I've worked in primary teaching for over 10 years and specialise in creating fun and engaging educational resources, particularly for Geography and History.
I've worked in primary teaching for over 10 years and specialise in creating fun and engaging educational resources, particularly for Geography and History.
This lesson is part of a wider Geography unit called Great Missenden – A Village Settlement which is designed for students in upper KS2 (Y4-6).
The presentation introduces students to the concept of settlements and asks them to categorise them by size (e.g. hamlet, village, town, city, conurbation). It then introduces them to a range of human geographical features found in settlements (e.g. post offices, sports stadiums).
In the activity students identify a variety of human geographical features found in settlements. It is differentiated two ways:
Easier – Students identify the features of settlements with normal clues.
Harder – Students identify the features of settlements with jumbled up clues.
Extension – Students identify which types of settlements these features are usually found in.
If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.
This resource is designed for teaching the Great Fire of London KS1 History unit. You can download the planning for free here. It is suitable for Year 2 children and more able Year 1 children.
The presentation introduces the context of the Great Fire of London and challenges children to find reasons for the rapid spread of the fire. The literacy-based activity reinforces this learning .
Two differentiated worksheets challenge children to match reasons for the Great Fire of London with sentence starters:
- the standard activity sheet gives five possible reasons
- an easier activity sheet gives just two reasons to choose from per sentence starter
If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.
This lesson is part of Understanding Trade, a Geography unit designed for students in upper KS2 (Y5-6).
First the presentation helps students understand what trade is and introduces the concepts of imports and exports. It does this by linking these ideas to every day products we buy. It also looks at the different scales of trade – local, national and international.
The activity then challenges students to match up products with statements about the company which makes them and where they are produced/manufactured.
Easier – Match the products to the statements (on stickers)
Harder – Match the products to the statements (written)
Extension – Students complete a cloze procedure paragraph about trade.
If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.
This lesson is part of Tropical Rainforests, a Geography unit designed for students in KS2, but can also be taught as a stand alone lesson. All resources are compatible with both Microsoft Office and Google Workspace.
First, the presentation introduces students to some of the animals which live in tropical rainforests around the world. Many of these are endangered species so the concepts of extinction and conservation are also covered.
Group Activity:
The group activity then challenges students to match photos of rainforest animals to their names and fact files.
Finally, students learn about a conservation success story - the mountain gorillas of the Congo River Rainforest.
If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.
This fun jigsaw activity is a great geography resource for reinforcing children’s knowledge of the world.
It is also available as part of the Our World topic, an introduction to the geography of Planet Earth for KS1 and lower KS2
The presentation introduces students to a map of the world and highlights physical features including the continents, oceans, rivers and mountain ranges.
The jigsaw puzzle activity is differentiated six ways. The age brackets below are a rough guide:
6 pieces – EYFS
12 pieces – EYFS/Y1
24 pieces – Y1/2/3
36 pieces – Y2/3/4
48 pieces – Y3/4/5
60 pieces – Y4/5/6
A guide map is included for students in Early Years and KS1. Challenge more able KS2 students to complete the puzzle without the guide map.
If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.
This lesson is part of Exploring Spain, a Geography unit designed for upper KS2 students (Y4-6), but can also be taught as a stand alone lesson.
Students first learn about the Iberian peninsula. They then explore some of the main geographical features of Spain itself and categorise these into human (e.g. cities) and physical (e.g. mountains).
The activity challenges students to identify these features on a map of Spain. It is differentiated two ways:
Easier – Students identify human & physical features of Spain using a colour-coded map and word bank
Harder – Students identify human & physical features of Spain using a map & word bank
Extension – Students complete a cloze procedure text about the human and physical geography of Spain.
If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.
This lesson is part of Exploring the United Kingdom, a Geography unit designed for KS1 and lower KS2 (Y2-4).
The presentation first explains how every country – just like people – has its own special features and characteristics. It then introduces a variety of famous UK landmarks, sports and foods and challenges students to work out whether each is from England, Scotland, Wales or Northern Ireland.
