The platypus quiz contains 30 questions relating to the platypus including its appearance, habitat, life cycle and adaptations. A script for the teacher including the questions and answers is included. The quiz is presented in two ways: As a PowerPoint for whole class participation; As a set of 30 quiz cards intended for a pair-share starter activity where children answer the questions and then swap cards. This process is then repeated until they have answered several questions each. National Curriculum links: Science: Year 3/4/5: Animals, including humans; Year 4/5/6: Living things and their habitats; Year 6: Evolution and inheritance.

The koala quiz contains 30 questions relating to the koala including its appearance, habitat, life cycle and adaptations. A script for the teacher including the questions and answers is included. The quiz is presented in two ways: As a PowerPoint for whole class participation; As a set of 30 quiz cards intended for a pair-share starter activity where children answer the questions and then swap cards. This process is then repeated until they have answered several questions each. National Curriculum Links: Science: Year 3/4/5: Animals, including humans; Year 4/5/6: Living things and their habitats; Year 6: Evolution and inheritance.

The dingo quiz contains 30 questions relating to the dingo including its appearance, habitat, life cycle and adaptations. A script for the teacher including the questions and answers is included. The quiz is presented in two ways: As a PowerPoint for whole class participation; As a set of 30 quiz cards intended for a pair-share starter activity where children answer the questions and then swap cards. This process is then repeated until they have answered several questions each. National Curriculum links: Science: Year 3/4/5: Animals, including humans; Year 4/5/6: Living things and their habitats; Year 6: Evolution and inheritance.

The mudskipper fish quiz contains 20 questions relating to the mudskipper fish including its appearance, habitat, life cycle and adaptations. A script for the teacher including the questions and answers is included. The quiz is presented in two ways: As a PowerPoint for whole class participation; As a set of 20 quiz cards intended for a pair-share starter activity where children answer the questions and then swap cards. This process is then repeated until they have answered several questions each. National Curriculum links: Science: Year 3/4/5: Animals, including humans; Year 4/5/6: Living things and their habitats; Year 6: Evolution and inheritance.

The kangaroo quiz contains 30 questions relating to the kangaroo including its appearance, habitat, life cycle and adaptations. A script for the teacher including the questions and answers is included. The quiz is presented in two ways: As a PowerPoint for whole class participation; As a set of 30 quiz cards intended for a pair-share starter activity where children answer the questions and then swap cards. This process is then repeated until they have answered several questions each. National Curriculum links: Science: Year 3/4/5: Animals, including humans; Year 4/5/6: Living things and their habitats; Year 6: Evolution and inheritance.

The Tasmanian devil quiz contains 30 questions relating to the Tasmanian devil including its appearance, habitat, life cycle and adaptations. A script for the teacher including the questions and answers is included. The quiz is presented in two ways: As a PowerPoint for whole class participation; As a set of 30 quiz cards intended for a pair-share starter activity where children answer the questions and then swap cards. This process is then repeated until they have answered several questions each. National Curriculum links: Science: Year 3/4/5: Animals, including humans; Year 4/5/6: Living things and their habitats; Year 6: Evolution and inheritance.

The brush-tailed possum quiz contains 20 questions relating to the brush-tailed possum including its appearance, habitat, life cycle and adaptations. A script for the teacher including the questions and answers is included. The quiz is presented in two ways: As a PowerPoint for whole class participation; As a set of 20 quiz cards intended for a pair-share starter activity where children answer the questions and then swap cards. This process is then repeated until they have answered several questions each. National Curriculum links: Science: Year 3/4/5: Animals, including humans; Year 4/5/6: Living things and their habitats; Year 6: Evolution and inheritance.

