5 activity sheets to encourage Mathematical learning for children aged between 4 and 5 years old.
Taken from our resource Building Blocks. Building Blocks is a modular series of resources offering Early Years Foundation Stage (EYFS) practitioners a source of fresh, fun activities linked to inspirational, child-centred themes, and providing comprehensive coverage of the different aspects of the Early Learning Goals.
Activity 1: Who’s the tallest? Farm animal activity.
Activity 2: Shape Town.
Activity 3: Counting Raisins
Activity 4: Bigger or Smaller
Activity 5: Is it fair? Sharing activity.
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An introductory programme for children not yet ready to embark on the Renewed Literacy Framework
Week 1- To recognise and write letters ‘s a t p i n e’
• To read first 23 High Frequency Words
• To sound out and write VC and CVC words
• To read and write a simple sentence
SENsational Literacy is an introductory programme designed to help those children who are not yet ready for the Renewed Literacy Framework or who have been struggling to keep up with their peers in class. It is an excellent way to help them to them to gain confidence in literacy and build up the skills they need. Most importantly they will have fun with words and letters.
SENsational Literacy can be used by a teaching assistant to teach a small group of children who need extra support in literacy. After completing the scheme they will have gained the necessary skills to be able to join in with the main literacy class. It can also be used by the teacher to teach the whole class if extra literacy support is needed across the board. It is suitable for children in Foundation Stage and Key Stage 1, and it is also suitable for other children coming into the school who may not yet be able be working within the Year 1 curriculum.
How long does the programme last? The children are taught one lesson every day for six weeks. What do the children learn? The children learn the basics of literacy through simple tasks, covering introductory letter recognition and the application of High Frequency (HF) words, underpinned by game-based activities and guided reading. A full overview of the course can be found on page 6.
What does the material consist of? Each lesson is divided into a warm-up and main activity. Once a week the children are required to participate in an activity to help to consolidate their understanding. Additional Resources Sheets offer photocopiable material which can be used in a variety of games during the class. Home Learning Sheets are provided to support each lesson. The children are required to do the worksheets every weekday evening to consolidate what they have studied that day as well as guided reading at weekends. You may wish to write to the parent/guardian to let them know that their child is studying the scheme and may need help with their daily worksheet.
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Taken from our Geography Flipbook Activities Keystage 2 Years5&6
This unit contains 2 full lessons with lesson plan and resources.
Investigating rivers Flipbook
The water cycle Flipbook :The Amazon
The resource includes one page of teacher’s notes for every page in the flipbook,and each one includes learning objectives and outcomes,key questions and activity ideas.There are many suggestions on how to use the relevant flipbook page and associated activity sheet.
Learning Objective:
Learning outcomes: Children will be able to:
• appreciate some of the problems associated with water supply
• understand that important decisions about water use have to be made
• about the River Amazon and its characteristics
Learning outcomes Children will be able to: • identify and explain each stage in the water cycle
Locate the Amazon on a map and identify some of its features (size,meanders,sediment,tributaries, environment through which it flows)
Lesson 1Fairness: Behaviour
Lesson 2: Fairness: Sharing
Lesson 3: Relationships: Relationships at school
Lesson 4: Relationships: Relationships at home and in the community
Lesson 5 Choices: Keeping healthy
Lesson 6: Choices: Being independent
The material in this unit contains ideas on how PSHE and Citizenship can be introduced in the early years. Many of the skills and values that fall within this area of the curriculum are taught throughout each day in an Early Years classroom. The qualities they encourage are illustrated on the following page. Three themes: • Fairness • Relationships • Choices have been covered in depth.
Many of the qualities that are developed in PSHE and Citizenship are embraced within these particular subjects. They are fundamental to the Early Years curriculum. Timing In this unit most of the activities would take 10-15 minutes. However, some of the ideas presented are not full activities but suggestions of how to incorporate the topic into the everyday classroom.
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This lesson explores more deeply one of the five pillars discussed in the last lesson: prayer or salah. Islamic prayer takes place five times a day, each time taking about ten minutes. These compulsory prayers help Muslims keep God at the front of their thoughts and keep them from doing bad deeds. Other prayers
also take place at any time and these are called du’a and are often more personal prayers.
The thinking skills strategy of fact or opinion will be used in this lesson. This strategy is used when
material is controversial, such as the idea of a religious belief. It encourages people to think about what is a
fact, a belief or an opinion.
Learning objective
Learning about:
• To understand the importance of regular prayer
in a Muslim’s life; and to understand the beliefs
that teach the importance of regular prayer.
Learning from:
• To understand that what is truth to one religion,
may be considered to be an opinion to another
group of people.
Success criteria
Learning about:
• Pupils will be able to explain the importance of
prayer in the life of a Muslim and discuss how
prayer improves the life of a Muslim.
Learning from:
• Pupils will have considered facts and opinions
about prayers and be able to express their
own views about how different people might
categorise beliefs.
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
Learning Outside the Classroom from LCP is a cross curricular resource providing teachers with fun outdoor activities and great ideas to engage KS2 (years 3, 4, 5 & 6) .
