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 !
Thank you for looking at my resource
This unit is made up of five lessons.
Each lesson Includes a fully comprehensive powerpoint ,worksheets/resources catering to a wide range of abilities, preparation list and a lesson plan.
Lesson 1 - To locate seaside locations
Lesson 2 - To identify physical and human features of seaside locations.
Lesson 3 - To compare seaside resorts from the past with seaside resorts today.
Lesson 4 - To describe a seaside town - Scarborough.
Lesson 5 - To locate, identify and describe British islands.
All lessons start with active rewind (recap) tasks. These provide an informal assessment for teachers, remind children of their prior learning to help learning go into their long term memory and put relevant prior learning in the forefront of children’s minds as they acquire new learning.
Children will have stem sentences to support oracy and enable children to focus on the learning rather than forming sentences.
Independent task
In each lesson children will be built up to completing an independent task/s.
Every task has a helping hands task. This aims to remove barriers to children accessing the main task such as using stem sentences to allow children to focus on their learning not the structuring of sentences.
The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task.
Thank you for looking at my resource.
This is the final lesson in a sequence .The lesson can be taught independently without the need for previous lesson. This lesson can be picked up and taught straight from however is fully editable.
Children will start by a rewind task (recapping prior learning). Children will play a charades (with sound effects) game to recap on features of a seaside. Children will then discuss the case study of Scarborough that they looked at in the previous lesson. This can be edited/removed if this does not match children’s prior learning.
Children will be introduced to the new learning by looking at a compass. This is taught in a way that is accessible to children with no prior understanding of a compass.
Children will identify what direction the sea is and identify the other directions are land. Children will then be shown the Isle of Man and discuss how this is different to the other seaside locations they have looked at.
Children will look at a definition of an island. They will learn that the UK is an island however the focus of today’s learning is the smaller islands within the UK.
Children will complete an independent/teacher led task to identify some of the main islands in the UK.
A helping hands task (supported task) is provided.
A chilli challenge is provided to extend learning. This should be given to all children. The ‘differentiation’ will be based on how children access the task.
Past/current vocabulary is explicitly taught, and children are reminded of this at suitable and regular opportunities.
Stem sentences are provided throughout to promote oracy and allow children to focus on the geography rather than formation of a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thank you for looking at my resource.
This resource can be used in a variety of ways and is fully editable to adapt to your particular needs.
The worksheets are designed to build up children’s understanding.
Page 1 - Matching the picture to the noun.
Page 2 - Writing the noun shown in the picture.
Page 3 - Circle the nouns/ circle the noun/s in the sentence.
Page 4 - Write a noun in the space
Page 5 - Matching the picture to the verb.
Page 6 - Writing the verb shown in the picture.
Page 7 - Circle the verb/ circle the verb in the sentence.
Page 8 - Write a verb in the space.
Thankyou for looking at my resource.
This resource can be used in a variety of ways and is fully editable to adapt to your particular needs.
The worksheets are designed to build up children’s understanding.
The initial worksheets work on a pictorial basis where children will count to find out their number bonds to 20. The later worksheets work on abstract calculation and support children who are needing to/able to instantly calculate.
Page 1-2 How many eggs have spots?/how many stripes?/how many altogether?
Page 3 - How many more carrots - writing the missing amount in a calculation.
Page 4 - Writing the number of carrots and the amount of carrots needed in a calculation.
Page 5 - Abstract matching which eggs make 20 ?
Page 6 - Abstract - Writing what is needed to make 20.
Page 7 - Abstract - Completing number bonds to 20 in order. Challenge to spot the pattern.
Page 8 - Abstract - Completing number bonds to 20 out of order.
This is the fourth lesson in a sequence .The lesson can be taught independently without the need for the previous lessons or the future lessons. This lesson can be picked up and taught straight from however is fully editable.
