Resources: Primary

Pick your resource by topic:

• • Acids
• • Assessment
• • Astronomy
• • Capacity
• • Curriculum development
• • Literacy
• • Progression
• • Learning objectives
• • Curriculum planning
• • Differentiation
• • E-safety
• • E-skills
• • Video
• • Sharing practice
• • Wikis
• • ICT
• • Copyright
• • Blogs
• • Creativity
• • Programming
• • Digital Art
• • QR code
• • QR codes
• • Environment
• • Force
• • Games
• • Geometry
• • Graph
• • Investigation
• • Language
• • Living things
• • Using images
• • Materials
• • Matter
• • Measuring
• • Polygons
• • Problem Solving
• • Questioning
• • Science
• • Study skills
• • Patterns
• • OER4Schools
• • Teacher Education Resources for Sub-Saharan Africa
• • Visualisation
• • Writing

Acids	Forensic Science Investigation
	A who-dunnit circus of activities This lesson introduces inquiry(ta)-based learning through the topic of forensic science. It engages pupils in higher order(ta) reasoning(ta) solving a variety of forensic problems.
Assessment	Using Assessment to Raise Achievement in Maths
	Learning goals; self & peer assessment; effecting questioning; marking and case studies This resource explores approaches to assessment(ta) in maths, including the sharing of learning objectives(ta), group work(ta), whole class(ta) assessment, questioning(ta) and more. Four case studies serve as useful discussion prompts to share practice(ta). This .doc version of the QCA's 'Using assessment(ta) to Raise Achievement in Maths' allows schools to select parts of the document that are most relevant to them.
Astronomy	Stars in the sky: what's up?
	Use a software planetarium and encourage students to think about astronomy This activity offers an opportunity for whole class(ta) discussion(ta) and questioning(ta) centred around the use of the Stellarium. It also affords good opportunities for self-directed study or homework(ta) extensions, including perhaps the use of free mobile apps(tool) (see below). There are also opportunities for some cross curricula(i) discussion of geography (navigation by stars) and history or literacy in relation to the ancient world.
Blogs	Getting a buzz out of blogging
	Starting with the basic principles of blogs(tool) and blogging, this primary course looks at their use within education and how they can be used to improve teaching and learning. The focus is particularly on blogs as an ICT(i) tool for collaboration(ta) which encourages the effective use of reasoning(ta) and language(ta). The unit also discusses practical elements such as e-skills(topic) and copyright(topic) issues you might encounter in blogging.
Blogs	Exploring the intersections of digital literacy and creativity
	A DEFT case study with Bradfield Dungworth Primary school, Sheffield This cross curricula(i) case study focusses on digital literacy, in particular using E-skills(topic) to: facilitate sharing information in an open and transparent way; explore issues related to e-safety and e-security and explore the creative potential of digital technologies. The case study highlights issues from using Web2.0 applications in a school setting as well as challenges of pupils openly sharing resources; in particular issues of e-safety with regard to resources they make. A lesson idea from the case study is available at Digital Reporters at Camp Cardboard
Blogs	Digital Reporters at Camp Cardboard
	Children using iPads to blog about Cardboard Sculptures This activity is a cross curricula(subject) activity, involving a collaborative(tool) approach, giving children to opportunity to work together on a blog. Children were encouraged to engage in group talk(ta) and discussion(ta) in the classroom to reflect on the activity they were to report on. The activity furthers e-skills(topic) and e-safety(topic) through the use of whole class(ta) participation. The specific art activity provided a great stimulus for the blogging. Equally, however, this approach could be applied to any event in or out of school. The use of blogging and social media gave the opportunity for children to share their ideas with a wider audience, and also gave opportunities for real-time feedback to their work. The use of hand-held technology also enabled active learning(ta) as the portability of the iPads and iPods allowed them to be used outside the classroom.
Capacity	Smoothie Capacity Challenge
	Investigating capacity and getting wet wet wet... This is a practical session to be used with a whole class in small groups(ta) of 2 or 3 –perhaps with the added supervision of a teaching assistant if the class is excitable or particularly young. There is scope within this activity for the following different methods of learning: Whole class(ta) dialogue - Discussion of each part of the activity Open-ended questions(ta) – How can we find out if the containers hold the same amount? What can we tell just by looking at them? Project work – as part of a wider maths topic on measuring volume and capacity. Enquiry-based learning(ta) – children are discovering the answer to questions that they are encouraged to pose themselves. Arguing and reasoning(ta) – persuading each other about their ideas. Exploring ideas – developing practical, physical understanding of key mathematical principles.
