© Clive Davies 2015

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First Published in the UK in 2015 by Focus Education (UK) Ltd

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© Focus Education UK Ltd 1

ABOUT THE AUTHOR

Clive Davies, OBE is one of the founding Directors of Focus working with school both nationally and internationally. He draws on a vast
experience, including work as a headteacher, Ofsted inspector, trainer and consultant.

Clive has a wealth of experience working with schools to analyse their current position and supporting leaders to construct purposeful and
fit-for-purpose self-evaluation systems which impact on pupil outcomes. Over recent years, Clive has been focusing particularly on the
development of an approach to leading and delivering the curriculum which ensures a high degree of engagement for children. This
approach to the curriculum is being used in schools across England. He is one of the innovators for the learning challenge curriculum
which has gained national acclaim for its success. Clive works in all areas of school improvement and works from early years through the
secondary phase.

As a headteacher, Clive’s school gained a National Curriculum Award and featured in the TES as one of three schools recognised for its
quality practice. Clive has a national and international reputation as an authoritative speaker. He has recently worked in the Middle East,
Europe and Japan.

Clive has written a wide range of publications which have become known for their straight forward and useful style; helping
school leaders focus on what is most important to making a difference, including the best-selling ‘Raising Standards by Setting
Targets’. Some of Clive’s most recent and best selling publications are:

 Making Good Lessons Outstanding

 Maths Learning Challenge Curriculum: Pre and Post Learning Challenges
 Talk for Success
 Science Learning Challenge Curriculum
 History & Geography Learning Challenge Curriculum
 Leading the EYFS (co-authored with Sarah Quinn)
 Assessing Science and Non Core Subjects: In the new National Curriculum (Years 1 to 6)
 Focus on Maths (co-authored with Helen Rowland)
 Assessing without Levels
 Empowering Learners: A Focus on Learning Behaviours
 Step up to the Challenge Series
 Making Book Scrutiny more Meaningful
© Focus Education UK Ltd 2
Contents
PAGE
SECTION 1 Introduction 4-7

SECTION 2 Examples to use with Key Stage 1 8 - 48

SECTION 3 Examples to use with Lower Key Stage 2 49 - 91

SECTION 4 Examples to use with Upper Key Stage 2 92 - 134

© Focus Education UK Ltd 3

 What this publication attempts to do and what it is not
intended to do.
What it attempts to do. What does not set out to do.
It attempts to improve learners’ ability to read beyond It does not attempt to test pupils’ mastery skills.
the text.

It attempts to deepen their learning, by provoking It is not intended to be used exclusively with very able
learners to think more deeply. learners but should be part of the challenge provided for
all learners.
It attempts to provide teachers with a framework to
The sheets are not intended as worksheets but merely to
support deep learning through reading without
guide teachers as they deepen learning opportunities
destroying learners’ love for literature.
with other books.
It attempts to help link their reading to other curricular
To recommend the texts illustrated. Rather it provides
areas.
exemplars to be used with all texts.
It attempts to support an enquiry based learning ethos.
To create an impression that only teachers should be
asking questions.
It encourages pupils to consider questions they may
want to ask about books that they read independently.
The structure used with the examples helps teachers to
develop this approach with any text, not just the ones
exemplified here.

© Focus Education UK Ltd 4

Deepening your reading, leading towards mastery of the text.
This table attempts to provide the key characteristics which would ultimately lead to mastery of
the text.
In relation to the text in general…..
Read it This aspect includes using phonics and other reading behaviours to de-
code the print.
Understand it Making sure the text makes sense and, at an early stage, make use of
the illustrations to deepen understanding and to make predictions.

Enjoy it Very importantly, enjoy the book for its own sake. Read for enjoyment
not just for interrogating the text.
Answer comprehension style Feel confident that the understanding is good enough to answer
questions about it questions related to the text.

Make inferences beyond the text Make inferences and deductions beyond the text. Pick on nuances and
anticipate what the author is implying or attempting to draw attention
to do?
Apply it, where relevant, to other Make use of the author’s style in on writing. Link to other areas of the
learning and to your writing curriculum where it is relevant to do so.

Put it in context, in relation to your Use the text to consider own experiences or question own values and
life and experiences beliefs.

© Focus Education UK Ltd 5

Deepening your reading, leading towards mastery of the text: 2
This table attempts to provide the key characteristics which would ultimately lead to mastery of
the text.
In relation to the organisation of the text…..
Know Characters Talk about the main characters in the book.

Sequence Discuss the sequence of events in books and how they relate to each
other.

Structure Understand that books are structured in different ways, eg, stories with
dilemmas, myths, etc.

Organisation of narrative Appreciate why different narratives are organised in a certain way, eg,
fantasy, historical novels, etc.

Identify Recognise how the language structure and perspective contribute to

the meaning of the text.

Features Know how the way a text is organised supports the purpose of the
writing. Explain and comment on the structural devices used to
organise a text

© Focus Education UK Ltd 6

Deepening your reading, leading towards mastery of the text: 3
This table attempts to provide the key characteristics which would ultimately lead to mastery
of the text.
In relation to their viewpoint…..
Understand Talk about the characteristics of the main individuals in the stories.

Likes/ Dislikes Tell someone about likes and dislikes related to the story they have
read or has been read to them.
Authors/Genres Talk about favourite authors/ genres and explain why they feel as
they do about them.
Listen Discuss the books, poems and other works that are read aloud or
independently and listen to the opinions of others with an open mind.

Relate Link the events and characters’ feelings to their own reading and
personal experiences.
Opinion Give an opinion, find the evidence in the text for this opinion and
justify it.
Adapt Compare texts by the same and different authors and adapt opinion in
the light of further reading.

