Hi, I am Lizzie a primary teacher with 10+ years of experience. I love teaching but the thing I hate is that Sunday becomes a work day. I believe that all teachers deserve to rest on Sunday. For the benefit of themselves and their students. Hence the creation of Teachers Love Sundaes.
The resources I create can be picked up and taught straight from. All lessons include key vocabulary, rewind , active learning throughout, problem solving generated learning , stem sentences and so much more !
Hi, I am Lizzie a primary teacher with 10+ years of experience. I love teaching but the thing I hate is that Sunday becomes a work day. I believe that all teachers deserve to rest on Sunday. For the benefit of themselves and their students. Hence the creation of Teachers Love Sundaes.
The resources I create can be picked up and taught straight from. All lessons include key vocabulary, rewind , active learning throughout, problem solving generated learning , stem sentences and so much more !
Thankyou for looking at my bundle of resources.
Lesson 1- To find out about toys and explain how we find out about the past.
Lesson 2 - To know about toys in the 20th Century
Lesson 3 - Comparing Victorian toys and modern day toys.
Lesson 4 - To recognise how toys have changed over time.
Throughout the lessons children will look at historical sources and discuss which sources are best for particular areas of learning.
In lesson 1 - Finding out about toys and explaining how we find out about the past.
In this lesson children will start with a physical warm up where they will show their preference to two items (one being a toy) . This will lead into a discussion about what a toy is and what children’s favourite is. Children will interview each other and proceed to write up their answers.
The teacher will then show children a toy from the past. They will generate questions to ask the toy and then discuss how we can find our answers.
lesson 2 - To know about toys in the 20th century
Children will start the lesson by reflecting on their prior learning and vocabulary.
Throughout all of their toys lessons children will be actively thinking of historical sources of information. Considering what is a good source of information and what might not be the best e.g children will think about how they aren’t a good expert group for toys from the 20th century as they weren’t alive during this era.
Todays focus of historical information will be the internet. Children will be shown a basic timeline of toys popular in the 20th century created by the teachers research from the internet. Children will then go on to do a focus research on lego. Children will be guided creating useful questions.
Children will final go onto present the facts they have learnt on a lego brick. With a chilli challenge and helping hands support to ensure all children maximise their learning.
Lesson 3 - To compare Victorian and modern day toys
In this lesson children will start with a warm up where they will think about the question - If you could make a toy what would it be? Children will rewind on their prior learning of modern day toys and 20th century toys.
Children will continue to look at historical sources of evidence. Children will look at books about the Victorians to answer four questions. This will provide a general gist of when the Victorian era was, what Victorian life was like for the rich and poor and what schooling looked like.
Children will be guided (in a ks1 manner) to make inferences about what Victorian toys might be like. Children will then learn about Victorian toys through an exploration of actual toys (pictures/videos may be needed if you can’t access Victorian toys) and then a teacher led input about the toys.
Finally, children will complete small steps which will support them to independently make simple comparisons in their independent application.
Lesson 4 - To recognise how toys have changed over time.
Today children will be introduced to a Victorian toy maker. They will start by using clues such as girl and boys toys to identify what era the toy maker came from. Using their prior knowledge on Victorian toys.
Children will continue to reflect back on prior knowledge when they learn the maker is going to travel forward to modern times. Children will reflect on times such as the 20th century.
The toy maker will then show children a toy and will explain why they think its a good toy (the toy is completely against modern times such as attitude and technology)
Children will be taught about why things have changed. MSTA - Materials, safety , technology and attitudes.
Children will write a letter to the toy maker explaining why the toy is unsuitable.
The lesson starts with children exploring the concept of chronology. Children will look at how chronology is displayed using a time line and recap on AC and BC.
Children will then go on to explore key Victorian vocabulary that may be new to children such as reign.
Children will be taught the start and end dates of the Victorian era.
As a class children will order some of the key events on a time line they will use a range of skills such as comparing the dates to other key events as well as clues from prior/future events.
Children will be challenged to think about what is the most common type of event such as the advancement of technology.
Independent application - children to create a time line of key events.
