This resource includes 1 text with activities and questions. Text title:
Ants
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
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Taken from Literacy Year 1 Resource File
WALT • Talk about what happened in the story. • Talk about the people in the story.
1 lesson with activity resources (does not include story)
Activitiy overview: Listen to teacher’s introduction and to the story Oliver’s Vegetables and look at pictures. Answer questions, recall and order the events. Discuss Oliver’s character.
This lesson is the first of six on the theme of stories about grandparents. It will be helpful if you can read other books on this subject to enrich the children’s experience and give them points for comparison. Approach the subject with sensitivity bearing in mind your children’s personal situations.
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Objective: Use decimal notation for tenths, hundredths and thousandths, partition, round and order decimals with up to three places, and position them on a number line.
Parent’s tip: Children should be familiar with using a place value table to solve these types of problems.
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Aim To help children understand the value of money and the need to be careful in looking after it.
Lesson 30-45 minutes
Learning outcomes Children should be taught: • to recognise what they like and dislike; • to share their opinions on things that matter to them and explain their views; • to take part in discussions with one other person and the whole class; • to recognise choices they can make; • to realise that money comes from different sources and can be used for different purposes.
All resources included
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Aim To help children understand that you should leave other people’s property alone and that it is wrong to steal.
30-40 minutes- Full lesson
Learning outcomes Children should be taught: • to recognise what is right and wrong; • to share their opinions on things that matter to them and explain their views; • to take part in discussions with one other person and the whole class; • to play and work co-operatively; • to recognise how their behaviour affects others.
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The files have been fully updated by a team of experienced contributors who teach in a range of schools across the country and bring a breadth and depth of experience to ensure that the latest material is relevant and carefully tailored to the needs of primary teachers working with pupils in Early Years, Key Stage 1 and Key Stage 2.
This resource includes 1 text with activities and questions. Text title:
Mozart
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
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KS1 - Lesson 8: Managing my feelings from the ‘Who Am I?’ section. To help children make sense of their emotions and develop an understanding of how to manage them.
Aim To help children make sense of their emotions and develop an understanding of how to manage them.
Lesson length 50-60 minutes
As children learn about the world around them, locally, nationally and globally, it is important for them to learn more about themselves. They need to explore who they are, what they can do, their favourite things, what makes them special and the type of person they want to become. They develop a degree of self-awareness and awareness of others around them.
All resources included
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Aim To help children understand how people overcome problems and achieve happiness.
30-45 minute lesson
Learning outcomes Children should be taught: • to recognise, name and deal with their feelings in a positive way; • how to set simple goals; • to take part in discussions with one other person and the whole class; • to relate feelings to aspects of everyday life.
All resources included for lesson.
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Aim To help children achieve an understanding of cyberbullying and its possible consequences, to enable them to be in a position to identify it and consider some of the ways in which it can be handled.
Learning outcomes Children should be taught: • to face new challenges positively … and make responsible choices; • to realise the consequences of anti-social and aggressive behaviours, such as bullying … ; • to resolve differences by looking at alternatives, making decisions and explaining choices; • to recognise the different risks in different situations and then decide how to behave responsibly … ; • that pressure to behave in an unacceptable or risky way can come from a variety of sources … ; • to understand the need to keep themselves safe; • to realise the nature and consequences of … bullying and aggressive behaviours, and how to respond to them and ask for help; • where individuals … can get help and support.
Lesson length 45-60 minutes
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Background: Following the understanding gained of the importance of Allah and the Prophet Muhammad (pbuh), this
lesson looks at the beliefs of Islam. The five pillars of Islam provide a structure for Islamic daily spiritual
life. Islam is like a house held up by five strong pillars with central themes of purification and sharing with
others. Muslims must not only believe in the five pillars, but also act on their beliefs.
Learning objective
Learning about:
• To know and understand the main beliefs of
Islam and to consider the effect these beliefs have
on the life of a Muslim.
Learning from:
• To reflect on what the main beliefs are that
support their own life.
Activity sheet included.
