Hi, I am Lizzie a primary teacher with 10+ years of experience. I love teaching but the thing I hate is that Sunday becomes a work day. I believe that all teachers deserve to rest on Sunday. For the benefit of themselves and their students. Hence the creation of Teachers Love Sundaes.
The resources I create can be picked up and taught straight from. All lessons include key vocabulary, rewind , active learning throughout, problem solving generated learning , stem sentences and so much more !
Hi, I am Lizzie a primary teacher with 10+ years of experience. I love teaching but the thing I hate is that Sunday becomes a work day. I believe that all teachers deserve to rest on Sunday. For the benefit of themselves and their students. Hence the creation of Teachers Love Sundaes.
The resources I create can be picked up and taught straight from. All lessons include key vocabulary, rewind , active learning throughout, problem solving generated learning , stem sentences and so much more !
Thankyou for looking at my resources.
This bundle contains six comprehensive lessons which can be picked up and taught from. All lessons are all fully editable to ensure you can edit to meet your children’s needs.
Lesson 1 to know different animals have different types of offspring.
Lesson 2 to name, order and compare stages of the human life cycle.
Lesson 3 to find out how animals change as they grow into adults.
Lesson 4 to describe what animals including humans need to survive.
Lesson 5 to identify the effects of exercise on the human body.
Lesson 6 to investigate the importance of healthy eating and hygiene.
Lesson 1 - In this lesson children will start by completing a number of tasks which remind them of their prior learning from year 1. This will provide an opportunity for the teacher to make a quick assessment of any learning which needs recapping on. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning.
Children will start by thinking abut humans. To avoid misconceptions children are guided to think how they have changed since being a child/ will change as well as differences between themselves and other children. It will be established that although there are many differences humans look like humans.
This will lead into children making a prediction about all animals looking like their offspring.
Children will investigate this independently by matching offspring to their adult.
Lesson 2 - In this lesson children will play a child friendly version of two truths one lie. Children will be informed that Ms Cheeky has changed one of three scientific facts and they have to identify which one is the not fact. This will provide an opportunity for the teacher to make a quick assessment of any learning which needs recapping on. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning.
Children will link their prior learning on offspring by thinking how a baby develops from a baby to an adult. Children will start this by looking at humans as an example of offspring that look like their adult . Children will then move onto looking at a frog. Children will have it highlighted that in future learning that this is called metamorphosis. Children will not needed to remember this to complete their learning.
Once learning about the frog’s lifecycle and given opportunity to consolidate this learning. Children will create their own frog lifecycle.
Lesson 3 - In this lesson children will start by playing a child friendly version of two truths and a lie. Ms Messy has change one of our science facts which is the not true fact? This will ensure that quick assessments can be made of what children have already learnt and identify any gaps that need revisiting. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning.
Children will start by recapping on what life cycles are and label the life cycle of a frog. Children will then complete a number of tasks to help them understand that there are things that they can do now because they are no longer a baby. They will also develop an understanding that there is things they still need to develop to become an adult.
Children will complete the first task
Task 1 - They will name and order the human life stages.
Children will then start to identify when specific things occur for most people during the life cycle.
Task 2 - Children will then identify when things usually start/happen in the life cycle.
Lesson 4 - In this lesson children will start by completing a number of tasks which remind them of their prior learning from year 1 and throughout this unit. This will provide an opportunity for the teacher to make a quick assessment of any learning which needs recapping on. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning.
Children will start with a reasoning partner task (stem sentence provided to promote oracy) This task will involve children identifying which things all animals need to survive.
This will lead into a discussion about the different ways animals meet these needs.
Children will complete independent application task 1.
Children will then focus on dogs. Children will learn about how dogs which will move onto children creating a poster about caring for dogs.
Lesson 5 - In this lesson children will start by completing a number of tasks which remind them of their prior learning from year 1 and throughout this unit. This will provide an opportunity for the teacher to make a quick assessment of any learning which needs recapping on. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning.
After being shown a definition of exercise children will discuss why they think exercise is important. The teacher will discuss the importance with links provided to prior learning such as to help grow into a healthy adult as well as a brief fast forward to future learning about the types of exercise.
Throughout this lesson children will be guided through a full science experiment. Some parts children will independently complete such as the prediction, other parts the teacher will simply show such as the method where as other parts such as the conducting of the experiment will be completed whole class.
