These two lessons introduce what charcoal is (i.e. where it comes from), why it became a popular art form during the Victorian period and the techniques to sketching using charcoal.

I made this lesson to introduce to my Year 3 class what etching was and why it was used as an art form by the Victorians. It includes a definition, picture examples and a video link. My lesson task was to design a print (on paper) that they wanted to etch the following week.

These four lessons, designed for KS2, help children to understand light; different types, how it travels, what it is used for and its relationship with different materials. It involves a range of questions for children to brainstorm concepts and practical activities to test them. The objectives are as follows: LI: To understand what light is and how it allows us to see SC I know what light is / how light is formed I can identify whether a source of light is natural or man-made I understand how movement of light into our eyes allows us to see LI: To understand how light travels SC I can explain how light allows us to see I can create an investigation to test a theory I can predict the outcome of an investigation with reasoning I can explain the steps of an investigation, including annotated diagrams I can evaluate an investigation I can use scientific vocabulary LI: To sort and classify materials based on their transparency SC I can explain how shadows are formed I can identify the properties of different materials I can create an investigation to test a theory I can predict the outcome of an investigation with reasoning I can explain the steps of an investigation, including using annotated diagrams I can evaluate an investigation I can use scientific vocabulary LI: To understand the properties of reflective materials SC I can identify the properties of materials I can sort materials based on their reflective properties I know different examples of where reflective materials are used in every day life I can use clear diagrams and annotation to explain my ideas I can use scientific language

These three lessons, designed for KS2, help children to understand sound, how it travels, how sound can be different and what materials can block sound. The objectives are as follows: Lesson 1 - Objective: To understand that sounds are made when objects vibrate Success Criteria: I can understand that sounds are made when objects vibrate. I can compare how sounds travel through gases, liquids and solids I can investigate how sounds travel through different objects I can explain the results of my investigation using scientific diagrams/language The lesson poses various questions to children throughout the notebook presentation about what sound is, how we hear, how sound might travel differently, to allow them to demonstrate their prior knowledge or ideas. It also includes useful links which help to embed given facts, mini tasks to engage the class, and best of all, a creative main activity where children investigate whether sound travels through string telephones! The differentiated plenary is a 'fill-the-gaps' activity which assesses children's understanding from the lesson. Lesson 2 - Objective: To investigate how the pitch and volume of instruments can be changed Success Criteria: I can understand that sounds are made when objects vibrate. I can explain what is meant by the 'pitch' of sound I can explain what is meant by the 'volume' of sound I can make predictions I can alter the pitch and volume of various musical instruments Children meet this objective by first recapping what they have already learnt about sound, by learning the difference between 'pitch' and 'volume' using different links in the notebook and then by investigating pitch and volume using an online BBC Bitesize activity, noting their predictions and conclusions in their books. Musical instruments could be used in the lesson as well! Lesson 3 - LI: To investigate whether materials effect the movement of soundwaves SC: I can identify the properties of different materials I understand how sound travels through solids, liquids and gases I can make predictions I can identify whether an experiment is a fair test I can explain the results of an experiment The lesson starts by recapping previous learning, before brainstorming in what scenarios we might want sound to be blocked. Children then conduct an experiment, comparing which materials would be best to block sound.

Through my career I found it easier for children to understand the difference between area and perimeter by linking perimeter with addition practice and area with multiplication practice. Therefore this resource consists of four lessons: Day 1 - Revising multiplication (my lesson focuses on the array method with HA being challenged to try grid method) Day 2 - Understanding 'area' by learning that it is the space inside a 2D shape, it is a form of measure, that area can be found by counting cm squares with appropriate unit of measure in the answer. Day 3 - Linking day 2's learning by introducing the concept of length x width to calculate area, but still using cm square paper to make the transition easily differentiable Day 4 - Calculating area using length x width by being able to identify the length and width of a quadrilateral, showing their calculations linking back to Day 1 and including appropriate unit of measurement in their answer. HA can be challenged with compound shapes. I used this lesson with a mixed ability Year 3 class, but it can be easily adaptable for higher KS1 or KS2. I cannot include downloadable worksheets in the resource pack due to copyright, but I have included small screenshots of the resources I used for different abilities on each task page so you get an idea of appropriate resources for each day. Most are easily findable using a simple search on Google images or good education websites.

