Introducing Colourful Semantics – People in the Community from Little Learners Hub, a versatile resource designed to help children build sentences while learning about key figures in their community. Using the Colourful Semantics approach, this pack features two images per profession, showcasing real-life scenarios of important community roles such as a dentist, firefighter, teacher, police officer, and more. For each profession, children construct sentences using colour-coded prompts for: Who? (Subject) Doing? (Verb) What? (Object) Where? (Location) This resource encourages children to build awareness of community roles while enhancing their sentence structure and language skills. It’s perfect for young learners, helping them understand the world around them while expanding their vocabulary and communication abilities!

How people help us

People and communities - community EYFS PSHE lesson. A detailed, fully resourced PSHE lesson suitable for EYFS/Reception age children. This lesson has been designed for use with children in Reception, however, the PowerPoint and activities could be adapted for use with other age groups. In this lesson, the children will learn about communities and what it means to belong to one. We will discuss a range of examples including our family, class, school and local communities, as well as reflecting on the contributions we can make as individuals to make our communities better for everyone. The lesson includes a sing-along starter (to ensure a swift start to the lesson), a video link to Amy June Bates’ The Big Umbrella, an adult-led focus task, independent activities to be carried out during continuous provision, and a plenary task. Created to fit the new DfE and PSHE Association statutory 2020 /21 guidelines, the lesson includes a detailed PowerPoint, all editable with accompanying tasks and worksheets. The lesson has been left editable and is filled with engaging activities. It is designed to be ‘no prep’, so you can just pick it up and use it, although it is still adaptable should you wish to.

Belonging to a community KS1 PSHE lesson. A one-two hour long, very detailed, fully resourced PSHE lesson suitable for KS1. This lesson has been created for Year 2, however, the contents may also suit younger students in KS2 (Year 3). In this lesson, the students will be discussing what it means to belong to a community. We will look at a variety of groups that people can belong to and reflect on the way that we know we belong. We will identify the groups that we belong to, and any associated roles that we may have within these groups. In our main task, we will take a detailed look at how we can make our community welcoming and inclusive to all groups, in particular, families who are refugees. We will read Kate Milner’s story ‘My Name is Not Refugee’ and complete accompanying tasks to reflect on the message behind the story. The lesson has been left editable and is filled with engaging, well differentiated and fun activities. It is designed to be ‘no prep’, so you can just pick it up and use it, although it is still adaptable should you wish to. You can download a free example of our KS1 resources here:What is the Internet? Who are EC Resources? EC Resources are the top TES PSHE providers and are a group of teachers who work together to create easy to use, high quality and editable lessons and units of work. We have created lessons for The Children’s Commissioner, The Bank of England, MACS Charity, Tes, LikeToBe Careers, the Criminal Cases Review Commission (UK Gov) and have also completed PSHE and Citizenship commissions for schools across the UK. You can contact us at info@ecpublishing.co.uk Teaching PSHE, RE or Citizenship GCSE next year? Why not join our Citizenship and PSHE teachers Facebook group, with 8000 other teachers, for guidance, advice and resource sharing.

Introducing Who Questions – People in the Community from Little Learners Hub, a targeted resource designed to help children practice answering “who” questions using real-life images of community professions such as a dentist, firefighter, and hairdresser. In this activity, children are asked questions like “Who would you call to put out a fire?” and are prompted to: Point to the correct image of the community figure that matches the question. Verbally respond with the name of the profession, such as “firefighter.” This resource encourages both visual and verbal interaction, helping children build confidence in identifying people in the community and responding to questions. It’s an excellent tool for fostering language development and comprehension in young learners or those needing extra support.

A communication book full of sorted PECS that can be used to aid communication or as a voice. All sorted in categories for easiest use- Core Vocab, places, transport, people, animals, activities, body parts, TV and film shows, play, food, drinks, clothes, feelings, letters, numbers, colours, shapes, textures etc

Year R - Half term medium term plan - me and my community - all about me and people who help us

contains: first aid pencil fire helmet Stethoscope toothbrush tooth police badge syringe fire

Celebrate communication, inclusion, and diversity with this informative International Week of Deaf People assembly PowerPoint, designed for KS1 and KS2 pupils. Marked annually in late September, this week helps raise awareness of Deaf culture and the importance of accessible communication. This editable, child-friendly PowerPoint includes: What it means to be deaf Different ways Deaf people communicate An introduction to British Sign Language (BSL) Why this week is celebrated globally Basic BSL signs to try How to be inclusive and supportive Reflection and discussion questions Perfect for whole-school assemblies, PSHE lessons or as part of a diversity and inclusion focus. Encourages empathy, awareness, and respect.

