This lesson is part of Investigating Rivers, a unit designed for upper KS2 (Y4-6). First the presentation looks at sources of water and highlights the importance of this critical resource. It then introduces the main processes of the water cycle including key concepts such as evaporation, condensation and precipitation. The activity then challenges students to label a diagram of the water cycle. It is differentiated three ways: Easier – Students have all the label clues. Medium – Students have only four label clues. Harder – Students have no label clues. Extension – Students complete a cloze procedure paragraph about the water cycle. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This set of resources is designed for teaching the Great Fire of London KS1 History unit. You can download the planning for free here. It is suitable for Year 2 children and more able Year 1 children. The presentation introduces Samuel Pepys and extracts of his diary which recorded his eyewitness account of the Great Fire of London . The activity challenges children to investigate this primary source to find out more about the events of September 1666. There are two differentiated worksheets: - one has an extract from Pepys’ diary and comprehension questions - one has an extract from Pepys’ diary and comprehension questions with coloured text to help children find the answers If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This resource is designed for teaching the Great Fire of London KS1 History unit. You can download the planning for free here. It is suitable for Year 2 children and more able Year 1 children. The presentation explores the immediate aftermath of the Great Fire of London and how the city changed when it was rebuilt. A true/false partner activity then reinforces this learning . There are two differentiated worksheets which challenge children to read statements about what they have learned and decide whether they are true or false. It is recommended that children do the activity in pairs to promote partner discussion. The two worksheets include: - a standard activity sheet which gives 14 true/false statements - a harder activity sheet which also challenges children to come up with their own true/false statements If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of Exploring the United Kingdom, a Geography unit designed for KS1 and lower KS2 (Y2-4). The presentation first explains how every country – just like people – has its own special features and characteristics. It then introduces a variety of famous UK landmarks, sports and foods and challenges students to work out whether each is from England, Scotland, Wales or Northern Ireland. The activity can be done in two ways: Partner activity: In mixed ability partners, students match 20 features and characteristics to the four UK countries. Individual activity: Students match 20 features/characteristics to the four UK countries. Easier – Students match features/characteristics to each country (using stickers with labels). Harder – Students match features/characteristics to each country and label each one (using stickers without labels). If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of a wider Geography unit called Great Missenden – A Village Settlement which is designed for students in upper KS2 (Y4-6). The presentation introduces students to the concept of settlements and asks them to categorise them by size (e.g. hamlet, village, town, city, conurbation). It then introduces them to a range of human geographical features found in settlements (e.g. post offices, sports stadiums). In the activity students identify a variety of human geographical features found in settlements. It is differentiated two ways: Easier – Students identify the features of settlements with normal clues. Harder – Students identify the features of settlements with jumbled up clues. Extension – Students identify which types of settlements these features are usually found in. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of Mountain Environments, a Geography unit designed for students in upper KS2 (Y4-6). First the presentation recaps the structure of the Earth and how its crust is split into tectonic plates. It then investigates the different ways tectonic plates can move and how two tectonic plates colliding can form fold mountains (e.g. the Himalayas). The differentiated activity challenges students to work out which tectonic plates formed different fold mountain ranges around the world. Easier – Students have to find one tectonic plate. Medium – Students have to find two tectonic plates. Harder – Students find the name of each mountain range and two tectonic plates. Extension – Students complete a cloze procedure paragraph about fold mountains. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of Exploring Spain, a Geography unit designed for upper KS2 students (Y4-6), but can also be taught as a stand alone lesson. Students first learn about the Iberian peninsula. They then explore some of the main geographical features of Spain itself and categorise these into human (e.g. cities) and physical (e.g. mountains). The activity challenges students to identify these features on a map of Spain. It is differentiated two ways: Easier – Students identify human & physical features of Spain using a colour-coded map and word bank Harder – Students identify human & physical features of Spain using a map & word bank Extension – Students complete a cloze procedure text about the human and physical geography of Spain. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of Understanding Trade, a Geography unit designed for students in upper KS2 (Y5-6). The presentation starts by recapping what imports and exports are. It goes on to look at the UK’s top ten exports – mainly manufactured products – and the human and physical factors which help UK exports in this area. In the activity, students use Microsoft PowerPoint to create a table of the UK’s top ten exports. They then use an online chart maker to produce either a pie chart or bar graph to illustrate this data. It is differentiated three ways: Easier – Students use step-by-step instructions with some data already filled in Medium – Students use step-by-step instructions Harder – Minimal instructions – IT experts only! If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This set of resources is designed for teaching the Great Fire of London KS1 History unit. You can download the planning for free here. It is suitable for Year 2 children and more able Year 1 children. The presentation introduces key vocabulary and then takes children through the main events of the Great Fire of London in 1666. The follow-up activity helps children chronologically order these events over the five days of the disaster. It is recommended that children do the sequencing activity in mixed ability pairs. If necessary, it is possible to stick the activity into an exercise book. