Thinking Skills
and
Personal Capabilities
Activities for Primary 6
-1-
Booklet Introduction
This booklet is intended to support teachers in beginning to infuse thinking skills
and personal capabilities into their classroom practice.
The layout of each activity is not intended as a format for lesson planning.
Each activity can be adapted and extended to suit the needs of the individual
class.
Reflective Thinking Grid
When Planning
 How am I
going to do it?
 Is it similar
to anything
I’ve done
before?
 Is it one of
those?
When Adapting
When Evaluating
 Do I
understand so
far?
 How did I do it?
 Do I need to
ask a question?
 What
method/strategy
worked?
 What did I learn?
 Am I on track?
 Is there a
better way?
 Did my plan work
out?
 Can I learn from
my mistakes?
 Can I do better
next time?
At the end of each of the P6 activities there may be opportunities to
contextualise this sequence of questions to reflect upon the thinking used and
to make connections with previous learning – (see pages 11-13 Thinking Skills and
Personal Capabilities for Key Stages 1 and 2, Curriculum Support and
Implementation box, CCEA 2006)
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Areas of learning / Thinking Skills and Personal Capabilities References
Eurovision
Decision
4

Get In Order
18

Addition
Survey
22

Raiders
(Extract A)
25

The Vikings in
Ireland
(Extract B)
31

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
Viking Raids
41
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

Life Cycles
44


Water
48


Cinderella
56

Dance Off
61
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

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
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
Bibliography
and
References
Websites
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






Self
Management
Working with
Others
Being Creative
Managing
Information
ICT
World Around
Us
The Arts
Personal
Development &
Mutual
Understanding
Mathematics &
Numeracy
Page
Thinking,
Problem Solving
& Decision
Making
Thinking Skills and Personal
Capabilities
Area of Learning
Language &
Literacy
Title



Title: Eurovision Decision
Area of Learning:
Mathematics and Numeracy
Possible Learning Intention:
Use available clues to help present information in a meaningful way.
Thinking Skills/Personal Capabilities:
Managing Information: Develop methods for collating and recording
information.
Working With Others: Work with their peers to reach agreements
Activity:
The children have to use two different sets of clue cards to piece together
information to produce a “Top Ten” results table for the 2007 Eurovision Song
Contest and to solve problems based on a promotional tour for the Irish
representatives in the 2008 contest.
Classroom Management:
The pupils can work in pairs or groups of 3. They will need access to the clue
cards, distance chart, a calculator and a political map of Europe showing
countries and capital cities. They will also need recording paper and pencil. The
pupils may benefit from regular review to discuss strategies and derived facts.
How It Works:
Challenge 1
1. Give each group a set of “2007 ESC Top 10 Cards”, country clues and a blank
results table. Explain that the pupils have to read the information on the
cards to help them produce the “top ten” results table for the 2007
Eurovision Song Contest.
Challenge 2
1. Using the country clues list, identify which letters represents which country
2.
Discuss what the pupils may need to help them (e.g. calculator, map of
Europe).
3.
Pupils work together in their group to produce the results table.
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Challenge 3
1. Give each group a set of “Irish Promotional Tour ESC 2008 Travel Cards”.
Tell the pupils they must read the information on the cards and answer the
questions on the question cards.
2.
Discuss what the pupils may need to help them (e.g. calculator, distance
chart, map of Europe)
3.
Pupils work together in their group to produce solutions to the question
cards.
Challenge 4
1. When the results of the Eurovision Song Contest 2008 are available (24
May 2008) pupils can create a set of clue cards for a new “top ten” table
which other pupils can use.
2.
Pupils will need to spend some time planning how they will approach the task
– roles within the group, information they will need, etc.
3.
Pupils draft the set of cards and produce a final copy using ICT.
Metacognition:
In order for learners to strengthen their thinking strategies they need time to
plan, adapt and evaluate their thinking (see Reflective Thinking Grid – page 2).
Making Connections:

Produce profiles of the participating countries in Eurovision 2008 (TWAU –
Geography)

Design a Logo for Eurovision 2008 (Art and Design)

Watch the previews of the songs (available online for download) and write a
report including type of song, description of preview video, etc.
(Language and Literacy).
Useful Websites:
The songs in the 2008 Eurovision Song Contest can be downloaded from the
following sites:
■
■
■
www.esctoday.com
www.allkindsofeverything.ie
www.youtube.com
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Pupil Resource Sheet
Eurovision 2007 Top Ten Results
You will need a set of cards on which you will find clues to help you
piece together information to complete a table of results for the
Top 10 performing countries in the Eurovision Song Contest 2007.
Think about:



You have the set of clue cards. Do you need any further
information or equipment to help you complete the task?
How will you organise the information that you have?
How will you record your work?
Further Challenges

Find out the Top Ten results for the 2008 Eurovision Song
Contest final. Create a set of clue cards and present them
to another group to trial them. Produce a final copy of your
cards using ICT so that they can be used as a problemsolving activity for another class.
-6-
Eurovision Decision : Challenge 1
2007 ESC Top 10 Cards
Pupil Resource Sheet
Country D achieved 5th placing
and scored 19 points more than
country J.
Country G finished in 4th
position and achieved 24 points
more than country A.
Read the information on all of
the cards and complete the
Eurovision 2007 Top Ten
results table.
Country H achieved a score of
145 points which was 36 points
higher than the total score for
country C.
Country I was placed between
country E and country B and
scored 96 points more than
country A
What was the range of scores
in the Top Ten results table?
Country E scored more points
than any other country and was
six places above country A.
Which two countries together
scored a total of 380 points?
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Eurovision Decision : Challenge 1
2007 ESC Top 10 Cards
Pupil Resource Sheet
Country B achieved 207 points
which was two places lower and
61 points lower than
country E.
How many of the top ten
countries achieved an
odd total?
Country J scored 69 points less
than country B but was two
places above
country C.
Country A achieved 139 points
and was ranked 3 places above
country C.
How many of the top ten
countries achieved a total
which is a multiple of 3?
Country H was two places lower
than country G and achieved 7
points more than
country J.
Country F was placed just below
country J and scored 107
points less than the country
in 2nd position.
What was the total number of
points awarded to the top ten
countries?
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Pupil Resource Sheet
Eurovision 2007 Top Ten Results Table
POSITION
LETTER
COUNTRY
1
2
3
4
5
6
7
8
9
10
-9-
SCORE
Eurovision Decision : Challenge 2
Pupil Resource Sheet
Eurovision 2007 – Top Ten Countries
LETTER
A
B
C
D
E
F
G
H
I
J
CLUE
This country is due East of the southern
tip of Italy across the Ionian Sea.
This country has a border with Finland and
also with Latvia.
This country is located between Romania
and Ukraine.
This country has a port called Varnu on
the Black Sea.
This country is the host country for
Eurovision 2008.
This country is east of Austria, has a
border with Romania and has a capital city
beginning with B.
This country has a long northern coastline
on the Black Sea.
This country is the only country which has
a border with both Latvia and Lithuania.
This country has a capital city called Kiev.
This country is east of Turkey, South of
Georgia, West of Azerbaijan and North of
Iran.
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COUNTRY
Eurovision Decision : Challenge 3
Pupil Resource Sheet
Irish Promotional Tour ESC 2008
In the 2007 Eurovision Song Contest Ireland achieved their most
disappointing result ever coming last in the contest with just 5 points.
This year the television broadcaster RTE want to do everything possible
to achieve a better result so they have decided to provide funding for a
promotional tour which will allow the Irish song to be heard in several
countries before the contest takes place.
Details of the tour are provided on the travel cards. The tour begins and
ends in Dublin. Your task is to provide solutions to any of the travel cards
which contain questions.
Think about
:



You have the set of travel cards. Do you need any further
information or equipment to help you complete the task?
How will you organise the information that you have?
How will you record your work?
Further Challenges


Work out a way in which the Irish Representative, Dustin
The Turkey, can visit all the countries on the tour by
covering the least distance possible.
The European Broadcasting Union has decided to establish
new Headquarters in one of the 12 cities. The city which will
be chosen is the one which will require the shortest total
distance for all of the other 11 countries to reach
Headquarters. Which city will be chosen?
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Pupil Resource Sheet
Eurovision Decision : Challenge 3
Irish Promotional Tour ESC 2008 Travel Cards
Slovenia is the destination he
reaches after his four day visit
to France.
After spending 4 days in the
United Kingdom he flies to
Belarus where he spends two
days.
On what date does the
promotional tour end?
From Estonia he flies on to
Spain.
Two days later he leaves
Iceland and flies to Austria
where he spends 3 days.
On 7th March 2008 Dustin The
Turkey leaves Dublin and flies
to Estonia where he spends 2
days.
United Kingdom is the
destination after Austria.
When the tour reached Belarus,
how many kilometres had been
travelled?
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Eurovision Decision : Challenge 3
Irish Promotional Tour ESC 2008 Travel Cards
Pupil Resource Sheet
Two days after arriving in
Slovenia he flies back to Dublin.
He spends just one day in
Croatia before flying to
Iceland.
On 14th March he goes into a
restaurant to buy a meal. He
pays the bill using the local
currency. What currency did
he use?
After spending three days in
Spain he travels on to Croatia.
After just one day in Cyprus
the tour continues in Finland.
How many kilometres did Dustin
The Turkey fly during the
entire tour?
He stays for three days in
Finland and then flies to
France.
From Belarus he flies on to
Cyprus.
- 13 -
Eurovision Decision : Challenge 3
- 14 -
Pupil Resource Sheet
Eurovision Decision : Challenge 3
- 15 -
Pupil Resource Sheet
Teacher Information
Eurovision 2007 Answer Sheet
POSITION
LETTER
COUNTRY
SCORE
1
E
Serbia
268
2
I
Ukraine
235
3
B
Russia
207
4
G
Turkey
163
5
D
Bulgaria
157
6
H
Belarus
145
7
A
Greece
139
8
J
Armenia
138
9
F
Hungary
128
10
C
Moldova
109
Challenge 1. Answers to additional questions:





2 of the top ten countries achieved a total which is a multiple of 3
Countries I and H achieved a total of 380 points
7 countries scored an odd total
The range of top ten results was 159 points
Total points awarded to top ten countries was 1689
- 16 -
Teacher Information
Eurovision Decision : Challenge 3
Irish Promotional Tour ESC 2008
SOLUTIONS
Question Cards
When the tour reached Belarus, how many kilometres had been
travelled? Answer : 15654 kilometres
How many kilometres did Dustin The Turkey fly during the entire
tour? Answer : 25189 kilometres
On 14th March he went into a restaurant to buy a meal. What
currency did he use? Answer : Icelandic Krona (plural – kronur)
On what date does the promotional tour end? Answer : 3rd April
2008
Further Challenges


