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.
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).
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Taken from our UKS2 WW1 Resources File.
This is Unit 5.
There are six units available for Upper Key Stage 2, each focusing on different curriculum subjects but also designed to complement one another to support cross-curricular planning. An overview, in the form of a Planning Chart, is also included.
Each unit contains Activity ideas packed with facts, suggestions for different abilities and for working both in and out of the classroom, one Activity sheet, two Visual resources and a photocopiable Factsheet. Supporting the units are two Timelines, a World War I Glossary and two Maps of Europe showing how the geographical landscape and country boundaries changed as a result of the war.
Lesson 1:A guide to Leper
Lesson 2:The impact of the landscape
Lesson 3: Belgium then and now
Lesson 4: The creation of new countries
Lesson 5:Here and there
Lesson 6: Can you find your way around Leper?
Lesson 7:National pride
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Who were the Celts?
Learning objectives Learning outcomes
The purpose of this lesson is:
for the children to develop a clear understanding of who the Celtic people
were.
Children should learn:
• to select and record information about Celtic ways
of life;
• about aspects of life in Celtic Britain, using a variety
of sources.
Class objective:
• to find out about the Celts
Children should be able to:
• select relevant information from a number of
sources;
• record relevant information about the Celtic way of
life
Includes Lessons Plan and resources for activities
Each unit contains Activity ideas packed with facts, suggestions for different abilities and for working both in and out of the classroom, one Activity sheet, two Visual resources and a photocopiable Factsheet. Supporting the units are two Timelines, a World War I Glossary and two Maps of Europe showing how the geographical landscape and country boundaries changed as a result of the war.
It provides an example of creative and effective crosscurricular planning, taking a key historical event as a starting point for meaningful, subject-focused activities. All the activities and resources included are matched to the requirements of the NEW Primary Curriculum (implemented September 2014) and are designed to be flexible, and used to follow ideas for English and Foreign Languages Years 5 & 6 so that teachers can choose to use them in their entirety, as a complete project framework, or as a dip-in resource bank of ideas.
There are 6 units. This is unit 6- Other units are available.
Lesson 1: World War I fashions – Military wear
Lesson 2: World War I fashions – Civilian wear
Lesson 3:Design innovation
Lesson 4: Amazing vehicles
Lesson 5: Political art
Lesson 6: Political art – Propaganda posters
Lesson 7: Political art – Three-dimensional morale boosters
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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
Get 15 sheets or the whole book via our TES shop
5 sheets with Answers
Alphabet – to put words into alphabetical order.
Root Words – to extend my vocabulary using root words.
Homophones – to investigate homophones.
Noun Phrases – to expand single nouns to noun phrases.
Adjectives – to identify adjectives not placed next to a noun.
.
Taken from: Grammar and Creativity for Year 5
Good writing may start with an exciting idea, but it needs structure to make sense to a reader. Grammar provides a framework on which to display the imagination.
Writing brings together individual expression and an understanding of the rules that allow our language (any language) to make sense. This book has been written with the view that grammar and creativity go hand in hand to produce good writing. Developing children’s understanding of the basics of English will encourage their literary adventures. The range of activities here has been designed to excite interest as well as guide children and teachers through the rules.
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Get 15 sheets or the whole book via our TES shop
5 sheets with Answers
Alphabet – to put words into alphabetical order.
Compound Words – to investigate compound words.
Thesaurus – to use a thesaurus to improve my vocabulary.
Nouns – to revise word classes – nouns.
Nouns – to recognise abstract nouns.
Taken from: Grammar and Creativity for Year 4
Good writing may start with an exciting idea, but it needs structure to make sense to a reader. Grammar provides a framework on which to display the imagination.
Writing brings together individual expression and an understanding of the rules that allow our language (any language) to make sense. This book has been written with the view that grammar and creativity go hand in hand to produce good writing. Developing children’s understanding of the basics of English will encourage their literary adventures. The range of activities here has been designed to excite interest as well as guide children and teachers through the rules.
