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

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

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 Leave a review

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 Leave a review

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. Leave a review

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 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 Leave a review

4 worksheets and 1 poster Designed to support the teaching of Commas. Sheet 1: to revise commas and full stops. Sheet 2: to explore the ways commas help to create meaning in a sentence. Sheet 3: to use commas to avoid ambiguity Sheet 4: to use commas to punctuate speech Taken from LCP’s Grammar and Creativity Year 5 book. Leave a review

Includes Poster: Understanding Clauses – explanation. Sheet 1: Clauses – to identify the main clause and subordinate clause. Sheet 2: Clauses Challenge – to add a main clause to complete a sentence. Sheet 3: Clauses Challenge – to create complex sentences by adding subordinate clauses. Sheet 4: Relative Pronouns – to recognise and use relative pronouns. Sheet 5: Relative Pronoun Challenge – to drop in clauses beginning with who, when, where, which, that. Taken from LCP’s Grammar and Creativity Year 4 book Easy to follow Leave a review

Includes lesson plans and resources. Taken from our Literacy Upper Keystage 2 Resource File Tales from other cultures and traditions Lesson:1 Once upon a time… (two versions of Red Riding Hood) LO: To find similarities and differences between two stories Lesson 2: Would you trust this wolf? LO: Speak and write in a persuasive way and use speech marks with other punctuation. Lesson 3: Creating word pictures LO: Use similes and metaphors to make writing interesting Lesson 4: The real Mr Wolf LO: To recognise that stories change when told from a different perspective Lesson 5 Journey to Jo’burg LO: Find out about life in other countries by reading stories. • Make notes about characters and places Lesson 6: In Johannesburg LO: Read between the lines’ in stories. Write newspaper articles and letters from different viewpoints. Lesson 7: Going home LO: Discuss important issues found in stories. Make notes on both sides of an argument. Lesson 8: Inspiration for Journey to Jo’burg LO: Match an author’s experiences to scenes and characters in their stories. This fiction unit explores some stories from other cultures. In reading stories from a variety of cultures and traditions, children are encouraged to see differences in relationships, customs and attitudes and use of language. Children will identify points of view and plan and retell a story from alternative viewpoints. They will also précise texts and rewrite them as letters, dialogue or newspaper articles. There will be opportunities to discuss the motives of both the characters and the story tellers. The first four lessons focus on versions of the familiar European folk tale ‘Red Riding Hood’. The last four lessons analyse a children’s novel - Journey to Jo’burg written by a South African author in the 1980s. As one focus of this unit is on story illustrations, it might be useful to link with Art and design lessons and invite a professional illustrator into school. Leave a review

This non-fiction unit looks at persuasion and argument. Children will read and evaluate texts intended to inform, protest, complain or persuade. In doing so, they will consider how the texts are set out and what language devices are used. They will notice the deliberate use of ambiguity, half-truth, bias; how opinion can be disguised to seem like fact; infer writers’ perspectives from what is written and from what is implied. Children will investigate the use of persuasive definitions, rhetorical questions, pandering and condescension. During the unit, children will write persuasive letters for real purposes, for example to put a point of view or comment on an emotive issue. The first two lessons focus on writing persuasively about environmental issues. The next two lessons look at formal and informal writing and at how to produce a balanced argument. In Lesson 5 the children will take part in a formal debate. The final lesson looks at a famous wartime speech by Winston Churchill. (This could be used separately during a history lesson.) Lesson 1: How big is your carbon footprint? • Evaluate texts intended to persuade. • Identify persuasive devices • Infer what is implied 2 Green letters• Know the features of a persuasive letter. 3 Exploring a controversial issue • To identify textual viewpoints – for, against and balanced. To explore the language and organisational features of texts presenting a specific argument/ point of view. 4 Comparing formal and informal texts • To identify and explore the features of formal and informal texts. • To listen for language variation in formal and informal contexts. • To employ the features and narrative techniques of formal and/or informal texts in their own writing 5 Establishing a viewpoint on a controversial issue • To participate in wholeclass debate using the conventions and language of debate, including Standard English. • To identify the ways spoken language varies according to differences in the context and purpose of its use. Analysing a famous speech • Listen to and understand a speech. • Recognise the use of repetition and emotive language. Leave a review

