Stig of the Dump

Stig of the Dump by Clive King

Barney is a solitary little boy, often wandering off by himself. One day he is lying on the edge of a disused chalk-pit when it gives way and he lands in a sort of cave. Here he meets ‘somebody with a lot of shaggy hair and two bright black eyes wearing a rabbit skin and speaking in grunts. He names him Stig. Of course nobody believes Barney when he tells his family all about Stig, but for Barney, cave-man Stig is totally real. They become great friends, learning each others ways and embarking on a series of unforgettable adventures.

Main Focus: Character Study and Inference

This resource linked to chapter 1 of the book is a character study of Stig.

Your class will read the extract and learn more about the physical appearance of Stig and also think deeper into the inferences than can be made.

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Main Focus: Alphabetical Order - Chapter 1

This activity focuses on alphabetical order and chapter 1 of Stig of the Dump book.

Your Year 3 / Year 4 class must read the extract, look closely at the underlined words and place them into alphabetical order.

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Main Focus: Sentence Openers - Chapter 2

Throughout this book, Clive King uses a range of openers for effect.

After reading Chapter 2 of the book, your LKS2 class will sort these openers and classify them focusing on noun, verb, adjective, adverb, preposition and time connectives.

By looking at sentence starters, your class will improve their knowledge and be able to have greater variety when writing independently.

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Main Focus: Identifying and using Adverbs

An adverb is a word that describes a verb. In the following sentences taken from Chapter 3 of Stig of the Dump, your Year 3 / Year 4 class will underline the adverb and then write their own sentences underneath, using the same adverb.

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Main Focus: Understanding Apostrophes - Chapter 4

In this activity, your class will recognise and edit the sentences to highlight where apostrophes should go and the reason it has been used.

This resource covers apostrophes for contractions and possession.

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Main Focus: Inference - Chapter 6

Looking at chapter 6, we have taken a few different sentences for your class to make inferences.

This is an activity linked to chapter 6 of the book Stig of the Dump and focuses on inference. This resource is aimed at LKS2 classes for children aged 7-9.

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Main Focus: Spelling/Editing

We have taken an extract from chapter 6 of the popular LKS2 book Stig of the Dump and added lots of errors!

Your class are challenged to read through the extract and look for spelling mistakes, highlight them and write the correct spelling.

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Main Focus: Comprehension - Chapter 7

This is a comprehension resource aimed at Year 3 and Year 4 classes.

Your children will read Chapter 8 of the book and answer the questions based on their knowledge and understanding. The questions are mainly retrieval and inference.

We have also differentiated this resource a number of ways and provided answers too.

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Main Focus: Inverted Commas - Chapter 9

We have differentiated this activity so you can choose which would best suit your class. Your class can highlight inverted commas, insert inverted commas, or insert them with help.

This resource focuses on Chapter 9 of the story.

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Main Focus: Vocabulary Extension - Chapters 8 & 9

In this activity, your Year 3 / Year 4 class will read the sentences and insert the words from the word bank to complete each sentence.

The words covered are all within chapter 8 and 9 and are as follows:

Word Bank

rummaged, toppling, bolted, relief, weather-beaten, spire, pylons, pursuit, exclaimed, grazing, poised, mound and restrain.

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Main Focus: Creative Activities

Page 1:

These extracts describe what it was like in Stig’s cave. Imagine that you are an estate-agent and it is your job to sell this cave. Using the information in the extracts above and any other useful information that you find in chapters 1 and 2, design a leaflet that will persuade someone to buy the cave. Remember to include:

  • pictures of key features of the cave
  • written descriptions of each part of the cave, including inventions such as Stig’s plumbing and the chimney.
  • Powerful adjectives and persuasive language.

Page 2:

‘He’d never seen anything like the collection of bits and pieces, odds and ends, bric-à-brac and old brock, that this Stig creature had lying about his den. There were stones and bones, fossils and bottles, skins and tins, stacks of sticks and hanks of string. There were motor-car tyres and hats from old scarecrows, nuts and bolts and bobbles from brass bedsteads. There was a coal scuttle full of dead electric light bulbs and a basin with rusty screws and nails in it. There was a pile of bracken and newspapers that looked as if it were used for a bed. The place looked as if it had never been given a tidy-up.’

Using the information above, draw a picture of all the things that Stig kept in his cave, adding labels to identify the objects.

Page 3:

‘First, the plumbing. Where the water dripped through a crack in the roof of the cave he had wedged the mud-guard of a bicycle. The water ran along this, through the tube of a vacuum cleaner, and into a big can with writing on it. By the side of this was a plastic football carefully cut in half, and Stig dipped up some water and offered it to Barney. Barney had swallowed a mouthful before he made out the writing on the can: it said WEEDKILLER. However, the water only tasted of rust and rubber.’


Using the information in this extract, draw a picture of what Stig’s plumbing looked like. Make sure to label each part clearly.

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