After their experiences with the big bad wolf, the three little pigs have set up their own building business.
Things keep going wrong in the business and they desperately need your expertise to help them.
All lessons start with children solving a problem that can only be solved using the LO. Research has shown that when children learn through problem solving and having ownership of their own learning they develop a deeper and longer lasting understanding.
Lesson 1 - Naming and identifying everyday materials.
Problem to solve - Shopping list is vague - what materials do the pigs actually need?
Lesson 2 - To know the difference between object and materials.
Problem to solve - Pigs have delivered the materials not the objects.
Lesson 3 - To describe the properties of everyday materials.
Problem to solve - Pigs are arguing over what is the best material for a chair they are building.
Lesson 4 - To investigate waterproof and absorbent
Problem to solve - The pigs have built a house with no roof. What is the best material to build a roof?
Lesson 5 - To sort materials.
Problem to solve - How to sort the items to pack for the new houses.
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years)
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
Thankyou for looking at my resource.
Resources included
Powerpoint presentation
Resources including chilli challenge and helping hands.
This is the final lesson in a sequence. The lesson can be taught independently without the need for the further lessons or the previous lesson. This lesson can be picked up and taught straight from however this is fully editable.
In this lesson children will start by completing a task which will remind them of their prior learning from year 1 and this unit . This will provide an opportunity for the teacher to make a quick assessment of any learning which needs recapping on. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning.
Children will start by completing a reasoning activity where they will choose which is the healthiest lunch. This includes a stem sentence to support children’s oracy. This will lead into a discussion on what is meant by a balanced diet.
Children will look at the Eatwell guide and discuss why each part is important. Children will sort foods into the correct place.
The lesson will then move onto looking at hygiene. The whole class will take part in a demonstration of how germs spread using glitter.
Children will then learn about germs and hygiene. Children will discuss how we can be hygienic and why it is important.
Children will complete a second independent task where they will create a poster about hygiene.
Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks.
The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task.
Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thankyou for looking at my resource.
Children will start the lesson with an I spy warm up. This provides a great opportunity to talk about nouns as well as getting children ready for learning.
Children will move on to reflect on the strategies they use to help them spell such as phonics. Children will be shown a list of compound words and will discuss what is the same about them. This will lead into children learning what compound words are.
Children will complete two tasks:
Matching words to make compound words
Identifying the words that have made the compound words.
Chilli challenges will be provided to all learners - the difference will be in how children access it.
Helping hands are provided for children who need some support to access the learning.
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years)
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
In this resource children will focus on the importance of a noun in a sentence.
Children will do a variety of carefully thought out small step tasks to build up their understanding of what a noun is and how to apply nouns to sentences.
Resource includes a PPT and corresponding word resource
Thankyou for looking at my resource.
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years)
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
In this bundle children will focus on the very basics of a sentence. The noun and the verb. Children will then move on to using adverbs / adverbial phrases to expand sentences.
I have used this throughout the school from year 1 all the way up to year 6 (when they need a bit of a reminder after a holiday)
Through carefully constructed small steps children will not only learn about the different parts of a sentence but also through problem solving learn the importance of these to a sentence.
Research has shown that when children learn through problem solving children develop a deeper and longer lasting understanding of their learning.
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years)
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
Thankyou for looking at my resources.
This bundle contains six comprehensive lessons which can be picked up and taught from. All lessons are all fully editable to ensure you can edit to meet your children’s needs.
Lesson 1 to know different animals have different types of offspring.
Lesson 2 to name, order and compare stages of the human life cycle.
Lesson 3 to find out how animals change as they grow into adults.
Lesson 4 to describe what animals including humans need to survive.
Lesson 5 to identify the effects of exercise on the human body.
Lesson 6 to investigate the importance of healthy eating and hygiene.
Lesson 1 - In this lesson children will start by completing a number of tasks which remind them of their prior learning from year 1. This will provide an opportunity for the teacher to make a quick assessment of any learning which needs recapping on. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning.
