marks. NC English KS1 Punctuation 3c: to use capital letters, full stops, question marks and to begin to use commas. 
Writing: Knowledge about language: Level C: Comma and question mark will be first encountered by pupils in their reading but will now be discussed in their own writing. 
KS2: Writing G: Use connectives appropriately to discuss their writing. 
Reel winner! Exploring how words are formed from a root word, a prefix and a suffix. 
NLS Y4, T3, word level 8: To practice extending and compounding words through adding parts e.g ful, ly, ive, tion, ic, ist. Revise and reinforce previous work on prefixes and suffixes. Y6, T2, word level 2: To use independent spelling strategies including: building up spellings by syllabic parts, using known prefixes, suffixes and common letter strings. NC  KS2 : Morphology g) the meaning, use and spelling of common prefixes and suffixes; i) the relevance of word families, roots and origins of words. 
Level D: Spelling  Teaching about common prefixes, stems, suffixes for help with spelling.  Key Stage 2: Reading:  Discussing features of language and noting how words are spelled and constructed.  Acquiring and growing a vocabulary of phrases and words which can be recognised on sight. Writing:  Experimenting with rhymes, rhythms, verse structure and all kinds of verbal play and dialect.  Developing increasing competence in the use of grammar and punctuation. 
Rocket words Identifying and classifying adverbs and grouping them by topic. 
NLS Y4, T1, S4: To identify adverbs and understand their functions in sentences through collecting and classifying examples of adverbs, e.g for speed: swiftly, sluggishly, light: brilliantly, dimly Y5, T1, W10: To use adverbs to qualify verbs in writing dialogue, e.g timidly, gruffly... NC  KS2: Writing: Composition 1b) Pupils should be taught to broaden their vocabulary and use it in inventive ways. Language structure 7a) Pupils should be taught word classes and the grammatical functions of words, including nouns, verbs, adjectives, adverbs... 
Knowledge about Language: Level D: Adjective, adverb, pronoun and conjunction are further categories of words which will be used as pupils discuss...  Key Stage 2: Reading  Discussing features of language and noting how words are constructed and spelled. Key Stage 2: Writing  Experimenting with rhymes, rhythms, verse structure and all kinds of verbal play and dialect.  Developing increasing competence in the use of grammar and punctuation  Writing creatively using imaginative vocabulary. 
Roots and Shoots Labelling a plant. 
QCA Scheme of Work: Unit 1B Growing plants: learning objectives:  That plants have leaves, stems and flowers NC: Green plants: to recognise and name the leaf, flower, stem and root of flowering plants. 
The processes of life; Level B; identify the main parts of flowering plants.  Key Stage 1: My Environment: Pupils should investigate in an active way aspects of the following:  The main parts of a flowering plant, including root, stem, leaf and flower. 
Sandboarding (x6)
Sandboarding (x7) Sandboarding (x8) Sandboarding (x9) Help Piska avoid the obstacles and sandboard over the correct answers to the sums in the 6, 7, 8 or 9 times table. 
NNS: Y4: Calculations 58: Begin to know multiplication facts for 6, 7, 8 and 9 times tables.
Y5: Calculations 59: Know by heart all multiplication facts up to 10 x 10. Y6: Calculations 59: Consolidate knowing by heart multiplication facts up to 10 x 10. NC: KS2: Ma2 Number: Calculations 3f: recall multiplication facts to 10x10. 
Number, money and measurement; Multiply and divide; Level C: Multiply and divide mentally within the confines of all tables to 10.  Key Stage 2: Number: Operations and Applications a: know the multiplication facts to 10 x 10 
Save the seaweed Fill in the gaps on the number line. 
NNS Y1: Numbers and the number system 14: Order numbers to at least 20, and position them on a number track. NNS Y2: Numbers and the number system 15: Order whole numbers to at least 100 and position them on a number line. NC KS1: The number system c: Order a set of onedigit and twodigit numbers and position them on a number line. 
Number, Money and Measurement: Level B: work with whole numbers up to 100.  Key Stage 1
Processes: Mathematical Reasoning: recognise simple patterns and relationships and make predictions. Number: Understanding Number and Number Notation: count, read, write and order whole numbers initially to 10, progressing to at least 1000 
Seabed counting Count objects on the seabed to 10 and to 20 
NNS Y1 Numbers and the number system; counting, properties of numbers and number sequences: Count reliably at least 20 objects. NC KS1 Number: Numbers and the number system a) Count reliably up to 20 objects at first and recognise that if the objects are rearranged the number stays the same. 
Number, money and measurement: Range and type of numbers: Level A: Work with whole numbers 0 to 20 (count, order...) 
KS1 Number: Understanding number and number notation a) count collections of objects and know that the size of a set is given by the last number in the count. 
Seabed sorting Help Delia Drip make patterns on the seabed. An extension to What Comes Next? 
ELG: Talk about, recognise and recreate simple patterns. NNS Y1: Organising and using data 9093: Solve a given problem by sorting, classifying and organising information in simple ways, such as using objects or pictures. NC KS1: Ma3 Shape, space and measures 1e: recognise simple spatial patterns and relationships and make predictions about them. 
