Fully differentiated and resourced lesson for exploring how the environment an animal lives in will lead to adaptations and evolution. Looking at how Darwin built on his Theory of Evolution and the concept for Survival of the Fittest. Set up the classroom with 4 corners set up as a different island from the Galapagos. Children then investigate how conditions on that island could lead to the beak of a finch being different. Multi-stage lesson progression. Link provided to a useful video for a connection task. Activation builds on class discussions around how animals would be more suited to survive than others. Activity is an open investigation. Demo applies covered knowledge and skills. LO: To know adapting to an environment over a period of time may lead to evolution. Achieve – I can investigate and draw finch beaks from the Galapagos islands. Challenge – I can recognise that the beak shapes are varied on different islands depending on the type of food available. Aspire – I can explain using the keywords how the beak shapes have evolved over thousands of years.

Pupils can learn about Darwin and the studies he undertook. Then explore the adaptations of animals to survive in their environment. LO: To identify how animals and plants are adapted to suit their environment in different ways and understand adaptation may lead to evolution. Achieve – I can investigate and draw finch beaks from the Galapagos islands. Challenge – I can recognise that the beak shapes are varied on different islands depending on the type of food available. Aspire – I can explain using the keywords how the beak shapes have evolved over the years. Upper KS2 Biology Science lessons. Evolution and Inheritance. For year 5 or 6. Tasks - Connection learning about Darwin. Activation - class discussions and queries about evolutionary characteristics . Activity - investigate the conditions on four of the different Galapagos islands to consider how Finches would have adapted. Demo - evolution game.

Week 2 Malamander. Lessons 5 to 8. Collection of 4 LIRA lessons for building on reading comprehension skills based on the Thomas Taylor text Malamander Year 5 and 6 in Key Stage 2 - KS2. Literal. Inference. Reader Response. Author Intent. Additionally covering impressions and predictions, exploring motives of characters, evaluating characters, summarising and ordering events.

Design and technology lessons for upper key stage pupils in year 5 and year 6. (could be adapted to others.) These resources are aimed at the Hook for your pupils to enter a new topic to create a wooden automaton toy as a Christmas present. Leading in to two design phase lessons - conducting market research based on the briefing of the customer, followed by looking at creating detailed design drawings. There is also everything for a display board. Resistant Materials - Christmas Automaton Mechanical Systems Toy. Making use of woodwork and cams. L.O. - To conduct market research and outline a design specification. Achieve - I can identify the requirements from a generic design brief. Challenge - I can conduct market research to ensure a product will meet the requirements of the intended user. Aspire - I can explain how my design will be guided by design specifications and user requirements. LO: To reflect on my designs and develop them bearing in mind the way they will be used. Achieve: I can add appropriate design features, using my understanding of familiar products. Challenge: I can create accurate and concise designs using familiar products and prior knowledge. Aspire: I can analyse and comment on my design ideas, methods and approaches used in my own work.

Two LIRA lessons for building on reading comprehension skills based on the Humble Potato Text for Year 5 and 6 in Key Stage 2 - KS2. Literal. Inference. Reader Response. Author Intent. The Humble Potato text from past y6 SATs paper. Additional spelling, punctuation and grammar questions linked to the text. Fronted Adverbials Colons for a list.

Literacy lesson aimed at upper key stage 2. Ideas for a hook to have pupils write a persuasive formal letter to their headteacher to convince them the Christmas holidays shouldn’t be reduced to 1 week. Connection task looks at identifcation of subject verb and object. Activation then builds to the skills of identifying active/passive ready for an activity that implements the use of active or passive to emphasis the guilt or innocence of those caught up in the situation. LO: To utilise active and passive voice for implying guilt or innocence. Achieve - I use subject, verb and objects to identify active or passive voice. Challenge – I can adapt sentences to make the most of being in active or passive voice. Aspire - I can explain the implications of guilt or innocence through using active and passive voice.

L.O. To use dialogue to convey a sense of fear/panic in a character. Achieve – I can accurately punctuate sentences that contain dialogue (direct speech). Challenge – I can choose the content of dialogue for its ability show fear/panic in a character. Aspire – I can effectively integrate dialogue with the action/description of my narratives.

Numeracy lesson for Upper Key Stage 2 pupils. This mathematics lesson is mainly aimed at pupils in year 5 and 6. This lesson would be part of preparing pupils to cover more in depth algebra skills. It builds on understanding that all equations should be solved in a defined order of operations. BODMAS. Brackets, Orders/Indices (squaring, cubing etc.), Division, Multiplication, Addition, Subtraction. Lessons are differentiated, and build the children’s understanding through multiple tasks. L.O: To allow for the correct order of calculation in multi-operation equations. Achieve – I can recall the order of operations from BODMAS/BIDMAS. Challenge - I can apply BODMAS/BIDMAS to correctly solve multi-operation equations. Aspire – I can explain the order of operation that must have occurred to arrive at a given answer.

Children are cursed on entering the classroom and must follow a multi-step addition and subtraction challenge to create the counter-curse that will allow them to safely leave the room. Themed around Harry Potter. Focuses on use of estimation to allow for accurate problem solving and identification of your own errors. Accurate retrieval of information then use of column addition/subtraction also worked on. L.O. - To implement estimation as a self-check for addition and subtraction. Achieve: I can choose appropriate rounded values to perform estimates. Challenge: I can regularly self-check my workings using estimations. Aspire: I can explain why my estimation provides a good self-check for the answer. Maths. Numeracy lesson for KS2, year 4, 5 or 6 depending on how you aim it. Rounding starter activity.

