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LCP specialises in teaching resources and providing digital pupil tracking systems for schools, including your SEND community.

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LCP specialises in teaching resources and providing digital pupil tracking systems for schools, including your SEND community.
KS1 (Year 1 and 2) History: Isambard Kingdom Brunel including Worksheets and Plans
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KS1 (Year 1 and 2) History: Isambard Kingdom Brunel including Worksheets and Plans

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Isambard Kingdom Brunel was a famous engineer who lived in Victorian times. He was a very good engineer and he won a competition to build a bridge over the River Avon. This bridge became the Clifton Suspension bridge. This unit links to the lives of significant individuals in the past who have contributed to national and international achievements in the Programme of Study and considers the key historical enquiry question, How do we find out about Isambard Kingdom Brunel? It introduces the children to the idea of historical sources, introduces the concepts of old and new, and encourages them to think about the life and times of a famous person. The approach used could be applied to the study of other famous people. It provides a wide range of opportunities for children to develop their spoken language. It is helpful if the children have: ordered events in time and used everyday terms about the passing of time; answered questions about people/ events in the past using pictures and written sources; recounted episodes from stories about the past; looked for similarities and differences between today and the past. Lesson 1: How do we find out about a famous person? Lesson 2: The story of Isambard Kingdom Brunel. Lesson 3: Recording the life of a famous person.
Year 3 Grammar, English/Literacy, Tenses Worksheets
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Year 3 Grammar, English/Literacy, Tenses Worksheets

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Includes: Sheet 1: Tense – to change the tense of verbs. Sheet 2: Tense Challenge – to change the tense of verbs. Sheet 3: Tense Challenge – to keep the same tense throughout a piece of writing. Sheet 4:Tense Challenge – to change irregular verbs to the past tense. Taken from our Grammar and Creativity Year 3 book. Easy to follow and use. Leave a review
Year 5/6 Geography- Investigating  Rivers. Linked to the Amazon and the Watercycle.
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Year 5/6 Geography- Investigating Rivers. Linked to the Amazon and the Watercycle.

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Taken from our Geography Flipbook Activities Keystage 2 Years5&6 This unit contains 2 full lessons with lesson plan and resources. Investigating rivers Flipbook The water cycle Flipbook :The Amazon The resource includes one page of teacher’s notes for every page in the flipbook,and each one includes learning objectives and outcomes,key questions and activity ideas.There are many suggestions on how to use the relevant flipbook page and associated activity sheet. Learning Objective: Learning outcomes: Children will be able to: • appreciate some of the problems associated with water supply • understand that important decisions about water use have to be made • about the River Amazon and its characteristics Learning outcomes Children will be able to: • identify and explain each stage in the water cycle Locate the Amazon on a map and identify some of its features (size,meanders,sediment,tributaries, environment through which it flows)
Year 1 and 2 (KS1) History Castles Unit (3 full lessons includes Plans and Worksheets).
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Year 1 and 2 (KS1) History Castles Unit (3 full lessons includes Plans and Worksheets).

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This is a short unit that supports your local history teaching. It introduces the children to the idea of using the built environment as a historical source, introduces the concepts of old and new, and encourages them to think about the changes in their local area over time. It provides a wide range of opportunities for children to develop their spoken language. It is helpful if the children have: experience of recalling stories about the past; sequenced events on a time line; used everyday words relating to the passing of time; used pictures to find out about the past Includes lesson plans and all worksheets Lesson 1: Castles today Lesson 2: Lord John’s Castle Lesson 3: Let’s explore our local castle Leave a review
Year1/2(KS1)-Geography- How do I get to school (4 Lessons)
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Year1/2(KS1)-Geography- How do I get to school (4 Lessons)

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4 lessons focusing on how to locate their school Lesson 1: Who lives where? Learning objectives Children should learn: • that some children live far away from school while others live nearby and everyone travels different distances; • how to measure and compare the distance of the routes used by the children in their class. Lesson 2: The journey to school Learning objectives Children should learn: • that everyone travels to school in different ways; • how to design and carry out a survey; • to draw a simple graph; • how to analyse their findings. Lesson 3: Where is the school? Learning objectives Children should learn: • a sense of place: the relationship between home and school; • to draw a picture map Lesson 4: Describing my route to school Learning objectives Children should learn: • to describe geographical features on their route to school; • to compile a personal word bank of geographical terms; • to give descriptive directions using adjectives. Taken from LCP’s KS1 Geography Resource File Leave a review
Year 1/2 Science- Ourselves. Growing and Changing. 2 lessons with plans and resources- Homelearning
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Year 1/2 Science- Ourselves. Growing and Changing. 2 lessons with plans and resources- Homelearning