© Focus Education UK Ltd 7

Examples to use with Key
Stage One
Dear Zoo by Rod Campbell

© Focus Education UK Ltd 8

Dear Zoo by Rod Campbell

• Read the book to the children.

• Explore the illustrations.
• Talk about the person who wrote to the
zoo.
• Link to the learning going on in science,
‘Identify and name a variety of common
animals, including fish, amphibians,
reptiles, birds and mammals’.
• Children to create their own ‘Dear Zoo’
book using the repeated text ‘I wrote to the
zoo to send me a pet;
• They sent me (an amphibian/ fish);
• It was too ……;
• I sent it back.

© Focus Education UK Ltd 9

 Dear Zoo by Rod Campbell (continued)

Was the person who wrote to the zoo a boy or a girl?

General questions to
explore with the class
Why did the boy or girl write to the zoo?

Look at the book. Which box or crate is the most sensible for the animal
inside? Give your reasons.

Why would most zoo animals not make good pets?

If you could choose to have any pet, which animal would you choose?
Give your reasons.

© Focus Education UK Ltd 10

 Dear Zoo by Rod Campbell (continued)
Create your own pages for ‘Dear Zoo’ book using two amphibians of
your choice.
Science- based questions to
• Live on land and water
explore
• Have gills to breathe
with your class underwater and lungs to
breathe on land
• Lay eggs from which young
ones hatch
• They are cold-blooded animals.
First choice Second Choice

I wrote to the zoo to send me an I wrote to the zoo to send me a pet

amphibian
They sent me
They sent me a___________________
a___________________
It was
It was too______________________
too______________________
I sent it back
I sent it back

© Focus Education UK Ltd 11

 Dear Zoo by Rod Campbell (continued)
Create your own pages for ‘Dear Zoo’ book using two reptiles of your
choice.
Science- based questions to • They have dry, scaly skin
explore • They lay eggs
with your class • They are cold-blooded
• Examples: Lizards, snakes.
turtles and tortoises

First choice Second Choice

I wrote to the zoo to send me a I wrote to the zoo to send me a pet

reptile
They sent me
They sent me a___________________
a___________________
It was
It was too______________________
too______________________
I sent it back
I sent it back

© Focus Education UK Ltd 12

 Dear Zoo by Rod Campbell (continued)
Create your own pages for ‘Dear Zoo’ book using two mammals of your
choice.
Science- based questions to
• Have hair or fur
explore • Have lungs and need air to
with your class breathe
• Give birth to live young
• Those that live on land have 4
legs
• Warm blooded

First choice Second Choice

I wrote to the zoo to send me a I wrote to the zoo to send me a pet

mammal
They sent me
They sent me a___________________
a___________________
It was
It was too______________________
too______________________
I sent it back
I sent it back

© Focus Education UK Ltd 13

 Dear Zoo by Rod Campbell (continued)
Create your own pages for ‘Dear Zoo’ book using two fish of your choice.

Science- based questions to • They breathe under water using

explore gills not lungs
with your class • They live in water
• They have scales and fins not
fur or hair
• Lay many eggs
• Cold-blooded

First choice Second Choice

I wrote to the zoo to send me a fish I wrote to the zoo to send me a pet

They sent me They sent me

a___________________ a___________________

It was It was
too______________________ too______________________

I sent it back I sent it back

© Focus Education UK Ltd 14

Examples to use with Key
Stage One
Mutt the Dog by Stephen Michael King

© Focus Education UK Ltd 15

Mutt the Dog by Stephen Michael King

• Read the book to the children.

• Explore the illustrations.
• Talk about the responsibilities associated with
having a pet.
• Link to the learning going on in science,
‘Describe and compare the structure of a variety
of common animals, including pets’.
• Focus specifically on caring for pets.
• Talk about their own pets and how they should
be looked after.

© Focus Education UK Ltd 16

 Mutt the Dog by Stephen Michael King (continued)

Why do you think the lady in the halfway house liked Mutt? Give your
General questions to explore reasons.
with the class

Why was Mutt sad and lonely at the beginning of the book?

Why do you know that the lady’s family liked Mutt?

According to his new family, what special qualities does Mutt have?
(name three)

How different is Mutt’s life now compared with the beginning of the
book?

© Focus Education UK Ltd 17

 Mutt the Dog by Stephen Michael King (continued)

Science- based questions to How would you look after a dog? What special things do you need to
explore think about?
with your class Name five things you should do make sure your dog is happy and healthy.

© Focus Education UK Ltd 18

 Mutt the Dog by Stephen Michael King (continued)

How would you look after a cat? What special things do you need to think
about.
Science- based questions to Name five things you should do make sure your cat is happy and healthy.
explore
with your class

© Focus Education UK Ltd 19

Examples to use with Key
Stage One
Scaredy Squirrel by Melanie West

© Focus Education UK Ltd 20

Scaredy Squirrel by Melanie King

• Read the book to the children.

• Explore the concept of being scared.
• Why are different environments right or wrong
for different animals?
• Link to the learning going on in science,
‘Identify that most living things live in habitats
to which they are suited and describe how
different habitats provide for the basic needs of
different kinds of animals’.
• Talk about what poses a danger to some of our
local wild animals.
• Talk about the concept of a timetable.

© Focus Education UK Ltd 21

 Scaredy Squirrel by Melanie King (continued)

Scaredy says he is afraid of the unknown. What do you think Scaredy

General questions to explore
means by ‘the unknown’?
with the class

Discuss the reasons why Scaredy should or should not consider leaving
the nut tree.

