Spark Island: SEN Complete Activity List

Complete SEN Activity List Here is a complete list of all the Spark Island activities selected to be suitable for teaching pupils with moderate and specific learning difficulties. They are arranged alphabetically underneath their subject headings. To jump to a specific subject click on the links below. Go to English activities Go to Maths activities Go to Science activities Click here for a printable version of this list.
Activity Name (Click on an activity name for further details)
ENGLISH
Cave escape!	Steer your submarine up through a tunnel and find the correct spellings as you go.

	SEN information	Suitable for children with Cognition and Learning Needs including children with Specific and Moderate Learning Difficulties. This activity has full sound. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	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 sound-symbol relationship and phonological patterns; 4c: recognise and use simple spelling patterns.
	Learning Outcomes: Scotland	Writing: Spelling: Level A: Spell accurately the words which they need to use most commonly.
	Learning Outcomes: Northern Ireland	KS1: Writing: h: spell recognisable words based on an awareness of the most common letter strings and patterns
Hey Diddle Diddle	Listening to and reading a well known nursery rhyme and identifying the missing rhymes.

	SEN information	Suitable for children with Cognition and Learning Needs including children with Specific and Moderate Learning Difficulties. This activity can also be used with children with Severe Learning Difficulties as it reads the rhyme and the characters act it out. This activity has full sound. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	NLS Reception, W1: To understand and be able to rhyme through: recognising, exploring and working with rhyming patterns e.g learning nursery rhymes; to re-read 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.
	Learning Outcomes: Scotland	(3-5 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. (5-14 Guidelines) Level A: Read for enjoyment simple stories and poems supported by pictures.
	Learning Outcomes: Northern Ireland	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 audio-visual materials and discussing them with teacher and others. - Reading and understanding a range of texts which can be read aloud, including those presented on CD-ROM, tape, radio or television, the internet and other sources.
It's a goal!	Choosing the appropriate vowel to correctly spell simple CVC words.

	SEN information	Suitable for children with Specific and Moderate Learning Difficulties. Provides lots of practice for children with Dyslexia to practice sounds and blends in a safe, non-judgemental environment. This activity has full sound. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	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 a-z; 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 sound-symbol relationships and phonological patterns
	Learning Outcomes: Scotland	(3-5 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. (5-14 Guidelines) Writing: Level A: Spelling - spell accurately the words which are used most commonly.
	Learning Outcomes: Northern Ireland	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.
Kick-off!	Choosing the correct vowel(s) to correctly spell simple words which contain long vowel sounds.

	SEN information	Suitable for children with Specific and Moderate Learning Difficulties including children with Dyslexia - children need to have an awareness of phonics and have had success with the It's a goal! activity before attempting this one. This activity has full sound. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	NLSY1, 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 high-frequency words and other familiar words.
	Learning Outcomes: Scotland	Writing: Spelling: Level A: Spell accurately words which are used most commonly.
	Learning Outcomes: Northern Ireland	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.
Letter spinner	Matching pictures of everyday objects with the initial letter for each object's name.

	SEN information	Suitable for children with Specific and Moderate Learning Difficulties. Provides lots of practice for children with Dyslexia to practice initial sounds. This activity is also suitable for some children with Severe Learning Difficulties - the child can name the animal/object in the picture. This activity has full sound. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	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.
	Learning Outcomes: Scotland	(3-5 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. (5-14 Guidelines) Level A: Spelling: Pupils should be given an interest in words, how they sound, how they are made, and the patterns within them.
	Learning Outcomes: Northern Ireland	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.

	SEN information	Suitable for children with Cognition and Learning Needs including children with Specific and Moderate Learning Difficulties. This activity can also be used with children with Severe Learning Difficulties as it reads the rhyme and the characters act it out. This activity has full sound. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	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 re-read 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.
	Learning Outcomes: Scotland	(3-5 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. (5-14 Guidelines) Level A: Read for enjoyment simple stories and poems supported by pictures.
	Learning Outcomes: Northern Ireland	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 audio-visual materials and discussing them with teacher and others. - Reading and understanding a range of texts which can be read aloud, inlcuding those presented on CD-ROM, tape, radio or television, the internet and other sources.
Match the Word	Listen to a word, then choose the correct written version on the screen.

