Invaders and settlers
The purpose of
this lesson is: to establish that the Anglo-Saxons both invaded and settled in Britain.
Children should learn:
• to use the terms ‘invade’ and ‘settle’;
• to place the Anglo-Saxon period in a chronological
framework.
Class objective:
• to discover the difference between invaders and
settlers.
Learning Outcomes
Children should be able to:
• use a dictionary to find the meanings of the words
‘invade’ and ‘settle’;
• sort words or phrases correctly under the headings
‘invade’ and ‘settle’;
• locate the Anglo-Saxon period on a time line;
• discuss ideas associated with invasion and
settlement.
Includes Lesson Plan and Activity Sheets
See full unit available on TES
Lesson 1: This activity should be used to focus on considering and analysing evidence, rather than planning an investigation. However, it can also be used before the children carry out an investigation of their own to provide them with a good structure for setting up their own tests
Lesson 1: Learning objectives
Children should learn:
• that plants need water but not unlimited water, for
healthy growth
• to use results to draw conclusions
Lesson 1: Learning outcomes
Children will be able to:
• state that plants need water to grow but too much
or too little water may kill them
• describe differences in the way the plants grew
Lesson 2: This activity is intended to support children in their understanding of how simple investigations are planned. Begin the lesson by asking the children to recall any investigations that they have done and the stages of planning that they went through.
Lesson 2: Learning objectives
Children should learn:
• to suggest how a fair test could be carried out
• that in experiments with living things, using just
one plant in each set of conditions does not give
sufficient evidence
Lesson 2: Learning outcomes
Children will be able to:
• recognise the correct order in which to undertake
a simple investigation
• describe factors that contribute to the test
being fair
• suggest why one sample may not be adequate in
each set of conditions
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The purpose of this lesson is:
to develop a clear understanding of where the Vikings came from
and where they settled.
Children should learn:
• about the Viking homelands;
• the places that the Vikings visited;
• where the Vikings settled when they came to Britain.
Class objective:
• to find out where the Vikings came from and where
they settled
Children should be able to:
• locate the Viking homelands on a map;
• locate countries in the world that the Vikings
visited;
• identify Viking settlements on a modern map.
Includes Lesson Plan and Activity Sheets
Would you like the full unit? Purchase on TES or on our website
The purpose of this lesson is: to consider a map of ancient Greece and to investigate city states and the way they were governed.
Children should learn:
• about the geography of ancient Greece;
• that ancient Greece consisted of city states;
• that different city states were governed in different
ways.
Class objective:
• to discover how ancient Greece was organized.
Children should be able to:
• recognize that ancient Greece was organized into
city states;
• know that Athens and Sparta were city states;
• understand that there are different models of
government.
Includes Lesson Plans and Sheets for activities
Lesson 3 Invaders
Learning objectives
Children should learn:
• to consolidate and improve the quality of their
throwing and catching techniques and their
ability to link movements;
• to use these skills in game situations;
• to improve their ability to choose and use
simple tactics;
• to know and describe short term effects of
exercise on the body;
• to use what they have learned to improve their
work.
Lesson 35-40 minutes
Full lesson and resources
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Full lesson to teach throwing
Lesson 1 Throwing
Learning objectives
Children should learn:
• to use their bodies and equipment with greater
control and coordination;
• to remember, repeat and link combinations of
actions;
• to choose skills and equipment to help them
meet the challenges they are set;
• to recognise and describe what their bodies feel
like during different types of activity;
• to watch, copy and describe what they and
others have done.
35-40 minutes
Lesson plan and resources included
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6 worksheets taken from our much love resource: Building Blocks- Themed Activities for the EYFS- Age 4 to 5 (48-60 months).
Activity 1: Spotty Blobster Poem
Activity 2: Draw the Spotty Blobster monster from the poem
Activity 3: How to make chocolate crispy cakes
Activity 4: Naming the foods I eat
Activity 5: What’s in the treasure box
Activity 6: Plan a surprise for someone you know
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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.
Description – to use descriptive words to create a picture in the reader’s mind.
Prefixes – to build words by adding prefixes: tele, circum, bi, trans.
Verbs – to revise word classes – verbs.
Verbs Challenge – to change the tense of verbs.
Prefixes – to add prefixes to verbs: dis, de, over.
Suffix Challenge – to change verbs into nouns using suffixes: tion, sion.
Suffixes – to change nouns into verbs using suffixes: ate, ise, ify .
