As an introduction to your Plants topic, get children to brainstorm what they already know about plants. This will help you to direct your future planning more precisely by not repeating old knowledge or allowing you to plug clear gaps in understanding. Also, this lesson will allow children to brainstorm what they would LIKE to know, which gains you an insight into their interests about plants, helping you to produce engaging and focused lessons to inspire them!

This resource is the perfect ending to this half termly topic which I have used from years 3-5 to teach children about the human body, skeletons of both humans and animals, food groups and digestion. This particular lessons gets children to brainstorm what they have learnt about animals and humans since the start of the topic helpfully allowing you assess their understanding. The lesson objectives and success criteria include: LI: To be able to produce facts that state my new understanding LI: To be able to answer questions to demonstrate my new understanding Success Criteria I can state what I have learnt about a given topic I can try to answer questions I previously asked using my new learning

This worksheet allows children to practice converting between cm and m units of measurement by using a real life stimulus; the lengths of various reptiles. Included on the worksheet is an LO, reminder of the 1m = 100cm conversion, and a table giving the name of each reptile, a photo, and one of the measurements, with a blank space next to it to complete the conversion. Some measurements are given in cm and others in m.

This resource was made to challenge higher UKS2 learners (mainly in Year 6) across a range of Maths topics in the form of word problems themed around different computer games, from Minecraft to Fortnight. This was made to appeal to boys using word problems in Mathematics.

May 17th 2020 commences British Sandwich Week! But, rather than think about traditional British sandwich fillings, why not research the most popular sandwiches from locations around the world? The resource is a simple grid consisting of countries, with gaps to name the sandwich and their fillings. There are just two spaces where the name of the sandwiches are given, but not the countries. This needs internet access in order for the research to be completed.

This lesson activity developed two learning objectives: 1) To understand that Canada is made up of different provinces and 2) To be able to use Google Maps to locate places. My class studied the human and physical geographical features of Canada as part of their cross-curricular topic work (mainly focusing on rivers and mountains) therefore I wanted them to get to know the geography of Canada itself more, especially because it is so diverse. Therefore I made this activity which required children to: • Understand what a ‘province’ is • Understand why countries like Canada are split into different provinces • Use Google Maps to find global locations • Use the physical shape of a country to estimate the location of key places They then used the internet to research information about provinces, and then to locate key provinces, cities, and physical geographical features (e.g. Hudson Bay), marking them as accurately as possible on to their own blank map. I have included one blank map example, but others are readily available on Google images.

Two lessons worth of worksheets, getting children to study examples of Ancient Greek clothing, before going on to design their own Ancient Greek top (which in my class we made using cheap white t-shirts!)

Football report made from a Bolton Wanderers v Blackpool Town game. Used as an example when studying chronological reports in KS2.

Here's a resource I've enjoyed using over and over, as it gets the kids to do most of the learning! The best way for children to understand the features of different Literacy texts is for them to explore and compare different examples. This worksheet focuses on the features of persuasive texts, which children would look out for in different examples, tick or cross whether they could spot them, and evidence by including an extract (e.g. if they have ticked that a text uses a rhetorical question, they need to note it on the sheet). This task promotes clear investigative, reading and literacy skills which could be completed independently, in partners or even together as a group!

Are your class studying the Ancient Greeks? Here's a lesson activity, focusing on Ancient Greek architecture, which gets children to research various facts about different buildings (e.g. stadiums, housing). This would be a great cross-curricular activity, as children could use ICT to research the answers. Worksheet could be completed in pairs, or for a shorter lesson, different groups could each focus on a particular architecture type.

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

Going to a museum to as part of your Ancient Greeks topic? Here is a simple, print-friendly worksheet that I've used many times (at places like the British Museum) for children to pick and sketch their favourite artefact.

Helping children to practise their dictionary skills in order to support their spelling, this lesson and worksheet gives a selection of purposely mis-spelt words and their dictionary definitions. Children use their dictionary to find the correct spelling. They can also challenge themselves by thinking about words they know they commonly mis-spell in their writing. Used successfully during an OFSTED inspection. Suitable for KS2.

Suitable for Y3-5, and differentiated, this resource allows children to put into practise their understanding of synonyms and the skills of using a thesaurus by up-levelling words in a given sentence.

These three worksheets would be perfect for children's independent work when learning about / understanding the difference between human and physical geographical features of locations. In this example, I chose a task involving the whole of the UK, a task focusing on London and another focusing on Edinburgh (these cities due to their visual differences and geographical distance, which could then lead to good plenary discussion when evaluating outcomes.) Children cut out pictures from each location, try to stick them by the matching place name in the table, then decide whether it is a physical or human feature. The London/Edinburgh sheets can both be used either in one or two lessons. The UK sheet will require atlases or Google Maps for children to look up key locations.

Saint Andrew's Day is celebrated in Scotland and other countries on November 30th. This resource consists of an information text about the day, it's meaning and how it is celebrated both in Scotland and other countries, along with linked comprehension questions to challenge children's understanding of the text. Includes pictures in the information text to make it more interesting and engaging. Suitable for KS2 and easily adaptable. UPDATED 29/11/2017

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

This worksheet develops children's understanding of maps and atlases by addressing the following criteria: • I can explain what ‘latitude’ is • I can explain what ‘longitude’ is • I know why we use latitudinal and longitudinal lines on maps/atlases • I can estimate the latitudinal/longitudinal points of a location • I can use given latitudinal/longitudinal numbers to find a point on a map It would be most suitable for KS2 classes and is differentiated to suit different learners.

This activity gets children to compare the UK and Egypt's most important rivers; the Thames and the Nile. Using ICT, they will compare their size and overall importance by researching their length, depth, origin, mouth and major cities that they pass through and how each river has been used historically by their country. This would be a good cross-curricular activity to use if you are studying the Ancient Egyptians or Water/Rivers in your topic work and want to cover lots of skill sets.

This resource is part of a whole half term of engaging lessons which I have used from years 3-5 to teach children about Animals including Humans. This lesson initially recaps children's understanding of human and animal skeletons, before focusing on developing their knowledge of food groups. It includes questions to stimulate children's ideas and understanding, various interactive links to engage and support, and suggested tasks to allow children to demonstrate and challenge their understanding. The Lesson Objective and Success Criteria are: LI: To know the different food groups Success Criteria I can explain what animals and humans need to stay healthy I can name common food groups I can name example foods in each group