Children will start by thinking abut humans. To avoid misconceptions children are guided to think how they have changed since being a child/ will change as well as differences between themselves and other children. It will be established that although there are many differences humans look like humans.
This will lead into children making a prediction about all animals looking like their offspring.
Children will investigate this independently by matching offspring to their adult.
Lesson 2 - In this lesson children will play a child friendly version of two truths one lie. Children will be informed that Ms Cheeky has changed one of three scientific facts and they have to identify which one is the not fact. This will provide an opportunity for the teacher to make a quick assessment of any learning which needs recapping on. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning.
Children will link their prior learning on offspring by thinking how a baby develops from a baby to an adult. Children will start this by looking at humans as an example of offspring that look like their adult . Children will then move onto looking at a frog. Children will have it highlighted that in future learning that this is called metamorphosis. Children will not needed to remember this to complete their learning.
Once learning about the frog’s lifecycle and given opportunity to consolidate this learning. Children will create their own frog lifecycle.
Lesson 3 - In this lesson children will start by playing a child friendly version of two truths and a lie. Ms Messy has change one of our science facts which is the not true fact? This will ensure that quick assessments can be made of what children have already learnt and identify any gaps that need revisiting. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning.
Children will start by recapping on what life cycles are and label the life cycle of a frog. Children will then complete a number of tasks to help them understand that there are things that they can do now because they are no longer a baby. They will also develop an understanding that there is things they still need to develop to become an adult.
Children will complete the first task
Task 1 - They will name and order the human life stages.
Children will then start to identify when specific things occur for most people during the life cycle.
Task 2 - Children will then identify when things usually start/happen in the life cycle.
Lesson 4 - In this lesson children will start by completing a number of tasks which remind them of their prior learning from year 1 and throughout this unit. This will provide an opportunity for the teacher to make a quick assessment of any learning which needs recapping on. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning.
Children will start with a reasoning partner task (stem sentence provided to promote oracy) This task will involve children identifying which things all animals need to survive.
This will lead into a discussion about the different ways animals meet these needs.
Children will complete independent application task 1.
Children will then focus on dogs. Children will learn about how dogs which will move onto children creating a poster about caring for dogs.
Lesson 5 - In this lesson children will start by completing a number of tasks which remind them of their prior learning from year 1 and throughout this unit. This will provide an opportunity for the teacher to make a quick assessment of any learning which needs recapping on. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning.
After being shown a definition of exercise children will discuss why they think exercise is important. The teacher will discuss the importance with links provided to prior learning such as to help grow into a healthy adult as well as a brief fast forward to future learning about the types of exercise.
Throughout this lesson children will be guided through a full science experiment. Some parts children will independently complete such as the prediction, other parts the teacher will simply show such as the method where as other parts such as the conducting of the experiment will be completed whole class.
The parts of the experiment are explicitly taught for instance children have the concept of prediction explained to them.
In the experiment children will be looking at which exercises raise their heart rate. In the powerpoint each activity has a timer, a discussion and a rest.
Children will discuss with a partner their results and then write these results up.
Lesson 6 -This is the final lesson in a sequence. The lesson can be taught independently without the need for the further lessons or the previous lesson. This lesson can be picked up and taught straight from however this is fully editable.
In this lesson children will start by completing a task which will remind them of their prior learning from year 1 and this unit . This will provide an opportunity for the teacher to make a quick assessment of any learning which needs recapping on. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning.
Children will start by completing a reasoning activity where they will choose which is the healthiest lunch. This includes a stem sentence to support children’s oracy. This will lead into a discussion on what is meant by a balanced diet.
Children will look at the Eatwell guide and discuss why each part is important. Children will sort foods into the correct place.
The lesson will then move onto looking at hygiene. The whole class will take part in a demonstration of how germs spread using glitter.
Children will then learn about germs and hygiene. Children will discuss how we can be hygienic and why it is important.
Children will complete a second independent task where they will create a poster about hygiene.
Every lesson :
Helping hands are provided for children who need additional support as well as a chilli challenges for both independent tasks.
The chilli challenge should be provided to all learners the ’ differentiation ’ is based on how children complete the task.