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2 full lessons includes lesson plans resources and flipbook. 1st lesson: Learning objectives Children should learn: • that humans grow and change as they become older Learning Outcome: Children will be able to: • sequence pictures of people from youngest to oldest, giving reasons for their choices Children look at different stages of a humans life from baby to the elderly 2nd Lesson Learning objective: Children should learn: • that there are differences between humans • to collect and organise data and present it in a chart Learning outcomes Children will be able to: • count how many children have a particular feature and represent this information in a chart • interpret the chart Children create block graphs to focus on the similarities and difference of physical apperances. Such as ‘brown eyes’ and ‘blonde hair’ Leave a review
Year 5/6 Grammar, English/ Literacy, Commas Worksheets
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Year 5/6 Grammar, English/ Literacy, Commas Worksheets

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4 worksheets and 1 poster Designed to support the teaching of Commas. Sheet 1: to revise commas and full stops. Sheet 2: to explore the ways commas help to create meaning in a sentence. Sheet 3: to use commas to avoid ambiguity Sheet 4: to use commas to punctuate speech Taken from LCP’s Grammar and Creativity Year 5 book. Leave a review
Year 1 and 2 (KS1) History Worksheets: The 1950's (Great For Home Learning)
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Year 1 and 2 (KS1) History Worksheets: The 1950's (Great For Home Learning)

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8 Activities for Years 1 or 2 linked to the study of 1950’s Britain. Activity 1: My Kitchen Today Activity 2: Understanding a 1950’s Kitchen Activity 3: Let’s Go Food Shopping in the 1950’s Activity 4: Favourite Food now and then Activity 5: New Toy, Old Toy (Sort the cards into the box 2 sheet activity). Activity 6: Draw your home Activity 7: Understanding the Names of Different Homes All worksheets can be done as homework or for home learning. Taken from the KS1 History Resources File (available to purchase on our website). Leave a review
Year 1/2 (KS1)-Geography- Lesson Plan- Physical or Human Features
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Year 1/2 (KS1)-Geography- Lesson Plan- Physical or Human Features

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1 lesson covering the distinction between human and physical features Includes Worksheets Learning objectives Children can: • distinguish human from physical features in the landscape; • begin to understand that the distinction between human and physical is not always clear. Success criteria Children should be able to • recognise physical and human features in the environment; • use geographical vocabulary to describe physical and human features Taken from LCP’s KS1 Geography Resource File
Year 1, English/Literacy Gingerbread Man FREE lesson.
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Year 1, English/Literacy Gingerbread Man FREE lesson.

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Get the full unit on TES https://www.tes.com/teaching-resource/year-1-literacy-english-traditional-and-fairy-tales-unit-12322085 Taken from our Year 1 Literacy Resource File Includes lesson plan and all resources (including differentiated resources) as well as the story The Gingerbread Man LO: To be able to read with support and join in key phrases appropriately. • To be able to identify the main events in the story and put them in chronological order. Learning Outcomes: To have more secure knowledge of the characteristics of the genre. • Better ability to identify key incidents in the story and sequence them correctly. Leave a review
EAL resource- Names of the Body
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EAL resource- Names of the Body

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Racing to English Great resources for teaching English as an additional language. Free resource includes :- Set of photo cards and matching words. Picture Dictionary Sheet. Worksheets for oral and written work. If you are looking for a comprehensive English as an Additional language resource then see the full Racing to English resource on LCP’s website. For now, this is a great freebie that we wanted to share. Let us know what you think …
Year 4 Grammar, English/Literacy, Clauses Worksheets
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Year 4 Grammar, English/Literacy, Clauses Worksheets

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Includes Poster: Understanding Clauses – explanation. Sheet 1: Clauses – to identify the main clause and subordinate clause. Sheet 2: Clauses Challenge – to add a main clause to complete a sentence. Sheet 3: Clauses Challenge – to create complex sentences by adding subordinate clauses. Sheet 4: Relative Pronouns – to recognise and use relative pronouns. Sheet 5: Relative Pronoun Challenge – to drop in clauses beginning with who, when, where, which, that. Taken from LCP’s Grammar and Creativity Year 4 book Easy to follow Leave a review
Year 2: Non-Fiction Text, Seaside, Text and Activities.
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Year 2: Non-Fiction Text, Seaside, Text and Activities.

