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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 !

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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 !

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Year 2 To identify uses of different everyday materials Design a play park
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Year 2 To identify uses of different everyday materials Design a play park

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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
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Year 1 animals including humans whole unit Zack the zookeeper
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Year 1 animals including humans whole unit Zack the zookeeper

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5 Resources
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
To name, identify and label the parts of the human body. Zack the zookeeper.
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To name, identify and label the parts of the human body. Zack the zookeeper.

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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
To name the five senses Zack The Zookeeper
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To name the five senses Zack The Zookeeper

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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
Whole School Half Termly Times Tables Checks
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Whole School Half Termly Times Tables Checks

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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
To identify , name and sort animals that are herbivores, carnivores and omnivores.
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To identify , name and sort animals that are herbivores, carnivores and omnivores.

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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
Christmas prepositions with Snow Snowman.
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Christmas prepositions with Snow Snowman.

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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 wheres 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.
MINE MINE MINE !!!! Apostrophes for possession
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MINE MINE MINE !!!! Apostrophes for possession

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Thankyou for looking at my resource. The lesson starts with a noun warm up which will lead into introducing apostrophes for possession. Children will introduced to apostrophes for possession through seagulls.This lesson will work through common misconceptions to ensure children have a clear understanding of when to use apostrophes for possession. Children will complete two tasks. The first will be identifying correct and incorrect application and the second will see children writing short sentences using apostrophe for possessions. 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 maximize 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 Yellow slides - Independent application
To understand and use the prefix un - Un the character
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To understand and use the prefix un - Un the character

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Thankyou for looking at my resource. This lesson starts with a adverb/verb warm up task. Children will be shown and before and after of ‘un’ arriving. Children will be taught what a prefix is and what un does. Children will sort through words which can have the prefix un applied which will lead to the first independent task. The concept will then be further investigated as children explore the difference between words with the prefix un and words that simply start with un. 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 Yellow - Independent application
Christmas adverbs and verbs - Christmas Elf
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Christmas adverbs and verbs - Christmas Elf

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Thankyou for looking at my resource. This lesson focuses on adverbs and verbs. Children will be introduced to the elf. Children will start with a warm up rewind task where they will describe the elf. Children will think about their own experiences with an elf and what mischief they think an elf might get up to. Through careful well thought out small steps children will learn about verbs and adverbs and use these to describe what the elf gets up to. Children will create a comic strip of what the elf gets up to. Children will have access to a word bank. 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 Yelliow slides - Independent application
Five Little Monkeys Story - Turning a nursery rhyme into a story
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Five Little Monkeys Story - Turning a nursery rhyme into a story

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Thankyou for looking at my resource. Included are individual lesson resources and a detailed powerpoint. This five lesson sequence will see children converting the rhyme Five Little Monkeys into a story. Lesson 1 - Children will learn about the structure of a story and together place five little monkeys into this. Children will go onto create a comic strip. Lesson 2 - Children will focus on the introduction. Through carefully built up steps children will develop a sophisticated story openers and a bank of adjectives and expanded noun phrases to describe the monkeys and their home. Lesson 3 - Children will write the introduction to their story. Lesson 4- Children will plan the rest of the story thinking about how they can expand on the events of the story. Lesson 5 - Children will write up the rest of the story. Children will be guided through each stage in a thorough powerpoint that provides a variety of carefully thought out steps. 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. Powerpoint guide Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application
Innovating / changing the story of Goldilocks. No more porridge ! KS1
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Innovating / changing the story of Goldilocks. No more porridge ! KS1

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Thankyou for looking at my resource. This lesson sequence provides a really nice assessment opportunity. Lesson 1 - Children will listen to the story of Goldilocks and then acted out the story. Children will not only reflect on the story but also will think about how we perform e.g using different voices for different characters. Lesson 2 - Children will be introduced to the idea of motive (in a very ks1 friendly manner) Children will think of ideas for what motivated Goldilocks to enter The Three Bears house. Lesson 3 - Using the story map used to support their performances in lesson one children will think about how the story will need to changed when the motive has changed. Children will be guided through adapting the story map plan. Lesson 4- Children will be writing their story. Children will be supported using a story map to write their story and will also be actively encouraged to uplevel their work. A teacher modelled example is provided for the first two parts of the plan children will discuss with a partner what techniques they can see the teacher has used. Children will then be shown the teacher explanation for their choices in their writing. Helping hands will be provided for children who need additional support as well as a chilli challenge. Powerpoint guide Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application
Gingerbread maths problem solving - Frobenius numbers / Christmas maths problem solving
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Gingerbread maths problem solving - Frobenius numbers / Christmas maths problem solving

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Thankyou for looking at my resource. This lesson isn’t explicitly a Christmas maths lesson but it works really nicely. I have taught this lesson from year 2 to year 6 as simple strategies can be applied for year 2 where as year 6s can apply far more efficent and sophisticated calculations. In this lesson children will be finding which numbers can’t be made using gingerbread bisucit tins of 6 ,9 and 20. Children will have a number of small steps to build up their understanding of the problem and strategies they can use to calculate.
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To use the past tense for regular verbs - ed, ied ,d and double consonant.
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To use the past tense for regular verbs - ed, ied ,d and double consonant.

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Thankyou for looking at my resource Children will start with a warm up game of simon says which will lead into children recapping on verbs and ensuring all children have a clear definition of them. Children will think about what they did yesterday and discuss this in partner talk. Children will be shown an example of what somebody did. yesterday but the verb tenses will be incorrect. Children will start by exploring simple past tense verbs and spot that you simply need to add ed. Children will complete a task either independently or with support of an adult helping hands. A chilli challenge is provided when they have completed the main task - the differentiation comes in how children access the task. Children will then be taught examples where you can’t simply add ed. Children will again complete an independent task. 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 Yellow slides - Independent application
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To identify and write compound words KS1
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To identify and write compound words KS1

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Thankyou for looking at my resource. Children will start the lesson with an I spy warm up. This provides a great opportunity to talk about nouns as well as getting children ready for learning. Children will move on to reflect what strategies they use to help them spell such as phonics. Children will shown a list of compound words and will discuss what is the same about them. This will lead into children learning what compound words are. Children will complete two tasks: Matching words to make compound words Identifying the words that have made the compound words. Chilli challenges will be provided to all learners - the difference will be in how children access it. Helping hands are provided for children who need some support to access the 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
KS1 Writing question sentences
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KS1 Writing question sentences

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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
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To describe and compare a variety of common animals. Zack the zookeeper.
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To describe and compare a variety of common animals. Zack the zookeeper.

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Thank you for looking at my resource. 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. Helping hands will be provided for children who need additional support as well as a chilli challenge. Powerpoint guide Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application
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To identify and name a variety of common animals - Zack the Zookeeper.
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To identify and name a variety of common animals - Zack the Zookeeper.

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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