Lesson 1Fairness: Behaviour Lesson 2: Fairness: Sharing Lesson 3: Relationships: Relationships at school Lesson 4: Relationships: Relationships at home and in the community Lesson 5 Choices: Keeping healthy Lesson 6: Choices: Being independent The material in this unit contains ideas on how PSHE and Citizenship can be introduced in the early years. Many of the skills and values that fall within this area of the curriculum are taught throughout each day in an Early Years classroom. The qualities they encourage are illustrated on the following page. Three themes: • Fairness • Relationships • Choices have been covered in depth. Many of the qualities that are developed in PSHE and Citizenship are embraced within these particular subjects. They are fundamental to the Early Years curriculum. Timing In this unit most of the activities would take 10-15 minutes. However, some of the ideas presented are not full activities but suggestions of how to incorporate the topic into the everyday classroom. Leave a review

Taken from our EYFS/KS1 PSHE Resource File LO: To help us understand that the qualities we possess can be used to help other people. 30-45 mins Learning outcomes Children should be taught: • to take part in discussions with one other person and the whole class; • to think about themselves, learn from their experiences and recognise what they are good at; • to recognise how their behaviour affects other people; • to contribute to the life of the class and school To help us understand that the qualities we possess can be used to help other people. Leave a review

Taken from our Year 1 Literacy Resources File Includes lesson plans and differentiated resources 1- The Enormous Turnip LO: Listen to the story on tape and recall the events in order. • Understand about traditional stories and the oral tradition. • Contribute to dramatisation of the story 2- The Enormous Turnip LO:To be able to distinguish similarities and differences in different versions of the story. • To be able to suggest phrases and sentences to retell the story 3 The Anansi stories LO: To discuss the appearance, behaviour, characteristics and goals of characters. • To take part in acting scenes from the story in character, using expression and a clear voice 4 Anansi and boastful bullfrog LO: To be able to discuss the appearance, behaviour, characteristics and goals of a character. • To be able to write two or more sentences about Anansi 5 The Gingerbread Man LO: To be able to read with support and join in key phrases appropriately. • To be able to identify the main events in the story and put them in chronological order. 6 The Gingerbread Man – audio version LO: To discuss different versions of the same story. • To discuss differences between audio and written versions of a story. 7 The Gingerbread Man – the play LO: To recognise differences between playscripts and story texts and the reasons for them. • To read a playscript with appropriate expression 8 The Gingerbread Man – my story • To be able to plan a story. • To be able to write some sentences independently, using story language and phonic strategies This Unit covers ‘Traditional and fairy stories’. Before you start the lessons below, it is suggested you take 15–30 minutes each day for four or five days to read other traditional stories, including some from different cultures, to enrich the children’s experience of the genre. You could conclude these stories by asking some of the following questions: Who was the story about? Where did it take place? How did it start? What happened in the middle of the story? How did it end? What do you think the most important event was? You should also set out a display of appropriate books and tapes that the children may look at, listen to, read to themselves or borrow to share at home. Leave a review

Get the full unit on TES https://www.tes.com/teaching-resource/year-1-literacy-english-traditional-and-fairy-tales-unit-12322085 Taken from our Year 1 Literacy Resource File Includes lesson plan and all resources (including differentiated resources) as well as the story The Gingerbread Man LO: To be able to read with support and join in key phrases appropriately. • To be able to identify the main events in the story and put them in chronological order. Learning Outcomes: To have more secure knowledge of the characteristics of the genre. • Better ability to identify key incidents in the story and sequence them correctly. Leave a review

Taken from our Year 2 Literacy Resource File Lessons include 1 The Boy Who Cried Wolf • To listen and respond to the story, considering whether the action is funny or serious. • To consider story themes and morals. • To write simple and compound sentences in relation to reason 2 Predicting the ending • To read with fluency, drawing on word recognition. • To predict the story ending. 3 Role-playing the villagers • To read with fluency, drawing on word recognition. • To predict the story ending/next incident. • To present parts of stories using drama 4 The boy’s perspective • To use drama to prepare for writing. • To identify characters. • To write an ending of the story. 5 The Three Billy Goats Gruff • To consider story themes and morals. • To empathise with characters. • To write simple and compound sentences 6 Role-playing the Three Billy Goats Gruff • To prepare and retell stories. • To present the story through drama. 7–8 Retelling the story • To retell stories using pictures as prompts. • To write using simple and compound sentences, and direct speech. This unit covers four weeks and focuses on traditional stories. The unit has two alternative outcomes. Children read and compare traditional stories and then work towards their own written version of a traditional narrative. They could also create a digital text combining words, images and sounds using presentation software Leave a review

