Resources - Primary

3rd December 2010 at 00:00


- Disaster charity publishes book

Disaster relief charity ShelterBox has released a book, The Day the Ground Shook, to help children understand how disasters such as earthquakes affect communities. It is available from

- Nasen Awards deadline approaches

The deadline for entries for the Nasen Awards, which recognise special needs resources, is 31 December. The winners will be announced at the Nasen Live event in May. For details, go to

- Geographical Association courses for NQTs

The Geographical Association is holding courses for NQTs on teaching geography and leading field trips in Coventry on 31 January, London on 9 February and Sheffield on 7 March. Details at


What the lesson is about

This is part of a four-lesson unit on identity, which looks at memory and how our past experiences contribute to our identity and can shape our future. Pupils explore how objects and photos can trigger memories. It is aimed at key stage 2 pupils.

Aims: pupils will

- understand about identity and what contributes to it.

Getting started

Make a collection of objects that could trigger memories of different events, such as postcards, bus tickets, gifts and photographs. Read the story Wilfrid Gordon Mcdonald Partridge by Mem Fox, in which Wilfrid Gordon tries to help an old lady who has lost her memory.

Ask pupils to explain what they think a memory is. Show the class the collection of objects - get them to suggest what they might be reminders of and to discuss the memories they might evoke.

Tell the children to think about their own memories and discuss them with a partner. Encourage them to think of an object or image that might be a significant reminder.

Taking it further

Ask the children to draw their own significant objects and images, and write an explanation to show the links between them and their memories. Get them to share their memory box with the class and explain why the objects in it are important.

Introduce the idea that memories and previous experiences can help to shape our identity. Encourage pupils to think about how the memories they have chosen could give other people a clue to their identity. Instruct pupils to create their own book of photos or drawings showing all the important events of their life so far.

Where to find it

The four-lesson unit, plus supporting resources, was uploaded by planuk and can be found at


What the lesson is about

This is part of a medium-term lesson plan on travel and transport, and uses a class trip to a local bus station to raise and answer questions about public transport. It is aimed at an early years, low ability or special needs class.

Aims: pupils will

- observe and record;

- use geographical vocabulary;

- identify and describe what places are like;

- recognise how places are linked to other places in the world.

Getting started

Collect a range of holiday brochures from a travel agency. Show the brochures to the class and ask them to identify and describe the different destinations. Get them to use the pictures to describe the climate in different countries. What is the weather like? What are the appropriate clothes to wear in that country?

Ask the children to look at the pictures to describe the types of accommodation on offer and the facilities available. Get them to research the countries featured in the brochures and put together their own tourism leaflets.

Taking it further

Take the class to a bus station. Get pupils to take photographs of the buses and record the different destinations. Ask them to count the number and types of buses they can see. Tell them to collect timetables for the different routes.

Where to find it

The complete unit was originally uploaded by dinx67 and can be found at


What the lesson is about

This lesson looks at alliteration and sets pupils the challenge of producing a short alliterative piece. It is aimed at Years 5-6.

Aims: pupils will

- understand the use of punctuation as an aid to the reader;

- understand the meaning of alliteration.

Getting started

Ask pupils if they know what a tongue-twister is. Why is it called that? Do they know any tongue-twisters? Display the tongue-twisters Peter Piper and She Sells Sea Shells on the board. Explain that alliteration means the repetition of the same sound at the beginning of a group of consecutive or closely connected word, but can also be seen at the end of words, such as "snap, crackle and pop".

What is the initial repeated sound in the tongue-twisters on the board? What is the effect? Ask what other effects can be achieved by alliteration, such as "slithery snake", mimicking the hiss of a snake? Does it make phrases easier to remember?

Taking it further

Tell the class to make up a sentence using alliteration, with any consonant they choose. Get pupils to read their sentences to the class. What letters are easy to use alliteratively?

Where to find it

The lesson was originally uploaded by Abi_w and can be found at

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