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Literacy Year 5 or 6 Stories from Other Countries 3 Weeks Planning Ahmed's Secret  Heide
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Literacy Year 5 or 6 Stories from Other Countries 3 Weeks Planning Ahmed's Secret Heide

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Great planning for year 5. Plenty to keep you going for three solid weeks. Powerpoints, planning, worksheets etc etc The zip has the lot. I have put up some on the ordinary download so you can look. Sample planning : Genre: Narrative Unit 3 – ‘Stories from other cultures’ Focus Texts: ‘Abela’ by Berlie Doherty (class reader), ‘The day of Ahmed’s secret’ by Florence Parry Heide, ‘Stories from around the world’ Usborne books. Objectives Primary Framework Phase 1 • Create roles showing how behaviour can be interpreted from different viewpoints • Know and apply common spelling rules • Infer writers’ perspectives from what is written and from what is implied • Compare different types of narrative and information texts and identify how they are structured • Experiment with different narrative form and styles to write their own stories Adapt sentence construction to different text-types, purposes and readers Punctuate sentences accurately, including using speech marks and apostrophes. Learning/Writing outcome for unit: Write a story from a different character’s point of view. Reflect on writing critically and edit it against success criteria. LO: Whole Class Shared Learning Guided and Independent Activities: Plenary: M Understand and use the word ‘culture’. Begin to recognise the features of a story from another culture. Show the words ‘narrative’ and ‘fiction’. Children to TTYP and talk about what they mean. Come back together and elicit that they are words for ‘story’. We are going to be studying a narrative unit for two weeks. Briefly recap the five structural features of a story. What types of stories have we studied so far? (Myths, legends and stories by a significant author). Show the word ‘culture’. Children to TTYP and discuss. Come back together and explain that a culture refers to “the attitudes and behaviour that are characteristic of a particular social group.” Emphasise that we are not necessarily talking about different religions or even other countries – there are a lot of different cultures even within one country. Lead to class discussion. Provide children with copies of ‘The Day of Ahmed’s Secret’ – explain that this story is from Africa. Ahmed lives in a city called Cairo – the capital of Egypt. Show on a map. Have we heard anything about Cairo in the news recently? Read half of the story and then challenge children to discuss on their tables: The features of the story. Their predictions about Ahmed’s secret. Come back together, read the rest of the story and discuss. How is Ahmed’s life different from your lives? In his culture it is perfectly normal for children to be working very hard and taking over the family business from his Father. What does his pride at being able to write his own name suggest about his level of education? About his place in society? Create a working wall list of features to include: Capital letters used at the start of each sentence and full stops at the end.
Back to School The Piano by Aidan Gibbons Year 6 Literacy Planning
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Back to School The Piano by Aidan Gibbons Year 6 Literacy Planning

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Great planning and powerpoints on this fascinating topic. sample : Speaking • Tell a story using notes designed to cue techniques such as repetition, recap and humour Drama • Reflect on how working in role helps to explore complex issues Understanding and interpreting texts • Infer writers’ perspectives from what is written and from what is implied • Compare different types of narrative and information texts and identify how they are structured Creating and shaping texts • Reflect independently and critically on their own writing and edit and improve it • Experiment with different narrative forms and styles to write their own stories Sentence structure and punctuation • Adapt sentence construction to different text-types, purposes and readers • Punctuate sentences accurately, including using speech marks and apostrophes Understand, analyse and compare several ‘visual texts’. Comment on the technical parts of a visual text. Write a review using correct format and language. Whole Class Shared Learning Guided and Independent Activities: Start to understand what is meant by a ‘visual text’. What do we know so far about narrative writing? Create a list of facts to add to working wall including: fictional, dialogue, opening etc. Explain to the children briefly, that they are going to watch a short, animated film, entitled ‘The Piano.’ Explain also that there is no dialogue or narration; it will be up to the children to decide what the film is about, to answer simple questions, raise some of their own and provide their own explanations for what they see. Tell the children that they’re going to watch the film, quietly and without comment at first. Then, watch ‘The Piano’ by Aidan Gibbons. Model completing thinking feeling and speech shapes linked to the narrative.
Year 5 Literacy Planning Autumn Term KS2 Greek Myths Big Write
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Year 5 Literacy Planning Autumn Term KS2 Greek Myths Big Write