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of Exploring the United Kingdom, a Geography unit designed for KS1 and lower KS2 (Y2-4). N.B. If students are new to compass directions, use Introduction to compass directions to introduce the topic prior to this lesson. First the presentation reminds students of the four cardinal compass directions. It then encourages them to use compass directions to describe the position of towns and cities around the UK. In the activity, students have to find UK cities using compass clues. There are two differentiated activity worksheets: Easier – Students locate cities using compass clues and starting letter clues. Harder – Students locate cities using compass and harder starting letter clues. Extension – Students complete cloze procedure sentence about the location of cities in the UK. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of The Seaside, a Geography unit designed for students in KS1 and lower KS2, but can also be taught as a stand alone lesson. This lesson has a PSHE/writing focus and complements the other Geography skills based lessons in this unit. The presentation asks students to think about what they would take on a seaside holiday. Students are particularly encouraged to think about items linked to sun safety (e.g. sun cream, sun hat). The activity then challenges students to draw or stick the items they would take in their suitcase on a seaside holiday: Easier - Students have three designated items to write sentences about. Harder - Students choose three of their own items to write sentences about. Extension - Students can label the items they have drawn/stuck in their suitcase. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of Exploring Brazil, a Geography unit designed for students in KS2 (Y4-6), but can also be taught as a stand alone lesson. The presentation first locates Brazil in the world’s climate zones and asks children to infer what the country’s weather and climate might be like. Next, students look at three areas of Brazil in more detail – Manaus in the Amazon, Teresina in the caatinga desert region and Porto Alegre in the south of the country – and investigate a climate graph. There are two activities: Activity 1: Students first investigate three climate graphs, looking at temperature and rainfall. Their challenge is to match each graph to an area of Brazil, explaining their reasoning for their choices. It is differentiated 2 ways: Easier – Students match two statements to each climate graph, then match each graph to one of the three cities/regions. Harder – Students write sentence describing the temperature and rainfall patterns in each climate graph, then match each graph to one of the three cities/regions. Activity 2: Students create their own Brazil climate graphs in Microsoft Excel using step-by-step instructions. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of Exploring the United Kingdom, a Geography unit designed for KS1 and lower KS2 (Y2-4). In the lesson, students learn about the four seasons and characteristics associated with each. First they have to guess each season using different clues. They then find out about the different types of weather associated with each season. The colourful activity is differentiated three ways: Easier – Students match 16 pictures (with labels) to the seasons. Medium – Students match 20 pictures (with labels) to the seasons. Harder – Students match 20 pictures to the seasons and label them. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of Investigating Rivers, a unit designed for upper KS2 (Y4-6). It challenges students to think about all the different ways we use water and where we get it from. Are these necessary (needs) or luxury (wants)? Students then categorise these uses of water as agricultural, recreational, commercial/industrial or community. Lastly, they consider how we can balance human water requirements with those of Earth’s wildlife. In the activity students sort photos of different water uses into six different categories: Household Commercial/industrial Recreational Agricultural Community Wildlife In the extension activity, students classify each water use as either necessary or luxury and explain their reasoning. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of Understanding Trade, a Geography unit designed for students in upper KS2 (Y5-6). First the presentation helps students understand what trade is and introduces the concepts of imports and exports. It does this by linking these ideas to every day products we buy. It also looks at the different scales of trade – local, national and international. The activity then challenges students to match up products with statements about the company which makes them and where they are produced/manufactured. Easier – Match the products to the statements (on stickers) Harder – Match the products to the statements (written) Extension – Students complete a cloze procedure paragraph about trade. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of Understanding Trade, a Geography unit designed for students in upper KS2 (Y5-6). The presentation first asks students to think about how the products we buy arrive in the shops. It then introduces the concept of supply chains. To explain this concept, students look at the processes involved in the production of milk. There are two activities: Group Activity: Students sort and sequence four mixed up supply chains including those of bananas, T-shirts, bookshelves and coffee. Individual Activity: Students sequence the supply chains of bananas, T-shirts, bookshelves and coffee. Easier – Students sequence supply chains (first and last process given) Harder – Students sequence supply chains (no clues) If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of Exploring Spain, a Geography unit designed for upper KS2 students (Y4-6), but can also be taught as a stand alone lesson. The presentation first recaps the climate zones of the world (i.e. tropical, temperate & polar zones) and locates Spain within these. It then looks in more detail at Spain’s weather, climate zones and the climate of Madrid. Students are then encouraged to find clues about Madrid’s weather using a climate graph. This lesson includes two activities: Comprehension activity: Students interpret climate graphs for Madrid and London and compare the climates of both cities. ICT activity: Students create their own climate graph for Madrid using Microsoft Excel. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of The Seaside, a Geography unit designed for students in KS1 and lower KS2, but can also be taught as a stand alone lesson. The presentation introduces students to islands, including these basic points: Islands can be found in rivers, lakes or seas/oceans. Islands can be found in hot and cold parts of the world. Islands can vary in size from very small to very large (e.g. the British Isles). The activity then challenges students to use their map skills to locate islands of the United Kingdom. This can be done using an atlas or the prompt maps included. Easier - Students use the map prompt to identify 12 islands of the UK (using labels). Medium - Students use the map prompt to identify islands of the UK (writing in the names). Harder - Students use an atlas to identify 12 islands of the UK (writing in the names). Extension - Students complete a cloze-procedure paragraph about islands. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.