This resource consists of three sequential lessons focusing on the understanding of perimeter. Suitable for KS2 (previously used in Y3 & Y4 but easily adaptable to extend higher year groups), it consists of a lesson notebook for all three days, differentiated worksheets for the first objective and a further worksheet for the second objective. The objectives and criteria for all three days are: L.I.: To understand perimeter Success Criteria * I know perimeter is the distance around the outside of a shape * I know perimeter is a measurement of length * I know perimeter can be measured in mm, cm or m * I know we need to use addition to calculate perimeter L.I.: To be able to calculate perimeter Success Criteria * I know perimeter is the distance around the outside of a shape * I know perimeter is a measurement of length * I can count squares around a shape to calculate perimeter Challenge: I can add the sides of a shape to calculate perimeter L.I.: To be able to solve problems involving perimeter Success Criteria * I can read the question carefully and identify key words * I know perimeter is the distance around the outside of a shape * I can add the sides of a shape to calculate perimeter * I can include the unit of measurement in my answer

This lesson models to children how to solve problems involving time using the following Success Criteria: * I can identify the key words in a problem * I can identify the calculation needed to solve a problem * I can add time by counting on the number of minutes * I can count across the hour * I can find the difference between times using subtraction It is contains a balanced mixture of partner talk questions, teacher modelling and independent activities, along with helpful links to resources to support the objective. It even has a challenge plenary at the end. I cannot include worksheets for this lesson as I would be copyrighting other people's resources, but they are easily available via Primary Resources or a quick Google!

This lesson models to children how to add and subtract time using the following Success Criteria: * I know that there are 60 seconds in a minute * I know that there are 60 minutes in an hour * I can add and subtract minutes from a given time Challenge: I can carry across the hour It is contains a balanced mixture of partner talk questions, teacher modelling and independent activities, along with helpful links to resources to support the objective. It even has a challenge plenary at the end. I cannot include worksheets for this lesson as I would be copyrighting other people's resources, but they are easily available via Primary Resources or a quick Google!

This lesson models to children how to convert times between the 12 and 24 hour clocks using the following Success Criteria: * I know that there are 24 hours in a day * I know morning = am / afternoon = pm * I label an analogue clock using 24 hour times * I can use my clock to tell the time across 24 hours Challenge: I can tell the time to the nearest minute It is contains a balanced mixture of partner talk questions, teacher modelling and independent activities, along with helpful links to resources to support the objective. It even has a challenge plenary at the end, asking pupils to write 24 hour times on a blank analogue clock. I've included a short lesson activity for this lesson, but I cannot include worksheets for this lesson as I would be copyrighting other people's resources, but I have included links on one page to analogue clock resources. Enjoy!

This lesson models to children how to write the time on an analogue clock using the following Success Criteria: * I know the big hand represents minutes * I know that the small hand represents the current hour * I know the minutes that each number on a clock face represents * I can move the hour hand according to the number of minutes past Challenge: I can present the 24 hour clock in analogue form It is contains a balanced mixture of partner talk questions, teacher modelling and independent activities, along with helpful links to resources to support the objective. I cannot include worksheets for this lesson as I would be copyrighting other people's resources, but I have included links on one page to analogue clock resources. Or you could just Google it - plenty of free ones come up! Enjoy!

A handy worksheet to help children to understand the concept of 'past' and 'to' when telling the time. It includes a blank analogue clock and times to cut out and place on the correct place on the clock. The instructions on the sheet are as follows: Step 1: Neatly cut out your clock Step 2: Stick it under your learning intention Step 3: Neatly cut out the times in the boxes Step 4: Can you match the times in the boxes to the numbers around the clock? Check with an adult before you stick them in!

This lesson models to children how to read the time on an analogue clock using the following Success Criteria: * I know how many minutes are in an hour * I know the minutes that each number on a clock face represents * I know when the time is at quarter past / half past / quarter to the hour * I can identify what hour the time is currently in Challenge: I can say times according to the approaching hour (e.g. ten mins to six = 5:50) It is contains a balanced mixture of partner talk questions, teacher modelling and independent activities, along with helpful links to resources to support the objective. It even has a challenge plenary at the end, asking pupils what is wrong with the given analogue time (answer: the small hand is too close to the next hour when the minute hand is only on quarter past). I cannot include worksheets for this lesson as I would be copyrighting other people's resources, but I have included links on one page to analogue clock resources. Or you could just Google it - plenty of free ones come up! Enjoy!

This resource helps children to consider the progression of time chronologically and the duration of different events. The lesson objective is to be able to create a daily routine using time facts Success Criteria: * I can order events chronologically * I can use vocabulary linked to the time of day * I can identify what time activities start and end * I represent times on an analogue clock Challenge: I can state how long activities last The lesson starts with a discussion about what key events would be included in a daily routine, with children thinking of their own personal examples. It then moves on to a teacher model of how time would be considered in a daily routine, from the start and end times to knowing the approximate duration of activities (i.e. they would know that brushing your teeth takes 5 minutes rather than 50 minutes). Children then independently create their own daily routine plan on the worksheet provided, which has been differentiated to challenge different learners. This lesson would suit KS1 and LKS2 classes and is easily adaptable. Enjoy!

