90% of the world’s animals and plants live in the 6% of the world that rainforests cover! In this session the class splits into groups to find out more about animals that have rainforests as their habitat. Suitable for years 3 and 4.

A leaflet for parents which outlines the type of Maths being taught in Key Stage 1 classrooms.

Why do some materials/objects float or sink? Talk about different materials used to make boats & ships. Carry out investigations: can children make plasticine float? How many pebbles/marbles will sink a plastic container? What happens when you blow air into water? Suitable for Year 1 pupils.

Children study and compare a range of posters on the theme of pets and animals. They look at the meaning behind each and how they are effective through text, colours and pictures. They create their own posters and then web pages using headings, captions and pictures.

Children look at Roman weapons and discuss the materials that these would have been made from. They then carry out some experiments to discover which materials are most suitable for which purposes. They devise a series of fair tests and communicate results. Suitable for years 3 and 4.

Children locate the Roman empire on a timeline and discuss how historians and archaeologists are able to piece together the facts. They look at the 3 systems of government: monarchy, republic and emperors, and debate advantages/disadvantages of each. Suitable for years 3 and 4.

Selecting appropriate tools and techniques chn create potato stamps of their own Adinkra cloth symbols, ready to block print on a cloth.

Children recognise the need for affordable social housing. Groups discuss different forms of affordable housing – council houses, tower blocks, housing associations, prefabs. Feedback to class with pros and cons and decide which would be most useful after a problem.

Children look at every day objects which have changed since WW2, choose one and write a museum card for it.

Children discuss ways of crossing the Channel and then make a balloon-powered hovercraft.

Children read the description of a fictional tourist town, they consider the way the town is dependent upon the tourist industry that surrounds the Coral Lake. A proposed new bylaw aims to change things – what effects will this have? Children hold a town meeting.

Children compare a food journal they have kept with a food pyramid which gives the recommended servings of different food groups. The need to include fruit and vegetables is highlighted and children design a garden to grow their own.

Children consider the different types of erosion, water, wind, glacial, sea and soil. In groups each with a different type of erosion children research for information and then draw cartoon strips explaining how the types of erosion occur.

Food was rationed during WW2 and the government constantly gave out advice about how to grow and preserve food using various methods. Fridges went into mass production after WW2. Children explore a BBC site – rations, shops, a quiz, etc!

After WW2 and rationing farmers had to increase production. Children discuss where food comes from, and their views on the use of heavy farm machinery and pesticides. Children make a model of a fruit/vegetable or create an ICT presentation showing seasonal availability.

Children consider ways in which we use the land and how it has changed since WW2. The four main ways are human land use, industrial agriculture, deforestation and urban sprawl. Children help decide the future of the imaginary Grousebrook Valley in the Peak District NP.

One of the important changes in British society since WW2 has been the rise in numbers of people with different religious beliefs. Christianity remains the main religion. Investigate the main religions that are now practised in Britain and create display.

Children discuss their favourite meals, made a model/drawing of it as session 4. One group prepares a chicken curry. All taste this and vote for either the 1950s chicken meal or the modern day curry.

Children look at pieces of kitchen equipment and guess which were available in the 1950s. One group make a real chicken meal, whilst the others make a typical 50s dinner from Plasticine, an ICT package or paint/collage materials. All taste the 50s dinner.

Ensure that children understand that all the people who have come to live here since Roman times have made an impact on Britain. Children research one country that people have immigrated from and add a picture and label to a large class version of the jigsaw.