This resource includes 1 text with activities and questions. Text title: Seaside 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: Shape 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. Sample taken from our EYFS reading text box. Leave a review

Includes: Introduction Unit resources Medium-term plan Lesson 1: Doing the right thing Lesson 2: Making choices Lesson 3: A good influence Lesson 4: Wrong choices Lesson 5: David and Goliath Lesson 6: Inner strength Lesson 7: It’s up to you This unit is intended as an introduction to thinking about ultimate truths in Key Stage 2. By beginning with ‘golden rules’, found represented in all major faiths, pupils then explore how their sense of right and wrong can change with circumstances. By using stories from different faiths and by studying the actions of believers who chose what they believed to be right over wrong when that was a hard choice for them to make, pupils are introduced to the concept of faith and behaviour being inextricably linked. The issue of ‘right and wrong’ will be discussed almost daily throughout a school child’s life! For this age group, right and wrong tends to be very cut-and-dried. These lessons are not intended to introduce the issue of ‘grey areas’ or ‘relative truth’ as children at this age have neither the spiritual, mental, moral or ethical maturity to address these issues appropriately in a classroom context. Leave a review

Includes Introduction Unit resources Medium-term plan Lesson 1: Why are there wars? Lesson 2: Why is there suffering? Lesson 3 & 4: Responses to suffering Lesson 5: Christmas Day truce Taken from our Lower Keystage 2 R.E Resource file This unit grapples with an issue of universal debate both within and between religions. In recent years, religious fanaticism has been regarded as a major contribution to war and suffering around the world. In truth, religious zeal has always been a factor in conflict on a local, national and international scale. By starting with playground problems and other contexts in which pupils’ arguments may get physical, the unit explores the problem of what is meant by a ‘justifiable’ war, looks at both religious and non-religious responses to war and suffering through the work of charities, and ends with a look at how individuals can make peace, even when whole countries are fighting each other. The length of the unit means that this is not intended to be an in-depth study, so you should see each lesson as an opportunity for pupils to develop questions, rather than be given all the answers. It will be important to address any topical issues or current events that may occur while you are teaching this unit to make the subject an uncomfortable reality for your class. Leave a review

Includes: Sheet 1: Tense – to change the tense of verbs. Sheet 2: Tense Challenge – to change the tense of verbs. Sheet 3: Tense Challenge – to keep the same tense throughout a piece of writing. Sheet 4:Tense Challenge – to change irregular verbs to the past tense. Taken from our Grammar and Creativity Year 3 book. Easy to follow and use. Leave a review

Includes: Introduction Unit resources Medium-term plan Lesson 1: Belonging to a group Lesson 2: Confirmation and believer’s baptism Lesson 3: Bar Mitzvah Lesson 4: Amrit ceremony Lesson 5: Taking responsibility Lesson 6: Initiation ceremonies About this unit This unit is intended to explore becoming an adult and discuss the themes that are addressed by different religious initiation ceremonies and their effect on people’s lives. Not all religions have specific ceremonies welcoming members into adulthood but Christianity, Judaism, Sikhism and Hinduism do. In this unit we will look at three religions: Christianity, Judaism and Sikhism, together with a non-religious view: humanism. This unit allows pupils to consider the commitment involved in deciding to become a full member of a religious community. Prior learning: This unit will build on the work completed in Year 3 on birth ceremonies. Lesson length: The lessons are designed to last approximately 60–70 minutes. Taken from our R.E Lower Keystage 2 Resource File Leave a review

Taken from our EYFS/KS1 PSHE Resources File LO: To help children understand that their choices have different consequences. Learning outcomes: To share their opinions on things that matter to them and explain their views. To recognise choices they make To take part in discussion with one other person or as a whole class To understand that choices have consequences Inclues lesson plan and resources Leave a review