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This is a zip file containing Literacy planning for a year 5 class (Autumn term) It consists of 14 short term plans I designed. There is one Literacy lesson per day. You will get 14 Microsoft Word documents. They are based on the Greek myths. I’ve also included for free some extra teaching materials that you can use. I’ve included too 3 medium term plans , one for each term). These cover plans and ideas not just for Literacy, but other subjects as well. I’ve also included an extra week from the next term. Feel free to use it to plug any gaps. This will help you do your own planning. Feel free to cut and paste into your own school’s plans. Ideal for someone who had to do a term’s supply like I had to do. Please bear in mind: every school is different. My plans assume you have the aide of a TA, but this is not essential. There is no differentiation in the planning. Everyone does the same thing to the best of their ability. you may want to add your own detail. These are short term plans remember. I have used walts and wilts. Your school may do something different. A very few number of weeks have a small gaps for things like tests and inset days. Use the extra week one planning for the next term (included for free) if you wish.
Bundle Year 5 Literacy Planning Autumn Term KS2 Greek Myths Big Write Plus Fractions Questions
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Bundle Year 5 Literacy Planning Autumn Term KS2 Greek Myths Big Write Plus Fractions Questions

3 Resources
A great bundle. Year 5 Literacy planning. And half a million Fractions questions plus equivalent fractions worksheets. This is a zip file containing Literacy planning for a year 5 class (Autumn term). It consists of 14 short term plans I designed. There is one Literacy lesson per day. You will get 14 Microsoft Word documents. They are based on the Greek myths. I’ve also included for free some extra teaching materials that you can use. I’ve included too 3 medium term plans , one for each term). These cover plans and ideas not just for Literacy, but other subjects as well. I’ve also included an extra week from the next term. Feel free to use it to plug any gaps. This will help you do your own planning. Feel free to cut and paste into your own school’s plans. Ideal for someone who had to do a term’s supply like I had to do. Please bear in mind: every school is different. My plans assume you have the aide of a TA, but this is not essential. There is no differentiation in the planning. Everyone does the same thing to the best of their ability. you may want to add your own detail. These are short term plans remember. I have used walts and wilts. Your school may do something different. A very few number of weeks have a small gaps for things like tests and inset days. Use the extra week one planning for the next term (included for free) if you wish.
Year 4 Area and Perimeter Maths Lesson Plan Squares and Rectangles
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Year 4 Area and Perimeter Maths Lesson Plan Squares and Rectangles

