Links to the objective: Reasoning about numbers or shapes Solve mathematical problems or puzzles,recognise simple patterns and relationships,generalise and predict.Suggest extensions by asking ‘What if…?’ Explain methods and reasoning orally and,where appropriate, in writing. 5 Sheets with Answers and example strategies to solve the problem. The overall aim is to help pupils to apply in a variety of situations the mathematics they have already learnt.The programme seeks to achieve this by teaching the strategies that will enable pupils to approach a variety of problems in a more logical and systematic way. The more specific aims of the programme are to promote the following: • willingness to attempt problems and to persevere; • confidence in one’s ability to solve problems; • awareness of problem-solving strategies; • awareness of the value of approaching problems in a systematic manner; • ability to select appropriate solution strategies; • ability to apply solution strategies accurately; • ability to monitor and evaluate one’s thinking whilst solving problems. The problems included: 1: Football Kit 2.Striped Shirts 3. Mountain Biking 4. Bike Tracks 5. On Target Taken from Problem Solving Years 3&4 Leave a review

All five questions link to: Understand and use the relationships between the four operations, and the principles (not the names) of the arithmetic laws. • Use brackets Includes 4 pages with strategies to help problem solve Problem 1: Teacher’s Age Problem 2: Coloured Pegs Problem 3: Gold Doubloons Problem 4: Pirates Problem 5: Football Stickers Taken from Problem Solving Year 5&6 Leave a review

Links to the objective: Make and describe, shapes, pictures and patterns using, for example, solid shapes, templates, pin-board and elastic bands, squared paper, a programmable robot… Relate solid shapes to pictures of them. Use and begin to read the vocabulary related to length, mass and capacity. 12 Worksheets Sheets with Answers and example strategies to solve the problem. The overall aim is to help pupils to apply in a variety of situations the mathematics they have already learnt.The programme seeks to achieve this by teaching the strategies that will enable pupils to approach a variety of problems in a more logical and systematic way. The more specific aims of the programme are to promote the following: • willingness to attempt problems and to persevere; • confidence in one’s ability to solve problems; • awareness of problem-solving strategies; • awareness of the value of approaching problems in a systematic manner; • ability to select appropriate solution strategies; • ability to apply solution strategies accurately; • ability to monitor and evaluate one’s thinking whilst solving problems. The problems included: 1: Towers 2.Goldfish 3. Bookshelf 4. Flags 5. Wellies Taken from Problem Solving Years 1 &2

Links to the objective: Reasoning about numbers or shapes Solve mathematical problems or puzzles,recognise simple patterns and relationships,generalise and predict.Suggest extensions by asking ‘What if…?’ Explain methods and reasoning orally and,where appropriate, in writing. 5 Sheets with Answers and example strategies to solve the problem. The overall aim is to help pupils to apply in a variety of situations the mathematics they have already learnt.The programme seeks to achieve this by teaching the strategies that will enable pupils to approach a variety of problems in a more logical and systematic way. The more specific aims of the programme are to promote the following: • willingness to attempt problems and to persevere; • confidence in one’s ability to solve problems; • awareness of problem-solving strategies; • awareness of the value of approaching problems in a systematic manner; • ability to select appropriate solution strategies; • ability to apply solution strategies accurately; • ability to monitor and evaluate one’s thinking whilst solving problems. The problems included: Goldfish Toy Cards Games Motorbikes and Cars Toyshop Piggy Bank Taken from Problem Solving Years KS1

Links to the objective: Measure • Understand and use the vocabulary related to length, mass and capacity. Compare two lengths, masses or capacities by direct comparison; extend to more than two. Measure using uniform non-standard units (e.g. straws, wooden cubes, plastic weights, yogurt pots), or standard units (e.g. metre sticks, litre jugs). Shape and space • Use everyday language to describe features of familiar 3-D and 2-D shapes, including the cube, cuboid, sphere, cylinder, cone…, circle, triangle, square, rectangle…, referring to properties such as the shapes of flat faces, or the number of faces or corners… or the number and types of sides. • Talk about things that turn. Make whole turns and half turns. Use one or more shapes to make, describe and continue repeating patterns… The overall aim is to help pupils to apply in a variety of situations the mathematics they have already learnt.The programme seeks to achieve this by teaching the strategies that will enable pupils to approach a variety of problems in a more logical and systematic way. The more specific aims of the programme are to promote the following: • willingness to attempt problems and to persevere; • confidence in one’s ability to solve problems; • awareness of problem-solving strategies; • awareness of the value of approaching problems in a systematic manner; • ability to select appropriate solution strategies; • ability to apply solution strategies accurately; • ability to monitor and evaluate one’s thinking whilst solving problems. The problems included: 1:Shape and Sizes 2. Obstacle Race 3. Scarves 4. Rabbits Taken from Problem Solving Years KS1 Leave a review

