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.
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Taken from our Literacy Upper KS2 Resource file
Includes lesson plans and resources
Lesson 1: In my mind’s eye LO: Understand how description sets the scene for a story.
Lesson 2: One powerful legend, two stories
LO: To be able to compare different versions of a legend.
Lesson 3: Enter Beowulf LO: To explore a character through drama and to give references to support ideas
Lesson 4 Capturing the moment
LO: To act out scenes from stories and to describe them in precise sentences.
There are six units on fiction in this file for years 5 and 6. The third unit focuses on myths, legends and traditional stories. This unit covers reading and analysing features of the text types, comparing different versions of the same legend, exploring characters through drama, comparing written and oral narratives, evaluating performances and transferring oral text into written narrative.
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Our Mathematics Homework Activities provide you with a set of challenging and engaging Maths homework activities for every week of the school year.
Each Maths activity addresses a whole or part of a learning objective and all the Homework Sheets are in Microsoft® Word format.
Includes:
– Introduction
– Objectives
– Homework Answer Sheets
Block A Counting, partitioning and calculating
Adding Up / How! / In My Head 1 / Roughly / Sorting Numbers / Up to 100
Bigger and Bigger / How Many Ways? 1 / It’s a Fact! 1 / Sequences / Sums and Differences
Block B Securing number facts, understanding shape
What’s the Link? / Fractions 1 / Just About! / Problem Solving 1 / Shapes 1
That’s Right! / It’s a Puzzle / Reflections 1 / Shapes 2
Block C Handling data and measures
Far Away / Measures / Scaly 1 / What Does It Say? / It’s Time! / Sorting Things
Block D Calculating, measuring and understanding shape
One Bit 1 / Weights / Capacities / Reflections 2 / Reverses / Where Does It Go?
Number Work / In My Head 2 / Scaly 2
Block E Securing number facts, relationships and calculating
Patterns / One Bit 2 / Do You Remember? / It’s a Fact! 2 / Taking Away / Fractions 2
There It Is! / How Many Ways? 2 / Problem Solving 2 / Grids
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Our Mathematics Homework Activities provide you with a set of challenging and engaging Maths homework activities for every week of the school year.
Each maths activity addresses a whole or part of a learning objective and all the homework sheets are in Microsoft® Word format.
Includes:
– Introduction
– Objectives
– Homework Answer Sheets
Block A Counting, partitioning and calculating
In My Head 1 / Use the Rule / Paper and Pencil 1 / Calculating 1 / Bigger or Smaller
What’s It Made Up Of? / Using a Calculator / Decimals 1
Block B Securing number facts, understanding shape
Polygons / Solid Shapes / RoundAbout / Puzzle Time / Times Tables 1
Adding Up / What’s the Link? / Twice or Half? / Problem Solving 1
Block C Handling data and measures
The Right Unit 1 / What’s the Question? / How Does It Compare? / Reading Scales 1
Block D Calculating, measuring and understanding shape
Angles, Angles! / Calculating 2 / In My Head 2 / The Right Unit 2 / A Telling Time
Decimals 2 / Move It! / Problem Solving 2 / Rectangles / Reading Scales 2
Block E Securing number facts, relationships and calculating
Both the Same / Exactly the Same / Fractions / One Whole / Paper and Pencil 2
Bracelets / Times Tables 2 / Wholes and Bits / Right or Wrong?
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2 Lessons with worksheets, lesson plans and flip book.
1st Lesson
Learning objectives
Children should learn: • that plants need water but not unlimited water, for healthy growth • to use results to draw conclusions
Learning outcomes
Children will be able to: • state that plants need water to grow but too much or too little water may kill them • describe differences in the way the plants grew
Lesson centered around an investigation to find out how the amount of water a runner bean seedling is given affects how much it grows.
2nd Lesson
Learning objectives
Children should learn: • to suggest how a fair test could be carried out • that in experiments with living things, using just one plant in each set of conditions does not give sufficient evidence
Learning outcomes
Children will be able to: • recognise the correct order in which to undertake a simple investigation • describe factors that contribute to the test being fair • suggest why one sample may not be adequate in each set of conditions
Science lesson centered around an investigation- Does soil type affect the height to which seedlings grow?
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Taken from our Year 2 Literacy Resource file.
The unit, Instructions, builds on work done in Year 1 and has three phases, with oral and written outcomes and assessment opportunities at regular intervals. The focus is on following and giving instructions. Children begin with an oral phase, followed by a recognising, reading and following phase, and finally progressing to the written production phase. Within this context, children begin to explore the key structural features of instructions and learn to select the appropriate register and style necessary for instructions. This unit uses many curriculum areas in order to give children as much variety as possible in the instructions they read, follow and compose.
Lesson 1 Listen and move
• To be able to listen to and follow oral instructions. • To recognise an instruction because of its language style. • To be able to give oral instructions telling someone how to move
Photo tableaux
• To listen to, follow and give oral instructions explaining how to position one’s body. • To be able to look at a photo of a person and work out how to make another person recreate the same pose.
3 Let’s make a smoothie!
• To follow instructions successfully to make a smoothie. • To identify the structure of an instructional text – in this case, a recipe. • To read and match instructions with pictures.
