The theme for the National Poetry Day 2017 (29 September) is freedom. The National Poetry Day will partner with the CLPE this year.
Follow the link below to read some poets performing their poems.
Download Toolkit for schools and lesson resources:
This grammar, punctuation and spelling coverage plan for Years 5 and 6 can be dipped into by other year groups in Key Stage 2. It is divided into weekly plans for the entire year covering the grammar, punctuation and spelling requirements for Upper Key Stage 2. Starting in Year 5, the learning can be consolidated in Year 6 (as revision) using different and more challenging words and tasks to deepen children’s learning. It has been successfully used with very good outcomes for the learners across Key Stage 2.
It is provided here as a companion to The New Spellings and Phonics Book with dictation exercises by Fidelia Nimmons. Download the plan below.
Suggestion for use:
The importance of equipping learners with the right vocabulary to express themselves or perform specific task cannot be over stated. Yet there is a stage that comes before that.
This is the stage of engaging with words they see and hear. When learners come across a word, they must be able to decode the word, understand what it means and make sense of it for themselves before they can begin to apply it in any context.
Words help learners become:
The New Spellings and Phonics Book with dictation exercises contains words from preschool up to secondary school level for this purpose. It is ideal for daily spelling work in class with children of varying abilities including SEN, EAL and deep level. There are dictation sentences for words worked on during the week.
The dictation sentences provide teaching opportunities for punctuation and hand writing practise.
Keep it simple for the best results. This book will help you to do so.
Download the lesson plan.
View the book.
Benin Civilisation fun packed lessons.
Finalising teaching plans for next term study of Benin Civilisation, find lesson plans and resources below to help:
Also scroll down this page for more resources and activities ideas.
West African Dance and Music
Scroll down this page for lessons and examples:
Curate a museum exhibition
Click on the link below to find out how:
The British Empire
Resistance and Human Costs
In addition to studying about reasons for building an empire, the greatest empire the world has ever known, and about the famous and rich empire builders, this website will help students build a fuller picture of colonisation in its totality.
The Web pages provide evidence to help students explore important and relevant questions like:
How did colonisation take place? Page link
What happened at different stages:
What types of resistance did the British colonisers encounter:
What were the effects on people:
What sources of evidence are available? Does each support or challenge the other? How?
These page links are suggestions only. Evidence for a particular investigation may be found on other pages. Give students plenty of time to explore page contents of the website.
Students could also research contents for debate topics like:
Key Stage 3 history curriculum links
Pupils should be taught about:
British colonisation of other places during the period between 1745-1901 is an interesting aspect of British history which will engage students:
The Key Stage 2 scaled score conversation tables have been released today by the Department for Education. You can view or download the PDF document directly from the link below:
View samples of children work on the links below:
Benin Civilisation KWL
Benin Creation Story maps
Who Ruled Benin Kingdom?
Benin Kingdom Trade
Queen Mother Idia
Benin civilisation Playscripts
Benin Civilisation Plaques art gallery
Key Stage 4 History
British Slave Trade and its Abolition
History students need to support their study of historical topics from a variety of sources. This web page (Source A) will assist students in understanding types of slavery in West Africa and the early intervention by the King of Benin to put a stop to the growing Atlantic Slave Trade.
Go To website --->
Exam tips from BBC Bitesize:
Evidence source A
Read this web page: Statement of involvement of Benin Empire in the Transatlantic Slave Trade
How useful is this source for finding out about the Atlantic Slave Trade history?
Evidence source B
The Oba (of Benin), needing more manpower himself, decided to limit the outward flow of males – and then, from about 1550, to prohibit slave exports altogether.’ (Disney, 2009, p.63)
How useful is this information in showing awareness of the King of Benin of consequences of depletion of the African population through slave exports?
To what extent does this legislation of the Oba of Benin affect the growth of the trade and exports of African Slaves?
After this ban, explain how the slave trade expanded. Support your answer with facts.
How did this lucrative trade in slaves eventually affect the development of the African continent? Support your answer with facts and figures.
From the 1770s, to what extent was the abolitionist movement important in bringing about the end of the slave trade?
A History of Portugal and the Portuguese Empire: http://assets.cambridge.org/97805218/43188/frontmatter/
Active History, The Transatlantic Slave Trade: https://www.activehistory.co.uk/Miscellaneous/menus/
BBC Bitesize, Biased Sources: http://www.bbc.co.uk/schools/gcsebitesize/history/
BBC Bitesize, The triangular trade: http://www.bbc.co.uk/education/guides/zqv7hyc/revision/1
Guide to the Studying the Atlantic Slave System:
Understanding Slavery Initiative: http://www.understandingslavery.com/index.html
Benin Expedition 120 Years On
Go to website --->
Here is a website that presents narratives of British empire building exploits from an hitherto neglected angle. Narratives of European colonisation of other places have mostly centred on commercial and administrative implications and outcomes.
This website is different. The human side of both the colonised and the coloniser is illuminated by vivid descriptions of their interactions with each other. Their feelings are revealed and actions both take to advance or to protect themselves are presented in fine details leaving the reader with a full and complete picture of what happened, where, when, why and who was involved. Powerful leaders become vulnerable when they meet the same fate as the helpless indigenes they obliterated.
Africa was not colonised until late 19th century due to good governance and resistance by indigenous kings and leaders. In this case, it was only after the Kingdom of Benin was dismantled that Britain was able to fully colonise and amalgamate Northern and Southern Protectorates of present day Nigeria.
This website tells the story of how this was achieved.
One strong point of this website is its contents veracity. All claims can be checked against other sources. It includes newspaper articles and headlines published at the time of the incidents, government papers issued and dairies kept by those involved. These sources can all be checked against oral traditions and current Benin practices and compared to records made 500 – 600 years ago through the Benin Bronze Plaques.
There is plenty of materials for a full-scale study of an example of how Britain through independent trading merchants needing support and protection from the Crown acquired its colonies. It is a particularly good historical source as it has lots of interconnections which will provide students with plenty of materials to use in support of their work on point 5 below. They will be able to debate contrasting views on issues and events such as the Benin Massacre and long-term consequences of colonisation.
The website includes page sections on:
Home: A letter form of direct response to some historical misconceptions on Benin with links to an Atlantic Slave Trade information website.
About: Short bios on some key players in the colonisation of the Niger Rivers areas and Southern and Northern Protectorates of Nigeria.
BM: Full descriptions and analysis of The Benin Massacre.
BPE: Full descriptions and analysis of the Benin Punitive Expedition of 1897 by the British.
Oba Overami Trial Transcript: A powerful web page showing how thorough and diligent the British officers were in their record keeping. It shows the commitment to the British cause by officers like Consul General Moor KCMG. This is matched equally and all the way by commitment of Benin chiefs opposition. My own personal reaction to this page is compassion for both sides. Find out why by visiting the page and reading it to the end. Students will be moved by the accounts on this page when they meet and hear directly from key players in this period of history.
To select topics, point the cursor over the topic bars at the top of the page to reveal more topics.
The contents of this website covers the Key Stage 3 history aims and objectives below:
Key Stage 3 History
Aims The national curriculum for history aims to ensure that all pupils:
Pupils should be taught about:
Benin: An African Kingdom – British Museum
History - The British Empire Collection
Slavery and the ‘The Scramble
for Africa’ http://www.bbc.co.uk/history/british/abolition
TeachitHistory: British Empire: teaching resources --->
The British Empire - Where the sun never sets
Teacher, examiner, author