The activity can be done in two ways:
Partner activity:
In mixed ability partners, students match 20 features and characteristics to the four UK countries.
Individual activity:
Students match 20 features/characteristics to the four UK countries.
Easier – Students match features/characteristics to each country (using stickers with labels).
Harder – Students match features/characteristics to each country and label each one (using stickers without labels).
If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.
This lesson is part of Understanding Trade, a Geography unit designed for students in upper KS2 (Y5-6).
The presentation first asks students to think about how the products we buy arrive in the shops. It then introduces the concept of supply chains. To explain this concept, students look at the processes involved in the production of milk.
There are two activities:
Group Activity:
Students sort and sequence four mixed up supply chains including those of bananas, T-shirts, bookshelves and coffee.
Individual Activity:
Students sequence the supply chains of bananas, T-shirts, bookshelves and coffee.
Easier – Students sequence supply chains (first and last process given)
Harder – Students sequence supply chains (no clues)
If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.
This lesson is part of Mountain Environments, a Geography unit designed for students in upper KS2 (Y4-6).
N.B. Ideally students have a grounding in latitude and longitude prior to this lesson. The unit Understanding Latitude & Longitude is an ideal introduction to the topic.
First the presentation introduces students to latitude and longitude and goes through how to find the coordinates of a point step-by-step. It then asks students to find the latitude and longitude of several world capital cities.
The activity and extension then challenge children to locate famous world mountains using their latitude and longitude:
Easier - Students locate 12 famous world mountains using latitude and longitude.
Harder - Students locate 16 famous world mountains using latitude and longitude.
Extension - Students add more famous mountains to their world map using latitude and longitude clues.
If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.
This lesson is part of Investigating Rivers, a unit designed for upper KS2 (Y4-6).
First the presentation looks at sources of water and highlights the importance of this critical resource. It then introduces the main processes of the water cycle including key concepts such as evaporation, condensation and precipitation.
The activity then challenges students to label a diagram of the water cycle. It is differentiated three ways:
Easier – Students have all the label clues.
Medium – Students have only four label clues.
Harder – Students have no label clues.
Extension – Students complete a cloze procedure paragraph about the water cycle.
If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.
Exploring St Lucia is a Geography unit designed for students in KS2.
As a tropical island in the Caribbean, St Lucia is great for teaching about a contrasting non-European country.
The planning overview, topic title page and vocabulary page can be downloaded for free here. Lessons include:
L1 – Locating St Lucia in the Caribbean
L2 – Identifying the human and physical features of St Lucia
L3 – Investigating satellite photos of St Lucia
L4 – Using compass directions to locate places in St Lucia
L5 – Comparing the weather of St Lucia and the UK
L6 – Comparing St Lucia with the UK
Each lesson includes a presentation and differentiated activities/worksheets.
If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.
This resource is designed for teaching the Great Fire of London KS1 History unit. You can download the planning for free here. It is suitable for Year 2 children and more able Year 1 children.
The presentation explores the immediate aftermath of the Great Fire of London and how the city changed when it was rebuilt. A true/false partner activity then reinforces this learning .
There are two differentiated worksheets which challenge children to read statements about what they have learned and decide whether they are true or false. It is recommended that children do the activity in pairs to promote partner discussion.
The two worksheets include:
- a standard activity sheet which gives 14 true/false statements
- a harder activity sheet which also challenges children to come up with their own true/false statements
If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.
This lesson is designed for KS2 children. It can be taught as a stand alone lesson but is also available as part of two wider units, both of which are available on TES:
-Earthquakes
-Volcanoes & Earthquakes
The presentation looks at three famous earthquakes from the previous decade including Haiti (2010), New Zealand (2011) and Japan (2011).
The activity then challenges students to research an earthquake online (e.g. Simple Wikipedia) and write a fact file about it. A completed fact file about the earthquake in Christchurch in 2011 is included as an example.
Easier – Students research and create a fact file about their chosen earthquake.
Harder – Students research and create a fact file about their chosen earthquake plus insert a map and add photo captions.
If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.
Exploring Spain is a Geography unit suitable for KS2 (Y4-6).