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Nice lesson. Possible cross curricular links. Outside area planning. Learning Objectives. Ma 1 Organising and explaining Ma 3 Calculate perimeter/area of squares and rectangles. • To explain methods and reasoning • To solve mathematical problems, recognise and explain patterns and relationships. • Calculate perimeters and areas of rectangles. • Find the largest area that can be made with a rectangle that has a perimeter of 26 metres. Success criteria. • To be able to work out the area of a rectangle or square. • To make different rectangles that all have the same perimeter. • To recognise the largest area. • To compare the relationship between the length of the sides and the area of the rectangle. • To explain reasoning. Mental/Oral. 10 mins. LSA to support LA children. The answer is 16. What is the question? Using the yes/no cards hold up the correct side in response to the question. 15 + 1, 10 + 4, 18 – 2, double 2 ……. (12 questions.) Can we think of any more to add to the list? Discuss any misconceptions as they arise, also the quick ways to add numbers mentally. Emphasis on bonds and doubles or near doubles. With a partner, using InWB find as many questions as possible for the statement. The answer is 24. What could the question be? Vocabulary. add subtract multiply divide double near double half equals Resources :- Yes/No cards. InWBs and pens. Nice worksheets and powerpoint to do an investigation on the area and perimeter of squares and rectangles. Possible cross curricular links. Outside area planning. Learning Objectives. Ma 1 Organising and explaining Ma 3 Calculate perimeter/area of squares and rectangles. • To explain methods and reasoning • To solve mathematical problems, recognise and explain patterns and relationships. • Calculate perimeters and areas of rectangles. • Find the largest area that can be made with a rectangle that has a perimeter of 26 metres. Success criteria. • To be able to work out the area of a rectangle or square. • To make different rectangles that all have the same perimeter. • To recognise the largest area. • To compare the relationship between the length of the sides and the area of the rectangle. • To explain reasoning. Mental/Oral. 10 mins. LSA to support LA children. The answer is 16. What is the question? Using the yes/no cards hold up the correct side in response to the question. 15 + 1, 10 + 4, 18 – 2, double 2 ……. (12 questions.) Can we think of any more to add to the list? Discuss any misconceptions as they arise, also the quick ways to add numbers mentally. Emphasis on bonds and doubles or near doubles. With a partner, using InWB find as many questions as possible for the statement. The answer is 24. What could the question be? Vocabulary. add subtract multiply divide double near double half equals Resources :- Yes/No cards. InWBs and pens.
Bundle Coins Worksheets KS2
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Bundle Coins Worksheets KS2

3 Resources
Bundle. 100 Worksheets on counting coins Plus questions on Pythagoras and addition Teaching Resources 100 worksheets Coins KS1 Teachers Counting KS1 KS2 100 Questions on Pythagoras Answers Provided 100 Worksheets Addition Maths Easy at Start Hard at the End
English year 5 and 6 The Mysteries of Harris Burdick Planning and Powerpoints Literacy year 5
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English year 5 and 6 The Mysteries of Harris Burdick Planning and Powerpoints Literacy year 5

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A great collection for teaching this interesting topic. You get powerpoints and planning. Sample : Punctuate sentences accurately, including using speech marks and apostrophes. Use commas to mark clauses. Group and classify words according to their type and meaning. Read a variety of texts, commenting on the author’s choice of vocabulary. Construct sentences which are punctuated correctly; including the use of commas, speech marks and apostrophes. Use a range of connectives to join sentences. Experiment with complex sentences. Whole Class Shared Learning Discuss pronouns (homework) Define each type of word: Noun, adjective, verb and adverb. Build up a sentence as we go. Show the children a picture on the whiteboard of a horse galloping and of a lightning bolt. Children to write down 3 (LA) or 5(MA and HA) important nouns from the picture. Share. On the left of the noun, children to write an adjective to modify or describe the noun. Share. After the noun, children to write a verb and then an adverb to qualify the verb. e.g. The black horse galloped elegantly along the beach. Praise the children on yesterday’s literacy work – they showed knowledge of the function of nouns, adjectives, verbs and adverbs (HA showed knowledge of the difference between common, proper and pro nouns). Children to name a range of punctuation – I record on the board (I do not add to it at this point). Ask volunteers to illustrate uses of the punctuation named. Look on the punctuation pyramid – have we named any L5 punctuation? This is what we should be aiming at all the time. Children to have a variety of sentences to up level punctuation on their whiteboards. Come back to ‘The Mysteries of Harris Burdick’. Read through all of the captions and talk about ‘reading’ the illustration. Allow children time to talk about the ‘mystery’ – what do they think happened to Harris Burdick? Choose a picture from ‘The Mysteries…’ and list all of the questions which it provokes. What do children think of the pictures? Do the captions answer any of the questions? Talk about the settings in the pictures – often they are recognisable, familiar settings where things are not as they seem. Explain that we would call this ‘Stories in a familiar setting’. Model the task. Use PPT to study speech punctuation. Use the pictures from ‘The Mysteries…’ to write some possible dialogue. Model possible conversations, including synonyms for said and adverbs plus adverbial clauses. With correct punctuation. Look at some of the pictures from ‘The Mysteries …’ Think / discuss some of the characters in the pictures. Use adjectives to describe them – give them names. From the pictures come up with verbs to describe what they are doing then add adverbs and adverbial clauses.
Years 1 to 4 Complete Year's Religious Studies R.E. Planning
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Years 1 to 4 Complete Year's Religious Studies R.E. Planning

