FREE Phonics Resource takes a look at the long E sound. Designed for KS2 children who didn’t quite grasp phonics in KS1 … although perfect for any child who needs phonics help. If you want more, there is an interactive CD (PHONICS to SPELLING by Charlotte Raby) that is filled with excellent phonic activities, games etc. But for now, this a great resource to help instil phonics in a fun and memorable way.
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2 Lessons with worksheets, lesson plans and flip book.
1st Lesson
Learning objectives
Children should learn: • that plants need water but not unlimited water, for healthy growth • to use results to draw conclusions
Learning outcomes
Children will be able to: • state that plants need water to grow but too much or too little water may kill them • describe differences in the way the plants grew
Lesson centered around an investigation to find out how the amount of water a runner bean seedling is given affects how much it grows.
2nd Lesson
Learning objectives
Children should learn: • to suggest how a fair test could be carried out • that in experiments with living things, using just one plant in each set of conditions does not give sufficient evidence
Learning outcomes
Children will be able to: • recognise the correct order in which to undertake a simple investigation • describe factors that contribute to the test being fair • suggest why one sample may not be adequate in each set of conditions
Science lesson centered around an investigation- Does soil type affect the height to which seedlings grow?
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Taken from our Geography Flipbook Activities Keystage 2 Years5&6
This unit contains 2 full lessons with lesson plan and resources.
Investigating rivers Flipbook
The water cycle Flipbook :The Amazon
The resource includes one page of teacher’s notes for every page in the flipbook,and each one includes learning objectives and outcomes,key questions and activity ideas.There are many suggestions on how to use the relevant flipbook page and associated activity sheet.
Learning Objective:
Learning outcomes: Children will be able to:
• appreciate some of the problems associated with water supply
• understand that important decisions about water use have to be made
• about the River Amazon and its characteristics
Learning outcomes Children will be able to: • identify and explain each stage in the water cycle
Locate the Amazon on a map and identify some of its features (size,meanders,sediment,tributaries, environment through which it flows)
Our Mathematics Homework Activities provide you with a set of challenging and engaging Maths homework activities for every week of the school year.
Each maths activity addresses a whole or part of a learning objective and all the homework sheets are in Microsoft® Word format.
Includes:
– Introduction
– Objectives
– Homework Answer Sheets
Block A Counting, partitioning and calculating
In My Head 1 / Use the Rule / Paper and Pencil 1 / Calculating 1 / Bigger or Smaller
What’s It Made Up Of? / Using a Calculator / Decimals 1
Block B Securing number facts, understanding shape
Polygons / Solid Shapes / RoundAbout / Puzzle Time / Times Tables 1
Adding Up / What’s the Link? / Twice or Half? / Problem Solving 1
Block C Handling data and measures
The Right Unit 1 / What’s the Question? / How Does It Compare? / Reading Scales 1
Block D Calculating, measuring and understanding shape
Angles, Angles! / Calculating 2 / In My Head 2 / The Right Unit 2 / A Telling Time
Decimals 2 / Move It! / Problem Solving 2 / Rectangles / Reading Scales 2
Block E Securing number facts, relationships and calculating
Both the Same / Exactly the Same / Fractions / One Whole / Paper and Pencil 2
Bracelets / Times Tables 2 / Wholes and Bits / Right or Wrong?
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Taken from our Upper Keystage 2 Literacy Resource File
Includes all lessons and resources
Lesson 1: Inside a story- LO: To identify a point of view
Lesson 2: 2 Ways into a story- LO: To identify how different stories are opened.
Lesson 3: Colin Thompson’s stories and characters- LO:Identify the main parts of a story and to create a character profile
Lesson 4:Tell me a story- LO:To experiment with writing in different styles.
Lesson 5: Comparing story openings by Michael Morpurgo- LO:Compare the openings of two stories by the same author and comment on what makes an effective opening.
Lesson 6 : Does Tomas Believe in Unicorns- LO:To explore characterisation through drama.
Lesson 7:Tomas and the librarian- LO: To use empathy to explore the character of Tomas
About this unit
There are six units on fiction in this file for years 5 and 6. The second unit focuses on the work of modern authors of children’s fiction. We have chosen to focus on Colin Thompson and Michael Morpurgo, but it is possible to repeat some of the activities using books by other authors with whom the children may be familiar, such as Roald Dahl and David Walliams. The children will examine the story structures and aspects of each author’s style and will have opportunities to write short stories of their own. They will be encouraged to explore various characters and situations through role play and will work towards writing and staging their own short plays. They will develop the habit of keeping a reading journal (on paper or screen) as a way of supporting and extending reading. The Michael Morpurgo lessons are more challenging and you may wish to use them later in Upper KS2 than those on Colin Thompson’s books.
