This unit links to the lives of significant individuals in the past who have contributed to national and international achievements in the Programme of Study and considers the key historical enquiry question, How do we find out about Florence Nightingale? It introduces the children to the idea of historical sources, introduces the concepts of old and new, and encourages them to think about the life and times of a famous person. The approach used could be applied to the study of other famous people. It provides a wide range of opportunities for children to develop their spoken language. It is helpful if the children have: ordered events in time and used everyday terms about the passing of time; answered questions about people/ events in the past using pictures and written sources; recounted episodes from stories about the past; looked for similarities and differences between today and the past. Lesson 1: How do we find out about a famous person? Lesson 2: The story of Queen Elizabeth I. Lesson 3: Recording the life of a famous person: Why do we remember Queen Elizabeth I? Leave a review

Isambard Kingdom Brunel was a famous engineer who lived in Victorian times. He was a very good engineer and he won a competition to build a bridge over the River Avon. This bridge became the Clifton Suspension bridge. This unit links to the lives of significant individuals in the past who have contributed to national and international achievements in the Programme of Study and considers the key historical enquiry question, How do we find out about Isambard Kingdom Brunel? It introduces the children to the idea of historical sources, introduces the concepts of old and new, and encourages them to think about the life and times of a famous person. The approach used could be applied to the study of other famous people. It provides a wide range of opportunities for children to develop their spoken language. It is helpful if the children have: ordered events in time and used everyday terms about the passing of time; answered questions about people/ events in the past using pictures and written sources; recounted episodes from stories about the past; looked for similarities and differences between today and the past. Lesson 1: How do we find out about a famous person? Lesson 2: The story of Isambard Kingdom Brunel. Lesson 3: Recording the life of a famous person.

7 activities to support the understanding of the Naples and Campania Region as part of a location study aimed at Keystage 2 children. Activity 1: Where is Italy? Activity 2: The Regions of Italy Activity 3: Base Map of Naples and the Campania Region Activity 4: Reading Train Timetables: Circumvesuviana line table (The train around the Bay of Naples). Activity 5: Holiday Brochure Activity 6: Understanding Volcanoes- The Vesuvius Crater Activity 7: A Section Through a Volcano. Leave a review

Lesson Plan: How to identify different types of buildings Learning objectives Children should learn: • that a locality includes a range of types of building; • about the function or significance of some buildings in their own locality; • how to annotate maps. Success criteria Children can: • annotate a simple route map Taken from LCP’s KS1 Geography Resource File

Who were the Celts? Learning objectives Learning outcomes The purpose of this lesson is: for the children to develop a clear understanding of who the Celtic people were. Children should learn: • to select and record information about Celtic ways of life; • about aspects of life in Celtic Britain, using a variety of sources. Class objective: • to find out about the Celts Children should be able to: • select relevant information from a number of sources; • record relevant information about the Celtic way of life Includes Lessons Plan and resources for activities

KS1 - Lesson 8: Managing my feelings from the ‘Who Am I?’ section. To help children make sense of their emotions and develop an understanding of how to manage them. Aim To help children make sense of their emotions and develop an understanding of how to manage them. Lesson length 50-60 minutes As children learn about the world around them, locally, nationally and globally, it is important for them to learn more about themselves. They need to explore who they are, what they can do, their favourite things, what makes them special and the type of person they want to become. They develop a degree of self-awareness and awareness of others around them. All resources included Leave a review

The lesson begins by recapping on the shared values of marriage, and then begins to explore these through the Jewish ceremony. The main teaching point of this lesson is how a wedding ceremony is a public display of a personal decision. By sharing their intentions and beliefs with their friends and family, believers have the support to do what they believe is right, even when things are tough. The lesson gives people the opportunity to draw parallels with their own public lives and the values which they demonstrate. Before teaching the lesson, you will need to find a video of a Jewish wedding ceremony. Ensure that you have had a chance to watch the video and that all equipment is working correctly Learning objective • To understand why Jewish believers get married and the public ceremony that celebrates this. Success criteria Learning about: • Pupils will know some key features of Jewish wedding ceremonies. Learning from: • Pupils will have reflected on the consequences of making vows in public and what making them says about the decisions the believer has made. Like this? See the full Unit on either TES or our website

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

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

8 Activities for Years 1 or 2 linked to the study of 1950’s Britain. Activity 1: My Kitchen Today Activity 2: Understanding a 1950’s Kitchen Activity 3: Let’s Go Food Shopping in the 1950’s Activity 4: Favourite Food now and then Activity 5: New Toy, Old Toy (Sort the cards into the box 2 sheet activity). Activity 6: Draw your home Activity 7: Understanding the Names of Different Homes All worksheets can be done as homework or for home learning. Taken from the KS1 History Resources File (available to purchase on our website). Leave a review