The parts of the experiment are explicitly taught for instance children have the concept of prediction explained to them.
In the experiment children will be looking at which exercises raise their heart rate. In the powerpoint each activity has a timer, a discussion and a rest.
Children will discuss with a partner their results and then write these results up.
Lesson 6 -This is the final lesson in a sequence. The lesson can be taught independently without the need for the further lessons or the previous lesson. This lesson can be picked up and taught straight from however this is fully editable.
In this lesson children will start by completing a task which will remind them of their prior learning from year 1 and this unit . This will provide an opportunity for the teacher to make a quick assessment of any learning which needs recapping on. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning.
Children will start by completing a reasoning activity where they will choose which is the healthiest lunch. This includes a stem sentence to support children’s oracy. This will lead into a discussion on what is meant by a balanced diet.
Children will look at the Eatwell guide and discuss why each part is important. Children will sort foods into the correct place.
The lesson will then move onto looking at hygiene. The whole class will take part in a demonstration of how germs spread using glitter.
Children will then learn about germs and hygiene. Children will discuss how we can be hygienic and why it is important.
Children will complete a second independent task where they will create a poster about hygiene.
Every lesson :
Helping hands are provided for children who need additional support as well as a chilli challenges for both independent tasks.
The chilli challenge should be provided to all learners the ’ differentiation ’ is based on how children complete the task.
Vocabulary is explicitly taught and actively reinforced throughout lessons and in subsequent lessons.
Rewind buttons are used to remind child of prior learning, provide in lesson informal assessment opportunities for teachers and put prior learning at the forefront of children‘s mind as they attain new learning.
Fastforward buttons are used to signpost children to future learning.
Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thankyou for looking at my resource.
Resources included
Powerpoint presentation
Resources including chilli challenge and helping hands.
This is the final lesson in a sequence. The lesson can be taught independently without the need for the further lessons or the previous lesson. This lesson can be picked up and taught straight from however this is fully editable.
In this lesson children will start by completing a task which will remind them of their prior learning from year 1 and this unit . This will provide an opportunity for the teacher to make a quick assessment of any learning which needs recapping on. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning.
Children will start by completing a reasoning activity where they will choose which is the healthiest lunch. This includes a stem sentence to support children’s oracy. This will lead into a discussion on what is meant by a balanced diet.
Children will look at the Eatwell guide and discuss why each part is important. Children will sort foods into the correct place.
The lesson will then move onto looking at hygiene. The whole class will take part in a demonstration of how germs spread using glitter.
Children will then learn about germs and hygiene. Children will discuss how we can be hygienic and why it is important.
Children will complete a second independent task where they will create a poster about hygiene.
Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks.
The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task.
Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thankyou for looking at my resource.
Included
Powerpoint
Independent application resources for all children including challenges and helping hands specific.
This is the fifth lesson in a sequence. The lesson can be taught independently without the need for the further lessons or the previous lesson. This lesson can be picked up and taught straight from however this is fully editable.
In this lesson children will start by completing a number of tasks which remind them of their prior learning from year 1 and throughout this unit. This will provide an opportunity for the teacher to make a quick assessment of any learning which needs recapping on. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning.
After being shown a definition of exercise children will discuss why they think exercise is important. The teacher will discuss the importance with links provided to prior learning such as to help grow into a healthy adult as well as a brief fast forward to future learning about the types of exercise.
Throughout this lesson children will be guided through a full science experiment. Some parts children will independently complete such as the prediction, other parts the teacher will simply show such as the method where as other parts such as the conducting of the experiment will be completed whole class.
The parts of the experiment are explicitly taught for instance children have the concept of prediction explained to them.
In the experiment children will be looking at which exercises raise their heart rate. In the powerpoint each activity has a timer, a discussion and a rest.
Children will discuss with a partner their results and then write these results up.
Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks.
The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task.
Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thankyou for looking at my resource.
Included
Powerpoint - 20+ slides.
Independent application resources for all children including challenges and helping hands specific.
This is the fourth lesson in a sequence. The lesson can be taught independently without the need for the further lessons or the previous lesson. This lesson can be picked up and taught straight from however this is fully editable.
In this lesson children will start by completing a number of tasks which remind them of their prior learning from year 1 and throughout this unit. This will provide an opportunity for the teacher to make a quick assessment of any learning which needs recapping on. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning.