Vocabulary is explicitly taught and actively reinforced throughout lessons and in subsequent lessons.
Rewind buttons are used to remind child of prior learning, provide in lesson informal assessment opportunities for teachers and put prior learning at the forefront of children‘s mind as they attain new learning.
Fastforward buttons are used to signpost children to future learning.
Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thankyou for looking at my resource.
This is the first lesson in a sequence. The lesson can be taught independently without the need for the further lessons or the previous lesson. This lesson can be picked up and taught straight from however this is fully editable.
In this lesson children will start by completing a number of tasks which remind them of their prior learning from year 1. This will provide an opportunity for the teacher to make a quick assessment of any learning which needs recapping on. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning.
Children will start by thinking abut humans. To avoid misconceptions children are guided to think how they have changed since being a child/ will change as well as differences between themselves and other children. It will be established that although there are many differences humans look like humans.
This will lead into children making a prediction about all animals looking like their offspring.
Children will investigate this independently by matching offspring to their adult.
Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks.
The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task.
Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thankyou for looking at my resource.
This is the third lesson in a sequence. The lesson can be taught independently without the need for the further lessons or the previous lesson. This lesson can be picked up and taught straight from however this is fully editable.
In this lesson children will start by playing a child friendly version of two truths and a lie. Ms Messy has change one of our science facts which is the not true fact? This will ensure that quick assessments can be made of what children have already learnt and identify any gaps that need revisiting. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning.
Children will start by recapping on what life cycles are and label the life cycle of a frog. Children will then complete a number of tasks to help them understand that there are things that they can do now because they are no longer a baby. They will also develop an understanding that there is things they still need to develop to become an adult.
Children will complete the first task
Task 1 - They will name and order the human life stages.
Children will then start to identify when specific things occur for most people during the life cycle.
Task 2 - Children will then identify when things usually start/happen in the life cycle.
Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks.
The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task.
Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thankyou for looking at my resource.
Included
Powerpoint
Independent application resources for all children including challenges and helping hands specific.
This is the fifth lesson in a sequence. The lesson can be taught independently without the need for the further lessons or the previous lesson. This lesson can be picked up and taught straight from however this is fully editable.
In this lesson children will start by completing a number of tasks which remind them of their prior learning from year 1 and throughout this unit. This will provide an opportunity for the teacher to make a quick assessment of any learning which needs recapping on. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning.
After being shown a definition of exercise children will discuss why they think exercise is important. The teacher will discuss the importance with links provided to prior learning such as to help grow into a healthy adult as well as a brief fast forward to future learning about the types of exercise.
Throughout this lesson children will be guided through a full science experiment. Some parts children will independently complete such as the prediction, other parts the teacher will simply show such as the method where as other parts such as the conducting of the experiment will be completed whole class.
The parts of the experiment are explicitly taught for instance children have the concept of prediction explained to them.
In the experiment children will be looking at which exercises raise their heart rate. In the powerpoint each activity has a timer, a discussion and a rest.
Children will discuss with a partner their results and then write these results up.
Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks.
The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task.
Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thankyou for looking at my resource.
Included
Powerpoint - 20+ slides.
Independent application resources for all children including challenges and helping hands specific.
This is the fourth lesson in a sequence. The lesson can be taught independently without the need for the further lessons or the previous lesson. This lesson can be picked up and taught straight from however this is fully editable.
In this lesson children will start by completing a number of tasks which remind them of their prior learning from year 1 and throughout this unit. This will provide an opportunity for the teacher to make a quick assessment of any learning which needs recapping on. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning.
Children will start with a reasoning partner task (stem sentence provided to promote oracy) This task will involve children identifying which things all animals need to survive.
This will lead into a discussion about the different ways animals meet these needs.
Children will complete independent application task 1.
Children will then focus on dogs. Children will learn about how dogs which will move onto children creating a poster about caring for dogs.
Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks.
The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task.
Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thankyou for looking at my resource. Each lesson includes a powerpoint and accompanying resources. The lessons can be picked up and taught from however provide the freedom to edit based on individual needs.