The shortest distance to visit all 12 cities is 12690 kilometres
Route is Dublin – Reykjavik – Helsinki – Tallinn – Minsk – Nicosia
– Zagreb – Ljubljana – Vienna – Madrid – Paris – London –
Dublin
The city chosen as EBU Headquarters would be Vienna. The total
distance from all 11 cities to Vienna is 14988 kilometres.
- 17 -
Title: Get In Order!
Area of Learning:
Mathematics and Numeracy
Possible Learning Intention:
Explore and order fractions
Thinking Skills/Personal Capabilities:
Thinking, Problem-Solving and Decision-Making:
Identify and order patterns and relationships through a range of strategies.
Self Management:
Become self-directed by working on their own or with a group.
Activity:
The activity challenges the children to compare the size of fractions of a range
of fraction families.
Classroom Management:
The activity can be carried out with a partner or working in a small group.
Dominoes with a blank should be removed before the activity starts (this may
provide some useful discussions within/between groups).
How It Works:
The children use a selection of dominoes – working either as a large group or in
2s/3s.
Each domino should be considered as a fraction and placed on the blank
numberline (0 to 1).
Children should be encouraged to justify their placement of each domino (e.g.
“this 2/3 goes here because it is larger than a half, but less than 1”).
The activity encourages the players to compare and order fractions, articulating
their reasoning and justifying their fraction placement.
Possible modifications:
• Use a 0-6 numberline and ask the children to invert their dominoes (e.g.
2/3 becomes 3/2) – order the fractions as before.
• Turn the dominoes sideways to represent a decimal on the 0-6 number line
(5/4 becomes 5.4), then order as before.
• Predict whether the next (unseen) domino is higher or lower than the last
chosen (brings in notion of probability too).
- 18 -
•
Other work with blank number line involving thousands. Numbers can be
generated by using two dominoes or four dice.
Metacognition:
In order for learners to develop and strengthen their thinking strategies they
need time to plan, adapt and evaluate their thinking. The justification of
fraction placement is the key to this activity – children should be encouraged to
identify other situations where it is necessary to justify decisions.
Making Connections:
 Using a historical timeline, with significant dates (TWAU)
- 19 -
- 20 -
Number Lines
0
1
0
6
- 21 -
Title: Addition Survey
Area of Learning:
Mathematics and Numeracy
Possible Learning Intention:
Collect, collate and analyse information regarding mental mathematics.
Thinking Skills/Personal Capabilities:
Managing Information: Use a range of methods for collating, recording and
representing information
Self-management: Organise and plan how to go about a task.
Activity:
This activity will focus on planning and collating information on how people carry
out mental calculations involving addition.
Classroom Management:
The children work in small groups to discuss methods and work individually or in
pairs to carry out research.
How It Works:
The children are presented with the task (see Pupil Resource Sheet) and are
given planning time. The task is to see how most people will do six given addition
calculations. The children have to time each person, record the methods used
and their age group. The children have to decide how to finally represent their
results and see if there are common methods of calculations in each age group.
Metacognition:
In order for learners to develop and strengthen their thinking strategies they
need time to plan, adapt and evaluate their thinking (see Reflective Thinking
Grid).
Making Connections:
 Looking at how people in different age groups approach tasks.
 Collecting raw data in any area of learning.
- 22 -
Pupil Resource Sheet
Addition Survey
You are going to carry out a survey to find out how most people do
addition calculations.
Give as many people as possible the following six sums to do:
3 + 18 =
24 + 25 =
4 + 8 + 9 + 2 + 6 =
76 + 68 =
448 + 297 =
£1.99 + £1.99 + £1.99 =
Tell the people in your survey that they can try to do the
calculations “in their head” or they can use pencil and paper.
Record how long they take to do the sums and what method they use.
Try to get each person to explain to you how they performed each of
the calculations.
Bring all of the results of your survey into school.
In a small group, discuss what you found out from your survey and
how you could present the results.
- 23 -
Pupil Resource Sheet
Addition Survey
Calculation
Answer
Method
3 + 18
24 + 25
4 + 8 + 9 + 2 + 6
76 + 68
448 + 297
£1.99+£1.99+£1.99
Time Taken :
Age Group of
person :
Working Out :
6 –
16 –
26 –
36 –
46 –
56 –
66 –
over
- 24 -
15
25
35
45
55
65
75
75
Title: Raiders
Area of Learning:
Language and Literacy
Possible Learning Intentions:
Be able to ask and answer focused questions
Be able to listen to a text and give a personal response
Be able to identify and empathise with the thoughts and feelings of a character
Thinking Skills/Personal Capabilities:
Being Creative:
Experiment with different modes of thinking
e.g. visualisation
Working with Others:
Listen actively and share opinions with others
Activity:
After the teacher reads a text to the class the children interpret their
understanding of the thoughts and feelings of the characters through
questioning and drama. Teachers may choose some/all of the activities outlined
in the ‘How It Works’ section.
Classroom Management:
Small groups
How It Works:
1. The teacher reads and discusses the story with the children, perhaps in a
shared reading session.
2. Using the ‘I Wonder’ sheet, children are given the opportunity to give a
personal response to the text by formulating their own questions.
3. Identify one scene from the story, for example : from “There are men
fighting everywhere” – “Look out!”
4. In groups of 3-4 the children make a still tableau with each person in the
group representing one character, creating a frozen moment from this scene.
Allow time for discussion of characters, their personalities, thoughts and
feelings, and trying out. Then on signal, “freeze”, all groups hold their positions.
5. When all are still, the teacher moves around and touches a character from
the groups in turn. On being touched each “character” speaks out the thoughts
in their heads at that moment (in role). e.g. The teacher says “At that moment I
thought to myself . . .”
- 25 -
6. After a number of participants have had the opportunity to speak, the
teacher can also ask some groups to demonstrate their “frame” and then come
out of role and explain why the group decided to depict the scene in the way
they did and how others might have depicted it differently, explain what they
thought the characters were feeling or what they might do next. Other children
could ask questions of the group or individual characters. Groups could then
improve their frame as a result of the discussion.
Metacognition:
In the plenary discuss the thinking skills children are developing while they are
participating in the task. For example : reflect, empathise, justify or give
reasons, predict, identify thoughts and feelings, respond , imagine.
This activity encourages children to think more deeply about the characters and
express their thoughts in actions and words. Encourage them to reflect on how
well they were able to empathise, thinking about the text and by using their
imagination to build on the clues in the text.
Children could also reflect on and evaluate their own contribution to the group
and how well they worked together as a group.
Making Connections:
Freeze frames can be created using:
 Stories, Poems, Picture books, Fables (Language and Literacy)
 Paintings (The Arts – Art and Design)
 Photographs or historical accounts of events or places (TWAU)
 Environmental or moral issues, eg from news articles (RE, PDMU or
TWAU).
For further ideas and explanation of the approach:
Active Learning and Teaching Methods Booklet (page 30)
CCEA
Thinking It Through: Developing Language and Numeracy Skills Through
Thinking and Drama Activities
Gill Thompson & Huw Evans
- 26 -
EXTRACT A
RAIDERS
(When Jack Watson sleeps in an old tent in the garden he goes through a time-slip and
finds himself back in the time of the Viking raids. His name is Edric and he and his
sister Elfreda are the children of a brave Saxon chief).
As soon as I was inside the tent, I lay down and closed my eyes.
It is cool, dark and silent. No birds are singing. It is early dawn and I am on my way to
the riverbank looking for firewood. I should have collected it yesterday, but I forgot.
When I reach the high ground, overlooking the river, I look down.
Then I freeze.
A long narrow boat, with a dragon’s head on the front, is gliding silently along. There
are round metal things hanging over the sides, and I realise they are shields. The oars
dip in and out of the water without a sound. My mouth goes dry. I am almost too
terrified to move, but some instinct warns me to drop to my stomach, out of sight. I
crawl to the edge and watch. The boat pulls up by the bank. It is full of huge men, with
long fair hair underneath iron helmets.
Raiders!
They are quiet, intent and menacing. I have never seen so many men make so little
noise.
With hardly a sound, they spill out of the boat, lifting off their round shields to take
with them. They are all carrying axes and swords. They look like giants. Then they
begin to creep purposefully towards the village. My village, where Father and Mother
and Elfreda are asleep.
And I remember what the stranger told us about the terrible things the raiders had
done in his village. I am horribly afraid. I reach for my wooden swallow. I need it now
to bring me luck. It is not there. I must have forgotten to pick it up. It must be in the
hut. I try not to think of this as an ill omen.
Trying desperately to keep out of sight, I wriggle backwards until I cannot see the
raiders any more. Then I leap to my feet and start to run, faster than I have ever run
in my life. My feet skim over the rough grass.
My heart is pounding, and I am terrified, but I dare not stop. I have to warn them.
Only when I reach the fence do I dare to look over my shoulder. The raiders are not in
- 27 -
sight yet, but I know they cannot be far behind. I run inside and bar the gate. Then I
race to the nearest hut and bang on the door.
“Raiders!” I shout. “Help! Raiders! Help!”
I don’t wait for an answer, but run to the next hut.
“Raiders!”
I can hear people stirring behind me as I race through the village. I cannot stop until I
