This resource is great for students of all ages to recognise organs within the human body. Pupils are given an empty diagram of the human body and are required to label the key organs; once the organs have been labelled and students can then colour each part of the human body using the matching key. In order to extend learning students can either use their own knowledge or research why certain organs are important and the functions within the body.

A school council application form, form can be given to the whole school. Students who wish to be on the School Council can fill in an application form explaining why they think they should be chosen to represent their class and school as a member of the School Council.

A powerpoint showing the process a plants goes through to complete water transportation, as well as a food colour experiment. Investigation: Food colouring water transportation experiment. When food colouring is added to the water in the test tube, the stem will begin to soak up the water and the petals of the flower will change colour. White petals needed and dark food colouring works best. Step by step method, video of experiment as well as appropriate investigation for KS2 pupils.

Are you a materials detective? Students can either go around the classroom, school or their home and look for objects made from different materials. The materials they are looking for are: wood, plastic, metal and glass. Once students have found an object made from this material they can either write down what they have found or draw a picture - they may wish to do both. Extension - Why do you think these objects are made from these materials? E.g. why would a pan be made of metal and not wood? Once sheet has been completed you may wish to use 4 different colour sticky notes or paper. Students can colour coordinate different objects e.g. all items they can find made from wood, would be colour coordinated with orange.

A lesson PowerPoint discussing the meaning of food chains, a definition of key words of the topic - consumers, producers, decomposers, herbivores, carnivores and omnivores. Students at the end of the lesson will be able to create their own food chains and show the different key word for each organism.

Game to be played in a small group - great for learning and understand money for a variety of ages and also a fabulous resource to encourage coin recognition. Game can either be played with plastic coins or real money for a chidlren’s money box or spare change jar. Each player will start with £1. The game involves counting money through giving and receiving. All players must start on the start square; when it is your turn you will roll a di and move the amount of spaces on the game board. You must read what the square says and follow the instruction e.g. you spend 10p at the fair; if you land of this square you would count out 10p through coin recognition and give the money to a player of your choice. The person at the end of the game with the most amount of money will win.

A very good visual representation for students involving food chains. Student will need to cut and stick the top 3 food chains individually and place these into the correct order; showing which animal or plant gives energy to the next animal or plant. Challenge: Students can create their own food chains using their own consumers and producers. (consumer eats other plants or animals) (producer grows for animals to eat e.g. grass) Extension: Food chains have consumers and producers, can the student name the consumers and consumers within the different food chain.

A easy weekly food diary to record and log the different food, drinks and snack you consume within a week. This food diary is simple for students to use to understand their food and drink intakes - this log can help students to control their eating habits; as well as being expanded upon to understand different food groups, balanced diets, food/ calorie intakes. Student have found this log enjoyable and allows them to understand they make be over or under consuming each week.

A worksheet to support and understand different animal habitats and adaption. On the worksheet there is a chart with the animals: tiger, zebra, spider, shark and tortoise. Students will need to complete their chart for where the animal lives (habitat) and how it has changed to live in this area (adaption). For example: A zebra = habitat a long grassed area adaption - it has stripes to hide in the grass from other animals. Students to complete their chart either using their own knowledge or through secondary research - e.g. books or internet.

A worksheet designed around animal skeletons. The pictures used are a range of real life examples as well as designed versions; this allows students to understand and see examples of different forms of media; but also allows them to see real life skeleton bones which they may not have done before. The first activity is a matching activity to match the skeleton with the name of the animal. Activity 2 - research the different between invertebrates and vertebrates. Students may use the internet or books to form their answers and to understand the differences. Activity 3- Students can either research or use their own knowledge to think about different animals which may or may not have a backbone.

Students will complete a range of investigation, design and research activities for this piece of work. Firstly, they will find a range of household items that require batteries in order to work. Secondly, they will look at a range of batteries they have found and write down the different sizes of these e.g. AA Thirdly, students can research different shops that sell batteries and look at the range of different prices. Students will then be creative and design their own toy, the toy must work only from using batteries. The can decide the size battery it will require, where the battery will be, how the battery will be safe etc.

Students to be given a chart with all food groups mentioned. They can either research or use their own knowledge and think about each different type of food group and how this food group benefits your body. Then will then complete the next part of the chart all about what food or drink would fit into each category. Activity 2. Students will be given 4 pictures in relation to animals and human. They must look at the picture and decide which type of food group may help and why. A person with a cold/ flu An underweight polar bear A malnourished child An obese human

A template in order to create a fact file all about the planets in our solar system. Students can complete their own research using the secondary resources e.g. internet, books and magazines etc. They may also wish to add facts they already may know for each planet. There is one fact file template; however, I would suggest using the same template to do all 8 planets. Mars, Venus, Earth, Saturn, Neptune, Mercury, Jupiter and Uranus. Remember: Pluto is no longer classed as a planet and is now considered by Scientists to be a dwarf planet. This could be completed as an extension activity - why is Pluto a dwarf planet?

An interactive Power Point with different Science rules and expectations. You may wish to complete with your students as a quiz, raising hands if you agree or disagree. Worksheet chart also attached for students to tick if they think the sentence is safe Science or unsafe Science. E.g. Is running around the classroom safe or unsafe?

Learning objectives: Using and applying addition knowledge for TU + TU This board game is a perfect game for a range of students due to the levels of differentiation which can be used: Students use a number line Students use a calculator Students to use a 100 square Students to use column addition methods Great game for primary school or SEN students. Students to be working in partners or in a small group. Can also be used for interventions. Each player takes it in turns to roll the dice and move along the board. When they land on a number the question must be answered; students can answer the questions in a variety of ways according to their personal attainment (see differentiation above)

Learning objectives: Using and applying subtraction knowledge from 100 This board game is a perfect game for a range of students due to the levels of differentiation which can be used: Students use a number line Students use a calculator Students to use a 100 square Students to use column subtraction methods Great game for primary school or SEN students. Students to be working in partners or in a small group. Can also be used for interventions. Each player takes it in turns to roll the dice and move along the board. When they land on a square the question must be answered; students can answer the questions in a variety of ways according to their personal attainment (see differentiation above)

Year 3 medium term plan for 1 term. Plan includes all learning objectives for one term, linking into the next term of work.

Power point lesson plan including all the learning objectives and outcomes for different ability groups. To recognise the value of a digit using Dienes rods Explain how a number is bigger or smaller by recognising the place value Can be used as a whole group or intervention group. Resources needing Dienes Rods. Slide - What is in the bag? Is a independent activity where students choose a bag, in each bag there will be a different number of tens and units. Students to count the amount and record these into their maths book or sheet.

Can use this game for all ranges of Maths. Additon, subtraction, multiplication and division. Great for mental calculations as well as written methods. Mastery by using and applying knowledge at the end of a topic. Students work in partners and both choose a number on the hundred square. They then take it in turns to ask each other mathematical questions in order to try guess the number their partner is thinking of.

A planning sheet for a step by step layout for germination of a seed experiment. Students in the class all to be given different conditions, no water, no light, no air, no warmth and all conditions; after a few weeks students to see which type of condition was the best to germinate the seeds.