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 the students they teach. Hence the creation of Teachers Love Sundaes.
The resources I create are of a very high standard. 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 the students they teach. Hence the creation of Teachers Love Sundaes.
The resources I create are of a very high standard. All lessons include key vocabulary, rewind , active learning throughout, problem solving generated learning , stem sentences and so much more !
This is the first lesson in a sequence. 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.
Independent application - Children will have 5 posters showing different animals and find an animal that starts with each letter of the alphabet.
Helping hands - Support teacher ‘expert’ group.
Chilli challenge - Children to be given an opportunity to think further about individual animals.
Powerpoint user guided
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. The purpose of this video is to show you what a typical lesson will look like. This showcases two lessons from a halloween sequence.
It shows the key components of all lessons as well as how creative learning is successfully applied to maximise learning ,whilst ensuring students don’t experience cognitive overload.
Thankyou for looking at my resource.
I have been a maths lead for 5+ years. My subject was deep dived in the inspection which took it from unsatisfactory to good. I completed a maths specialist SSIF in 2019 and have a NPQ in leading teacher development.
In this staff training the focus is variation as part of the five main ideas of mastery maths.
This resource includes an indepth powerpoint as well as a plan and relevant resources.
Thankyou for looking at my bundle of resources.
Lesson 1- To find out about toys and explain how we find out about the past.
Lesson 2 - To know about toys in the 20th Century
Lesson 3 - Comparing Victorian toys and modern day toys.
Lesson 4 - To recognise how toys have changed over time.
Throughout the lessons children will look at historical sources and discuss which sources are best for particular areas of learning.
In lesson 1 - Finding out about toys and explaining how we find out about the past.
In this lesson children will start with a physical warm up where they will show their preference to two items (one being a toy) . This will lead into a discussion about what a toy is and what children’s favourite is. Children will interview each other and proceed to write up their answers.
The teacher will then show children a toy from the past. They will generate questions to ask the toy and then discuss how we can find our answers.
lesson 2 - To know about toys in the 20th century
Children will start the lesson by reflecting on their prior learning and vocabulary.
Throughout all of their toys lessons children will be actively thinking of historical sources of information. Considering what is a good source of information and what might not be the best e.g children will think about how they aren’t a good expert group for toys from the 20th century as they weren’t alive during this era.
Todays focus of historical information will be the internet. Children will be shown a basic timeline of toys popular in the 20th century created by the teachers research from the internet. Children will then go on to do a focus research on lego. Children will be guided creating useful questions.
Children will final go onto present the facts they have learnt on a lego brick. With a chilli challenge and helping hands support to ensure all children maximise their learning.
Lesson 3 - To compare Victorian and modern day toys
In this lesson children will start with a warm up where they will think about the question - If you could make a toy what would it be? Children will rewind on their prior learning of modern day toys and 20th century toys.
Children will continue to look at historical sources of evidence. Children will look at books about the Victorians to answer four questions. This will provide a general gist of when the Victorian era was, what Victorian life was like for the rich and poor and what schooling looked like.
Children will be guided (in a ks1 manner) to make inferences about what Victorian toys might be like. Children will then learn about Victorian toys through an exploration of actual toys (pictures/videos may be needed if you can’t access Victorian toys) and then a teacher led input about the toys.
Finally, children will complete small steps which will support them to independently make simple comparisons in their independent application.
Lesson 4 - To recognise how toys have changed over time.
Today children will be introduced to a Victorian toy maker. They will start by using clues such as girl and boys toys to identify what era the toy maker came from. Using their prior knowledge on Victorian toys.
Children will continue to reflect back on prior knowledge when they learn the maker is going to travel forward to modern times. Children will reflect on times such as the 20th century.
The toy maker will then show children a toy and will explain why they think its a good toy (the toy is completely against modern times such as attitude and technology)
Children will be taught about why things have changed. MSTA - Materials, safety , technology and attitudes.
Children will write a letter to the toy maker explaining why the toy is unsuitable.
Thankyou for looking at my lesson.
Today children will be introduced to a Victorian toy maker. They will start by using clues such as girl and boys toys to identify what era the toy maker came from. Using their prior knowledge on Victorian toys.
Children will continue to reflect back on prior knowledge when they learn the maker is going to travel forward to modern times. Children will reflect on times such as the 20th century.