The planning overview, topic title page and vocabulary page can be downloaded for free here. Lessons include:
L1 – Writing a Spain fact file
L2 – Identifying human and physical features of Spain
L3 – Using 8 points of the compass to locate cities in Spain
L4 – Using 4-figure grid references in Spain
L5 – Investigating Spain’s weather and climate
L6 – Taking a tour of Madrid
Optional lesson – Identifying the countries and capital cities of Europe
Each lesson includes a presentation and differentiated activities/worksheets.
If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.
This lesson is part of Investigating Rivers, a unit designed for upper KS2 (Y4-6).
It investigates rainfall patterns in the UK and how flooding can occur when too much rain falls in a short period of time. Students also explore the consequences of too little rain – i.e. drought – and the effects this can have.
In the comprehension activity, students answer questions based on a text called ‘Floods and Droughts’. It is differentiated two ways:
Easier - Students answer standard comprehension questions.
Harder - Students answer trickier comprehension questions.
If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.
This lesson is part of Exploring Spain, a Geography unit designed for upper KS2 students (Y4-6), but can also be taught as a stand alone lesson.
The presentation first recaps the climate zones of the world (i.e. tropical, temperate & polar zones) and locates Spain within these.
It then looks in more detail at Spain’s weather, climate zones and the climate of Madrid. Students are then encouraged to find clues about Madrid’s weather using a climate graph.
This lesson includes two activities:
Comprehension activity:
Students interpret climate graphs for Madrid and London and compare the climates of both cities.
ICT activity:
Students create their own climate graph for Madrid using Microsoft Excel.
If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.
This lesson is part of The Seaside, a Geography unit designed for students in KS1 and lower KS2, but can also be taught as a stand alone lesson.
This lesson has a PSHE/writing focus and complements the other Geography skills based lessons in this unit.
The presentation asks students to think about what they would take on a seaside holiday. Students are particularly encouraged to think about items linked to sun safety (e.g. sun cream, sun hat).
The activity then challenges students to draw or stick the items they would take in their suitcase on a seaside holiday:
Easier - Students have three designated items to write sentences about.
Harder - Students choose three of their own items to write sentences about.
Extension - Students can label the items they have drawn/stuck in their suitcase.
If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.
This lesson is part of The Seaside, a Geography unit designed for students in KS1 and lower KS2, but can also be taught as a stand alone lesson.
The presentation takes students on a tour of the seaside town of Lyme Regis, home of the famous 19th century paleontologist, Mary Anning.
On the way, students find out about a variety of tourist attractions and other features including the harbour, the Marine Aquarium and the Lyme Regis Museum.
The activity then challenges students to use their map skills to locate these features on a map of the town.
Easier - Students identify each feature of Lyme Regis by writing a number.
Harder - Students identify each feature of Lyme Regis by writing a name.
Extension - Students locate and circle other features of Lyme Regis using the map key.
If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.
This lesson is part of Investigating Rivers, a unit designed for upper KS2 (Y4-6).
Students are first introduced to the three stages of a river – the upper course, middle course and lower course – and some of the key features of each. The presentation then challenges students to think about the characteristics of rivers in these different stages (e.g. altitude, channel width, water speed).
In the activity, students match descriptions to each stage of a river. It is differentiated two ways:
Easier – Students match colour-coded descriptions to either the upper, middle or lower course of a river.
Harder – Students match descriptions to either the upper, middle or lower course of a river.
If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.
This lesson is part of Our World, a Geography unit designed for students in KS1 and lower KS2 (Y1-3), but can also be taught as a stand alone lesson.
The presentation first helps students understand the concepts of ‘human’ and ‘natural’. It then takes them on a journey around the world and challenges them to identify human and natural features of our planet (e.g. mountains, airports).
There are two associated activities:
Group activity:
Students match pictures of features of the world to their names and sort them into human and natural categories.
Individual activity:
Children identify photos of features of the world.
Easier – Students identify features of the world (no writing).
Harder – Students identify features of the world (writing).
Extension – Students label each feature as human (H) or natural (N).
If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.