(35 Framework)  recognise patterns, shapes and colours in the world around them.  understand and use mathematical processes such as matching, sorting, grouping, counting and measuring.  apply these processes in solving mathematical problems. (514 Guidelines) Patterns and Sequences: Level A: Copy, continue and describe simple patterns or sequences of objects of different shape or colour. 
Foundation Stage: Patterns & Relationships: continue a simple pattern. Key Stage 1: Processes:  select the materials and mathematics appropriate for a task  develop different approaches to problem solving Patterns, Relationships & Sequences in Number:  copy, continue and devise repeating patterns 
Seaside Sums Completing simple addition and subtraction sums by choosing the correct function needed (+ or ). 
NNS Y1, Calculations 2429: Understand the operation of addition and subtraction. Begin to use the + and  symbols. Y1, Rapid recall of addition and subtraction facts: Begin to know addition facts for all pairs of numbers with a total of up to at least 10, and the corresponding subtraction facts. NC KS1: Number operations and the relationships between them a) understand addition and use related vocabulary; recognise that addition can be done in any order; understand that subtraction as both 'take away' and 'difference' and use the related vocabulary... 
Add and subtract; Level A: Add and subtract mentally for numbers 0 to 10. Functions and Equations: Level B: Find the missing numbers in statements where symbols are used for unknown numbers or operators. 
Key Stage 1 Processes:  select the materials and mathematics appropriate for a task  develop different approaches to problem solving  explain their way of working Number:  understand the operations of addition, subtraction, multiplication and division (without remainders) and use them to solve problems  know addition and subtraction facts up to 20 and the majority of multiplication facts up to 10 x 10  understand the commutative property of addition and the relationship between addition and subtraction  understand the use of a symbol for an unknown number 
Seaweed Supreme Using reading strategies and knowledge of spelling patterns to identify missing pieces of words. 
NLS Y3, T1/2/3, S1: To use awareness of grammar to decipher new or unfamiliar words. Y3, T1/2/3, W6: Spelling strategies  using visual strings e.g recognising common letter strings and checking critical features. NC KS2: Writing: Spelling d) To use knowledge of common letter strings, visual patterns and analogies. 
Spelling: Level B & C: Pupils should learn to spell words which they need to use frequently in their own writing... pupils should mark possible errors and check and correct spellings using wordbanks or dictionary.  Key Stage 2: Reading  Discussing features of language and noting how words are contructed and spelled. Key Stage 2: Writing  Experimenting with rhymes, rhythms, verse structure and all kinds of verbal play and dialect.  Developing increasing competence in the use of grammar and punctuation 
Seed Cycles Understanding the plant growth cycle. 
QCA Scheme of Work: Unit 5B Life Cycles: learning objectives:  about the life cycle of flowering plants including pollination, fertilization, seed production, seed dispersal and germination. NC: Green plants: that seeds grow into flowering plants and that plants need light and water to grow. 
The processes of life; Level B; Recognise stages in the life cycles of familiar plants and animals. Level D; Describe the main stages in flowering plant reproduction. 
Key Stage 1: My Environment: How plants grow and are influenced by seasonal change. Key Stage 2: The Way We Live: Plant and Animal Life:  How a variety of seeds and bulbs grow and change in different seasons, the need for heat, light and water.  Design and make a life cycle wheel of a food chain mobile. 
Shoot a basket! (Level 1) Practise half and quarter turns in a basketball game. 
NNS: Y2: 87, 89: Recognise whole, half and quarter turns, to the left or right, clockwise or anticlockwise. NC KS1: Ma3 Shape, space and measures 3b: recognise movements in a straight line and rotations... 3c: recognise right angles. 
514 Guidelines: Mathematics: Shape, position and movement: Level B: Discuss position and movement:  give and understand instructions for turning through right angles.  Mathematics: Key Stage 1: Position, Movement and Direction: Pupils should have opportunities to... b) recognise, in practical situations, different types of movement, including... right and left turns and turning over, laying the foundation of the notion of the angle as a measure of turn; give and understand instructions for turning through right angles... 
Shoot a basket (Level 2) Recognising right angles and the four compass points 
NNS Y3: Shape and space 8789: Recognise and use the four compass directions: N, S, E, W; Make and describe right angled turns, including turns between the four compass points. NC KS2: Understanding properties of shape 2a: recognise right angles. 
Shape, position and movement: Level B: Discuss position and movement:  give and understand instructions for turning through right angles; recognise and name the four compass points.  Mathematics: KS2: Position, Movement and Direction: Pupils should have opportunities to... a) understand the notion of angle in the context of turning; understand clockwise and anticlockwise; know the eight points of the compass. 
Shoot a basket (Level 3) Recognise numbers of right angles and points around a compass. 
NNS Y4: Shape and space 108110: Use the eight compass directions N, S, E, W, NW, NW, SE, SW; Make and measure clockwise and anticlockwise turns: for example from SW to N; Begin to know that angles are measured in degrees and that one whole turn is 360 degrees or 4 right angles. NC KS2: Understanding measures 4c: recognise angles as greater or less than a right angle or half turn. 
Shape, position and movement: Level B: Discuss position and movement:  give and understand instructions for turning through right angles; recognise and name the four compass points. Angles: Use a template to draw or check for a right angle. 
