Aim To help children understand that being responsible for someone or something is a total commitment that we should accept, even if to do so is time-consuming and/or difficult.
2x 25 minute lessons
Learning outcomes Children should be taught: • 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 realise that people have needs, and that they have responsibilities to meet them; • to be able to identify positive and negative aspects about taking on a responsibility.
Lesson plan and resources.
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Aim To help children recognise and appreciate the meaning of the word ‘rule’
Length: 25-30 minutes
Learning outcomes Children should be taught: • to take part in discussions with one other person and the whole class; • to agree and follow rules for their group and classroom, and understand how rules help them.
Resources • A large space to sit in a circle • Small whiteboards or number fans • A story about different animals, either published or created by the teacher.
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Aim To help children understand the influences that affect our choices
30-46 minute lesson
Learning outcomes Children should be taught: • to talk and write about their opinions, and explain their views, on issues that affect themselves and society; • to face new challenges positively by collecting information, looking for help, making responsible choices, and taking action; • to research, discuss and debate topical issues, problems and events; • that their actions affect themselves and others, to care about other people’s feelings and to try to see things from their points of view.
Like this lesson? This lesson is part of our The Key Stage Two File. This file is packed with great information that it has been split into two files (Part 1 and Part 2), both suitable for all year groups, but covering different topics.
Each file contains several units which include a Teacher’s Guide, Medium-Term Plan, and up to fifteen lessons ranging from 20 to 90 minutes.
Each plan provides the teacher with the lesson aim, list of resources needed, learning outcomes, differentiation and suggests any cross-curricular links with other parts of the National Curriculum.
Aim To appreciate the changing roles of men and women in society.
Learning outcomes Children should be taught: • to talk and write about their opinions, and explain their views, on issues that affect themselves and society; • to recognise their worth as individuals by … setting personal goals; • about the range of jobs carried out by people they know, and to understand how they can develop skills to make their own contribution in the future; • to recognise and challenge stereotypes; • that differences and similarities between people arise from a number of factors, including … gender
25 minutes lesson
Lesson plan and resource
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5 worksheets to inspire learning and encourage geographical curiosity both at home or at school. Focused on a location study: South Wales. Taken from Keystage 2 Geography Resource File.
Available as PDF to print.
These worksheets include:
Rainfall and Temperature in the UK worksheet
Climate Statistics in Cardiff
Types of Coal
The Railway Children Comprehension
Reading a Map (Distrubition of Iron and Steel in South Wales)
This unit covers Getting dressed and undressed with some adult help, including learning how to use zippers; ■ Learning how to be independent in self-care; ■ Naming and describing items of clothing; ■ Knowing which types of clothes are suitable for different activities; ■ Developing independence when going to the toilet.
Includes 6 pages of activity ideas
Taken from our popular 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, childcentred themes, and providing comprehensive coverage of the different aspects of the Early Learning Goals.
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Full lessons also available on our TES shop
Isambard Kingdom Brunel was a famous engineer who lived in Victorian times. He was a very good engineer and he won a competition to build a bridge over the River Avon. This bridge became the Clifton Suspension bridge.
This unit links to the lives of significant individuals in the past who have contributed to national and international achievements in the Programme of Study and considers the key historical enquiry question, How do we find out about Isambard Kingdom Brunel? It introduces the children to the idea of historical sources, introduces the concepts of old and new, and encourages them to think about the life and times of a famous person. The approach used could be applied to the study of other famous people. It provides a wide range of opportunities for children to develop their spoken language. It is helpful if the children have: ordered events in time and used everyday terms about the passing of time; answered questions about people/ events in the past using pictures and written sources; recounted episodes from stories about the past; looked for similarities and differences between today and the past.
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Two units from Make Phonics Fun
Each topic within Make Phonics Fun is supported by a range of lively and appealing pupil text.
The two units are based around the theme of starting school and the weather.
Includes fiction/ non-fiction text, vocabularly words and activities based on the texts.
Across the different genres, children are introduced through the fiction, non-fiction and poetry texts to a list of key words, enabling them to develop their decoding and blending skills. Real and pseudo words have been chosen to cover the grapheme-phoneme correspondences.