2 full lessons with worksheets, visual flipbook and lesson plans 1st Lesson: Air in Soil Learning objective- Children should learn: • that soils have air within them • to recognise whether measurements need to be repeated • to use results to compare the amount of air trapped in different soils Learning outcomes Children will be able to: • state that soils have air within them • state why measurements need to be repeated • make comparisons between samples from a set of data Task: Ask the children to investigate which soil they think will contain the most air and why? 2nd Lesson- Gases in our Environment Learning objectives Children should learn: • that there are a number of common gases that are useful to us in our everyday lives Learning outcomes Children will be able to: • name a number of common gases • state how a number of common gases are used Task:The sheet provides a framework for children to research and collect information about carbon dioxide from secondary sources. Once the information has been recorded in note form, it could be displayed in a leaflet or poster. Leave a review

The purpose of this topic is to teach children to understand and say the days of the week. It is also to ensure that the children can respond to and ask the question ¿Qué día es hoy? Learning outcomes Children learn: to understand and use the vocabulary for the days of the week to ask and respond to the question ¿Qué día es hoy Includes: Lesson Plans and Activity Sheets

Lesson 1: This activity should be used to focus on considering and analysing evidence, rather than planning an investigation. However, it can also be used before the children carry out an investigation of their own to provide them with a good structure for setting up their own tests Lesson 1: Learning objectives Children should learn: • that plants need water but not unlimited water, for healthy growth • to use results to draw conclusions Lesson 1: Learning outcomes Children will be able to: • state that plants need water to grow but too much or too little water may kill them • describe differences in the way the plants grew Lesson 2: This activity is intended to support children in their understanding of how simple investigations are planned. Begin the lesson by asking the children to recall any investigations that they have done and the stages of planning that they went through. Lesson 2: Learning objectives Children should learn: • to suggest how a fair test could be carried out • that in experiments with living things, using just one plant in each set of conditions does not give sufficient evidence Lesson 2: Learning outcomes Children will be able to: • recognise the correct order in which to undertake a simple investigation • describe factors that contribute to the test being fair • suggest why one sample may not be adequate in each set of conditions Leave a review

The purpose of this lesson is:to research and present information on the similarities and differences between Athens and Sparta. Children should learn: • what is meant by ‘democracy’ (government by leaders elected by the people); • some of the ideas of people living in Athens and Sparta. Class objective: • to find out about the similarities and differences between Athens and Sparta. Learning objectives Learning outcomes Children should be able to: • know that Athens and Sparta were city states and governed themselves; • distinguish between the beliefs of the Athenians and Spartans and know some reasons why they held those beliefs Includes full lesson and activity sheets

Lesson 3 Invaders Learning objectives Children should learn: • to consolidate and improve the quality of their throwing and catching techniques and their ability to link movements; • to use these skills in game situations; • to improve their ability to choose and use simple tactics; • to know and describe short term effects of exercise on the body; • to use what they have learned to improve their work. Lesson 35-40 minutes Full lesson and resources Leave a review

Learning objectives Children should learn: • to improve the way they coordinate and control their bodies and a range of equipment; • to remember, repeat and link combinations of skills; • to choose, use and vary simple tactics; • to recognise and describe what their bodies feel like during different types of activity; • to recognise good quality in performance; • to use information to improve their work. 35-40 minute lesson Full lesson Leave a review

Full lesson to teach throwing Lesson 1 Throwing Learning objectives Children should learn: • to use their bodies and equipment with greater control and coordination; • to remember, repeat and link combinations of actions; • to choose skills and equipment to help them meet the challenges they are set; • to recognise and describe what their bodies feel like during different types of activity; • to watch, copy and describe what they and others have done. 35-40 minutes Lesson plan and resources included Leave a reviw

It can often be very difficult to teach inference to less able readers because they cannot access challenging texts. Texts that support the teaching of ‘reading between the lines’, or inference and deduction. The use of photographs as a first approach in this resource means all children can develop these important comprehension skills. Each unit contains: Text 1 provides a story or explanation about the photograph that uses inference to give information (there are hints, but the author doesn’t explicitly say what is happening);Text 2 is an alternative text which makes the story really obvious. There is little or no inference and the simplicity of the text provides a good comparison with Text 1. The texts are written to support the teaching of inference and deduction and will probably need to be read to the children. The point of the exercise is not for the children to decode the texts but to understand and answer questions about it. Unit 1 available free on our both our website and TES shop. Leave a review

6 worksheets taken from our much love resource: Building Blocks- Themed Activities for the EYFS- Age 4 to 5 (48-60 months). Activity 1: Spotty Blobster Poem Activity 2: Draw the Spotty Blobster monster from the poem Activity 3: How to make chocolate crispy cakes Activity 4: Naming the foods I eat Activity 5: What’s in the treasure box Activity 6: Plan a surprise for someone you know Leave a review.