Mathematics: KS2: Position, Movement and Direction: Pupils should have opportunities to... a) understand the notion of angle in the context of turning; understand clockwise and anticlockwise; know the eight points of the compass. 
Shoot a basket (Level 4) Measure the angles to score a basket. 
NNS Y5: Shape and space 111: Understand and use angle measure in degrees; Identify, estimate and order acute and obtuse angles. NC KS2: Understanding measures 4c) Recognise angles as greater or less than a right angle or half turn, estimate their size and order them. 
Shape, position and movement: Level C: Angles: Know that a right angle is 90 degrees; use "right, acute and obtuse" to describe angles; know that a straight angle is 180 degrees. 
Mathematics: KS2: Position, Movement and Direction: Pupils should have opportunities to... a) understand the notion of angle in the context of turning; understand clockwise and anticlockwise; know the eight points of the compass. c) recognise properties of acute, obtuse and reflex angles. 
Shoot a basket (Level 5) Estimate and measure the angles to shoot a basket 
NNS Y6: Shape and space 111: Recognise and estimate angles; Use a protractor to measure and draw acute and obtuse angles to the nearest degree. NC KS2: Understanding measures 4c: Recognise angles as greater or less than a right angle or half turn, estimate their size and order them; measure and draw acute, obtuse and right angles to the nearest degree. 
Shape, position and movement: Level C: Angles: Know that a right angle is 90 degrees; use "right, acute and obtuse" to describe angles; know that a straight angle is 180 degrees. Level D: draw, copy and measure angles accurately within 5 degrees. 
Mathematics: KS2: Position, Movement and Direction: Pupils should have opportunities to... a) understand the notion of angle in the context of turning; understand clockwise and anticlockwise; know the eight points of the compass. c) recognise properties of acute, obtuse and reflex angles. 
Sidney's diary Help to complete Sidney's diary by filling in the correct time words (later, first, then, after, while etc) 
NLS Y3, T3 S6: To investigate through reading and writing how words can signal time sequences e.g first, then, after, meanwhile, from, where. NC English KS2 Language structure d: the purposes and organisational features of paragraphs, and how ideas can be linked. 
Writing: Imaginative writing: Level C: Write a brief, imaginative story, poem or play, using appropriate organisation and vocabulary. 
KS2: Writing G: Use connectives appropriately to discuss their writing. 
Snap spinner Identifying and matching pairs of pictures. 
NNS Reception: Sort and match objects.  (35 Framework)  understand and use mathematical processes such as matching, sorting, grouping, counting and measuring.  apply these processes in solving mathematical problems. (514 Guidelines) Level A: Organise by sorting into specific sets (shape, colour, texture) 
Foundation Stage: Patterns & Relationships: match objects in real contexts 
Solar System Exploring how often the Earth moves around the sun, and the moon turns around the Earth, using a simulation. 
QCA Scheme of Work: Unit 5E Earth, Sun and Moon: learning objectives:  that it is the Earth that moves, not the Sun, and the Earth spins on its axis once every 24 hours  that it is daytime in the part of the Earth facing the Sun and nighttime in the part of the Earth away from the Sun (note that secondary sources displaying a model of this process, exactly as this game does, are explicitly suggested in the Teaching activities section for the above two learning objectives).  that the Earth takes a year to make one complete orbit of the Sun, spinning as it goes  that the Moon takes approximately 28 days to orbit the Earth  that the different appearance of the Moon over 28 days provides evidence for a 28day cycle NC The Earth and beyond; the sun, the earth, the moon (how they affect each other... [etc..]) 
Level B: Earth in Space: describe how day and night are related to the spin of the Earth. Level C: Earth in Space: describe the solar system in terms of Earth, Sun and planets. Level E: Earth in Space: explain day, month and year in terms of the relative motion of the sun, the Earth and the moon. 

Sort the potions Ordering names of imaginary potions in an alphabetical list. 
NLS Y3, T2, W23: To organise words or information alphabetically, using the first two letters. NC KS1  Non fiction texts b) Using dictionaries. 
Knowledge about Language: Level B & C: Understand and use a dictionary.  Key Stage 1: Reading:  Recognising and noticing how words are constructed and spelled.  Making use of picture dictionaries, personal word banks, dictionaries, lists of contents and indexes, information books and data on computer for reading and writing purposes. Writing:  Experimenting with words, e.g word games, riddles and rhymes.  Making use of names and order of the letters of the alphabet. 
Sort the shapes Sort a range of 2D and 3D shapes into two columns. 
NNS: Y2 Use the mathematical names for common 3D and 2D shapes... sort the shapes and describe some of their features. NC: KS1 Ma 3 Shape, space and measures 2a: Pupils should be taught to describe properties of shapes that they can see or visualise using the related vocabulary; b: observe, handle and describe common 2D and 3D shapes... 
Shape, position and movement: Range of shapes: Level A & B: Collect, discuss make and use 3D and 2D shapes. 
Mathematics: KS1 Exploration of shape a: Pupils should have opportunities to sort 2D and 3D shapes in different ways, giving reasons for each method of sorting. 
Sparklantis shopping (level 1) Go shopping in Sparklantis and practise your skills with money. 
NNS Y1: Problems involving 'real life', money or measures:
6671: Use mental strategies to solve simple problems set in 'real life', money or measurement contexts,
using counting, addition, subtraction [...]; Recognise coins of different values. Find totals and change from up to 20p.