Would you like to be Scaredy? Why, or why not?

What do we mean by the terms prey or predator?

What are the sensible and not so sensible things that Scaredy is scared of?

© Focus Education UK Ltd 22

 Scaredy Squirrel by Melanie King (continued)
Carry out some research. What are the things that squirrels
should be afraid of?
Science- based
questions to explore
with your class

© Focus Education UK Ltd 23

 Scaredy Squirrel by Melanie Watts (continued)

Think of three questions you would ask Scaredy Squirrel if you met him.
Writing – based
Questions to explore
with your class 1

© Focus Education UK Ltd 24

 Scaredy Squirrel by Melanie King (continued)

Maths-based questions to Do you understand what a timetable is? Look at Scaredy’s timetable. Now
explore make one up for you,
showing what a normal school-day is like.
with your class
8 o’clock
10 o’clock
12 noon
2 o’clock
4 o’clock
8 o’clock
Why is this timetable different on Saturday and Sunday?

Why would Scaredy’s timetable be mostly the same every day in

summer?

Why would Scaredy’s timetable be different in summer compared to

winter?

© Focus Education UK Ltd 25

 Scaredy Squirrel by Melanie King (continued)

Science-based questions to Why would a nut tree be an ideal habitat for a squirrel?
explore
with your class

© Focus Education UK Ltd 26

 Scaredy Squirrel by Melanie King (continued)

Writing - based Why should or shouldn’t Scaredy leave the nut tree?
Questions to explore
with your class
Scaredy should leave the nut tree Scaredy should not leave the nut
because……. tree because…….

© Focus Education UK Ltd 27

Examples to use with Key
Stage One
Meerkat Mail by Emily Gravett

© Focus Education UK Ltd 28

Meerkat Mail by Emily Gravett

• Read the book to the children and have fun with

it.
• Explore the concept of being homesick.
• Why are different environments right or wrong
for different animals?
• Link to the learning going on in science,
‘Identify that most living things live in habitats
to which they are suited and describe how
different habitats provide for the basic needs of
different kinds of animals’.
• Talk about what poses a danger to some of our
local wild animals.
• Talk about travelling around the world.

© Focus Education UK Ltd 29

 Meerkat Mail by Emily Gravett (continued)

Use atlas/globe to find continent where meerkats live. Identify other

Geography - based
continents.
Geographical questions to
explore with your class

Find places where meerkats could not live and look at location on
globe/atlas

Use Google Earth to look at the places Sunny visits.

© Focus Education UK Ltd 30

 Meerkat Mail by Emily Gravett (continued)

Why do you think Emily Gravett has chosen to use a meerkat as her main
General questions to explore
character?
with the class

© Focus Education UK Ltd 31

 Meerkat Mail by Emily Gravett (continued)

Sunny uses postcards to let his family know how he is getting on. Today
General questions to explore
we use email and texting more than postcards. What are the advantages of
with the class using emails or texting?

Are there any disadvantages?

© Focus Education UK Ltd 32

 Meerkat Mail by Emily Gravett (continued)
Sunny is homesick when he visits certain places around the world. How
would you let your parents know if you were homesick if you went to
General questions to visit someone without them?
explore with the class

I miss you
loads and
loads.
Love Sunny

xx

© Focus Education UK Ltd 33

 Meerkat Mail by Emily Gravett (continued)
Science - based What does a meerkat’s habitat look like?
Scientific questions to
explore with the class

Choose a different animal and describe its habitat.

© Focus Education UK Ltd 34

 Meerkat Mail by Emily Gravett (continued)
General questions to explore In which way has Emily Gravett tried to portray the meerkats as humans?
with the class Show three examples.
1

© Focus Education UK Ltd 35

Examples to use with Key
Stage One
Elmer by David McKee

© Focus Education UK Ltd 36

Elmer by David McKee

• Read the book to the children and enjoy it

together.
• Explore the concept of being different.
• Talk about friendship, both from a special friend
point of view and from being a generally
friendly point of view.
• How does being different sometimes cause some
people to be unfair?
• Why does the issue of being different impact on
our lives?

© Focus Education UK Ltd 37

 Elmer by David McKee (continued)

General questions to explore Why do you think you would never see an elephant like Elmer in a zoo?
with the class

Why did Elmer go and look for elephant-coloured berries, and what did
he do with them when he found them?

Think of at least two ways that Elmer tried to make the other elephants
laugh.

Why do think Elmer was happier at the end of the book than he was at the
beginning?

© Focus Education UK Ltd 38

 Elmer by David McKee (continued)

Colour in this patchwork grid using four colours and make sure that no
two colours touch other than at corners. Try to have the same number of
Maths-based questions to each colour for the rectangles.
explore
with your class

© Focus Education UK Ltd 39

 Elmer by David McKee (continued)

What are the advantages and disadvantages of being like Elmer? (Think
Citizenship - based of at least two each.)
Questions to explore
with your class Advantages Disadvantages

© Focus Education UK Ltd 40

 Elmer by David McKee (continued)

Think of three things you would say to Elmer at the beginning of the
Citizenship – based story to make him feel better.
Questions to explore
with your class

© Focus Education UK Ltd 41

 Elmer by David McKee (continued)

Think of at least two ways Elmer tried to make his friends laugh.
Citizenship – based
Questions to explore
with your class

Think of at least two ways you try to make your friends laugh.