have warned Father.
Suddenly I hear a loud splintering noise behind me as the raiders attack the gate with
their axes. Then they surge into the village, with terrible, bloodcurdling cries.
As I reach our hut, the door opens and Father comes out brandishing his sword.
“Well done, Edric,” he cries. “We’re ready for them!”
Then I realise everyone is awake. There is a lot of shouting and the clash of swords and
spears. We Anglo-Saxons may not be as big as them, but we are fierce when we’re
threatened. We won’t give in without a fight.
“Look after your mother and sister, Edric” calls Father as he charges into the battle.
The noise is deafening now. I turn and see the other women and children huddled at
the fence, away from the fighting.
Mother and Elfreda are in the hut. Mother is looking desperately worried, but Elfreda’s
eyes are sparking with excitement. “I want to join in!” she says.
“Oh Elfreda!” I say, exasperated, as I hurry them out of the hut.
Then Elfreda sees what is happening, and hears all the shouting and the fearful clashing
of weapons. She picks up a stout stick and as we reach the others she says bravely,
“Don’t worry about us, Edric. I’ll look after Mother and the other children.” And I
know she won’t give in without a fight, either.
“I must go and help Father!” I cry, and hurry off to find him.
There are men fighting everywhere, but I can’t see Father. Then a huge hand is
clamped over my mouth. I struggle and find myself in the grip of an enormous raider.
He is incredibly strong and I am paralysed with terror. I cannot even scream. And
suddenly Father is here. His sword is battered and has smears of blood on it. I have
never seen him look so fierce. “Leave my son alone!” he bellows, charging at the man.
- 28 -
With a roar, the raider pushes me aside and turns to Father. He has a heavy axe in his
hand. He whirls it round his head. The axe cuts the sword in two, as if it was no more
than a twig. Father is left holding the stump as the Viking lifts his axe again.
“Father!” I scream. “Look out!”
Father dodges as the axe falls where his head would have been. But the axe has caught
his shoulder, and I see blood spurt out from the deep wound. His sword arm dangles,
useless. I must help him. What can I do?
Then I remember my lucky swallow, still in the hut. It is my last hope. But as I turn, I
see our roof is now alight. I must hurry.
I dive in, snatch up my swallow from the bench, when I see the raider raise his axe
again.
I am so angry I don’t stop to think. I stand in the doorway and fling the wooden swallow
at him with all my might. To my great satisfaction it hits him on the forehead.
Startled, he staggers back and drops the axe. Father grabs it.
“Well done Edric!” he says, glancing over his shoulder at me.
Then his eyes widen with horror.
“The roof!” he cries. “Look out!”
But before I can move, everything goes black.
Extract taken from Raiders by Lynne Benton
Published by Heinemann
- 29 -
Pupil Resource Sheet
I Wonder….
- 30 -
Title: The Vikings in Ireland
Area of Learning:
Language and Literacy
Possible Learning Intentions:
Compare and contrast using similarities and differences.
Understand that authors will use different writing styles depending on the
audience and purpose.
Thinking Skills/Personal Capabilities:
Thinking, Problem Solving and Decision Making: Pupils will compare and
contrast effectively.
Being Creative:
Generate, combine ideas and opinions
Activity:
Pupils will examine the way in which authors use different writing styles
depending on the purpose and audience.
Classroom Management:
The children work in small groups to discuss and analyse the two extracts. Each
group will be provided with one A3 copy of the ‘compare and contrast’ thinking
frame and one A4 copy of the ‘story elements’ sheet per group.
How It Works:
The children have access to both extracts and the teacher has a flexible set of
notes for the lesson. The teacher notes provide further guidance and key
questions the teacher may wish to ask. The children also have a thinking frame
which identifies the criteria upon which they should compare and contrast the
extracts. Finally the children are encouraged to think about which extract would
be better at informing a third party about the Vikings.
Metacognition:
In order for learners to strengthen their thinking strategies they need time to
plan, adapt and evaluate their thinking (see Reflective Thinking Grid – page 2).
Making Connections:
Comparing and contrasting two characters from stories to understand how the
two characters responded differently to conditions in the story.
(Language and Literacy)
- 31 -
NOTES for TEACHERS
(Please note that the print in bold provides a possible teacher script)
INTRODUCTION
Think about a time when you heard a story that was similar to one you
already knew. Try to recall the similarities that reminded you that you had
heard a story like this before.
What were some of the differences between the two stories?
When you noticed similarities and differences, you were “comparing and
contrasting.”
We’re going to read extracts from two different stories which are about
the Vikings.
THINKING ACTIVELY
Read the two extracts and compare and contrast them using the thinking
diagram. Identify similarities and record them in the ‘How alike?’ section.
Then look for ways in which the two extracts are different and record them
under ‘How different?’
Write the differences on the lines under ‘How different?’
For example, ‘The Vikings in Ireland’ by Morgan takes place on a Viking long
boat whereas ‘Raiders’ by Lynne takes place on land in Anglo Saxon days.
The term which describes this difference is SETTING.
In order to structure children’s thinking, teachers may wish to select from some
or all of the following characteristics using the prompt questions.
Think about the following differences as you read through both stories using
the questions to help you.
SETTING
Where and when is the story located – past, present, future, real or
imaginary world?
How has the author created the setting? eg by describing it or through
dialogue between characters.
CHARACTER
Who are the characters in the story (can you name them)?
How would you describe them?
PLOT/CONTENT
What happens in the passage?
What are the key events?
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POINT OF VIEW
What do the characters in the story think?
What do the other characters think?
LANGUAGE/DIALOGUE
Which tense is used?
How are the sentences written?
What punctuation is used? Why?
What speech is included?
PURPOSE/AUDIENCE
Who was the author writing for?
Why did they choose to write in this style?
How are the stories alike? After they have finished reading the story, ask 4 or
5 pupils to report one similarity they have found. Record their responses on a
flipchart or A3 version of the thinking frame. Draw out the pupils thoughts by
asking for clarification or extension of the answers, etc.
POSSIBLE ANSWERS: Both extracts are written for children. Raiders in both
stories are Vikings and there are descriptions of Viking boats in each. Both
extracts have the same title. They both take place at the coast. A child is the
key character in both extracts and the stories are written from a child’s point
of view. We learn about the feelings of the key characters. Weapons are
included in each extract and these are used for fighting and attacking by
raiders.
How are the stories different? (Record differences on A3 version)
POSSIBLE ANSWERS:
SETTING:
Extract A – ‘Raiders’ by Lynne – set in an old tent in the garden - in his dream set on land in Anglo Saxon times and happens on one day. Set in the present with
a time-slip.
Extract B – ‘The Vikings in Ireland’ by Morgan - set on a Viking longship and
takes place over a period of years.
CHARACTER
Extract A – ‘Raiders’ by Lynne – key character is Jack Wilson. In his dream he
becomes Edric, an Anglo Saxon child. There are 4 named characters. Edric, his
sister Elfreda, his Father and Mother.
Extract B – ‘The Vikings in Ireland’ by Morgan – key character is a Viking Raider
who is a child.
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PLOT/EVENTS
Extract A – ‘Raiders’ by Lynne – Boy falls asleep. Raiders arrive on the shore. He
runs to warn his father. Raiders attack the village. He warns his family. Edric is
captured by a raider. Father attempts to rescue him and is injured. Edric throws
his swallow at the raider. Father shouts warning.
Extract B – ‘The Vikings in Ireland’ by Morgan – Boy is on longship. Facts about
Viking life – boat building, trading, beginning of raiding. Other Viking lands.
Discovery of Ireland. Return to narrative of Viking child.
POINT OF VIEW
Extract A – ‘Raiders’ by Lynne – written from a Anglo Saxon child’s point of view.
Extract B – ‘The Vikings in Ireland’ by Morgan - written from the Viking point of
view.
LANGUAGE/DIALOGUE
Extract A – ‘Raiders’ by Lynne – written in the 1st person in narrative, recount
style. Present tense. Includes much shorter sentences and a greater variety of
punctuation is included. Action verbs used are stronger and more powerful.
Includes a considerable amount of dialogue.
Extract B – ‘The Vikings in Ireland’ by Morgan - written mainly in the past tense,
3rd person. The sentences are much longer and include many more connectives.
There is no dialogue.
PURPOSE AND AUDIENCE
Extract A – ‘Raiders’ by Lynne – fiction text written to excite and involve the
reader and to tell a story.
Extract B – ‘The Vikings in Ireland’ by Morgan – non-fiction text written to
inform children about the Vikings.
Now let’s think about the similarities and differences on your diagram.
There are many true things that we could say about the two stories that
may not be very important. For example, both stories are written for
children. However, many stories are written for children. That similarity
does not tell us anything important about these two stories. We want to
base our understanding of the stories on factors that are important. Draw
a line through any similarities and differences that are not important.
Now let’s think about something interesting that you have learned about the
two stories based on your comparing and contrasting. What do the
similarities and differences you have noted tell you about the way in which
authors use different writing styles depending on the audience and purpose?
In the bottom box, write one sentence that expresses a conclusion, thinking
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about which text you think would be most useful if you were telling someone
about the Vikings and why.
THINKING ABOUT THINKING