A hook lesson, inviting pupils to embark on the Titanic’s maiden voyage. Pupil’s can be given a letter for either 1st, 2nd or 3rd class. They then investigate which class their letter is for. And on solving this can be given their boarding pass. Then exploring the features of a formal letter. Ready to write a formal persuasive letter arguing for or against the treatment of the different classes. (Set up class in different classes for extra hook and hands on experience of disparity between experiences on the Titanic.) L.O. - To explore the features found in a formal letter. Achieve - I can identify examples of formal language. Challenge - I can include formal language within my own writing. Aspire - I can describe the impact of formal language.

Titanic themed literacy lesson for upper key stage 2 pupils. (Year 5 and 6) Exploring use of colons, recapping their use to write lists and emphasising how they work differently to lists with commas. Further looking at colons being used to add additional information after a main clause. LO: To incorporate the use of colons in my writing. Achieve: I can use colons correctly in sentences with a list. Challenge: I can use colons to clarify information in a main clause. Aspire: I can explain how colons can be applied as a writing tool to create emphasis.

Titanic themed apostrophes lesson. Looking at their accurate use for possession. Upper KS2. Year 5 and 6. Explores the understanding of possession. The misconceptions of plurals. Applied to writing and correcting sentences. Then their use in SATS style SPAG questions. LO: To understand the purpose of apostrophes and how to use them accurately in my writing. Aspire: I can use apostrophes in my writing and justify why they are appropriate. Challenge: I can accurately apply apostrophes to my writing and understand their purpose. Achieve: I can identify where apostrophes should go in a word .

LO: To utilise a variety of sentence structures to build atmosphere. Achieve: I can create sentences with varying structures. Challenge: I can choose sentence structures for their affect. Aspire: I can explain the effectiveness of different sentences at creating atmosphere.

Lesson for Key Stage 2 pupils - year 5 and 6 (can be adapted to others). Follows a focus of applying previous lessons of addition and subtraction skills to then be applied for the calculation of perimeter. Fully differentiated lessons for lower, middle and higher ability. Use of connection, activation, activity and demonstration. ~Allows for regular use of assessment to feed in to lesson delivery. Applying decimal numbers and allowing for numbers with different numbers of digits and decimals. Higher ability can work towards deducing missing measurements. L.O: To accurately apply addition and subtraction to calculate the perimeter of shapes. Aspire: I can recognise the measurements required to solve missing values from shapes based on their perimeter. Challenge: I can accurately calculate the perimeter of compound shapes. Achieve: I can recognise and calculate the perimeter of common shapes.

These lessons are designed for Upper Key Stage 2 Maths lessons (year 6 pupils) - Algebra. Main lesson activities are differentiated to allow for higher, middle and lower ability tasks. Mathematics involving algebraic equations. Lesson 1 - Multiple part lesson building through early algebra skills - focuses on children being able to understand common algebra notation. Recognising how mathematicians will emit the multiplication symbol and others. Connection task uses shapes representing numerical values. Before the activation and main activyt start to use alphabetical letters for the use in algebraic equations. BODMAS can be reinforced throughout the lesson. L.O. - To recognise and apply the common notation associated with algebra. Achieve - I can identify the notation used for algebraic equations. Challenge - I ensure I follow the BODMAS order of operations while using algebraic equations. Aspire - I can explore the available solutions for unknown values in algebraic equations. Lesson 2 - Builds on the previous lesson, to start solving algebraic equations where the representative letter is worth an unknown value. Children can be taught how an equation is balanced and the final values for any unknowns should keep the algebraic equation balanced. L.O. - To be able to identify unknown values in algebraic equations. Achieve - I can identify a value for a single unknown in an algebraic equation. Challenge - I explore the values of multiple unknowns in an algebraic equation. Aspire - I can explain a selection of efficient processes for identifying the values of unknowns.

Reading comprehension lesson for LIRA skills focused on Inference and Reader Response for Key Stage 2 - KS2 , year 5 and 6. 3 mark question formats using an inference grid to build the process of collecting evidence to support opinions and viewpoints. Creating a balanced answer. SATs practice. Inference. Literal. Reader Response. Author Intent. Differentiation in tasks.

Week 1 Malamander. Collection of 4 LIRA lessons for building on reading comprehension skills based on the Thomas Taylor text Malamander Year 5 and 6 in Key Stage 2 - KS2. Literal. Inference. Reader Response. Author Intent. Additionally covering impressions and predictions, exploring motives of characters, evaluating characters, summarising and ordering events.

2 fully resourced LIRA lessons building on reading comprehension skills for year 5 and year 6 in Key Stage 2 - KS2. Inference. Literal. Author Intent. Reader Response. Phrases in context. Glossaries. Using a non-fiction text. The Galapagos Tortoise. Fact-file.

Reading comprehension lesson for LIRA skills focused on Inference and Reader Response for Key Stage 2 - KS2 , year 5 and 6. Multiple texts of varying levels to apply modeled skills to. 3 mark question formats using an inference grid to build the process of collecting evidence to support opinions and viewpoints. Creating a balanced answer. SATs practice. Inference. Literal. Reader Response. Author Intent. Differentiation in tasks. Texts - The Fox and the Boastful Brave SEN/LA, Ladybirds HA/ MA.