This resource includes 1 text with activities and questions. Text title: 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 Leave a review

Includes 1 Non-fiction text with 1 question/activity sheet. Text title: Our classroom The text is very short and includes a picture on the front of each reading card. Most children at Foundation Stage may not be able to read the text by themselves, though they may be able to guess at some of the words because of the context. The idea is that an adult or more-able reader will read the words to and with the child, before discussing the picture and the theme of the card. The Talk time questions on the other side of the card are simply suggested prompts for the adult. It is important to encourage the child to ask questions about the theme of the card. The Fun time activities are designed to trigger off cross-curricular investigations, research enquiries and creativity. The activities may be done at school or at home and a summary of the resources needed for each card is given on card G. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy. The Puzzle time section contains cartoons or puzzles that are related to the main theme of each card. They give children the opportunity of playing with words and reinforcing their language skills. Each card has an All join in section with either a short poem, a song or a rhyme. Very few children at this stage will be able to read the words by themselves, but the intention is for the adult and child to learn the rhyme by heart and enjoy saying it together. Leave a review

The titles of the 5 texts include 1.The Möbius strip 2. Squash 3. Chinese 4. New Year 5. Cricket 6. Message 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

The titles of the 5 texts include 1 Venus flytrap 2 Fabulous photos 3 Is there life on Mars? 4 Scouts 5 Skateboarding 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

The titles of the 5 texts include 1 Pop-up cards 2 Vote for me! 3 E-mail link 4 Easy pizzas 5 Life in Tudor times 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

The titles of the 5 texts include 1 Signs 2 Bubbles 3 Antarctica 4 Facts about bats 5 Using tallying to count 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

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

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 Leave a review Find us on Facebook

Includes 5 Non-fiction texts with 5 question/activity sheets. Text titles: Our classroom New shoes Please and thank you Bread One acorn The text is very short and includes a picture on the front of each reading card. Most children at Foundation Stage may not be able to read the text by themselves, though they may be able to guess at some of the words because of the context. The idea is that an adult or more-able reader will read the words to and with the child, before discussing the picture and the theme of the card. The Talk time questions on the other side of the card are simply suggested prompts for the adult. It is important to encourage the child to ask questions about the theme of the card. The Fun time activities are designed to trigger off cross-curricular investigations, research enquiries and creativity. The activities may be done at school or at home and a summary of the resources needed for each card is given on card G. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy. The Puzzle time section contains cartoons or puzzles that are related to the main theme of each card. They give children the opportunity of playing with words and reinforcing their language skills. Each card has an All join in section with either a short poem, a song or a rhyme. Very few children at this stage will be able to read the words by themselves, but the intention is for the adult and child to learn the rhyme by heart and enjoy saying it together. Leave a review

Want all four lessons? Get the full pack: In this unit, children explore an event that has been commemorated annually for over a 100 years. Children investigate the origins of Remembrance Day and how its significance has grown to incorporate conflicts up to the present day. Children who belong to service or refugee families may have direct, personal experiences of recent hostilities, and their schools will need to exercise sensitivity and discretion in teaching this topic. It is helpful if the children have considered other types of anniversaries and/or commemorations and used historical sources such as artefacts and photographs to ask and answer questions about the past. Although this focuses on Remembrance day the unit can be easily adapted to fit for VE day 1: Memories • To find out why people wear poppies at this time of year. • Explain why we wear poppies for Remembrance. Leave a review

In this unit, children explore an event that has been commemorated annually for over a 100 years. Children investigate the origins of Remembrance Day and how its significance has grown to incorporate conflicts up to the present day. Children who belong to service or refugee families may have direct, personal experiences of recent hostilities, and their schools will need to exercise sensitivity and discretion in teaching this topic. It is helpful if the children have considered other types of anniversaries and/or commemorations and used historical sources such as artefacts and photographs to ask and answer questions about the past. Although this focuses on Remembrance day the unit can be easily adapted to fit for VE day 1: Memories • To find out why people wear poppies at this time of year. • Explain why we wear poppies for Remembrance. Lesson 2: Remembrance Day • To discover what happens on Remembrance Day. • Understand what happens on Remembrance Day and why we commemorate it. Lesson 3: War memorials• To investigate the war memorial in our area. • To understand why we have war memorials. Lesson 4: Display• To create a Remembrance Day display. • Explain the importance of Remembrance Day. Leave a review

As the story has a repetitive structure, it should be accessible to children who are secure at Letters and Sounds Phase 4 and familiar with some aspects of Phase 5. The following vowel digraphs and trigraphs are included and could be revisited as part of your phonics sessions: Phase 3: ‘oa’, ‘ai’, ‘oo’, ‘ur’, ‘ar’, ‘er’, ‘igh’, ‘air’ Phase 5: ‘a-e’, ‘ay’, ‘ie’, ‘i-e’, ‘ea’, ‘ou’ 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 Leave a review

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 Leave a review

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, childcentred themes, and providing comprehensive coverage of the different aspects of the Early Learning Goals The topic covers; ■ Estimating numbers of objects and checking by counting up to 10; ■ Who can count higher? ■ Find a total by counting on and counting back; ■ Simple addition and subtraction The unit: How High Can you Count includes: Activity Ideas (both indoor and outdoor) Worksheets Hints for Home Assessment -Pupil Profile Progression for KS1 Suggestions for additional resources Key vocabularly Leave a review

1 lesson with resources, flipbook and worksheet Lesson: Shadow-Land Learning objectives Children should learn: • that light travels in straight lines • that shadows are cast by objects which obstruct light • that the Sun casts shadows which change as each day progresses Learning outcomes Children will be able to: • explain what causes shadows • explain why shadows cast by sunlight move and change shape and size during a day Task:The activity sheet has the cut-out parts for making a sundial. The children can mark on the dial the position of the shadow cast by the raised part at different times on the next sunny day. It will work better if you stick the sundial onto a card base

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. Leave a review

2 Full lessons includes lesson plans, worksheets and visual aids. 1st Lesson: Learning objectives Children should learn: • that the Earth is approximately spherical • that it can be difficult to collect evidence to test ideas and that evidence may be indirect Learning outcomes Children will be able to: • recognise that the Earth is approximately spherical • describe some indirect evidence to support the idea that the Earth is spherical The task: the children to use different coloured pens to outline/underline the various factors that are listed below (these will need to be written on a board). • Factual information • Evidence that supports the theory that the Earth is spherical • Opinion of the author 2nd Lesson: Learning objectives Children should learn: • that the Moon takes approximately 28 days to orbit the Earth • that the different appearance of the Moon over 28 days provides evidence for a 28 day cycle Learning outcomes Children will be able to: • explain that the pattern and timescale of the changes in the Moon’s appearance over 28 days is evidence that the Moon orbits the Earth once every 28 days The task: Ask the children to cut out and arrange the pictures and names of the phases of the Moon in the correct sequence around a representation of the Earth. This will show how the appearance of the Moon changes over the course of its orbit. Leave a review

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? Leave a review

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. Leave a review

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? Leave a review