Let’s focus our attention on how we thought about the two extracts.
The kind of thinking we did was called ‘comparing and contrasting’.
What did we do to compare and contrast?
How did the way we compared and contrasted the extracts differ
from the way we usually read stories in class?
Did the thinking frame help in any way?
Do you think this was a valuable way to think about the two extracts?
APPLYING THINKING
Compare and contrast two characters from stories you have read recently to
understand how the two characters responded differently to conditions in
the story.
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EXTRACT B
The Vikings in Ireland
The dragon-headed longship came nosing out of the sea mist. Oars rose and fell
in rhythm. The boy standing in the prow of the longship had blond hair and blue
eyes that glittered with excitement. He was the captain’s son and this was the
first time to ‘go viking’.
To go viking meant to go sea-raiding. A longship with a square sail and oars could
travel anywhere there was enough water. The Scandinavian land we know today
as Norway had many miles of coastline and the people who lived there looked to
the sea for support. They also farmed, although farming was not easy in their
climate; the summers were short and winters were long. Not every crop would
grow in land where some of the ground was too steep or too rocky to plough.
The Norsemen were almost totally dependent upon fishing to support themselves
and their families. Life was hard.
From the earliest times, Scandinavian people had built boats.
At first their
boats were dugout canoes, made from hallowing out a single tree-trunk. They
also made boats of hides which were stretched over wooden frames and lashed
together with leather thongs. These were simple fishing boats and were used to
travel only short distances. But as time passed, they learned to build larger
vessels.
These then made it possible for them to take longer voyages and
explore the seas around them.
They discovered that people in other lands conducted extensive trade,
exchanging their goods and produce for other items they needed or wanted.
Some of these items were luxury goods, things Scandinavian people did not have
and they wanted to take part in trade too. But they were not wealthy, being
barely able to feed and clothe themselves, and did not have much surplus for
their traders to use. Still, they sent ships out along the trade routes and did as
much business as they could.
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It was not long before the Norsemen began plundering their neighbours. It may
have begun almost by accident, with men in a boat running out of supplies and
putting ashore to steal what they needed from some coastal settlement. But
before long they realised that sea-raiding could provide them with a whole new
source of wealth.
Soon armed adventurers were attacking settlements all around the North Sea.
These were not peaceful traders, but wild and reckless men. As they met with
increasing success, they became bolder and bolder. They killed any defenders
they found, stole their valuables and captured women and children to sell as
slaves.
Norway was not the only home of sea-raiders.
The success of the Norse
encouraged shipowners from the more fertile land of Denmark – the Danes – to
go Viking too. Other raiders came from the Hebrides and the Orkney Islands.
They all belonged to the Scandinavian race, and thought of themselves as
Northmen. But the people who learned to fear them called them … Vikings.
In AD 795 a Viking longship had approached the coast of Ireland for the first
time. Those aboard observed that much of the land was covered with forests.
When they got back to Norway, the adventurers talked excitedly of the green
island they had found, where great trees grew, as timber was a valuable ship –
building commodity.
The longship in which the Norse boy rode was the second to visit Ireland,
arriving in AD797. As they left the bank of mist behind, he squinted against the
glare of reflected light from the sea. Ahead of them he saw several offshore
islands. On the nearest, he could make out a stone chapel and a cluster of round,
wattle-and-timber buildings. Although the boy did not realise
it, the buildings were part of a Christian monastery on the
island now known as Lambay, off the coast of Skerries in north
County Dublin.
The oarsmen put their backs into their rowing and the longship
sped forward like a seabird. The boy listened with pleasure to
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the hiss of the sea rushing past. With one hand he reached out and stroked the
deeply carved, brightly painted prow. It looked like a ferocious dragon rising out
of the waves.
The sight of the prow struck terror into the hearts of land
people, but he knew the dragon as a friend. He had watched his father and
older brothers carve and paint the wood themselves.
Together with their
kinsmen they had built the longship on the shores of their fjord: a deep, narrow
sea inlet. One lay just below their farm.
Extract taken from: ‘The Vikings in Ireland’ by Morgan Llywelyn
ISBN : 0862784212 Published by O’Brien.
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Pupil Resource Sheet
COMPARE AND CONTRAST – THINKING FRAME
‘Raiders’
‘The Vikings in Ireland’
by Lynne Benton
by Morgan Llywelyn
How alike?
How different?
Setting
Character
Plot
.
Point of
view
Language/
Dialogue
Purpose/
Audience
Which text do you think would be most useful if you were telling
someone about the Vikings? Why?
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Pupil Resource Sheet
STORY ELEMENTS
SETTING
Where and when is the story located – past, present, future,
real or imaginary world?
How has the author created the setting? eg by describing it
or through dialogue between characters.
CHARACTER
Who are the characters in the story (can you name them)?
How would you describe them?
PLOT/CONTENT
What happens in the passage?
What are the key events?
POINT OF VIEW
What do the characters in the story think?
What do the other characters think?
LANGUAGE/DIALOGUE
Which tense is used?
How are the sentences written?
What punctuation is used? Why?
What speech is included?
PURPOSE/AUDIENCE
Who was the author writing for?
Why did they choose to write in this style?
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Title: Viking Raids
Area of Learning: The World Around Us
Possible Learning Intention:
Be able to identify long and short term consequences of Viking Raids
Thinking Skills/Personal Capabilities:
Thinking Problems Solving and Decision Making:
Examine evidence and make links between possible causes and effects
Working with Others:
Be able to work with peers to reach agreements and
manage disagreements.
Activity:
Identifying short and long term effects of Viking Raids and placing them on a
ripple diagram.
Classroom Management:
The activity can be carried out by pairs or small groups.
How It Works:
Children will understand how to use ripple diagrams (see Active Learning booklet Curriculum Support box)
Children will have completed some work on the Vikings and in groups/pairs
discuss, and record, the possible consequences of Viking Raids.
Groups/pairs share and compare lists in order to agree a common list of
consequences; these can be written on cards/slips of paper.
Groups/pairs decide which are short/long term consequences and place in the
appropriate circle on the diagram.
The groups/pairs report back to each other debating and justifying their
choices.
Metacognition:
In order for learners to strengthen their thinking strategies they need time to
plan, adapt and evaluate their thinking (see Reflective Thinking Grid – page 2).
Making Connections:
 Cutting down rainforests (TWAU)
 Decision of Prodigal Son to take his inheritance (RE)
 Consequences of stealing or smoking (PDMU).
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Pupil Resource Sheet
Ripple Diagram : Viking Raids
The words below show some of the possible consequences of Viking Raids
Place the words on the ripple chart.
Place the short term consequences near the centre of the chart.
Place the words describing long term consequences nearer the outside of the
chart.
Looting
Better housing
Different foods
Death
Trading
New fashions
Houses burned
New religion
Hunger
Anger
New towns
Viking words used in English
Change in laws
Stolen children
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Pupil Resource Sheet
Ripple Diagram
What were the effects of the Viking raids?
- 43 -
Title: Life Cycles
Area of Learning:
Language and Literacy
Possible Learning Intentions:
Write for a variety of purposes and audiences, selecting, planning and using
appropriate style and form.
Thinking Skills/Personal Capabilities:
Managing Information: Communicate with a sense of audience and purpose.
Thinking, Problem-Solving and Decision-Making:
Examine options and weigh up pros and cons.
Activity:
Use information to label a cyclical diagram. The diagram is to be used by
younger children so it is important to make sure the labels are written for the
appropriate age group.
Classroom Management:
Groups of two or more
How It Works:
 Look at a collection of information books aimed at children aged 9-11 and
compare them with books written for 4-5 year olds. Discuss the differences
in the language and layout, e.g. text size, amount of text, pictures and use of
technical language.