Does not include images.
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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.
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Ancient Greek theatre.
The purpose of
this lesson is: to investigate the ancient Greek theatre.
Children should learn:
• to deduce information about an aspect of the Greek
way of life from pictures of buildings and texts;
• to combine information from several sources;
• about the role of the theatre in the way of life of the
Greeks;
• to structure work in the form of a play.
Class objective:
• to investigate ancient Greek theatre and what
happened there.
Children should be able to:
• recognize the main features of a Greek theatre;
• understand the religious connections between
theatre and religious festivals;
• find out the sorts of plays the Greeks liked and who
wrote them;
• contribute to the preparation and performance of a
play that demonstrates the key features of Greek
drama.
Includes full lesson plans and activities
Activity links to objective: Describe and extend number sequences:count on or back in twos starting from any two- or three-digit number,and recognise odd and even numbers at least to 100;count on in steps of 3,4 or 5 from any small number to at least 50,then back again.
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.
Includes one worksheet: Train Ride and answers
More sheets available on our website and TES shop.
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This resource includes 1 text with activities and questions. Text title:
Drumming all over the world
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
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Aim To create an understanding of germs (what they are and where they live) and help children develop good hygiene habits, such as handwashing, to lessen the risks of germs spreading.
Learning outcomes Children should be taught: • to share their opinions on things that matter to them and explain their views; • to take part in discussions with one other person and the whole class; • how some diseases spread and can be controlled; • to make simple choices that improve their health and well-being.
Can easily be linked to Cornavirus
All resources included
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1 lesson with resources, flipbook and worksheet
Lesson: Shadow-Land
Learning objectives
Children should learn: • that light travels in straight lines • that shadows are cast by objects which obstruct light • that the Sun casts shadows which change as each day progresses
Learning outcomes
Children will be able to: • explain what causes shadows • explain why shadows cast by sunlight move and change shape and size during a day
Task:The activity sheet has the cut-out parts for making a sundial. The children can mark on the dial the position of the shadow cast by the raised part at different times on the next sunny day. It will work better if you stick the sundial onto a card base
Aim To help children understand the influences that affect our choices
30-46 minute lesson
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 collecting information, looking for help, making responsible choices, and taking action; • to research, discuss and debate topical issues, problems and events; • that their actions affect themselves and others, to care about other people’s feelings and to try to see things from their points of view.
Like this lesson? This lesson is part of our The Key Stage Two File. This file is packed with great information that it has been split into two files (Part 1 and Part 2), both suitable for all year groups, but covering different topics.
Each file contains several units which include a Teacher’s Guide, Medium-Term Plan, and up to fifteen lessons ranging from 20 to 90 minutes.
Each plan provides the teacher with the lesson aim, list of resources needed, learning outcomes, differentiation and suggests any cross-curricular links with other parts of the National Curriculum.
The purpose of
this lesson is: to find out about Viking longships.
Children should learn:
• to use a range of sources to find out about Viking
longships;
• to make inferences about the Viking way of life.
Class objective:
• to find out about Viking longships
Children should be able to:
• use sources to discover what Viking longships
looked like;
• suggest what can be learned about the Vikings
from their boats
Includes Lesson Plan and Activities
Lesson Objective: to explore the effect of magnets on each other and on certain materials.
Learning objectives Children learn: • that there are forces between magnets; • that magnets can attract and repel each other,and that ‘attract’ means pull towards and ‘repel’ means push away; • that some metals are attracted to magnets,and that other materials are not; • that magnets have many practical uses.
Learning outcomes Children: • given a magnet of unfamiliar shape,or with unlabelled ends, demonstrate how it is attracted to,or repelled by,another magnet;
• generalise about what happens when magnets are put near one another or together,using scientific terms,e.g.attract,repel;
• classify a range of materials, including metals as magnetic or non-magnetic,and explain how their work enabled them to do this;
• make a generalisation about magnetic behaviour,e.g.iron is magnetic but other metals are not; materials that are not metals are not magnetic;only some metals are magnetic.
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