This English unit is designed for year 4. The unit requires at least one copy of the book ‘Thieves of Ostia’ by Caroline Lawrence. The aim is for the children to write a Roman mystery story based on the text. The unit allows the children the opportunity to become more familiar with crime/mystery stories and their composition. It also gives the children the chance to take solve an actual classroom mystery. This unit is very specific and detailed when it comes to the planning and writing stages (a modelled write is included in the plan). It also develops the following skills and knowledge from the National Curriculum: Writing (composition): (Vocabulary, grammar, punctuation): ○ using fronted adverbials (prepositional phrases) ○ using commas after fronted adverbials ○ using and punctuating direct speech ● Plan their writing by: ○ discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar ○ discussing and recording ideas ● Draft and write by: ○ composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures ○ organising paragraphs around a theme ○ creating settings, characters and plot ● Evaluate and edit by: ○ assessing the effectiveness of their own and others’ writing and suggesting improvements ○ proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences ○ reading their own writing aloud, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear ● Proofread for spelling and punctuation errors This is a 4 week unit which includes 14 separate lessons/activities. However, some of these lessons will often need more than a single lesson to complete (particularly the writing and planning sections). Within this unit plan there are hyperlinks to other resources associated with the plan.

This unit is designed for year 3 but could be adapted to fit into other year groups. The unit focuses on giving the student’s a better understanding of the Stone Age and what made the Stone Age so different to other time periods. Throughout this unit, children will spend time learning what it was like to be a person living in the Stone Age. They will also learn how to carry out different types of historical research; develop their understanding of the time based on historical evidence/lack of historical evidence and work collaboratively. It develops the following skills and knowledge from the National Curriculum: Know and understand history as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped Britain has influenced. To know and understand significant aspects of the history of the wider world. Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses. Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed. Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales. Lesson 1: A Chronology lesson which uses photographic evidence to give the children a deeper understanding of how and why different periods/peoples in time were so different. Children make links between different time periods as they start to use the language of chronology. Lesson 2: Children work in teams to compete in a Stone Age game which helps them better understand whether it was better to be a hunter gatherer or a farmer. Lesson 3: A practical activity which helps them to understand why the Stone Age was so different to other times. Lesson 4: A discussion based lesson on the beliefs of Stone Age people. Lesson 5: A research activity where the children are given the opportunity to discover more about a major Stone Age site. Lesson 6. Children use photographic evidence to better understand the Stone Age. Within this unit plan there are hyperlinks to other resources associated with the plan.

This English unit is designed for year 4. The unit requires at least one copy of the book ‘The Lorax’ by Doctor Seuss. The aim is for the children to rewrite the book as a playscript which will then be acted out to a live audience. The unit allows the children the opportunity to become more familiar with playscripts and their composition. It also gives the children the chance to read in character as well as role-play the parts of the different characters involved in the book. It also develops the following skills and knowledge from the National Curriculum: Develop positive attitudes to reading, and an understanding of what they read, by: • Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action Writing (composition): • discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar • discussing and recording ideas Draft and write by: • composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures • in narratives, creating settings, characters and plot Evaluate and edit by: • assessing the effectiveness of their own and others’ writing and suggesting improvements • proofread for spelling and punctuation errors • read their own writing aloud, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear. Indicate grammatical and other features by: • using commas after fronted adverbials This is a 2/3-week unit which includes 10 separate lessons/activities. However, some of these lessons will often need more than a single lesson to complete (particularly the writing and planning sections). Within this unit plan there are hyperlinks to other resources associated with the plan.

This unit is designed for year 6. The unit focuses on WW1 – paying particular attention to the main participants, military innovation and key dates. Throughout this unit, children will spend time learning the geography of the different empires. They will also learn how to carry out different types of historical research; develop their understanding of the weapons used to fight WW1; better understand the Treaty of Versailles and the role it played in WW2. It develops the following skills and knowledge from the National Curriculum: To know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; achievements and follies of mankind To gain and deploy a historically grounded understanding of abstract terms such as ‘empire’ and ‘civilisation’ Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses. Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed. Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales. Lesson 1: A Chronology lesson which uses photographic evidence to give the children a deeper understanding of how and why different periods/peoples in time were so different. Children make links between different time periods as they start to use the language of chronology. Lesson 2: Children use atlases and maps to gain a better understanding of the different countries and empires involved in WW1. Lesson 3/4: Children work together to collaboratively research some of the major events of WW1. They also spend time researching some of the key technologies which were vital to the War. Lesson 5: Children learn more about the key weapons used to fight WW1 whilst also making decisions about the effectiveness of these methods of warfare. Lesson 6: Children create a multimedia presentation by researching the lives of different people living through that time. Lesson 7. Children research different reasons why WW1 started so they can engage in a class debate. Lesson 8: Children work in teams to compete in a game which helps them better understand the importance of the Treaty of Versailles. Within this unit plan there are hyperlinks to other resources associated with the plan.