Children will start with a rewind task (recapping prior learning). Children will try to name a seaside feature for each letter of the alphabet. Children will then recap on physical and human features. Children will decide if a feature is physical or human. Finally children will recall the similarities and differences between a Victorian seaside and a seaside resort today.
Children will then move on to this lessons learning. They will learn that they are going to study Scarborough. Applying their prior learning, children will reflect, partner talk and discuss as a class the features they would expect to see in Scarborough.
Children will be shown some of the generic features Scarborough has and then will move onto the unique features.
Children will then move onto an independent task.
A helping hands task (supported task) is provided.
A chilli challenge is provided to extend learning. This should be given to all children. The ‘differentiation’ will be based on how children access the task.
Past/current vocabulary is explicitly taught, and children are reminded of this at suitable and regular opportunities.
Stem sentences are provided throughout to promote oracy and allow children to focus on the geography rather than formation of a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
This is the third lesson in a sequence .The lesson can be taught independently without the need for the previous lessons or the future lessons. This lesson can be picked up and taught straight from however is fully editable.
Children will start with a rewind task (recapping prior learning). Children will identify the odd one out. This will encourage children to recap on the difference between physical and human features. Children will then recap on the features of a seaside by playing an adapted I went to the shop and got game. After this game children will be shown the features they looked at in the previous lessons. This will ensure that these are at the forefront of children’s minds allowing them to make links with their new learning.
Children will be introduced to this lessons learning with the key concepts such as comparison explained. Using a number of resources children will create a whole class features of a Victorian seaside list.
Children will reflect, share with a partner and discuss as a whole class the key similarities and differences between today and the Victorian era.
Children will go onto complete an independent comparison.
A helping hands task (supported task) is provided.
A chilli challenge is provided to extend learning. This should be given to all children. The ‘differentiation’ will be based on how children access the task.
Past/current vocabulary is explicitly taught and children are reminded of this at suitable and regular opportunities.
Stem sentences are provided throughout to promote oracy and allow children to focus on the geography rather than formation of a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thank you for looking at my resource.
This resource builds up children’s understanding of the past tense. Breaking down individual components of rules to help with common misconceptions.
Each verb rule is explained and broken down into individual stages to help children fully understand e.g one of the tasks for verbs ending in y , children simply identify what the letter is before y.
Children are provided for each verb rule with:
a definition
an explanation of the given past tense verb rule
tasks which build up to children fully understand the rules .
Page 1 -Verbs
Pages 2 + 3 - Verbs that need ed adding
Pages 4 ,5 + 6 - Verbs that end in y
Pages 7 - Verbs ending in e
Page 8 - Verbs with one syllable and ending in a consonant.
Page 9- Verbs that don’t follow the rules.
This can be used in a variety of ways. Including as a homework booklet for over holidays or as individual worksheets.
Thank you for looking at my resource.
This resource provides individual activities for each of the sentence types as well as a consolidating activity using all four sentence types.
Each sentence type has:
A definition
An identification task.
A writing task.
For exclamation and question sentences there is a further matching the sentence to the correct punctuation to ensure children are not only recognizing the distinct punctuation marks but also how recognize type based on how they are written.
This can be used in a variety of ways. Including as a homework booklet for over the easter holidays to consolidate learning or morning starters in the lead up.
Thank you for looking at my resource.
This resource includes 5 fully editable Easter themed number bonds to 10 tasks.
Making 10 with the Easter bunny.
Making 10 and completing the number sentence .
Matching numbers that make 10.
Writing the missing number to make 10.
Part Part Whole bunnies.
This can be used in a variety of ways. Including as a homework booklet for over the easter holidays to consolidate learning or morning starters in the lead up.
Thank you for looking at my resource.
This is the second lesson in a sequence .The lesson can be taught independently without the need for past or future lessons. This lesson can be picked up and taught straight from however is fully editable.
