Our Mathematics Homework Activities provide you with a set of challenging and engaging Maths homework activities for every week of the school year. Each maths activity addresses a whole or part of a learning objective and all the homework sheets are in Microsoft® Word format. Includes: – Introduction – Objectives – Homework Answer Sheets Block A Counting, partitioning and calculating In My Head 1 / Use the Rule / Paper and Pencil 1 / Calculating 1 / Bigger or Smaller What’s It Made Up Of? / Using a Calculator / Decimals 1 Block B Securing number facts, understanding shape Polygons / Solid Shapes / RoundAbout / Puzzle Time / Times Tables 1 Adding Up / What’s the Link? / Twice or Half? / Problem Solving 1 Block C Handling data and measures The Right Unit 1 / What’s the Question? / How Does It Compare? / Reading Scales 1 Block D Calculating, measuring and understanding shape Angles, Angles! / Calculating 2 / In My Head 2 / The Right Unit 2 / A Telling Time Decimals 2 / Move It! / Problem Solving 2 / Rectangles / Reading Scales 2 Block E Securing number facts, relationships and calculating Both the Same / Exactly the Same / Fractions / One Whole / Paper and Pencil 2 Bracelets / Times Tables 2 / Wholes and Bits / Right or Wrong? Leave a review

2 Lessons with worksheets, lesson plans and flip book. 1st Lesson Learning objectives Children should learn: • that plants need water but not unlimited water, for healthy growth • to use results to draw conclusions Learning outcomes Children will be able to: • state that plants need water to grow but too much or too little water may kill them • describe differences in the way the plants grew Lesson centered around an investigation to find out how the amount of water a runner bean seedling is given affects how much it grows. 2nd Lesson Learning objectives Children should learn: • to suggest how a fair test could be carried out • that in experiments with living things, using just one plant in each set of conditions does not give sufficient evidence Learning outcomes Children will be able to: • recognise the correct order in which to undertake a simple investigation • describe factors that contribute to the test being fair • suggest why one sample may not be adequate in each set of conditions Science lesson centered around an investigation- Does soil type affect the height to which seedlings grow? 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

4 lessons focusing on how to locate their school Lesson 1: Who lives where? Learning objectives Children should learn: • that some children live far away from school while others live nearby and everyone travels different distances; • how to measure and compare the distance of the routes used by the children in their class. Lesson 2: The journey to school Learning objectives Children should learn: • that everyone travels to school in different ways; • how to design and carry out a survey; • to draw a simple graph; • how to analyse their findings. Lesson 3: Where is the school? Learning objectives Children should learn: • a sense of place: the relationship between home and school; • to draw a picture map Lesson 4: Describing my route to school Learning objectives Children should learn: • to describe geographical features on their route to school; • to compile a personal word bank of geographical terms; • to give descriptive directions using adjectives. Taken from LCP’s KS1 Geography Resource File Leave a review

Olympic activity worksheets for Upper KS2 (Years 5 and 6) pupils:- • PE: Sport Bingo. • PSHE: What does it take to win? Healthy Eating • PSHE: What’s in the Shopping Basket. A set of 3 Olympic based activity / worksheets for Year 5 and 6 (upper KS2) pupils. Activties are from LCP’s Olympic Games Resource - a complete cross curricular resource for primary teachers. Please leave a review

1x lesson with worksheets Learning objectives Children should learn: • about the physical and human features of the seaside; • further develop their map and atlas skills. Success criteria Children can: • identify human and physical features of the seaside;use geographical vocabulary to talk about the seaside; • use maps/atlases/Internet to locate seaside places Taken from LCP’s KS1 Geography Resource File

2 part lesson covering contours and relief specifically aimed at Year 3 pupils. Includes lesson plans and resource sheets Lesson 1: Learning objectives Children should understand: • contours show the shape of the land (relief); • how sea level is measured. Success criteria Children can: • begin to understand how relief (the shape of the land) is shown on OS maps; • understand how sea level is assessed. Lesson 2: Learning objectives Children should understand: • there are two ways of representing height on an OS map; • contours show the shape of the land (relief); • layer colouring is a third way of showing relief on maps. Success criteria Children can: • state how high above sea level a particular feature is on an OS map; • begin to understand how height and relief are shown on OS maps. Taken from LCP’s LKS2 Geography Resource File