Work out how to pay and exact sum using smaller coins. NC Maths: KS1: Ma2: Calculations: 4a) choose sensible calculation methods to solve wholenumber problems (including problems involving money or measures)... 
Number, money and measurement: Money: Level A: Use, 1p, 2p, 5p, 10p, 20p coins to buy things.  Key Stage 1
Processes: Using Mathematics:  select the materials and mathematics appropriate for a task; Number: Money: recognise coins and use them in simple contexts; add and subtract money up to £10 
Sparklantis shopping (level 2) Go shopping in Sparklantis and practise your skills with money. 
NNS Y2: Problems involving 'real life', money or measures:
6671: Use mental addition and subtraction, simple multiplication and division, to solve simple word problems
involving numbers in 'real life', money or measures, using one or two steps. Explain how the problem was solved.
Recognise all coins and begin to use £.p notation for money (for example, know that £4.65
indicates £4 and 65p).
Find totals, give change, and work out which coins to pay. NC Maths: KS1: Calculations: 4a) choose sensible calculation methods to solve wholenumber problems (including problems involving money or measures)... 
Number, money and measurement: Money: Level B: Use coins up to £1 including exchange.  Key Stage 1
Processes: Using Mathematics:  select the materials and mathematics appropriate for a task; Number: Money: recognise coins and use them in simple contexts; add and subtract money up to £10 
Sparklantis shopping (level 3) Go shopping in Sparklantis and practise your skills with money. 
NNS Y3: Problems involving 'real life', money or measures:
6671: Solve word problems involving numbers in 'real life', money or measures, using one or more steps, including
finding totals and giving change, and working out which coins to pay. Explain how the problem was solved.
Recognise all coins and notes. Understand and use £.p notation for money (for example, know that £3.06
is £3 and 6p). NC: Maths: KS1: Calculations: 4a) choose sensible calculation methods to solve wholenumber problems (including problems involving money or measures)... 
Number, money and measurement: Money: Level B: Use coins up to £1 including exchange. Number, money and measurement: Money: Level C: Use coins/notes to £5 worth or more, including exchange.  Key Stage 1
Processes: Using Mathematics:  select the materials and mathematics appropriate for a task; Number: Money: recognise coins and use them in simple contexts; add and subtract money up to £10 
Spin to Win! Exploring how different words can be made using roots and suffixes. 
NLS Y3, T2, word level 13: to recognise and spell common suffixes and how these influence word meanings, e.g ly, ful, less. Y4, T2, word level 13: a range of suffixes that can be added to nouns and verbs to make adjectives e.g wash...able, hope...ful, child...like, road...worthy. NC KS2  Morphology g) the meaning, use and spelling of common prefixes and suffixes. 
Writing; spelling; Level C: Spell less frequently used words with increasing confidence and accuracy. 
Key Stage 2: Reading:  Discussing features of language and noting how words are spelled and constructed.  Acquiring and growing a vocabulary of phrases and words which can be recognised on sight. Writing:  Experimenting with rhymes, rhythms, verse structure and all kinds of verbal play and dialect.  Developing increasing competence in the use of grammar and punctuation. 
Spot the Syllables Identifying, by reading and listening, the number of syllables (1, 2 or 3) in everyday words. 
NLS Y2, T2, W5: to discriminate, orally, syllables in multisyllabic words using words from children's reading. NC KS1: Reading: Phonemic awareness and p honic knowledge d) identify syllables in words. 
Writing; spelling; Level B: Spell frequently used words accurately through using a simple wordbank or dictionary. 
Foundation Stage: Talking and Listening: Developing an Awareness of Sounds:  Become aware of the rhythm of words.  Begin to break down 2/3 syllable words. Key Stage 1: Reading  Recognising and noticing how words are constructed and spelled.  Building up a sight vocabulary. 
Steer the Sub (addition 110) Practise addition sums with totals up to 10 by steering a submarine through the right answers. 
NNS Y2: Calculations 3031; Rapid recall of addition and subtraction facts; Know by heart all addition and subtraction facts for each number to at least 10. NC KS1: Mental Methods c) Develop rapid recall of number facts: Know addition and subtraction facts to 10. 
Number, money and measurement; Add and subtract; Level A: Add and subtract mentally for numbers 0 to 10. 
Key Stage 1 Processes:  select the materials and mathematics appropriate for the task  develop different approaches to problem solving  explain their way of working Number:  understand the operations of addition, subtraction, multiplication and division (without remainders) and use them to solve problems  know addition and subtraction facts up to 20 and the majority of multiplication facts up to 10 x 10 
Steer the Sub (addition 120) Practise addition sums for totals of 0 to 20 by steering a submarine through the right answers. 
NNS Y2: Rapid recall of addition and subtraction facts; know by heart all pairs of numbers with a total of 20. Y3: Know by heart all addition and subtraction facts for each number to 20. NC KS1: Mental Methods c) Know addition and subtraction facts to 10 and use these to derive facts with totals to 20. KS2: Mental methods d) Recall all addition and subtraction facts for each number to 20. 