Get 15 sheets or the whole book via our TES shop 5 sheets with Answers Alphabet – to put words into alphabetical order. Root Words – to extend my vocabulary using root words. Homophones – to investigate homophones. . Noun Phrases – to expand single nouns to noun phrases. Adjectives – to identify adjectives not placed next to a noun. Description – to use descriptive words to create a picture in the reader’s mind. Prefixes – to build words by adding prefixes: tele, circum, bi, trans. Verbs – to revise word classes – verbs. Verbs Challenge – to change the tense of verbs. Prefixes – to add prefixes to verbs: dis, de, over. Suffix Challenge – to change verbs into nouns using suffixes: tion, sion. Suffixes – to change nouns into verbs using suffixes: ate, ise, ify . Prepositions – to identify and use prepositions. Adverbs – to revise word classes – adverbs. Word Class Challenge – to revise word classes – adjectives, adverbs and nouns in similes. Taken from: Grammar and Creativity for Year 5 Good writing may start with an exciting idea, but it needs structure to make sense to a reader. Grammar provides a framework on which to display the imagination. Writing brings together individual expression and an understanding of the rules that allow our language (any language) to make sense. This book has been written with the view that grammar and creativity go hand in hand to produce good writing. Developing children’s understanding of the basics of English will encourage their literary adventures. The range of activities here has been designed to excite interest as well as guide children and teachers through the rules. Leave a review

Links to the objective: Making decisions • Choose and use appropriate operations (including multiplication and division) to solve word problems,and appropriate ways of calculating: mental,mental with jottings,pencil and paper. The overall aim is to help pupils to apply in a variety of situations the mathematics they have already learnt.The programme seeks to achieve this by teaching the strategies that will enable pupils to approach a variety of problems in a more logical and systematic way. The more specific aims of the programme are to promote the following: • willingness to attempt problems and to persevere; • confidence in one’s ability to solve problems; • awareness of problem-solving strategies; • awareness of the value of approaching problems in a systematic manner; • ability to select appropriate solution strategies; • ability to apply solution strategies accurately; • ability to monitor and evaluate one’s thinking whilst solving problems. The problems titles: 1: On Target 2. Domino Spots 3. Dice Game 4. Netball Results 5. Target Golf Taken from Problem Solving Years Year 3&4 Leave a review

2 Full lessons includes lesson plans, worksheets and visual aids. 1st Lesson: Learning objectives Children should learn: • that the Earth is approximately spherical • that it can be difficult to collect evidence to test ideas and that evidence may be indirect Learning outcomes Children will be able to: • recognise that the Earth is approximately spherical • describe some indirect evidence to support the idea that the Earth is spherical The task: the children to use different coloured pens to outline/underline the various factors that are listed below (these will need to be written on a board). • Factual information • Evidence that supports the theory that the Earth is spherical • Opinion of the author 2nd Lesson: Learning objectives Children should learn: • that the Moon takes approximately 28 days to orbit the Earth • that the different appearance of the Moon over 28 days provides evidence for a 28 day cycle Learning outcomes Children will be able to: • explain that the pattern and timescale of the changes in the Moon’s appearance over 28 days is evidence that the Moon orbits the Earth once every 28 days The task: Ask the children to cut out and arrange the pictures and names of the phases of the Moon in the correct sequence around a representation of the Earth. This will show how the appearance of the Moon changes over the course of its orbit. Leave a review

2 full lessons with Flipbook, Worksheet and Resources Learning objectives Children should learn: • to recognise and identify a range of common materials • to consider why particular materials are used to make items Learning outcomes Children will be able to: • say whether some objects are made of plastic, wood, metal or rock • say why an item might be made with a particular material Lesson centered around grouping objects of the same material Learning objectives Children should learn: • about some properties of common materials such as hardness and transparency Learning outcomes Children will be able to: • state one or two characteristics of a range of common materials Prompts children to consider some properties of a set of objects and to read information from their tables. Leave a review

2 full lessons with resources, flipbook and worksheets 1st lesson: Learning objectives Children should learn: • that rocks and natural materials are chosen for particular purposes because of their characteristics Learning outcomes Children will be able to: • relate the use of some rocks and natural materials to their characteristics and say why they are used Lesson focuses on describing the use of material in buildings. Do you recognise this building? Try to describe it. • Describe the main building material(s) that was (were) used to make this building. • Are the materials natural or man-made? If the materials are man-made, what do you think the original material was? (e.g. glass is made from sandstone/silica) • Why do you think these materials have been chosen? 2nd lesson: Learning objectives Children should learn: • about planning a fair test and using results to draw conclusions Learning outcomes Children will be able to: • explain whether a simple test is fair and what the results indicate Lesson focuses which rock is the most permeable? Leave a review

2 lessons with resources, lesson plan and worksheets. 1st Lesson: Learning objectives Children should learn: • how to test an idea about whether a material is suitable for a particular purpose • to take measurements and say what they found out Learning Outcomes Children will be able to: • make a suggestion about which material might be the most stretchy • test materials for stretchiness and collect measurements. Lesson name: Giant’s Tights- Children test different materials for a purpose. 2nd Lesson- Learning objectives Children should learn: • that materials are chosen for specific purposes on the basis of their properties • why different clothing materials are needed in different situations Learning outcomes Children will be able to: • identify reasons for using materials for particular purposes • identify a range of materials and correctly associate them with properties and uses Lesson name: All the wrong clothes Children decide the materials for clothes in different locations. Leave a review