The toy maker will then show children a toy and will explain why they think its a good toy (the toy is completely against modern times such as attitude and technology)
Children will be taught about why things have changed. MSTA - Materials, safety , technology and attitudes.
Children will write a letter to the toy maker explaining why the toy is unsuitable.
Chilli challenge - Children will be encouraged to give a recommendation and explain why this is a better toy.
Helping hands - Children will have a scaffold to allow them to focus on the facts rather than forming sentences.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
Thankyou for looking at my resource.
In this lesson children will start with a warm up where they will think about the question - If you could make a toy what would it be? Children will rewind on their prior learning of modern day toys and 20th century toys.
Children will continue to look at historical sources of evidence. Children will look at books about the Victorians to answer four questions. This will provide a general gist of when the Victorian era was, what Victorian life was like for the rich and poor and what schooling looked like.
Children will be guided (in a ks1 manner) to make inferences about what Victorian toys might be like. Children will then learn about Victorian toys through an exploration of actual toys (pictures/videos may be needed if you can’t access Victorian toys) and then a teacher led input about the toys.
Finally, children will complete small steps which will support them to independently make simple comparisons in their independent application.
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
Children will start the lesson by reflecting on their prior learning and vocabulary.
Throughout all of their toys lessons children will be actively thinking of historical sources of information. Considering what is a good source of information and what might not be the best e.g children will think about how they aren’t a good expert group for toys from the 20th century as they weren’t alive during this era.
Todays focus of historical information will be the internet. Children will be shown a basic timeline of toys popular in the 20th century created by the teachers research from the internet. Children will then go on to do a focus research on lego. Children will be guided creating useful questions.
Children will final go onto present the facts they have learnt on a lego brick. With a chilli challenge and helping hands support to ensure all children maximise their learning.
Thankyou for looking at my resource.
All lessons start with children solving a problem that can only be solved using the LO. e.g identifying a picture through a sentence that doesn’t contain expanded adjectives so it is impossible to identify the picture.Research has shown that when children learn through problem solving and having ownership of their own learning they develop a deeper and longer lasting understanding.
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years)
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
In this lesson children will start with a physical warm up where they will show their preference to two items (one being a toy) . This will lead into a discussion about what a toy is and what children’s favourite is. Children will interview each other and proceed to write up their answers.
The teacher will then show children a toy from the past. They will generate questions to ask the toy and then discuss how we can find our answers.
Key vocabulary
Toys , past, historical evidence, historical source .
Thankyou for looking at my resource.
Powerpoint
L.O
L.O Scaffolded helping hands task
Set up to do list
Chilli Challenge
Photo space, spiel and vocabulary
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
Lesson 1 - Children to create six Halloween costume ideas and choose their favourite.
Lesson 2 - Children to use adjectives to describe their costume. Children to be challenged to use expanded adjectives to add more detail to their writing.
Lesson 3 - Children to write a description of their Halloween costume.
Thankyou for looking at my resource.
Central to the lessons within my teaching is by introducing the learning through a problem that can only be solved using the LO. e.g identifying a picture through a sentence that doesn’t contain expanded adjectives so it is impossible to identify the picture.Research has shown that when children learn through problem solving and having ownership of their own learning they develop a deeper and longer lasting understanding.
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years)
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
After their experiences with the big bad wolf, the three little pigs have set up their own building business.
Things keep going wrong in the business and they desperately need your expertise to help them.
All lessons start with children solving a problem that can only be solved using the LO. Research has shown that when children learn through problem solving and having ownership of their own learning they develop a deeper and longer lasting understanding.
Lesson 1 - Naming and identifying everyday materials.
Problem to solve - Shopping list is vague - what materials do the pigs actually need?
Lesson 2 - To know the difference between object and materials.
Problem to solve - Pigs have delivered the materials not the objects.
Lesson 3 - To describe the properties of everyday materials.
Problem to solve - Pigs are arguing over what is the best material for a chair they are building.
Lesson 4 - To investigate waterproof and absorbent
Problem to solve - The pigs have built a house with no roof. What is the best material to build a roof?
Lesson 5 - To sort materials.
Problem to solve - How to sort the items to pack for the new houses.
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years)
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
Thankyou for looking at my resource.
In this lesson children will learn that they are helping the Three Little Pigs set up a building business.
Preparation - Each table will need a set of materials and sorting hoops.