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For all years 1 to 4 complete planning all terms. Easily adaptable up or down, so will save you hours. Catholic in flavour but other religions included. Contains powerpoints, planning, worksheets, info etc. Why not look at the bundles. Incredible value and it’ll save your precious Sundays. Ideal if you have been chosen to deliver R.E. N.B. You will need to spend some time organising as I am retired. Also not a great deal of year 2 stuff. If you want superorganised stuff, please look at my RE powerpoint stuff, sample planning : Learning and growing as the People of God: Short-term Planning Unit I – Easter Most children will know that the four Gospels contain accounts of the Resurrection of Christ. They will be able to understand the transforming effect this had upon the disciples. The children will know that the Ascension reminds Christians of the promise of Christ to remain always with them. Less able children will be able to recall parts of the Resurrection story from some of the Gospels. More able children will have a greater understanding of the importance of the Resurrection for Christians today and of their belief in the presence of Christ in the Church and in their lives. Start date: Finish Date Additional details including groupings, differentiation Vocabulary and Key Questions Resources Prayer Revise with children previous learning about the Church’s celebration of Easter. Recall that it is a season of fifty days and revise some of the colours and symbols of the season that are used in the Church’s liturgy. Activity: In groups - give children the colours and the symbols to match. White Easter light innocence purity joy triumph glory Red Feasts of the Lord’s Passion, Blood and Cross the Passion blood fire God’s Love martyrdom Palm Sunday Purple Good Friday penance humility melancholy Gold Easter joy Children to read one of the four Gospel accounts of the Resurrection: Matthew 28: 1-15, Mark 16: 1-17, Luke 24: 1-43, John 20: 1-21 Group Activity: Must - Highlight the words and actions of the disciples and the women and the words and actions of Jesus. Should/Could -Create a resurrection appearance table. Include in the headings: What the disciples were doing, what they saw, and what Jesus said and did. (Use the above Gospel accounts to fill in the table). Plenary: Children to imagine that they are about to meet somebody who had never heard of Jesus before. What would they tell this person about the resurrection? What would be the most important information that they would need to pass on? What were the words and actions of ____ at the resurrection of Christ? Markers Remind the children that prayer time is an important opportunity for us to recognise the presence of Jesus in our lives. Provide moments for silent prayer. Use music and appropriate Easter focus, Use the Resurrection and Ascension stories during Collective Worship. Other links/Homework
Charlie Small Gorilla City Literacy Planning Year 5
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Charlie Small Gorilla City Literacy Planning Year 5

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Some great planning for Charlie Small Gorilla City. You get microsoft word documents. Plus Notebook files if you can play those. Sample : LO: I can investigate a character and list key questions. Prior to lesson, create a display area in the class – or another area of the school – consisting of a copy of Charlie Small’s journal (see GORILLA CITY cover), photographs of settings and animals from the text, a map (copied from the book) and his rucksack. Also include a fact file on any 2 of the creatures mentioned in the text ~ e.g. the hyena or gorilla. The contents of his rucksack may be listed on cards; or some of the items actually on display. TA or other adult in school to enquire about these items and chn asked to ‘investigate.’ Teacher/TA to read note from Charlie – see inside book cover. In small groups, chn list questions they would like to ask the author – Charlie Small – and discuss what they would like to learn further about his expedition(s). Class share ideas. LO: I can identify author style and purpose. I can choose effective vocabulary to describe a character. Explore the cover design and shared reading of the Publisher’s note, plus the note from Charlie. Discuss the impact of the illustrations, writing style, the crinkled and stained journal entry by Charlie and use of words in capitals for emphasis. With response partner, chn talk, then make notes on what they have learnt about Charlie from his opening note. * Have an outline of a silhouette on the wall to represent Charlie. Teacher or TA read pages 2-6. In pairs, chn list some key words to describe Charlie’s personality, behaviour, likes and dislikes, based on what they have learnt so far. Ask them to select their most powerful adjective and write it on a Post-It note. Add these to the role on wall. Extension: discuss the use and purpose of each item in the rucksack.
Year 5 Poetry Planning  Poetic Style – Valerie Bloom/Pie Corbett
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Year 5 Poetry Planning Poetic Style – Valerie Bloom/Pie Corbett

