This clear, detailed and visually-appealing resource offers a complete reference point for Year 5 children, teachers and parents covering knowledge relating to ‘Properties and Changes of Materials’, as a part of their science learning. It contains comprehensive sections on: What you should already know (from learning in earlier years); Grouping Materials by Properties; Solutions and Separation; Reversible and Irreversible Changes; Types of Reversible and Irreversible Changes; Key Vocabulary. The content is fully aligned with the NC expectations for Year 5 children relating to ‘Properties and Changes of Materials’: -Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets; -Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution; -Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating; -Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic; -Demonstrate that dissolving, mixing and changes of state are reversible changes; -Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included).

This clear, detailed and visually-appealing resource offers a complete reference point for Year 4 children, teachers and parents covering knowledge relating to ‘Animals including Humans’, as a part of their science learning. It contains comprehensive sections on: Overview and ‘what you should already know’ (from their prior learning); Food Chains Explanation and Key Terms; Example Food Chains; Teeth; The Digestive System; Key Vocabulary (underlined). The content is fully aligned with the NC expectations for Year 4 children relating to ‘Animals including Humans:’ -describe the simple functions of the basic parts of the digestive system in humans -identify the different types of teeth in humans and their simple functions -construct and interpret a variety of food chains, identifying producers, predators and prey. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included).

This clear, detailed and visually-appealing resource offers a complete reference point for Year 6 children, teachers and parents covering knowledge relating to ‘Electricity’, as a part of their science learning. It contains comprehensive sections on: What you should already know (from prior learning); Circuit Diagrams; Electrical Safety; Variation Components; Key Vocabulary. The content is fully aligned with the NC expectations for Year 6 children relating to ‘Electricity:’ -Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit -Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches -Use recognised symbols when representing a simple circuit in a diagram. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included).

This clear, detailed and visually-appealing resource offers a complete reference point for children learning about David Attenborough, particularly those studying significant individuals in history, those learning about prominent biologists in science, or those learning about people of discovery in geography. It contains comprehensive sections entitled: Overview; Times in His Life; Important Vocabulary; David Attenborough Timeline; Answers to the Important Questions; Top Ten Facts. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use.

This clear, detailed and visually-appealing resource helps to detail and categorise the foundation Science learning that takes place in the EYFS stage. It is an important resource for EYFS teachers and parents, but also Science subject leaders to aid the development of a clearly-mapped and well-sequenced Science curriculum across the school. This organiser groups the D+T- related learning into the relevant EYFS areas of learning, including: -Understanding the World; -Expressive Arts and Design; -Physical Development. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included).

This limerick anthology and comprehension pack contains over 20 pages of original, child-friendly, and humorous limerick poems, alongside differentiated comprehension resources for beginner, intermediate, and expert limerick learners. I made these resources when I was writing a limerick scheme of learning a while back - I was disappointed with the lack of age-appropriate limericks available (that were suitable for KS1 and KS2 children, and still met the structural requirements of the poetic form). Therefore I began designing this anthology - from fashion-loving crocodiles, to sun-bathing penguins, to crime-fighting fish, to geese with anger management issues, all of the limericks here have gone down really well with all of the children that I have taught. The comprehension tasks enable students to meet a number of the key expectations for Reading within the new National Curriculum. They focus upon comprehension of key elements such as interpretation of subject matter, analysis of language, and comments upon structural organisation. The anthology contains a number of images, all of which are licensed for commercial use. Citations of these can be found on the final page of the anthology. Many Thanks!

This clear, detailed and visually-appealing resource offers a complete reference point for children, teachers and parents building their knowledge of electrical systems as a part of the KS2 curriculum in Design and Technology. The organiser is clear, logical and fully meets the expectations of the National Curriculum. This organiser has a particular emphasis on simple circuits and switches. It includes sections on: -Overview - Electrical Systems, Simple Circuits and Switches; -Example Battery-Powered Products - Simple Circuit, Torch, Handheld Fan; -Designing; -Making and Evaluating; -Health and Safety Guidance. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included).