Explain that they are going to consider this in more detail by analyzing a text
for older children and making it applicable for a younger child.

In groups give the children a copy of the text (Pupil Resource Sheet – Life
Cycle of the Frog) to read and discuss its suitability for younger children.

Share the cyclical diagram (Pupil Resource Sheet). How might this be used to
present the information to younger children? Why is it called a ‘cyclical
diagram’? Do pictures help younger children understand the text? Would a
child unable to read still get information from this diagram?
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

Use the information to label the cyclical diagram
Whole class evaluation on group diagrams, with reference to vocabulary and
sentence structure
Metacognition:
In order for learners to strengthen their thinking strategies they need time to
plan, adapt and evaluate their thinking (see Reflective Thinking Grid – page 2).
Making Connections:
 Persuasive writing – debating or advertising (Language and Literacy)
 Write and illustrate a story book for younger children (Language and
Literacy/The Arts)
 Characters/from history or fiction – alternative scenarios and or events
(TWAU/Language and Literacy).
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Pupil Resource Sheet
LIFE CYCLE OF THE FROG
Read the text below.
Frogs are amphibians – animals that are capable of living on
water and on land. Frogs lay eggs in water because they are
prone to desiccation. Their eggs are also surrounded by a
jelly-like substance which ensures the developing embryo will
have the necessary energy for growth.
The eggs hatch into fish-like, swimming creatures called
tadpoles. These tadpoles have external gills and suckers to
attach themselves to the source of their food. With four
weeks progress the external gills are replaced by internal
ones. Therefore, the tadpole is enabled to swim freely.
Tadpoles eat a variety of things including pond weed and
insects. As they grow in size they undergo a complete change
or metamorphosis. It firstly develops back legs, then front
legs. Finally its tail shortens until a tiny frog is ready to
emerge from the water. This process can take about three
months.
When mature, the frog will return to the pond to lay its eggs
and begin the process again.
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Life Cycle Diagram
Pupil Resource Sheet
Title: Water
Area of Learning:
Language and Literacy
Possible Learning Intentions:
 Use language to affect the reader or engage attention.
 Develop increasing competence in the use of grammar and punctuation to
create clarity of meaning.
Thinking Skills/Personal Capabilities:
Being Creative:
Make ideas real by experimenting with different outcomes.
Self Management: Be self directed by working on their own or with a group.
Activity:
Children discuss poems on water and, using various formats, construct their own
poems. This activity is best carried out after children have explored the topic
of ‘water’.
Classroom Management:
Groups of 2-4.
How It Works:
 The children read and discuss the poem Water (Pupil Resource Sheet 1),
drawing upon previous knowledge.

Refer to the last four lines of the poem. Discuss the message the poet is
trying to convey and why the water might ‘never return’?

Prior to writing their own poems, children will examine the poet’s use of
adjectives and verbs to affect the reader or engage attention.

Using the spider diagrams (Pupil Resource Sheets 2 and 3), children will
create different adjectives and verbs to affect the reader or engage
attention.