© Focus Education UK Ltd 42

Examples to use with Key
Stage One
Dogger by Shirley Hughes

© Focus Education UK Ltd 43

Dogger by Shirley Hughes

• Read the book to the children and enjoy it

together.
• Talk about the children’s special cuddly toy,
especially those they have had since being a
small child.
• Collect photographs of their cuddly toys and
create a class book about them.
• Talk about the illustrations and the clues that
they can find to help them understand that the
book is not set now.
• Talk about brothers and sisters and about caring
for one another and also about sometimes
‘falling out’.
• Talk about not being able to sleep. What keeps
them awake at night?

© Focus Education UK Ltd 44

Dogger by Shirley Hughes (continued)

What’s so special about Dogger?

Questions to explore
with the class

Why couldn’t Dave buy Dogger from the lady in the Toy Stall?

What is a summer fair? Name some of the races at the summer fair.

Who should win the fancy dress competition?

© Focus Education UK Ltd 45

 Dogger by Shirley Hughes (continued)

How do you know by looking at the illustrations that the story in not
History – based taking place today?
Historical questions to
explore
with your class

© Focus Education UK Ltd 46

 Dogger by Shirley Hughes (continued)
What are the advantages and disadvantages of having just one cuddly toy?
Writing – based
Questions to explore Advantages Disadvantages
with your class

© Focus Education UK Ltd 47

 Dogger by Shirley Hughes (continued)

What makes a special brother/ sister (friend)?

Writing – based
Questions to explore
with your class

© Focus Education UK Ltd 48

Examples to use with
Lower Key Stage Two
Danny Champion of the World
by Roald Dahl

© Focus Education UK Ltd 49

Danny Champion of the World by Roald Dahl

• Provide learners with enough time to read the

book and enjoy it.
• How does the book compare with other Roald
Dahl books?
• What is the stand-out moment for you when you
read it?
• Which strong characters has the author been able
to create?
• Danny and his father often break the law in this
book. Do you think that a terrible crime has been
committed when they do so?
• Does this raise questions about the law always
being fair?

© Focus Education UK Ltd 50

Danny Champion of the World by Roald Dahl (continued)

General questions to explore Which character do you think would best fit the following
with the class description? Write one sentence about them to capture their
character.

• A roaring snob
• A marvellous story-teller
• A loathsome bully
• A tall magician

BFG Victor Hazel

Danny’s dad Captain Lancaster

© Focus Education UK Ltd 51

Danny Champion of the World by Roald Dahl (continued)

Science – based Write down three things you have learnt about pheasants after reading
Scientific Questions to explore this book.
with your class

© Focus Education UK Ltd 52

Danny Champion of the World by Roald Dahl (continued)

By looking at the illustrations, what clues are there to tell you that this
History – based story was not set in 2015? (at least three must be given)
Historical Questions to
explore with your class

© Focus Education UK Ltd 53

Danny Champion of the World by Roald Dahl (continued)

Writing – based Read again the chapter about Victor Hazel.

Questions to explore with Write five powerful sentences that would describe his
your class character.

© Focus Education UK Ltd 54

Danny Champion of the World by Roald Dahl (continued)

How would you defend Danny’s decision to drive to the woods?

Citizenship – based
Questions to explore with
your class Why he should have driven Why he should not have
the car. driven the car.

© Focus Education UK Ltd 55

Danny Champion of the World by Roald Dahl (continued)

Citizenship – based Questions What were the main problems Danny encountered whilst looking
for his Dad in the woods?
to explore with your class

© Focus Education UK Ltd 56

Danny Champion of the World by Roald Dahl (continued)
History – based
Questions to explore with Read again the chapter relating to Danny’s encounter with Captain
your class Lancaster. What are the main differences between schools then and now?
Danny’s School Your School

© Focus Education UK Ltd 57

Danny Champion of the World by Roald Dahl (continued)
Geography – based The book creates a picture of Danny living in a rural part of our country.
Questions to explore with What stands out to tell you that Danny does live in the country rather than
your class a town?

© Focus Education UK Ltd 58

Danny Champion of the World by Roald Dahl (continued)

If you could arrange to have had an interview with the author, Roald Dahl,
Speaking & Listening based what questions would you prepare to ask him about this book? Think of
Questions to explore with five.
your class

© Focus Education UK Ltd 59

Examples to use with Lower
Key Stage Two
Street Corner Dad
by Alan Gibbons

© Focus Education UK Ltd 60

Street Corner Dad by Alan Gibbons

• Provide learners with enough time to read the

book and enjoy it.
• Notice how the author has created strong
characters in this book, especially Nan.
• Talk about the strategy the author has used to
create in the reader a dislike of Nan.
• There are a number of unusual sayings, work out
what they mean.
• Why do you think the book is called ‘Street
Corner Dad?
• Find other books written by the author. How
does this one relate to others?
• Where applicable, link to any learning associated
with World War Two.

© Focus Education UK Ltd 61

 Street Corner Dad by Alan Gibbons (continued)

In which city is this story set?

General questions to explore
with the class

Why was it not Jimmy and Molly’s parents’ decision for them not to be
evacuated?

Why do you think Jimmy and Molly had not come across coconuts and
bananas before?

What was the job that Dad’s ship had during the war?

Who was Peter Kelly?

© Focus Education UK Ltd 62

 Street Corner Dad by Alan Gibbons (continued)

Find four phrases or sentences that tell you that the story was set during the
History – based war.
Questions to explore 1
with your class

How does the fact that the story is set in wartime impact on the book?