Children will start with a reasoning partner task (stem sentence provided to promote oracy) This task will involve children identifying which things all animals need to survive.
This will lead into a discussion about the different ways animals meet these needs.
Children will complete independent application task 1.
Children will then focus on dogs. Children will learn about how dogs which will move onto children creating a poster about caring for dogs.
Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks.
The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task.
Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thankyou for looking at my resource.
This is the third lesson in a sequence. The lesson can be taught independently without the need for the further lessons or the previous lesson. This lesson can be picked up and taught straight from however this is fully editable.
In this lesson children will start by playing a child friendly version of two truths and a lie. Ms Messy has change one of our science facts which is the not true fact? This will ensure that quick assessments can be made of what children have already learnt and identify any gaps that need revisiting. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning.
Children will start by recapping on what life cycles are and label the life cycle of a frog. Children will then complete a number of tasks to help them understand that there are things that they can do now because they are no longer a baby. They will also develop an understanding that there is things they still need to develop to become an adult.
Children will complete the first task
Task 1 - They will name and order the human life stages.
Children will then start to identify when specific things occur for most people during the life cycle.
Task 2 - Children will then identify when things usually start/happen in the life cycle.
Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks.
The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task.
Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thankyou for looking at my resource.
This is the second lesson in a sequence. The lesson can be taught independently without the need for the further lessons or the previous lesson. This lesson can be picked up and taught straight from however this is fully editable.
In this lesson children will play a child friendly version of two truths one lie. Children will be informed that Ms Cheeky has changed one of three scientific facts and they have to identify which one is the not fact. This will provide an opportunity for the teacher to make a quick assessment of any learning which needs recapping on. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning.
Children will link their prior learning on offspring by thinking how a baby develops from a baby to an adult. Children will start this by looking at humans as an example of offspring that look like their adult . Children will then move onto looking at a frog. Children will have it highlighted that in future learning that this is called metamorphosis. Children will not needed to remember this to complete their learning.
Once learning about the frog’s lifecycle and given opportunity to consolidate this learning. Children will create their own frog lifecycle.
Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks.
The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task.
Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thankyou for looking at my resource.
This is the first lesson in a sequence. The lesson can be taught independently without the need for the further lessons or the previous lesson. This lesson can be picked up and taught straight from however this is fully editable.
In this lesson children will start by completing a number of tasks which remind them of their prior learning from year 1. This will provide an opportunity for the teacher to make a quick assessment of any learning which needs recapping on. This will also ensure that prior learning is at the forefront of children’s mind to make sense of their new learning.
Children will start by thinking abut humans. To avoid misconceptions children are guided to think how they have changed since being a child/ will change as well as differences between themselves and other children. It will be established that although there are many differences humans look like humans.
This will lead into children making a prediction about all animals looking like their offspring.
Children will investigate this independently by matching offspring to their adult.
Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks.
The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task.
Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thankyou for looking at my resource.
This unit contains 4 lessons and an assessment task.
Children will be designing a playpark using their prior learning from year 1 as well as acquiring new knowledge throughout this unit. At the end of this sequence children will design their playpark and answer questions to demonstrate their understanding.
Lesson 1 - To identify uses of different everyday materials.
Lesson 2 - To identify and compare the suitability of a variety of everyday materials.
Lesson 3 - To explain how the shapes of objects made from some materials can be changed.
Lesson 4 -To explain the process of recycling.
Lesson 5 - Assessment task - Designing and answering questions.
Helping hands will be provided for children who need additional support as well as a chilli challenge.
Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thankyou for looking at my resource.
This is an informal assessment task that will demonstrate children’s understanding of the year 2 science unit Uses of everyday materials. This lesson is part of a sequence but can be used isolated.
Children will be designing a new play park. They will complete a number of tasks to ensure they have remembered their prior learning from year 1 and their previous lesson on material uses. This will also ensure that this prior learning is at the forefront of their thinking ready to apply for their new learning.
Children will design a playpark and then answer a number of questions about their choices such as how does their choice of material reduce harm to the environment.
Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thankyou for looking at my resource.
This is the fourth lesson in a sequence . The lesson can be taught independently without the need for the further lessons or the previous lesson. This lesson can be picked up and taught straight from however this is fully editable.