The unit focuses on Books by Colin Thompson, for example The Paradise Garden, The Paperbag Prince, Falling Angels, Sid the Mosquito and other wild stories and I Believe in Unicorns and Why the Whales Came by Michael Morpurgo.
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Taken from -RE Resource File RE Resource File Key Stage 2 Years 3 Key Stage 2 Years 3 & & 4
Includes:
Introduction
Unit resources
Medium-term plan
Lesson 1: What does a baby need?
Lesson 2: What is sin?
Lesson 3: Christian baptism
Lesson 4: Muslim birth ceremonies
Lesson 5: Sikh birth ceremonies
Lesson 6: Making comparisons
All lesson plans and printable activities included
This unit is designed as an introduction to Religious Education at Key Stage 2. It introduces pupils to some of the religions they will study during their four years in Key Stage 2. All religions treat the birth of a new life as special and celebrate its importance in different ways. In the religions covered in this unit, God is acknowledged to have an important role in the creation and safe delivery of a new life and is thanked for the new baby. Prior learning: The class will have spent time in Key Stage 1 studying religious belief and practice. This unit will build on their previously gained understanding. Lesson length: The lessons are designed to last approximately 60–70 minutes.
At the end of this unit most children will: • Be able to explain the meaning behind the symbols and actions in the different birth ceremonies. • Be able to explain the importance of committing the baby to the community of God. Some children will have made less progress and will: • Be able to share their own experiences of babies and explain what some people believe are babies’ spiritual needs. Some children will have progressed further and will: • Be able to explain similarities and differences between the themes in the different birth ceremonies.
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Each unit contains Activity ideas packed with facts, suggestions for different abilities and for working both in and out of the classroom, one Activity sheet, two Visual resources and a photocopiable Factsheet. Supporting the units are two Timelines, a World War I Glossary and two Maps of Europe showing how the geographical landscape and country boundaries changed as a result of the war.
It provides an example of creative and effective crosscurricular planning, taking a key historical event as a starting point for meaningful, subject-focused activities. All the activities and resources included are matched to the requirements of the NEW Primary Curriculum (implemented September 2014) and are designed to be flexible, and used to follow ideas for English and Foreign Languages Years 5 & 6 so that teachers can choose to use them in their entirety, as a complete project framework, or as a dip-in resource bank of ideas.
There are 6 units. This is unit 6- Other units are available.
Lesson 1: World War I fashions – Military wear
Lesson 2: World War I fashions – Civilian wear
Lesson 3:Design innovation
Lesson 4: Amazing vehicles
Lesson 5: Political art
Lesson 6: Political art – Propaganda posters
Lesson 7: Political art – Three-dimensional morale boosters
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Taken from our UKS2 WW1 Resources File.
This is Unit 5.
There are six units available for Upper Key Stage 2, each focusing on different curriculum subjects but also designed to complement one another to support cross-curricular planning. An overview, in the form of a Planning Chart, is also included.
Each unit contains Activity ideas packed with facts, suggestions for different abilities and for working both in and out of the classroom, one Activity sheet, two Visual resources and a photocopiable Factsheet. Supporting the units are two Timelines, a World War I Glossary and two Maps of Europe showing how the geographical landscape and country boundaries changed as a result of the war.
Lesson 1:A guide to Leper
Lesson 2:The impact of the landscape
Lesson 3: Belgium then and now
Lesson 4: The creation of new countries
Lesson 5:Here and there
Lesson 6: Can you find your way around Leper?
Lesson 7:National pride
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1 lesson covering the distinction between human and physical features
Includes Worksheets
Learning objectives
Children can:
• distinguish human from physical features in the
landscape;
• begin to understand that the distinction between
human and physical is not always clear.
Success criteria
Children should be able to
• recognise physical and human features in the
environment;
• use geographical vocabulary to describe physical
and human features
Taken from LCP’s KS1 Geography Resource File
Get 15 sheets or the whole book via our TES shop
5 sheets with Answers
Alphabet – to put words into alphabetical order.
Root Words – to extend my vocabulary using root words.
Homophones – to investigate homophones.
Noun Phrases – to expand single nouns to noun phrases.
Adjectives – to identify adjectives not placed next to a noun.
.
Taken from: Grammar and Creativity for Year 5
Good writing may start with an exciting idea, but it needs structure to make sense to a reader. Grammar provides a framework on which to display the imagination.