© Focus Education UK Ltd 63

Street Corner Dad by Alan Gibbons (continued)

Spoken language – based There are many sayings in the book that are unique to the period of time
Questions to explore or to the area the story was set. Here are some of them. What do you think
with your class is meant by the following sayings?
‘We kids took it in our stride’

‘Anything Nan said was gospel’

‘Nan and Marlene would go on a bender’

‘His voice was thick with feeling’

‘Nan ruled the house with a rod of iron’

Find at least one more unusual saying.

© Focus Education UK Ltd 64

Street Corner Dad by Alan Gibbons (continued)

Writing – based Which of the main characters do you think would best fit the following
Questions to explore descriptions? Write one sentence about them to capture their character.
with your class • Grown up for his age
• Caring and thoughtful
• Bad-tempered and unkind
• Very dependent on her brother
Jimmy Molly

Nan Dad

© Focus Education UK Ltd 65

Street Corner Dad by Alan Gibbons (continued)
Dad was on board a ship during the war. There are many references to this
from the time he went away to the time it was torpedoed.
History – based
What do we learn about Dad’s time in the war by piecing together the
Questions to explore
extracts in the book which mention his experiences as a sailor?
with your class

© Focus Education UK Ltd 66

Street Corner Dad by Alan Gibbons (continued)
How has the book helped you to understand more about life at home for
children during the war?
History – based What I have learnt about Questions I still have about
Questions to explore children’s life during the war. children’s life during the war.
with your class

© Focus Education UK Ltd 67

Street Corner Dad by Alan Gibbons (continued)
If you could meet the author, Alan Gibbon, is there anything you would
want to ask him and is there some part of the book you’d ask him to re-
write?
Questions to explore Questions for Alan Gibbon What would you like him to re-
with your class think?

© Focus Education UK Ltd 68

Examples to use with
Lower Key Stage Two
Badger’s Parting Gifts
by Susan Varley

© Focus Education UK Ltd 69

Badger’s Parting Gifts by Susan Varley

• Provide learners with enough time to read the

book and understand it fully.
• Notice how the author has deals with a very
difficult subject.
• Talk about the strategy the author has used to
create a sense of sadness but celebration of
Badger’s life.
• Talk about people they are attached to, both
family and friends.
• Why is the book titled as is it is?
• Why do you think the author has used
animals in this story rather than humans?
• Does this help you to understand more about
someone dying?
• Find other books written by Susan Varley.

© Focus Education UK Ltd 70

 Badger’s Parting Gifts by Susan Varley (continued)

General questions to explore Write down three things that changed in Badger as he went into the
with the class tunnel.

What was really happening to Badger as he was going through the tunnel?

© Focus Education UK Ltd 71

Badger’s Parting Gift by Susan Varley (continued)

Questions to explore There are many subtle references to Badger’s imminent death. Find four of
with the class them in the early chapters.
1

How does the author try and convey the feeling that Badger’s death is not all
sad?

© Focus Education UK Ltd 72

Badger’s Parting Gift by Susan Varley (continued)

Writing – based Looking at the illustration, what clues are there that Badger is very old?
Questions to explore (write down three things)
with your class
1

© Focus Education UK Ltd 73

 Badger’s Parting Gift by Susan Varley (continued)
Fox broke the bad news to the rest of the animals by reading Badger’s note.
This said ‘Gone down the Long Tunnel. Bye , Badger.’ Write another note
that Badger could have left for his friends.
Writing – based
Questions to explore
with your class

Gone down the long

tunnel.
Bye Bye
Badger

© Focus Education UK Ltd 74

 Badger’s Parting Gift by Susan Varley (continued)

Here is the cover of another book which tries to help us understand about
special people dying.
Citizenship – based
If we think of Badger’s special gifts, think of a special gift an older
Questions to explore person you know will have given to you.
with your class
The person I am thinking of:

The gift they give/ gave you:

© Focus Education UK Ltd 75

 Badger’s Parting Gift by Susan Varley (continued)
Questions to explore If you could meet the author, Susan Varley, is there anything you would
with the class want to ask her and is there some part of the book you’d ask her to re-
write?
Questions for Susan Varley What would you like her to re-
think?

© Focus Education UK Ltd 76

Examples to use with
Lower Key Stage Two
The Lorax
by Dr. Seuss

© Focus Education UK Ltd 77

The Lorax by Dr Seuss

• Provide learners with enough time to read the

book; draw some personal thoughts about it and,
of course, enjoy it.
• How does the book compare with other Dr Seuss
books?
• What has the author done to make you feel very
angry about is happening?
• Which strong characters has the author been able
to create?
• Which page in the book gives you a sense of
despair and irritation?
• Does this raise questions about the way we look
after our environment?

© Focus Education UK Ltd 78

 The Lorax by Dr Seuss (continued)
Who is the Lorax?

General questions to explore

with the class

How does the author use the Lorax in making a case for looking after our
environment?

What sort of character would you have created to play the role that the
Lorax did?

© Focus Education UK Ltd 79

 The Lorax by Dr Seuss (continued)
Contrast the characters: The Lorax and the Once-ler
General questions to explore
with the class

© Focus Education UK Ltd 80

 The Lorax by Dr Seuss (continued)
How does this book help you to better understand the plight of the
Geography – based rainforests? Compose a letter to the minister in charge of the environment
Geographical questions to to make a case for saving the rainforests.
explore with the class

© Focus Education UK Ltd 81

 The Lorax by Dr Seuss (continued)
Geography – based What are your thoughts when the last Truffula Tree is chopped down?
Geographical questions to Capture them in these speech bubbles.
explore with the class

© Focus Education UK Ltd 82

 The Lorax by Dr Seuss (continued)
How has the author created a very strong case for world leaders to
Writing – based consider? Does it matter that this is a ‘make-believe’ story?
Questions to explore with the
class

© Focus Education UK Ltd 83

 The Lorax by Dr Seuss (continued)

The author is a very famous person. What can you find out about him?
Writing – based Questions to
explore with the class

© Focus Education UK Ltd 84

Examples to use with
Lower Key Stage Two
The Whales’ Song
by Dyan Sheldon and Gary Blythe

© Focus Education UK Ltd 85

The Whales’ Song by Dyan Sheldon

• Provide learners with enough time to read the

book and understand it fully.
• Notice how the author has used contrasting
images between Grandmother and Uncle
Frederick.
• Talk about the possibility of whales actually
singing.
• Consider the possibility that Grandmother has
already died and that Lilly is thinking about the
story she used to tell her.
• Why are the illustrations in this book very
important?
• Find other books written by Dyan Sheldon.