Lesson 1
Children will be working to help Zack the Zookeeper.
Children will start the lesson by recapping on their prior learning via a game of which is an animal out of two choices. Children will then be taught a definition of animal. This will be applied to a number of tasks to ensure the meaning is embedded.
Children will be introduced to Zack the Zookeeper. All lessons are based on learning generated from problem solving. Children will learn that Zack has done a number of things wrong but the issue is the task doesn’t name the animals e.g giving dog food to the animals.
Children will be shown a number of animals grouped into the 5 main animal groups. This will support learning in the next lesson where children will be defining the five main animal groups.
Lesson 2
In this lesson children will recap on their prior knowledge by playing spot the difference. This will encourage children to recall animal names and groups.
Children will then be reminded of the five different animal groups.
Children will be working with Zack the zookeeper who will think that all amphibians are the same. Using whole class investigation children will identify what is the same and what is different.
Children will build up to independently comparing similarities and differences between animal groups and at the end of the lesson will be provided with definitions of the main groups.
Lesson 3
In this lesson children will recap on their prior knowledge by recapping on the definition of animal and matching the animal group to the description.
Children will reflect on what animals need to survive which will lead into being informed that Zack the zookeeper thinks that all animals eat the same thing. Children will discuss whether they agree or disagree with this.
Children will be shown a number of animals diets and will reflect whether it is possible to remember all of the individual diets of the over 1.2 million animals that exist.
Children will be introduced to carnivore, herbivore and omnivore as well a small task to ensure that children understand what is meant by meat and plant type foods.
Further to this a discussion will be had about humans and those that follow a vegan/vegetarian/other diet.
Children will build up to independently identifying whether an animal is carnivore,herbivore or omnivore based on their diet.
Lesson 4
Children will start the lesson recapping on their prior learning in the unit through a variety of parter and whole class quick tasks.
Children will be given a number of choices through a discussion of would you rather?
Children will look at how the choices relate to the senses. They will be provided with a clear definition of senses and consolidate this by identifying which sense was most important in their choices.
Children will look at Zack the Zookeeper and a map of the zoo and identify how Zack experiences the zoo through his senses.
Lesson 5
The lesson will start with children recapping on prior learning.
Children will label parts of Zack the Zookeepers body with their partner. This will lead onto a discussion about what parts of the body are there for. Children will reflect on Zack’s view that he only needs his arms and hands for the zoo.
As a class children will discuss different body parts and what their uses are.
Helping hands will be provided for children who need additional support as well as a chilli challenge.
Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thankyou for looking at my resource.
I have created 20 Christmas themed morning starter tasks.
The tasks are designed to be completed independently and are purposely open ended to support and challenge all learners.
Thankyou for looking at my resource.
In this lesson children will not only be writing prepositions but also developing a clear understanding of what exactly a preposition is.
Children will start with a warm up task identifying the nouns in a festive picture. Children will then play a where’s wally style game with a snowman which will lead on to children spotting that the commonality of prepositions.
Prepositions will be defined however a child friendly version will be established.
Children will identify the two nouns relating to the snowman and then identify the preposition. Children will do this a number of times to establish their understanding.
Children will move on to independently writing the preposition for various items on a snowman.
Helping hands - Children will choose the appropriate preposition.
Chilli Challenge - Children will make a snowman and write instructions containing a preposition to instruct a friend how to make theirs.
Thankyou for looking at my resource.
This lesson focuses on adverbs and verbs.
Children will be introduced to the elf. Children will start with a warm up rewind task where they will describe the elf.
Children will think about their own experiences with an elf and what mischief they think an elf might get up to.
Through careful well thought out small steps children will learn about verbs and adverbs and use these to describe what the elf gets up to.
Children will create a comic strip of what the elf gets up to. Children will have access to a word bank.
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Yelliow slides - Independent application
Thankyou for looking at my resource.
This lesson isn’t explicitly a Christmas maths lesson but it works really nicely. I have taught this lesson from year 2 to year 6 as simple strategies can be applied for year 2 where as year 6s can apply far more efficent and sophisticated calculations.