Children will start by a rewind task (recapping prior learning). Children will actively engage through two reasoning exercises. The first task they will identify the odd one out. Children will then discuss with a partner which location is not suitable for a seaside location and why.
Children will be introduced to the term features.This will be explained and used throughout to ensure the terminology is embedded into their learning.
Children will rewatch a video looking at a seaside resort. Children will use this to start creating a list of seaside features. Children will then be explicitly taught some of the main features of a seaside such as promenade, beach and sea.
This will lead into an independent task. Helping hands (supported help) and a chilli challenge is provided for this task.
Children will then come back as a class. Children will complete another odd on out however this time the odd one out will be a human/physical odd one out.
Children will learn about physical and human features differences.
Children will complete a second independent task. Helping hands (supported help) and a chilli challenge is provided for this task.
A chilli challenge is provided to extend learning for both independent learning tasks. This should be given to all children. It is designed to be open ended. The ‘differentiation’ will be based on how children access the task.
Past/current vocabulary is explicitly taught and children are reminded of this at suitable and regular opportunities.
Stem sentences are provided throughout to promote oracy and allow children to focus on the geography rather than formation of a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thank you for looking at my resource.
This is the first lesson in a sequence .The lesson can be taught independently without the need for the future lessons. This lesson can be picked up and taught straight from however is fully editable.
Children will start by a rewind task (recapping prior learning). Children will recap on the four countries and capital cities of the UK. Children will actively engage in this by discussing which of the four capital cities they have visited they would most like to visit and why.
Children will be introduced to the new learning by thinking about their own experiences of day trips/holidays. This will lead into the seaside being introduced.
Children will think about the qualities a seaside through discussion and watching a video. This will bring about thinking about the importance of seaside locations.
Children will be built up to using an atlas to identify the locations of 10 UK seaside locations.
A helping hands task (supported task) is provided.
A chilli challenge is provided to extend learning. This should be given to all children. The ‘differentiation’ will be based on how children access the task.
Past/current vocabulary is explicitly taught and children are reminded of this at suitable and regular opportunities.
Stem sentences are provided throughout to promote oracy and allow children to focus on the geography rather than formation of a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thank you for looking at my resource.
This assembly is about the celebration of Easter. This is up to date for 2025.
Throughout the assembly children are encouraged to reflect and discuss. With a chill challenge question to expand older children’s thinking.
Children will start by discussing what three images have in common. This will lead into learning about Easter.
Children will learn about:
What Easter is.
The Easter story.
What a celebration is.
How Christians celebrate Easter.
Children will be given opportunities to extend their learning with home challenges.
Thankyou for looking at my resource
This unit is made up of five lessons.
Each lesson Includes a fully comprehensive powerpoint and word resources catering a range of abilities.
Lesson 1 - To describe the differences between the town and the countryside
Lesson 2 - To locate and name the countries of the UK
Lesson 3 - To locate and identify the four capital cities - Cardiff and Belfast
Lesson 4 - To locate and identify the four capital cities - Edinburgh + London
Lesson 5 - To compare two capital cities
This unit uses the story of The Town Mouse and the Country Mouse throughout.
All lessons start with active rewind (recap) tasks. These provide an informal assessment for teachers, remind children of their prior learning to help learning go into their long term memory and put relevant prior learning in the forefront of children’s minds as they acquire new learning.
Children will have stem sentences to support oracy and enable children to focus on the learning rather than forming sentences.
Independent task
In each lesson children will be built up to completing an independent task/s.
Every task has a helping hands task which aims to remove barriers to children accessing the main task such as using stem sentences to allow children to focus on their learning not the structuring of sentences.
The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task.
Thank you for looking at my resource.
This is the final lesson in a sequence .The lesson can be taught independently without the need for the past lesson or the further lessons. This lesson can be picked up and taught straight from however is fully editable.
Children will start by rewind (recapping) on prior learning. Children will recap on the four countries and capital cities of the UK. Children will actively engage in this by discussing which of the four capital cities they have visited they would most like to visit and why.