The objective for this lesson is to understand the measurement of time and comes in two parts. The first gauges children's prior understanding of the following success criteria: * I know how many seconds are in 1 minute * I know how many minutes are in 1 hour * I know how many hours are in 1 day * I know how many days are in a week and year Included is a worksheet for children to complete, with extra challenges on the notebook board for your higher abilities to be extended. In the second part of the lesson I wanted to challenge and extend children's knowledge of time, so I linked in a TED animation about how time is linked to both Maths and Science. It explains the concept of time measurement using flip book animation, which children can relate to. From this, I challenged children to make a short flip book of their own, using one of the two examples modelled in the video. My kids absolutely loved this lesson, and even made longer and more detailed flip books at home afterwards using different time criteria!

I made this resource based on the 2016 Sainsbury Christmas advert. It is about a man called Dave who is a busy Dad struggling to find time to spend with his family because of work commitments and commuting. Being a toy maker, he comes up with the idea on Christmas Eve to disguise the toys he makes to look like him, so that come Christmas Day, he could be at home with his family while work didn’t notice he was away. It’s got great graphics and a catchy song by James Corden, but most importantly the advert has a very real life, human element that many children and families can relate to. I wanted to use this advert, not only because Sainsburys Christmas adverts are now right up there in quality with John Lewis, with children finding them very entertaining and engaging, but also to develop children’s description, focusing especially on the point of view of a character. Included is a story plan for children to note their ideas and a Notebook presentation or Powerpoint for teaching the lesson. This can easily be adapted to develop a different Literacy skill or to suit a particular year group. Enjoy! And also see other Literacy recount lessons inspired by Christmas adverts in my TES shop! UPDATED 05/11/18 TO INCLUDE A POWERPOINT VERSION OF THE LESSON PRESENTATION

These two worksheets can expand to form a Science topic over four to five lessons. Using their prior knowledge of materials and wind power, children independently design their own boat powered by wind either on paper or in their Science books. Existing examples could be shown. Then, at the start of the next lesson, children would use the first worksheet in this resource to evaluate each others designs using the following criteria: • Shape – How will this affect how it moves and balances on the water? • Size – How will this affect how the boat floats and balances? • Materials – Are they waterproof? How will you join them securely? • Sail – How will it steadily stay up and move the boat forwards? Following this, either in the same or next lesson, groups would then choose the best design or combination of design ideas from those on their table, to form a final group design of a boat with a sail. On the second sheet in this resource, they would then work together to plan their final design, using the following criteria: * I can consider the effect of water resistance in my boat design * I can make a sail that will catch wind * I can consider suitable materials to make my boat * I can annotate my design to explain material and shape choices Each group would draw their final boat design and list the materials needed to make it, before going on to make their boat in the following lesson, and then test them the lesson after that in a suitable outdoor location! (...we used a paddling pool!)

After years and years of finding the monitoring of children's progress in subjects such as Science, PE and ICT to be difficult both in terms of practicality and time, I was made Science coordinator at my school, and therefore had the opportunity to face the conundrum head on. I was determined, especially after "assessment without levels" came in, to find a more time manageable, yet effective and clear, method of tracking pupils progress outside of the big three. Therefore I came up with this; an easily adaptable tracking sheet which allows teachers for each class to simply input their register and planned Science objectives for the half term. Tracking then works like a traffic-light system - if under the first objective some children displayed really good or even advanced understanding, I put a red dot in the first column by their name. If some children really took to the learning well and came away with a good understanding from the lesson, I gave them a green dot to show they were on track. And if children seemed to struggle with an objective and didn't come away with a clear understanding, I gave them a yellow dot. (FYI - this was tracked discreetly during and after the lesson). ADDITIONALLY - during the next lesson, I would look to start by recapping from the previous week's objective, targeting children on yellow and green with my questioning. If a child I had previously dotted yellow seemed to show a good recollection of key ideas and facts then I would add a green dot next to their original yellow dot to override it. All the above instructions are at the top of the tracking sheet. Additionally, this assessment tool allows teachers to monitor what Science objectives they have taught through the year, to ensure expected coverage, and can help coordinators ensure that classes across the school have good coverage of the curriculum and are not repeating the same topics unnecessarily.