	SEN information	Suitable for children with Cognition and Learning Needs including children with Specific and Moderate Learning Difficulties. Suitable for some children with Communication and Interaction Needs. Children can listen to the word as many times as they need to. This activity has full sound. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	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.
	Learning Outcomes: Scotland	English Language 5-14: Reading: Level A English Language 5-14: Listening: Level A
	Learning Outcomes: Northern Ireland	Key Stage 1: English: Reading: ...pupils should develop the activity to... b) build up a sight vocabulary
Pick a Verb	Choose the appropriate verb tenses to complete the story.

	SEN information	Suitable for children with Cognition and Learning Needs including children with Specific Learning Difficulties and some children with Communication and Interaction Needs. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	NLSY3, 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.
	Learning Outcomes: Scotland	Writing: Knowledge about language: Level C: understand and use at least the following terms: noun, verb etc.
	Learning Outcomes: Northern Ireland	Key Stage 1: Writing: Expected outcomes: structure sentences correctly
Question time	Choose the correct question word to change a statement into a question - and put a question mark at the end.

	SEN information	Suitable for children with Cognition and Learning Needs including children with Specific Learning Difficulties and some children with Communication and Interaction Needs. Allows children to practice question words to see which word makes sense. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	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.
	Learning Outcomes: Scotland	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.
	Learning Outcomes: Northern Ireland	KS2: Writing G: Use connectives appropriately to discuss their writing.
Sidney's diary	Help to complete Sidney's diary by filling in the correct time words (later, first, then, after, while etc)

	SEN information	Suitable for children with Cognition and Learning Needs including children with Specific Learning Difficulties and some children with Communication and Interaction needs. For some children the amount of text may be off-putting and they will need it read to them. Children can work in pairs to complete this. This activity has full sound. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	NLS Y3, T3 S6: To investigate through reading and writing how words can signal time sequences e.g firs, then, after, meanwhile, from, where. NC English KS2: Language structure d: the purposes and organisational features of paragraphs, and how ideas can be linked.
	Learning Outcomes: Scotland	Writing: Imaginative writing: Level C: Write a brief, imaginative story, poem or play, using appropriate organisation and vocabulary.
	Learning Outcomes: Northern Ireland	KS2: Writing G: Use connectives appropriately to discuss their writing.
Story maker	Create your own story and accompanying cartoon strip.

	SEN information	Suitable for children with Cognition and Learning Needs including children with Specific Learning Difficulties and some children with Communication and Interaction Needs. Children enjoy making a background and adding text to bring their story to life. You can use the 'Make your own' version to customise this activity to suit the needs of the child.
	Learning Outcomes: England	NLS: Y3, T3, T13: to write more extended stories based on a plan of incidents ... Y4, T2, T10: to develop use of settings in own writing, making use of work on adjectives and figurative language to describe settings effectively Y4, T3, T11: to explore the main issues of a story by writing s story about a dilemma and the issues it raises for the character Y5, T2, T11: to write own versions of legends, myths and fables, using structures and themes identified in reading Y6, T1, T7: to plan quickly and effectively the plot, characters and structure of their own narrative writing Y6, T1, T9: to prepare a short section of story as a script e.g using stage directions, location/setting. Wrting KS2 12: The range of forms of writing should include narratives, playscripts....
	Learning Outcomes: Scotland	Writing: Imaginative writing: Level C: The teacher will help pupils to develop their imaginative writing by providing stimulating contexts and giving them an awareness of the importance of character, setting the scene and action. At this stage, pupils will be asked to look at events from the points of view of different characters.
	Learning Outcomes: Northern Ireland	Writing KS2 Range: Pupils should have opportunities to write in different forms and to develop control of the different conventions demanded by these forms. Their writing should include creative and imaginative writing... comic strips.
TV time	Practising how apostrophes are used, and how words change when they are contracted, to make speech more natural.

	SEN information	Suitable for children with Cognition and Learning Needs including children with Specific Learning Difficulties and some children with Communication and Interaction Needs. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	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.
	Learning Outcomes: Scotland	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.
	Learning Outcomes: Northern Ireland	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.
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.