This whole class reading session aims to develop children’s fluency and comprehension skills through reading an information factfile about caves. It includes information about how caves are formed, use of caves, cave wildlife and well-known examples of caves. The reading is followed by a series of activities aiming to develop children’s VIPERS skills: vocabulary, inference, prediction, explanation, retrieval, sequencing and summarising. It also contains a vocabulary check immediately after the extract is read to clarify any unfamiliar/ difficult language. The tasks are comprised of quick-check questions, solo thinking, pair/ group discussions and deeper thinking activities. The extract needed is provided in both PDF and Word format. The session is best suited for children across KS2, I have previously used the resources with years 3, 4, and 5.

This clear, detailed and visually-appealing resource offers a complete reference point for Year 5 children, teachers and parents covering knowledge relating to ‘Living things and their habitats’, as a part of their science learning. It contains comprehensive sections on: What you should already know (from learning in earlier years); Animal Life Cycles; Plant Life Cycles; Habitat Changes; Naturalists and Animal Behaviourists; Key Vocabulary. The content is fully aligned with the NC expectations for Year 5 children relating to ‘Living things and their habitats’: -Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird; -Describe the life process of reproduction in some plants and animals. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included).

The year is 2086, and the students are needed for a special mission! This space mission has been designed to provide students with a fun and interesting group challenge, whilst also building key skills in critical thinking and collaboration, and essential knowledge for Science, English, and Mathematics. Students are placed in a scenario in which Earth is no longer habitable, and humans must seek to move to another planet in the Universe. Compiled for them is information on each of the potentially most habitable planets that are known to man (these are the real planets that have been confirmed by NASA and other agencies as having the most potential for life). In reading the key information, students will be drawing upon their knowledge of Science terminology, and will need to make some Maths calculations to work out implications of living on different planets. What will become clear fairly quickly is that none of the potential planets are perfect, and they must use reasoned judgements to determine which of them have cons that could perhaps be overcome. They then present their ideas, using clear and articulate speaking and listening skills, and write up their report, using appropriate written communication (a scaffold is provided to frame this). Everything is provided for you to download, print, and teach: - A comprehensive, whole-activity PowerPoint that guides the students through the mission; - Detailed and colourful information sheets on each of the contender planets for being the next Earth (these include links to amazing websites that can provide the children with more information); - A ‘Pros and Cons’ scaffold, to help students record their findings; - An information sheet on the ‘habitable zone’ around stars; - A scaffold for writing up findings; - Sorting cards for help with determining the key features of habitable planets; - Full teacher guidance. Considering the time and effort that it took to create these resources, I think that they offer exceptional value. Whenever I have used this activity before, it has taken at least 2-3 lessons, including the introduction, starter challenge, main mission, presentations, and write-up. I originally have used this with mid-ability Year 6,7, and 8 groups, but colleagues have easily adapted it for students across key stages 2-4. All images have been cited at the end of the PowerPoint presentation and are licensed for commercial use.

This whole class reading session aims to develop children’s fluency and comprehension skills through reading Britta Teekuntrup’s ‘Tree: Seasons Come, Seasons Go.’ The reading is followed by a series of activities aiming to develop children’s retrieval, explanation, inference, prediction and summarising skills. It also contains a vocabulary check immediately after the extract is read to clarify any unfamiliar/ difficult language. The tasks are comprised of quick-check questions, solo thinking, pair/ group discussions and deeper thinking activities. The text is hyperlinked (first slide) for ease of access. The session is best suited for children in years 1-2, although with minor adaptations it could feasibly be used with slightly younger and older year groups.

This clear, detailed and visually-appealing resource offers a complete reference point for Year 2 children, teachers and parents covering knowledge relating to ‘Living Things and their Habitats’, as a part of their science learning. It contains comprehensive sections on: Overview; Characteristics of Living Things; Alive, Dead, and Never Been Alive; Food Chains; Habitats; Key Vocabulary (underlined). The content is fully aligned with the NC expectations for Year 2 children relating to ‘Living Things and their Habitats:’ -explore and compare the differences between things that are living, dead, and things that have never been alive; -identify that most living things live in habitats to which they are suited and describe; how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other; -identify and name a variety of plants and animals in their habitats, including microhabitats; -describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included).

This clear, detailed and visually-appealing resource offers a complete reference point for Year 6 children, teachers and parents covering knowledge relating to ‘Living things and their habitats’, as a part of their science learning. It contains comprehensive sections on: What you should already know (from learning in earlier years); In-depth Classification of Animals; Linnaeus Classification; Classification in Habitats; Classification of Humans; Key Vocabulary. The content is fully aligned with the NC expectations for Year 6 children relating to ‘Living things and their habitats’: -Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals; -Give reasons for classifying plants and animals based on specific characteristics. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included).

