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
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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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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1 lesson plan with resource sheets
Learning objectives
Children learn:
• the names of the continents;
• the names of the oceans;
• the difficulties of representing the globe on a
map.
Success criteria
Children should be able to:
• name and locate the seven continents and five
oceans
Skills and processes
Locational knowledge:
• Name and locate the seven continents and five
oceans.
Human and physical geography:
• Recognise the Equator and North and South Poles.
Geographical skills and fieldwork:
• Use a globe to identify continents and oceans.
Taken from LCP’s KS1 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.
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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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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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
Activity links to objective: Describe and extend number sequences:count on or back in twos starting from any two- or three-digit number,and recognise odd and even numbers at least to 100;count on in steps of 3,4 or 5 from any small number to at least 50,then back again.
Solve mathematical problems or puzzles,recognise simple patterns and relationships,generalise and predict.Suggest extensions by asking ‘What if…?’
Explain methods and reasoning orally and,where appropriate, in writing.
Includes one worksheet: Train Ride and answers
More sheets available on our website and TES shop.
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Ancient Greek theatre.
The purpose of
this lesson is: to investigate the ancient Greek theatre.
Children should learn:
• to deduce information about an aspect of the Greek
way of life from pictures of buildings and texts;
• to combine information from several sources;
• about the role of the theatre in the way of life of the
Greeks;
• to structure work in the form of a play.
Class objective:
• to investigate ancient Greek theatre and what
happened there.
Children should be able to:
• recognize the main features of a Greek theatre;
• understand the religious connections between
theatre and religious festivals;
• find out the sorts of plays the Greeks liked and who
wrote them;
• contribute to the preparation and performance of a
play that demonstrates the key features of Greek
drama.
Includes full lesson plans and activities
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.
See our full unit available on TES
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.
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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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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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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
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
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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
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