	SEN information	Suitable for children with Cognition and Learning Needs including children with Specific Learning Difficulties and some children with Communication and Interaction Needs. You can use the 'Make your own' version to customise this activity to suit the needs of the child. The activity can also be adapted to fit in with current topic work as well as the interests of the child.
	Learning Outcomes: England	NLS Y4, T2: S4: to understand the significance of word order - e.g some re-orderings destroy meaning. NC KS2: Reading 1c: Knowledge of grammatical structures.
	Learning Outcomes: Scotland	Writing; Knowledge about language; Level C Show that they know, understand and can use at least the following terms: noun, verb, comma...
	Learning Outcomes: Northern Ireland	Key Stage 1: Writing: - Structure sentences correctly.
Word spinner	Matching pictures of everyday objects with their corresponding words.

	SEN information	Suitable for children with Cognition and Learning Needs including children with Specific Learning Difficulties and some children with Communication and Interaction Needs. This activity has full sound. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	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 high-frequency words and other familiar words.
	Learning Outcomes: Scotland	(3-5 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. (5-14 Guidelines) Level A: Spelling: Pupils should be given an interest in words, how they sound, how they are made, and the patterns within them.
	Learning Outcomes: Northern Ireland	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.
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.

	SEN information	Suitable for children with Cognition and Learning Needs including children with Specific Learning Difficulties and some children with Communication and Interaction Needs. You can use the 'Make your own' version to customise this activity to suit the needs of the child. The activity can also be adapted to fit in with current topic work as well as the interests of the child. This activity has no sound.
	Learning Outcomes: England	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 of meaning, e.g through substituting these synonyms in entences. NC KS2 - composition b) Pupils should be taught to broaden their vocabulary and use it in inventive ways.
	Learning Outcomes: Scotland	Imaginative writing: Level C: Use appropriate vocabulary in imaginative writing.
	Learning Outcomes: Northern Ireland	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.
MATHS
Crack the Code (prime numbers)	Practising identifying prime numbers from 1-100 using a number grid.

	SEN information	Very visual representation. Good for visual learners who need repetition and reinforcement of facts. Suitable for children with Specific Learning Difficulties. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	NNS 16-21: Properties of numbers and number sequences. Y6, 21: Recognise prime numbers up to at least 20.
	Learning Outcomes: Scotland	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.
	Learning Outcomes: Northern Ireland	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 or 9 times table by making patterns on a number grid.

	SEN information	Suitable for children with Moderate and Specific Learning Difficulties. Allows children to see the pattern of the 6, 7, 8 or 9 times table emerging. Children who are unsure can count on from the last correct answer as the numbers are clear. Great for reinforcement and consolidation of learning. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	NNS Y4, 58-59: 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.
	Learning Outcomes: Scotland	Multiply and divide: mentally within the confines of all tables to 10.
	Learning Outcomes: Northern Ireland	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
Down on the Farm (1) Down on the Farm (3)	Practising simple counting to 5 and 10.

	SEN information	Suitable for children with Moderate and Specific Learning Difficulties including Dyscalculia. A fun activity that is great for reinforcement and consolidation of learning. This activity will also be suitable for some children with severe learning difficulties. This activity has full sound. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	(NNS/ ELG) Count reliably up to 10 everyday objects (first to 5).
	Learning Outcomes: Scotland	(3-5 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. (5-14 Guidelines) Level A: Work with whole numbers 0 to 20
	Learning Outcomes: Northern Ireland	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 one-to-one 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
Hubble Bubble (x2) Hubble Bubble (x5) Hubble Bubble (x10)	Practising making number patterns in a grid using the 2, 5 or 10 times tables.

	SEN information	Suitable for children with Moderate and Specific Learning Difficulties. Allows children to see the pattern of the 2, 3, 4, 5 or 10 times table emerging. Children who are unsure can count on from the last correct answer as the numbers are clear. Great for reinforcement and consolidation of learning. This activity is also suitable for pupils with Dyscalculia as it is visual and they can see the pattern emerge. They also get instant feedback from the game to tell them whether the answer suggested is right or wrong and do not have to wait until the end of the game to find out. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	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 times-tables. 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 times-tables.
	Learning Outcomes: Scotland	Level B: Multiply and divide mentally by 2, 3, 4, 5, 10 within the confines of these tables.
	Learning Outcomes: Northern Ireland	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 and 4 times tables.