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Nice planning : sample : Read 3/4 Pie Corbett poems (see list below this plan or plan resources) – NOT Wings. Discuss the poems read eg which one did you like best and why? Is anything similar about the poems? Focus their attention onto things that are typical of Pie Corbett. Use 3 headings: Subject matter/Style of poem/Language. Discuss each of these (subject matter is what the poem is about eg nature, travelling, observations etc). Style is free verse or strict rhythm/regular or irregular rhyming patterns, use of speech or dialogue etc. Language refers to the vocabulary – the use of adjectives and descriptions, metaphors or similes eg ”I heard the paving slabs groan as they muscled for space.” (See plan resources.) Start looking at poems of Pie Corbett under these 3 headings. Give chn time to talk in pairs/small groups about each heading and take feedback. Ask chn to come up and scribe some ideas under each heading. Explain that we will now be exploring some of these headings in more detail. Easy Give chn a selection of Pie Corbett poems. Model reading a couple to the chn. Discuss what was similar or different in terms of the subject matter. Chn to then read some more poems in pairs and start to sort them into groups that are similar and why. Stick the similar poems onto A3 paper and make rough jottings about why they are similar. TD Medium/Hard Work in pairs or 3s. Take turns to pick a Pie Corbett poem and read it out loud to rest of group. Repeat this until lots of poems have been read. Provide highlighting pens & poetry checklist (plan resources) to guide their discussion. Ask chn to go back over each poem carefully & highlight any language that makes the poem interesting eg adjectives & descriptions. Give chn the metaphor & simile example sheet (plan resources) to refer to and see if they can highlight any of these in another colour. Make sure chn annotate their highlighting with their own comments. Is there anything linking these Pie Corbett poems together? Does he repeat any language techniques? Finally they look at the style of the poems. Is there a regular rhythm in the poems? Do they use speech?
Back To School  Kensuke's Kingdom Year 4 to 6 Planning and worksheets
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Back To School Kensuke's Kingdom Year 4 to 6 Planning and worksheets