Writing brings together individual expression and an understanding of the rules that allow our language (any language) to make sense. This book has been written with the view that grammar and creativity go hand in hand to produce good writing. Developing children’s understanding of the basics of English will encourage their literary adventures. The range of activities here has been designed to excite interest as well as guide children and teachers through the rules.
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The lesson begins by recapping on the shared values of marriage, and then begins to explore these through
the Jewish ceremony. The main teaching point of this lesson is how a wedding ceremony is a public display
of a personal decision. By sharing their intentions and beliefs with their friends and family, believers have
the support to do what they believe is right, even when things are tough.
The lesson gives people the opportunity to draw parallels with their own public lives and the values which
they demonstrate.
Before teaching the lesson, you will need to find a video of a Jewish wedding ceremony. Ensure that you
have had a chance to watch the video and that all equipment is working correctly
Learning objective
• To understand why Jewish believers get married
and the public ceremony that celebrates this.
Success criteria
Learning about:
• Pupils will know some key features of Jewish
wedding ceremonies.
Learning from:
• Pupils will have reflected on the consequences
of making vows in public and what making them
says about the decisions the believer has made.
Like this? See the full Unit on either TES or our website
The main purpose of this Mathematics Homework is to make your life, as a teacher of Year 6 pupils, as easy as possible. All of the homework activities are based on the renewed Primary Framework for mathematics; however, as they assess specific learning objectives they can be used in conjunction with other planned teaching schemes.
Each homework activity sheet addresses a whole, or part of, a learning objective. The questions are written to test the understanding of your pupils once they have worked on a topic in the lesson. This in turn, will provide you with the information required to assess the pupils’ learning, and will enable you to plan your lessons effectively.
With a full set of answers included you can be confident that your students are getting regular, relevant homework that tests their understanding across the Year 6 objectives and all seven core strands. This easy-to-use CD will reduce the time spent preparing and marking homework enabling you use your time as efficiently as possible.
The Year 6 curriculum is structured into five blocks, reflecting the same structure as the other primary year groups. Each block is made up of three units, and each unit represents two or three weeks of teaching. The blocks are:
• Block A: Counting, partitioning and calculating
• Block B: Securing number facts, understanding shape
• Block C: Handling data and measures
• Block D: Calculating, measuring and understanding shape
• Block E: Securing number facts, relationships and calculating
2 Full lessons includes lesson plans, worksheets and visual aids.
1st Lesson: Learning objectives
Children should learn: • that the Earth is approximately spherical • that it can be difficult to collect evidence to test ideas and that evidence may be indirect
Learning outcomes
Children will be able to: • recognise that the Earth is approximately spherical • describe some indirect evidence to support the idea that the Earth is spherical
The task: the children to use different coloured pens to outline/underline the various factors that are listed below (these will need to be written on a board). • Factual information • Evidence that supports the theory that the Earth is spherical • Opinion of the author
2nd Lesson: Learning objectives
Children should learn: • that the Moon takes approximately 28 days to orbit the Earth • that the different appearance of the Moon over 28 days provides evidence for a 28 day cycle
Learning outcomes
Children will be able to: • explain that the pattern and timescale of the changes in the Moon’s appearance over 28 days is evidence that the Moon orbits the Earth once every 28 days
The task: Ask the children to cut out and arrange the pictures and names of the phases of the Moon in the correct sequence around a representation of the Earth. This will show how the appearance of the Moon changes over the course of its orbit.
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Includes all stories
An alternative version of the traditional fairytale ‘Little Red Riding Hood’. This quite challenging text uses a range of alternative graphemes from Letters and Sounds Phase 5. The premise for this story is that our monster family would probably not have heard of ‘Little Red Riding Hood’, a story with a bad wolf and a good child, but they may have a similar story which they tell their monster children, in which the monster is the good character and the villain is the child.
Covering:
Speaking and listening
● Help the children to draw a
storyboard or story map to support
a retelling of the story.
● Provide fabrics, blocks and smallworld resources to create a threedimensional story map.
● Use role play to tell the story from
one point of view. To explore ideas
for this, use drama techniques,
such as ‘hot-seating’.
● Act out either the monster version
of the story or the traditional
version, using voices for the
characters.
Guided and shared reading:
● Use the story as a shared text.
Support the children as they read
words which contain alternative
spellings for phonemes (see table,
below).
● Compare and contrast this
version with a traditional version of
Red Riding Hood (see ‘Resources’,
page 91).
● Traditional tales are some of the
easiest texts to use when asking
young children Assessment
Focus 7 questions (Relate texts
to social, cultural and historical
contexts and literary traditions) as
it is relatively easy to find simple
retellings that the children can
read independently. For example,
you could ask:
● How did you know that the
boy would do something
bad?
