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Thank you for looking at my resource. This resource includes a fully comprehensive powerpoint ,worksheets/resources catering to a wide range of abilities and resources list. Children will start by making connections to their prior learning by identifying the differences in dates. The aim of this is to remind children of the key learning they already have such as differences within months and years. Children will then focus on AD dates, making observations such as the earliest dates having a smaller number. After children are secure in AD dates, they they will move onto BC dates. Children will complete their first task which will be placing dates on a timeline. After this children will look at the importance of a chronological framework. They will look at examples such as prior learning and the invention of the camera to develop an understanding of why it is important to know when a given historical period happened. A helping hands task (supported task) is provided. A chilli challenge is provided to extend learning. This should be given to all children. The ‘differentiation’ will be based on how children access the task. Past/current vocabulary is explicitly taught, and children are reminded of this at suitable and regular opportunities. Stem sentences are provided throughout to promote oracy and allow children to focus on the geography rather than formation of a sentence.

Thank you for looking at my resource. This resource includes a fully comprehensive powerpoint ,worksheets/resources catering to a wide range of abilities, preparation list and a lesson plan. This is the fourth lesson a sequence. The lesson can be taught independently without the need for the previous lessons or the future lessons. This lesson can be picked up and taught straight from however is fully editable. Children will start by using their learning from the prior lesson. Children will name the materials, play a game where they are given two clues, and they identify the object and finally children will use the property words they learnt last lesson to describe the materials used for The Three Little Pigs houses. These tasks will ensure that children have the key prior learning to fully understand this lesson, provide a useful assessment of learning for the teacher and put the relevant prior learning/vocabulary in the forefront of children’s mind. Children will be given a problem. One of the pigs has made a house but they have forgotten the roof. Children will use their prior learning from the previous lesson to discuss what properties a roof needs to have. Children will then be taught about waterproof and absorbent. Children will be introduced to the experiment they will be completing. Although children won’t be completing a full science write up,they will be involved and introduced to the stages of an experiment such as the method and the equipment list. Children will start by making predictions about what materials they think will be waterproof and which they think will be absorbent. Children will be challenged to discuss how they made their decisions through conversation with their partner. After completing their predictions children will complete the experiment which involves placing different materials on a cup and seeing how much water is left on the surface of the material. Children will finish by reflecting on their results. Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks. The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task. Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.

Thank you for looking at my resource. This resource includes a fully comprehensive PowerPoint ,worksheets/resources catering to a wide range of abilities and a preparation list. This is the third lesson in a sequence. The lesson can be taught independently without the need for the past or future lessons. This lesson can be picked up and taught straight from however is fully editable. Children will continue to look at historical sources of evidence. In the first part they will use books to answer questions to help them develop a basic understanding of the Victorian era. The teacher will then substantiate this by providing clear answers to the research answers. Children will have links made with their background research and the focus on toys. For instance, how there were differences between rich and poor. Children will then learn about Victorian toys through an exploration of actual toys (pictures/videos may be needed if you can’t access Victorian toys),After an exploration of the toys and reflection questions children will be taught about Victorian toys. Finally, children will complete small steps which will support them to independently make simple comparisons with Victorian and modern toys. Children will complete either an independent task or an adapted helping hands task drawing comparisons with Victorian and modern toys. A chilli challenge is provided to broaden children’s learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.

Thank you for looking at my resource. This resource includes a fully comprehensive powerpoint ,worksheets/resources catering to a wide range of abilities, preparation list and a lesson plan. This is the fifth lesson in a sequence. The lesson can be taught independently without the need for the previous lessons or the future lessons. This lesson can be picked up and taught straight from however is fully editable. Children will start by using their learning from the prior lesson. Children will start by answering a range of questions to reveal a picture. These questions cover the key concepts learnt during this unit… Children will discuss how to care for a dog/other pet. These tasks will ensure that children have the key prior learning to fully understand this lesson, provide a useful assessment of learning for the teacher and put the relevant prior learning/vocabulary in the forefront of children’s mind. After being shown a definition of exercise children will discuss why they think exercise is important. The teacher will discuss the importance with links provided to prior learning such as to help grow into a healthy adult as well as a brief fast forward to future learning about the types of exercise. Throughout this lesson children will be guided through a full science experiment. Some parts children will independently complete such as the prediction, other parts the teacher will simply show such as the method where as, other parts such as the conducting of the experiment will be completed whole class. In the experiment children will be looking at which exercises raise their heart rate. In the PowerPoint, each activity has a timer, a discussion and a rest. Children will discuss with a partner their results and then complete a written task. Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks. The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task. Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.