Children will use the story of The Country Mouse and the Town Mouse (A story ppt has been attached if teaching this without using the previous lesson). Children will be informed Grandma Mabel (who lives in London) has invited Uncle Luca from Brasilia to visit. She has assumed that Brasilia and London will be the same as they are both capital cities. Children will discuss with a partner if the Grandma Mabel is correct.
Children will learn about what comparison means. Children will watch and be provided with a range of facts about the features of Brasilia and London. A whole class running comparison chart will be created with multiple opportunities for children to engage in discussion about the similarities and differences.
Children will complete a written task where they write a letter to Uncle Luca explain the similarities and differences.
A helping hands task (supported task) is provided.
A chilli challenge is provided to extend learning. This should be given to all children. The ‘differentiation’ will be based on how children access the task.
Past/current vocabulary is explicitly taught and children are reminded of this at suitable and regular opportunities.
Stem sentences are provided throughout to promote oracy and allow children to focus on the geography rather than formation of a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thank you for looking at my resource.
This is the third lesson in a sequence .The lesson can be taught independently without the need for the past lesson or the further lessons. This lesson can be picked up and taught straight from however is fully editable.
This lesson has been split into two parts too reduce cognitive overload.
Part 1 - Cardiff and Belfast
Part 2 - London and Edinburgh
Children will start by rewind (recapping) on prior learning. Children will recap on the four countries of the UK. Children will actively engage in this by discussing whether they would like to visit Cardiff or Belfast using what they learnt in the previous lesson.
Children will use the story of The Country Mouse and the Town Mouse (A story ppt has been attached if teaching this without using the previous lesson). Children will be informed that Milo is from Scotland. Milo will inform children about the generic city features Edinburgh has and then will move on to its more unique features.
Following on from this children will reflect, then discuss which of the unique features they would most like to visit and why?
Children will then complete a written application task where they identify what country Edinburgh is the capital city of and which two unique places they would visit.
Children will then be introduced to Molly’s grandma Mabel. Just like Milo, Mabel will introduce some of the generic features of London and then show some of the unique features.
Children will again complete a written application task.
A helping hands task (supported task) is provided.
A chilli challenge is provided to extend learning. This should be given to all children. The ‘differentiation’ will be based on how children access the task.
Past/current vocabulary is explicitly taught and children are reminded of this at suitable and regular opportunities.
Stem sentences are provided throughout to promote oracy and allow children to focus on the geography rather than formation of a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thank you for looking at my resource.
This is the third lesson in a sequence .The lesson can be taught independently without the need for the past lesson or the further lessons. This lesson can be picked up and taught straight from however is fully editable.
This lesson has been split into two parts too reduce cognitive overload.
Part 1 - Cardiff and Belfast
Part 2 - London and Edinburgh
Children will start by rewind (recapping) on prior learning. Children will actively engage in this by discussing with a partner the features of town and country. Children will then work together as a class to name the four countries of the UK.
Children will use the story of The Country Mouse and the Town Mouse (A story ppt has been attached if teaching this without using the previous lesson). Children will be informed that Molly is from Wales and the capital city is Cardiff. Children will learn about some of the generic city features and then will be shown unique features found in Cardiff.
Following on from this children will reflect, then discuss which of the unique features they would most like to visit and why?
Children will then complete a written application task where they identify what country Cardiff is the capital city of and which two unique places they would visit.
Children will then be introduced to Molly’s Uncle Mike who lives in Belfast. Just like Molly, Mike will introduce some of the generic features of Belfast and then show some of the unique features.
Children will again complete a written application task.
A helping hands task (supported task) is provided.
A chilli challenge is provided to extend learning. This should be given to all children. The ‘differentiation’ will be based on how children access the task.
Past/current vocabulary is explicitly taught and children are reminded of this at suitable and regular opportunities.
