This lesson would be a good introduction to direction in either Geography or Maths. It introduces what a compass is and what it is used for, before focusing on NESW and the points in between. This could easily be demonstrated in the classroom by putting up NESW posters on each wall of your classroom, but my lesson uses a map of the counties of England to develop compass skills and direction. This is first modelled by the teacher, e.g. Cumbria is NW of North Yorkshire using the Notebook presentation, before the children have a go themselves, completing either missing compass directions or places in each statement. Suitable for KS2. Enjoy!

This resource is the perfect introduction to a half termly topic which I have used from years 3-5 to teach children about the human body, skeletons of both humans and animals, food groups and digestion. This particular lessons gets children to brainstorm what they already know about animals and humans, and what they would like to find out, helpfully allowing you to adapt your planning to match their subject knowledge.. Objectives and success criteria include: 1) LI: To be able to produce facts that state my current understanding 1) LI: To be able to ask questions which would develop my understanding Success Criteria I can state what I already know about a given topic I can ask questions linked to a given topic to develop my understanding I can use a range of question starters (what, who, how, when, do...)

I made this resource to link Year 6’s ICT and Science topics: internet researching and energy. The objective of the worksheet is to research facts which complete the tables / questions given. The topic covers a range of different types of energy and examples of how they are used across the world. The last task gets the children to research facts of their own for one fuel type.

As an introduction to your Plants topic, get children to brainstorm what they already know about plants. This will help you to direct your future planning more precisely by not repeating old knowledge or allowing you to plug clear gaps in understanding. Also, this lesson will allow children to brainstorm what they would LIKE to know, which gains you an insight into their interests about plants, helping you to produce engaging and focused lessons to inspire them!

This resource is the perfect ending to this half termly topic which I have used from years 3-5 to teach children about the human body, skeletons of both humans and animals, food groups and digestion. This particular lessons gets children to brainstorm what they have learnt about animals and humans since the start of the topic helpfully allowing you assess their understanding. The lesson objectives and success criteria include: LI: To be able to produce facts that state my new understanding LI: To be able to answer questions to demonstrate my new understanding Success Criteria I can state what I have learnt about a given topic I can try to answer questions I previously asked using my new learning

This resource is part of a whole half term of engaging lessons which I have used from years 3-5 to teach children about Animals including Humans. This lesson initially recaps children's understanding of human and animal skeletons, before focusing on developing their knowledge of food groups. It includes questions to stimulate children's ideas and understanding, various interactive links to engage and support, and suggested tasks to allow children to demonstrate and challenge their understanding. The Lesson Objective and Success Criteria are: LI: To know the different food groups Success Criteria I can explain what animals and humans need to stay healthy I can name common food groups I can name example foods in each group

This lesson explains to children the importance of women during WWII - how they kept the country running while men were away fighting, taking on jobs in industries that women previously did not work in and therefore changing their role and status in society. The notebook presentation explores how women's roles changed, their pay and what that would compare to today, and how the government used posters to encourage women into industrial work in factories and on farms. The lesson activity is in three parts: 1) studying the posters and annotating observations towards use of colour, illustrations and text 2) Answering questions based on class discussion about women's role during WWII 3) Using the internet to explore given articles about women in WWII, understanding how it is still celebrated today

This resource is part of a whole half term of engaging lessons which I have used from years 3-5 to teach children about the Humans including Animals. This lesson recaps children's knowledge of the human skeleton and then moves on to focus on animal skeletons, comparing different types, identifying well known animals by their skeleton and comparing human and animal skeletons. The resource includes questions to stimulate children's ideas and understanding, links to various video clips and interactive websites to engage and support, and both group and independent tasks to allow children to demonstrate and challenge their understanding. The lesson objective and success criteria include: LI: To compare the skeletons of different animals Success Criteria I can use first hand observations to find out about skeletons I can use secondary sources to find out about skeletons I can use observations to make predictions I can identify similarities and differences between human/animal skeletons

Having taught in an East London primary school, I wanted to end the class WWII topic by linking it to their own community. East London was a huge target during the Blitz, therefore was devastated during the war, which children in the area might not realise given the infrastructure around them. However, the lesson mainly compares WWII problems with modern day life in East London - positive and negative. It gets children to examine their own community, identify what is good, and what could be improved, and what they imagine it will be like in the future. The lesson activity is continuous through the lesson; making notes about what they think Hackney is like, and then develops to the children using their notes to write a poem (using my teacher example). Although this resource is focused on East London, it could be adapted to focus on area of London or the UK that was particularly affected by the Blitz. Resources include a Notebook lesson presentation, a worksheet for making notes, a presentation page for children to write their best copy of their poem and lots of picture resources.

These two worksheets can expand to form a Science topic over four to five lessons. Using their prior knowledge of materials and wind power, children independently design their own boat powered by wind either on paper or in their Science books. Existing examples could be shown. Then, at the start of the next lesson, children would use the first worksheet in this resource to evaluate each others designs using the following criteria: • Shape – How will this affect how it moves and balances on the water? • Size – How will this affect how the boat floats and balances? • Materials – Are they waterproof? How will you join them securely? • Sail – How will it steadily stay up and move the boat forwards? Following this, either in the same or next lesson, groups would then choose the best design or combination of design ideas from those on their table, to form a final group design of a boat with a sail. On the second sheet in this resource, they would then work together to plan their final design, using the following criteria: * I can consider the effect of water resistance in my boat design * I can make a sail that will catch wind * I can consider suitable materials to make my boat * I can annotate my design to explain material and shape choices Each group would draw their final boat design and list the materials needed to make it, before going on to make their boat in the following lesson, and then test them the lesson after that in a suitable outdoor location! (...we used a paddling pool!)