Thank you for looking at my resource. This is the second lesson in a sequence. The lesson can be taught independently without the need for the previous lesson or the next lessons. This lesson can be picked up and taught straight from however is fully editable. This resource includes a fully comprehensive PowerPoint ,worksheets/resources catering to a wide range of abilities, preparation list and a lesson plan. Children will be designing a new play park. They will complete a number of tasks to ensure they have remembered their prior learning from year 1 and their previous lesson on material uses. This will also ensure that this prior learning is at the forefront of their thinking ready to apply for their new learning. Children will discuss with a partner whether paper would be a ‘good’ material for a swing. This will lead into the introduction of the concept of suitability. The first task children will complete will involve identifying all materials that would be suitable for an object. Children will build up to completing an independent task. Children will return as a class to look at how the object’s exact use can change which material is most suitable. Children will look at different scenarios and discuss which material would be most suitable. Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks. The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task. Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.

Thank you for looking at my resource. This resource includes a fully comprehensive powerpoint ,worksheets/resources catering to a wide range of abilities, preparation list and a lesson plan. This is the first lesson in a sequence .The lesson can be taught independently without the need for the further lessons. This lesson can be picked up and taught straight from however is fully editable. Children will start by rewind (recapping) on prior learning. Children will actively engage in this by playing I spy with their immediate environment. Either inside or outside depending on the weather. This will lead into teaching the terminology and concepts of location and observation. Children will develop their understanding by identifying a location in a picture and making simple observations. Children will start to develop their ability to describe differences by comparing different locations pros and cons. Children will be read the story of The Town Mouse and the Country Mouse and apply location, observation ,pros and cons to discuss the story.Children will use these concepts to start to differentiate between town and countryside. Children will be introduced to the term feature. Children will looking at their closest town and countryside. Children will identify real life examples of the features of the town and countryside and will discuss how the mice from the story would see these as either a pro or a con. Children will complete an independent task where they will compare town and countryside using a venn diagram. Examples are provided to help children understand how to use a venn diagram including a whole class exercise sorting a number of statements. A helping hands task is is provided where children are given the statements to sort. A chilli challenge is provided to extend learning. This should be given to all children. The ‘differentiation’ will be based on how children access the task. Past/current vocbaulary is explicitly taught and children are reminded of this at suitable and regular opportunties. Stem sentences are provided throughout to promote oracy and allow children to focus on the geography rather than formation of a sentence.

Thank you for looking at my resource. This is the third lesson in a sequence. The lesson can be taught independently without the need for the previous lessons or the future lessons. This lesson can be picked up and taught straight from however is fully editable. Children will start by using their learning from the prior lesson. Children will name the materials and discuss why a sandpit’s material may be suitable in different contexts. These tasks will ensure that children have the key prior learning to fully understand this lesson, provide a useful assessment of learning for the teacher and put the relevant prior learning/vocabulary in the forefront of children’s mind. This resource includes a fully comprehensive PowerPoint ,worksheets/resources catering to a wide range of abilities, preparation list and a lesson plan. Children will discuss how easy it is to change the shape of wood. Children will be given a brief fast forward of how wood is changed to emphasis that it is complicated. This will lead into a discussion about what objects made from different materials can be easily changed shape. Children will be shown four ways that objects shape can be changed – twist , stretch, squash and bend. This will be explicitly explained and modelled to children. Children will move onto testing these four types of changing an objects shape. Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks. The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task. Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.