2 lessons with plans and resources Taken from our Year 5 and 6 Geography Flipbook Lesson 1: Making Waste Work Learning objectives Children should learn: • to investigate a local environmental issue • about issues associated with landfill sites Learning outcomes Children will be able to: • understand how change affects the local area • communicate opinions on landfill sites Activity: You are going to make a written proposal to ask the headteacher to give you permission to start a recycling scheme. Lesson 2: Recycling Learning objectives Children should learn: • about the types of rubbish we throw away • about the need for recycling in order to reduce rubbish Learning outcomes Children will be able to: • understand the difference between re-use and recycling • discuss what needs to be considered when setting up a recycling scheme Activity:Imagine that you are an education officer for Friends of the Earth. You are against the proposal for a new landfill site in the local area. • Design a T-shirt for children to wear in the campaign against a new landfill site. Leave a review

5 lessons with resources This non-fiction unit focuses on reading, writing, and giving oral instructions. There is emphasis on creating concise, precise instructions and on using the imperative form of verbs. This unit has close links to Fiction Unit 5 and uses the text and characters from Treasure Island as the basis for the lessons. 1 Long John Silver says… • To be able to follow instructions and to understand that instructions must be clear and precise. It is imperative that you Understand… • To define and use imperative verbs 3.Battleships• To write clear instructions and to recognise imperative verbs Buried treasure • To write clear instructions. 5 Treasure Island • To gather information and write clear instructions. • To write extended instructions. Leave a review

6 lessons includes plans and resources The children will be encouraged to use reading journals to record their thoughts, predictions, questions and notes. To widen their experience they will be given opportunities to read extracts aloud and to watch excerpts from television or film adaptations. They will explore the relationships between characters and the language and techniques used to present these relationships and develop the plot. The children will work in pairs or groups, as well as a whole class and will discuss the techniques they use to help them understand the text, such as prediction, empathy and visualisation, using a story mountain. Finally, they will be supported in writing in the style of the author to rewrite a chapter or write a new one. These lessons use Treasure Island by Robert Louis Stevenson (1850-94) as the focus text. It will be helpful to have begun reading it as a class before starting this unit and to have finished it before the third lesson. This will enable children to delve more deeply into the plot, characterisation, language and structure. 1 Treasure!• To use technical vocabulary to talk about pirates Notes on ‘the old sea dog’ • To draw picture notes of the main parts of the story 3.Long John Silver • To study dialogue between main characters to recognise how character can affect their behaviour. The book versus the film• To compare film and print versions of the same scene 5 Mapping the story • To outline key events in a story’s structure A missing chapter • To continue a story in the style of the author Leave a review

The Three Billy Goats Gruff- one lesson with resources (includes text) WALT • Say what we think about why characters in stories do the things they do. • Understand the characters’ feelings. • Use adjectives which describe feelings. Activity: • Shared reading of the text. • Pairs of children respond to the story: Was it right to trick the troll? How did the troll feel? • Take feedback and scribe and categorise responses. • List troll’s feelings and make a list of feeling adjectives. • To develop oral skills. • To write lists with adjectives. Leave a review

Taken from our Year 2 Literacy Resource file. The unit, Instructions, builds on work done in Year 1 and has three phases, with oral and written outcomes and assessment opportunities at regular intervals. The focus is on following and giving instructions. Children begin with an oral phase, followed by a recognising, reading and following phase, and finally progressing to the written production phase. Within this context, children begin to explore the key structural features of instructions and learn to select the appropriate register and style necessary for instructions. This unit uses many curriculum areas in order to give children as much variety as possible in the instructions they read, follow and compose. Lesson 1 Listen and move • To be able to listen to and follow oral instructions. • To recognise an instruction because of its language style. • To be able to give oral instructions telling someone how to move Photo tableaux • To listen to, follow and give oral instructions explaining how to position one’s body. • To be able to look at a photo of a person and work out how to make another person recreate the same pose. 3 Let’s make a smoothie! • To follow instructions successfully to make a smoothie. • To identify the structure of an instructional text – in this case, a recipe. • To read and match instructions with pictures. 4 Mum’s birthday cake • To consolidate the text structure. • To practise reading and understanding a text which describes a process 5 Writing instructions for making things with paper • Recognise adjectives and nouns. • Be able to write numbered instructions. • Be able to extract a set of instructions from a report text. 6 Instructional texts • To recognise instructional texts from the language, topic and layout. • To complete a chart with information about an instructional text 7 How do I get there? • To use directions as a form of instruction. • To write and follow directions. 8 Looking at language • To use directions in order to focus on written presentation, specifically spelling, collocations and punctuation. Leave a review