This a lesson for KS3/4 Citizenship. Pupils initially have to make spider diagram on Doc 1 of what anti-social behaviour problems there are in society. More able students are invited to explain which are the most serious. With the diamond 9 ranking, higher ability students can use the ‘(H) Diamond 9’ sheet. They explain in the space provided why each of these examples is a problem. They can then make 3 separate arrangements (get students to sort first bullet point, then put them all back together, then sort second bullet point, then put them all back together, then sort third bullet point), of which problems: • Damage property • Make the community look unpleasant • Leave longer-term mental scars for victims (choose up to 5) Then arrange as a diamond 9 card sort. Lower ability students can use the differentiated version, and colour code these categories - some will fit into more than one category, then arrange as a diamond 9 card sort. With Doc 2, students match the people on the left hand side of the info sheet to the work that they do in the community. They should then explain how these people/groups might contribute to solving problems of anti-social behaviour. Potential answers in notes section of ppt slide 7, and can be printed to help lower-ability students. More able students are invited to explain which are the most useful people or groups.

People Who Help Us - Labelling Activity Includes disc cut outs and table sign

A set of communicative oral translation drills to practise French adjectives with bilingual word lists

**If you have previously purchased my GCSE 2016 unit 5 and 7 resources, please get in touch if you are interested in upgrading to this new version. ** In this digital product: You will find everything you need to teach Topic 9: The Environment and Where people live (third topic of Theme 3 of the new GCSE course (with AQA): Communication and the World around us.) The Presentation (approx. 190 slides, including answer slides) covers the whole topic and is composed of 4 parts: A: Where people live B: My local area C: Social and Environmental issues D: Possible solutions There are 4 folders (A, B, C and D) containing the relevant files for that part. It includes: • a range of Listening, Speaking, Reading, Writing and Translation activities • grammar points including: Revision of present, perfect, imperfect, near future and future tenses. • Revision of most elements of phonics • retrieval activities, cultural aspects and homework tasks • QR codes/ links for independent study • vocab lists (full topic list or 4 lists for the 4 parts) + link to online course • comments under the slides for notes and worksheet location • answers • audio files and transcripts • .pdf and editable versions of the worksheets (with the exception of the Puissance 4 games, which are only available as .pdfs) Activities are differentiated and exam style. The first 15 files are a preview of what is included in the .zip folder: Topic9.zip. After downloading, save the .zip file in your computer (in “documents” for example), then right-click and select “extract all” to access all the resources. For the full overview, you can check the free SOW available for download here If you have any questions or if you are interested in more resources like this one, you can check this Facebook page: @Frenchresources, where links to resources and freebies are posted regularly.

All: To understand the skills and personal attributes required for developing relationships with individuals Most: to understand the importance of effective communication in HSC This whole lesson covers P2 cirteria in Unit 5 - Meeting Individual Care Needs Includes: Engaging Powerpoint Video Worksheet - Case Study Opportunities for discussions Stretch and challenge questions

Introducing People in the Community Talk Cards with Real Images from Little Learners Hub, designed using the Blank language scheme to support children’s language development through interactive questioning. This resource features real-life images of professions such as a hairdresser, farmer, vet, dentist, teacher, and police officer. Each image is paired with 4 stages of questioning developed by Marion Blank, progressing from simple, concrete tasks like naming to more abstract tasks like justifying. The stages include: Naming Describing Re-telling Justifying This resource encourages children to engage in conversations, express their ideas, and expand their vocabulary, while providing adults with the right language to support these discussions. Perfect for fostering critical thinking and communication skills in young learners,children with special educational needs and English as an additional language learners.

Community Matters is an exciting new free resource from the Archbishop of York Youth Trust providing activities and ideas to help pupils explore why community matters and how children and young people can play their part in creating positive change, particularly as we rebuild our communities post-Covid restrictions. The KS1 resource has two packs focusing on Social Issues and Environmental Issues with a range of activities designed to ignite, inspire and empower children and young people to make community matter and explore what it means to live in the wider world, as active citizens. Each pack also contains ideas for collective worship. Each pack contains:- PowerPoint Presentation PDF document with Teacher Notes

A huge fan of the books, this activity is perfect for transition or just for a little fun. PowerPoint includes the instructions and templates.

This booklet allows students to identify themselves and their communities as well as look into their own pasts

Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - Aussie_Resources. Designed for use in 70 minute lessons. The end of term assessment for this unit was a 90 minute short response examination. A lesson designed to teach students about groups which have been marginalised in the past (LGBTQIA+) and the importance of inclusivity. It begins with a discussion of whether students have seen television show Queer Eye and why it is important for marginalised groups to have representation in the media. Following this students are introduced to groups outside of the outdated ‘gender binary’ (e.g. androgynous, gender fluid / gender queer, transgender etc.) and to theconcept of gender dysphoria / gender nonconformity. Students are to take notes and engage in discussions of visual stimulus and clips (including some from the reboot of Will and Grace.) This lesson also introduces students to the various types of sexuality (Asexual, bisexual, pansexual, homosexual and heterosexual). Teach students about the importance of respecting people’s preferred pronouns. The second part of the lesson is skills based where students are introduced to one type of question from their upcoming exam.They must make inferences about someone based on their appearance + information about occupation (job) and personal interests. We talk through an ‘I do’ where my answers have been colour coded to show where I have provided evidence / addressed different aspects of the question. Following this, students have to do their own.