They will start by rewinding to their previous learning. Children will work through two rewind tasks with a partner.
Children will be given a problem. How are they going to sort the items into two suitcases?
Children will learn what is meant by sorting and categories. Children will start by looking at everyday categories such as colour and then build up to embedding their scientific understanding.
Children will independently identify the categories of the two suitcase.
Helping hands - Children will have the words and will fill in the gaps.
Chilli Challenge - Children will think why one material was hard to sort into two groups.
Children will then be introduced to sorting hoops. Discussing the benefits of this over sorting into two groups.
Children will move onto sorting the materials into hoops and recording how they have sorted the materials.
Helping hands - Children will work on a teacher led team.
Chilli Challenge - Children will be challenged to sort into three categories.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
Thankyou for looking at my resource.
In this lesson children will learn that they are helping the Three Little Pigs set up a building business.
Preparation - Each table will need a set of materials. The teacher will need materials during the input. Each table/partner/individual will need a plastic cup and a pipette.
They will start by rewinding to their previous learning. Children will work through two rewind tasks with a partner. They will identify the name of every materials and then identify an everyday object , its use and the materials it is made from.
Children will be given a problem. One of the pigs has made a house but they have forgotten the roof. Children will use their prior learning from the previous lesson to discuss what properties a roof needs to have. Children will then be taught about waterproof and absorbent.
Children will be introduced to the experiment they will be completing. Although children wouldn’t be completing a full science write up they will be involved and introduced to the stages of an experiment such as the method and the equipment list.
Children will start by making predictions about what materials they think will be waterproof and which they think will be absorbent. Children will be challenged to discuss how they made their decisions through conversation with their partner.
After completing their predictions children will complete the experiment which involves placing different materials on a cup and seeing how much water is left on the surface of the material.
Children will finish by reflecting on their results.
Stem sentences are used throughout to support oracy.
Helping hands - Children will be provided with a scaffold to write up their responses.
Chilli Challenge - Children will think about what further properties the waterproof materials need to be a suitable roof.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
Thankyou for looking at my resource.
In this lesson children will learn that they are helping the Three Little Pigs set up a building business.
Preparation - Each table will need a set of materials. The teacher will need materials during the input.
They will start by rewinding to their previous learning. Children will work through two rewind tasks with a partner. They will identify the name of every materials and then identify an everyday object , its use and the materials it is made from.
Children will be given a concept cartoon showing the three pigs debating which material to use to make a chair. The teacher will then bring together observations in a scientific way. Children will be introduced to seven property pairs (waterproof /absorbent have been excluded due to the next lesson having a focus on this)
Children will be introduced to prediction and will do a whole class prediction about the properties of certain materials. After children have made their predictions the teacher will model investigating the properties.
Children’s independent task.
Children will have materials on their tables. Children will create a fact file about individual materials and their properties.
Stem sentences are used throughout to support oracy.
Helping hands - A teacher supported ‘team’ will go round together finding objects.
Chilli Challenge - Children will identify objects with multiple materials.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
Thankyou for looking at my resource.
In this lesson children will learn that they are helping the Three Little Pigs set up a building business.
They will start by rewinding to their previous learning and identify the name of every materials in Three Little Pigs hardware store. Children will then learn about the mistake (scientific misconception) one of the pigs has made with Mummy Bear’s order. Children will discuss with a partner what mistake they have noticed. The teacher will then bring together observations in a scientific way by explaining that the pig delivered the materials not the objects. The teacher will define and explain the differences. Children will then do a number of examples together were they need to identify the object, the use and then the material used.
Children’s independent task.
Children will find objects around the classroom. They will draw a diagram of the object and as they did a a class identify the object, the use and then the material used.
Helping hands - A teacher supported ‘team’ will go round together finding objects.
Chilli Challenge - Children will identify objects with multiple materials.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
Thankyou for looking at my resource.
In this lesson children will learn that they are helping the Three Little Pigs set up a building business.
They will start by being shown a vague shopping list that one of the pigs has been provided with for the hardware store. Children will discuss why the list is impossible for the little pig to shop from. Children will have time to independently think and then discuss with a partner using a stem sentence to support oracy. To help embed material names and identification children will have hidden materials which will be slowly revealed. Children will guess the material again with the support of a stem sentence to support oracy.
The misconception of material vs object will be discussed to ensure children are naming the material in the independent task however this will be discussed in further detail in the next lesson.