Prepositions – to identify and use prepositions.
Adverbs – to revise word classes – adverbs.
Word Class Challenge – to revise word classes – adjectives, adverbs and nouns in similes.
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.
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Links to the objective: Making decisions
• Choose and use appropriate operations (including multiplication and division) to solve word problems,and appropriate ways of calculating: mental,mental with jottings,pencil and paper.
The overall aim is to help pupils to apply in a variety of situations the mathematics they have already learnt.The programme seeks to achieve this by teaching the strategies that will enable pupils to approach a variety of problems in a more logical and systematic way. The more specific aims of the programme are to promote the following:
• willingness to attempt problems and to persevere;
• confidence in one’s ability to solve problems;
• awareness of problem-solving strategies;
• awareness of the value of approaching problems in a systematic manner;
• ability to select appropriate solution strategies;
• ability to apply solution strategies accurately;
• ability to monitor and evaluate one’s thinking whilst solving problems.
The problems titles:
1: On Target
2. Domino Spots
3. Dice Game
4. Netball Results
5. Target Golf
Taken from Problem Solving Years Year 3&4
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2 Full lessons includes lesson plans, worksheets and visual aids.
1st Lesson: Learning objectives
Children should learn: • that the Earth is approximately spherical • that it can be difficult to collect evidence to test ideas and that evidence may be indirect
Learning outcomes
Children will be able to: • recognise that the Earth is approximately spherical • describe some indirect evidence to support the idea that the Earth is spherical
The task: the children to use different coloured pens to outline/underline the various factors that are listed below (these will need to be written on a board). • Factual information • Evidence that supports the theory that the Earth is spherical • Opinion of the author
2nd Lesson: Learning objectives
Children should learn: • that the Moon takes approximately 28 days to orbit the Earth • that the different appearance of the Moon over 28 days provides evidence for a 28 day cycle
Learning outcomes
Children will be able to: • explain that the pattern and timescale of the changes in the Moon’s appearance over 28 days is evidence that the Moon orbits the Earth once every 28 days
The task: Ask the children to cut out and arrange the pictures and names of the phases of the Moon in the correct sequence around a representation of the Earth. This will show how the appearance of the Moon changes over the course of its orbit.
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2 lessons with plans and resources
Taken from our Year 5 and 6 Geography Flipbook
Lesson 1: Making Waste Work
Learning objectives Children should learn: • to investigate a local environmental issue • about issues associated with landfill sites
Learning outcomes Children will be able to: • understand how change affects the local area • communicate opinions on landfill sites
Activity: You are going to make a written proposal to ask the headteacher to give you permission to start a recycling scheme.
Lesson 2: Recycling
Learning objectives Children should learn: • about the types of rubbish we throw away • about the need for recycling in order to reduce rubbish
Learning outcomes Children will be able to: • understand the difference between re-use and recycling • discuss what needs to be considered when setting up a recycling scheme
Activity:Imagine that you are an education officer for Friends of the Earth. You are against the proposal for a new landfill site in the local area. • Design a T-shirt for children to wear in the campaign against a new landfill site.
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1 lesson plan with resource sheets
Learning objectives
Children learn:
• the names of the continents;
• the names of the oceans;
• the difficulties of representing the globe on a
map.
Success criteria
Children should be able to:
• name and locate the seven continents and five
oceans
Skills and processes
Locational knowledge:
• Name and locate the seven continents and five
oceans.
Human and physical geography:
• Recognise the Equator and North and South Poles.
Geographical skills and fieldwork:
• Use a globe to identify continents and oceans.
Taken from LCP’s KS1 Geography Resource File
Lesson: My school address
Learning objectives
Children should learn:
• that everyone has a personal address;
• the significance of addresses, including the
school address.
Success criteria
Children can:
understand the importance of knowing addresses
particularly of their school
Taken from LCP’s KS1 Geography File
Two units from Make Phonics Fun
Each topic within Make Phonics Fun is supported by a range of lively and appealing pupil text.
The two units are based around the theme of starting school and the weather.
Includes fiction/ non-fiction text, vocabularly words and activities based on the texts.
Across the different genres, children are introduced through the fiction, non-fiction and poetry texts to a list of key words, enabling them to develop their decoding and blending skills. Real and pseudo words have been chosen to cover the grapheme-phoneme correspondences.
