Includes Poster: Understanding Clauses – explanation. Sheet 1: Clauses – to identify the main clause and subordinate clause. Sheet 2: Clauses Challenge – to add a main clause to complete a sentence. Sheet 3: Clauses Challenge – to create complex sentences by adding subordinate clauses. Sheet 4: Relative Pronouns – to recognise and use relative pronouns. Sheet 5: Relative Pronoun Challenge – to drop in clauses beginning with who, when, where, which, that. Taken from LCP’s Grammar and Creativity Year 4 book Easy to follow Leave a review

4 worksheets and 1 poster Designed to support the teaching of Commas. Sheet 1: to revise commas and full stops. Sheet 2: to explore the ways commas help to create meaning in a sentence. Sheet 3: to use commas to avoid ambiguity Sheet 4: to use commas to punctuate speech Taken from LCP’s Grammar and Creativity Year 5 book. Leave a review

3 worksheets focuses on the teaching of adverbs Sheet 1: to revise adverbs of manner Sheet 2: to revise adverbs of time, frequency and place. Sheet 3: to investigate how adverbs can affect adjectives Taken from Grammar and Creativity Year 6 (by LCP) Clear sheets that have instructions so easily to follow. Leave a review

Includes Introduction Unit resources Medium-term plan Lesson 1: Why are there wars? Lesson 2: Why is there suffering? Lesson 3 & 4: Responses to suffering Lesson 5: Christmas Day truce Taken from our Lower Keystage 2 R.E Resource file This unit grapples with an issue of universal debate both within and between religions. In recent years, religious fanaticism has been regarded as a major contribution to war and suffering around the world. In truth, religious zeal has always been a factor in conflict on a local, national and international scale. By starting with playground problems and other contexts in which pupils’ arguments may get physical, the unit explores the problem of what is meant by a ‘justifiable’ war, looks at both religious and non-religious responses to war and suffering through the work of charities, and ends with a look at how individuals can make peace, even when whole countries are fighting each other. The length of the unit means that this is not intended to be an in-depth study, so you should see each lesson as an opportunity for pupils to develop questions, rather than be given all the answers. It will be important to address any topical issues or current events that may occur while you are teaching this unit to make the subject an uncomfortable reality for your class. Leave a review

Includes: Introduction Unit resources Medium-term plan Lesson 1: Doing the right thing Lesson 2: Making choices Lesson 3: A good influence Lesson 4: Wrong choices Lesson 5: David and Goliath Lesson 6: Inner strength Lesson 7: It’s up to you This unit is intended as an introduction to thinking about ultimate truths in Key Stage 2. By beginning with ‘golden rules’, found represented in all major faiths, pupils then explore how their sense of right and wrong can change with circumstances. By using stories from different faiths and by studying the actions of believers who chose what they believed to be right over wrong when that was a hard choice for them to make, pupils are introduced to the concept of faith and behaviour being inextricably linked. The issue of ‘right and wrong’ will be discussed almost daily throughout a school child’s life! For this age group, right and wrong tends to be very cut-and-dried. These lessons are not intended to introduce the issue of ‘grey areas’ or ‘relative truth’ as children at this age have neither the spiritual, mental, moral or ethical maturity to address these issues appropriately in a classroom context. Leave a review

Taken from -RE Resource File RE Resource File Key Stage 2 Years 3 Key Stage 2 Years 3 & & 4 Includes: Introduction Unit resources Medium-term plan Lesson 1: What does a baby need? Lesson 2: What is sin? Lesson 3: Christian baptism Lesson 4: Muslim birth ceremonies Lesson 5: Sikh birth ceremonies Lesson 6: Making comparisons All lesson plans and printable activities included This unit is designed as an introduction to Religious Education at Key Stage 2. It introduces pupils to some of the religions they will study during their four years in Key Stage 2. All religions treat the birth of a new life as special and celebrate its importance in different ways. In the religions covered in this unit, God is acknowledged to have an important role in the creation and safe delivery of a new life and is thanked for the new baby. Prior learning: The class will have spent time in Key Stage 1 studying religious belief and practice. This unit will build on their previously gained understanding. Lesson length: The lessons are designed to last approximately 60–70 minutes. At the end of this unit most children will: • Be able to explain the meaning behind the symbols and actions in the different birth ceremonies. • Be able to explain the importance of committing the baby to the community of God. Some children will have made less progress and will: • Be able to share their own experiences of babies and explain what some people believe are babies’ spiritual needs. Some children will have progressed further and will: • Be able to explain similarities and differences between the themes in the different birth ceremonies. Leave a review

This resource includes 1 text with activities and questions. Text title: Seaside The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills. There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme. The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable. The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy Leave a review

This resource includes 1 text with activities and questions. Text title: Ants The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills. There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme. The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable. The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy Leave a review

Includes 1 Non-fiction text with 1 question/activity sheet. Text title: Shape The text is very short and includes a picture on the front of each reading card. Most children at Foundation Stage may not be able to read the text by themselves, though they may be able to guess at some of the words because of the context. The idea is that an adult or more-able reader will read the words to and with the child, before discussing the picture and the theme of the card. The Talk time questions on the other side of the card are simply suggested prompts for the adult. It is important to encourage the child to ask questions about the theme of the card. The Fun time activities are designed to trigger off cross-curricular investigations, research enquiries and creativity. The activities may be done at school or at home and a summary of the resources needed for each card is given on card G. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy. The Puzzle time section contains cartoons or puzzles that are related to the main theme of each card. They give children the opportunity of playing with words and reinforcing their language skills. Each card has an All join in section with either a short poem, a song or a rhyme. Very few children at this stage will be able to read the words by themselves, but the intention is for the adult and child to learn the rhyme by heart and enjoy saying it together. Sample taken from our EYFS reading text box. Leave a review