In this lesson children will be finding which numbers can’t be made using gingerbread bisucit tins of 6 ,9 and 20.
Children will have a number of small steps to build up their understanding of the problem and strategies they can use to calculate.
Thankyou for looking at my resource.
This unit uses the story of Jack and the Beanstalk to not only engage learners/provide a fun theme but importantly enhance scientific understanding through investigations such as is a beanstalk a tree?
In this unit children will be given a mystery seed from the bean seller in the story (teacher’s choice) and will every week use their increasing knowledge to investigate what the plant is.
The story will be embedded in other areas of the unit for instance children will use reasoning to decide if a beanstalk is a tree.
A ppt of 20+ slides is provided for every lesson and a word document of resources is provided including an overview of what teachers need to prepare in advance. Each lesson gives children an opportunity to reflect on their plant with questions that adapt based on their knowledge of the unit. A good example of this is in week four, children will be asked if they think their mystery seed is a tree.
In lesson 1 the story of Jack and the Beanstalk is provided alongside the lesson slides.
The aim of this unit is to limit the preparation needed for the teacher. The lesson slides can be picked up and taught fully from either by a teacher with a solid understanding of the prior and future learning of a given class or by a teacher who may be covering an isolated lesson. The lessons are fully editable allowing teachers to edit based on individual class needs.
Lesson 1 -To describe and compare seeds, bulbs and plants.
Lesson 2 - To name and compare the parts of plants.
Lesson 3 - To name and identify common garden and wild plants.
Lesson 4 - To name and identify common trees.
Lesson 5 - To name and identify common fruit and vegetable plants.
Every lesson starts with a rewind task. These are varied and provide an opportunity for the teacher to quickly asses what children have remembered and any potential gaps in knowledge. This also puts relevant prior learning in the forefront of children’s minds ready to apply to new knowledge .
This then starts the effective build up of learning through carefully designed small steps. Children are actively involved in their learning throughout with opportunities to reflect, talk with a partner as well as engage in whole class discussions.
Reasoning and oracy opportunities are embedded throughout. With stem sentences provided to ensure children are able to eloquently express their understanding and focus on the science.
Lessons are designed to ensure all learners are on the ‘journey’ together. Helping hands provide additional support to ensure children are accessing the main learning where as chilli challenges aim to expand/challenging children’s learning with open ended exercises. Challenges are provided to all learners. The ’ differentiation ’ is based on how children access the challenge.
Vocabulary is explicitly taught and is repeated throughout the unit to ensure embedded learning.
Thank you for looking at my resource.
Resources included
Powerpoint presentation
Resources including chilli challenge and helping hands.
This is the second lesson in a sequence .The lesson can be taught independently without the need for the further lessons or past lesson.This lesson can be picked up and taught straight from however is fully editable.
Children will start this lesson by recapping on their learning about rituals. Children will work with a partner to differentiate between routines and rituals.
This will lead into a concise rewind of prior learning.
Children will learn about Salat with regular opportunities to consolidate learning through learning checkpoints.
Childern will complete two independent learning tasks. Including recalling facts they have learnt and designing a prayer mat.
Children will complete either a independent task or a helping hands task.
The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task.
Children will have stem sentences to support oracy and enable children to focus on the learning rather than forming sentences.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
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Resources included
Powerpoint presentation
Resources including chilli challenge and helping hands.
This is the first lesson in a sequence.The lesson can be taught independently without the need for the further lessons.This lesson can be picked up and taught straight from however is fully editable.
In this lesson children will establish a concise definition of what a ritual is. To help children establish this complex concept they will start by looking at routines they complete. This includes a fun charades game for their school morning routine.
Children will then be introduced to the concept of rituals and direct comparisons and contrasts will be made with routines. Children will be exposed to some religious rituals to help them establish a clear understanding. Children will be informed that their future learning in this unit will delve deeper into specific rituals.
Children will complete either a independent task or a helping hands task.
The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task.
Children will have stem sentences to support oracy and enable children to focus on the learning rather than forming sentences.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