● Did anything surprise you in
this retelling of the story?
Lesson: My school address
Learning objectives
Children should learn:
• that everyone has a personal address;
• the significance of addresses, including the
school address.
Success criteria
Children can:
understand the importance of knowing addresses
particularly of their school
Taken from LCP’s KS1 Geography File
2 part lesson covering contours and relief specifically aimed at Year 3 pupils.
Includes lesson plans and resource sheets
Lesson 1:
Learning objectives
Children should understand:
• contours show the shape of the land (relief);
• how sea level is measured.
Success criteria
Children can:
• begin to understand how relief (the shape of the
land) is shown on OS maps;
• understand how sea level is assessed.
Lesson 2:
Learning objectives
Children should understand:
• there are two ways of representing height on an
OS map;
• contours show the shape of the land (relief);
• layer colouring is a third way of showing relief on
maps.
Success criteria
Children can:
• state how high above sea level a particular
feature is on an OS map;
• begin to understand how height and relief are
shown on OS maps.
Taken from LCP’s LKS2 Geography Resource File
This unit addresses the topic of marriage in a way
that is appropriate for Key Stage 2 pupils. It begins
by looking in general terms at the idea of love and
relationships, then goes on to explore how some
of the major religions allow believers to make a
lifelong commitment to their partner and how
God’s blessing on this is represented in a marriage
ceremony. Non-religious commitment is also
discussed and addressed.
The individual circumstances of anyone in your
class for whom this is a sensitive topic should
be considered and discussed with their carers if
appropriate.
You will need to source video clips of Christian,
Jewish, Muslim and Sikh marriage ceremonies to
enhance the teaching of the lessons.
Prior learning: It is likely that pupils will have
studied friendship, families and perhaps other
relationships that are special to them. However, no
specific knowledge is required to access the unit.
Lesson length: The lessons are designed to last
approximately 75 minutes.
7 lesson unit includes all lesson plans and resource sheets
Lesson 1: Relationships
Lesson 2: Love
Lesson 3: Christian Weddings
Lesson 4: Jewish Weddings
Lesson 5: Arranged Marriage
Lesson 6: Sikh Wedding
Lesson 7: When relationships go wrong
This lesson explores more deeply one of the five pillars discussed in the last lesson: prayer or salah. Islamic prayer takes place five times a day, each time taking about ten minutes. These compulsory prayers help Muslims keep God at the front of their thoughts and keep them from doing bad deeds. Other prayers
also take place at any time and these are called du’a and are often more personal prayers.
The thinking skills strategy of fact or opinion will be used in this lesson. This strategy is used when
material is controversial, such as the idea of a religious belief. It encourages people to think about what is a
fact, a belief or an opinion.
Learning objective
Learning about:
• To understand the importance of regular prayer
in a Muslim’s life; and to understand the beliefs
that teach the importance of regular prayer.
Learning from:
• To understand that what is truth to one religion,
may be considered to be an opinion to another
group of people.
Success criteria
Learning about:
• Pupils will be able to explain the importance of
prayer in the life of a Muslim and discuss how
prayer improves the life of a Muslim.
Learning from:
• Pupils will have considered facts and opinions
about prayers and be able to express their
own views about how different people might
categorise beliefs.
Taken from Learning Outside the Classroom, Keystage Two
5 detailed Lesson plans varying in length:
This project covered several areas of history and also had a strong focus on design and technology. In the project, an archaeologist gave the children different questions to investigate and answer, by travelling back in time using their own ‘time machines’. The historical times and places that they travelled to were: Iron Age Britain, Roman Britain, Viking Britain, ancient Egypt and ancient Greece. The sessions varied in length – some were single sessions, some were whole mornings or afternoons, and the fi nal session took place over a whole day.
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2 full lessons with worksheets, visual flipbook and lesson plans
1st Lesson: Air in Soil
Learning objective-
Children should learn: • that soils have air within them • to recognise whether measurements need to be repeated • to use results to compare the amount of air trapped in different soils
Learning outcomes
Children will be able to: • state that soils have air within them • state why measurements need to be repeated • make comparisons between samples from a set of data
Task: Ask the children to investigate which soil they think will contain the most air and why?
2nd Lesson- Gases in our Environment
Learning objectives
Children should learn: • that there are a number of common gases that are useful to us in our everyday lives
Learning outcomes
Children will be able to: • name a number of common gases • state how a number of common gases are used
Task:The sheet provides a framework for children to research and collect information about carbon dioxide from secondary sources. Once the information has been recorded in note form, it could be displayed in a leaflet or poster.
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