Add and subtract; Level B: Add and subtract mentally for numbers 0 to 20  Key Stage 1 Processes:  select the materials and mathematics appropriate for the task  develop different approaches to problem solving  explain their way of working Number:  understand the operations of addition, subtraction, multiplication and division (without remainders) and use them to solve problems  know addition and subtraction facts up to 20 and the majority of multiplication facts up to 10 x 10 
Steer the Sub (subtraction 110) Practise subtraction sums for numbers 110 by steering a submarine through the answers. 
NNS Y2: 3031 Rapid recall of addition and subtraction facts; Know by heart all addition and subtraction facts for each number to at least 10. NC KS1: Mental Methods c) Develop rapid recall of number facts: know addition and subtraction facts to 10. 
Add and subtract; Level A: Add and subtract mentally for numbers 0 to 10.  Key Stage 1 Processes:  select the materials and mathematics appropriate for the task  develop different approaches to problem solving  explain their way of working Number:  understand the operations of addition, subtraction, multiplication and division (without remainders) and use them to solve problems  know addition and subtraction facts up to 20 and the majority of multiplication facts up to 10 x 10 
Steer the Sub (subtraction 120) Practise subtraction sums with totals 0 to 20 by steering a submarine through the right answers. 
NNS Y2: 3031 Rapid recall of addition and subtraction facts; know by heart all pairs of numbers with a total of 20. Y3: Know by heart all addition and subtraction facts for each number to 20 NC KS1: Mental methods c) know addition and subtraction facts to 10 and use these to derive facts with totals to 20. KS2: Mental methods c) recall all addition and subtraction facts for each number to 20. 
Add and subtract; Level B: Add and subtract mentally for numbers 0 to 20.  Key Stage 1 Processes:  select the materials and mathematics appropriate for the task  develop different approaches to problem solving  explain their way of working Number:  understand the operations of addition, subtraction, multiplication and division (without remainders) and use them to solve problems  know addition and subtraction facts up to 20 and the majority of multiplication facts up to 10 x 10 
Steer the Sub! (x2) Steer the Sub! (x10) Practising the 2 or 10 times table by steering a submarine through the right answers. 
NNS Y2: Rapid recall of multiplication facts 53: Know by heart multiplication facts for the 2 and 10 timestables. NC  KS1: Mental methods c) Know multiplication facts for the 2 and 10 timestables. 
Level B: Multiply mentally by 2, 3, 4, 5, 10 Level C: Multiply mentally within the confines of all tables up to 10  Key Stage 1 Processes:  select the materials and mathematics appropriate for the task  develop different approaches to problem solving  begin to organise their own work and work systematically  understand mathematical language and be able to use it to talk about their work  explain their way of working Number:  know addition and subtraction facts up to 20 and the majority of multiplication facts up to 10 x 10 Key Stage 2 Processes:  plan and organise their work, learning to work systematically  develop a range of strategies for problem solving, looking for ways to overcome difficulties Number:  develop strategies to add and subtract mentally; know the multiplication facts up to 10 x 10. 
Steer the Sub! (x3)
Steer the Sub! (x4) Practising the 3 or 4 times tables by steering a submarine through the right answers. 
NNS: Rapid recall of multiplication facts Y3: Begin to know the 3 and 4 timestables. Y4: Know by heart: multiplication facts for 2, 3, 4, 5 and 10 timestables. NC  KS2: Mental methods f): Recall multiplication facts to 10x10. 
Level B: Multiply mentally by 2, 3, 4, 5 and 10.  Key Stage 1 Processes:  select the materials and mathematics appropriate for the task  develop different approaches to problem solving  begin to organise their own work and work systematically  understand mathematical language and be able to use it to talk about their work  explain their way of working Number:  know addition and subtraction facts up to 20 and the majority of multiplication facts up to 10 x 10 Key Stage 2 Processes:  plan and organise their work, learning to work systematically  develop a range of strategies for problem solving, looking for ways to overcome difficulties Number:  develop strategies to add and subtract mentally; know the multiplication facts up to 10 x 10. 
Steer the Sub! (x5) Practising times tables by steering a submarine through the right answers. 
NNS  Y2: Rapid recall of multiplication facts 53: Begin to know multiplication facts for the 5 times tables; Y3: Know by heart multiplication facts for the 2, 5 and 10 times tables. NC  KS2: Calculations 3f: recall multiplication facts to 10 x 10. 
Level B: Multiply mentally by 2, 3, 4, 5, 10 
Key Stage 1 Processes:  select the materials and mathematics appropriate for the task  develop different approaches to problem solving  begin to organise their own work and work systematically  understand mathematical language and be able to use it to talk about their work  explain their way of working Number:  know addition and subtraction facts up to 20 and the majority of multiplication facts up to 10 x 10 Key Stage 2 Processes:  plan and organise their work, learning to work systematically  develop a range of strategies for problem solving, looking for ways to overcome difficulties Number:  develop strategies to add and subtract mentally; know the multiplication facts up to 10 x 10. 
Steer the Sub! (x6)
Steer the Sub! (x7) Steer the Sub! (x8) Steer the Sub! (x9) Practising the 6, 7, 8 amd 9 times table by steering a submarine through the right answers. 
NNS: Rapid recall of multiplication facts Y4: Begin to know: multiplication facts for 6, 7, 8 and 9 times tables Y5: Know by heart all multiplication facts up to 10 x 10. NC  KS2: Mental methods f): Recall multiplication facts to 10x10. 
