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I've worked in primary teaching for over 10 years now and specialise in History and Geography resources.

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I've worked in primary teaching for over 10 years now and specialise in History and Geography resources.
Rivers - KS2 unit
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Rivers - KS2 unit

7 Resources
This set of resources is designed for teaching the KS2 Geography unit ‘Investigating Rivers’. If you would like to try this resource for free in return for reviews and feedback, contact me at eddiebray@yahoo.co.uk.
Stone Age Diets - Sorting foods into hunting and gathering (presentation & activity)
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Stone Age Diets - Sorting foods into hunting and gathering (presentation & activity)

(1)
This set of resources is designed for teaching the KS2 Stone Age History unit. It includes an engaging presentation, differentiated worksheets and stickers. The activity helps children categorise foods into those 'hunted' and those 'gathered'. This reinforces the idea that Stone Age humans were primarily 'hunter-gatherers'. There are three differentiated worksheets: - one with vocabulary for less able children - one with fill-in-the-blank sentences using commas in lists - one which extends more able children by asking them to explain how Stone Age humans hunted The stickers will print out on Avery address labels (21 per page).
Rivers KS2 - Identifying features of a river system
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Rivers KS2 - Identifying features of a river system

(1)
This resource is aimed at upper KS2 children and is part of a wider Rivers unit. It is a good introduction to the topic as it exposes children to key river concepts and a wide range of related vocabulary. The presentation first recaps the main processes of the water cycle. It then introduces some of the well known features of river systems (e.g. waterfalls and lakes). In the group activity, children are then challenged to match eight features of river systems to photos, satellite images and maps. This activity can easily be differentiated by giving groups different numbers of cards. Finally, the worksheet activity asks children to identify the same features on a simplified drawing of a river system. It is differentiated three ways. LA – Children identify river features and complete fill in the blank definitions. MA – Children identify river features and write their own definitions of four simple features. UA – Children identify river features and write their own definitions of four more complex features. If you like this resource, please review it! I will happily send you a free resource of your choice in return for a review or useful suggestions/feedback. Contact me at eddiebray@yahoo.co.uk.
Great Fire of London - Why did the fire spread so quickly?
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Great Fire of London - Why did the fire spread so quickly?

(2)
This resource is designed for teaching the KS1 Great Fire of London History unit. It includes an informative presentation and a differentiated worksheet. The presentation introduces the context of the Great Fire of London and challenges children to find reasons for the rapid spread of the fire. The literacy-based activity reinforces this learning . Two differentiated worksheets challenge children to match reasons for the Great Fire of London with sentence starters: - the standard activity sheet gives five possible reasons - an easier activity sheet gives just two reasons to choose from per sentence starter If you like this resource, please review it! If you have any suggestions or feedback, contact me at eddiebray@yahoo.co.uk.
Rivers KS2 - Investigating features of the River Thames on maps and satellite photos
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Rivers KS2 - Investigating features of the River Thames on maps and satellite photos

(3)
This resource is aimed at upper KS2 or lower KS3 children and is part of a wider Rivers unit (see Rivers - medium term plan). In the presentation, children are taken on a journey from the source to the mouth of the River Thames. Starting at Thames Head, the source of the River Thames, children investigate maps and satellite photos and try to identify common river features along the way. Other locations include Windsor Castle, the Isle of Dogs in London and the mouth of the river at Southend-on-Sea. The writing-based activity challenges children to first label each map/satellite photo and then write a paragraph describing the location and river features they can see. It is differentiated two ways: LA - Children have maps/satellite photos and cloze procedure paragraphs to complete. MA/UA - Children have maps/satellite photos, a wordbank and write their own paragraphs. If you like this resource, please review it. I will happily send you a free resource of your choice in return for a review or useful suggestions/feedback. Contact me at eddiebray@yahoo.co.uk
Trade KS2 & KS3 - Exploring the chocolate supply chain
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Trade KS2 & KS3 - Exploring the chocolate supply chain

(1)
This resource is designed for upper KS2 and lower KS3 children. It is part of a wider unit called Understanding Trade. First the presentation asks children to consider how everyday products arrive in our supermarkets. It then introduces and explains the concept of supply chains. Two group activities challenge children to order both the banana and chocolate supply chains. An accompanying writing activity is based on ‘The Story of Our Chocolate Journey’ (available on YouTube). It challenges children to sequence and explain the processes involved in the chocolate supply chain. It is differentiated three ways: LA - Children use a writing frame MA - Children use vocabulary prompts (sequenced) UA - Children use vocabulary prompts (unsequenced) If you like this resource, please review it. If you have any suggestions or feedback, contact me at eddiebray@yahoo.co.uk
Trade - KS2 & KS3 unit
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Trade - KS2 & KS3 unit