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This resource includes 1 text with activities and questions. Text title: Seaside The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills. There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme. The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable. The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy Leave a review
Year 1 Literacy/English, Traditional and Fairy Tales Unit
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Year 1 Literacy/English, Traditional and Fairy Tales Unit

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Taken from our Year 1 Literacy Resources File Includes lesson plans and differentiated resources 1- The Enormous Turnip LO: Listen to the story on tape and recall the events in order. • Understand about traditional stories and the oral tradition. • Contribute to dramatisation of the story 2- The Enormous Turnip LO:To be able to distinguish similarities and differences in different versions of the story. • To be able to suggest phrases and sentences to retell the story 3 The Anansi stories LO: To discuss the appearance, behaviour, characteristics and goals of characters. • To take part in acting scenes from the story in character, using expression and a clear voice 4 Anansi and boastful bullfrog LO: To be able to discuss the appearance, behaviour, characteristics and goals of a character. • To be able to write two or more sentences about Anansi 5 The Gingerbread Man LO: To be able to read with support and join in key phrases appropriately. • To be able to identify the main events in the story and put them in chronological order. 6 The Gingerbread Man – audio version LO: To discuss different versions of the same story. • To discuss differences between audio and written versions of a story. 7 The Gingerbread Man – the play LO: To recognise differences between playscripts and story texts and the reasons for them. • To read a playscript with appropriate expression 8 The Gingerbread Man – my story • To be able to plan a story. • To be able to write some sentences independently, using story language and phonic strategies This Unit covers ‘Traditional and fairy stories’. Before you start the lessons below, it is suggested you take 15–30 minutes each day for four or five days to read other traditional stories, including some from different cultures, to enrich the children’s experience of the genre. You could conclude these stories by asking some of the following questions: Who was the story about? Where did it take place? How did it start? What happened in the middle of the story? How did it end? What do you think the most important event was? You should also set out a display of appropriate books and tapes that the children may look at, listen to, read to themselves or borrow to share at home. Leave a review
Year 4, R.E, Becoming an Adult Unit of Work
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Year 4, R.E, Becoming an Adult Unit of Work

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Includes: Introduction Unit resources Medium-term plan Lesson 1: Belonging to a group Lesson 2: Confirmation and believer’s baptism Lesson 3: Bar Mitzvah Lesson 4: Amrit ceremony Lesson 5: Taking responsibility Lesson 6: Initiation ceremonies About this unit This unit is intended to explore becoming an adult and discuss the themes that are addressed by different religious initiation ceremonies and their effect on people’s lives. Not all religions have specific ceremonies welcoming members into adulthood but Christianity, Judaism, Sikhism and Hinduism do. In this unit we will look at three religions: Christianity, Judaism and Sikhism, together with a non-religious view: humanism. This unit allows pupils to consider the commitment involved in deciding to become a full member of a religious community. Prior learning: This unit will build on the work completed in Year 3 on birth ceremonies. Lesson length: The lessons are designed to last approximately 60–70 minutes. Taken from our R.E Lower Keystage 2 Resource File Leave a review
Year 3-Geography- UK Counties and Major Cities (2 Lessons)
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Year 3-Geography- UK Counties and Major Cities (2 Lessons)

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2 lessons covering UK Counties and Major Cities Lesson 1: Counties in the UK Learning objectives Children should learn: • the UK is divided into countries and counties. Success criteria Children can: • understand that the countries in the UK are divided into counties and can name some of the counties. Lesson 2: Major Cities in the UK Learning objectives Children should learn: • about the major cities in the UK. Success criteria Children can: • understand that there are a number of major cities in the UK and can name and locate them. Taken from LCP’s LKS2 Geography Resource File
Year 2 English/ Literacy, Explanation 5 lesson Unit (Life Cycles)
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Year 2 English/ Literacy, Explanation 5 lesson Unit (Life Cycles)