Level C: Multiply mentally within the confines of all tables up to 10.  Key Stage 1 Processes:  select the materials and mathematics appropriate for the task  develop different approaches to problem solving  begin to organise their own work and work systematically  understand mathematical language and be able to use it to talk about their work  explain their way of working Number:  know addition and subtraction facts up to 20 and the majority of multiplication facts up to 10 x 10 Key Stage 2 Processes:  plan and organise their work, learning to work systematically  develop a range of strategies for problem solving, looking for ways to overcome difficulties Number:  develop strategies to add and subtract mentally; know the multiplication facts up to 10 x 10. 
Sub voyager Steer your submarine and answer division sums as you go. 
NNS Y2: Rapid recall of multiplication and division facts 5253: Know by heart multiplication facts for the 2 and 10 times tables; begin to know multiplication facts for the 5 times table. NNS Y3: Know by heart multiplication facts for the 2, 5 and 10 times tables. Recognise that division is the inverse of multiplication. NC KS1 Maths: Know multiplication facts for the x2 and x10 multiplication tables. 
Level C: Multiply mentally within the confines of all tables up to 10.  Key Stage 1 Number: know addition and subtraction facts up to 20 and the majority of multiplication facts up to 10 x 10 Key Stage 2 Number: develop strategies to add and subtract mentally; know the multiplication facts up to 10 x 10 
Sunflower simulation A simple simulation of a sunflower growing, allowing the user to adjust parameters including light, water and heat. 
QCA scheme of work  Science Unit 3B: Helping plants grow well. NC KS2: Sc2 Life processes and living things: Green plants: 3a: the effect of light, air, water and temperature on plant growth. 
Environmental studies; Society, science and technology; The processes of life; Level C Name the life processes common to humans and other animals. 

Syllabubbles Recognising the number of syllables (1, 2 or 3) in everyday words. 
NLS Y2, T2, W5: to discriminate, orally, syllables in multisyllable words using words from children's reading. NC KS1: Reading: Phonemic awareness and phonic knowledge d) identify syllables in words. 
Writing; spelling; Level B: Spell frequently used words accurately through using a simple wordbank or dictionary. 
Foundation Stage: Talking and Listening: Developing an Awareness of Sounds:  Become aware of the rhythm of words.  Begin to break down 2/3 syllable words. Key Stage 1: Reading  Recognising and noticing how words are constructed and spelled.  Building up a sight vocabulary. 
Synonym pairs Playing a game of pelmanism to make pairs of synonym words. 
NLS Y4, T2, W9: to use alternative words and expressions which are more accurate and interesting than the common choices. Y5, T1, W7: to explain the differences between synonyms e.g angry, irritated, frustrated. NC KS2  Pupils should be taught to broaden their vocabulary and use it in inventive ways. 
Reading; Knowledge about language; Level C: Show that they know, understand and can use at least the following terms  thesaurus. 
Key Stage 2: Reading:  Disussing and interpreting the texts they have read.  Discussing features of language and noting how words are constructed and spelled.  Acquiring and growing a knowledge of phrases and words which can be recognised on sight. Writing:  Experimenting with rhymes, rhythms, verse structure and all kinds of verbal play and dialect.  Writing creatively using imaginative vocabulary. 
The Wise Wizard Distinguishing animals from each other using a 'branching database' set of questions. 
QCA scheme of work: unit 2c: Variation: identify ways in which animals are like each other... NCKS1: Humans and other animals 2a) Pupils should be taught to recognise and compare the main external parts of the bodies of humans and other animals. Variation and classification 4b) Pupils should be taught to: group living things according to observable similarities and differences.  Variety and characteristic features; Level A: sort living things into broad groups according to easily observable characteristics. The processes of life; Level A: Name and identify the main external parts of the bodies of humans and other animals. 
Foundation Stage:  Investigating: Sorting and Classifying: Children should have opportunities to talk about similarities and differences in e.g animals and plants. Key Stage 1: My Environment: Pupils should investigate in an active way aspects of the following: animals and their young, their habitat and how they are affected by seasonal change. 
Time trouble! Practising changing the time on a digital clock with reference to an analogue clock. 
NNS Measures, shape and space: Y2: Read the time to the hour, half hour or quarter hour on an analogue clock and a 12hour digital clock and understand the notation 7:30. Y3: Read the time to 5 minutes on an analogue clock and a 12hour digital clock, and use the notation 9:40. NC Understanding measures d) Read the time from analogue and digital 12 and 24hour clocks; use of time  seconds, minutes, hours... and know the relationship between them. 
Time: Level A: Tell the time in whole hours using digital and analogue displays. Level b: Read time in hours and minutes using digital displays. 
Key Stage 1 Processes:  select the materials and mathematics appropriate for a task  develop different approaches to problem solving  understand mathematie it to discuss their work and explain their thinking Measures:  recognise times on the analogue and digital clocks and understand the relationship between the 12 and 24 hour clocks 
TV time Practising how apostrophes are used, and how words change when they are contracted, to make speech more natural. 
NLS Y3, T2, word level 15: To use the apostrophe to spell shortened forms of words e.g don't, can't. NC KS2: Punctuation 3. Pupils should be taught to use punctuation marks correctly in their writing, including... apostrophes to mark possession and omission. 
