The Learning Outside the Classroom resource provides teachers with fun outdoor activities and great ideas to engage KS1 and Early Years.
This free part of the outdoor learning resource takes a look at :-
• Natural Area around School and Local Area
• Health and Safety
• Natual Enviornment Case Study
Also see KS2 Learning Outside the Classroom.
FREE Poetry in Motion resource pack includes: - 1) Drafting and Presentation, 2) Trees and Woodlands 3) Be Verbose with Verbs! Based on actual poetry work carried out by Roger Butts – a former primary school teacher, headteacher, advisor and lover of the outdoors. The activities encourage children to look carefully and closely for specific details, which will not only help them to understand and appreciate their environment but, helps them to create an effective and lasting image to convey their ideas and emotions.
Many of the ideas can be taught at any primary age group, as different age groups or abilities will produce different outcomes from the same stimuli
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An excellent piece of children’s fiction, ideal for your primary school library, Scrimshaw is an engrossing fantasy adventure from international author Nazam Anhar that features pirates, rough seas and adventure.
A fantastic journey into the realm of pirates and plunder, join Nathan as he voyages to far off lands and discovers a whole way of life that he never knew existed.
Scrimshaw also provides the perfect opportunity for teachers to explore elements of history, geography and science in their literacy lessons, making it perfect for dynamic cross-curricular teaching.
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KS1 - Lesson 8: Managing my feelings from the ‘Who Am I?’ section. To help children make sense of their emotions and develop an understanding of how to manage them.
Aim To help children make sense of their emotions and develop an understanding of how to manage them.
Lesson length 50-60 minutes
As children learn about the world around them, locally, nationally and globally, it is important for them to learn more about themselves. They need to explore who they are, what they can do, their favourite things, what makes them special and the type of person they want to become. They develop a degree of self-awareness and awareness of others around them.
All resources included
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Aim To help children understand that you should leave other people’s property alone and that it is wrong to steal.
30-40 minutes- Full lesson
Learning outcomes Children should be taught: • to recognise what is right and wrong; • to share their opinions on things that matter to them and explain their views; • to take part in discussions with one other person and the whole class; • to play and work co-operatively; • to recognise how their behaviour affects others.
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The files have been fully updated by a team of experienced contributors who teach in a range of schools across the country and bring a breadth and depth of experience to ensure that the latest material is relevant and carefully tailored to the needs of primary teachers working with pupils in Early Years, Key Stage 1 and Key Stage 2.
Get 15 sheets or the whole book via our TES shop
5 sheets with Answers
Alphabet – to put words into alphabetical order.
Compound Words – to investigate compound words.
Thesaurus – to use a thesaurus to improve my vocabulary.
Nouns – to revise word classes – nouns.
Nouns – to recognise abstract nouns.
Taken from: Grammar and Creativity for Year 4
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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Want all four lessons? Get the full pack:
In this unit, children explore an event that has been commemorated annually for over a 100 years. Children investigate the origins of Remembrance Day and how its significance has grown to incorporate conflicts up to the present day. Children who belong to service or refugee families may have direct, personal experiences of recent hostilities, and their schools will need to exercise sensitivity and discretion in teaching this topic. It is helpful if the children have considered other types of anniversaries and/or commemorations and used historical sources such as artefacts and photographs to ask and answer questions about the past.
Although this focuses on Remembrance day the unit can be easily adapted to fit for VE day
1: Memories
• To find out why people wear poppies at this time of year.
• Explain why we wear poppies for Remembrance.
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Includes 1 Non-fiction text with 1 question/activity sheet. Text title:
Shape
The text is very short and includes a picture on the front of each reading card. Most children at Foundation Stage may not be able to read the text by themselves, though they may be able to guess at some of the words because of the context. The idea is that an adult or more-able reader will read the words to and with the child, before discussing the picture and the theme of the card.
The Talk time questions on the other side of the card are simply suggested prompts for the adult. It is important to encourage the child to ask questions about the theme of the card.
The Fun time activities are designed to trigger off cross-curricular investigations, research enquiries and creativity. The activities may be done at school or at home and a summary of the resources needed for each card is given on card G. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy.
The Puzzle time section contains cartoons or puzzles that are related to the main theme of each card. They give children the opportunity of playing with words and reinforcing their language skills.
Each card has an All join in section with either a short poem, a song or a rhyme. Very few children at this stage will be able to read the words by themselves, but the intention is for the adult and child to learn the rhyme by heart and enjoy saying it together.
Sample taken from our EYFS reading text box.
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See the full Instructions unit: https://www.tes.com/teaching-resource/year-2-english-literacy-instructions-unit-12330446
One lesson with plan and resources
Good for introducing the topic of instructions
WALT: Listen to instructions. • Follow instructions and give instructions on how to move.
Focus on speaking and listening skills by getting the children to follow a chant.