At this point the teacher will decide whether the children write their own
water poems or make use of Pupil Resource Sheet 4 or the suggestions on
Teacher Information Sheets 1 and 2 to scaffold their writing.
Metacognition:
In order for learners to strengthen their thinking strategies they need time to
plan, adapt and evaluate their thinking (see Reflective Thinking Grid – page 2).
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Pupil Resource Sheet 1
Water
Send it cascading over waterfalls,
And break it with a roaring crash across the rocks.
Wash in it, cool with it, drink it, heat with it,
Keep fish in it, kill people by the sheer force of it.
Put out fires with it, splash in it, open your eyes in it,
Journey across to France in it,
Freeze it and break glass as it expands,
Heat it and put it in radiators to warm the body,
Or just make cement and build with it.
Let it pour from the sky and in tiny droplets,
And leave it as dew to make the daffodils sparkle in spring.
Let it flow in rivers, make electricity from it,
Run it along the gutters, washing the stone, and sail boats
on it.
Water flowers with it, wash cars with it, make fountains of
it,
But most of all
Just leave it shimmering in a river or a pool
And watch, but watch carefully or it will go,
And never return.
Jonathan Kingsman
Pupil Resource Sheet 2
In pairs use a spider diagram to find as many adjectives
you can to describe water.
Remember to use resources around the classroom.
refreshing
Water
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Pupil Resource Sheet 3
Find verbs that can be used when writing about water.
Use a spider diagram to help you collate your work.
Remember to use resources around the classroom.
revive
Water
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Pupil Resource Sheet 4
Water Poem
In pairs
Use a dictionary and a thesaurus to find the most descriptive words
you can to complete the two verses of the poem below.
Water is _______________ , water is _______________ [2 adjectives]
We use it to _______________ and _______________ [2 verbs]
Water is _______________ , water is _______________ [2 adjectives]
We use it to _______________ and _______________ [2 verbs]
________________________________________________________
Now share your poem with another group. Can you improve the poem
by using other verbs or adjectives? Write your new poem below.
Water is _______________ , water is _______________ [2 adjectives]
We use it to _______________ and _______________ [2 verbs]
Water is _______________ , water is _______________ [2 adjectives]
We use it to _______________ and _______________ [2 verbs]
________________________________________________________
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Teacher Information 1
Children can also be given opportunities to experiment with other
poems and use their knowledge of adjectives and verbs to develop
the following examples.
Antonym Poems
Water [n]
Clear [adj]
Refreshing [v]
Streams [n]
Pure [adj]
Revitalising [v]
rivers[n] …
Inviting [v]
Reviving [v]
… desert [n]
Life-giving [v]
Barren [adj]
mountain [n]
nourishing [v]
Rich [adj]
Land [n]
Poems structured to limit the amount of words per line
No of words
1
Water
2
Pouring quietly
3
Through my fingers
4
it feels like silk
3
as it runs
2
quietly away
1
Water
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Teacher Information 2
Poems are structured by syllables
No of syllables
2
Water
4
running quickly
6
cascading down the mountain
4
rolling boulders
2
mighty
Poems where the use of simile is significant
Water is like
…… a clean mirror
…… a silver plate
…… an angry horse
…… an invading army
etc.
This can lead to the following:
Water
Mirroring the silver moon.
Changes to an angry army
Invading the quiet shore.
It is friend and foe.
Be careful.
The following poem was written by a year 8 child and illustrates some of
the above techniques and concepts.
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Pupil Resource Sheet 7
Water
Written by a Year 8 Child
- 55 -
Title: Cinderella
Area of Learning:
Language and Literacy
Learning Intention:
To examine a text for evidence (Language and Literacy)
Thinking Skills/Personal Capabilities:
Thinking/Problem Solving/Decision Making:
To explain and justify opinions and conclusions.
Working with others:
To respect the views and opinions of others and reach agreements using
negotiation and compromise.
Activity:
Matching statement cards to characters from a story.
Classroom Management:
Groups of 4-5
How It Works:
Before the lesson, copy a set of ‘Statements’ (Pupil Resource Sheet 2) and a set of
‘Character Cards’ (Pupil Resource Sheet 3) for each group of four or five pupils. Cut
them out and put into envelopes, one per group.
1. Remind the children what happens in a Critical Challenge, (Teacher Information
Sheet). The children read the story of Cinderella (Pupil Resource Sheet 1).
2. The first task is to match the statements with the characters, and through
discussion the group should reach a consensus on ‘who said what’.
3. Move around the groups, scaffolding their thinking if necessary.
4. Ask each group to report back on one of the characters, giving the statements they
think should be attributed to that character, and their reasons for thinking so. The
next group takes the next character, and so on. Remind pupils that they can challenge
each other during feedback as long as they explain and justify their reasons.
At the end of the activity the children can be given a critical question to consider now
or at a later stage.
Is there a theme or ‘moral’ to the story, and if so, what is it?
Metacognition:
In order for learners to strengthen their thinking strategies they need time to
plan, adapt and evaluate their thinking (see Reflective Thinking Grid – page 2).
Making Connections:
 Characters from a class novel or from an historical period/event
- 56 -
Teacher Information
Critical Challenges
Critical Challenges are activities that have been devised to develop a range of thinking skills,
and in particular, critical thinking. The activities aim to develop information handling, enquiry
skills, reasoning, creative thinking and evaluation. Critical thinking brings together different
elements of the above and involves developing in children the ability to make reasoned
judgements about particular situations or in particular contexts. This, therefore, is about the
process of analysing, problem solving and decision-making. However, it is not just this process,
but rather the process set within certain criteria that begin to define the nature of critical
thinking.
During each classroom session the children have a short story or article to 'set the scene',
then have some related pieces of information to analyse. Decision-making and problem-solving
activities flow from this initial analysis. The pieces of information are on small pieces of card
with one item per card, and the children work in groups completing specified tasks. As the
children work with the information cards, the teacher moves between groups listening to
what is being said, and observing what is being done with the information.
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Cinderella
Pupil Resource Sheet 1
Once upon a time there lived an unhappy young girl. She was unhappy because her mother was
dead and her father had married another woman, a widow with two daughters. Her stepmother
didn't like her one bit and although she fussed over her own daughters and was always spoiling
them with presents, all that Ella got was old clothes and harsh words. She had to work hard all
day keeping the cottage clean and tidy, and all she got by way of rest was the chance to sit for
a time by the fire each evening. For this reason she got her nickname 'Cinders' or 'Cinderella'.
One night as she sat all alone by the fire (everyone else having gone to bed) something amazing
happened - there was a burst of light and a fairy appeared. Now you may not believe in fairies,
but I can tell you that neither did Ella until that night!
“Don't be scared Cinderella,” said the fairy, “I caught your thoughts on the wind and I know
you would like to go to the Prince's Ball, and so you shall!”
“But look at me - dressed in rags! How can I go to the ball like this?” said Cinderella. The fairy
smiled. “Have faith,” she said. “Bring me a large pumpkin and seven mice.” Dutifully, Cinderella
set about finding what the fairy wanted. From the basement she brought seven mice that had
been busy nibbling the flour sack. Then she returned for a large pumpkin from the pantry.
With a wave of her wand, Cinderella's rags were turned into a beautiful ball gown and on her
head was set a lovely sparkling tiara. Cinderella gasped as she caught sight of herself in the
mirror. The fairy carried the pumpkin outside and the mice dutifully followed her, just like
trained pets. With another wave of her wand the pumpkin was transformed into a sparkling
carriage and the mice were turned into six fine horses and a footman to drive them. Cinderella
could hardly believe her eyes!
“Now my dear,” said the fairy, “go to the ball and have a wonderful time, but remember the
magic only lasts until midnight so you must be home by then!”
As Cinderella entered the ballroom a hush fell over the room. Everyone stopped to admire her
elegance, her beauty, and the graceful way in which she moved. “Who is she?” everyone
whispered, “she's gorgeous!” Of course the prince also noticed her, and was quick to go across
the room to welcome her. Bowing deeply the prince asked Cinderella to dance, and much to the
annoyance of all the other young ladies present, he danced the whole evening with her. Of
course the prince was keen to discover just who she was, but despite his repeated questions,
Cinderella remained silent about her name and where she came from. “Let's just enjoy being
together because this is the only time it will happen,” she said.
Cinderella had a wonderful time, quite beyond her dreams, but all of a sudden she heard the
sound of a clock striking the hour - the first stroke of midnight! Without time to say goodbye,
Cinderella slipped from the arm of the prince and ran across the room and down the large
steps leading to the driveway, where the horses and carriages stood waiting. Such was her
hurry that as she ran she lost one of her shoes and didn't even have time to stop to get it. The
prince, who was now madly in love with Cinderella, quickly followed her outside and down the
steps finding the shoe as he went. As Cinderella disappeared into the night he turned to his
ministers and said, “Go and search everywhere for the girl whose foot fits this shoe. I will not
rest until the girl is found.”
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Pupil Resource Sheet 2
This is absolutely amazing.
Nothing like this has happened to
me before.
I don’t understand what’s
happening to me – this is unreal.
Thank you for a wonderful
evening.
I wonder who she is, she is
beautiful.
They make such a lovely couple.
This is a wonderful occasion –
we’re all lucky to have been
invited.
You’re a lazy good-for-nothing. I
don’t know why we keep you.
Goodness always leads to
happiness.
These girls are bound to meet
handsome young men who will
want to marry them.
I can pick up your thoughts.
I only wanted to get married to
have security – a roof over our
heads!
Negative thoughts always lead to
unhappiness.
You should always look after
number one. Look after yourself
first, that’s what I say.
In life, we all get what we
deserve.
I want you to find the person who
owns the shoe.
Who are you and where do you
come from?
Being wealthy doesn’t lead to
happiness.
I want happiness more than
anything else.
I would like to help you but I
don’t want to cause trouble.
Without her my life will not be
worth living.
We’re liked more than you.
You know I still love you, you will
be happy again.
I don’t know what he sees in her –
he hasn’t danced with either of
us, yet!
Life was difficult for me without
a wife.
- 59 -
Pupil Resource Sheet 3
Cinderella
Stepmother
People
at the Ball
- 60 -
Prince
Father
Stepsisters
Title : Dance Off
Area of Learning:
Mathematics and Numeracy, ICT and The Arts
Possible Learning Intention:
Use a programmable device to explore position, movement and direction. Discuss
work using appropriate language (Mathematics and Numeracy)
Thinking Skills/Personal Capabilities:
Being Creative:
Make ideas real by experimenting with different designs, actions and outcomes.
Working with Others:
Respect the views and opinions of others and reach agreements using negotiation
and compromise.
Activity:
This activity will focus on planning in order to have 2 programmable devices
demonstrate a dance routine.
Classroom Management:
The children work in teams of 2 or 3.
How It Works:
The children are asked to plan and program a dance routine using 2
programmable devices such as Roamer, Pixie or Bee-Bots. They should plan the
path of the robots on squared paper and list the program for each. Children are
given time to program the robots and solve any problems.
Following the planning and practice of their robots “dancing” they should be
given planning time to discuss and plan suitable outfits. The actual competition
should take place on another day to encourage interested children to think
further about the robots’ pathways and outfits. The day of the dance
championship can be as elaborate as desired. Creativity should be recognised
and celebrated.
Metacognition:
In order for learners to develop and strengthen their thinking strategies they
need time to plan, adapt and evaluate their thinking (see Reflective Thinking
Grid – Page 2).
Making Connections:
 Use programmable devices for other competitions such as robot races,
obstacle races or Olympic events.
 Program devices to illustrate crossing the road.
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Pupil Resource Sheet
Dance Off
Your class has been asked to hold a dance competition for robots such as
Roamer, Pixie or Bee-Bots.
Each entry will consist of 2 or 3 people and 2 robots.
Competition Rules
1.
Each team will have exactly 10 minutes to plan their robot dance
routine using squared paper. It may be useful to write down the keys
you need for programming.
2.
Each team will have 10 minutes to practise using their two robots.
3.
Each team will then have 10 minutes to plan their performance outfits.
The ‘Dance Off’ will be held on another day to allow for outfits to be made to fit
the robots and to choose appropriate music to accompany the dance.
What about making a leaflet to advertise the final dance off?
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Bibliography and References
NAME OF BOOK
AUTHOR
PUBLISHER
ISBN
Poems for Thinking
Robert Fisher
Stories for Thinking
Robert Fisher
Think it – Map it!
Ian Harris & Oliver
Caviglioli
University of the
First Age
Nash Pollock
Publishing
Nash Pollock
Publishing
NetworkEducational
Press Ltd
Network Educational
Press Ltd
1-89825515-6
1-898-25509-1
1-85539139-2
1-85539097-3
Mel Rockett &
Simon Percival
Stephen Bowkett
Network Educational
Press Ltd
Network Educational
Press Ltd
1-85539096-5
1-85539043-4
Mike Jeffries &
Trevor Hancock
Sharon Shapiro
Hopscotch Educational
Publishing
A & C Black
Marcelo Staricoff
and Alan Rees
Imaginative Minds Ltd
1-90223992-X
0-71366188-7
1-90480602-3
Georgie Beasley
Scholastic
Higgins, Baumfield
and Leat
Mike Fleetham
Chris Kingston
Publishing, Cambridge
LDA
Mary Young with
Eilish Commins
Chris Kingston
Publishing and Oxfam
1-89985747-8
Fran Martin
Chris Kingston
Publishing
Educational Printing
Services Limited
1-8998-85783-4
1-904374
41-7
Let’s Learn – How to
Learn Workshops for
Key Stage 2
Thinking for Learning
Imagine That …
A Handbook of Creative
Learning Activities for
the Classroom
Thinking Skills
A teacher’s guide
Thinking Skills
Ages 8-10Ideas to go
Start Thinking
Daily starters to inspire
thinking in primary
classrooms
Thinking Skills
Ages 7-9
Thinking Through
Primary Teaching
How to…Create and
develop A Thinking
Classroom
Global Citizenship
Handbook for Primary
Teaching
Teaching Geography in
Primary Schools
Thinking Through
Philosophy Books 1-4
Paul Cleghorn