Copyright	Copyright: keep it legal
	This course looks at ICT(i) in the important e-skills(topic) context of finding digital resources to legally use in your work, including any related copyright(topic) issues. It is suitable for practitioners working in Primary and Secondary schools.
Creativity	Exploring the intersections of digital literacy and creativity
	A DEFT case study with Mundella Primary School, Sheffield This cross curricula(i) case study focusses on Digital Literacy, in particular using E-skills(topic) to: extend/update teaching skills and support CPD and explore the creative potential of digital technologies. The case study examines the potential of using mobile technologies to enhance creative aspects of learning. One of the lesson ideas from the case study is available as a separate resource at Creating Digital Paintings using iPads
Differentiation	Differentiation
	Developing effective techniques for differentiation by task and outcome The small group work(ta) nature of this task allows teachers to share ideas, and attempt to conceptualise two different types of differentiation(ta), together. It also encourages teachers to share practice(i)s in differentiation. Teachers are first asked to consider differentiation ‘by task’ by thinking about self-sustaining activities which pupils could manage with little support. They are also asked to consider differentiation by outcome, and ‘hierarchies of achievement’ for particular topics. The practical nature of the task offers a concrete outcome for teachers to take away and use in their practice both day to day, and in curriculum planning(topic). The resource could be used as a prompt to start teachers off, a comparator for teachers working on similar topics, or just as an additional set of possibilities.
Digital Art	Creating Digital Painting using iPads
	Children using iPads to create observational drawings of flowers This activity is a cross-curricular(subject) activity, that gives children to opportunity to work independently on an art activity that also encourages the development of E-skills(topic). This activity encouraged inclusion(ta) as the children's final work was displayed as a collaborative(tool) piece, where all children had the opportunity to make an equal contribution. In this instance, the children created observational drawings of flowers. However, the subject of the art could change to fit with any topic across the curriculum. The use of hand-held technology could also active learning(ta) as the portability of the iPads and iPods would allow them to be used outside the classroom, thus enabling observational drawings to be made in a range of locations.
E-safety	e-safety for Key stage 1
	This course is designed to support you in carrying out a project in KS1 in an aspect of e-safety(topic). It is supported by a range of resources and activities to provide ideas and stimuli for the project. You will plan, carry out and reflect on the project with the guidance of a facilitator and in discussion with others. See below for the full pedagogic rationale.
Environment	Our Living Environment
	Wise up on ecology This study module, an online booklet, deals with the particular ways of thinking about and studying of the environment. It is a useful homework(ta) resource to encourage pupils to engage with key scientific vocabulary(ta) and use their knowledge of the scientific method(ta) to engage with inquiry(ta) learning.
Force	What makes a good paper airplane?
	This activity supports these learning types: small group work(ta) - groups conduct an investigation and report back to the class. whole class(ta) dialogue(ta) - they discuss open-ended questions(ta): why did this happen? what do you think causes this movement? peer assessment(ta) – do peers agree? project work – the activity connects with others in this OER on forces, with literacy and numeracy and with topic work in design and technology. inquiry(ta)-based learning – an initial presentation to the class can be framed as a problem to solve; children work collaboratively (co-enquiry) arguing and reasoning(ta) – children persuade each other about their explanations. exploring ideas – the activity develops understanding of key scientific principles.
Force	Force in the early years
	Thinking about the language of force This lesson idea highlights the scientific language(ta) around the topic of force, and through group work(ta) and whole class(ta) dialogue(ta) engages pupils in inquiry(ta) and the scientific method(ta) surrounding force.

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Category:Primary Category:Resources