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The purpose of this topic is to teach and ensure that children can respond to the question ¿Dónde vives? Children should also be able to ask others the same question and to understand the response.
Learning objectives
Children learn:
to say where they live
to ask others where they live
Learning outcomes
Children learn:
to use a set phrase to respond to the question,
for example Vivo en Lincoln
to substitute items in the model phrase to vary
the statement
to take part in a brief prepared task using visual
clues to help them initiate and respond
to show understanding of short wordprocessed
dialogue, made up of familiar language
Includes: Lesson Plan and Activity Sheets
Like this? Check out the full units available on TES or our website
Ancient Greek theatre.
The purpose of
this lesson is: to investigate the ancient Greek theatre.
Children should learn:
• to deduce information about an aspect of the Greek
way of life from pictures of buildings and texts;
• to combine information from several sources;
• about the role of the theatre in the way of life of the
Greeks;
• to structure work in the form of a play.
Class objective:
• to investigate ancient Greek theatre and what
happened there.
Children should be able to:
• recognize the main features of a Greek theatre;
• understand the religious connections between
theatre and religious festivals;
• find out the sorts of plays the Greeks liked and who
wrote them;
• contribute to the preparation and performance of a
play that demonstrates the key features of Greek
drama.
Includes full lesson plans and activities
Learning objectives
• To show some control and coordination when
using small equipment.
Early learning goals
ELG 01, ELG 02, ELG 04, ELG 05, ELG 06, ELG 12,
ELG 14, ELG 16, ELG 17
45-60 minute lesson
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Aim To help children understand the damage that can be caused to their bodies by eating too much of the wrong food types.
Lesson length: 30 minutes
Learning outcomes Children should be taught: • to talk and write about their opinions, and explain their views, on issues that affect themselves and society; • what makes a healthy lifestyle, including the benefits of exercise and healthy eating … ; • to make informed choices (for example, about issues affecting their health and well-being).
All resources and lesson plan included
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The big picture
In every gurdwara there is a langar, a free kitchen/dining hall where anyone of any gender, religion or
colour can come and share a meal. The provision of the langar is part of the Sikh belief that everyone is of
equal value and worth. This lesson also demonstrates the Sikh belief in equality.
Learning objective
Learning about
• To explain how the water carrier’s beliefs led
him to act as he did despite influence from other
people.
Learning from
• To learn that standing up for your beliefs and
doing what you think is right can be challenging.
All resources included
Based on a theme, LCP’s daily home learning plans are here to help give parents ideas for fun and engaging activities for their children. Each day includes a mixture of independent and working with adult activities and a timetable to help structure the day.
It includes all resources and hyperlinks.
Day 6 Titanic includes links to History, Art, DT, Writing and Reading,
DISCLAIMER: Website addresses are provided in this resource in order to offer additional information sources for teachers. It is not unknown for unscrupulous individuals or organisations to place highly
unsuitable materials on websites to which children might have access. It is essential that teachers check the content of websites before allowing pupils to have access to them. In addition, although we try to suggest reliable sources, websites and the individual pages within them can sometimes be removed or have their website addresses changed by their owners. LCP cannot be held responsible for other organisations’ websites which are removed or changed, nor for the content of such websites.
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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.
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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.
Leave a review
Get all 7 Geography Activities from our TES shop
An extract of Pliny the Younger’s letter to his friend Cornelius Tactius, a Roman historian, recording his experience of the eruption of Vesuvius in 79AD.
It could be used as part of Geography, History or within Reading.
Taken from the KS2 Geography Resource file.
Available as a PDF
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Taken from Unit 1 UKS2 Literacy file.
Read chapter 4 ‘The Keeper of the Keys’ from Harry Potter and the Philosopher’s Stone by JK Rowling to the class. Put a plain cover on the book and do not reveal the title. Set the scene by reading a description of ‘the perfect place’ to stay from the penultimate page of chapter 3 beginning (he) ‘was pointing at what looked like a large rock way out to sea…’ .Explain to the children that as you are reading you would like them to the strategy of listening our for key features to help them decide which genre this story could be classed as. What clues are there?
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The Three Billy Goats Gruff- one lesson with resources (includes text)
WALT • Say what we think about why characters in stories do the things they do. • Understand the characters’ feelings. • Use adjectives which describe feelings.
Activity:
• Shared reading of the text. • Pairs of children respond to the story: Was it right to trick the troll? How did the troll feel? • Take feedback and scribe and categorise responses. • List troll’s feelings and make a list of feeling adjectives.
• To develop oral skills. • To write lists with adjectives.
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Two lessons on the three states.
Lesson One: Three States- a revision of Solids and Liquids, and an Introduction to Gases, including Activities, Resource Sheets and Teacher’s Notes.
Lesson Two: It Gets Everywhere- a lesson on air spaces and bubbles, including Activities, Resource Sheets and Teacher’s Notes.
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