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Taken from our Year 2 Literacy Resource File The focus is on following and producing explanatory texts. This unit is closely linked to the curriculum area of science and life cycles of plants. Children begin with an investigation into the seeds of various plants. This is followed by a reading phase about the life cycles of some of these plants. The children then link the texts with the appropriate diagrams and pull out some of the key language to help them make a glossary and understand how to write explanatory texts. Children are given the opportunity to look at more examples of explanatory texts before they begin the investigative study which they will finally write about. In groups, children follow instructions to grow potatoes. At each stage they are encouraged to observe and record the process and the results. They are encouraged to keep a diary of the investigation and to evaluate their own work as they go. At the end of the investigation, they are asked to review the process and finally to produce a presentation about the life cycle of the potato 1 What is it? • To promote interest in the topic. • To follow the stages in an explanatory text about the life cycle of a plant. • To understand what a glossary is. 2 Explanation language and features • To focus on the form and organisational features of explanatory texts. • To widen the concept of what topics explanatory texts deal with. 3 Let’s grow potatoes • To initiate an ongoing investigative study in order to develop and produce an explanatory text. • To read, understand and follow instructions. 4 Our potatoes• To conclude an ongoing investigative study in order to develop and produce an explanatory text. • To work collaboratively to produce a paragraph describing the end result of an investigation. • To share information 5 Presentations• To produce an explanatory text/ presentation. • To produce a suitable visual explanation of a process. • To use labels as an aid to visuals. Leave a review
Year 5, Geography, Environmental Issues
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Year 5, Geography, Environmental Issues

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2 lessons with plans and resources Taken from our Year 5 and 6 Geography Flipbook Lesson 1: Making Waste Work Learning objectives Children should learn: • to investigate a local environmental issue • about issues associated with landfill sites Learning outcomes Children will be able to: • understand how change affects the local area • communicate opinions on landfill sites Activity: You are going to make a written proposal to ask the headteacher to give you permission to start a recycling scheme. Lesson 2: Recycling Learning objectives Children should learn: • about the types of rubbish we throw away • about the need for recycling in order to reduce rubbish Learning outcomes Children will be able to: • understand the difference between re-use and recycling • discuss what needs to be considered when setting up a recycling scheme Activity:Imagine that you are an education officer for Friends of the Earth. You are against the proposal for a new landfill site in the local area. • Design a T-shirt for children to wear in the campaign against a new landfill site. Leave a review
Year 5/6 Grammar, Literacy/English, Adverbs worksheets
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Year 5/6 Grammar, Literacy/English, Adverbs worksheets

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3 worksheets focuses on the teaching of adverbs Sheet 1: to revise adverbs of manner Sheet 2: to revise adverbs of time, frequency and place. Sheet 3: to investigate how adverbs can affect adjectives Taken from Grammar and Creativity Year 6 (by LCP) Clear sheets that have instructions so easily to follow. Leave a review
Year 3 Religious Education, Birth Ceremonies Unit (6 Lessons)
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Year 3 Religious Education, Birth Ceremonies Unit (6 Lessons)

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Taken from -RE Resource File RE Resource File Key Stage 2 Years 3 Key Stage 2 Years 3 & & 4 Includes: Introduction Unit resources Medium-term plan Lesson 1: What does a baby need? Lesson 2: What is sin? Lesson 3: Christian baptism Lesson 4: Muslim birth ceremonies Lesson 5: Sikh birth ceremonies Lesson 6: Making comparisons All lesson plans and printable activities included This unit is designed as an introduction to Religious Education at Key Stage 2. It introduces pupils to some of the religions they will study during their four years in Key Stage 2. All religions treat the birth of a new life as special and celebrate its importance in different ways. In the religions covered in this unit, God is acknowledged to have an important role in the creation and safe delivery of a new life and is thanked for the new baby. Prior learning: The class will have spent time in Key Stage 1 studying religious belief and practice. This unit will build on their previously gained understanding. Lesson length: The lessons are designed to last approximately 60–70 minutes. At the end of this unit most children will: • Be able to explain the meaning behind the symbols and actions in the different birth ceremonies. • Be able to explain the importance of committing the baby to the community of God. Some children will have made less progress and will: • Be able to share their own experiences of babies and explain what some people believe are babies’ spiritual needs. Some children will have progressed further and will: • Be able to explain similarities and differences between the themes in the different birth ceremonies. Leave a review