Resources - Primary

17th September 2010 at 01:00


Literacy lovers take note

Former Children's Laureate Michael Rosen is one of the keynote speakers at a conference on how to deliver inspiring literacy lessons. Beyond Bog-Standard Literacy will take place on November 15.

Proposed changes in PSHE

The National PSE Association for Advisors, Inspectors and Consultants will hold its 21st annual conference next month. The event on October 12-13 will look at proposed changes in PSHE education. See

Emotional day

Strategies for managing behavioural, emotional and social difficulties in the classroom come under the spotlight at a series of workshops organised by Nasen, the association of special needs teachers. The one-day event also includes sessions on inclusion development plans and social and emotional aspects of teaching, and will take place in London on October 8.

For more information, go to


What the lesson is about

This looks at the use of adjectives and adverbs and is aimed at key stage 2 pupils.

Aims: pupils will

- be able to extend sentences using adverbs and adjectives;

- know that an adverb describes a verb;

- know that an adjective describes a noun.

Getting started

Explain that an adverb is a word that is used to describe a doing word, a verb.

Explain that an adjective is a word that is used to describe an object, a noun.

Show pupils three sentences that include an adverb and an adjective. For example: A thin policeman arrived slowly; An American policeman arrived hurriedly; A tall policeman arrived quickly.

Ask pupils to underline the adjective in one colour and the adverb in another. Show pupils a picture of different lights (available on The TES website). Give them the sentence "A light flashed" and ask them to add an adjective and an adverb that is appropriate for each picture.

Taking it further

Give pupils a selection of sentences. For example: A boy coughed; The storm raged; A dog barked; The lady waited.

Ask pupils to add an adverb and an adjective to each one to make a new sentence. Tell them to underline the adverb in one colour and the adjective in another.

Finally, get pupils to create their own three-word sentence and add an adjective and an adverb.

Where to find it

The lesson plan, including a PowerPoint of slides and sample sentences, was originally uploaded by broberg and can be found at


What the lesson is about

This looks at extended families and the role of women in families and is aimed at Year 1 and 2 pupils.

Aims: pupils will

- think about the lives of people living in other places and at different times;

- understand that differences and similarities between people arise from many factors.

Getting started

Explain to pupils that they are going to look at their extended families. Show the children a range of family trees, showing three generations, while remaining aware that there may be different types of family arrangements in the class and that no one is abnormal.

Show the class the Royal Family's family tree, available at www.britroyals.comwindsor.htm. Explain the layout to pupils. Ask them to think particularly about the women in the family. Do they have the same roles today that they did in the past?

Explain that many women in the past used to stay at home and look after the family. How is it different now? Who does the household chores today? Do the children have household tasks to do at home?

Taking it further

Ask pupils to create their own three-generation family trees, remaining aware that some of the children may have different arrangements at home. Ask them to include extra details, such as the year of birth, any jobs including household tasks, and where members of the family live.

Where to find it

The original lesson plan, plus a lesson plan on personal profiles, was originally uploaded by HamiltonTrust and can be found at


What the lesson is about

This looks at electricity conductors and involves an experiment suitable for children with autistic spectrum disorders. It is aimed at key stage 2 pupils.

Aims: pupils will

- know that some materials are better conductors of electricity than others;

- know how to find out which materials allow electricity to pass through them.

Getting started

You will need circuit equipment and pictures of circuits where the pupils can record their results.

Ask the class what materials are used to make electric circuits. Can they suggest why these materials are suitable? Look at the pictures of circuits and discuss what the components are made of.

Set up the circuit equipment and ask each pupil to set up a working circuit. How can they test which materials are good ones to use? Demonstrate that by inserting different materials into a circuit with a bulb, motor or buzzer and observing whether the device will still work, they can determine if the material is good to use in a circuit or not.

Introduce the term conductor and explain that it is a material that allows electricity to pass through.

Taking it further

Ask children to work in pairs or small groups to create a circuit and insert different materials to test whether the bulb lights, or not.

Get them to record which materials complete the circuit and which do not by using a diagram. Discuss the results with the children and ask if they can draw any conclusions about the type of materials that complete the circuit.

Where to find it

The original lesson plan was downloaded by Fosse Way School and can be found at

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