Hi, I am Lizzie a primary teacher with 10+ years of experience. I love teaching but the thing I hate is that Sunday becomes a work day. I believe that all teachers deserve to rest on Sunday. For the benefit of themselves and their students. Hence the creation of Teachers Love Sundaes.
The resources I create can be picked up and taught straight from. All lessons include key vocabulary, rewind , active learning throughout, problem solving generated learning , stem sentences and so much more !
Hi, I am Lizzie a primary teacher with 10+ years of experience. I love teaching but the thing I hate is that Sunday becomes a work day. I believe that all teachers deserve to rest on Sunday. For the benefit of themselves and their students. Hence the creation of Teachers Love Sundaes.
The resources I create can be picked up and taught straight from. All lessons include key vocabulary, rewind , active learning throughout, problem solving generated learning , stem sentences and so much more !
Thankyou for looking at my bundle of resources.
Lesson 1- To find out about toys and explain how we find out about the past.
Lesson 2 - To know about toys in the 20th Century
Lesson 3 - Comparing Victorian toys and modern day toys.
Lesson 4 - To recognise how toys have changed over time.
Throughout the lessons children will look at historical sources and discuss which sources are best for particular areas of learning.
In lesson 1 - Finding out about toys and explaining how we find out about the past.
In this lesson children will start with a physical warm up where they will show their preference to two items (one being a toy) . This will lead into a discussion about what a toy is and what children’s favourite is. Children will interview each other and proceed to write up their answers.
The teacher will then show children a toy from the past. They will generate questions to ask the toy and then discuss how we can find our answers.
lesson 2 - To know about toys in the 20th century
Children will start the lesson by reflecting on their prior learning and vocabulary.
Throughout all of their toys lessons children will be actively thinking of historical sources of information. Considering what is a good source of information and what might not be the best e.g children will think about how they aren’t a good expert group for toys from the 20th century as they weren’t alive during this era.
Todays focus of historical information will be the internet. Children will be shown a basic timeline of toys popular in the 20th century created by the teachers research from the internet. Children will then go on to do a focus research on lego. Children will be guided creating useful questions.
Children will final go onto present the facts they have learnt on a lego brick. With a chilli challenge and helping hands support to ensure all children maximise their learning.
Lesson 3 - To compare Victorian and modern day toys
In this lesson children will start with a warm up where they will think about the question - If you could make a toy what would it be? Children will rewind on their prior learning of modern day toys and 20th century toys.
Children will continue to look at historical sources of evidence. Children will look at books about the Victorians to answer four questions. This will provide a general gist of when the Victorian era was, what Victorian life was like for the rich and poor and what schooling looked like.
Children will be guided (in a ks1 manner) to make inferences about what Victorian toys might be like. Children will then learn about Victorian toys through an exploration of actual toys (pictures/videos may be needed if you can’t access Victorian toys) and then a teacher led input about the toys.
Finally, children will complete small steps which will support them to independently make simple comparisons in their independent application.
Lesson 4 - To recognise how toys have changed over time.
Today children will be introduced to a Victorian toy maker. They will start by using clues such as girl and boys toys to identify what era the toy maker came from. Using their prior knowledge on Victorian toys.
Children will continue to reflect back on prior knowledge when they learn the maker is going to travel forward to modern times. Children will reflect on times such as the 20th century.
The toy maker will then show children a toy and will explain why they think its a good toy (the toy is completely against modern times such as attitude and technology)
Children will be taught about why things have changed. MSTA - Materials, safety , technology and attitudes.
Children will write a letter to the toy maker explaining why the toy is unsuitable.
This resource is a ppt to support teaching on the Viking era. This is aimed at LKS2 but can be easily adapted for upper KS2.
The ppt will start by defining chronology and establishing the importance of developing a chronological understanding by comparing the chronology of the Vikings to the development of a key primary resource.
The ppt will then go on to teach the differences between BC and AD.
Thankyou for looking at my resource.
In this lesson children will start with a warm up where they will think about the question - If you could make a toy what would it be? Children will rewind on their prior learning of modern day toys and 20th century toys.
Children will continue to look at historical sources of evidence. Children will look at books about the Victorians to answer four questions. This will provide a general gist of when the Victorian era was, what Victorian life was like for the rich and poor and what schooling looked like.
Children will be guided (in a ks1 manner) to make inferences about what Victorian toys might be like. Children will then learn about Victorian toys through an exploration of actual toys (pictures/videos may be needed if you can’t access Victorian toys) and then a teacher led input about the toys.
Finally, children will complete small steps which will support them to independently make simple comparisons in their independent application.
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
Thankyou for looking at my lesson.
Today children will be introduced to a Victorian toy maker. They will start by using clues such as girl and boys toys to identify what era the toy maker came from. Using their prior knowledge on Victorian toys.
Children will continue to reflect back on prior knowledge when they learn the maker is going to travel forward to modern times. Children will reflect on times such as the 20th century.
The toy maker will then show children a toy and will explain why they think its a good toy (the toy is completely against modern times such as attitude and technology)
Children will be taught about why things have changed. MSTA - Materials, safety , technology and attitudes.
Children will write a letter to the toy maker explaining why the toy is unsuitable.
Chilli challenge - Children will be encouraged to give a recommendation and explain why this is a better toy.
Helping hands - Children will have a scaffold to allow them to focus on the facts rather than forming sentences.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
Children will start by reflecting on prior learning.
Children will be provided with a brief overview of what mining is and the importance of it to the Victorian era.
Children will then start to explore the general impact of mining,before using the 1842 commission report to identify how mining impacted children. They will finally will look at the impact on Nottinghamshire.
Children will write their own report.
In this lesson children will start with a physical warm up where they will show their preference to two items (one being a toy) . This will lead into a discussion about what a toy is and what children’s favourite is. Children will interview each other and proceed to write up their answers.
The teacher will then show children a toy from the past. They will generate questions to ask the toy and then discuss how we can find our answers.
Key vocabulary
Toys , past, historical evidence, historical source .
Thankyou for looking at my resource.
Powerpoint
L.O
L.O Scaffolded helping hands task
Set up to do list
Chilli Challenge
Photo space, spiel and vocabulary
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
Children will start the lesson by reflecting on their prior learning and vocabulary.
Throughout all of their toys lessons children will be actively thinking of historical sources of information. Considering what is a good source of information and what might not be the best e.g children will think about how they aren’t a good expert group for toys from the 20th century as they weren’t alive during this era.
Todays focus of historical information will be the internet. Children will be shown a basic timeline of toys popular in the 20th century created by the teachers research from the internet. Children will then go on to do a focus research on lego. Children will be guided creating useful questions.
Children will final go onto present the facts they have learnt on a lego brick. With a chilli challenge and helping hands support to ensure all children maximise their learning.
Thankyou for looking at my resource.
All lessons start with children solving a problem that can only be solved using the LO. e.g identifying a picture through a sentence that doesn’t contain expanded adjectives so it is impossible to identify the picture.Research has shown that when children learn through problem solving and having ownership of their own learning they develop a deeper and longer lasting understanding.
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years)
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
The lesson starts with children exploring the concept of chronology. Children will look at how chronology is displayed using a time line and recap on AC and BC.
Children will then go on to explore key Victorian vocabulary that may be new to children such as reign.
Children will be taught the start and end dates of the Victorian era.
As a class children will order some of the key events on a time line they will use a range of skills such as comparing the dates to other key events as well as clues from prior/future events.
Children will be challenged to think about what is the most common type of event such as the advancement of technology.
Independent application - children to create a time line of key events.