This resource offers a wide range of knowledge retrieval activities for those studying Living Things and their Habitats in Year 4. It covers information including classification of animals, features of living things, classification of plants, key vocabulary and habitat changes. There are a wide range of interesting and thought-provoking activities (over 30 slides in total) which help children to secure all of the important information from the unit. Research-approved activities include: -Quick Fire Questions; -Picture Stimulus; -Retrieval Grid; -Fill in the Blank; -Vocabulary Busters; -Fact Dump; -Rank 5; -Detective/ Questioning Tasks; -Anagrams; These resources are tried and tested in the classroom and have proven successful in helping children to consolidate key information within this unit.

This clear, detailed and visually-appealing resource offers a complete reference point for Year 1 children, teachers and parents covering knowledge relating to ‘Everyday Materials’, as a part of their science learning. It contains comprehensive sections on: Overview; Types of Materials; What are Objects Made from? Composites; Soft/Hard Materials Continuum; Key Vocabulary (underlined). The content is fully aligned with the NC expectations for Year 1 children relating to ‘Everyday Materials:’ -distinguish between an object and the material from which it is made -identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock -describe the simple physical properties of a variety of everyday materials -compare and group together a variety of everyday materials on the basis of their simple physical properties. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included).

This clear, detailed and visually-appealing resource offers a complete reference point for Year 6 children, teachers and parents covering knowledge relating to ‘Light’, as a part of their science learning. It contains comprehensive sections on: Overview; How We See Things; How Light Travels; Our Eyes; Light Spectrum; Key Vocabulary (underlined). The content is fully aligned with the NC expectations for Year 6 children relating to ‘Light:’ -Recognise that light appears to travel in straight lines; -Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye; -Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes; -Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included).

This clear, detailed and visually-appealing resource offers a complete reference point for Year 2 children, teachers and parents covering knowledge relating to ‘Use of Everyday Materials’, as a part of their science learning. It contains comprehensive sections on: Overview; Types of Materials; Properties of Materials; Development of Materials; Key Vocabulary The content is fully aligned with the NC expectations for Year 2 children relating to ‘Use of Everyday Materials:’ identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included).

This clear, detailed and visually-appealing resource offers a complete reference point for Year 1 children, teachers and parents covering knowledge relating to ‘Animals including Humans’, as a part of their science learning. It contains comprehensive sections on: Overview; Types of Animals (mammals, reptiles, amphibians, birds and fish); Herbivores, Carnivores and Omnivores; Comparing Animal Structures; Senses; Key Vocabulary (underlined). The content is fully aligned with the NC expectations for Year 1 children relating to ‘Animals including Humans:’ -identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals -identify and name a variety of common animals that are carnivores, herbivores and omnivores -describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets) identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included).

This clear, detailed and visually-appealing resource offers a complete reference point for Year 3 children, teachers and parents covering knowledge relating to ‘Animals including Humans’, as a part of their science learning. It contains comprehensive sections on: Overview and ‘what you should already know’ (from their prior learning); Types of Nutrition; Amounts of Nutrition; Animal Nourishment; Skeletons and Muscular System; Key Vocabulary (underlined). The content is fully aligned with the NC expectations for Year 3 children relating to ‘Animals including Humans:’ -identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat -identify that humans and some other animals have skeletons and muscles for support, protection and movement. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included).

This resource pack of 2 whole class reading sessions aims to develop children’s fluency and comprehension skills, through reading Stella Fry’s 'Grandpa’s Garden.’ The text reinforces science learning about seasonal changes, plants, and living things and their habitats. Children read the text (hyperlinked - free to read on Epic) in two stages. Each reading is followed by a series of activities aiming to develop children’s retrieval, explanation, inference, prediction and summarising skills. It also contains a vocabulary check immediately after the extract is read to clarify any unfamiliar/ difficult language. The tasks are comprised of quick-check questions, solo thinking, pair/ group discussions and deeper thinking activities. The sessions are best suited for children in years 1-2, although with minor adaptations it could feasibly be used with slightly younger and older year groups.