© Focus Education UK Ltd 86

 The Whales’ Song by Dyan Sheldon (continued)

What can you find out about the way whales live?
Science - based
Scientific questions to
explore with the class

Do they stay together or do they live in isolation?

Why do you think whales will always be a fascination to us humans?

© Focus Education UK Ltd 87

 The Whales’ Song by Dyan Sheldon (continued)

From what we learn, contrast the characteristics of Grandmother and

Science – based Scientific Uncle Frederick.
questions to explore with the Grandmother Uncle Frederick
class

© Focus Education UK Ltd 88

 The Whales’ Song by Dyan Sheldon (continued)

What can you find out about the illustrator Gary Blythe? .
Research opportunity to
explore with the class

Do you admire his work? Qualify your answer.

© Focus Education UK Ltd 89

 The Whales’ Song by Dyan Sheldon (continued)

Is there a chance that Grandmother may already be dead and Lilly is

Writing – based remembering her story?
Questions to explore with the
class Reasons to support the idea that Reasons to support the idea that
Grandmother may be dead Grandmother is very much alive

© Focus Education UK Ltd 90

 The Whales’ Song by Dyan Sheldon (continued)

Why do you think this book is one of the most fondly remembered books
Writing – based by adults when they think of books they enjoyed when they were
Questions to explore with the children?
class

© Focus Education UK Ltd 91

Examples to use with
Upper Key Stage Two
Goodnight Mr Tom
by Michelle Magorian

© Focus Education UK Ltd 92

Goodnight Mr. Tom by Michelle Magorian

• Provide learners with enough time to read the

book and enjoy it.
• Notice how the author makes excellent use of
dialect, especially Mr Tom’s talk.
• Talk about the concept of evacuees and how they
would have coped.
• Talk about how the war impacted on the settings
of this book, the countryside and the city of
London.
• What strategy has the author used to create a
sense that Mr Tom was always going to be kind
to William?
• Find other books written by the author. How
does this one relate to others?
• Where applicable, link to any learning associated
with World War Two.

© Focus Education UK Ltd 93

Goodnight Mr. Tom by Michelle Magorian (continued)

Why is the setting important to the story line?

General questions to explore
with the class

Why do you think Mister Tom suggested that William go to the church to
do some drawing on his birthday?

In Chapter 6, we get to know Zacharias (Zach) Wrench for the first time.
Why are we likely to ‘like’ him?

In Chapter 9, William’s birthday, which line tells you that William had
never been to a birthday party before?

What does Tom mean when he says to William, ‘You’ve got it up there’ as
he taps his forehead?

© Focus Education UK Ltd 94

Goodnight Mr. Tom by Michelle Magorian (continued)

There are many references to the imminent out break of war. Here are three,
History – based find out more about these references.
Historical questions to
explore with the class Billeting Officer

Chamberlain’s Speech

Putting up the blacks

© Focus Education UK Ltd 95

Goodnight Mr. Tom by Michelle Magorian (continued)

One of the prominent features running right through the novel is Tom’s
peculiar sayings. He has a very specific dialect. What do these sayings mean?
Spoke language – based
Questions to explore ‘I ent got all day’
with your class

‘Ere’s an ole scarf of mine’

‘Stop shilly-shallying and tell me about the boy’

© Focus Education UK Ltd 96

Goodnight Mr. Tom by Michelle Magorian (continued)
As the relationship develops between Mister Tom and William, there is a
Writing- based difference in both of their personalities. Write down at least two main
Questions to explore changes in both.
with your class
Mister Tom William

1 1

2 2

© Focus Education UK Ltd 97

 Goodnight Mr. Tom by Michelle Magorian (continued)

What strategy/ ies has the author used to build the relationship between Mr.
Writing – based Tom and William? Don’t forget he didn’t want William in the first place and
Questions to explore in the end he desperately wanted to keep him.
with your class

© Focus Education UK Ltd 98

Goodnight Mr. Tom by Michelle Magorian (continued)
If you could meet the author, Michelle Magorian, is there anything you
Questions to explore would want to ask her and is there some part of the book you’d ask her to
re-write?
with the class
Questions for Michelle Magorian What would you like her to re-
think?

© Focus Education UK Ltd 99

Examples to use with
Upper Key Stage Two
Rose Blanche
by Roberto Innocenti

© Focus Education UK Ltd 100

Rose Blanche by Roberto Innocenti

• Provide learners with enough time to: read

the book, understand it, talk to others about
it, think of its implications and enjoy it.
• Consider the cover of this book. Why does
it give a sense that it will not be a happy
book?
• How do you feel when it says that the
villagers were happy about going to war?
Is there a time when going to war can be
justified?
• Does the fact that Rose Blanche is German
impact on your sympathies for her plight?