The National Curriculum states that children should be taught to name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers, and land-use patterns); and understand how some of these aspects have changed over time. Children should also be taught how to use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. In this lesson children learn about the cities of the United Kingdom. Prior learning from key stage 1 is revised including the capital cities of the four nations. Children participate in a cities of the UK quiz which can either be presented in paper form or used for the basis of a ‘Corners Game’. Children use google maps or an atlas to find cities in the UK and plot their location on a blank map of the UK. Children identify landmarks of cities in the United Kingdom and then children create fact files on landmarks in the UK and/or a city in the UK of their own choice.

Children should be taught to name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas. Children should be taught to use world maps, atlases and globes to identify the continents and oceans studied at this key stage. This lesson allows children to identify the location of the United Kingdom and describe the location in relation to the wider world. Children complete a quiz about the United Kingdom. Children describe the location of the United Kingdom using a globe, maps and their quiz answers. What is included? PowerPoint for the lesson. Inflatable globe (NOT included). UK and the Wider World Quiz. Location description of the United Kingdom activity (differentiated on three levels). Map of the world outline. Map of the United Kingdom with countries, capitals, seas and oceans. Map of Europe with countries labelled. Files Included: United Kingdom and the Wider World: Single Lesson for Year 1/2 PDF File. United Kingdom and the Wider World Lesson PowerPoint.

The National Curriculum states that children should be taught to name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas. Children should also be taught to use basic geographic vocabulary to refer to key physical features including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather. This lesson enhances children’s knowledge of geographical vocabulary referring to the seaside. A picture of a coastline is used as a stimulus to build children’s knowledge of such vocabulary. Children consolidate their knowledge of the countries of the United Kingdom and learn to identify the names of the seas and oceans that surround the United Kingdom. Children label the locations of the seas and oceans on a map of the United Kingdom. What is included? PowerPoint for the lesson. Coast picture to discuss geographical vocabulary. Coast picture activity for children to complete based on discussed geographical vocabulary (differentiated on three levels). Map of the United Kingdom with labelled countries, cities, seas and oceans. Outline of map of United Kingdom for children to label countries, seas and oceans (differentiated on three levels). Files Included: The United Kingdom Coasts, Seas and Oceans: Single Lesson for Year 1/2 PDF File. The United Kingdom Coasts, Seas and Oceans Lesson PowerPoint.

The National Curriculum states that children should be taught to name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding areas. In this lesson children identify the countries of the United Kingdom and label them on a map. Children also find and label the capital cities of England, Wales, Scotland and Northern Ireland. Children research and complete a fact-file for the UK country of their choice. This knowledge is then consolidated during a game of corners! What is included? PowerPoint for the lesson. Detailed map of the UK Blank map of the UK Country fact-file for children to complete (differentiated on three levels). Country flags for corners game. Files Included: The United Kingdom 2: Single Lesson for Year 1/2 PDF file. The United Kingdom 2 Lesson PowerPoint.

The National Curriculum states that children should be taught to name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding areas. What are the differences between the United Kingdom, Great Britain and the British Isles? This single lesson for Year 1/2 contains activities to educate children about these differences. Children will use maps of the United Kingdom, Great Britain and the British Isles to improve their location knowledge and map skills. What is included? PowerPoint for the lesson. Differences between UK, British Isles and Great Britain map activity (differentiated). The United Kingdom quiz. Corners game answer cards. United Kingdom map outline. The British Isles map outline. Great Britain map outline. Files included: The United Kingdom: Single Lesson for Year 1/2 PDF file. The United Kingdom lesson PowerPoint.

