The purpose of
this lesson is: to find out about Viking longships.
Children should learn:
• to use a range of sources to find out about Viking
longships;
• to make inferences about the Viking way of life.
Class objective:
• to find out about Viking longships
Children should be able to:
• use sources to discover what Viking longships
looked like;
• suggest what can be learned about the Vikings
from their boats
Includes Lesson Plan and Activities
The purpose of this lesson is: to discover why the landscape was crucial in the life of the ancient Egyptians
Children should learn:
• to make deductions about life in the past from
pictures of the landscape;
• how much of the life of Egypt depended on the
Nile.
Class objective:
• to discover the importance of the River Nile in
ancient Egypt.
Children should be able to:
• extract information about the landscape from
pictures;
• provide answers that show the relationship
between the geography of Egypt and the way of
life in the past.
See our full unit available on TES
Learning Outside the Classroom from LCP is a cross curricular resource providing teachers with fun outdoor activities and great ideas to engage KS2 (years 3, 4, 5 & 6) .
This free outdoor learning resource pack takes a look at some of the subjects covered in Learning Outside the Classroom. A great intro or perfect to use on their own! Download and take a look.
• Local Area as a Learning Environment
• Iron Age
• Collecting Invertebrates
Also see KS1 Learning Outside the Classroom.
Olympic themed Activity Sheets for Lower KS2 (Years 3 /4) pupils.
• ART: Design your own Greek pot
• MATHS: Bejing Top Ten Medal Winners
• HISTORY: Learn about 2 Great Olympians
A set of 3 activity / worksheets for Years 3 and 4 (Lower KS2) with an Olympic theme.
Activties come from LCP’s ‘Most Popular’ Olympic Games Resource File - a complete cross curricular resource for primary teachers.
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
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 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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In this unit children find out about the way people lived in the ancient Greek empire. They use a range of archaeological and written sources, select and record information and interpret the past in different ways. It is helpful if the children have: learnt about the way of life of people from different cultures who lived in the distant past; considered some of the attitudes and values of people living in the distant past, their motives and the results of their actions; used artefacts and pictures as sources of information.
Includes:
Contents
Introduction
Medium-term plan
Preparatory information
Useful websites about the Greeks
Lesson 1 Greece today
Lesson 2 Ancient Greek city states
Lesson 3 Athens and Sparta
Lesson 4 Triremes and hoplites
Lesson 5 The battle of Marathon
Lesson 6 Who did the ancient Greeks worship?
Lesson 7 Theseus and the Minotaur
Lesson 8 Ancient Greek theatre
Lesson 9 The play’s the thing
Lesson 10 The modern Olympic Games
Lesson 11 The ancient Olympic Games
Lesson 12 What we know about the ancient Greeks
Picture Prompt sheets
All lesson plans and activity sheets included.
Not sure? See our free download on Ancient Greek Theatre
The purpose of this lesson is: to learn about the story of Theseus.
Children should learn:
• about one Greek myth in detail;
• to answer questions showing understanding of
myths and legends.
Class objective:
• to learn about the myth of Theseus and the
Minotaur.
Children should be able to:
• understand the nature of a myth;
• recount the story of Theseus and the Minotaur.
Includes: Lesson Plans and Activities and the story
This unit links to the lives of significant individuals in the past who have contributed to national and international achievements in the Programme of Study and considers the key historical enquiry question, How do we find out about Isambard Kingdom Brunel? It introduces the children to the idea of historical sources, introduces the concepts of old and new, and encourages them to think about the life and times of a famous person. The approach used could be applied to the study of other famous people. It provides a wide range of opportunities for children to develop their spoken language. It is helpful if the children have: ordered events in time and used everyday terms about the passing of time; answered questions about people/ events in the past using pictures and written sources; recounted episodes from stories about the past; looked for similarities and differences between today and the past.
Lesson 1: How do we find out about a famous person?
Lesson 2: The story of Mary Seacole.
Lesson 3: Recording the life of a famous person.
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This unit links to the lives of significant individuals in the past who have contributed to national and international achievements in the Programme of Study and considers the key historical enquiry question, How do we find out about Florence Nightingale? It introduces the children to the idea of historical sources, introduces the concepts of old and new, and encourages them to think about the life and times of a famous person. The approach used could be applied to the study of other famous people. It provides a wide range of opportunities for children to develop their spoken language. It is helpful if the children have: ordered events in time and used everyday terms about the passing of time; answered questions about people/ events in the past using pictures and written sources; recounted episodes from stories about the past; looked for similarities and differences between today and the past.