© Focus Education UK Ltd 101

 Rose Blanche by Roberto Innocenti (continued)

General questions to explore At the beginning of the book people were tolerant of queueing for food
with the class but as the book moves on they are impatient with queueing. Why do think
this is?

There are many references to the fat mayor throughout the book. Piece
together these references and write a brief character description of him.

Why do you think that ‘.. one morning the whole town decided to leave’?

Who do you think the ‘different’ soldiers were that came through the
town?

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 Rose Blanche by Roberto Innocenti (continued)

History – based
Historical questions to explore Write down at least three things that initially did not change in Rose’s life
with the class after the war started?
1

© Focus Education UK Ltd 103

 Rose Blanche by Roberto Innocenti (continued)

History – based Did Rose do the right thing when she started to feed the children?
Historical questions to explore
Reasons why she should have fed Reasons why she should not have
with the class the children: fed the children:

© Focus Education UK Ltd 104

Rose Blanche by Roberto Innocenti (continued)

Look at the two illustrations above. What is this telling you about what
happened to Rose?

___________________________________________________________________

___________________________________________________________________

© Focus Education UK Ltd 105

 Rose Blanche by Roberto Innocenti (continued)

History – based In this book the illustrations make at least as big an impact as the words.
Historical questions to explore How has the author used illustrations to help you understand so much
with the class more about what is going on?

© Focus Education UK Ltd 106

 Rose Blanche by Roberto Innocenti (continued)

Historical questions to explore The fence becomes a very big feature in this book. Read ‘The Boy with
with the class the Striped Pyjamas’ and draw some similarities between this book and
that.
What are the thoughts you are left with?

How difficult is it to comprehend what happened to so many children?

Why do sad books like this need to be written?

© Focus Education UK Ltd 107

Rose Blanche by Roberto Innocenti (continued)

Questions to explore If you could meet the author, Roberto Innocenti, is there anything you
with the class would want to ask him and is there some part of the book you’d ask him
to re-write?
Questions for Roberto Innocenti What would you like him to re-
think?

© Focus Education UK Ltd 108

Examples to use with
Upper Key Stage Two
Journey to Jo’burg
By Beverley Naidoo

© Focus Education UK Ltd 109

Journey to Jo’burg by Beverley Naidoo

• Provide learners with enough time to: read the

book, understand it, talk to others about it, think
of its implications, link to our lives today and
enjoy it.
• This book could be described as a powerful book
in terms of our treatment of different people.
Why is this?
• We learn a very important term in this book –
apartheid – what feeling do you have about
South Africa back in the 1960s as a result?
• What links this book and any other learning you
may have done about slavery?

© Focus Education UK Ltd 110

 Journey to Jo’burg by Beverley Naidoo (continued)

General questions to explore

with the class
In Chapter 1, what do we learn about the relationship between
Naledi and Tiro and their younger sister Dineo?

Why do you think Nono and Mmangwane are reluctant to contact

Naledi and Tiro’s mother?

Early in the book, why does Naledi get very nervous passing the
graves. How does she try and cope as she passes them?

There are many examples of Tswana words throughout the book.

Find them and give their English translation.

Why was Jo’burg known as ‘the city of gold’?

© Focus Education UK Ltd 111

 Journey to Jo’burg by Beverley Naidoo (continued)
Citizenship and history – Before reading Chapter 1, look at the introduction about children living
apart from their parents. What have you already learnt about how unfair
based
life was for black people compared with white people in South Africa?
questions to explore with your
class

© Focus Education UK Ltd 112

 Journey to Jo’burg by Beverley Naidoo (continued)

Citizenship and History- Throughout the book, the relationship between black South Africans
based and the police is an important feature.
Questions to explore with your Look carefully at the song older children sang:
class ‘Beware that policeman,
He’ll want to see your ‘pass’
He’ll say it’s not in order.
That day may be your last!’
What do we learn about why there is little trust between the police
and black South Africans?

© Focus Education UK Ltd 113

 Journey to Jo’burg by Beverley Naidoo (continued)
Citizenship and history – In addition to the police, the white farmers were equally not trusted by black
based South Africans.
Questions to explore with your
class In Chapter 3, we learn a great deal about the relationship between white
farmers and black South Africans.
How would describe the way black South Africans were treated by the white
farmers?

© Focus Education UK Ltd 114

 Journey to Jo’burg by Beverley Naidoo (continued)

Citizenship and historical Although Naledi and Tiro make it to Jo’burg, what do you think their
questions to explore with your mother’s reaction would have been if she knew they were making the
class journey? (List positive and negative reactions).
Positive reaction to them making the Negative reaction to them making
journey the journey

© Focus Education UK Ltd 115

 Journey to Jo’burg by Beverley Naidoo (continued)
Citizenship and history – In Chapter 6, as the children try to board the ‘wrong’ bus, what do we learn
based about discrimination in South Africa at this time?
Questions to explore with your (Specify three things outlined in the text that let you know how bad the
class discrimination was)
1

© Focus Education UK Ltd 116

 Journey to Jo’burg by Beverley Naidoo (continued)
Citizenship and history – The story is set in South Africa at the time of apartheid. By following Naledi
based and Tiro’s journey we find out a great deal about what life was like for black
Questions to explore with your people in South Africa at this time. Under each of the headings below, show
class why life was so unfair for black people.
School life for black children:

Travelling by bus:

Hospitals:

Working for white people:

Treatment by the police:

© Focus Education UK Ltd 117

 Journey to Jo’burg by Beverley Naidoo (continued)
Citizenship and history – Reflecting on the book, which techniques and strategies has the
based author used to help you feel sympathy with the black South Africans
Questions to explore with your in different situations?
class Reflect on being a black child in South Africa at this time; on being
a black worker; on being a freedom fighter; on being a mother having
to work away from home.