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I’m now retired from teaching after decades in the classroom. I’d like to help the younger generation. One aspect I don’t miss in Sundays. Trying to fill in planning grids that were rarely used or looked at. What a nightmare! So I’ve put together my teaching plans etc from the various schools I was in. The zip contains loads. I’ve put a sample in the ordinary download to give you a flavour It’s mainly to do with Kensuke’s Kingdom. But there’s othet stuff too included for free. There’s stuff on Dolphin Boy, Butterfly boy etc. Feel free to adapt for your planning grid. Sample planning : Recount one event from holiday. Note features and language patterns to list. Chronological, time connectives, 1st person, past tense, personal views. Write a recount for the Easter holiday. Individual revision task. Focus on organization and links using temporal connective phrases. Personal views. Introduce ch 1 for Kensuke’s Kingdom. Record initial response with prediction. Select examples to show Michael’s feelings. List reasons for and against yourself and family setting off on a round the world sail, Justify relating to evidence selected from the text. Red: format provided Gr/Or: list reasons from two places Bl/Y: form contrasting sentences… begin with, “even though…” Read ch 2. In pairs. How does Mom feel about the trip and Dad’s ideas? What is the alternative? 1. Why has Michael decided now to tell his story? 2. Who are the members of Michael’s family? 3. What do the family do together on the weekends? Can you describe how it makes them feel? 4. Why do the family stop sailing? 5. What is the atmosphere like in the house? 6. What happened to Michael’s best friend? 7. What happens to Michael’s father and why? 8. What do you think happens next? 9. Describe the father when they meet up again. What sort of mood is he in? Read chapter three. List examples of each character’s feelings. How do Mom and Dad’s feelings compare. When Michael and his family first set sail, how many miles a day do they want to do? How many miles a day do they actually do? What game do Michael’s parents play? What do they eat? What creatures do they see off the coast of Africa? In November they went to Brazil. Where did they stop? What did Michael do in Brazil? What did they do on Christmas Day? Describe, in your own words, the incident with Stella Artois. Record the incident with Stella as a personal diary entry. Refer to events in the chapter. HA: personal style to include worries for the future. MA: Organise into paragraphs with links LA: use ed-ing-ly openers. You get 8.7 mb of stuff so that’s good value imo. In it are lesson plans, powerpoints, questions etc. Enjoy your Sundays!
year 6 Literacy Fiction Genre To plan, draft, write and improve an engaging short story
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year 6 Literacy Fiction Genre To plan, draft, write and improve an engaging short story

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4 main weeks’s work. Plus powerpoints and resorces. Great for year 6. Sample planning. Learning/Writing outcome: To plan, draft, write and improve an engaging short story in a particular genre using appropriate language and organisational features. Introduce the words ‘fiction’ and ‘genre’. TTYP and discuss the meaning of the word ‘genre’. At this point, introduce the new and improved writing journals where children can make notes during lessons, can jot down words they wish to magpie, jot words that they have generated but which aren’t suitable for the task in hand and can jot questions/things they are unsure about. Explain that I will prompt to use these for the first couple of days but then children need to become more independent. Prizes for most effective use! Ensure the children understand the difference between fiction ‘narrative’ and non fiction ‘non narrative’. Activity One Come back together and do class mind map for working wall. Ask children to think of any titles of books which could fit with any of these genres. Ask children to discuss their preferences and discuss our preferences with them. Activity Two Talk about how they sorted the books in activity two. What clues were you looking for? Talk about words which suggest different genres. Explain activity three. Activity One In lit books complete quick mind map of different types of fiction genre. Activity Two Children to work in table groups. Children to be given a wide range of fiction books from class/school library. Children to sort the books into fantasy, historical, science fiction and mystery by scanning the book, looking at the front cover and reading the blurb. Activity Three Children to have a selection of pictures from books (front covers and insides) and blurbs from a variety of fiction books. Ch to decide which genre they think they book comes from and justify their opinion by highlighting the key words or annotating the pictures. SEN: () to work as a group on this task. MA: In pairs. With teacher to work with ‘Quality Question Marks’ (both groups). HA: Independently. Plenary: What have we learned? What is narrative? Non narrative? What is a genre? Name some genres of narrative? What is your favourite? Why? Least favourite? Why? Does this link to visual literacy (i.e. do films and TV programs split into genres?)
Shakespeare Week Lesson Plan For Year 6
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Shakespeare Week Lesson Plan For Year 6

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Suitable for year 6. Worked very well for me. For instance the first day : Grammar Starter http://www.oxforddictionaries.com/words/apostrophe L.O: Know one of Shakespeare’s stories. Success Criteria  Know some background information about William Shakespeare, his time and his work.  Describe the basic plotline of ‘A Midsummer Night’s Dream’  Start to talk about the main characters; their hopes, desires and challenges. Main teaching: Who was William Shakespeare? http://www.bbc.co.uk/schools/primaryhistory/famouspeople/william_shakespeare/ Use above website to read about his background – note that he wrote plays – his works were intended to be acted. http://www.opensourceshakespeare.org/views/plays/plays.php Use the above website to look at the list of plays – discuss terms tragedy, comedy and historical play. Read ‘A Midsummer Night’s Dream’ shortened, story version. Explain that this was written in 1595.
Persuasive Writing Lots of Planning Powerpoints Worksheets English
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Persuasive Writing Lots of Planning Powerpoints Worksheets English

