These two worksheets can expand to form a Science topic over four to five lessons. Using their prior knowledge of materials and wind power, children independently design their own boat powered by wind either on paper or in their Science books. Existing examples could be shown. Then, at the start of the next lesson, children would use the first worksheet in this resource to evaluate each others designs using the following criteria: • Shape – How will this affect how it moves and balances on the water? • Size – How will this affect how the boat floats and balances? • Materials – Are they waterproof? How will you join them securely? • Sail – How will it steadily stay up and move the boat forwards? Following this, either in the same or next lesson, groups would then choose the best design or combination of design ideas from those on their table, to form a final group design of a boat with a sail. On the second sheet in this resource, they would then work together to plan their final design, using the following criteria: * I can consider the effect of water resistance in my boat design * I can make a sail that will catch wind * I can consider suitable materials to make my boat * I can annotate my design to explain material and shape choices Each group would draw their final boat design and list the materials needed to make it, before going on to make their boat in the following lesson, and then test them the lesson after that in a suitable outdoor location! (...we used a paddling pool!)

This lesson models to children how to add and subtract time using the following Success Criteria: * I know that there are 60 seconds in a minute * I know that there are 60 minutes in an hour * I can add and subtract minutes from a given time Challenge: I can carry across the hour 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. I cannot include worksheets for this lesson as I would be copyrighting other people's resources, but they are easily available via Primary Resources or a quick Google!

This lesson models to children how to write the time on an analogue clock using the following Success Criteria: * I know the big hand represents minutes * I know that the small hand represents the current hour * I know the minutes that each number on a clock face represents * I can move the hour hand according to the number of minutes past Challenge: I can present the 24 hour clock in analogue form 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. 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. Or you could just Google it - plenty of free ones come up! Enjoy!

This lesson models to children how to read the time on an analogue clock using the following Success Criteria: * I know how many minutes are in an hour * I know the minutes that each number on a clock face represents * I know when the time is at quarter past / half past / quarter to the hour * I can identify what hour the time is currently in Challenge: I can say times according to the approaching hour (e.g. ten mins to six = 5:50) 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 what is wrong with the given analogue time (answer: the small hand is too close to the next hour when the minute hand is only on quarter past). 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. Or you could just Google it - plenty of free ones come up! Enjoy!

This resource helps children to consider the progression of time chronologically and the duration of different events. The lesson objective is to be able to create a daily routine using time facts Success Criteria: * I can order events chronologically * I can use vocabulary linked to the time of day * I can identify what time activities start and end * I represent times on an analogue clock Challenge: I can state how long activities last The lesson starts with a discussion about what key events would be included in a daily routine, with children thinking of their own personal examples. It then moves on to a teacher model of how time would be considered in a daily routine, from the start and end times to knowing the approximate duration of activities (i.e. they would know that brushing your teeth takes 5 minutes rather than 50 minutes). Children then independently create their own daily routine plan on the worksheet provided, which has been differentiated to challenge different learners. This lesson would suit KS1 and LKS2 classes and is easily adaptable. Enjoy!

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 resource consists of three sequential lessons focusing on the understanding of perimeter. Suitable for KS2 (previously used in Y3 & Y4 but easily adaptable to extend higher year groups), it consists of a lesson notebook for all three days, differentiated worksheets for the first objective and a further worksheet for the second objective. The objectives and criteria for all three days are: L.I.: To understand perimeter Success Criteria * I know perimeter is the distance around the outside of a shape * I know perimeter is a measurement of length * I know perimeter can be measured in mm, cm or m * I know we need to use addition to calculate perimeter L.I.: To be able to calculate perimeter Success Criteria * I know perimeter is the distance around the outside of a shape * I know perimeter is a measurement of length * I can count squares around a shape to calculate perimeter Challenge: I can add the sides of a shape to calculate perimeter L.I.: To be able to solve problems involving perimeter Success Criteria * I can read the question carefully and identify key words * I know perimeter is the distance around the outside of a shape * I can add the sides of a shape to calculate perimeter * I can include the unit of measurement in my answer

These three lessons, designed for KS2, help children to understand sound, how it travels, how sound can be different and what materials can block sound. The objectives are as follows: Lesson 1 - Objective: To understand that sounds are made when objects vibrate Success Criteria: I can understand that sounds are made when objects vibrate. I can compare how sounds travel through gases, liquids and solids I can investigate how sounds travel through different objects I can explain the results of my investigation using scientific diagrams/language The lesson poses various questions to children throughout the notebook presentation about what sound is, how we hear, how sound might travel differently, to allow them to demonstrate their prior knowledge or ideas. It also includes useful links which help to embed given facts, mini tasks to engage the class, and best of all, a creative main activity where children investigate whether sound travels through string telephones! The differentiated plenary is a 'fill-the-gaps' activity which assesses children's understanding from the lesson. Lesson 2 - Objective: To investigate how the pitch and volume of instruments can be changed Success Criteria: I can understand that sounds are made when objects vibrate. I can explain what is meant by the 'pitch' of sound I can explain what is meant by the 'volume' of sound I can make predictions I can alter the pitch and volume of various musical instruments Children meet this objective by first recapping what they have already learnt about sound, by learning the difference between 'pitch' and 'volume' using different links in the notebook and then by investigating pitch and volume using an online BBC Bitesize activity, noting their predictions and conclusions in their books. Musical instruments could be used in the lesson as well! Lesson 3 - LI: To investigate whether materials effect the movement of soundwaves SC: I can identify the properties of different materials I understand how sound travels through solids, liquids and gases I can make predictions I can identify whether an experiment is a fair test I can explain the results of an experiment The lesson starts by recapping previous learning, before brainstorming in what scenarios we might want sound to be blocked. Children then conduct an experiment, comparing which materials would be best to block sound.