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This non-fiction unit looks at persuasion and argument. Children will read and evaluate texts intended to inform, protest, complain or persuade. In doing so, they will consider how the texts are set out and what language devices are used. They will notice the deliberate use of ambiguity, half-truth, bias; how opinion can be disguised to seem like fact; infer writers’ perspectives from what is written and from what is implied. Children will investigate the use of persuasive definitions, rhetorical questions, pandering and condescension. During the unit, children will write persuasive letters for real purposes, for example to put a point of view or comment on an emotive issue. The first two lessons focus on writing persuasively about environmental issues. The next two lessons look at formal and informal writing and at how to produce a balanced argument. In Lesson 5 the children will take part in a formal debate. The final lesson looks at a famous wartime speech by Winston Churchill. (This could be used separately during a history lesson.)
Lesson 1: How big is your carbon footprint?
• Evaluate texts intended to persuade. • Identify persuasive devices • Infer what is implied
2 Green letters• Know the features of a persuasive letter.
3 Exploring a controversial issue
• To identify textual viewpoints – for, against and balanced. To explore the language and organisational features of texts presenting a specific argument/ point of view.
4 Comparing formal and informal texts
• To identify and explore the features of formal and informal texts. • To listen for language variation in formal and informal contexts. • To employ the features and narrative techniques of formal and/or informal texts in their own writing
5 Establishing a viewpoint on a controversial issue
• To participate in wholeclass debate using the conventions and language of debate, including Standard English. • To identify the ways spoken language varies according to differences in the context and purpose of its use.
Analysing a famous speech
• Listen to and understand a speech. • Recognise the use of repetition and emotive language.
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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.
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3 lessons covering:
The Compass
How to use the compass
Directional language
Includes Lesson plans and work sheets
Lesson 1: The Compass and its uses
Learning objectives
Children should learn:
• the names of simple compass directions;
• simple locational language;
• to describe the location of features on a map
Lesson 2: Using the Compass
Learning objectives
Children should learn:
• the names of simple compass directions;
• simple locational language;
• to use simple maps;
• to plot a route on the ground.
Lesson 3: Using directional language
Learning objectives
Children can:
• begin to confidently use directional language.
Taken from LCP’s KS1 Geography Resource File
The purpose of this topic is to teach and ensure that children can respond to the question ¿Dónde vives? Children should also be able to ask others the same question and to understand the response.
Learning objectives
Children learn:
to say where they live
to ask others where they live
Learning outcomes
Children learn:
to use a set phrase to respond to the question,
for example Vivo en Lincoln
to substitute items in the model phrase to vary
the statement
to take part in a brief prepared task using visual
clues to help them initiate and respond
to show understanding of short wordprocessed
dialogue, made up of familiar language
Includes: Lesson Plan and Activity Sheets
Like this? Check out the full units available on TES or our website
Invaders and settlers
The purpose of
this lesson is: to establish that the Anglo-Saxons both invaded and settled in Britain.
Children should learn:
• to use the terms ‘invade’ and ‘settle’;
• to place the Anglo-Saxon period in a chronological
framework.
Class objective:
• to discover the difference between invaders and
settlers.
Learning Outcomes
Children should be able to:
• use a dictionary to find the meanings of the words
‘invade’ and ‘settle’;
• sort words or phrases correctly under the headings
‘invade’ and ‘settle’;
• locate the Anglo-Saxon period on a time line;
• discuss ideas associated with invasion and
settlement.
Includes Lesson Plan and Activity Sheets
See full unit available on TES
About this unit
This unit looks at what it means to belong to
something, whether it be a community, class, club,
country, team, family, circle of friends and so on,
and the need to show that belonging through joint
activities or lifestyle, dress or behaviour.
The unit explores belonging to:
• a family
• a school
• other groups
• the local community
• our country
• the world.
People of particular life stances or groups will
be valuable in sharing their experiences and
showing any clothing and artefacts that signal their
belonging and pride in that. Where opportunities
arise for adding this feature to the lessons, make
the most of them!
Lesson length: Each lesson is designed to take one
hour. (Lesson 3 will take longer if the group works
outside to gather photographs.)
Expectations
At the end of this unit most children will:
• understand the importance people attach to
belonging to a group, and be able to name a
religious and secular group.
Some children will have made less progress and will:
• be able to talk about the groups they belong to.
