8 Activities for Years 1 or 2 linked to the study of 1950’s Britain. Activity 1: My Kitchen Today Activity 2: Understanding a 1950’s Kitchen Activity 3: Let’s Go Food Shopping in the 1950’s Activity 4: Favourite Food now and then Activity 5: New Toy, Old Toy (Sort the cards into the box 2 sheet activity). Activity 6: Draw your home Activity 7: Understanding the Names of Different Homes All worksheets can be done as homework or for home learning. Taken from the KS1 History Resources File (available to purchase on our website). 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

2 lessons covering UK Counties and Major Cities Lesson 1: Counties in the UK Learning objectives Children should learn: • the UK is divided into countries and counties. Success criteria Children can: • understand that the countries in the UK are divided into counties and can name some of the counties. Lesson 2: Major Cities in the UK Learning objectives Children should learn: • about the major cities in the UK. Success criteria Children can: • understand that there are a number of major cities in the UK and can name and locate them. Taken from LCP’s LKS2 Geography Resource File

Isambard Kingdom Brunel was a famous engineer who lived in Victorian times. He was a very good engineer and he won a competition to build a bridge over the River Avon. This bridge became the Clifton Suspension bridge. This unit links to the lives of significant individuals in the past who have contributed to national and international achievements in the Programme of Study and considers the key historical enquiry question, How do we find out about Isambard Kingdom Brunel? It introduces the children to the idea of historical sources, introduces the concepts of old and new, and encourages them to think about the life and times of a famous person. The approach used could be applied to the study of other famous people. It provides a wide range of opportunities for children to develop their spoken language. It is helpful if the children have: ordered events in time and used everyday terms about the passing of time; answered questions about people/ events in the past using pictures and written sources; recounted episodes from stories about the past; looked for similarities and differences between today and the past. Lesson 1: How do we find out about a famous person? Lesson 2: The story of Isambard Kingdom Brunel. Lesson 3: Recording the life of a famous person.

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

This non-fiction unit looks at persuasion and argument. Children will read and evaluate texts intended to inform, protest, complain or persuade. In doing so, they will consider how the texts are set out and what language devices are used. They will notice the deliberate use of ambiguity, half-truth, bias; how opinion can be disguised to seem like fact; infer writers’ perspectives from what is written and from what is implied. Children will investigate the use of persuasive definitions, rhetorical questions, pandering and condescension. During the unit, children will write persuasive letters for real purposes, for example to put a point of view or comment on an emotive issue. The first two lessons focus on writing persuasively about environmental issues. The next two lessons look at formal and informal writing and at how to produce a balanced argument. In Lesson 5 the children will take part in a formal debate. The final lesson looks at a famous wartime speech by Winston Churchill. (This could be used separately during a history lesson.) Lesson 1: How big is your carbon footprint? • Evaluate texts intended to persuade. • Identify persuasive devices • Infer what is implied 2 Green letters• Know the features of a persuasive letter. 3 Exploring a controversial issue • To identify textual viewpoints – for, against and balanced. To explore the language and organisational features of texts presenting a specific argument/ point of view. 4 Comparing formal and informal texts • To identify and explore the features of formal and informal texts. • To listen for language variation in formal and informal contexts. • To employ the features and narrative techniques of formal and/or informal texts in their own writing 5 Establishing a viewpoint on a controversial issue • To participate in wholeclass debate using the conventions and language of debate, including Standard English. • To identify the ways spoken language varies according to differences in the context and purpose of its use. Analysing a famous speech • Listen to and understand a speech. • Recognise the use of repetition and emotive language. Leave a review

4 worksheets and 1 poster Designed to support the teaching of Commas. Sheet 1: to revise commas and full stops. Sheet 2: to explore the ways commas help to create meaning in a sentence. Sheet 3: to use commas to avoid ambiguity Sheet 4: to use commas to punctuate speech Taken from LCP’s Grammar and Creativity Year 5 book. Leave a review

7 activities to support the understanding of the Naples and Campania Region as part of a location study aimed at Keystage 2 children. Activity 1: Where is Italy? Activity 2: The Regions of Italy Activity 3: Base Map of Naples and the Campania Region Activity 4: Reading Train Timetables: Circumvesuviana line table (The train around the Bay of Naples). Activity 5: Holiday Brochure Activity 6: Understanding Volcanoes- The Vesuvius Crater Activity 7: A Section Through a Volcano. Leave a review

Daily Dynamo! – the whole class resource that gives you over daily starters to challenge your pupils’ thinking and reasoning. Ideal for pre-Registration engagement in the morning, these PowerPoint slides are fully customisable by you to suit your class needs. All have clear links to ECM Objectives, and are themed so that you can choose on a daily basis which Daily Dynamo! to get your pupils powered up in the morning. Leave a review

Taken from Unit 1 UKS2 Literacy file. Read chapter 4 ‘The Keeper of the Keys’ from Harry Potter and the Philosopher’s Stone by JK Rowling to the class. Put a plain cover on the book and do not reveal the title. Set the scene by reading a description of ‘the perfect place’ to stay from the penultimate page of chapter 3 beginning (he) ‘was pointing at what looked like a large rock way out to sea…’ .Explain to the children that as you are reading you would like them to the strategy of listening our for key features to help them decide which genre this story could be classed as. What clues are there? Leave a review.