This unit plan is designed for year 2 but could be adapted to fit into other year groups. Ultimately the unit is focused on the life of Neil Armstrong but it brings in the idea of exploration, the space race and animal rights. It develops the following skills and knowledge from the National Curriculum: Pupils develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented. Changes within living memory. The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods Different significant historical events. Lesson 1: A Chronology lesson which uses photographic evidence to give the children a deeper understanding of how and why different periods/peoples in time were so different. Children make links between different time periods as they start to use the language of chronology. Lesson 2: A Practical and engaging lesson which introduces the concept of exploration. Children solve puzzles, challenges and other activities which will allow them to reach a place which is difficult to get to. Lesson 3: A practical and fun lesson which explores the Space Race and what it would be like to be part of the Space Race. Lesson 4: This lesson involves animal in space and whether it was right or wrong to send them into space. Lesson 5: A research activity where the children are given the opportunity to discover more about the importance of Space Exploration and the life of Neil Armstrong. They are also given the opportunity to present their findings to the whole class!

This Year 6 unit is based on the first three chapters of the John Boyne book ‘Stay Where You Are Then Leave’. It is designed to get the children to write setting descriptions from two character’s perspectives. The unit uses music, drama, video and sound to give the children a clearer experience of the time (WW1). It then moves onto producing apprentice sentences which can be used in their own writing. Finally, the children create story continuations where they describe their journeys through a part of WW1 london.

This Year 5/6 historical inquiry unit (including powerpoint) is focused on the concept ‘Reputation’. The central case study which continues to run through the inquiry is the ‘Viking’ age. Ultimately, the inquiry involves a series of activities which focus on the following concepts: bias, trade, raiding and settlement. These activities are primarily concept formation lessons. However, they also include case studies (some fictional, others real) which are intended to provide the children with a better idea of each of the concepts. Throughout the inquiry, the students will come back to bias and its influence on history and peoples from history. There is an initial and final assessment where the children have to draw/write their interpretations of the concepts. The initial assessment connects these concepts to the Vikings, the final assessment does not.

This history inquiry unit plan and powerpoint resources are focused on the macro-concept ‘Development’. The central case study which continues to run through the inquiry is the ‘Victorian Age’. Ultimately, the inquiry involves a series of activities which focus on the following concepts: industrialisation, technology, invention and communication. These activities are concept formation lessons. However, there are also lessons/activities which include case studies (some Victorian , some fictional, some from other areas of history). There is also a plan for an initial Victorian Day including powerpoint resources. The case studies are intended to focus on each of the concepts. There are also reflection activities and assessments. Finally, there is an initial and final assessment where the children must draw / write their interpretations of the concepts they have covered.

This is a key stage 2 RE unit based on the concept of stewardship. It includes slides and a unit plan. It focuses on inspirational religious leaders as stewards of the Earth. It looks at the concept of Stewardship then focuses on Islam and Buddhism and the way they use scripture to encourage believers to become stewards of the Earth. It then focuses on the Dalai Lama and the Grand imam as examples of stewards of the Earth and inspirational leaders. This unit encourages children to become stewards by coming up with a care plant for looking after classroom plants. It is a fun, engaging and relevant unit for KS2 aged children.

This resource is a single activity which acts as a learning experience for children to better understand the concept of technology. The resource includes the lesson plan and slides. There are two active resource-based challenges which are based around physical timelines consisting of different technological artefacts and their impact on people. This lesson makes the learning fun, engaging and purposeful when thinking about the concept of technology. Warning - For one of the timelines, this activity does require the teacher to bring in some personal electronic devices or other appropriate technology.

This resource is a single activity which acts as a learning experience for children to better understand the concept of industrialisation. The resource includes the lesson plan and slides. This is a learning experience-based lesson where the children take either the roles of factory and workshop workers. This lesson makes the learning of the concept of industrialisation fun, engaging and purposeful when thinking about the concept.

This resource is a single activity which acts as a learning experience for children to better understand the concept of invention. The resource includes the lesson plan and slides. There are three active resource-based challenges which are based around historical inventions and their impact as inventions. This lesson makes it fun, engaging and purposeful when thinking about the concept of invention.

This resource is a single activity which acts as a learning experience for children to better understand the concept of communication. The resource includes the lesson plan and slides. This is communication/sketching resource-based challenge which is based around historical communication and the different forms and impact it had. This lesson makes the learning fun, engaging and purposeful when thinking about the concept of communication.