Each topic is also supported by photocopiable, labelled picture scenes, providing visual cues for some of the key real and pseudo words to be tested. Care has been taken to ensure that the pictures representing the key pseudo words are of objects and items that are clearly meant to be imaginary.
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Get the all 71 sheets via our TES shop
15 worksheets:
Alphabet – to put words into alphabetical order.
Dictionary – to understand that a dictionary gives the meaning of words. Word Families – to recognise members of a word family.
Thesaurus – to use a thesaurus to find words with similar meanings.
Thesaurus – to use a thesaurus to find words with similar meanings.
Thesaurus – to use a thesaurus to find words with similar meanings.
Adjectives – to identify adjectives.
Adjectives – to experiment with adjectives.
Adjectives Challenge – to experiment with adjectives.
Determiners – to know when to use a and an.
Prefixes – to understand what a prefix is and to recognise some common prefixes.
Prefix Challenge – to understand what a prefix is and to recognise some common prefixes.
Prefixes – to recognise some common prefixes.
Prefix Challenge – to identify and use other prefixes.
Suffixes – to identify and use the suffixes: ful and less.
Suffix – ful Word Search.
Taken from: Grammar and Creativity for Year 3
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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Grammar and Creativity for Year 4
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.
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This unit covers: Knowing the importance of keeping healthy and clean; ■ Managing own hygiene needs; ■ Knowing where we can find germs; ■ Identifying other times when we need to wash
Taken from our Building Blocks resource. Building Blocks is a modular series of resources offering Early Years Foundation Stage (EYFS) practitioners a source of fresh, fun activities linked to inspirational, childcentred themes, and providing comprehensive coverage of the different aspects of the Early Learning Goals
This unit is full with 6 pages full of a range of activities to teach your child about the importance of washing their own hands.
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An activity to encourage children to think and collect alternative words for imperative verbs of direction.
Taken from UKS2 Literacy Resources File
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Read the adjectives and verbs and sort the words into two groups.
Comic, humerous or funny
Scary, threatening or unpleasant.
Taken from UKS2 Literacy Resources File
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All five questions link to:
• Add 3 or 4 small numbers,finding pairs totalling 10 or 9 or 11.
• Add three two-digit multiples of 10,such as 40 + 70 + 50.
Includes pages 4 pages with strategies to help problem solve
Problem 1: Sports Shopping
Problem 2: Magic Cross
Problem 3: Page Numbers
Problem 4: Guess the Number
Problem 5: Fencing
Taken from Problem Solving Year 3&4
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This sheet has been taken from UKS2 Literacy Resources File
Encourages children to think about the Features of a Comedy. It links to You Can’t Bring That in Here by Robert Swindells. But activity can be used without this book and can link to any comedy.
Dialogue: the repetition of ‘you can’t bring that in here’ which is then used by the gorilla at the end.
– Vocabulary: funny similes, for example, ‘the sofa looked like a tatty boat afloat on a sea of can rings and screwed-up crisp packets’.
– Action: Jimmy swapping a number of ‘normal’ animals, ending up with a talking gorilla.
– Authorial voice: use of the third person makes the reader sympathise with Jimmy and ridicules Osbert.
All five questions link to:
Understand and use the relationships between the four operations, and the principles (not the names) of the arithmetic laws.
• Use brackets
Includes 4 pages with strategies to help problem solve
Problem 1: Teacher’s Age
Problem 2: Coloured Pegs
Problem 3: Gold Doubloons
Problem 4: Pirates
Problem 5: Football Stickers
Taken from Problem Solving Year 5&6
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The story ‘A New Friend’
This book is designed for use with children who are being taught
Phase 5 Letters and Sounds. Children working at this level should be able to write using Phase 3 digraphs and trigraphs, such as ‘ch’ and ‘igh’ with accuracy in their independent writing and be beginning to select and use the appropriate alternative spellings to these where appropriate.
Turn to the story and show children the front cover. Discuss what they think the book might be about and then open to the first page. Fold the book so the children can only see the illustration and you can only see the text. This is not a reading assessment. Children are not expected to read the text.
Read the text to the group and then ask the questions printed at the bottom of each page.
Read each page at a time and ask the questions as they go along, or read the entire book and go back to revisit the questions on each page at the end.
Invite children to write the key words on their paper, ensuring that as you say them you do not sound-talk the words or elongate the sounds in the words for them.
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