Taken from our Year 2 Literacy Resource File The focus is on following and producing explanatory texts. This unit is closely linked to the curriculum area of science and life cycles of plants. Children begin with an investigation into the seeds of various plants. This is followed by a reading phase about the life cycles of some of these plants. The children then link the texts with the appropriate diagrams and pull out some of the key language to help them make a glossary and understand how to write explanatory texts. Children are given the opportunity to look at more examples of explanatory texts before they begin the investigative study which they will finally write about. In groups, children follow instructions to grow potatoes. At each stage they are encouraged to observe and record the process and the results. They are encouraged to keep a diary of the investigation and to evaluate their own work as they go. At the end of the investigation, they are asked to review the process and finally to produce a presentation about the life cycle of the potato 1 What is it? • To promote interest in the topic. • To follow the stages in an explanatory text about the life cycle of a plant. • To understand what a glossary is. 2 Explanation language and features • To focus on the form and organisational features of explanatory texts. • To widen the concept of what topics explanatory texts deal with. 3 Let’s grow potatoes • To initiate an ongoing investigative study in order to develop and produce an explanatory text. • To read, understand and follow instructions. 4 Our potatoes• To conclude an ongoing investigative study in order to develop and produce an explanatory text. • To work collaboratively to produce a paragraph describing the end result of an investigation. • To share information 5 Presentations• To produce an explanatory text/ presentation. • To produce a suitable visual explanation of a process. • To use labels as an aid to visuals. Leave a review

The purpose of this topic is to teach children to understand and say the days of the week. It is also to ensure that the children can respond to and ask the question ¿Qué día es hoy? Learning outcomes Children learn: to understand and use the vocabulary for the days of the week to ask and respond to the question ¿Qué día es hoy Includes: Lesson Plans and Activity Sheets

In this section, the children will learn the nouns for members of a family and how to say the date. They will also learn how to describe using colours, to express preferences and to look carefully at some Spanish words for their sound and spelling. **Topic titles My family** 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. **2. Today’s date ** The purpose of this topic is for children to ask and respond correctly to the question ¿Qué día es hoy? It is also to understand and use the numbers 22–31. 3. Colours ** The purpose of this topic is for children to learn vocabulary to describe the colour of items. ** 4. Sounds and spellings The purpose of this topic is to consolidate and apply the phonetic skills the children have learnt in this and in other sections by looking specifically at the sounds and spellings of words Includes: Medium Term Plans, Lesson Plans and Activity Sheets Topic 1 and 2 available on TES or on our website.

The purpose of this lesson is: to develop a clear understanding of where the Vikings came from and where they settled. Children should learn: • about the Viking homelands; • the places that the Vikings visited; • where the Vikings settled when they came to Britain. Class objective: • to find out where the Vikings came from and where they settled Children should be able to: • locate the Viking homelands on a map; • locate countries in the world that the Vikings visited; • identify Viking settlements on a modern map. Includes Lesson Plan and Activity Sheets Would you like the full unit? Purchase on TES or on our website

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 consider a map of ancient Greece and to investigate city states and the way they were governed. Children should learn: • about the geography of ancient Greece; • that ancient Greece consisted of city states; • that different city states were governed in different ways. Class objective: • to discover how ancient Greece was organized. Children should be able to: • recognize that ancient Greece was organized into city states; • know that Athens and Sparta were city states; • understand that there are different models of government. Includes Lesson Plans and Sheets for activities

Aim To help children understand that you should leave other people’s property alone and that it is wrong to steal. 30-40 minutes- Full lesson Learning outcomes Children should be taught: • to recognise what is right and wrong; • to share their opinions on things that matter to them and explain their views; • to take part in discussions with one other person and the whole class; • to play and work co-operatively; • to recognise how their behaviour affects others. Don’t forget to review! The files have been fully updated by a team of experienced contributors who teach in a range of schools across the country and bring a breadth and depth of experience to ensure that the latest material is relevant and carefully tailored to the needs of primary teachers working with pupils in Early Years, Key Stage 1 and Key Stage 2.

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