This free outdoor learning resource pack takes a look at some of the subjects covered in Learning Outside the Classroom. A great intro or perfect to use on their own! Download and take a look.
• Local Area as a Learning Environment
• Iron Age
• Collecting Invertebrates
Also see KS1 Learning Outside the Classroom.
Aim To help children make sense of their emotions and develop an understanding of how to manage them.
50-60 in length
Learning outcomes Children should be taught: • to take part in discussions with one other person and the whole class; • to contribute to the life of the class and school; • to recognise how their behaviour affects other people; • to recognise choices they can make and recognise the difference between right and wrong; • to agree and follow rules for their group and classroom and understand how rules help them.
Complete lesson with resources
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Get all the lessons and plans from our full unit, available in our TES shop
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.
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Sample one week lesson plans from LCP’s Phonics Planning 3rd Edition
Day-by-Day Lesson Plans based on Letters and Sounds
Please note: This is just the planning and does not come with the lesson’s resources.
What is LCP Phonics Planning? It is not a phonics teaching scheme and I have assumed that your school already has such a scheme in place, for example, LCP Phonics.
There are many other commercially produced schemes available. LCP Phonics Planning is a planning tool for teachers who are teaching phonics using the Letters and
Sounds document from the DfE. It is a guide and should be used with flexibility and at a pace which is appropriate to each group or class.
Objectives and criteria for success:
Teach new graphemes for reading (p134) ay ou ie.
Teach the rules for spelling words containing these digraphs. (Appendix 6).
Teach reading the tricky word people (p140) and decodable words house, about (p141).
Teach reading and spelling compound words. (Appendix 7).
Practise reading and spelling high frequency words (p141/p148).
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Lesson plan and Lesson Activity Sheets
Where did they come from and where did they go?
The purpose of
this lesson is:
to develop a clear understanding of where the Anglo-Saxons came from and
where they settled.
Learning Objectives
Children should learn:
• about the Anglo-Saxon homelands;
• where the Anglo-Saxons settled when they came.
Class objective:
• to find out about where the Anglo-Saxons came
from and where they settled.
Learning Outcomes
Children should be able to:
• locate the Anglo-Saxon homelands on a map;
• identify Anglo-Saxon settlements on a modern
map.
Full Unit available on TES or on our website
The purpose of
this lesson is: to find out about Viking longships.
Children should learn:
• to use a range of sources to find out about Viking
longships;
• to make inferences about the Viking way of life.
Class objective:
• to find out about Viking longships
Children should be able to:
• use sources to discover what Viking longships
looked like;
• suggest what can be learned about the Vikings
from their boats
Includes Lesson Plan and Activities
The purpose of this lesson is: to discover why the landscape was crucial in the life of the ancient Egyptians
Children should learn:
• to make deductions about life in the past from
pictures of the landscape;
• how much of the life of Egypt depended on the
Nile.
Class objective:
• to discover the importance of the River Nile in
ancient Egypt.
Children should be able to:
• extract information about the landscape from
pictures;
• provide answers that show the relationship
between the geography of Egypt and the way of
life in the past.
See our full unit available on TES
Get all 5 sheets from our TES shop
A worksheet on the Watercycle.
Written for Year 4. Taken from KS2 Geography Resources File.
Downloadable as a PDF
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Activity links to objective: Describe and extend number sequences:count on or back in twos starting from any two- or three-digit number,and recognise odd and even numbers at least to 100;count on in steps of 3,4 or 5 from any small number to at least 50,then back again.
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.
Includes one worksheet: Train Ride and answers
More sheets available on our website and TES shop.
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Links to the objective: Add several numbers (e.g.four or five single digits,or multiples of 10 such as 40 + 50 + 80).
Explain methods and reasoning,orally and in writing.
• Solve mathematical problems or puzzles,recognise and explain patterns and relationships,generalise and predict. • Suggest extensions asking ‘What if…?’
• Make and investigate a general statement about familiar numbers or shapes by finding examples that satisfy it. • Explain a generalised relationship (formula) in words.
Worksheet: Playing Cards with Answers.
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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
Daily Dynamo! – the whole class resource that gives you over daily starters to challenge your pupils’ thinking and reasoning. Ideal for pre-Registration engagement in the morning, these PowerPoint slides are fully customisable by you to suit your class needs. All have clear links to ECM Objectives, and are themed so that you can choose on a daily basis which Daily Dynamo! to get your pupils powered up in the morning.
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Part of LCP’s Teacher's Friend series, Help! I’m a Teacher is packed full of helpful hints and tips for student and newly qualified teachers (NQTs).
Written in an unstuffy, unpretentious style by Chris Fenton, a former Headteacher with years of experience and professional nous. Full of anecdotes, its humorous and refreshing approach provides invaluable support for all school staff. Indeed, as a guide to the pinnacles and pitfalls of the academic year – it’s a must read for every teacher!
This sample provides a week of Phonics Planning for Phase 3 from LCP's full Phonics Planning 2 Teaching Resource. </br> It has a table detailing how to teach the relevant material and supplementary sheets for conducting activities. Gives a feel for tried and tested Phonics Planning methods.