Taken from our PSHE EYFS/KS1 Resource file One lesson with activities to get the children thinking about key questions. About the unit in general: The material in this unit contains ideas on how PSHE and Citizenship can be introduced in the early years. Many of the skills and values that fall within this area of the curriculum are taught throughout each day in an Early Years classroom. The qualities they encourage are illustrated on the following page. Three themes: • Fairness • Relationships • Choices have been covered in depth. Many of the qualities that are developed in PSHE and Citizenship are embraced within these particular subjects. They are fundamental to the Early Years curriculum. Timing In this unit most of the activities would take 10-15 minutes. However, some of the ideas presented are not full activities but suggestions of how to incorporate the topic into the everyday classroom Find the full unit on TES: https://www.tes.com/teaching-resource/eyfs-pshe-understanding-the-world-back-to-school-unit-of-work-6-lessons-unit-12319666 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 for Years 5 and 6 revisits the key features of recount texts. Analysing recounts drawn from a range of media, children identify common features and differences. They then go on to produce a plan, carry out interviews, collate and evaluate the information they have gathered and write an article or report. To give context to this work, it would be useful to arrange a visit from a local news reporter or a trip to a news office, if possible. The examples in these lessons are taken from ‘Beowulf’ and follow on from Fiction Unit 3. This unit could be used at any stage in Year 5. Lesson length This unit could take about three to four weeks. We have organised the unit’s content into seven lessons, each of which should take about an hour. Each lesson also has a set of extension activities for different abilities, as well as Hotspot! (Higher Order Thinking/Higher level questioning ) challenges. Lesson 1 Read all about it!• To identify the different features of a newspaper Beowulf ’s clash with Grendel – an impersonal recount • To write a recount of an event. 3 An interview with Wiglaf. • To recognise the key features of an interview use a range of open and closed questions to gather information from an eye-witness 4.‘We interrupt this programme for a newsflash…’ • To take useful notes and to ask open questions. • To explore individual’s motives through role play 5 Carefully chosen words.• To write a range of different kinds of sentences. 6 Here is the news • To organise and edit work and make improvements 7 The importance of good editing • To reflect critically on their own and other’s writing and to improve it. Leave a review

The purpose of this topic is to ensure that children can greet each other by responding and saying ¡Buenos días!, ¡Hola! and ¡Adiós! It is also to familiarise children with new sounds and to encourage them to speak and practise customs, even if they make mistakes, in order to gain confidence. Learning objectives Children learn: to say hello (distinguish between formal (¡Buenos días!) and informal (¡Hola!)) to say goodbye (¡Adiós!) greeting customs Includes: Lesson Plans and Activity Sheets Includes 5 Activities

In this first section, which contains a term’s work, the children will learn to introduce themselves in Spanish and to greet others. They will learn numbers 0–12 and some classroom objects. They will also begin to work on sounds and spellings, and use simple classroom instructions. Topic titles (6 Lessons) Greetings How are you? Introducing yourself Numbers 0–12 Classroom instructions Classroom objects Includes Lesson Plans, Subject Vocabulary and Activity Sheets

Taken from Literacy Year 1 Resource File WALT • Talk about what happened in the story. • Talk about the people in the story. 1 lesson with activity resources (does not include story) Activitiy overview: Listen to teacher’s introduction and to the story Oliver’s Vegetables and look at pictures. Answer questions, recall and order the events. Discuss Oliver’s character. This lesson is the first of six on the theme of stories about grandparents. It will be helpful if you can read other books on this subject to enrich the children’s experience and give them points for comparison. Approach the subject with sensitivity bearing in mind your children’s personal situations. Leave a review

The purpose of this topic is for children to learn vocabulary to describe the colour of items. Learning outcomes Children learn: to say the correct word for the colour in response to the question ¿De qué color es?, e.g. Es azul. to use short phrases to express personal responses and preferences: me gusta el rojo, no me gusta el amarillo. to use correct intonation to indicate they are asking a question to show they understand nouns used with colours to show they understand simple commands, e.g. ¡Buscad! to listen carefully in order to discriminate sounds and identify meaning to show they understand familiar statements to begin to show understanding of syntactic structure in languages, e.g. position of adjectives in Spanish in relation to English adjective position, e.g. un bolígrafo azul – a blue pen Resources: Includes Lesson plan and Activity Sheets

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. Learning objective Children learn: to introduce members of the family Learning outcomes Children learn: to identify correctly names for members of the family to understand and say whether or not they have brothers or sisters to respond with Se llama… when asked someone’s name to understand that el is masculine and la is feminine to role-play members of own, imaginary or famous family to copy familiar short phrases correctly to name and describe people to use visual clues to produce short phrases using mainly memorised language Includes: Lesson Plans, Vocabulary and Lesson Activities