About this unit: This is a ten-lesson unit of English work based on the reading and writing of a non-chronological report. It is intended for Lower Key Stage 2. This unit follows the 2014 National Curriculum objectives which are outlined below. The English objectives covered by this unit are highlighted in yellow. The ten lessons in this unit allow children to explore, discuss and understand a non-chronological report. During the first week children will explore a non-chronological report based on the Sydney Opera House. Through guided and shared activities children will write their own version of this text ensuring they have included the correct language and organisational features. In the second week, children will carry out their own research into the Sydney Opera House focusing in more detail on its cultural and historical background or its construction. Children will then apply what they have learned in the first week and plan, write and edit a non-chronological report based on their research. What is included? • A sheet with the National Curriculum English objectives for Y3/4 which are highlighted to help track and assess the progress of the class; to track coverage of the English curriculum and to show what objectives the unit covers. • NEW Printable child-friendly learning objectives for children’s books. • Non-chronological report planning for 10 days including possible art and design and geography cross-curricular links. • NEW Now includes a PowerPoint containing the lesson structure and learning activities for all 10 lessons of the unit which can be presented to the children. The PowerPoint design and content can be adjusted to suit the needs of a class. • A non-chronological report about the Sydney Opera House which includes details of the cultural significance of the location of the Sydney Opera House, the architect of the Opera House, a history of its construction and tourism today. • A non-chronological report about the Sydney Opera House that has been simplified for lower-achieving children. • A glossary for the non-chronological report about the Sydney Opera House. • Boxing-up plan for the non-chronological report about the Sydney Opera House (differentiated on two levels and a writing frame is included for lower-achieving children). • Success criteria for non-chronological reports (differentiated on three levels). • Non-chronological report about the Sydney Opera House writing frame for lower-achieving children. • Boxing-up plan for research about the culture or history of the Sydney Opera House. (differentiated on three levels) and additional boxing-up plans for more detailed research into the cultural and historical roots of the Sydney Opera House and the construction of the Sydney Opera House. Please Note: The Sydney Opera House: Non-Chronological Report Planning for Year 5/6.

About this unit: This is a ten-lesson unit of English work based on the reading and writing of a non-chronological report. It is intended for Upper Key Stage 2. This Unit follows the 2014 National Curriculum objectives which are outlined below. The English objectives covered by this unit are highlighted in yellow. The ten lessons in this Unit allow children to explore, discuss and understand a non-chronological report. During the first week children will explore a non-chronological report based on the Sydney Harbour Bridge. Through guided and shared activities children will write their own version of this text ensuring they have included the correct language and organisational features. In the second week, children will carry out their own research about the Golden Gate Bridge in San Francisco or another famous landmark of their choice. Children will then apply what they have learned in the first week and plan, write and edit a non-chronological report based on their own research and then they will write a non-chronological report independently. What is included? • A sheet with the National Curriculum English objectives for Y5/6 which are highlighted to help track and assess the progress of the class; to track coverage of the English curriculum and to show what objectives the unit covers. • NEW Printable child-friendly learning objectives for children’s books. • Non-chronological report planning for 10 days including possible art and design and geography cross-curricular links. • NEW Now includes a PowerPoint containing the lesson structure and learning activities for all 10 lessons of the unit which can be presented to the children. The PowerPoint design and content can be adjusted to suit the needs of a class. • A non-chronological report about the Sydney Harbour Bridge which includes details about the location of the Sydney Harbour Bridge; the history of its construction, the bridge climb and the New Year’s Eve fireworks which take place at the Sydney Harbour Bridge. ��� A non-chronological report about the Sydney Harbour Bridge that has been simplified for lower-achieving children. • A glossary for the non-chronological report about the Sydney Harbour Bridge. • Boxing-up plan for the non-chronological report about the Sydney Harbour Bridge (differentiated on two levels but a writing frame is included for lower-achieving children). • Success Criteria for non-chronological reports (differentiated on three levels). • Non-chronological report about the Sydney Harbour Bridge writing frame for lower-achieving children. • Boxing-up plan for children’s independent research about the Gold Gate Bridge in San Francisco (differentiated on three levels).