Each unit contains Activity ideas packed with facts, suggestions for different abilities and for working both in and out of the classroom, one Activity sheet, two Visual resources and a photocopiable Factsheet. Supporting the units are two Timelines, a World War I Glossary and two Maps of Europe showing how the geographical landscape and country boundaries changed as a result of the war. It provides an example of creative and effective crosscurricular planning, taking a key historical event as a starting point for meaningful, subject-focused activities. All the activities and resources included are matched to the requirements of the NEW Primary Curriculum (implemented September 2014) and are designed to be flexible, and used to follow ideas for English and Foreign Languages Years 5 & 6 so that teachers can choose to use them in their entirety, as a complete project framework, or as a dip-in resource bank of ideas. There are 6 units. This is unit 6- Other units are available. Lesson 1: World War I fashions – Military wear Lesson 2: World War I fashions – Civilian wear Lesson 3:Design innovation Lesson 4: Amazing vehicles Lesson 5: Political art Lesson 6: Political art – Propaganda posters Lesson 7: Political art – Three-dimensional morale boosters Leave a review

Taken from our UKS2 WW1 Resources File. This is Unit 5. There are six units available for Upper Key Stage 2, each focusing on different curriculum subjects but also designed to complement one another to support cross-curricular planning. An overview, in the form of a Planning Chart, is also included. Each unit contains Activity ideas packed with facts, suggestions for different abilities and for working both in and out of the classroom, one Activity sheet, two Visual resources and a photocopiable Factsheet. Supporting the units are two Timelines, a World War I Glossary and two Maps of Europe showing how the geographical landscape and country boundaries changed as a result of the war. Lesson 1:A guide to Leper Lesson 2:The impact of the landscape Lesson 3: Belgium then and now Lesson 4: The creation of new countries Lesson 5:Here and there Lesson 6: Can you find your way around Leper? Lesson 7:National pride Leave a review

Each unit contains Activity ideas packed with facts, suggestions for different abilities and for working both in and out of the classroom, one Activity sheet, two Visual resources and a photocopiable Factsheet. Supporting the units are two Timelines, a World War I Glossary and two Maps of Europe showing how the geographical landscape and country boundaries changed as a result of the war. It provides an example of creative and effective cross-curricular planning, taking a key historical event as a starting point for meaningful, subject-focused activities. All the activities and resources included are matched to the requirements of the NEW Primary Curriculum (implemented September 2014) and are designed to be flexible, and used to follow ideas for English and Foreign Languages Years 5 & 6 so that teachers can choose to use them in their entirety, as a complete project framework, or as a dip-in resource bank of ideas. There are 6 units. This is unit 1- Other units are available. Leave a review

Taken from BUILDING BLOCKS. Building Blocks is a modular series of resources offering Early Years Foundation Stage (EYFS) practitioners a source of fresh, fun, adaptable activities linked to inspirational, child-centred themes, and providing comprehensive coverage of the different aspects of the Early Learning Goals. Topic: Why do boats float while stones sink? Includes: Activity ideas Activity sheet: Spot the boat Hints for home, Pupil profile sheets Progression towards Key Stage 1 Resources Topic coverage ■ Making observations and explaining why some things occur; ■ Carrying out simple experiments, using objects of different size, weight, shape and material; ■ Applying skills and knowledge to the world around them – what we can see on lakes, rivers and oceans, and what can be found in the sea Leave a review

Taken from Learning Outside the Classroom, Keystage Two 5 detailed Lesson plans varying in length: This project covered several areas of history and also had a strong focus on design and technology. In the project, an archaeologist gave the children different questions to investigate and answer, by travelling back in time using their own ‘time machines’. The historical times and places that they travelled to were: Iron Age Britain, Roman Britain, Viking Britain, ancient Egypt and ancient Greece. The sessions varied in length – some were single sessions, some were whole mornings or afternoons, and the fi nal session took place over a whole day. Leave a review

Taken from Learning Outside the Classroom: Early Years Foundation and Key Stage 1. Includes 5 detailed Lesson Plans Lesson 1: In this session, the children talked about why homes are important and thought about what it would be like to be homeless. I then introduced the children to a homeless woodlouse who needed us to help him fi nd a new home Lesson 2: This session involved a walk around the local area, where the children looked at the different types of homes in which people live. This would then lead into the next session about the different homes in which animals live, which would help the children to fi nd a new home for Harry the woodlouse. Lesson 3; In this session, we looked, in our school grounds, at the types of homes that different animals live in. The idea of the session was to gather some more ideas about the kind of home that Harry the woodlouse might like to live in Lesson 4: In this session, we looked at ‘habitats’, as a wider term for animals’ homes, i.e. the area where an animal lives, fi nds food and moves around. We studied different habitats in the school grounds and looked at the animals which lived there. We focused particularly on minibeasts, to help us decide about the habitat we could create for Harry the woodlouse Lesson 5: In this session, the class collected materials from outside to create their own habitat for Harry, which would be put outside afterwards for Harry and other wildlife to live in. The children used their prior learning about animal homes and habitats to decide on the important features of Harry’s new habitat. Leave a review

This resource includes 1 text with activities and questions. Text title: Niagara Falls The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills. There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme. The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable. The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy Leave a review

This resource includes 1 text with activities and questions. Text title: Snakes The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills. There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme. The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable. The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy Leave a review

This resource includes 1 text with activities and questions. Text title: Mozart The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills. There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme. The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable. The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy Leave a review

This resource includes 1 text with activities and questions. Text title: Drumming all over the world The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills. There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme. The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable. The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy Leave a review

This resource includes 1 text with activities and questions. Text title: Boats through History The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills. There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme. The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable. The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy Leave a review