Each topic is also supported by photocopiable, labelled picture scenes, providing visual cues for some of the key real and pseudo words to be tested. Care has been taken to ensure that the pictures representing the key pseudo words are of objects and items that are clearly meant to be imaginary.
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Get the all 71 sheets via our TES shop
15 worksheets:
Alphabet – to put words into alphabetical order.
Dictionary – to understand that a dictionary gives the meaning of words. Word Families – to recognise members of a word family.
Thesaurus – to use a thesaurus to find words with similar meanings.
Thesaurus – to use a thesaurus to find words with similar meanings.
Thesaurus – to use a thesaurus to find words with similar meanings.
Adjectives – to identify adjectives.
Adjectives – to experiment with adjectives.
Adjectives Challenge – to experiment with adjectives.
Determiners – to know when to use a and an.
Prefixes – to understand what a prefix is and to recognise some common prefixes.
Prefix Challenge – to understand what a prefix is and to recognise some common prefixes.
Prefixes – to recognise some common prefixes.
Prefix Challenge – to identify and use other prefixes.
Suffixes – to identify and use the suffixes: ful and less.
Suffix – ful Word Search.
Taken from: Grammar and Creativity for Year 3
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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This unit covers: Knowing the importance of keeping healthy and clean; ■ Managing own hygiene needs; ■ Knowing where we can find germs; ■ Identifying other times when we need to wash
Taken from our Building Blocks resource. Building Blocks is a modular series of resources offering Early Years Foundation Stage (EYFS) practitioners a source of fresh, fun activities linked to inspirational, childcentred themes, and providing comprehensive coverage of the different aspects of the Early Learning Goals
This unit is full with 6 pages full of a range of activities to teach your child about the importance of washing their own hands.
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All five questions link to:
• Add 3 or 4 small numbers,finding pairs totalling 10 or 9 or 11.
• Add three two-digit multiples of 10,such as 40 + 70 + 50.
Includes pages 4 pages with strategies to help problem solve
Problem 1: Sports Shopping
Problem 2: Magic Cross
Problem 3: Page Numbers
Problem 4: Guess the Number
Problem 5: Fencing
Taken from Problem Solving Year 3&4
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All five questions link to:
Understand and use the relationships between the four operations, and the principles (not the names) of the arithmetic laws.
• Use brackets
Includes 4 pages with strategies to help problem solve
Problem 1: Teacher’s Age
Problem 2: Coloured Pegs
Problem 3: Gold Doubloons
Problem 4: Pirates
Problem 5: Football Stickers
Taken from Problem Solving Year 5&6
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Links to the objective: Make and describe, shapes, pictures and patterns using, for example, solid shapes, templates, pin-board and elastic bands, squared paper, a programmable robot… Relate solid shapes to pictures of them.
Use and begin to read the vocabulary related to length, mass and capacity.
12 Worksheets Sheets with Answers and example strategies to solve the problem.
The overall aim is to help pupils to apply in a variety of situations the mathematics they have already learnt.The programme seeks to achieve this by teaching the strategies that will enable pupils to approach a variety of problems in a more logical and systematic way. The more specific aims of the programme are to promote the following:
• willingness to attempt problems and to persevere;
• confidence in one’s ability to solve problems;
• awareness of problem-solving strategies;
• awareness of the value of approaching problems in a systematic manner;
• ability to select appropriate solution strategies;
• ability to apply solution strategies accurately;
• ability to monitor and evaluate one’s thinking whilst solving problems.
The problems included:
1: Towers
2.Goldfish
3. Bookshelf
4. Flags
5. Wellies
Taken from Problem Solving Years 1 &2
2 full lessons with worksheets, visual flipbook and lesson plans
1st Lesson: Air in Soil
Learning objective-
Children should learn: • that soils have air within them • to recognise whether measurements need to be repeated • to use results to compare the amount of air trapped in different soils
Learning outcomes
Children will be able to: • state that soils have air within them • state why measurements need to be repeated • make comparisons between samples from a set of data
Task: Ask the children to investigate which soil they think will contain the most air and why?
2nd Lesson- Gases in our Environment
Learning objectives
Children should learn: • that there are a number of common gases that are useful to us in our everyday lives
Learning outcomes
Children will be able to: • name a number of common gases • state how a number of common gases are used
Task:The sheet provides a framework for children to research and collect information about carbon dioxide from secondary sources. Once the information has been recorded in note form, it could be displayed in a leaflet or poster.
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