	SEN information	Suitable for children with Moderate and Specific Learning Difficulties. Allows children to see the pattern of the 2, 3, 4, 5 or 10 times table emerging. Children who are unsure can count on from the last correct answer as the numbers are clear. Great for reinforcement and consolidation of learning. This activity is also suitable for pupils with Dyscalculia as it is visual and they can see the pattern emerge. They also get instant feedback from the game to tell them whether the answer suggested is right or wrong and do not have to wait until the end of the game to find out. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	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 times-tables. NC - KS2: Mental methods f) Recall multiplication facts to 10x10.
	Learning Outcomes: Scotland	Level B: Multiply and divide mentally by 2, 3, 4, 5, 10 within the confines of these tables.
	Learning Outcomes: Northern Ireland	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
It's a wind up!	Practising changing the time on an analogue clock with reference to a digital clock.

	SEN information	Suitable for children with Moderate and Specific Learning Difficulties including Dyscalculia. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	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 12-hour digital clock, and understand the notation 7:30. Y3: Read the time to 5 minutes on an analogue clock and a 12-hour digital clock, and use the notation 9:40. NC KS2: Understanding measures d) Read the time from analogue and digital 12- and 24-hour clocks; use units of time - seconds, minutes, hours...
	Learning Outcomes: Scotland	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.
	Learning Outcomes: Northern Ireland	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
Ladybird, ladybird	Sort the ladybirds on the right leaves according to their colour, size, and number of spots.

	SEN information	This activity is mainly suitable for younger children with Moderate and Specific Learning Difficulties. May also be suitable for some children with Severe Learning Difficulties. This activity has full sound. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	(ELG) Use developing mathematical ideas and methods to solve practical problems. NNS Reception: Sort and match objects. Y1: Organising and using data 90-93: Solve a given problem by sorting, classifying and organising information in simple ways, such as using objects or pictures.
	Learning Outcomes: Scotland	(3-5 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. (5-14 Guidelines) Level A: Organise by sorting into specific sets (shape, colour, texture).
	Learning Outcomes: Northern Ireland	Foundation Stage: Sorting: - sort for one criterion using one-property materials and talk about the sorting. - sort for one criterion using two-property materials. Re-sort 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 criteof different ingredients to create a maic potion. Create and save your own versions too.
Magic measuring (Level 1)	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.

	SEN information	Suitable for children with Moderate and Specific Learning Difficulties including Dyscalculia. You can use the 'Make your own' version to customise this activity to suit the needs of the children. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	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.
	Learning Outcomes: Scotland	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 abreviations m, cm and equivalences.
	Learning Outcomes: Northern Ireland	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.

	SEN information	Suitable for children with Moderate and Specific Learning Difficulties including Dyscalculia. You can use the 'Make your own' version to customise this activity to suit the needs of the children. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	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.
	Learning Outcomes: Scotland	Mathematics 5-14: 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.
	Learning Outcomes: Northern Ireland	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.

	SEN information	Suitable for children with Moderate and Specific Learning Difficulties including Dyscalculia. You can use the 'Make your own' version to customise this activity to suit the needs of the children. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	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.
	Learning Outcomes: Scotland	Mathematics 5-14: 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.
	Learning Outcomes: Northern Ireland	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.

	SEN information	Suitable for children with Moderate and Specific Learning Difficulties including Dyscalculia. You can use the 'Make your own' version to customise this activity to suit the needs of the children. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	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.
	Learning Outcomes: Scotland	Mathematics 5-14: 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.
	Learning Outcomes: Northern Ireland	Mathematics: Key Stage 2: Measures: Pupils should have opportunities to: e) understand the relationship between units; convert from one metric unit to another.
Mirror, mirror	Using carroll diagrams to sort different shaped objects.

	SEN information	Suitable for children with Moderate and Specific Learning Difficulties including Dyscalculia. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	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 - KS1: Understanding patterns and properties of shape 2b) Pupils should be taught to name and describe triangles of various kinds.
	Learning Outcomes: Scotland	Level B: Collect, discuss, make and use 3D and 2D shapes: respond to written or oral descriptions which refer to features of shapes such as faces, edges, corners, sides, angles. Level D: Organise by using diagrams or tables.
	Learning Outcomes: Northern Ireland	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 Handling Data: - sort and classify objects for one or two criteria and represent results using Venn, Carroll and Tree diagrams Shape & Space: - sort 2-D and 3-D shapes in different ways
More or Less	Practise comparing and ordering numbers to 10 on a number track.