Children will be designing a new play park. They will complete a number of tasks to ensure they have remembered their prior learning from year 1 and their previous lesson on material uses. This will also ensure that this prior learning is at the forefront of their thinking ready to apply for their new learning.
Children will discuss what will happen to the old play park. This will lead onto children learning about landfill. Children will think of ideas to stop the play park going into landfill. Leading on from this the teacher will introduce children to recycling and their experiences of recycling. The example of plastic will be given to show the process of recycling. Children will create a comic strip showing the process of recycling plastic.
Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks.
The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task.
Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thankyou for looking at my resource.
This is the third lesson in a sequence . The lesson can be taught independently without the need for the further lessons or the previous lesson. This lesson can be picked up and taught straight from however this is fully editable.
Children will be designing a new play park. They will complete a number of tasks to ensure they have remembered their prior learning from year 1 and their previous lesson on material uses. This will also ensure that this prior learning is at the forefront of their thinking ready to apply for their new learning.
Children will discuss how easy it is to change the shape of wood. Children will be given a brief fastforward of how wood is changed to emphasis that it is complicated. This will lead into a discussion about what objects made from different materials can be easily changed shape.
Children will be shown four ways that objects shape can be changed - twist,stretch, squash and bend. This will be explicitly explained and modelled to children.
Children will move onto testing these four types of changing an objects shape.
Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks.
The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task.
Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thankyou for looking at my resource.
This is the second lesson in a sequence . The lesson can be taught independently without the need for the further lessons or the previous lesson. This lesson can be picked up and taught straight from however this is fully editable.
Children will be designing a new play park. They will complete a number of tasks to ensure they have remembered their prior learning from year 1 and their previous lesson on material uses. This will also ensure that this prior learning is at the forefront of their thinking ready to apply for their new learning.
Children will discuss with a partner whether paper would be a ‘good’ material for a slide. This will lead into the introduction of the concept of suitability.
The first task children will complete will involve identifying all materials that would be suitable for an object. Children will build up to completing an independent task.
Children will return as a class to look at how the object’s exact use can change which material is most suitable. Children will look at a number of scenarios and discuss which material would be most suitable.
Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks.
The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task.
Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thankyou for looking at my resource.
This is the first lesson in a sequence. The lesson can be taught independently without the need for the further lessons. This lesson can be picked up and taught straight from however this is fully editable.
Children will be designing a new play park. Children will be shown two play parks and will think about which park they would rather play at. Children will be provided with a stem sentence to improve oracy.
Using the play park children will complete a number of tasks to ensure children have remembered their prior learning from year 1 and that it is at the forefront of their thinking ready to apply for their new learning.
Children will identify the materials used at the play park, differentiate between the object and the material and finally think about why certain materials have been used at the playpark based on their properties.
Children will move on to identifying the uses of different materials throughout the school.
Helping hands will be provided for children who need additional support as well as a chilli challenge.
Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thankyou for looking at my resource. Each lesson includes a powerpoint and accompanying resources. The lessons can be picked up and taught from however provide the freedom to edit based on individual needs.
Lesson 1
Children will be working to help Zack the Zookeeper.
Children will start the lesson by recapping on their prior learning via a game of which is an animal out of two choices. Children will then be taught a definition of animal. This will be applied to a number of tasks to ensure the meaning is embedded.
Children will be introduced to Zack the Zookeeper. All lessons are based on learning generated from problem solving. Children will learn that Zack has done a number of things wrong but the issue is the task doesn’t name the animals e.g giving dog food to the animals.
Children will be shown a number of animals grouped into the 5 main animal groups. This will support learning in the next lesson where children will be defining the five main animal groups.
Lesson 2
In this lesson children will recap on their prior knowledge by playing spot the difference. This will encourage children to recall animal names and groups.
Children will then be reminded of the five different animal groups.
Children will be working with Zack the zookeeper who will think that all amphibians are the same. Using whole class investigation children will identify what is the same and what is different.
Children will build up to independently comparing similarities and differences between animal groups and at the end of the lesson will be provided with definitions of the main groups.
Lesson 3
In this lesson children will recap on their prior knowledge by recapping on the definition of animal and matching the animal group to the description.
Children will reflect on what animals need to survive which will lead into being informed that Zack the zookeeper thinks that all animals eat the same thing. Children will discuss whether they agree or disagree with this.