All five questions link to: Understand the effect of and relationships between the four operations, and the principles (not the names) of the arithmetic laws as they apply to multiplication.Begin to use brackets. Includes 4 pages with strategies to help problem solve Problem 1: Eating Sweets Problem 2: Shopping Trip Problem 3: On the Scales Problem 4:Passengers Problem 5: Coloured Cubes Problem 6: Darts Scores Taken from Problem Solving Year 5&6 Leave a review

Links to the objective: Reasoning about numbers or shapes Solve mathematical problems or puzzles,recognise simple patterns and relationships,generalise and predict.Suggest extensions by asking ‘What if…?’ Explain methods and reasoning orally and,where appropriate, in writing. 5 Sheets with Answers and example strategies to solve the problem. The overall aim is to help pupils to apply in a variety of situations the mathematics they have already learnt.The programme seeks to achieve this by teaching the strategies that will enable pupils to approach a variety of problems in a more logical and systematic way. The more specific aims of the programme are to promote the following: • willingness to attempt problems and to persevere; • confidence in one’s ability to solve problems; • awareness of problem-solving strategies; • awareness of the value of approaching problems in a systematic manner; • ability to select appropriate solution strategies; • ability to apply solution strategies accurately; • ability to monitor and evaluate one’s thinking whilst solving problems. The problems included: 1: Football Kit 2.Striped Shirts 3. Mountain Biking 4. Bike Tracks 5. On Target Taken from Problem Solving Years 3&4 Leave a review

Jack’s Big Suprise Under the sea theme, This book is designed for use with children who are being taught Phase 3 or 4 Letters and Sounds. Children working at this level should be able to write simple words such as ‘cat’ and ‘mat’ confidently and will be using digraphs and trigraphs, such as ‘ch’ and ‘igh’ with some accuracy in their independent writing. Includes story with highlighted words to identify the key words of the story. Comprehension questions included on each page. Leave a review

2 full lessons with worksheets, visual flipbook and lesson plans 1st Lesson: Air in Soil Learning objective- Children should learn: • that soils have air within them • to recognise whether measurements need to be repeated • to use results to compare the amount of air trapped in different soils Learning outcomes Children will be able to: • state that soils have air within them • state why measurements need to be repeated • make comparisons between samples from a set of data Task: Ask the children to investigate which soil they think will contain the most air and why? 2nd Lesson- Gases in our Environment Learning objectives Children should learn: • that there are a number of common gases that are useful to us in our everyday lives Learning outcomes Children will be able to: • name a number of common gases • state how a number of common gases are used Task:The sheet provides a framework for children to research and collect information about carbon dioxide from secondary sources. Once the information has been recorded in note form, it could be displayed in a leaflet or poster. Leave a review

The titles of the 5 texts include Party plans I can… Time to pray Our writing table PE picture dictionary The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills. There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme. The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable. The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy Leave a review Find us on Facebook

Taken from Learning Outside the Classroom, Keystage Two 5 detailed Lesson plans varying in length: This project covered several areas of history and also had a strong focus on design and technology. In the project, an archaeologist gave the children different questions to investigate and answer, by travelling back in time using their own ‘time machines’. The historical times and places that they travelled to were: Iron Age Britain, Roman Britain, Viking Britain, ancient Egypt and ancient Greece. The sessions varied in length – some were single sessions, some were whole mornings or afternoons, and the fi nal session took place over a whole day. Leave a review

Taken from BUILDING BLOCKS. Building Blocks is a modular series of resources offering Early Years Foundation Stage (EYFS) practitioners a source of fresh, fun, adaptable activities linked to inspirational, child-centred themes, and providing comprehensive coverage of the different aspects of the Early Learning Goals. Topic: Why do boats float while stones sink? Includes: Activity ideas Activity sheet: Spot the boat Hints for home, Pupil profile sheets Progression towards Key Stage 1 Resources Topic coverage ■ Making observations and explaining why some things occur; ■ Carrying out simple experiments, using objects of different size, weight, shape and material; ■ Applying skills and knowledge to the world around them – what we can see on lakes, rivers and oceans, and what can be found in the sea Leave a review