Lesson 1: How do we find out about a famous person?
Lesson 2: The story of Florence Nightingale.
Lesson 3: Recording the life of a famous person: Why do we remember Florence Nightingale?
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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.
Lesson 2: Remembrance Day
• To discover what happens on Remembrance Day.
• Understand what happens on Remembrance Day and why we commemorate it.
Lesson 3: War memorials• To investigate the war memorial in our area.
• To understand why we have war memorials.
Lesson 4: Display• To create a Remembrance Day display.
• Explain the importance of Remembrance Day.
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Taken from Year 2 Literacy Resource File
This unit is closely linked to the curriculum areas of natural science, geography and history. The children begin by learning and practising skimming, scanning and gist-reading skills using a variety of texts. They then focus on a main topic (the life of a famous person) and practise close reading and note-taking. This leads them on to posing questions about the life and times of the person: in this case, Pocahontas. They then carry out the necessary research to answer their questions and, finally, compose a collaborative information text on the topic. This text is divided into chapters with sub-headings, and also incorporates images. The children will build on work in Unit 2 by producing a glossary to go with their information text
1 A review of information texts
• To review and assess prior knowledge of information texts. • To talk about what information a specific text contains
2 Skimming• To focus on the form and organisational features of information texts. • To use skim-reading to read for gist and to evaluate the usefulness of a text. • To review question forms. • To identify and describe the uses of different parts of an information text.
3 Scanning• To develop scanning skills when reading non-fiction information texts. • To find key words in a text. • To match subheadings to sections of a text.
4 Pocahontas • To research and write an information text based on an historical topic. • To practise notetaking and close reading of a text. • To navigate an online text. • To use an online glossary. • To use notes to answer questions about the text. • To understand a text about a famous person.
5 Selecting information
• To research a specific topic area and collate information in order to collaboratively compose an information text. • To pose questions. • To record the information using an appropriate method
6 Writing an information text
• To use research in order to put together an information text. • To maintain purpose, narrative tense and information text features in composition. • To use images to aid written text.
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Full lessons also available on our TES shop
Isambard Kingdom Brunel was a famous engineer who lived in Victorian times. He was a very good engineer and he won a competition to build a bridge over the River Avon. This bridge became the Clifton Suspension bridge.
This unit links to the lives of significant individuals in the past who have contributed to national and international achievements in the Programme of Study and considers the key historical enquiry question, How do we find out about Isambard Kingdom Brunel? It introduces the children to the idea of historical sources, introduces the concepts of old and new, and encourages them to think about the life and times of a famous person. The approach used could be applied to the study of other famous people. It provides a wide range of opportunities for children to develop their spoken language. It is helpful if the children have: ordered events in time and used everyday terms about the passing of time; answered questions about people/ events in the past using pictures and written sources; recounted episodes from stories about the past; looked for similarities and differences between today and the past.
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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.
Leave a review
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 cross-curricular 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 1- Other units are available.
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The purpose of
this lesson is: to investigate who the Romans were, and why they came to Britain.
Children should learn:
• to select and record information about Roman ways
of life;
• about aspects of life in Roman Britain, using a variety
of sources.
Class objective:
to find out who the Romans were, and why they
came to Britain.
Children should be able to:
• select relevant information from a number of
sources;
• record relevant information about the Roman way
of life.
Includes Lesson Plan and Activity Sheets
Daily home learning planners come with great activities and timetable to use with your child whilst home-schooling. Each day is fully planned to help parents. All activities come with appropriate links and are designed to be engaging and to keep your child focused.
Some activities are independent. Whilst, others are designed to be completed with an adult.
Each day is centered around a theme (For exmaple: The Romans) and activities are cross-curricular. Today’s lessons are a mixture of History, Art, Reading, Writing, DT and Science.
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.
Like us? Leave us a review
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 4 The Greeks includes links to History, DT, Art, Writing, Reading and Science.
All resources included.
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.
Leave a review.
19 Home Learning sheets for Year 5 taken from our Homework Activities for Year 5
The activity sheets are structured around the narrative, non-fiction and poetry blocks of the new literacy Framework. The content comes from common Year 5 fiction and non-fiction themes. The activities are designed to support work done across the curriculum as well as in literacy teaching.
The activities follow the main literacy priorities in Year 5 and are designed to be used flexibly.
Each activity sheet has a clear focus and advice to the adult as well as the child. There are four main types:
• Understanding and engaging with texts;
• Shaping texts;
• Sentence structure and punctuation;
• Spelling.
Each unit contains a mixture of the activity types.