This resource helps children to consider the progression of time chronologically and the duration of different events. The lesson objective is to be able to create a daily routine using time facts Success Criteria: * I can order events chronologically * I can use vocabulary linked to the time of day * I can identify what time activities start and end * I represent times on an analogue clock Challenge: I can state how long activities last The lesson starts with a discussion about what key events would be included in a daily routine, with children thinking of their own personal examples. It then moves on to a teacher model of how time would be considered in a daily routine, from the start and end times to knowing the approximate duration of activities (i.e. they would know that brushing your teeth takes 5 minutes rather than 50 minutes). Children then independently create their own daily routine plan on the worksheet provided, which has been differentiated to challenge different learners. This lesson would suit KS1 and LKS2 classes and is easily adaptable. Enjoy!

This resource nicely extends children learning about World War II by comparing London's post-war infrastructure to modern day. It compares various images from post-war to modern day (which children find particularly intriguing!) and uses engaging BBC short video clips to examine how housing infrastructure has changed since the war. As the main activity, children will identify key London landmarks by their pictures, stick and label them in their books, read an information text about how London has changed since WWII and see if they can find any information about their landmarks, noting facts next to the relevant pictures. The resource includes a full lesson Notebook presentation, the full information text, the images comparing post-war and modern day London, along with the activity resource sheet and instructions. Enjoy!

This resource is part of a whole half term of engaging lessons which I have used from years 3-5 to teach children about Humans Including Animals. This resource starts by recapping children's understanding of the different food groups, before focusing on digestion. It includes questions to stimulate children's ideas and understanding, links to various video clips and interactive websites to engage and support, and both group and independent tasks to allow children to demonstrate and challenge their understanding using the engaging resources that I have suggested (the cover picture for this resource being the display made using one of their favourite lesson activities!) The objective and success criteria for the lesson are: LI: To understand the human digestive system Success Criteria I know what digestion is I know why humans need to digest what they consume I can place the digestive parts correctly in the body I can label the basic parts of the digestive system

When developing my children's comprehension skills, I don't like using photocopies from text books and meaningless expectancy sheets. I prefer to use purposeful, educational and REAL LIFE examples to engage and inform them, while still challenging them and looking for those reading skills. Therefore a lot of my comprehension challenges are based around interesting newspaper articles. In this example, taken from the BBC News website in April 2017, a village in the South West of England has declared itself as being 'hedgehog-friendly' in a bid to stop numbers falling. Included in this pack is a copy of the article and linking comprehension questions suitable for KS2. Enjoy!

This resource is part of a whole half term of engaging lessons which I have used from years 3-5 to teach the topic Humans including Animals. This lesson focuses on the human skeleton, and includes questions to stimulate children's ideas, links to online video clips to help develop and engage children's understanding, and suggested lesson activities. The objective and success criteria are: LI: To understand the human skeleton Success Criteria I know what the human skeleton is made out of I can explain why humans have a skeleton I can label different parts of the human skeleton

This lesson uses brainstorming, questioning, exploration and matching to follow the objective: To understand the different parts of plants The Success Criteria is as follows: I can name the main parts of a plant I can label the main parts of a plant I can describe the functions of plant parts Included is a page listing different accessible and engaging activity ideas (as the items I used are copyrighted). This lesson links with others in my resource shop, as a topic bundle about Plants.

This resource gets children to independently research information about Celtic traditions using ICT. The worksheet gets the children to visit a BBC website and research the answers to nine questions (three examples shown) with space below each to make notes: 1. How many years before Jesus Christ did the Celts live in Britain? 2. Where do the Celts live today in Europe? 3. What were Celtic roundhouses made of?

A simple but fun Chinese New Year-themed word search and crossword puzzles to help children to embed their knowledge of the festival. Available in PDF format. Words featured in both puzzles are: DOG, DRAGON, FESTIVAL, GOAT, HORSE, LANTERN, LUNAR, MONKEY, PIG, RABBIT, RAT, ROOSTER, SNAKE, SPRING, TIGER

This lesson uses brainstorming, questioning, exploration and matching to challenge the objective: To understand that plants make food in their leaves The Success Criteria is: I know the seven life processes I can explain why plants have leaves I know what the leaves of a plant need to make food I can label a diagram to explain this process Included is extensive flip pages helping children to understand the photosynthesis process and lesson activities to display their understanding. This lesson links with others in my resource shop, as a whole topic bundle about Plants.

This lesson uses brainstorming, questioning, exploration and matching to challenge the objective: To understand the lifecycle of a plant The Success Criteria is: I know that all living things eventually die I know that living things need to reproduce I can describe the lifecycle of a plant I can name the key parts of the flower This lesson links with others in my resource shop, as a whole topic bundle about Plants.