Get the full unit via our website: https://www.tes.com/teaching-resource/year-2-english-literacy-explanation-5-lesson-unit-life-cycles-12330576 Includes Lesson plan and Worksheets WALT • Read and follow a text about the life cycle of a plant. • Know what a glossary is. This long lesson links to the topic of plants and how they grow by introducing the children to a variety of seeds. It may be preferable to spread the lesson over two sessions, using the Glossary activities on the second day. Children will complete an investigative study, which will form the basis upon which they will learn how to read and compose explanatory texts. Leave a review

Get the full unit: https://www.tes.com/teaching-resource/year-2-english-literacy-information-texts-unit-skimming-and-scanning-12330609 This lesson focuses on the features or signposts of information texts. It will lead the children to use the skill of skim-reading to help them to evaluate the usefulness of information texts and to speed up their investigative reading. The more fun the children have within this lesson, the easier they will find it to use and appreciate the skill they are learning. Depending on the class dynamic, this lesson could be made into one big competition with time limits and/or point systems for each activity. WALT • Spot and talk about different parts of information texts, so we can use them to help us find specific information. • Make up questions about a topic and learn to skim read, so we can find out the general idea of the text. Leave a review

Taken from Year 2 Literacy Resource File This unit is closely linked to the curriculum areas of natural science, geography and history. The children begin by learning and practising skimming, scanning and gist-reading skills using a variety of texts. They then focus on a main topic (the life of a famous person) and practise close reading and note-taking. This leads them on to posing questions about the life and times of the person: in this case, Pocahontas. They then carry out the necessary research to answer their questions and, finally, compose a collaborative information text on the topic. This text is divided into chapters with sub-headings, and also incorporates images. The children will build on work in Unit 2 by producing a glossary to go with their information text 1 A review of information texts • To review and assess prior knowledge of information texts. • To talk about what information a specific text contains 2 Skimming• To focus on the form and organisational features of information texts. • To use skim-reading to read for gist and to evaluate the usefulness of a text. • To review question forms. • To identify and describe the uses of different parts of an information text. 3 Scanning• To develop scanning skills when reading non-fiction information texts. • To find key words in a text. • To match subheadings to sections of a text. 4 Pocahontas • To research and write an information text based on an historical topic. • To practise notetaking and close reading of a text. • To navigate an online text. • To use an online glossary. • To use notes to answer questions about the text. • To understand a text about a famous person. 5 Selecting information • To research a specific topic area and collate information in order to collaboratively compose an information text. • To pose questions. • To record the information using an appropriate method 6 Writing an information text • To use research in order to put together an information text. • To maintain purpose, narrative tense and information text features in composition. • To use images to aid written text. Leave a review

Fun, interactive assembly to promote healthy and safe choices. Full Assembly script and key questions Aims • To teach the children about the importance of choosing healthy options. • To emphasize that it is not always easy to make the safe or healthy choice. • To remind the children that we are lucky to be in a position where we can make choices. You will need: • 10 pieces of A3 white paper and a thick black marker pen. • An overhead projector, a plain piece of acetate, and a suitable pen for writing on the acetate. • 10 children to hold up the answers.

Free Lesson Plan and resource Learning objective: • To know how we celebrate and how religious people celebrate family occasions Success Criteria • To describe their own family celebrations and show awareness of other families’ celebrations: how they are similar or different

6 lesson plans with resource sheets About this unit: As we learn about other people, what makes them tick and how they live their lives, we need to consider ourselves and how we experience things. This gives us a confident base from which to explore. This unit encourages people to: • think about how they were welcomed into the world • talk about things that they like • consider who they belong to • know about events in their lives • consider their feelings • celebrate these events and feelings creatively. This unit sets the tone for RE in Year 1: a time for sharing thoughts and feelings in a supportive, trusting atmosphere where we are not afraid to say what we think. Lesson length: Each lesson is designed to take one hour. Expectations At the end of this unit most children will: • be able to express what they feel about themselves with confidence. Some children will have made less progress and will: • need support expressing their thoughts. Some children will have progressed further and will: • be able to express what they feel about themselves with confidence and understand enough about others to sum up their thoughts too.