3 worksheets focuses on the teaching of adverbs Sheet 1: to revise adverbs of manner Sheet 2: to revise adverbs of time, frequency and place. Sheet 3: to investigate how adverbs can affect adjectives Taken from Grammar and Creativity Year 6 (by LCP) Clear sheets that have instructions so easily to follow. Leave a review

Taken from our Year 2 Literacy Resource File The focus is on following and producing explanatory texts. This unit is closely linked to the curriculum area of science and life cycles of plants. Children begin with an investigation into the seeds of various plants. This is followed by a reading phase about the life cycles of some of these plants. The children then link the texts with the appropriate diagrams and pull out some of the key language to help them make a glossary and understand how to write explanatory texts. Children are given the opportunity to look at more examples of explanatory texts before they begin the investigative study which they will finally write about. In groups, children follow instructions to grow potatoes. At each stage they are encouraged to observe and record the process and the results. They are encouraged to keep a diary of the investigation and to evaluate their own work as they go. At the end of the investigation, they are asked to review the process and finally to produce a presentation about the life cycle of the potato 1 What is it? • To promote interest in the topic. • To follow the stages in an explanatory text about the life cycle of a plant. • To understand what a glossary is. 2 Explanation language and features • To focus on the form and organisational features of explanatory texts. • To widen the concept of what topics explanatory texts deal with. 3 Let’s grow potatoes • To initiate an ongoing investigative study in order to develop and produce an explanatory text. • To read, understand and follow instructions. 4 Our potatoes• To conclude an ongoing investigative study in order to develop and produce an explanatory text. • To work collaboratively to produce a paragraph describing the end result of an investigation. • To share information 5 Presentations• To produce an explanatory text/ presentation. • To produce a suitable visual explanation of a process. • To use labels as an aid to visuals. Leave a review

Includes all stories An alternative version of the traditional fairytale ‘Little Red Riding Hood’. This quite challenging text uses a range of alternative graphemes from Letters and Sounds Phase 5. The premise for this story is that our monster family would probably not have heard of ‘Little Red Riding Hood’, a story with a bad wolf and a good child, but they may have a similar story which they tell their monster children, in which the monster is the good character and the villain is the child. Covering: Speaking and listening ● Help the children to draw a storyboard or story map to support a retelling of the story. ● Provide fabrics, blocks and smallworld resources to create a threedimensional story map. ● Use role play to tell the story from one point of view. To explore ideas for this, use drama techniques, such as ‘hot-seating’. ● Act out either the monster version of the story or the traditional version, using voices for the characters. Guided and shared reading: ● Use the story as a shared text. Support the children as they read words which contain alternative spellings for phonemes (see table, below). ● Compare and contrast this version with a traditional version of Red Riding Hood (see ‘Resources’, page 91). ● Traditional tales are some of the easiest texts to use when asking young children Assessment Focus 7 questions (Relate texts to social, cultural and historical contexts and literary traditions) as it is relatively easy to find simple retellings that the children can read independently. For example, you could ask: ● How did you know that the boy would do something bad? ● Did anything surprise you in this retelling of the story?

The purpose of this topic is to teach children to understand and say the days of the week. It is also to ensure that the children can respond to and ask the question ¿Qué día es hoy? Learning outcomes Children learn: to understand and use the vocabulary for the days of the week to ask and respond to the question ¿Qué día es hoy Includes: Lesson Plans and Activity Sheets

Aim To encourage children to think about how we value ourselves and respect each other. 30-45 minutes Learning outcomes Children should be taught: • to talk and write about their opinions, and explain their views, on issues that affect themselves and society; • to face new challenges positively by … making responsible choices … ; • to resolve differences by looking at alternatives, making decisions and explaining choices.

FREE Phonics Resource takes a look at the long E sound. Designed for KS2 children who didn’t quite grasp phonics in KS1 … although perfect for any child who needs phonics help. If you want more, there is an interactive CD (PHONICS to SPELLING by Charlotte Raby) that is filled with excellent phonic activities, games etc. But for now, this a great resource to help instil phonics in a fun and memorable way. Like the resource? Leave us a review