	SEN information	Suitable for children with Moderate and Specific Learning Difficulties including Dyscalculia. Download the completed 0-10 number line as an aid for children. This is also a means of increasing independence. This activity has full sound. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	NNS Y1: Place value and ordering: 10: Understand and use the vocabulary of comparing and ordering numbers. Compare two familiar numbers and saw which is more or less. NC: Maths KS1: Ma2 Number: Numbers and the number system c): Read and write numbers to 20...understand and use the vocabulary of comparing and ordering numbers... order a set of one- and two-digit numbers and position them on a number line.
	Learning Outcomes: Scotland	Number, money and measurement: Range and type of numbers: Level A: Work with whole numbers 0 to 20 (count, order...)
	Learning Outcomes: Northern Ireland	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.
Noughts and crosses	Play against a friend or the computer in this familiar game.

	SEN information	Suitable for children with Moderate and Specific Learning Difficulties including children with Dyspraxia. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	NNS Y1 & Y2: Shape and space 87-89: 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.
	Learning Outcomes: Scotland	Number, money and measurement; Patterns and sequences; Level A: Work with patterns and sequences: copy, continue and describe simple patterns or sequences of objects of different shape and colour.
	Learning Outcomes: Northern Ireland	Key Stage 1: Patterns, Relationships & Sequences in Number: - copy, continue and devise repeating patterns
Order the days	Put the days of the week in order.

	SEN information	Suitable for children with Moderate and Specific Learning Difficulties including children with Dyscalculia, Dyslexia and Dyspraxia. Enables lots of practice and repetition. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	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.
	Learning Outcomes: Scotland	Number, money and measurement; Time; Level A: Work with time: place events in time sequences (days of the week, seasons)
	Learning Outcomes: Northern Ireland	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 seasons	Place the four seasons in order.

	SEN information	Suitable for children with Moderate and Specific Learning Difficulties including children with Dyscalculia, Dyslexia and Dyspraxia. Enables lots of practice and repetition. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	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.
	Learning Outcomes: Scotland	Number, money and measurement; Time; Level A: Work with time: place events in time sequences (days of the week, seasons)
	Learning Outcomes: Northern Ireland	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.
Pen them in!	Using Carroll diagrams to sort different odd and even numbers.

	SEN information	Suitable for children with Moderate and Specific Learning Difficulties including children with Dyscalculia, Dyslexia and Dyspraxia. Children need to have prior knowledge of odd and even numbers. Download and print the 1-100 number square as a useful aid for children. It can be coloured in by the children - odd numbers in one colour and even numbers in another. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	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.
	Learning Outcomes: Scotland	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.
	Learning Outcomes: Northern Ireland	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.
Play Your Cards Right!	Using probability to make guesses in a card game.

	SEN information	Suitable for children with Moderate and Specific Learning Difficulties. Having the completed 0-10 number line in front of them as a reference point would be useful for children. Level 3 is the most difficult and only suitable for children who have been very secure during levels 1 and 2. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	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'
	Learning Outcomes: Scotland	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.
	Learning Outcomes: Northern Ireland	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
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.

	SEN information	Suitable for children with Moderate and Specific Learning Difficulties including Dyscalculia. Children would find this activity easier with the '6x table grid', '7x table grid', '8x table grid' or '9x table grid' in front of them. This activity has full sound. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	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.
	Learning Outcomes: Scotland	Number, money and measurement; Multiply and divide; Level C: Multiply and divide mentally within the confines of all tables to 10.
	Learning Outcomes: Northern Ireland	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.

	SEN information	Suitable for children with Specific Learning Difficulties including Dyscalculia. This activity has three levels of difficulty. Level 1: Numbers 1-10. Some children may need support if not confident on the sequence of numbers within this range - if so download and laminate the completed number line 0-10 to give children a cue and a degree of independence. Level 2: Numbers 1-20. Use a completed number line 0-10 as outlined above. Level 3 - the most difficult level: Numbers 1-100. Use 100 square as outlined above.
	Learning Outcomes: England	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 one-digit and two-digit numbers and position them on a number line.
	Learning Outcomes: Scotland	Number, Money and Measurement: Level B: work with whole numbers up to 100.
	Learning Outcomes: Northern Ireland	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 sorting	Help Delia Drip make patterns on the seabed. An extension to What Comes Next?


