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

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. 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

Includes all stories An alternative version of the traditional fairytale ‘Little Red Riding Hood’. This quite challenging text uses a range of alternative graphemes from Letters and Sounds Phase 5. The premise for this story is that our monster family would probably not have heard of ‘Little Red Riding Hood’, a story with a bad wolf and a good child, but they may have a similar story which they tell their monster children, in which the monster is the good character and the villain is the child. Covering: Speaking and listening ● Help the children to draw a storyboard or story map to support a retelling of the story. ● Provide fabrics, blocks and smallworld resources to create a threedimensional story map. ● Use role play to tell the story from one point of view. To explore ideas for this, use drama techniques, such as ‘hot-seating’. ● Act out either the monster version of the story or the traditional version, using voices for the characters. Guided and shared reading: ● Use the story as a shared text. Support the children as they read words which contain alternative spellings for phonemes (see table, below). ● Compare and contrast this version with a traditional version of Red Riding Hood (see ‘Resources’, page 91). ● Traditional tales are some of the easiest texts to use when asking young children Assessment Focus 7 questions (Relate texts to social, cultural and historical contexts and literary traditions) as it is relatively easy to find simple retellings that the children can read independently. For example, you could ask: ● How did you know that the boy would do something bad? ● Did anything surprise you in this retelling of the story?

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

Who were the Celts? Learning objectives Learning outcomes The purpose of this lesson is: for the children to develop a clear understanding of who the Celtic people were. Children should learn: • to select and record information about Celtic ways of life; • about aspects of life in Celtic Britain, using a variety of sources. Class objective: • to find out about the Celts Children should be able to: • select relevant information from a number of sources; • record relevant information about the Celtic way of life Includes Lessons Plan and resources for activities

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 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

The main purpose of this Mathematics Homework is to make your life, as a teacher of Year 6 pupils, as easy as possible. All of the homework activities are based on the renewed Primary Framework for mathematics; however, as they assess specific learning objectives they can be used in conjunction with other planned teaching schemes. Each homework activity sheet addresses a whole, or part of, a learning objective. The questions are written to test the understanding of your pupils once they have worked on a topic in the lesson. This in turn, will provide you with the information required to assess the pupils’ learning, and will enable you to plan your lessons effectively. With a full set of answers included you can be confident that your students are getting regular, relevant homework that tests their understanding across the Year 6 objectives and all seven core strands. This easy-to-use CD will reduce the time spent preparing and marking homework enabling you use your time as efficiently as possible. The Year 6 curriculum is structured into five blocks, reflecting the same structure as the other primary year groups. Each block is made up of three units, and each unit represents two or three weeks of teaching. The blocks are: • Block A: Counting, partitioning and calculating • Block B: Securing number facts, understanding shape • Block C: Handling data and measures • Block D: Calculating, measuring and understanding shape • Block E: Securing number facts, relationships and calculating

Our Literacy Homework Activities for Year 3 provide forty-six challenging and engaging Literacy homework activity sheets. The activity sheets are structured around the narrative, non-fiction and poetry blocks of the new literacy Framework. The content comes from common Year 3 fiction and non-fiction themes. The activities are designed to support work done across the curriculum as well as in literacy teaching. The activities follow the main literacy priorities in Year 3 and are designed to be used flexibly. Each activity sheet has a clear focus and advice to the adult as well as the child. There are four main types: • Understanding and engaging with texts; • Shaping texts; • Sentence structure and punctuation; • Spelling. Each unit contains a mixture of the activity types. They include parental guidance and spelling sheets, especially for Year 3 pupils. The Homework Sheets are in Microsoft® Word format and the activities also covers speaking and listening skills.

The LCP Science Homework Activities are divided into three sections: Biological processes, Materials and Physical processes. There are 22 homework sheets in each section. There is also a teacher’s answer section, which provides answers to questions posed on the homework sheets and suggests the sort of responses you can expect from children. The LCP Science Homework Activities contain 66 colourful, printable homework sheets which give your children the opportunity to practise scientific skills, encourage their curiosity and improve their understanding of science. Each homework activity sheet is divided into two parts. The first part provides an opportunity for children to consolidate scientific skills, such as predicting, planning, observing, analysing data through tables and graphs, drawing conclusions and evaluating. The second part of each sheet consists of practical challenges. Some are quick while others can take place over a few days. The challenges are varied, to suit different learning styles. They are also designed to be fun, in order to develop curiosity and inspire children to think and work like scientists. Because learning is always best shared, it is a good idea for children to carry out the challenges as a group; this could be with classmates or at home with a responsible adult. This download is packed with homework sheets featuring written activities and practical challenges – all supported by a teacher’s answer section that suggests the sort of responses you should expect. All of the homework sheets are in Microsoft® Word. Answers included! Leave us a review.

This is a short unit that supports your local history teaching. It introduces the children to the idea of using the built environment as a historical source, introduces the concepts of old and new, and encourages them to think about the changes in their local area over time. It provides a wide range of opportunities for children to develop their spoken language. It is helpful if the children have: experience of recalling stories about the past; sequenced events on a time line; used everyday words relating to the passing of time; used pictures to find out about the past Includes lesson plans and all worksheets Lesson 1: Castles today Lesson 2: Lord John’s Castle Lesson 3: Let’s explore our local castle Leave a review

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. Leave a review

Get 15 sheets or the whole book via our TES shop 5 sheets with Answers Alphabet – to put words into alphabetical order. Root Words – to extend my vocabulary using root words. Homophones – to investigate homophones. . Noun Phrases – to expand single nouns to noun phrases. Adjectives – to identify adjectives not placed next to a noun. Description – to use descriptive words to create a picture in the reader’s mind. Prefixes – to build words by adding prefixes: tele, circum, bi, trans. Verbs – to revise word classes – verbs. Verbs Challenge – to change the tense of verbs. Prefixes – to add prefixes to verbs: dis, de, over. Suffix Challenge – to change verbs into nouns using suffixes: tion, sion. Suffixes – to change nouns into verbs using suffixes: ate, ise, ify . Prepositions – to identify and use prepositions. Adverbs – to revise word classes – adverbs. Word Class Challenge – to revise word classes – adjectives, adverbs and nouns in similes. Taken from: 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. Leave a review

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. Leave a review

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

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

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