Invaders and settlers The purpose of this lesson is: to establish that the Anglo-Saxons both invaded and settled in Britain. Children should learn: • to use the terms ‘invade’ and ‘settle’; • to place the Anglo-Saxon period in a chronological framework. Class objective: • to discover the difference between invaders and settlers. Learning Outcomes Children should be able to: • use a dictionary to find the meanings of the words ‘invade’ and ‘settle’; • sort words or phrases correctly under the headings ‘invade’ and ‘settle’; • locate the Anglo-Saxon period on a time line; • discuss ideas associated with invasion and settlement. Includes Lesson Plan and Activity Sheets See full unit available on TES

About this unit This unit looks at what it means to belong to something, whether it be a community, class, club, country, team, family, circle of friends and so on, and the need to show that belonging through joint activities or lifestyle, dress or behaviour. The unit explores belonging to: • a family • a school • other groups • the local community • our country • the world. People of particular life stances or groups will be valuable in sharing their experiences and showing any clothing and artefacts that signal their belonging and pride in that. Where opportunities arise for adding this feature to the lessons, make the most of them! Lesson length: Each lesson is designed to take one hour. (Lesson 3 will take longer if the group works outside to gather photographs.) Expectations At the end of this unit most children will: • understand the importance people attach to belonging to a group, and be able to name a religious and secular group. Some children will have made less progress and will: • be able to talk about the groups they belong to. Some children will have progressed further and will: • be able to explain why people belong to religious groups, naming some

Taken from our Literacy Upper KS2 Resource file Includes lesson plans and resources Lesson 1: In my mind’s eye LO: Understand how description sets the scene for a story. Lesson 2: One powerful legend, two stories LO: To be able to compare different versions of a legend. Lesson 3: Enter Beowulf LO: To explore a character through drama and to give references to support ideas Lesson 4 Capturing the moment LO: To act out scenes from stories and to describe them in precise sentences. There are six units on fiction in this file for years 5 and 6. The third unit focuses on myths, legends and traditional stories. This unit covers reading and analysing features of the text types, comparing different versions of the same legend, exploring characters through drama, comparing written and oral narratives, evaluating performances and transferring oral text into written narrative. Leave a review

Get the whole book via our TES shop 15 sheets with Answers Alphabet – to put words into alphabetical order. Compound Words – to investigate compound words. Thesaurus – to use a thesaurus to improve my vocabulary. Nouns – to revise word classes – nouns. Nouns – to recognise abstract nouns. Suffixes – to use suffixes: ship, ment, hood, ness. Pronouns – to revise word classes – pronoun. Possessive Pronouns – to use possessive pronouns correctly. Determiners – to explore determiners. Verbs – to revise word classes – verbs. Verbs – to choose the correct form of a verb. Verbs Challenge – to correct past tense verb endings. Prefixes – to use the prefix: re. Adjectives – to revise word classes – adjectives. . Adjectives Challenge – to revise word classes – adjectives Taken from: Grammar and Creativity for Year 4 Good writing may start with an exciting idea, but it needs structure to make sense to a reader. Grammar provides a framework on which to display the imagination. Writing brings together individual expression and an understanding of the rules that allow our language (any language) to make sense. This book has been written with the view that grammar and creativity go hand in hand to produce good writing. Developing children’s understanding of the basics of English will encourage their literary adventures. The range of activities here has been designed to excite interest as well as guide children and teachers through the rules. Leave a review

3 lessons covering: The Compass How to use the compass Directional language Includes Lesson plans and work sheets Lesson 1: The Compass and its uses Learning objectives Children should learn: • the names of simple compass directions; • simple locational language; • to describe the location of features on a map Lesson 2: Using the Compass Learning objectives Children should learn: • the names of simple compass directions; • simple locational language; • to use simple maps; • to plot a route on the ground. Lesson 3: Using directional language Learning objectives Children can: • begin to confidently use directional language. Taken from LCP’s KS1 Geography Resource File

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

Who were the Celts? Learning objectives Learning outcomes The purpose of this lesson is: for the children to develop a clear understanding of who the Celtic people were. Children should learn: • to select and record information about Celtic ways of life; • about aspects of life in Celtic Britain, using a variety of sources. Class objective: • to find out about the Celts Children should be able to: • select relevant information from a number of sources; • record relevant information about the Celtic way of life Includes Lessons Plan and resources for activities

The purpose of this lesson is: to consider a map of ancient Greece and to investigate city states and the way they were governed. Children should learn: • about the geography of ancient Greece; • that ancient Greece consisted of city states; • that different city states were governed in different ways. Class objective: • to discover how ancient Greece was organized. Children should be able to: • recognize that ancient Greece was organized into city states; • know that Athens and Sparta were city states; • understand that there are different models of government. Includes Lesson Plans and Sheets for activities

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

5 Lessons including resources and lesson plans Lesson 1: Where does water come from? Learning objectives Children should learn to: • recognise the processes which make up the water cycle; • sequence the components of the water cycle; • see that human uses of water are also part of the water cycle. Lesson 2: Where does water go? Learning objectives Children should learn to: • understand what happens to rainfall when it reaches the ground; • undertake investigations in the field Lesson 3: Weather around the world Learning objectives Children should learn to: • investigate places; • locate places using an atlas; • describe what places are like in terms of weather conditions; • understand that different places experience different weather/climate Lesson 4: Where are hot and cold places found around the world? Learning objectives Children should learn:. • to recognise broad global climate patterns; • about weather and climate conditions around the world Lesson 5: Climate Patterns Learning objectives Children should learn to: • describe the main climate patterns; Taken from LCP’s LKS2 Geography Resource File