Thank you for looking at my resource. This resource includes a fully comprehensive PowerPoint ,worksheets/resources catering to a wide range of abilities and a preparation list. This is the fourth lesson in a sequence. The lesson can be taught independently without the need for the past lessons . This lesson can be picked up and taught straight from however is fully editable. Children will reflect on their own history - thinking about how the toys they have played with have changed. Children will apply this thinking to discussing how and why toys have changed from the earliest time period they have studied up to and including today. Today children will be introduced to a Victorian toy maker. They will start by using clues such as girl and boys toys to identify what era the toy maker came from. Using their prior knowledge on Victorian toys. Children will continue to reflect back on prior knowledge when they learn the maker is going to travel forward to modern times. Children will reflect on times such as the 20th century. The toy maker will then show children a toy and will explain why they think its a good toy (the toy is unsuitable for modern times such as attitude and technology) Children will be taught about why things have changed. Materials, safety , technology and attitudes. Children will write why the toy makers toy is unsuitable applying what they have learnt. Children will complete either an independent task or an adapted helping hands task. A chilli challenge is provided to broaden children’s learning. Challenges should be given to all. Not just your most able. They are purposely open ended. The ‘differentiation’ comes from how your most able access the task.

Thankyou for looking at my resource. This resource includes a fully comprehensive powerpoint ,worksheets/resources catering to a wide range of abilities, preparation list and a lesson plan. This is the second lesson in a sequence. The lesson can be taught independently without the need for the previous lessons or the future lessons. This lesson can be picked up and taught straight from however is fully editable. Children will start by using their learning from the prior lesson. Children will identify if a fact is true or false. Children will be encouraged to discuss their decisions. Recap of prior learning is given after each scientific true or false questions. These will ensure that children have the key prior learning to fully understand this lesson, provide a useful assessment of learning for the teacher and put the relevant prior learning/vocabulary in the forefront of children’s mind. Children will link their prior learning on offspring by thinking how a baby develops from a baby to an adult. Children will start this by looking at humans as an example of offspring that look like their adult . Children will then move onto looking at a frog. Children will think about what they already know. For instance, that frog’s offspring don’t look like them, Each stage of the life cycle will be substantiated before being shown in a life cycle diagram. Children will move on to creating their own frog life cycle. Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks. The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task. Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.

Thank you for looking at my resource. This resource includes a fully comprehensive powerpoint ,worksheets/resources catering to a wide range of abilities, preparation list and a lesson plan. This is the fourth lesson in a sequence. The lesson can be taught independently without the need for the previous lessons or the future lessons. This lesson can be picked up and taught straight from however is fully editable. Children will start by using their learning from the prior lesson. Children will label and describe the frog’s life cycle. Children will also match vertebrate animal types to the description . Finally, children will reflect on the human life cycle. These tasks will ensure that children have the key prior learning to fully understand this lesson, provide a useful assessment of learning for the teacher and put the relevant prior learning/vocabulary in the forefront of children’s mind. Children will start with a reasoning partner task (stem sentence provided to promote oracy) This task will involve children identifying which things all animals need to survive. Children will look at the three basic needs of all animals. This will lead into a discussion about the different ways animals meet these needs. Children will complete independent application task 1. – identifying the three basic needs. Children will then focus on dogs. Children will learn about how dogs which will move onto children creating a poster about caring for dogs. Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks. The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task. Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.

Thank you for looking at my resource. This resource includes a fully comprehensive PowerPoint ,worksheets/resources catering to a wide range of abilities and a preparation list This is the second lesson in a sequence .The lesson can be taught independently without the need for the further lessons or past lesson.This lesson can be picked up and taught straight from however is fully editable. Children will start this lesson by recapping on their learning about rituals. Children will work with a partner to differentiate between routines and rituals. This will lead into a concise rewind of prior learning. Children will learn about the key components of Salat. Childern will complete two independent learning tasks. Including recalling facts they have learnt and designing a prayer mat. Children will complete either a independent task or a helping hands task. The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task. Children will have stem sentences to support oracy and enable children to focus on the learning rather than forming sentences.