7 Resources
This set of resources is designed for teaching children about global trade. It is suitable for upper KS2 and lower KS3 children. The medium term plan and last lesson (Is the banana trade fair?) are FREE. The rest of the lessons and activities are also available individually on the TES. If you like this resource, please review it. If you have any suggestions or feedback, contact me at eddiebray@yahoo.co.uk. I am also looking for teachers to test new resources. Get in touch if you are interested!
Thinking about the different ways we use water
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Thinking about the different ways we use water

(0)
This resource is aimed at upper KS2 or lower KS3 and is part of a wider Rivers unit (see ‘Rivers - medium term plan’). The presentation asks children to think about all the different ways we use water and where we get it from. Are these uses necessary (needs) or luxury (wants)? Children then categorise these uses as commercial/industrial, agricultural, recreational or community. Lastly, they are asked to consider how we can balance human water requirements with those of Earth’s wildlife. In the activity children sort photos of different water uses into six different categories. The extension then challenges them to classify each water use as either necessary or luxury and explain their reasoning. If you would like to try this resource for free in return for reviews and feedback, contact me at eddiebray@yahoo.co.uk.
Identifying the human and physical features of St Lucia
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Identifying the human and physical features of St Lucia

(1)
This resource is designed for KS2 children. It is part of a wider unit called Exploring St Lucia which is designed to teach children about a contrasting non-European country. The presentation explores some of the main geographical features of St Lucia. It then encourages children to categorise these into human and physical. The activity challenges children to identify these features on a map of St Lucia. The activity is differentiated 3 ways: - LA: Identifying human & physical features of St Lucia (with clues) - MA: Identifying human & physical features of St Lucia (no clues) - UA: Identifying human & physical features of St Lucia (no clues and children have to draw arrows) If you like this resource, please review it. If you have any suggestions or feedback, contact me at eddiebray@yahoo.co.uk
Trade KS2 & KS3 - Is the banana trade is fair?
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Trade KS2 & KS3 - Is the banana trade is fair?

(3)
This resource is designed for upper KS2 and lower KS3 children. It is part of a wider unit called Understanding Trade and is a complement to the excellent ‘Banana Split’ game produced by Cafod. First the presentation introduces the banana trade and the concept of ‘supply chains’. The children are then challenged to sequence the banana supply chain in a group activity. The Banana Split game is then introduced. This is a great way to help children understand the uneven distribution of power and money in the supply chains of many of every day foods. There is also an activity sheet for children to complete as they progress through the game. Finally the Fairtrade movement is introduced as a way for consumers to improve the conditions of workers in developing countries around the world. In the plenary, Fairtrade is then linked to the UN Convention on the Rights of the Child. If you like this resource, please review it. If you have any suggestions or feedback, contact me at eddiebray@yahoo.co.uk
Spain Fact File - Geography of Spain - KS2
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Spain Fact File - Geography of Spain - KS2

(1)
This lesson is part of a wider geography unit called Exploring Spain which is designed to teach KS2 children (Y4-6) about a contrasting European country. First the presentation introduces key vocabulary (e.g. population, head of state, currency) and then locates Spain on a map of the world and within the continent of Europe. The activity then challenges children to write a fact file about Spain. To do this they have to research key information the country, either using information books or the Internet. It is differentiated two ways: LA/MA: Children write a fact file about Spain including key info, famous people, famous landmarks and other interesting info. UA: Children write a fact file about Spain including key info, famous people, famous landmarks, wildlife, Spanish food and other interesting info. If you like this resource, please review it. If you have any suggestions or feedback, contact me at eddiebray@yahoo.co.uk. I am also looking for teachers to test new resources – please get in touch if you are interested.
Exploring St Lucia
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Exploring St Lucia

8 Resources
This set of resources is designed for teaching the KS2 Geography unit Exploring St Lucia. The planning, presentations and activities are also available individually on the TES. If you like this resource, please review it. If you have any suggestions or feedback, contact me at eddiebray@yahoo.co.uk
4-Figure Grid References in Spain - Geography of Spain - KS2
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4-Figure Grid References in Spain - Geography of Spain - KS2

(1)
This lesson is part of a wider geography unit called Exploring Spain which is designed to teach KS2 (Y4-6) children about a contrasting European country. In the presentation children first learn how to work out a 4-figure grid reference. They then use these to locate cities in Spain. The activity and extension then challenge children to describe the position of different cities in Spain using 4-figure grid references. The main activity is differentiated two ways: MA/UA: Children locate Spanish cities using 4-figure grid references. LA: Children locate Spanish cities using 4-figure grid references (with clues). If you like this resource, please review it. If you have any suggestions or feedback, contact me at eddiebray@yahoo.co.uk. I am also looking for teachers to test new resources – please get in touch if you are interested.
Trade KS2 & KS3 - What are the UK's biggest exports?
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Trade KS2 & KS3 - What are the UK's biggest exports?

