Links to the objective: Read and write numerals from 0 to at least 20. 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. 5 Sheets with Answers and example strategies to solve the problem. The overall aim is to help pupils to apply in a variety of situations the mathematics they have already learnt.The programme seeks to achieve this by teaching the strategies that will enable pupils to approach a variety of problems in a more logical and systematic way. The more specific aims of the programme are to promote the following: • willingness to attempt problems and to persevere; • confidence in one’s ability to solve problems; • awareness of problem-solving strategies; • awareness of the value of approaching problems in a systematic manner; • ability to select appropriate solution strategies; • ability to apply solution strategies accurately; • ability to monitor and evaluate one’s thinking whilst solving problems. The problems included: 1: Trucks and Trailers 2. Truck Driver 3. Clown Masks 4. Party Masks 5. Target Game Taken from Problem Solving Years KS1

Links to the objective: Reasoning about numbers or shapes 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. 5 Sheets with Answers and example strategies to solve the problem. The overall aim is to help pupils to apply in a variety of situations the mathematics they have already learnt.The programme seeks to achieve this by teaching the strategies that will enable pupils to approach a variety of problems in a more logical and systematic way. The more specific aims of the programme are to promote the following: • willingness to attempt problems and to persevere; • confidence in one’s ability to solve problems; • awareness of problem-solving strategies; • awareness of the value of approaching problems in a systematic manner; • ability to select appropriate solution strategies; • ability to apply solution strategies accurately; • ability to monitor and evaluate one’s thinking whilst solving problems. The problems included: 1: Football Kit 2.Striped Shirts 3. Mountain Biking 4. Bike Tracks 5. On Target Taken from Problem Solving Years 3&4 Leave a review

Promote book talk for all ages with this helpful worksheet. 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.

This sheet has been taken from UKS2 Literacy Resources File Encourages children to think about the Features of a Comedy. It links to You Can’t Bring That in Here by Robert Swindells. But activity can be used without this book and can link to any comedy. Dialogue: the repetition of ‘you can’t bring that in here’ which is then used by the gorilla at the end. – Vocabulary: funny similes, for example, ‘the sofa looked like a tatty boat afloat on a sea of can rings and screwed-up crisp packets’. – Action: Jimmy swapping a number of ‘normal’ animals, ending up with a talking gorilla. – Authorial voice: use of the third person makes the reader sympathise with Jimmy and ridicules Osbert.

Taken from Unit 1 UKS2 Literacy Resources File Horror stories have common features, such as: – a setting that is uncomfortable, creepy or scary. Often these are unusual places; – use of darkness and cold to unsettle the reader; – use descriptive words to create an atmosphere – appealing to all the reader’s senses; – create suspense through building up tension and sudden action; – suspense is built through long compound sentences and action is sudden and ‘jumpy’ conveyed through short, dramatic sentences; – dramatic endings and use of cliffhangers. - there will usually be a sinister, evil villain There is often an element of guesswork through clues given in the text. Who is bad – or carried out an evil deed – can be hidden and concludes with a moment of revelation; – include simplistic themes of right and wrong, and good over evil. This sheet is designed to prompt discussions on the features of a specific genre. Leave a review

Based on a theme, LCP’s daily home learning plans are here to help give parents ideas for fun and engaging activities for their children. Each day includes a mixture of independent and working with adult activities and a timetable to help structure the day. It includes all resources and hyperlinks. DISCLAIMER: Website addresses are provided in this resource in order to offer additional information sources for teachers. It is not unknown for unscrupulous individuals or organisations to place highly unsuitable materials on websites to which children might have access. It is essential that teachers check the content of websites before allowing pupils to have access to them. In addition, although we try to suggest reliable sources, websites and the individual pages within them can sometimes be removed or have their website addresses changed by their owners. LCP cannot be held responsible for other organisations’ websites which are removed or changed, nor for the content of such websites. Leave a review.

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

1 lesson covering the distinction between human and physical features Includes Worksheets Learning objectives Children can: • distinguish human from physical features in the landscape; • begin to understand that the distinction between human and physical is not always clear. Success criteria Children should be able to • recognise physical and human features in the environment; • use geographical vocabulary to describe physical and human features Taken from LCP’s KS1 Geography Resource File

1 lesson plan with resources Called: Going somewhere new – How will we get there? Learning Objective Children should learn: • about the types of transport used to get to places; • to use atlases, internet maps and globes. Success criteria Children can: • use atlases, internet maps and globes to plan routes Taken from LCP’s KS1 Geography Resource File

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