	Learning Outcomes: England	ELG: Talk about, recognise and recreate simple patterns. NNS Y1: Organising and using data 90-93: 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.
	Learning Outcomes: Scotland	(3-5 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. (5-14 Guidelines) Patterns and Sequences: Level A: Copy, continue and describe simple patterns or sequences of objects of different shape or colour.
	Learning Outcomes: Northern Ireland	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
Shoot a basket (Level 1) Shoot a basket (Level 2)	Practise half and quarter turns in a basketball game.

	SEN information	Suitable for children with Specific Learning Difficulties including Dyscalculia. Children should have an understanding of compass points and clockwise/anti-clockwise. Download and laminate the 'Compass points sheet (4)' to use as a poster/reference point to aid completion. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	NNS: Y2: 87, 89: Recognise whole, half and quarter turns, to the left or right, clockwise or anti-clockwise. NC KS1: Ma3 Shape, space and measures 3b: recognise movements in a straight line and rotations... 3c: recognise right angles.
	Learning Outcomes: Scotland	5-14 Guidelines: Mathematics: Shape, position and movement: Level B: Discuss position and movement: - give and understand instructions for turning through right angles.
	Learning Outcomes: Northern Ireland	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 3)	Recognise numbers of right angles and points around a compass.

	SEN information	Suitable for some children with Specific Learning Difficulties including Dyscalculia. Children should have a good understanding of all 8 compass points, clockwise/anti-clockwise direction as well as being able to turn full and 1/2 right angles. Download and laminate the 'Compass points' sheet to use as a poster/reference point to aid completion. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	NNS Y4: Shape and space 108-110: Use the eight compass directions N, S, E, W, NW, NW, SE, SW; Make and measure clockwise and anti-clockwise 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.
	Learning Outcomes: Scotland	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.
	Learning Outcomes: Northern Ireland	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 anti-clockwise; know the eight points of the compass.
Snap spinner	Identifying and matching pairs of pictures.

	SEN information	This activity will meet the needs of the majority of children with Cognition and Learning Needs: Specific Learning Difficulty (SpLD); Moderate Learning Difficulty (MLD); Severe Learning Difficulty (SLD); Profound and Multiple Learning Difficulty (PMLD). This activity has full sound. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	NNS Reception: Sort and match objects.
	Learning Outcomes: Scotland	(3-5 Framework) - understand and use mathematical processes such as matching, sorting, grouping, counting and measuring. - apply these processes in solving mathematical problems. (5-14 Guidelines) Level A: Organise by sorting into specific sets (shape, colour, texture)
	Learning Outcomes: Northern Ireland	Foundation Stage: Patterns & Relationships: match objects in real contexts
Sort the shapes	Sort a range of 2D and 3D shapes into two columns.

	SEN information	Suitable for children with Moderate and Specific Learning Difficulties. Some children will find it useful to have a selection of 2D and 3D objects beside them that they can refer to when completing the activity. You can use the 'Make your own' version to customise this activity to suit the needs of the children.
	Learning Outcomes: England	NNS: Y2 Use the mathematical names for common 3-D and 2-D 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 2-D and 3-D shapes...
	Learning Outcomes: Scotland	Shape, position and movement: Range of shapes: Level A & B: Collect, discuss make and use 3D and 2D shapes.
	Learning Outcomes: Northern Ireland	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.
Sub voyager	Steer your submarine and answer division sums as you go.

	SEN information	Suitable for children with Moderate and Specific Learning Difficulties. Download and laminate the 2x, 10x and 5x table grids as an aid for children and also as a means of aiding independence. Dyspraxic children may have difficulty with co-ordination of movement for the sub. Placing sticky coloured dots on the keys will aid their memory of the keys to be pressed. This activity has full sound. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	NNS Y2: Rapid recall of multiplication and division facts 52-53: 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.
	Learning Outcomes: Scotland	Level C: Multiply mentally within the confines of all tables up to 10..
	Learning Outcomes: Northern Ireland	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
Time trouble!	Practising changing the time on a digital clock with reference to an analogue clock.