Some children will have progressed further and will:
• be able to explain why people belong to religious
groups, naming some
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)
Taken from our Literacy Upper KS2 Resource file
Includes lesson plans and resources
Lesson 1: In my mind’s eye LO: Understand how description sets the scene for a story.
Lesson 2: One powerful legend, two stories
LO: To be able to compare different versions of a legend.
Lesson 3: Enter Beowulf LO: To explore a character through drama and to give references to support ideas
Lesson 4 Capturing the moment
LO: To act out scenes from stories and to describe them in precise sentences.
There are six units on fiction in this file for years 5 and 6. The third unit focuses on myths, legends and traditional stories. This unit covers reading and analysing features of the text types, comparing different versions of the same legend, exploring characters through drama, comparing written and oral narratives, evaluating performances and transferring oral text into written narrative.
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Taken from our Upper Keystage 2 Literacy Resource File
Includes all lessons and resources
Lesson 1: Inside a story- LO: To identify a point of view
Lesson 2: 2 Ways into a story- LO: To identify how different stories are opened.
Lesson 3: Colin Thompson’s stories and characters- LO:Identify the main parts of a story and to create a character profile
Lesson 4:Tell me a story- LO:To experiment with writing in different styles.
Lesson 5: Comparing story openings by Michael Morpurgo- LO:Compare the openings of two stories by the same author and comment on what makes an effective opening.
Lesson 6 : Does Tomas Believe in Unicorns- LO:To explore characterisation through drama.
Lesson 7:Tomas and the librarian- LO: To use empathy to explore the character of Tomas
About this unit
There are six units on fiction in this file for years 5 and 6. The second unit focuses on the work of modern authors of children’s fiction. We have chosen to focus on Colin Thompson and Michael Morpurgo, but it is possible to repeat some of the activities using books by other authors with whom the children may be familiar, such as Roald Dahl and David Walliams. The children will examine the story structures and aspects of each author’s style and will have opportunities to write short stories of their own. They will be encouraged to explore various characters and situations through role play and will work towards writing and staging their own short plays. They will develop the habit of keeping a reading journal (on paper or screen) as a way of supporting and extending reading. The Michael Morpurgo lessons are more challenging and you may wish to use them later in Upper KS2 than those on Colin Thompson’s books.
The unit focuses on Books by Colin Thompson, for example The Paradise Garden, The Paperbag Prince, Falling Angels, Sid the Mosquito and other wild stories and I Believe in Unicorns and Why the Whales Came by Michael Morpurgo.
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Get the whole book via our TES shop
15 sheets with Answers
Alphabet – to put words into alphabetical order.
Compound Words – to investigate compound words.
Thesaurus – to use a thesaurus to improve my vocabulary.
Nouns – to revise word classes – nouns.
Nouns – to recognise abstract nouns.
Suffixes – to use suffixes: ship, ment, hood, ness.
Pronouns – to revise word classes – pronoun.
Possessive Pronouns – to use possessive pronouns correctly.
Determiners – to explore determiners.
Verbs – to revise word classes – verbs.
Verbs – to choose the correct form of a verb.
Verbs Challenge – to correct past tense verb endings.
Prefixes – to use the prefix: re.
Adjectives – to revise word classes – adjectives. .
Adjectives Challenge – to revise word classes – adjectives
Taken from: Grammar and Creativity for Year 4
Good writing may start with an exciting idea, but it needs structure to make sense to a reader. Grammar provides a framework on which to display the imagination.
Writing brings together individual expression and an understanding of the rules that allow our language (any language) to make sense. This book has been written with the view that grammar and creativity go hand in hand to produce good writing. Developing children’s understanding of the basics of English will encourage their literary adventures. The range of activities here has been designed to excite interest as well as guide children and teachers through the rules.
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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
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The purpose of this lesson is: to consider a map of ancient Greece and to investigate city states and the way they were governed.
Children should learn:
• about the geography of ancient Greece;
• that ancient Greece consisted of city states;
• that different city states were governed in different
ways.
Class objective:
• to discover how ancient Greece was organized.
Children should be able to:
• recognize that ancient Greece was organized into
city states;
• know that Athens and Sparta were city states;
• understand that there are different models of
government.
Includes Lesson Plans and Sheets for activities