Resources - Primary

19th November 2010 at 00:00


Share languages best practice

Cilt, the centre for languages, is holding a one-day event for primary staff to exchange ideas about teaching languages. The Primary Languages Show takes place in Liverpool on March 4. For details, go to

Put your heart into singing event

National charity Heart Research UK is asking schools to get involved in its Sing for Your Heart event, from December 8 to 15. The event aims to promote the physical benefits of singing. For details go to or call 0113 297 6205.

Tomatoes ripe for the Pharaoh treatment

A tomato gets mummified in a new primary science video for Teachers TV. The short film looks at how to mummify a tomato using a technique similar to that used in ancient Egypt, while an accompanying film looks at the Victorian approach to sewage. Both can be seen on


What the lesson is about

This looks at finding out which materials are waterproof and is aimed at key stage 1 pupils.

Aims: pupils will

- suggest how to test whether materials are waterproof;

- communicate how they carried out the tests and what happened;

- draw conclusions from their results.

Getting started

Show the class a picture of a lifeboat crew (available on the link below). Discuss what protective clothing they are wearing and why this is important. Focus on the dry suit. Ask the pupils what qualities the material that this is made out of should have. Explain that they are going to look at which materials would be best to make a dry suit from.

Give the children a variety of materials, such as paper, cardboard, cellophane, cotton, wool and tin foil. Tell them they are going to test which ones are waterproof and ask how they can do this. How can they ensure their experiment is fair?

Taking it further

Split the class into small groups and ask each group to test the different materials with water. Tell them to sort the materials into categories as they test them to work out which would be the best for making a dry suit. Ask each group to present its findings to the class, saying which material it would choose and why.

Where to find it

The original lesson, plus supporting materials, was uploaded by rnlieducation and can be found at


What the lesson is about

This is a French lesson looking at where different members of staff work in schools. It is aimed at Years 4, 5 and 6.

Aims: pupils will

- know the words for different people's jobs;

- be able to say where each person works;

- be able to say where people do not work;

- be able to say where other professionals work.

Getting started

Show the class a map of the school and use a spotlight tool to identify different places. Ask the pupils, Qu'est-ce fait dans la salle a manger? They should reply, Je mange dans la salle a manger.

Use flashcards to introduce four job descriptions: la directrice, la secretaire and la bibliothecaire. Say the word and ask pupils to repeat it. Point to different places on the school map and ask who works there. For example, point to the secretary's office and ask, la directrice? The children should reply Ce n'est pas la directrice. C'est la secretaire.

Model forming sentences using the job titles: la directrice travaille dans la salle de profs. Explain that when forming sentences with plurals, the -nt suffix is used on travaille. Ask the pupils why this happens. Explain that this does not alter the sound of the word.

Taking it further

Play a game where pupils have to match the job to where it is carried out. If an incorrect pair is chosen, the pupils should respond C'est faux! Higher-ability pupils should respond with the matching sentence, such as Les profs ne travaillant pas dans le bibliotheque.

Ask the pupils to use a dictionary to find the French for different professions and the places they work. They then turn this into a sentence, such as Le medecin travaille dans l'hopital. Discuss the use of un and une and how this affects the use of le and la. Get the pupils to complete a table showing the spellings of masculine and feminine professionals.

Where to find it

The original lesson, plus a short video on teaching French in primary schools, was uploaded by Teacherstv and can be found at


What the lesson is about

This helps children explore their emotions through the song If You're Happy and You Know It. It is aimed at key stage 1 pupils and also links to PSHE.

Aims: pupils will

- use voices expressively for singing songs and speaking chants and rhymes;

- learn how sounds can be used descriptively.

Getting started

Explain that the pupils are going to be showing expression through their singing and voices. Sing If You're Happy and You Know It in a happy way with happy actions. Demonstrate how to convey emotions through your voice and actions. Ask the pupils to follow suit.

Ask the pupils how you would look if you were singing about being sad or tired or excited. How should your voice change? What should your actions be?

Repeat the song, but change the word "happy" and the actions, replacing it with "sad" and rubbing your eyes, "tired" and yawning, and "excited" and jumping up and down. Get the pupils to follow suit.

Taking it further

Ask the children to think of a new phrase and actions. Demonstrate the new words, changing your voice to match the actions, and get the pupils to do the same.

Where to find it

The original lesson was uploaded by brianne.turner and can be found at

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