The lesson begins by recapping on the shared values of marriage, and then begins to explore these through the Jewish ceremony. The main teaching point of this lesson is how a wedding ceremony is a public display of a personal decision. By sharing their intentions and beliefs with their friends and family, believers have the support to do what they believe is right, even when things are tough. The lesson gives people the opportunity to draw parallels with their own public lives and the values which they demonstrate. Before teaching the lesson, you will need to find a video of a Jewish wedding ceremony. Ensure that you have had a chance to watch the video and that all equipment is working correctly Learning objective • To understand why Jewish believers get married and the public ceremony that celebrates this. Success criteria Learning about: • Pupils will know some key features of Jewish wedding ceremonies. Learning from: • Pupils will have reflected on the consequences of making vows in public and what making them says about the decisions the believer has made. Like this? See the full Unit on either TES or our website

This is a whole-term unit containing 12 lessons, with the first six lessons focusing on the beliefs that many Muslims hold, and the following six lessons looking at ‘belonging’ in the Islamic faith. As part of this unit of work, it will be necessary to visit a mosque and invite in a visitor from the Muslim community. If it is impossible to visit a mosque in your locality, use an online virtual tour. Learning within this unit will be enhanced if examples of artefacts are available for pupils to experience. Prior learning: Although there may not have been systematic teaching on Islam before this unit, pupils should have studied rites of passage within Islam and Muslim views of creation. Lesson length: The lessons are designed to last approximately 75 minutes Lessons consist of: 1 The final prophet of Islam 2 The Bilal mystery 3 The five pillars of Islam 4 Islamic Prayer 5 The Qur’an 6 Good advice 7 A mosque 8 Hajj 9 What is Zakah 10 Fasting and Feasting 11 Should Ahmed go to war? 12 Learning from Islam

This lesson explores more deeply one of the five pillars discussed in the last lesson: prayer or salah. Islamic prayer takes place five times a day, each time taking about ten minutes. These compulsory prayers help Muslims keep God at the front of their thoughts and keep them from doing bad deeds. Other prayers also take place at any time and these are called du’a and are often more personal prayers. The thinking skills strategy of fact or opinion will be used in this lesson. This strategy is used when material is controversial, such as the idea of a religious belief. It encourages people to think about what is a fact, a belief or an opinion. Learning objective Learning about: • To understand the importance of regular prayer in a Muslim’s life; and to understand the beliefs that teach the importance of regular prayer. Learning from: • To understand that what is truth to one religion, may be considered to be an opinion to another group of people. Success criteria Learning about: • Pupils will be able to explain the importance of prayer in the life of a Muslim and discuss how prayer improves the life of a Muslim. Learning from: • Pupils will have considered facts and opinions about prayers and be able to express their own views about how different people might categorise beliefs.

This unit addresses the topic of marriage in a way that is appropriate for Key Stage 2 pupils. It begins by looking in general terms at the idea of love and relationships, then goes on to explore how some of the major religions allow believers to make a lifelong commitment to their partner and how God’s blessing on this is represented in a marriage ceremony. Non-religious commitment is also discussed and addressed. The individual circumstances of anyone in your class for whom this is a sensitive topic should be considered and discussed with their carers if appropriate. You will need to source video clips of Christian, Jewish, Muslim and Sikh marriage ceremonies to enhance the teaching of the lessons. Prior learning: It is likely that pupils will have studied friendship, families and perhaps other relationships that are special to them. However, no specific knowledge is required to access the unit. Lesson length: The lessons are designed to last approximately 75 minutes. 7 lesson unit includes all lesson plans and resource sheets Lesson 1: Relationships Lesson 2: Love Lesson 3: Christian Weddings Lesson 4: Jewish Weddings Lesson 5: Arranged Marriage Lesson 6: Sikh Wedding Lesson 7: When relationships go wrong