2 lessons covering UK Counties and Major Cities Lesson 1: Counties in the UK Learning objectives Children should learn: • the UK is divided into countries and counties. Success criteria Children can: • understand that the countries in the UK are divided into counties and can name some of the counties. Lesson 2: Major Cities in the UK Learning objectives Children should learn: • about the major cities in the UK. Success criteria Children can: • understand that there are a number of major cities in the UK and can name and locate them. Taken from LCP’s LKS2 Geography Resource File

The titles of the 5 texts include 1 Numbers 2 Owls 3 Running 4 Boats through history 5 Maps 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

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

About this unit This unit looks at what it means to belong to something, whether it be a community, class, club, country, team, family, circle of friends and so on, and the need to show that belonging through joint activities or lifestyle, dress or behaviour. The unit explores belonging to: • a family • a school • other groups • the local community • our country • the world. People of particular life stances or groups will be valuable in sharing their experiences and showing any clothing and artefacts that signal their belonging and pride in that. Where opportunities arise for adding this feature to the lessons, make the most of them! Lesson length: Each lesson is designed to take one hour. (Lesson 3 will take longer if the group works outside to gather photographs.) Expectations At the end of this unit most children will: • understand the importance people attach to belonging to a group, and be able to name a religious and secular group. Some children will have made less progress and will: • be able to talk about the groups they belong to. Some children will have progressed further and will: • be able to explain why people belong to religious groups, naming some

1 lesson plan with resource sheets Learning objectives Children learn: • the names of the continents; • the names of the oceans; • the difficulties of representing the globe on a map. Success criteria Children should be able to: • name and locate the seven continents and five oceans Skills and processes Locational knowledge: • Name and locate the seven continents and five oceans. Human and physical geography: • Recognise the Equator and North and South Poles. Geographical skills and fieldwork: • Use a globe to identify continents and oceans. Taken from LCP’s KS1 Geography Resource File

1 lesson covering the distinction between human and physical features Includes Worksheets Learning objectives Children can: • distinguish human from physical features in the landscape; • begin to understand that the distinction between human and physical is not always clear. Success criteria Children should be able to • recognise physical and human features in the environment; • use geographical vocabulary to describe physical and human features Taken from LCP’s KS1 Geography Resource File

3 lessons including lesson plans and resources- What and where is Europe? This has been written as two lessons as there is so much to learn about Europe. Lesson 1 will be the introduction, finding out about the continent as a whole, whilst Lesson 2 will concentrate on Europe related knowledge. The interactive games may be played in both lesson. Lesson 1:What and where is Europe Learning objectives Children should learn: • to begin to identify countries in Europe and their major cities. Success criteria Children can: • locate and understand that Europe is a continent that has a number of countries and a range of major cities Lesson 3: Regions in Europe Learning objectives Children should learn: • countries and capital cities in Europe; • to work together to design a tour of a region of Europe. Success criteria Children can: • understand that Europe is a continent that has a number of countries and can produce a tour of a region in a country in this continent. Taken from LCP’s LKS2 Geography Resource File

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. The guide is organised in an incremental way, later tasks being built on earlier ones. Step by step, each exercise calls upon skills and terminology already explored. In this way, both the child and their teacher will develop a sense of the progress being made. At any particular age, of course, children will be working at different levels and may need either more fundamental or more challenging work set for them The guide has three main sections: word, sentence (including punctuation) and text. Each section has an introductory page which can be enlarged to create an explanatory poster for display purposes. At the end, there is a glossary explaining the terminology used in the book, as well as an answer section. Leave a review

2 part lesson covering contours and relief specifically aimed at Year 3 pupils. Includes lesson plans and resource sheets Lesson 1: Learning objectives Children should understand: • contours show the shape of the land (relief); • how sea level is measured. Success criteria Children can: • begin to understand how relief (the shape of the land) is shown on OS maps; • understand how sea level is assessed. Lesson 2: Learning objectives Children should understand: • there are two ways of representing height on an OS map; • contours show the shape of the land (relief); • layer colouring is a third way of showing relief on maps. Success criteria Children can: • state how high above sea level a particular feature is on an OS map; • begin to understand how height and relief are shown on OS maps. Taken from LCP’s LKS2 Geography Resource File

1x lesson with worksheets Learning objectives Children should learn: • about the physical and human features of the seaside; • further develop their map and atlas skills. Success criteria Children can: • identify human and physical features of the seaside;use geographical vocabulary to talk about the seaside; • use maps/atlases/Internet to locate seaside places Taken from LCP’s KS1 Geography Resource File