This lesson is part of Exploring the United Kingdom, a Geography unit designed for KS1 and lower KS2 (Y2-4). N.B. If students are new to compass directions, use Introduction to compass directions to introduce the topic prior to this lesson. First the presentation reminds students of the four cardinal compass directions. It then encourages them to use compass directions to describe the position of towns and cities around the UK. In the activity, students have to find UK cities using compass clues. There are two differentiated activity worksheets: Easier – Students locate cities using compass clues and starting letter clues. Harder – Students locate cities using compass and harder starting letter clues. Extension – Students complete cloze procedure sentence about the location of cities in the UK. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of Exploring the United Kingdom, a Geography unit designed for KS1 and lower KS2 (Y2-4). The presentation first explains how every country – just like people – has its own special features and characteristics. It then introduces a variety of famous UK landmarks, sports and foods and challenges students to work out whether each is from England, Scotland, Wales or Northern Ireland. The activity can be done in two ways: Partner activity: In mixed ability partners, students match 20 features and characteristics to the four UK countries. Individual activity: Students match 20 features/characteristics to the four UK countries. Easier – Students match features/characteristics to each country (using stickers with labels). Harder – Students match features/characteristics to each country and label each one (using stickers without labels). If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of a wider Geography unit called Great Missenden – A Village Settlement which is designed for students in upper KS2 (Y4-6). The presentation introduces students to the concept of settlements and asks them to categorise them by size (e.g. hamlet, village, town, city, conurbation). It then introduces them to a range of human geographical features found in settlements (e.g. post offices, sports stadiums). In the activity students identify a variety of human geographical features found in settlements. It is differentiated two ways: Easier – Students identify the features of settlements with normal clues. Harder – Students identify the features of settlements with jumbled up clues. Extension – Students identify which types of settlements these features are usually found in. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is designed for KS2 children. It can be taught as a stand alone lesson but is also available as part of two wider units, both of which are available on TES: -Earthquakes -Volcanoes & Earthquakes N.B. Ideally children have a grounding in latitude and longitude prior to this lesson. The unit Understanding Latitude & Longitude is an ideal introduction to the topic. First the presentation introduces students to latitude and longitude and goes through how to find the coordinates of a point step-by-step. It then asks them to find the latitude and longitude of several world capital cities. The activity challenges students to locate the world’s biggest earthquakes using their latitude and longitude. It is differentiated three ways: Easier – Students locate 12 earthquakes using latitude and longitude. Medium – Students locate 15 earthquakes using latitude and longitude. Harder – Students locate 18 earthquakes using latitude and longitude. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of The Seaside, a Geography unit designed for students in KS1 and lower KS2, but can also be taught as a stand alone lesson. This lesson has a PSHE/writing focus and complements the other Geography skills based lessons in this unit. The presentation asks students to think about what they would take on a seaside holiday. Students are particularly encouraged to think about items linked to sun safety (e.g. sun cream, sun hat). The activity then challenges students to draw or stick the items they would take in their suitcase on a seaside holiday: Easier - Students have three designated items to write sentences about. Harder - Students choose three of their own items to write sentences about. Extension - Students can label the items they have drawn/stuck in their suitcase. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of Exploring the United Kingdom, a Geography unit designed for KS1 and lower KS2 (Y2-4). In the lesson, students learn about the four seasons and characteristics associated with each. First they have to guess each season using different clues. They then find out about the different types of weather associated with each season. The colourful activity is differentiated three ways: Easier – Students match 16 pictures (with labels) to the seasons. Medium – Students match 20 pictures (with labels) to the seasons. Harder – Students match 20 pictures to the seasons and label them. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of Investigating Rivers, a unit designed for upper KS2 (Y4-6). It challenges students to think about all the different ways we use water and where we get it from. Are these necessary (needs) or luxury (wants)? Students then categorise these uses of water as agricultural, recreational, commercial/industrial or community. Lastly, they consider how we can balance human water requirements with those of Earth’s wildlife. In the activity students sort photos of different water uses into six different categories: Household Commercial/industrial Recreational Agricultural Community Wildlife In the extension activity, students classify each water use as either necessary or luxury and explain their reasoning. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of Understanding Trade, a Geography unit designed for students in upper KS2 (Y5-6). The presentation first asks students to think about how the products we buy arrive in the shops. It then introduces the concept of supply chains. To explain this concept, students look at the processes involved in the production of milk. There are two activities: Group Activity: Students sort and sequence four mixed up supply chains including those of bananas, T-shirts, bookshelves and coffee. Individual Activity: Students sequence the supply chains of bananas, T-shirts, bookshelves and coffee. Easier – Students sequence supply chains (first and last process given) Harder – Students sequence supply chains (no clues) If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This set of resources is designed for teaching the Great Fire of London KS1 History unit. You can download the planning for free here. It is suitable for Year 2 children and more able Year 1 children. The presentation introduces key vocabulary and then takes children through the main events of the Great Fire of London in 1666. The follow-up activity helps children chronologically order these events over the five days of the disaster. It is recommended that children do the sequencing activity in mixed ability pairs. If necessary, it is possible to stick the activity into an exercise book. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of Our World, a Geography unit designed for students in KS1 and lower KS2 (Y1-3), but can also be taught as a stand alone lesson. It aims to help younger students understand where they live. It looks at where Earth is in the solar system and then which continent, country and place they call home. In the activity students write sentences about where they live. There are two differentiated worksheets: Easier – Students fill in cloze procedure sentences to describe where they live. Harder – Students write full sentences to describe where they live. Extension – Students sort the names of countries, continents and planets into the correct categories. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This resource is designed for teaching the Great Fire of London KS1 History unit. You can download the planning for free here. It is suitable for Year 2 children and more able Year 1 children. The presentation explores the immediate aftermath of the Great Fire of London and how the city changed when it was rebuilt. A true/false partner activity then reinforces this learning . There are two differentiated worksheets which challenge children to read statements about what they have learned and decide whether they are true or false. It is recommended that children do the activity in pairs to promote partner discussion. The two worksheets include: - a standard activity sheet which gives 14 true/false statements - a harder activity sheet which also challenges children to come up with their own true/false statements If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of Exploring Spain, a Geography unit designed for upper KS2 students (Y4-6), but can also be taught as a stand alone lesson. The presentation first recaps the climate zones of the world (i.e. tropical, temperate & polar zones) and locates Spain within these. It then looks in more detail at Spain’s weather, climate zones and the climate of Madrid. Students are then encouraged to find clues about Madrid’s weather using a climate graph. This lesson includes two activities: Comprehension activity: Students interpret climate graphs for Madrid and London and compare the climates of both cities. ICT activity: Students create their own climate graph for Madrid using Microsoft Excel. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of The Seaside, a Geography unit designed for students in KS1 and lower KS2, but can also be taught as a stand alone lesson. The presentation takes students on a tour of the seaside town of Lyme Regis, home of the famous 19th century paleontologist, Mary Anning. On the way, students find out about a variety of tourist attractions and other features including the harbour, the Marine Aquarium and the Lyme Regis Museum. The activity then challenges students to use their map skills to locate these features on a map of the town. Easier - Students identify each feature of Lyme Regis by writing a number. Harder - Students identify each feature of Lyme Regis by writing a name. Extension - Students locate and circle other features of Lyme Regis using the map key. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This set of resources is designed for teaching the Great Fire of London KS1 History unit. You can download the planning for free here. It is suitable for Year 2 children and more able Year 1 children. The presentation introduces the Great Fire of London and the Stuart period. The activity helps children place the event within the context of other historical events from 0AD to the present. There are two differentiated worksheets: - one challenges children to place 8 historical events on a timeline - one challenges children to place 8 historical events and their dates on a timeline If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of Understanding Trade, a Geography unit designed for students in upper KS2 (Y5-6). First the presentation helps students understand what trade is and introduces the concepts of imports and exports. It does this by linking these ideas to every day products we buy. It also looks at the different scales of trade – local, national and international. The activity then challenges students to match up products with statements about the company which makes them and where they are produced/manufactured. Easier – Match the products to the statements (on stickers) Harder – Match the products to the statements (written) Extension – Students complete a cloze procedure paragraph about trade. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of Mountain Environments, a Geography unit designed for students in upper KS2 (Y4-6). N.B. Ideally students have a grounding in latitude and longitude prior to this lesson. The unit Understanding Latitude & Longitude is an ideal introduction to the topic. First the presentation introduces students to latitude and longitude and goes through how to find the coordinates of a point step-by-step. It then asks students to find the latitude and longitude of several world capital cities. The activity and extension then challenge children to locate famous world mountains using their latitude and longitude: Easier - Students locate 12 famous world mountains using latitude and longitude. Harder - Students locate 16 famous world mountains using latitude and longitude. Extension - Students add more famous mountains to their world map using latitude and longitude clues. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of The Seaside, a Geography unit designed for students in KS1 and lower KS2, but can also be taught as a stand alone lesson. The presentation introduces students to the seaside topic and then challenges them to identify features of the seaside (e.g. sandcastle, lifeguard) from partial picture clues. In the activity, students identify and label seaside features: Easier – Students label photos of seaside features (with initial letter clues). Harder – Students label photos of seaside features (no clues) Extension: Easier – Students label seaside features in photos of Brighton Beach and a beach on the Isle of Harris. Harder - Students write sentences about seaside features in photos of Brighton Beach and a beach on the Isle of Harris. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of Our World, a Geography unit designed for students in KS1 and lower KS2 (Y1-3), but can also be taught as a stand alone lesson. The presentation first helps students understand the concepts of ‘human’ and ‘natural’. It then takes them on a journey around the world and challenges them to identify human and natural features of our planet (e.g. mountains, airports). There are two associated activities: Group activity: Students match pictures of features of the world to their names and sort them into human and natural categories. Individual activity: Children identify photos of features of the world. Easier – Students identify features of the world (no writing). Harder – Students identify features of the world (writing). Extension – Students label each feature as human (H) or natural (N). If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.