Developing Literacy Skills through Science KS2
Frances Mackay, Penny Vernon, Linda Cork
Hopscotch Educational Publishing

Developing Literacy Skills through Geography KS2
Frances Mackay, Hopscotch Educational Publishing
- 63 -
0-43998340-1
1-89985739-7
1-85503378-X
Websites
WEBSITE AND ADDRESS
DESCRIPTION
Aspiro
http://www.thinkingclassroom.co.uk
Free resources, posters and ideas to
develop thinking skills
Association for Promoting Assessment in teaching
and \Learning
http://www.aaia.org.uk/think.asp
Society for the Advancement of Philosophical
Enquiry and Reflection in Education
www.sapere.net
Teaching Thinking and Creativity
http://www.teachingthinking.net/
Kurwongbss Primary School
http://www.kurwongbss.eq.edu.au/thinking/Intro
/intro.htm
Links to useful sites, articles and
resources relating to Thinking and
Learning and Assessment
Organisation offering training and
resources for teaching P4C Philosophy
for Children
Robert Fisher’s website. He is author of
Stories for Thinking, Games for Thinking
Site with ideas and resources for
teaching thinking skills. Includes
resources and classroom ideas for using
Debono’s Thinking Hats, Blooms
Taxonomy
Links to other de Bono sites and
information about his work.
Introduction to Thinking with Pictures
mind mapping software to buy). Includes
a clear introduction to thining skills and
the strategy of mindmapping which can
be read without buying
Ideas and description of how the school
teaches thinking skills using Philosophy
for Children. Focuses on KS1, but ideas
transfer well to KS2
Edward de Bono Website
www.edwdebono.co.uk/
Logotron:Thinking with Pictures
http://www.logo.com/twp/
Tuckswood School Website
http://www.creativecorner.co.uk/schools/tuckswood/
Steve Bowkett Creative Thinking
http://www.sbowkett.freeserve.co.uk/contents.h
tm
Happy Puzzle Company
http://www.happypuzzle.co.uk/
Children thinking
http://www.childrenthinking.co.uk/home.htm
National Literacy Trust
http://www.literacytrust.org.uk/
Robert Fisher’s Website
http://www.teachingthinking.net/
- 64 -
Click of Author on the home page to ideas
for thinking creatively in literacy,
courses and poems and stories for
thinking
Puzzle challenge days –ideas
Organisation to support teachers who are
developing thinking skills. Gives simple
background to philosophical thinking,
sample lessons and links to resources
Links to resources particularly related to
thinking skills through literacy
Books, Web Resources, articles related
to Thinking through Philosophy approach
of Robert Fisher