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.
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This is a short unit that supports your local history teaching. It introduces the children to the idea of using the built environment as a historical source, introduces the concepts of old and new, and encourages them to think about the changes in their local area over time. It provides a wide range of opportunities for children to develop their spoken language. It is helpful if the children have: experience of recalling stories about the past; sequenced events on a time line; used everyday words relating to the passing of time; used pictures to find out about the past
Includes lesson plans and all worksheets
Lesson 1: Castles today
Lesson 2: Lord John’s Castle
Lesson 3: Let’s explore our local castle
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2 part lesson covering contours and relief specifically aimed at Year 3 pupils.
Includes lesson plans and resource sheets
Lesson 1:
Learning objectives
Children should understand:
• contours show the shape of the land (relief);
• how sea level is measured.
Success criteria
Children can:
• begin to understand how relief (the shape of the
land) is shown on OS maps;
• understand how sea level is assessed.
Lesson 2:
Learning objectives
Children should understand:
• there are two ways of representing height on an
OS map;
• contours show the shape of the land (relief);
• layer colouring is a third way of showing relief on
maps.
Success criteria
Children can:
• state how high above sea level a particular
feature is on an OS map;
• begin to understand how height and relief are
shown on OS maps.
Taken from LCP’s LKS2 Geography Resource File
In this section, the children will learn the nouns for members of a family and how to say the date. They will also learn how to describe using colours, to express preferences and to look carefully at some Spanish words for their sound and spelling.
**Topic titles
My family**
The purpose of this topic is for children to identify members of their family, to respond to questions and to write short phrases correctly with support.
**2. Today’s date **
The purpose of this topic is for children to ask and respond correctly to the question ¿Qué día es hoy? It is also to understand and use the numbers 22–31.
3. Colours **
The purpose of this topic is for children to learn vocabulary to describe the colour of items.
** 4. Sounds and spellings
The purpose of this topic is to consolidate and apply the phonetic skills the children have learnt in this
and in other sections by looking specifically at the sounds and spellings of words
Includes:
Medium Term Plans, Lesson Plans and Activity Sheets
Topic 1 and 2 available on TES or on our website.
The purpose of this lesson is: to discover why the landscape was crucial in the life of the ancient Egyptians
Children should learn:
• to make deductions about life in the past from
pictures of the landscape;
• how much of the life of Egypt depended on the
Nile.
Class objective:
• to discover the importance of the River Nile in
ancient Egypt.
Children should be able to:
• extract information about the landscape from
pictures;
• provide answers that show the relationship
between the geography of Egypt and the way of
life in the past
Includes Lesson Plan and Activity sheets where required
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).
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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.
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
FREE Poetry in Motion resource pack includes: - 1) Drafting and Presentation, 2) Trees and Woodlands 3) Be Verbose with Verbs! Based on actual poetry work carried out by Roger Butts – a former primary school teacher, headteacher, advisor and lover of the outdoors. The activities encourage children to look carefully and closely for specific details, which will not only help them to understand and appreciate their environment but, helps them to create an effective and lasting image to convey their ideas and emotions.
Many of the ideas can be taught at any primary age group, as different age groups or abilities will produce different outcomes from the same stimuli
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KS1 - Lesson 8: Managing my feelings from the ‘Who Am I?’ section. To help children make sense of their emotions and develop an understanding of how to manage them.
Aim To help children make sense of their emotions and develop an understanding of how to manage them.
Lesson length 50-60 minutes
As children learn about the world around them, locally, nationally and globally, it is important for them to learn more about themselves. They need to explore who they are, what they can do, their favourite things, what makes them special and the type of person they want to become. They develop a degree of self-awareness and awareness of others around them.
All resources included
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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.
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Racing to English
Great resources for teaching English as an additional language. Free resource includes :-
Set of photo cards and matching words.
Picture Dictionary Sheet.
Worksheets for oral and written work.
If you are looking for a comprehensive English as an Additional language resource then see the full Racing to English resource on LCP’s website. For now, this is a great freebie that we wanted to share. Let us know what you think …
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.
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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.
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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.
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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 Upper Keystage 2 Literacy Resource File
Includes all lessons and resources
Lesson 1: Inside a story- LO: To identify a point of view
Lesson 2: 2 Ways into a story- LO: To identify how different stories are opened.
Lesson 3: Colin Thompson’s stories and characters- LO:Identify the main parts of a story and to create a character profile
Lesson 4:Tell me a story- LO:To experiment with writing in different styles.
Lesson 5: Comparing story openings by Michael Morpurgo- LO:Compare the openings of two stories by the same author and comment on what makes an effective opening.
Lesson 6 : Does Tomas Believe in Unicorns- LO:To explore characterisation through drama.
Lesson 7:Tomas and the librarian- LO: To use empathy to explore the character of Tomas
About this unit
There are six units on fiction in this file for years 5 and 6. The second unit focuses on the work of modern authors of children’s fiction. We have chosen to focus on Colin Thompson and Michael Morpurgo, but it is possible to repeat some of the activities using books by other authors with whom the children may be familiar, such as Roald Dahl and David Walliams. The children will examine the story structures and aspects of each author’s style and will have opportunities to write short stories of their own. They will be encouraged to explore various characters and situations through role play and will work towards writing and staging their own short plays. They will develop the habit of keeping a reading journal (on paper or screen) as a way of supporting and extending reading. The Michael Morpurgo lessons are more challenging and you may wish to use them later in Upper KS2 than those on Colin Thompson’s books.
The unit focuses on Books by Colin Thompson, for example The Paradise Garden, The Paperbag Prince, Falling Angels, Sid the Mosquito and other wild stories and I Believe in Unicorns and Why the Whales Came by Michael Morpurgo.
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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
The titles of the 5 texts include
1 Numbers
2 Owls
3 Running
4 Boats through history
5 Maps
The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills.
There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme.
The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable.
The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy
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Taken from our UKS2 WW1 Resources File.
This is Unit 5.
There are six units available for Upper Key Stage 2, each focusing on different curriculum subjects but also designed to complement one another to support cross-curricular planning. An overview, in the form of a Planning Chart, is also included.
Each unit contains Activity ideas packed with facts, suggestions for different abilities and for working both in and out of the classroom, one Activity sheet, two Visual resources and a photocopiable Factsheet. Supporting the units are two Timelines, a World War I Glossary and two Maps of Europe showing how the geographical landscape and country boundaries changed as a result of the war.
Lesson 1:A guide to Leper
Lesson 2:The impact of the landscape
Lesson 3: Belgium then and now
Lesson 4: The creation of new countries
Lesson 5:Here and there
Lesson 6: Can you find your way around Leper?
Lesson 7:National pride
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