About this unit: This is a ten-lesson unit of English work based on the reading and writing of a non-chronological report. It is intended for Lower Key Stage 2. This unit follows the 2014 National Curriculum objectives which are outlined below. The English objectives covered by this unit are highlighted in yellow. The ten lessons in this unit allow children to explore, discuss and understand a non-chronological report. During the first week children will explore a non-chronological report based on the Sydney Harbour Bridge. Through guided and shared activities children will write their own version of this text ensuring they have included the correct language and organisational features. In the second week, children will carry out their own research about the Golden Gate Bridge in San Francisco or another famous landmark of their choice. Children will then apply what they have learned in the first week and plan, write and edit a non-chronological report based on their own research and then they will write a non-chronological report independently. What is included? • A sheet with the National Curriculum English objectives for Y3/4 which are highlighted to help track and assess the progress of the class; to track coverage of the English curriculum and to show what objectives the unit covers. • NEW Printable child-friendly learning objectives for children’s books. • Non-chronological report planning for 10 days including possible art and design and geography cross-curricular links. • NEW Now includes a PowerPoint containing the lesson structure and learning activities for all 10 lessons of the unit which can be presented to the children. The PowerPoint design and content can be adjusted to suit the needs of a class. • A non-chronological report about the Sydney Harbour Bridge which includes details about the location of the Sydney Harbour Bridge; the history of its construction; information on tourism at the Sydney Harbour Bridge including the bridge climb and the New Year’s Eve fireworks which take place at the Sydney Harbour Bridge. • A non-chronological report about the Sydney Harbour Bridge that has been simplified for lower-achieving children. • A glossary for the non-chronological report about the Sydney Harbour Bridge. • Boxing-up plan for the non-chronological report about the Sydney Harbour Bridge (differentiated on two levels but a writing frame is included for lower-achieving children). • Success Criteria for non-chronological reports (differentiated on three levels). • Non-chronological report about the Sydney Harbour Bridge writing frame for lower-achieving children. • Boxing-up plan for children’s independent research about the Gold Gate Bridge in San Francisco (differentiated on three levels). Please Note: The Sydney Harbour Bridge: Non-Chronological Report Planning for Year 5/6 is also available on TES.

About this unit: This is a ten-lesson unit of English work based on the reading and writing of a non-chronological report. It is intended for Upper Key Stage 2. This unit follows the 2014 National Curriculum objectives which are outlined below. The English objectives covered by this unit are highlighted in yellow. The ten lessons in this unit allow children to explore, discuss and understand a non-chronological report. During the first week children will explore a non-chronological report based on the Sydney Opera House. Through guided and shared activities children will write their own version of this text ensuring they have included the correct language and organisational features. In the second week, children will carry out their own research into the Sydney Opera House focusing in more detail on its cultural and historical background or its construction. Children will then apply what they have learned in the first week and plan, write and edit a non-chronological report based on their research. What is included? • A sheet with the National Curriculum English objectives for Y5/6 which are highlighted to help track and assess the progress of the class; to track coverage of the English curriculum and to show what objectives the unit covers. • NEW Printable child-friendly learning objectives for children’s books. • Non-chronological report planning for 10 days including possible art and design and geography cross-curricular links. • NEW Now includes a PowerPoint containing the lesson structure and learning activities for all 10 lessons of the unit which can be presented to the children. The PowerPoint design and content can be adjusted to suit the needs of a class. • A non-chronological report about the Sydney Opera House which includes details of the cultural significance of the location of the Sydney Opera House, the architect of the opera house, a history of its construction and tourism today. • A non-chronological report about the Sydney Opera House that has been simplified for lower-achieving children. • A glossary for the non-chronological report about the Sydney Opera House. • Boxing-up plan for the non-chronological report about the Sydney Opera House (differentiated on two levels and a writing frame is included for lower-achieving children). • Success criteria for non-chronological reports (differentiated on three levels). • Non-chronological report about the Sydney Opera House writing frame for lower-achieving children. • Boxing-up plan for research about the culture or history of the Sydney Opera House. (differentiated on three levels) and additional boxing-up plans for more detailed research into the cultural and historical roots of the Sydney Opera House and the construction of the Sydney Opera House.