The purpose of this topic is for children to learn vocabulary to describe the colour of items.
Learning outcomes
Children learn:
to say the correct word for the colour in response
to the question ¿De qué color es?, e.g. Es azul.
to use short phrases to express personal
responses and preferences: me gusta el rojo, no
me gusta el amarillo.
to use correct intonation to indicate they are
asking a question
to show they understand nouns used with
colours
to show they understand simple commands, e.g.
¡Buscad!
to listen carefully in order to discriminate sounds
and identify meaning
to show they understand familiar statements
to begin to show understanding of syntactic
structure in languages, e.g. position of adjectives
in Spanish in relation to English adjective
position, e.g. un bolígrafo azul – a blue pen
Resources:
Includes Lesson plan and Activity Sheets
The purpose of this topic is for children to identify members of their family, to respond to questions
and to write short phrases correctly with support.
Learning objective
Children learn:
to introduce members of the family
Learning outcomes
Children learn:
to identify correctly names for members of the
family
to understand and say whether or not they have
brothers or sisters
to respond with Se llama… when asked
someone’s name
to understand that el is masculine and la is
feminine
to role-play members of own, imaginary or
famous family
to copy familiar short phrases correctly
to name and describe people
to use visual clues to produce short phrases
using mainly memorised language
Includes:
Lesson Plans, Vocabulary and Lesson Activities
The purpose of this topic is to ensure that the children can say what nationality they are, ask the
question of others and say what language they (and others) speak.
Learning objective
Children learn:
to describe their nationality and the languages
they speak
Learning outcomes
Children learn:
to describe their nationality and ask others the
same question, for example Soy inglés/inglesa
to say what languages they speak, for example
Hablo inglés y español
Includes:
Lesson Plan and Activity Sheets
The purpose of this topic is for children to say what the weather is like, using a few simple phrases.
Learning objective
Children learn:
to describe the weather, using a few simple
phrases
Learning outcomes
Children learn:
to respond to the question ¿Qué tiempo hace?
using short phrases, e.g. hace buen/mal tiempo;
hace calor/frío
to name and describe the weather in various
places, e.g. en Alicante hace calor
to write the phrases so they can describe the
weather correctly
Includes Lesson Plan and Activity Sheets
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
Includes Lesson Plan and Activity sheets where required
The purpose of this lesson is:to research and present information on the similarities and differences between Athens and Sparta.
Children should learn:
• what is meant by ‘democracy’ (government by
leaders elected by the people);
• some of the ideas of people living in Athens and
Sparta.
Class objective:
• to find out about the similarities and differences
between Athens and Sparta.
Learning objectives Learning outcomes
Children should be able to:
• know that Athens and Sparta were city states and
governed themselves;
• distinguish between the beliefs of the Athenians
and Spartans and know some reasons why they
held those beliefs
Includes full lesson and activity sheets
The purpose of this lesson is: to learn about the story of Theseus.
Children should learn:
• about one Greek myth in detail;
• to answer questions showing understanding of
myths and legends.
Class objective:
• to learn about the myth of Theseus and the
Minotaur.
Children should be able to:
• understand the nature of a myth;
• recount the story of Theseus and the Minotaur.
Includes: Lesson Plans and Activities and the story
Learning objectives
Children should learn:
• to improve the way they coordinate and control
their bodies and a range of equipment;
• to remember, repeat and link combinations of
skills;
• to choose, use and vary simple tactics;
• to recognise and describe what their bodies feel
like during different types of activity;
• to recognise good quality in performance;
• to use information to improve their work.
35-40 minute lesson
Full lesson
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It can often be very difficult to teach inference to less able readers because they cannot access challenging texts. Texts that support the teaching of ‘reading between the lines’, or inference and deduction. The use of photographs as a first approach in this resource means all children can develop these important comprehension skills.
Each unit contains: Text 1 provides a story or explanation about the photograph that uses inference to give information (there are hints, but the author doesn’t explicitly say what is happening);Text 2 is an alternative text which makes the story really obvious. There is little or no inference and the simplicity of the text provides a good comparison with Text 1.
The texts are written to support the teaching of inference and deduction and will probably need to be read to the children. The point of the exercise is not for the children to decode the texts but to understand and answer questions about it.
Unit 1 available free on our both our website and TES shop.
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Alternatively, get all 71 sheets from our TES shop
15 sheets with Answers
Nouns – to understand the difference between common and proper nouns. Nouns – to identify collective nouns.
Noun Challenge – to identify abstract nouns.
Noun – to work with singular and plural nouns.
Nouns – to investigate how nouns are part of word families.
Noun Phrases – to expand nouns into noun phrases.
Pronouns – to use personal pronouns correctly as subject and object.
Verbs – to recognise the infinitive of a verb.
Verbs Challenge – to ensure that the subject of a sentence and the verb agree.
Verbs – to use auxiliary verbs correctly.
Verbs Challenge – to explore the subtle changes in meaning when using modal verbs.
Verbs Challenge – to change verbs from one tense to another.
Adjectives – to revise adjectives.
Adjectives Challenge – to explore synonyms and antonyms of adjectives. Adverbs – to revise adverbs of manner.
Taken from: Grammar and Creativity for Year 6
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.
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Links to the objective: Read and write numerals from 0 to at least 20.
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.