Thank you for looking at my resource. This unit uses the story of Jack and the Beanstalk to not only engage learners/provide a fun theme but importantly enhance scientific understanding through investigations such as is a beanstalk a tree? In this unit children will be given a mystery seed from the bean seller in the story (teacher’s choice) and will every week use their increasing knowledge to investigate what the plant is. The story will be embedded in other areas of the unit for instance children will use reasoning to decide if a beanstalk is a tree. A ppt of 20+ slides is provided for every lesson and a ppt document of resources is provided including an overview of what teachers need to prepare in advance. Each lesson gives children an opportunity to reflect on their plant with questions that adapt based on their knowledge of the unit. A good example of this is in week four, children will be asked if they think their mystery seed is a tree. In lesson 1 the story of Jack and the Beanstalk is provided alongside the lesson slides. The aim of this unit is to limit the preparation needed for the teacher. The lesson slides can be picked up and taught fully from either by a teacher with a solid understanding of the prior and future learning of a given class or by a teacher who may be covering an isolated lesson. The lessons are fully editable allowing teachers to edit based on individual class needs. Lesson 1 -To describe and compare seeds, bulbs and plants. Lesson 2 - To name and compare the parts of plants. Lesson 3 - To name and identify common garden and wild plants. Lesson 4 - To name and identify common trees. Lesson 5 - To name and identify common fruit and vegetable plants. Every lesson starts with a rewind task. These are varied and provide an opportunity for the teacher to quickly asses what children have remembered and any potential gaps in knowledge. This also puts relevant prior learning in the forefront of children’s minds ready to apply to new knowledge . This then starts the effective build up of learning through carefully designed small steps. Children are actively involved in their learning throughout with opportunities to reflect, talk with a partner as well as engage in whole class discussions. Reasoning and oracy opportunities are embedded throughout. With stem sentences provided to ensure children are able to eloquently express their understanding and focus on the science. Lessons are designed to ensure all learners are on the ‘journey’ together. Helping hands provide additional support to ensure children are accessing the main learning where as chilli challenges aim to expand/challenging children’s learning with open ended exercises. Challenges are provided to all learners. The ’ differentiation ’ is based on how children access the challenge. Vocabulary is explicitly taught and is repeated throughout the unit to ensure embedded learning.

Thankyou for looking at my resource. I have been a maths lead for 5+ years. My subject was deep dived in the inspection which took it from unsatisfactory to good. I completed a maths specialist SSIF in 2019 and have a NPQ in leading teacher development. In this staff training the focus is variation as part of the five main ideas of mastery maths. This resource includes an indepth powerpoint as well as a plan and relevant resources.

Thank you for looking at my resource. This resource includes a fully comprehensive powerpoint ,worksheets/resources catering to a wide range of abilities, preparation list and a lesson plan. This is the first lesson in a sequence. The lesson can be taught independently without the need for the previous lessons or the future lessons. This lesson can be picked up and taught straight from however is fully editable. Children will start the lesson by recapping on their prior learning via a game of which is an animal out of two choices. Recapping on prior learning will ensure that it as at the forefront of children’s minds ensuring they make connections and understand their new learning. Children will be taught a definition of animal. This will be applied to several tasks to ensure the meaning is embedded. Children will be introduced to Zack a zoo keeper . All lessons are based on learning generated from problem solving. Children will learn that Zack has done several things wrong, but the issue is the task doesn’t name the animals e.g. putting animals such as a giraffe in water. Children will be shown animals grouped into the 5 main animal groups. This will support learning in the next lesson where children will be defining the five main animal groups. Independent application - Children will have an animal guide and will need to find an animal that starts with each letter of the alphabet. Helping hands - Support teacher ‘expert’ group. Chilli challenge - Children to be given an opportunity to think further about individual animals. Powerpoint user guided Green slides - Partner tasks , class discussion etc Red slides - Teacher led tasks Blue slides - Reflection time Yellow slides - independent application

In this lesson children will be looking at question sentences. This lesson includes all worksheet/resources/task sheets + a fully comprehensive PowerPoint. Children will start with a warmup rewind task. Children will use adjectives to describe a girl. Children will then move on to thinking about how they would find out information about a new student. This will lead into the introduction and explanation of a question sentence. To start with children will look at the 5WS + 1H (WHO?,WHAT?,WHERE?,WHEN? WHY? + HOW?) Children will start by completing questions using the 5Ws + 1 H. This will build up from teacher modelled to an independent task. A chilli challenge + helping hands will be provided. After completing the first independent task. Children will look at how a question sentences are written and punctuated. Children will be given answers Goldilocks has given and will discuss the question they think she was asked. Children will complete a similar independent task where they will write the question, they think a firefighter was asked. A chilli challenge + helping hands is provided.