Learn all about the number 2. This activity introduces pupils to the number 2. Pupils follow a character through a story where she finds two of every item. Pupils then learn how to correctly form the number 2, and learn to recognise the number among other symbols through a series of games and activities. Learning objectives: to use mathematical language in the correct context, to begin to recognise numbers and to begin to match numbers to sight and sound.

Pupils follow a character through a story where she finds one of every item. Pupils then learn how to correctly form the number 1, and learn to recognise the number among other symbols through a series of games and activities. Learning objectives: • to use mathematical language in the correct context • to begin to recognise numbers • to begin to match numbers to sight and sound

PowerPoint presentation ‘Making a Swing’, with accompanying teachers’ notes and worksheets. Supports pupils to understand how things work and why, design a model, Join materials using a different methods and evaluate work.

This lesson contains activities designed to illustrate to pupils the main features of wheels and axles and how to make a simple vehicle. The first activity shows the effects of placing axles off centre. The second shows how two axles and a chassis can make a moving vehicle.

The first activity shows a completed hand puppet that teachers can discuss and disassemble on the whiteboard and then reassemble with input from the pupils. The second activity involves a virtual needle game where teachers or pupils have to sew online! The second screen allows pupils to create patterns using the stitching technique and choose different coloured threads. When using the resources teachers should introduce and discuss the following words and concepts: template, fabric, sewing, needle, running stitch, puppet, seam, stitch and thread.

The two activities in this lesson are designed to illustrate to pupils the main features of structures using sheet materials. The first activity shows the names of the main parts of a model house. The second enables teachers to show pupils how to join sheet materials simply. Teachers should introduce, explain and discuss the following words and concepts with pupils: door, window, floor, chimney, wall, stairs and roof. Both activities show a complete model first and teachers should discuss with pupils how to disassemble and then reassemble the product.

This activity introduces the class to the idea that shapes can be used to draw pictures of everyday objects. Pupils firstly look at a shape picture and discuss the shapes they can see. They are then able to create their own shape picture using a variety of shapes provided on the screen (eg a house, people, animals). Pupils can then use a fill tool to colour their pictures before printing. Practical activities using the idea of shapes in pictures are suggested for individual or group work.

Introduce the phonics S,A,T,I,P,N with the aim of learning the letter sounds, letter formations and identifying the sounds in words.

My Square Mile was initiated by the Design Commission for Wales to encourage the use of the local built environment as an educational resource. It explores relationships between buildings, space and people to develop design awareness. It helps children understand how the environment is shaped and managed. It celebrates local distinctiveness and local identity. It nurtures emotional attachments and belonging-a sense of place. It raises issues about what the environment might be like in the future.

By using this resource pack pupils will: learn that actions produce particular outcomes, respond to feedback from the computer, improve accuracy, speed of reactions and hand-eye coordination, improve their use of the mouse and use the computer to explore real-life and imaginary situations.

This activity introduces the form of art known as 'cubism' to the class. It firstly shows how artists can use shapes to make abstract portraits or 'funny faces.' Pupils look at a picture of a face painted in the cubist style and discuss shapes used, position of facial features and colours chosen. They then have an opportunity to make their own cubist face by following the on-screen instructions which add abstract facial features one at a time to their portrait. Pupils then have the opportunity of choosing a colour scheme for their picture and are able to print it.

This is a colour-mixing activity. It shows pupils what happens when they mix the primary colours red, yellow and blue. Pupils drag and drop colours into a colour-mixing machine that mixes the colours and makes the appropriate secondary colour. Pupils learn the basic colour theory and the terminology 'primary' and 'secondary' colours. They then apply their knowledge to a simple colouring-in exercise where they have a palette of primary colours that they use to make the secondary colours. Follow-up activities using paints have been suggested for pupils to explore colour mixing first hand.

An art activity that teaches the children to sort colours into hot or cold categories.

Using nursery rhymes to develop reading for meaning aims to familiarise young children with nursery rhyme scenes and characters. The screens are designed to encourage speaking and listening skills through listening to commentaries and contributing orally to class or group discussion. The activities are suitable for whole class or small group use. Teacher guidance will be of fundamental importance in ensuring that pupils develop their speaking and listening skills effectively when using the resource.

Learn some nursey rhymes. Pupils listen to and sing along with some popular nursery rhymes - Twinkle, Twinkle Little Star, The Grand Old Duke of York and Baa, Baa Black Sheep. They then complete activities based on the characters and events of the nursery rhymes they have heard.

Teaches children the names of colours through a story. The teacher reads through a story about Cerys the cat, who is trying to buy a hat to match her red coat. She tries on blue, green and yellow hats before finding a red one. Pupils have the opportunity to interact with the story by saying if they think each hat matches the coat. They then sequence the beginning, middle and end of the story by putting pictures in the right order. Pupils test their colour-matching skills by dressing Cerys in matching coats and hats.

This introduces pupils to times of the day during a school day, including meal times. Pupils follow a short story about a boy called Gwyn as he goes through his daily routine. They have the opportunity to sequence three events of his day and his meal times pictorially and then follow this up in the form of cut-and-stick worksheets. Vocabulary introduced includes: breakfast time, lunch time, tea time, morning, afternoon, evening, night. Desirable outcomes: to begin to understand the idea of time and to sequence correctly.

A term’s lesson plans that includes photograph resources worksheets and interactive white-board activities for Early Years and for Key Stage 1. Activities that support children in comparing and contrasting places and features beyond their local area ,namely Wales and Lesotho. Both units of work address several elements of the Global Dimension themes and Foundation Phase Learning Aims.

Identifying animals that live in the zoo helps to develop pupils' understanding of what a zoo is and what animals can be found at a zoo. Some activities will develop and reinforce mathematical knowledge and vocabulary. Pupils will have opportunities to sort and classify. The final screen teaches pupils the rhyme Young Macpherson had a zoo, which is sung to the tune of Old MacDonald. A number of worksheets are also provided to reinforce the whiteboard activities.

This lesson explores the features of written instructions including the use of time words to help indicate an order and the use of action words. Pupils have the chance to follow instructions and develop their own. The lesson could be used during a unit of work on writing, especially one that explores writing for purpose. Use of the whiteboard tools (eg pen, highlighter) would also enable the teacher to address other associated word-level work.