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Happily retired, decided to put together my Persuasive writing planning from my various schools. there’s a mass of stuff! Save yourself a shedload of time and enjoy your Sundays! Plenty of great powerpoints. From different years but concentrating on years 3 to 6. example planning : Main teaching: Explain that we are now looking at another text under the umbrella of persuasive texts. Explain that we may sometimes need to write a letter to a person or organisation in order to put across our point of view and persuade them to take a course of action or come around to our point of view. Revise what we need to include in a persuasive argument, explain that it is exactly the same in a letter but in a slightly different layout. Read the example of a persuasive letter from page 17 of the L4 study guide. Deconstruct and discuss. Elicit that the opening of the letter needs to be powerful and state the objective of the letter. Talk about the conclusion of the letter and how it also needs to be powerful. Ensure that children understand the structure of a letter (addresses etc). Activity 1 Bring children back together and draw up a list of good opening lines ‘I am writing to express my disgust’ etc. Explain that, tomorrow, children will be writing their own persuasive letter. Show them the title ‘TV adverts should be banned for junk foods’ Briefly discuss what is a ‘junk food’ and brainstorm reasons for not advertising them on TV. Encourages obesity which leads to illnesses such as heart disease and diabetes. Illnesses cost money (treatment on NHS) and days off work. Junk food produces a lot of litter. The packaging cannot be recycled. If children have a bad diet their performance at school is affected. This adversely affects their education and future prospects.
Science Healthy Eating 5 Powerpoints Planning Worksheets Year 5 and 6
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Science Healthy Eating 5 Powerpoints Planning Worksheets Year 5 and 6

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A great unit on healthy eating. Lovely series of 5 powerpoints plus bits and bobs. sample planning : Keeping healthy In this unit we will learn: · there are many aspects to keeping healthy · about the heart · how heartbeat is affected by exercise · how early ideas about diet & health were tested Enquiry Skill Focus: · repeating measurements · representing data in bar charts and graphs and interpreting these · using results to draw conclusions Begin by discussing ‘science’ with the class. What do they think of the subject? Can they name any important scientific skills? Introduce topic and ask children what they think the word ‘health’ means. Talk with talk partners. Children to find definition in dictionary and write class definition on strips of paper for display wall. Lead into a class discussion on keeping healthy; can the children predict what sorts of topics we might we might be covering? Can the HA children predict what SC1 investigations we might be carrying out? Introduce children to the resources which will be available to help them during this topic; the working wall plus table mats. Explain that each science topic will have a topic page and a glossary. This glossary gives the definitions of important vocabulary which they will come across during the unit. Activity One Children to feed back and complete class prior knowledge map. (Even if facts are not correct, add them on and clear up misconceptions throughout unit.) Children could add to their own map in a different colour any facts they have not got, which their peers suggest.
Freebie Free 5 Worksheets Maths Shopping Arithmetic KS1 KS2 Money Counting
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Freebie Free 5 Worksheets Maths Shopping Arithmetic KS1 KS2 Money Counting

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A freebie. If you like these I have 100 for sale in my shop. I have designed 5 worksheets on Money and Shopping for primary school children. I have used a variety of items, a variety of difficulty and a variety of numbers of questions per sheet. Pupils write on the sheets the total cost. e.g. a milkshake costs £2.90 a hot dog £1.65 How much would 2 milkshakes and 3 hotdogs cost? There is plenty there to reinforce the work done in the classroom. Good for extra homework or additional work for the bright ones. Answer sheets are provided for all worksheets.