© Focus Education UK Ltd 118

Examples to use with
Upper Key Stage Two
The Turbulent Term of Tyke Tiler
By Gene Kemp

© Focus Education UK Ltd 119

The Turbulent Term of Tyke Tiler by Gene Kemp

• Provide learners with enough time to: read the

book, understand it, talk about gender issues in
our society today and enjoy it.
• This book has a very surprising twist which
needed to be a secret to the end. Why was this
important?
• We learn a great deal about primary schools
almost 50 years ago. What stands out for you?
• What links this book and any other learning you
may have done about how schooling has
changed?

© Focus Education UK Ltd 120

The Turbulent Term of Tyke Tiler by Gene Kemp (continued)

General questions to explore Explain how the title of this book gives you an idea about what the book
with your class is about.

Why did Tyke describe the toilets as being from the dark ages and not the
Roman times?

How did Danny and ‘Fatty’ manage to disrupt an assembly?

How did Tyke almost get himself into Dorrington School?

Why did being chosen as Sir Galahad mean so much to Danny?

© Focus Education UK Ltd 121

The Turbulent Term of Tyke Tiler by Gene Kemp (continued)

Spoke language – based Towards the end of Chapter 2, Tyke says,

Language questions to explore ‘Life, all clear and bright again, stretched before me like the first
with your class page of an exercise book with a whole new set of felt pens to use
in it.’ Why does he say this at this time and what does he mean by
it?
Why did he say it?

What does it mean?

How would you have phrased this, taking your lead from the way
Tyke has expressed it?

© Focus Education UK Ltd 122

The Turbulent Term of Tyke Tiler by Gene Kemp (continued)

Spoke language – based There are some very interesting sayings by individuals throughout the
Language questions to explore book. For example:
with your class In Chapter 3, Danny quotes his gran saying ‘You might as well be hung
for sheep as a lamb.’
In Chapter 4, Pitthead remarked ‘Think of them cheeses on the ground.
Puts you off’ .

Do you know any such sayings that you hear from a member of your
family or from older people in general?

© Focus Education UK Ltd 123

The Turbulent Term of Tyke Tiler by Gene Kemp (continued)

Citizenship – based What the advantages and disadvantages for Tyke having a friend like
Questions to explore with your Danny?
class Advantages Disadvantages

© Focus Education UK Ltd 124

 The Turbulent Term of Tyke Tiler by Gene Kemp (continued)

Citizenship – based Why did Mrs Somers’s words, ‘Get down at once, Theodora Tiler, you
questions to explore with your naughty, disobedient girl!’ fill Tyke with black rage?
class

Why is this central to the whole story?

© Focus Education UK Ltd 125

The Turbulent Term of Tyke Tiler by Gene Kemp (continued)

History – based Reflect on school life in relation to what you have read in this book. What
Questions to explore with your are the main differences between Tyke’s time at school and your time at
class school?

© Focus Education UK Ltd 126

Examples to use with
Upper Key Stage Two
The Ghost of Thomas Kempe
By Penelope Lively

© Focus Education UK Ltd 127

The Ghost of Thomas Kempe by Penelope Lively

• Provide learners with enough time to: read the

book, understand it, talk about possibility of
unusual sightings and enjoy it.
• This book has a very important prologue. Talk
about the importance of using this technique to
hook in the reader.
• We learn a great deal about historical features in
this book. Talk about a historical fact they now
know that they didn’t know previously.
• What is the difference between a ghost and a
poltergeist?

© Focus Education UK Ltd 128

The Ghost of Thomas Kempe by Penelope Lively (continued)

What does the term ‘a case of infestation by poltergeist‘ mean?

General questions to explore
with your class

What does it mean to have something exorcised?

What did James discover from reading Aunt Fanny’s diary?

Why do you think James and Arnold would have been good friends?

Why did Thomas Kempe decide it was time to go?

© Focus Education UK Ltd 129

The Ghost of Thomas Kempe by Penelope Lively (continued)

Spoken Language –based The book contains several messages written in an old fashioned style of
questions to explore with your English. The following extracts are two of them:
class
‘I lyke not this quill.’
‘Doe not thinke I am so dull of Witte that I may be thus trycked twyce.’

Find another couple of examples in the book. Work out what they mean
and then try and create your own ‘old-world’ sayings.

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The Ghost of Thomas Kempe by Penelope Lively (continued)

Spoke language – based In the first chapter the author makes you aware that there is something
Questions to explore with your strange about the house. Find at least three things that are set out in this
class chapter to make you aware of the presence of something unusual.
1

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The Ghost of Thomas Kempe by Penelope Lively (continued)

After reading the first chapter what can you say about the
Questions to explore with your
characteristics of James and his sister Helen?
class
James Helen

How has the author ensured that you are more sympathetic towards
James?

© Focus Education UK Ltd 132

The Ghost of Thomas Kempe by Penelope Lively (continued)

Questions to explore with your Why do you feel that Thomas Kempe is particularly angry about chemists
class or pharmacists?

Thomas is not too fond of the way James is being taught either. Explain
why.

© Focus Education UK Ltd 133

The Ghost of Thomas Kempe by Penelope Lively (continued)

Questions to explore with your What did James discover from reading Aunt Fanny’s diary?
class

The idea of keeping a diary has been overtaken by keeping a ‘blog’.

Which would you keep and what are the main differences?

© Focus Education UK Ltd 134