The purpose of this topic is to ensure that the children can say what nationality they are, ask the question of others and say what language they (and others) speak. Learning objective Children learn: to describe their nationality and the languages they speak Learning outcomes Children learn: to describe their nationality and ask others the same question, for example Soy inglés/inglesa to say what languages they speak, for example Hablo inglés y español Includes: Lesson Plan and Activity Sheets

Invaders and settlers The purpose of this lesson is: to establish that the Anglo-Saxons both invaded and settled in Britain. Children should learn: • to use the terms ‘invade’ and ‘settle’; • to place the Anglo-Saxon period in a chronological framework. Class objective: • to discover the difference between invaders and settlers. Learning Outcomes Children should be able to: • use a dictionary to find the meanings of the words ‘invade’ and ‘settle’; • sort words or phrases correctly under the headings ‘invade’ and ‘settle’; • locate the Anglo-Saxon period on a time line; • discuss ideas associated with invasion and settlement. Includes Lesson Plan and Activity Sheets See full unit available on TES

The purpose of this topic is for children to say what the weather is like, using a few simple phrases. Learning objective Children learn: to describe the weather, using a few simple phrases Learning outcomes Children learn: to respond to the question ¿Qué tiempo hace? using short phrases, e.g. hace buen/mal tiempo; hace calor/frío to name and describe the weather in various places, e.g. en Alicante hace calor to write the phrases so they can describe the weather correctly Includes Lesson Plan and Activity Sheets

In this section, the children will learn to say their age and where they live. They will learn the numbers 13–21, the days of the week, some phrases about the weather and the Spanish alphabet. This is a 7 week unit of work Includes: Medium Term Plan, Individual Lesson Plans, Lesson Activities **Topic titles How old are you?** The purpose of this topic is for children to know how to say how old they are and to ask others their age 2. Where do you live? The purpose of this topic is to teach and ensure that children can respond to the question ¿Dónde vives? Children should also be able to ask others the same question and to understand the response. 3. Nationalities The purpose of this topic is to ensure that the children can say what nationality they are, ask the question of others and say what language they (and others) speak. 4. Numbers 13–21 The purpose of this topic is to ensure that children can count to 21 in Spanish 5. Days of the week 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? 6. The weather The purpose of this topic is for children to say what the weather is like, using a few simple phrases. 7. The Spanish alphabet The purpose of this topic is for children to learn the Spanish pronunciation and sounds of the alphabet that will aid accurate pronunciation and the spelling of simple words.

In this unit, children are introduced to the idea that people from other societies have been coming to settle in Britain for a long time. Children find out about what was discovered at Sutton Hoo. By investigating the finds, children learn about the work of archaeologists and about the culture and way of life of Anglo-Saxons who settled in Britain. Lesson 1 On the move The purpose of this lesson is to consider why people move away from where they were born. Lesson 2 Invaders and settlers The purpose of this lesson is: to establish that the Anglo-Saxons both invaded and settled in Britain. Lesson 3 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. Lesson 4 Archaeology The purpose of this lesson is: to develop an understanding of archaeology and archaeological evidence. Lesson 5 Sutton Hoo The purpose of this lesson is:to find out how the ship burial at Sutton Hoo was discovered and what sort of objects were found. Lesson 6 The Sutton Hoo treasure The purpose of this lesson is: look in detail at some of the Sutton Hoo finds. Lesson 7 Sutton Hoo drama The purpose of this lesson is: to consolidate learning about the Sutton Hoo ship burial. Lesson 8 Everyday Anglo-Saxon life The purpose of this lesson is: to research and record information about the everyday life of Anglo-Saxons. Lesson 9 Presenting everyday Anglo-Saxon life The purpose of this lesson is: for children to present the information they have researched about the everyday life of Anglo-Saxons. Lesson 10 Anglo-Saxon writing The purpose of this lesson is: to investigate different types of writing in Anglo-Saxon times. Lesson 11 Riddles and stories The purpose of this lesson is:to look at the Anglo-Saxon oral tradition with reference to Anglo-Saxon riddles and the Beowulf story. Lesson 12 Visit to an Anglo-Saxon site The purpose of this lesson is: to visit a location that will provide evidence of Anglo-Saxon life.*