This unit is designed for year 1. This unit introduces children to some of the key vocabulary they will need to better understand the past. It uses ‘toys, cartoons and stories to consolidate this understanding. Also, there is a focus on the meaning of ‘exploration’ and ‘invention’. It develops the following skills and knowledge from the National Curriculum: Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented. Changes within living memory - Where appropriate, these should be used to reveal aspects of change in national life Lesson 1: Children are introduced to age appropriate historical vocabulary through the use of photographs. Lesson 2: A practical activity where the children learn about invention and exploration. Lesson 3: Children further develop their understanding of historical vocabulary through cartoons. Lesson 4: Children use a story to further focus in on what the difference between old and new is. Lesson 5: Children use artefacts (toys) to build their understanding of the past. Lesson 6: Now the children switch their focus to the future and compare with the past and now. Within this unit plan there are hyperlinks to other resources associated with the plan.

This slideshow is designed so that it can be shared with all members of a class (they would each receive a copy). The idea is that they can carry out their own project linked to helping their own society (family). It encourages them to keep a diary, produce art and reflect on their life. This is an extended project which can be run for a week, two weeks a month…It is aimed at children from year 4 (grade 3) to year 6 (grade 5). However it could be adapted for older / younger students.

This is a very simple plan which contains three different ideas for delivering online zoom lessons. Each activity should last 45 -60 minutes. It could be used with Google Hangouts or another online service but the break out room feature really allows for fun, engaging and motivating activities. The activity is best pitched for Year 3 (Grade 2) to Year 6 (Grade 5) year groups.

This resource is designed to be used for any Key Stage 2 (possibly Key Stage 1) guided reading lessons/activities. It can be used for every guided reading activity and is designed to be used in the following way: Print out a copy of the sheet. The person planning the guided reading activity should follow the instructions on the guided reading activity sheet. Make notes at the bottom of the sheet about the session based on the reading skills focus. Keep the sheet for assessment purposes. This guided reading resource is an easy way to plan, monitor and assess the reading strategies, fluency and skills of any child taking part in small guided reading sessions.

This is an easy-to-use Year 6 resource which includes a systematic lesson plan with some resources (no slideshow/fluency questions included). The plan is appropriately differentiated where necessary and it will help to review / introduce the following objectives: *Simplifying fractions *Converting between improper fractions and mixed numbers *Comparing and ordering fractions by the denominator *Compare and ordering fractions by the numerator The plan follows the National Curriculum objectives for these objectives and has interesting, fun activities to engage students.

This unit is designed for year 4 but could be adapted to fit into other year groups. The unit focuses on the classical period of Ancient Greece. Throughout this unit, children will spend time learning what an archaeologist does. They will also learn how to carry out different types of historical research; develop their understanding of triremes and hoplites; Use Google Apps to become more familiar with the region; Better understand leadership by understanding Pericles and use historical artefacts to make inferences about the time. It develops the following skills and knowledge from the National Curriculum: To know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; achievements and follies of mankind To gain and deploy a historically grounded understanding of abstract terms such as ‘empire’ and ‘civilisation’ Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses. Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed. Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales. Lesson 1: A Chronology lesson which uses photographic evidence to give the children a deeper understanding of how and why different periods/peoples in time were so different. Children make links between different time periods as they start to use the language of chronology. Lesson 2: Children learn why the Ancient Greek gods were so important to the Ancient Greeks. Lesson 3: Children use a Google App to better explore the physical geography of Greece and Ancient Greek city states. Lesson 4/5: Children take the role of an Archaeologist to better understand the Ancient Greeks. Lesson 6: A research activity where the children are given the opportunity to discover more about Ancient Greek warfare and its importance to the Greeks. Lesson 7. A practical activity where the children make choices about which Greek city state they would prefer to be a part of. Lesson 8: Children work in teams to compete in a game which helps them better understand the importance of Pericles, democracy and leadership. Within this unit plan there are hyperlinks to other resources associated with the plan.

This unit is designed for year 3 but could be adapted to fit into other year groups. The unit focuses on the time of the Ancient Egyptians – paying particular attention to settlement and the physical geography of the Nile. Throughout this unit, children will spend time learning what an archaeologist does. They will also learn how to carry out different types of historical research; develop their understanding of the Egyptian farming cycle; Use Google Apps to become more familiar with the region; Use historical artefacts to make inferences about the time. It develops the following skills and knowledge from the National Curriculum: To know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; achievements and follies of mankind To gain and deploy a historically grounded understanding of abstract terms such as ‘empire’ and ‘civilisation’ Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses. Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed. Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales. Lesson 1: A Chronology lesson which uses photographic evidence to give the children a deeper understanding of how and why different periods/peoples in time were so different. Children make links between different time periods as they start to use the language of chronology. Lesson 2: Children use artefacts to develop their ideas about the Ancient Egyptians. Lesson 3: Children use a Google App to better explore the physical geography of Egypt. Lesson 4: Children research the Egyptian farming cycle then use multimedia to present their findings. Lesson 5: A practical activity where the children take the role of an Egyptologist. Lesson 6. Children work collaboratively to better understand why ancient people decided to settle where they did. Within this unit plan there are hyperlinks to other resources associated with the plan.