Stem sentences are provided throughout to promote oracy and allow children to focus on the geography rather than formation of a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thank you for looking at my resource.
This is the second lesson in a sequence .The lesson can be taught independently without the need for the past lesson or the further lessons. This lesson can be picked up and taught straight from however is fully editable.
Children will start by rewind (recapping) on prior learning. Children will actively engage in this by playing an A-Z game where they will name features of a town and features of the countryside.
Children will use the story of The Country Mouse and the Town Mouse (A story ppt has been attached if teaching this without using the previous lesson). Children will be informed that Molly has only told Milo that she lives on earth. Children will discuss why this isn’t helpful for Milo to locate her. This will lead into learning about the countries of the UK. Children will spend time exploring google earth and how the UK and its countries are part of this.
Children will complete two tasks. The first will be naming the four countries on a blank map. Children will then be shown Molly and Milo’s relatives locations and name where they live.
A helping hands task (supported task) is provided. A chilli challenge is provided to extend learning. This should be given to all children. The ‘differentiation’ will be based on how children access the task.
Past/current vocabulary is explicitly taught and children are reminded of this at suitable and regular opportunities.
Stem sentences are provided throughout to promote oracy and allow children to focus on the geography rather than formation of a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thank you for looking at my resource.
This is the first lesson in a sequence .The lesson can be taught independently without the need for the further lessons. This lesson can be picked up and taught straight from however is fully editable.
Children will start by rewind (recapping) on prior learning. Children will actively engage in this by playing I spy with their immediate environment. Either inside or outside depending on the weather.
This will lead into teaching the terminology and concepts of location and observation. Children will develop their understanding by identifying a location in a picture and making simple observations. Children will start to develop their ability to describe differences by comparing different locations pros and cons.
Children will be read the story of The Town Mouse and the Country Mouse and apply location, observation ,pros and cons to discuss the story.Children will use these concepts to start to differentiate between town and countryside.
Children will be introduced to the term feature. Children will looking at their closest town and countryside. Children will identify real life examples of the features of the town and countryside and will discuss how the mice from the story would see these as either a pro or a con.
Children will complete an independent task where they will compare town and countryside using a venn diagram. Examples are provided to help children understand how to use a venn diagram including a whole class exercise sorting a number of statements.
A helping hands task is is provided where children are given the statements to sort.
A chilli challenge is provided to extend learning. This should be given to all children. The ‘differentiation’ will be based on how children access the task.
Past/current vocbaulary is explicitly taught and children are reminded of this at suitable and regular opportunties.
Stem sentences are provided throughout to promote oracy and allow children to focus on the geography rather than formation of a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thank you for looking at my resource.
This is a simplified story of The Town Mouse and the Country Mouse (12 slides) suitable for FS and KS1 .
This works really well as a stand alone story but also works well with a range of lessons such as reading retrieval and geography work comparing country and town.
The powerpoint is fully editable.
Thankyou for looking at my resources
This unit is made up of five lessons.
Each lesson Includes a fully comprehensive powerpoint and word resources catering a range of abilities.
Lesson 1 -To compare differences between things that are alive, used to be alive and never been alive.
Lesson 2 - To identify how living things depend on each other.
Lesson 3 - To find and name animals in a microhabitat and explain why they are suited to living there.
Lesson 4 - To identify animals and plants in world habitats.
Lesson 5 - To use a food chain to explain how animals get their food.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
All lessons start with active rewind (recap) tasks. These provide an informal assessment for teachers, remind children of their prior learning to help learning go into their long term memory and put relevant prior learning in the forefront of children’s minds as they acquire new learning.
Children will have stem sentences to support oracy and enable children to focus on the learning rather than forming sentences.
Independent task
In each lesson children will be built up to completing an independent task/s.
Every task has a helping hands task which aims to remove barriers to children accessing the main task such as using stem sentences to allow children to focus on their learning not the structuring of sentences.
The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task.