Children’s independent task.
Each table in the classroom will be set up as a different hardware store. With varying quantities of materials. Children will need to write the store name, identify the material , name it and write the quantity.
Helping hands - A picture word bank will be provided.
Chilli Challenge - Children will discuss which store would be best to shop at based on the materials they have.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
Thankyou for looking at my resource.
Summary of learning objectives and task
Lesson 1
L.O To generate ideas for a character description
Children will design six aliens and choose their favourite.
Lesson 2
L.O To use adjectives to describe a character
Children will use their senses to write adjectives about their alien.
Lesson 3
L.O To use adjectives to describe a characters personality.
Children will write attributes to describe their alien.
Lesson 4
L.O To write a character description.
Children will write a description of their alien.
All lessons start with children solving a problem that can only be solved using the LO. e.g identifying a picture through a sentence that doesn’t contain expanded adjectives so it is impossible to identify the picture.Research has shown that when children learn through problem solving and having ownership of their own learning they develop a deeper and longer lasting understanding.
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years)
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
Thankyou for looking at my resource.
In this resource there are four lessons. Each lesson focussing on a specific type of sentence.
Lesson 1- Questions
Lesson 2 - Command
Lesson 3 - Exclamation
Lesson 4 - Statement
Indepth preview of lesson 1
In lesson one children will look at question sentences.
Children will be challenged to think why we need question sentences via the example of a new child starting in their class. Children will then be taught what a question is and using the child starting in their class will work with a partner to apply the 5 ws + 1h to questions they may ask a new student. Children will independently apply these to a similiar example in their own books where they will fill in the missing W/H. With the most able being challenged to write further questions while helping hands in the form of the teacher to be available. Children will return as a class and look at how we write a question sentence such as the punctuation. Children will be introduced to an alien who has given some answers. Children working with their partner will write the questions they think the alien was asked. Finally children will move on to independently writing the questions they think a paramedic was asked based on their answers. Helping hands scaffold and Challenge additional questions.
Every lesson involves children being encouraged to idenitfy the importance of what they are learning. This is usually through a direct problem such as following instructions where there is no verb to emphasis the importance of a verb in instructions. Research has shown that when children learn through problem solving children develop a deeper and longer lasting understanding of their learning.
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years)
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
In this bundle children will focus on the very basics of a sentence. The noun and the verb. Children will then move on to using adverbs / adverbial phrases to expand sentences.
I have used this throughout the school from year 1 all the way up to year 6 (when they need a bit of a reminder after a holiday)
Through carefully constructed small steps children will not only learn about the different parts of a sentence but also through problem solving learn the importance of these to a sentence.
Research has shown that when children learn through problem solving children develop a deeper and longer lasting understanding of their learning.
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years)
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
Thankyou for looking at my resource.
Lesson 1 - Where and when
Lesson 2 - How
In this set of lessons children will be looking at simple sentences and expanding them using when and where adverbs/adverbial phrases.
Children will look at the problem with simple sentences. For instance children will be unable to identify which picture a particular sentence belongs to and through this will learn the importance of expanding sentences using adverbs/adverbial phrases . Research has shown that when children learn through problem solving children develop a deeper and longer lasting understanding of their learning.
Children will do a variety of carefully thought out small step tasks to build up their understanding of what an adverb/adverbial phrase is and how to apply these using when,where and how.
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years)
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
Thankyou for looking at my resource.
In this lesson children will be looking at simple sentences and expanding them using when and where adverbs/adverbial phrases.
Children will look at the problem with simple sentences. For instance children will be unable to identify which picture a particular sentence belongs to and through this will learn the importance of expanding sentences using adverbs/adverbial phrases . Research has shown that when children learn through problem solving children develop a deeper and longer lasting understanding of their learning.
Children will do a variety of carefully thought out small step tasks to build up their understanding of what an adverb/adverbial phrase is and how to apply these using when and where.
Powerpoint user guide
Throughout children are encouraged to rewind on prior learning through rewind sections.
Children are also exposed to fast forward where they will see how their learning applies to future learning (be this the next lesson or in future years)
Chilli challenges encourage children to maximise their learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.
Helping hands provide children with additional supports to allow them to access the main learning.
Colour coding
Blue slides – Reflection
Green slides – Child led
Red slides – Teacher led
Orange slides - Independent application