Writing: Punctuation and Structure: Level C: Use correct puncutuation in sentences. Spelling: Level C: Pupils should learn to spell words they need to use frequently in their own writing. 
Key Stage 2: Reading:  Discussing and interpreting the texts they have read.  Discussing features of language and noting how words are constructed and spelled. Writing:  Experimenting with rhymes, rhythms, verse structure and all kinds of verbal play and dialect.  Developing increasing competence in the use of grammar and punctuation.  Acquiring and growing a vocabulary of phrases and words which can be recognised on sight. 
Wake up wizard! Ordering items of clothing in the order you put them on. 
NNS Reception: Sort and match objects, pictures or themselves. Y1: Organising and using data 9093: solve a given problem by sorting, classifying and organising information in simple ways, such as using objects or pictures. NC Ma3 Shape, space and measures 1e: recognise simple spatial patterns and relationships and make predictions about them 
Level A: Measure in convenient nonstandard units; place pairs of objects in order.  Foundation Stage  Sorting: sort random collections of natural, scrap and commercial materials in a range of ways and talk about the sorting.  Number: develop an understanding of ordinal numbers through practical activities.  Patterns & Relationships: Match objects in real contexts. 
What comes next? Help the Yaboos by sorting out the things they find there. This exercise is aimed to teach early years children about patterns and sequencing. 
ELG: Talk about, recognise and recreate simple patterns. NNS Y1: Organising and using data 9093: Solve a given problem by sorting, classifying and organising information in simple ways, such as using objects or pictures. NC KS1: Ma3 Shape, space and measures 1e: recognise simple spatial patterns and relationships and make predictions about them. 
(35 Framework)  recognise patterns, shapes and colours in the world around them.  understand and use mathematical processes such as matching, sorting, grouping, counting and measuring.  apply these processes in solving mathematical problems. (514 Guidelines) Patterns and Sequences: Level A: Copy, continue and describe simple patterns or sequences of objects of different shape or colour. 
Foundation Stage: Patterns & Relationships: continue a simple pattern. Key Stage 1: Processes:  select the materials and mathematics appropriate for a task  develop different approaches to problem solving Patterns, Relationships & Sequences in Number:  copy, continue and devise repeating patterns 
What's the time? Telling the time using both analogue and digital clock faces. 
NNS Measures, shape and space 79: Y2: Read the time to the hour, half hour or quarter hour on an analogue clock and a digital clock and understand the notation 7:30. Y3: Read the time to 5 minutes on an analogue clock and a 12hour digital clock, and use the notation 9:40. NC KS1: Understanding Measures b) understand angle as a measure of turn using whole turnsx, halfturns and quarterturns KS2: Understanding Measures d) Read the time from analogue and digital 12 and 24hour clocks; use units of time  seconds, minutes, hours... and know the relationship between them. 
Time: Level A: Work with Time  Tell the time in whole hours using a digital and analogue displays. Level B: Work with Time  Tell time using analogue and digital displays and understand the terms quarter past/to, half past. 
Key Stage 1 Processes:  select the materials and mathematics appropriate for a task  develop different approaches to problem solving  understand mathematical language and be able to use it to talk about their work  explain their way of working Measures:  recognise times on the analogue clocks and digital displays Key Stage 2 Processes:  take increasing responsibility for selecting and using the materials and the mathematics required for their work  understand mathematical language and use it to discuss their work and explain their thinking Measures:  recognise times on the analogue and digital clocks and understand the relationship between the 12 and 24 hour clocks 
Word order challenge (Level 1) This activity is the first of five levels which practise word order in sentences. At this level, arrange the words to make a simple sentence. 
NLS Y4, T2: S4: to understand the significance of word order  e.g some reorderings destroy meaning. NC KS2: Reading 1c: Knowledge of grammatical structures. 
Writing; Knowledge about language; Level C Show that they know, understand and can use at least the following terms: noun, verb, comma... 
Key Stage 1: Writing:  Structure sentences correctly. 
Word order challenge (Level 2)
Word order challenge (Level 3) Word order challenge (Level 4) This activity is the second of five levels which explore word order in sentences. In this activity, arrange sets of words into two different orders and think about how the meaning changes. 
NLS: Y4 T2 S3: To understand the significance of word order e.g some reorderings destroy meaning; some make sense but change meaning; sentences can be reordered to retain meaning. Y5, T1, S1: to investigate word order by examining how far the order of words in sentences can be changed, which words or groups of words can be moved into a different order. NC: KS2: Writing: Language structure a: word classes and the grammatical functions of words, including nouns, verbs, adjectives etc. Language structure c: The grammar of complex sentences, including clauses, phrases and connectives 
Writing; Knowledge about language: Level D: Adjective, adverb, pronoun and conjunction are further categories of words which will be used. 
Writing: Observe the conventions of writing, punctuation including grammar and syntax. 
Word order challenge (Level 5) This is the last of five levels. In this activity, order sentences in three different ways and explore how the meaning changes. 