(1)
This resource is designed for upper KS2 and lower KS3 children. It is part of a wider unit called Understanding Trade. The presentation starts by recapping what imports and exports are. It goes on to look at the UK’s top ten exports - mainly manufactured products - and the human and physical factors which help UK exports in this area. In the activity, children use Microsoft PowerPoint to create a table of the UK’s top ten exports. They then use an online chart maker to produce either a pie chart or bar graph to illustrate this data. The activity is differentiated three ways. If you like this resource, please review it. If you have any suggestions or feedback, contact me at eddiebray@yahoo.co.uk
Great Fire of London - How did London change after the Great Fire?
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Great Fire of London - How did London change after the Great Fire?

(2)
This resource is designed for teaching the KS1 Great Fire of London History unit. It includes an engaging presentation and a differentiated worksheet. The presentation explores the immediate aftermath of the Great Fire of London and how the city changed when it was rebuilt. A true/false partner activity then reinforces this learning . There are two differentiated worksheets which challenge children to read statements about what they have learned and decide whether they are true or false. It is recommended that children do the activity in pairs to promote partner discussion. The two worksheets include: - a standard activity sheet which gives 14 true/false statements - a harder activity sheet which also challenges children to come up with their own true/false statements If you like this resource, please review it! If you have any suggestions or feedback, contact me at eddiebray@yahoo.co.uk.
Rivers KS2 - Understanding the impact of floods and droughts
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Rivers KS2 - Understanding the impact of floods and droughts

(1)
This resource is aimed at upper KS2 or lower KS3 and is part of a wider Rivers unit (see ‘Rivers - medium term plan’). First the presentation asks children to look at rainfall patterns in the UK. It then goes on to investigate how flooding can occur when too much rain falls in a short period of time. Different types of flooding (e.g. tidal flooding) are also covered. Then children explore the consequences of too little rain - i.e. drought - and the effects this can have. In the comprehension activity, children answer questions based on a text called ‘Floods and Droughts’. It is differentiated two ways: LA: Easier comprehension questions with an extension (pre-reading the text is also recommended). MA/UA: Harder comprehension questions with an extension. If you like this resource, please review it. I will happily send you a free resource of your choice in return for a review or useful suggestions/feedback. Contact me at eddiebray@yahoo.co.uk
Great Fire of London introduction and timeline activity
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Great Fire of London introduction and timeline activity

(3)
This set of resources is designed for teaching the KS1 Great Fire of London History unit. It includes an engaging presentation and a differentiated worksheet. The presentation introduces the Great Fire of London and the Stuart period. The activity helps children place the event within the context of other historical events from 0AD to the present. There are two differentiated worksheets: - one challenges children to place 8 historical events on a timeline - one challenges children to place 8 historical events and their dates on a timeline
Comparing the weather of St Lucia and the UK
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Comparing the weather of St Lucia and the UK

(1)
This resource is designed for KS2 children. It is part of a wider unit called Exploring St Lucia which is designed to teach children about a contrasting non-European country. First the presentation introduces children to the tropical climate zone (dry and wet seasons) and its associated weather (i.e. high temperatures and high rainfall). It compares this with temperate climates such as that of the UK. Children are also encouraged to interpret data from a climate graph for St Lucia. Finally, other aspects of a tropical climate are covered including tropical storms and hurricanes. The accompanying differentiated true/false activity helps children to recap what they have learned about the climates of St Lucia and the UK. There is also an extension activity. If you like this resource, please review it. If you have any suggestions or feedback, contact me at eddiebray@yahoo.co.uk
Human and Physical Features of Spain - Geography of Spain - KS2
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Human and Physical Features of Spain - Geography of Spain - KS2

(1)
This lesson is part of a wider geography unit called Exploring Spain which is designed to teach KS2 children (Y4-6) about a contrasting European country. The presentation first locates the Iberian peninsula in the world and then explores some of the main geographical features of Spain itself. Next it encourages children to categorise these features into human (e.g. cities) and physical (e.g. mountains). The activity challenges children to identify these features on a map of Spain. The activity is differentiated two ways: MA/UA: Identifying human & physical features of Spain using a map & word bank LA: Identifying human & physical features of Spain using a colour-coded map and wordbank If you like this resource, please review it. If you have any suggestions or feedback, contact me at eddiebray@yahoo.co.uk. I am also looking for teachers to test new resources – please get in touch if you are interested.