	SEN information	Suitable for children with Moderate and Specific Learning Difficulties, including children with Dyscalculia. This activity allows lots of consolidation, reinforcement and practice in the use of digital and analogue time. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	NNS Measures, shape and space: Y2: Read the time to the hour, half hour or quarter hour on an analogue clock and a 12-hour digital clock and understand the notation 7:30. Y3: Read the time to 5 minutes on an analogue clock and a 12-hour digital clock, and use the notation 9:40. NC Understanding measures d) Read the time from analogue and digital 12- and 24-hour clocks; use of time - seconds, minutes, hours... and know the relationship between them.
	Learning Outcomes: Scotland	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.
	Learning Outcomes: Northern Ireland	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
What's the time?	Telling the time using both analogue and digital clock faces.

	SEN information	Suitable for children with Moderate and Specific Learning Difficulties, including children with Dyscalculia. This activity allows lots of consolidation, reinforcement and practice in the use of digital and analogue time. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	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 12-hour digital clock, and use the notation 9:40. NC KS1: Understanding Measures b) understand angle as a measure of turn using whole turnsx, half-turns and quarter-turns KS2: Understanding Measures d) Read the time from analogue and digital 12- and 24-hour clocks; use units of time - seconds, minutes, hours... and know the relationship between them.
	Learning Outcomes: Scotland	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.
	Learning Outcomes: Northern Ireland	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
Xybok Racing	A fast pace racing game for one to four players practising multiplication tables.

	SEN information	Suitable for children with Moderate and Specific Learning Difficulties including Dyscalculia. Times tables 2-10 can be selected. Time increases or decreases depending on level selected. Download and laminate the times table grids to refer to for this activity. This will useful for some children and would also aid independence. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	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.
	Learning Outcomes: Scotland	Level C: Multiply mentally within the confines of all tables up to 10.
	Learning Outcomes: Northern Ireland	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
Zap the Jellyfish (Level 1, type) Zap the Jellyfish (Level 2, type)	Zap the jellyfish by typing the correct number on the number line to save Sidney the Shark's breakfast.

	SEN information	Suitable for children with Specific Learning Difficulties including Dyscalculia. Some children might find the completed 0-20 number line useful. This activity has full sound. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	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 two-digit numbers and position them on a number line...
	Learning Outcomes: Scotland	Number, Money and Measurement: Level A: work with whole numbers 0 to 20.
	Learning Outcomes: Northern Ireland	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.

	SEN information	Suitable for children with Specific Learning Difficulties including Dyscalculia. Download and laminate the 1-100 number square as a useful aid for children. This activity has full sound. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	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 two-digit numbers and position them on a number line and hundred-square.
	Learning Outcomes: Scotland	Number, Money and Measurement: Level B: work with whole numbers up to 100.
	Learning Outcomes: Northern Ireland	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
SCIENCE
Animal Magic	Identifying properties of animals and grouping them according to their similarities.

	SEN information	Suitable for children with Moderate and Specific Learning Difficulties. Some concepts may be difficult to grasp without prior knowledge. Use the downloadable worksheets as a means of ensuring children have that prior knowledge. This activity has full sound. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	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 explaining 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.
	Learning Outcomes: Scotland	Variety and characteristic features; Level A; Sort things into broad groups according to easily observable characteristics.
	Learning Outcomes: Northern Ireland	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.
Home Sweet Home	Using scientific evidence to explain why animals live where they do.

	SEN information	Suitable for children with Specific Learning Difficulties. Children need to be able to identify characteristics of various animals. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	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
	Learning Outcomes: Scotland	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.
	Learning Outcomes: Northern Ireland	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.
Roots and Shoots	Labelling a plant.

	SEN information	Suitable for children with Moderate and Specific Learning Difficulties including Dyscalculia. Print the 'Label the plants' sheets to use as posters for a reference point in the classroom. This activity has no sound.
	Learning Outcomes: England	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.
	Learning Outcomes: Scotland	The processes of life; Level B; identify the main parts of flowering plants.
	Learning Outcomes: Northern Ireland	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.
Solar System	Exploring how often the Earth moves around the sun, and the moon turns around the Earth, using a simulation.

	SEN information	Suitable for children with Specific and Moderate Learning Difficulties. The visual representation and animation of the way in which the solar system moves is extremely beneficial for children as this is a very hard concept to grasp. Text is read for children, which should ensure the activity can be undertaken by children who are not confident readers or who have difficulties with reading, thereby giving all children the opportunity to succeed at the activity and also gain a sense of independence.
	Learning Outcomes: England	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 night-time in the part of the Earth away from the Sun (note that secondary sources displaying a model of this

Complete SEN Activity List