4 Mum’s birthday cake
• To consolidate the text structure. • To practise reading and understanding a text which describes a process
5 Writing instructions for making things with paper
• Recognise adjectives and nouns. • Be able to write numbered instructions. • Be able to extract a set of instructions from a report text.
6 Instructional texts
• To recognise instructional texts from the language, topic and layout. • To complete a chart with information about an instructional text
7 How do I get there?
• To use directions as a form of instruction. • To write and follow directions.
8 Looking at language
• To use directions in order to focus on written presentation, specifically spelling, collocations and punctuation.
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4 lessons focusing on how to locate their school
Lesson 1: Who lives where?
Learning objectives
Children should learn:
• that some children live far away from school
while others live nearby and everyone travels
different distances;
• how to measure and compare the distance of the
routes used by the children in their class.
Lesson 2: The journey to school
Learning objectives
Children should learn:
• that everyone travels to school in different ways;
• how to design and carry out a survey;
• to draw a simple graph;
• how to analyse their findings.
Lesson 3: Where is the school?
Learning objectives
Children should learn:
• a sense of place: the relationship between home
and school;
• to draw a picture map
Lesson 4: Describing my route to school
Learning objectives
Children should learn:
• to describe geographical features on their route
to school;
• to compile a personal word bank of geographical
terms;
• to give descriptive directions using adjectives.
Taken from LCP’s KS1 Geography Resource File
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Taken from our Geography Flipbook Activities Keystage 2 Years5&6
This unit contains
Investigating rivers Flipbook :The water cycle
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 objectives Children should learn: • about the features of the water cycle • to sequence the components of the water cycle
Learning outcomes Children will be able to: • identify and explain each stage in the water cycle
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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
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
All five questions link to:
Understand the effect of and relationships between the four operations, and the principles (not the names) of the arithmetic laws as they apply to multiplication.Begin to use brackets.
Includes 4 pages with strategies to help problem solve
Problem 1: Eating Sweets
Problem 2: Shopping Trip
Problem 3: On the Scales
Problem 4:Passengers
Problem 5: Coloured Cubes
Problem 6: Darts Scores
Taken from Problem Solving Year 5&6
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Links to the objective: Reasoning about numbers or shapes
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: Football Kit
2.Striped Shirts
3. Mountain Biking
4. Bike Tracks
5. On Target
Taken from Problem Solving Years 3&4
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Jack’s Big Suprise
Under the sea theme,
This book is designed for use with children who are being taught Phase 3 or 4 Letters and Sounds. Children working at this level should be able to write simple words such as ‘cat’ and ‘mat’ confidently and will be using digraphs and trigraphs, such as ‘ch’ and ‘igh’ with some accuracy in their independent writing.
Includes story with highlighted words to identify the key words of the story.
Comprehension questions included on each page.
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2 full lessons with worksheets, visual flipbook and lesson plans
1st Lesson: Air in Soil
Learning objective-
Children should learn: • that soils have air within them • to recognise whether measurements need to be repeated • to use results to compare the amount of air trapped in different soils
Learning outcomes
Children will be able to: • state that soils have air within them • state why measurements need to be repeated • make comparisons between samples from a set of data
Task: Ask the children to investigate which soil they think will contain the most air and why?
2nd Lesson- Gases in our Environment
Learning objectives
Children should learn: • that there are a number of common gases that are useful to us in our everyday lives
Learning outcomes
Children will be able to: • name a number of common gases • state how a number of common gases are used
Task:The sheet provides a framework for children to research and collect information about carbon dioxide from secondary sources. Once the information has been recorded in note form, it could be displayed in a leaflet or poster.
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The titles of the 5 texts include
Party plans
I can…
Time to pray
Our writing table
PE picture dictionary
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
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Taken from Learning Outside the Classroom, Keystage Two
5 detailed Lesson plans varying in length:
This project covered several areas of history and also had a strong focus on design and technology. In the project, an archaeologist gave the children different questions to investigate and answer, by travelling back in time using their own ‘time machines’. The historical times and places that they travelled to were: Iron Age Britain, Roman Britain, Viking Britain, ancient Egypt and ancient Greece. The sessions varied in length – some were single sessions, some were whole mornings or afternoons, and the fi nal session took place over a whole day.
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Taken from BUILDING BLOCKS. Building Blocks is a modular series of resources offering Early Years Foundation Stage (EYFS) practitioners a source of fresh, fun, adaptable activities linked to inspirational, child-centred themes, and providing comprehensive coverage of the different aspects of the Early Learning Goals.
Topic: Why do boats float while stones sink?
Includes: Activity ideas
Activity sheet: Spot the boat
Hints for home,
Pupil profile sheets
Progression towards Key Stage 1
Resources
Topic coverage ■ Making observations and explaining why some things occur; ■ Carrying out simple experiments, using objects of different size, weight, shape and material; ■ Applying skills and knowledge to the world around them – what we can see on lakes, rivers and oceans, and what can be found in the sea
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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.
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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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Primary School Autumn Term Planner, from Karascope, provides month by month list of topics.
Topics include - National Poetry Day, World Food Day, Mary Celeste sets sail, Elizabeth I becomes Queen, Hong Kong given back to China … and much more.
Within each topic there are suggested resources that cover subjects right across the curriculum.
Hundreds have downloaded straight from the Karascope website, but we thought TES users would find it valuable too.
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