Children will be shown a number of animals diets and will reflect whether it is possible to remember all of the individual diets of the over 1.2 million animals that exist.
Children will be introduced to carnivore, herbivore and omnivore as well a small task to ensure that children understand what is meant by meat and plant type foods.
Further to this a discussion will be had about humans and those that follow a vegan/vegetarian/other diet.
Children will build up to independently identifying whether an animal is carnivore,herbivore or omnivore based on their diet.
Lesson 4
Children will start the lesson recapping on their prior learning in the unit through a variety of parter and whole class quick tasks.
Children will be given a number of choices through a discussion of would you rather?
Children will look at how the choices relate to the senses. They will be provided with a clear definition of senses and consolidate this by identifying which sense was most important in their choices.
Children will look at Zack the Zookeeper and a map of the zoo and identify how Zack experiences the zoo through his senses.
Lesson 5
The lesson will start with children recapping on prior learning.
Children will label parts of Zack the Zookeepers body with their partner. This will lead onto a discussion about what parts of the body are there for. Children will reflect on Zack’s view that he only needs his arms and hands for the zoo.
As a class children will discuss different body parts and what their uses are.
Helping hands will be provided for children who need additional support as well as a chilli challenge.
Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thankyou for looking at my resource. These resources are designed that they can be picked up and taught from however allow full user edits.
The lesson will start with children recapping on prior learning.
Children will label parts of Zack the Zookeepers body with their partner. This will lead onto a discussion about what parts of the body are there for. Children will reflect on Zack’s view that he only needs his arms and hands for the zoo.
As a class children will discuss different body parts and what there uses are.
Helping hands will be provided for children who need additional support as well as a chilli challenge.
Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thankyou for looking at my resouce.
Children will start the lesson recapping on their prior learning in the unit through a variety of parter and whole class quick tasks.
Children will be given a number of choices through a discussion of would you rather?
Children will look at how the choices relate to the senses. They will be provided with a clear definition of senses and consolidate this by identifying which sense was most important in their choices.
Children will look at Zack the Zookeeper and a map of the zoo and identify how Zack experiences the zoo through his senses.
Helping hands will be provided for children who need additional support as well as a chilli challenge.
Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thankyou for looking at my resource.
This resource includes :
25 questions per check. I would recommend giving children 3 minutes to complete which is roughly in line with the year 4 times tables check whilst giving time for writing.
There are three sets of 7 assessments.
Year 2 - 2,5 and 10
Year 3 - 2,3,4,5, 6,8 and 10
Year 4 onwards - All times tables including 12
Pre autumn term
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Thank you for looking at my resource.
In this lesson children will recap on their prior knowledge by recapping on the definition of animal and matching the animal group to the description.
Children will reflect on what animals need to survive which will lead into being informed that Zack the zookeeper thinks that all animals eat the same thing. Children will discuss whether they agree or disagree with this.
Children will be shown a number of animals diets and will reflect whether it is possible to remember all of the individual diets of the over 1.2 million animals that exist.
Children will be introduced to carnivore, herbivore and omnivore as well a small task to ensure that children understand what is meant by meat and plant type foods.
Further to this a discussion will be had about humans and those that follow a vegan/vegetarian/other diet.
Children will build up to independently identifying whether an animal is carnivore,herbivore or omnivore based on their diet.
Helping hands will be provided for children who need additional support as well as a chilli challenge.
Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.
Powerpoint guide
Green slides - Partner tasks , class discussion etc
Red slides - Teacher led tasks
Blue slides - Reflection time
Yellow slides - independent application
Thankyou for looking at my resource.
I have created 20 Christmas themed morning starter tasks.
The tasks are designed to be completed independently and are purposely open ended to support and challenge all learners.
Thankyou for looking at my resource.
In this lesson children will not only be writing prepositions but also developing a clear understanding of what exactly a preposition is.
Children will start with a warm up task identifying the nouns in a festive picture. Children will then play a where’s wally style game with a snowman which will lead on to children spotting that the commonality of prepositions.
Prepositions will be defined however a child friendly version will be established.
Children will identify the two nouns relating to the snowman and then identify the preposition. Children will do this a number of times to establish their understanding.
Children will move on to independently writing the preposition for various items on a snowman.
Helping hands - Children will choose the appropriate preposition.
Chilli Challenge - Children will make a snowman and write instructions containing a preposition to instruct a friend how to make theirs.