This lesson explains to children the importance of women during WWII - how they kept the country running while men were away fighting, taking on jobs in industries that women previously did not work in and therefore changing their role and status in society. The notebook presentation explores how women's roles changed, their pay and what that would compare to today, and how the government used posters to encourage women into industrial work in factories and on farms. The lesson activity is in three parts: 1) studying the posters and annotating observations towards use of colour, illustrations and text 2) Answering questions based on class discussion about women's role during WWII 3) Using the internet to explore given articles about women in WWII, understanding how it is still celebrated today

Simple but fun Christmas-themed word search and crossword to entertain children in the run up to Christmas. Available in PDF, Pages and Word formats! The words to be searched are: BAUBLE BELLS CHRISTMAS ELF HOLLY MINCE PIES PRESENTS REINDEER ROBIN SANTA SLEIGH SNOWFLAKE TINSEL TREE The crossword clues are: ACROSS 2) These three people followed the star to Bethlehem 3) Vegetable used to make a snowman’s nose 5) Noise that bells make 7) Decorations made by folding and cutting paper 10) Gold items from the fifth day of Christmas 11) Breed of bird associated with winter 12) Traditional Christmas tree decoration DOWN Type of pies eaten at Christmas Species of animal that Rudolph is Abbreviation of ‘Christmas’ Animal swimming on the seventh day of Christmas Area where Santa lives Green, spiky plant used in Christmas decorations

This lesson pack includes a Notebook presentation and linking worksheets, getting children to investigate how different materials can affect the movement of an object. First, they recap what forces are, such as push/pulls, then move on to understanding gravity. A push force is not needed to make a car go down a ramp, because gravity acts upon the car, moving it to the flat surface. However the material on the flat surface can affect how far the car travels, and therefore affects the force upon the car. The children will investigate which materials will impact most on the force of the car (i.e. which material will allow the car to go furthest/not as far) using the following objective and criteria: Objective: To investigate how materials affect forces Success Criteria I can make predictions using prior knowledge I can carry out an enquiry to test a prediction I can take and record accurate measurements I can use my results to draw simple conclusions

This resource nicely extends children learning about World War II by comparing London's post-war infrastructure to modern day. It compares various images from post-war to modern day (which children find particularly intriguing!) and uses engaging BBC short video clips to examine how housing infrastructure has changed since the war. As the main activity, children will identify key London landmarks by their pictures, stick and label them in their books, read an information text about how London has changed since WWII and see if they can find any information about their landmarks, noting facts next to the relevant pictures. The resource includes a full lesson Notebook presentation, the full information text, the images comparing post-war and modern day London, along with the activity resource sheet and instructions. Enjoy!

This is a great lesson to introduce a World War II topic. Using a Notebook presentation, it involves a range of discussion and activities helping children to understand what a world war is, why WWII started, what the two main sides were and why these alliances were formed. The lesson follows the objective and criteria: Objective: To be able to locate the Allies and Axis powers * I know the meaning of Allies and Axis * I can use an atlas to locate countries involved in WWII * I can identify which countries were Allied or Axis * I can explain why countries may have formed alliances The main lesson activity involves children using atlases to identify countries in Europe, and then either independently or as a class understanding and marking whether each country was Allied or Axis.

This lesson explains why gas masks were used during World War 2, including video clips from the 1930s reminding people to carry their masks with them at all times and to practise wearing them once a week. The lesson brainstorms what they were made from and their effectiveness, before comparing adult and child gas masks. The lesson objective is for children to make a gas mask using given materials, considering comfort, effectiveness to keep out gas, and appeal for children to wear them. There are lots more WWII resources in my shop too if you want to link further lessons. Enjoy!

A simple but fun Macbeth-themed word search and crossword puzzles to help children to embed their knowledge of the Shakespeare tragedy. Available in PDF, Pages and Word formats! All words link to the plot, including characters names, themes and places. Enjoy!

This resource is useful to use either at the start of a new term or in the middle of the academic year, to allow children to demonstrate what they believe to be their own personal academic achievements so far, and their targets. It is presented using comic-book style speech bubbles to make it engaging. The top bubble is entitled: 'What I've Done Well So Far This Year' and the bottom: 'What I Would Like More Help With...' I have used these in every year of my teaching, as it gives children the opportunity to demonstrate their pride, their aspirations, and the wording of 'help' rather than 'target' correctly implies that support will be given, rather than a goal being an independent task (and therefore to many, very difficult to achieve). The resource is available in Pages, Microsoft Word and PDF format and in black and white for ease of printing and gives the children the opportunity to decorate if time allows! Enjoy!

This resource is part of a whole half term of engaging lessons which I have used from years 3-5 to teach the topic Humans including Animals. This lesson focuses on the human skeleton, and includes questions to stimulate children's ideas, links to online video clips to help develop and engage children's understanding, and suggested lesson activities. The objective and success criteria are: LI: To understand the human skeleton Success Criteria I know what the human skeleton is made out of I can explain why humans have a skeleton I can label different parts of the human skeleton

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

This resource is part of a whole half term of engaging lessons which I have used from years 3-5 to teach children about the Humans including Animals. This lesson recaps children's knowledge of the human skeleton and then moves on to focus on animal skeletons, comparing different types, identifying well known animals by their skeleton and comparing human and animal skeletons. The resource includes questions to stimulate children's ideas and understanding, links to various video clips and interactive websites to engage and support, and both group and independent tasks to allow children to demonstrate and challenge their understanding. The lesson objective and success criteria include: LI: To compare the skeletons of different animals Success Criteria I can use first hand observations to find out about skeletons I can use secondary sources to find out about skeletons I can use observations to make predictions I can identify similarities and differences between human/animal skeletons