5 Sheets with Answers and example strategies to solve the problem.
The overall aim is to help pupils to apply in a variety of situations the mathematics they have already learnt.The programme seeks to achieve this by teaching the strategies that will enable pupils to approach a variety of problems in a more logical and systematic way. The more specific aims of the programme are to promote the following:
• willingness to attempt problems and to persevere;
• confidence in one’s ability to solve problems;
• awareness of problem-solving strategies;
• awareness of the value of approaching problems in a systematic manner;
• ability to select appropriate solution strategies;
• ability to apply solution strategies accurately;
• ability to monitor and evaluate one’s thinking whilst solving problems.
The problems included:
1: Trucks and Trailers
2. Truck Driver
3. Clown Masks
4. Party Masks
5. Target Game
Taken from Problem Solving Years KS1
Taken from our Geography Flipbook Activities Keystage 2 Years5&6
This unit contains
Water Flipbook page 1:
WaterAid at work
Flipbook page 2:Improving water supplies
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: Children should learn: • to understand that people in less economically developed countries may not have access to safe, clean water supplies
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
2 full lessons includes lesson plans resources and flipbook.
Fun-engaging lesson that can easily be done at home.
1st lesson: Learning objectives
Children should learn: • that plants provide food for humans
Learning outcomes
Children will be able to: • state that humans eat some plants
2nd Lesson Learning objectives
Children should learn: • that there are different plants in the environment • to make observations of one or two plants and of where they grow and to communicate these
Learning outcomes
Children will be able to: • name some common plants • describe where some common plants grow
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2 full lessons with Flipbook, Worksheet and Resources
Learning objectives
Children should learn: • to recognise and identify a range of common materials • to consider why particular materials are used to make items
Learning outcomes
Children will be able to: • say whether some objects are made of plastic, wood, metal or rock • say why an item might be made with a particular material
Lesson centered around grouping objects of the same material
Learning objectives
Children should learn: • about some properties of common materials such as hardness and transparency
Learning outcomes
Children will be able to: • state one or two characteristics of a range of common materials
Prompts children to consider some properties of a set of objects and to read information from their tables.
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2 full lessons with resources, flipbook and worksheets
1st lesson:
Learning objectives
Children should learn: • that rocks and natural materials are chosen for particular purposes because of their characteristics
Learning outcomes
Children will be able to: • relate the use of some rocks and natural materials to their characteristics and say why they are used
Lesson focuses on describing the use of material in buildings.
Do you recognise this building? Try to describe it. • Describe the main building material(s) that was (were) used to make this building. • Are the materials natural or man-made? If the materials are man-made, what do you think the original material was? (e.g. glass is made from sandstone/silica) • Why do you think these materials have been chosen?
2nd lesson:
Learning objectives
Children should learn: • about planning a fair test and using results to draw conclusions
Learning outcomes
Children will be able to: • explain whether a simple test is fair and what the results indicate
Lesson focuses which rock is the most permeable?
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2 lessons with resources, lesson plan and worksheets.
1st Lesson:
Learning objectives
Children should learn: • how to test an idea about whether a material is suitable for a particular purpose • to take measurements and say what they found out
Learning Outcomes
Children will be able to: • make a suggestion about which material might be the most stretchy • test materials for stretchiness and collect measurements.
Lesson name: Giant’s Tights- Children test different materials for a purpose.
2nd Lesson- Learning objectives
Children should learn: • that materials are chosen for specific purposes on the basis of their properties • why different clothing materials are needed in different situations
Learning outcomes
Children will be able to: • identify reasons for using materials for particular purposes • identify a range of materials and correctly associate them with properties and uses
Lesson name: All the wrong clothes
Children decide the materials for clothes in different locations.
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Children with a reasonable grasp of Letters and Sounds Phase 5 should be able to access the story in guided reading. It includes a number of words with the following graphemes: ● ‘ee’, ‘ea’, ‘e-e’: sleep, see, three; skebe; beach, eat, real, feast, heat, sea, creature. ● ‘ai’, ‘ay’, ‘a-e’: again; away; late, cave, chase, late, made, babe. There are also a number of words using ‘ou’, ‘ow’ (down) and ‘igh’, ‘i-e’.
Taken from Make Phonics Fun: Summer. For each topic covered there are two pages of practical teacher’s notes offering activity ideas to help you make the best use of the resources and texts provided. Activities are clearly signposted to indicate whether they are most suitable for shared, guided or independent reading sessions and, where relevant, opportunities for writing and for developing speaking and listening skills are also highlighted.
The book makes frequent references to the phases of Letters and Sounds.
Each topic within Make Phonics Fun is supported by a range of lively and appealing pupil texts – including original stories, fascinating non-fiction and quality poetry.
There are two photocopiable activity sheets for each topic, providing a range of fun things to do – from reading games which involve listening for specific phonemes, to sequencing activities and track games providing sounding out and blending practice
At the heart of each topic within this book is a carefully selected list of 40 real and pseudo words (20 words for Section 1 and 20 words for Section 2), building a word bank, from topic to topic and term to term, that
will cover the broad range of grapheme-phoneme correspondences that the children should be familiar with by the time they approach the end of Year 1
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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 resources
Called: Going somewhere new
– How will we get there?
Learning Objective
Children should learn:
• about the types of transport used to get to
places;
• to use atlases, internet maps and globes.
Success criteria
Children can:
• use atlases, internet maps and globes to plan
routes
Taken from LCP’s KS1 Geography Resource File
Lesson: Celebrating the local area- Designing a trail
Learning objectives
Children should learn:
• how to design a trail that celebrates their local
area;
• to work in pairs to review and redraft their
work.
Success criteria
Children can:
• work with a partner to devise a successful trail
which can be readily followed with clear starting
and finishing points, with a set of precise
direction to help find one’s way.
Taken from LCP’s KS1 Geography Resource File