NLS Y6, T1, S1: To form complex sentences through exploring how meaning is affected by the sequence and structure of clauses. NC: KS2: Writing: Language structure a: word classes and the grammatical functions of words, including nouns, verbs, adjectives etc. Language structure c: The grammar of complex sentences, including clauses, phrases and connectives 
Writing; Knowledge about language: Level D: Adjective, adverb, pronoun and conjunction are further categories of words which will be used. 

Word spinner Matching pictures of everyday objects with their corresponding words. 
ELG Begin to recognise some familiar words. NLS Reception, W5: To read on sight a range of high frequency words. Y1, T1: word level 7: to read on sight high frequency words. NC KS1: Word recognition and graphic knowledge f) Read on sight highfrequency words and other familiar words. 
(35 Framework)  Recognise the link between the written and spoken word.  Develop an awareness of letter names and sounds in the context of play experiences.  Recognise some familiar words and letters, for example the initial letter in their name. (514 Guidelines) Level A: Spelling: Pupils should be given an interest in words, how they sound, how they are made, and the patterns within them. 
Foundation Stage: Early Reading:  Looking and Remembering: Children should have opportunities to take part in visual discrimination activities to distinguish things that are the same/different. Key Stage 1: Reading Building up a sight vocabulary. 
Xybok Racing A fast pace racing game for one to four players practising multiplication tables. 
NNS: rapid recall of multiplication facts. Y4: Know by heart multiplication facts for 2, 3, 4, 5 and 10 times tables. Begin to know 6, 7, 8, 9. Y5 & 6: Know by heart all multiplication facts up to 10 x 10. NC  KS2: Mental methods f) Recall multiplication facts for 10 x10. 
Level C: Multiply mentally within the confines of all tables up to 10.  Key Stage 1 Number: know addition and subtraction facts up to 20 and the majority of multiplication facts up to 10 x 10 Key Stage 2 Number: develop strategies to add and subtract mentally; know the multiplication facts up to 10 x 10 
You're the Editor (1)
You're the Editor (2) You're the Editor (3) Exploring how narratives can be made more interesting by replacing 'said' with alternative synonyms. 
NLS Y3: T1, W19  Common vocabulary for introducing and concluding dialogue, e.g. said, replied, asked. T3, W13: to collect synonyms which will be useful in writing dialogue, e.g shouted, cried, yelled, squealed, exploring the effects on meaning, e.g through substituting these synonyms in sentences. NC KS2  Composition b) Pupils should be taught to broaden their vocabulary and use it in inventive ways. 
Imaginative writing: Level C: Use appropriate vocabulary in imaginative writing.  Key Stage 2: Reading  Discussing and interpreting the texts they have read.  Discussing features of language and noting how words are constructed and spelled.  Discussing texts, exploring the ways in which word meanings can be manipulated in order to persuade or amuse the reader or engage attention. Key Stage 2: Writing  Experimenting with rhymes, rhythms, verse structure and all kinds of verbal play and dialect.  Developing increasing competence in the use of grammar and punctuation  Appreciating some of the differences between spoken and written language. 
You're the Editor (went) Exploring how narratives can be made more interesting by replacing 'went' with alternative synonyms. 
NLS Y3 T1 S3: the function of verbs in sentences through: [...] experimenting with changing simple verbs in sentences and discussing their impact on meaning. NC KS2  composition b) Pupils should be taught to broaden their vocabulary and use it in inventive ways. 

Zap the Jellyfish (Level 1, type) Zap the jellyfish by typing the correct number on the number line to save Sidney the Shark's breakfast. 
NNS: Y1: 15: Order numbers to at least 20, and position them on a number track. NC KS1; Ma2 Number; Numbers and the number system 2c) [...] order a set of one and twodigit numbers and position them on a number line... 
Number, Money and Measurement: Level A: work with whole numbers 0 to 20.  Key Stage 1
Processes: Mathematical Reasoning: recognise simple patterns and relationships and make predictions. Number: Understanding Number and Number Notation: count, read, write and order whole numbers initially to 10, progressing to at least 1000; 
Zap the Jellyfish (Level 2, type) Zap the jellyfish by typing the correct number on the number track to save Sidney the Shark's breakfast. 
NNS Year 1, 14: Order numbers to at least 20, and position them on a number track. NC KS1; Ma2 Number; Numbers and the number system 2c) [...] order a set of one and twodigit numbers and position them on a number line and hundredsquare. 
Number, Money and Measurement: Level A: Work with whole numbers 0 to 20  Key Stage 1
Processes: Mathematical Reasoning: recognise simple patterns and relationships and make predictions. Number: Understanding Number and Number Notation: count, read, write and order whole numbers initially to 10, progressing to at least 1000; 
Zap the Jellyfish (Level 3, type) Zap the jellyfish by typing the correct number on the number line to save Sidney the Shark's breakfast. 
NNS: Y2: 15: Order whole numbers to at least 100, and position them on a number line... Y3: 15: Order whole numbers to at least 1000, and position them on a number line... NC KS1; Ma2 Number; Numbers and the number system 2c) [...] order a set of one and twodigit numbers and position them on a number line and hundredsquare. 
Number, Money and Measurement: Level B: work with whole numbers up to 100.  Key Stage 1
Processes: Mathematical Reasoning: recognise simple patterns and relationships and make predictions. Number: Understanding Number and Number Notation: count, read, write and order whole numbers initially to 10, progressing to at least 1000 