This PSHE scheme of work video is part of a lesson in which pupils explore the concept of gambling, its risks, and the impact it can have on people’s lives.
Children begin by learning what gambling is: taking a risk in the hope of gaining a reward, often money. They are introduced to examples such as the lottery, scratch cards, betting, or simple games of chance. Pupils will come to understand that gambling businesses are designed to make money, that the odds are usually against the gambler, and that people are more likely to lose than to win. The lesson highlights the risks associated with gambling. Pupils learn that it can lead to financial problems, such as debt, as well as emotional consequences like stress and anxiety. Relatable examples help children see how quickly losses can build up and how gambling can affect wellbeing.
As this is a sensitive topic, pupils are encouraged to reflect on different attitudes and experiences around gambling and to discuss their thoughts respectfully. The video gives advice on creating a safe and supportive space for questions and concerns.
This video is part of Kapow Primary’s Year 6 Economic wellbeing unit. It helps pupils build awareness of the risks of gambling and develop strategies to protect their wellbeing.
This archived Art and design scheme of work teacher video is part of a lesson in which pupils explore how art can be used to communicate powerful messages, as they develop both their visual and language literacy skills.
This unit vocabulary display includes keywords from the unit Religion and worldviews, Y5/6 (B), Why do Abrahamic religions look different around the world? and additional unit-specific words that may be helpful in a display.
Key vocabulary is clearly labelled on the display, highlighting essential words that the pupils are expected to retain and reuse in future units. Understanding these words enhances comprehension of the subject and supports understanding of prominent organised worldviews.
See the full Religion and worldviews: Progression of key vocabulary.
A Knowledge organiser that captures the essential knowledge and skills learnt throughout the unit Religion and Worldviews, Year 5/6 (B), Why do Abrahamic religions look different around the world?
This Religion and Worldviews resource is designed to support the pupils as they explore how religion interacts with society, culture and global issues. It introduces key vocabulary such as faith, morality, secularism, philosophy and worldview, helping pupils understand different perspectives on the role of religion in the modern world. The pupils will also examine the influence of religion on laws, ethics and personal identity.
This History scheme of work video supports teachers in introducing and developing pupils’ understanding of the concepts of cause and consequence. It explains that causes are the reasons leading up to an event — which may be people, events, or conditions — and that consequences are the direct results of that event. Examples, such as the melting of an ice cream on a hot day, are used to make the concepts accessible and relatable for pupils.
The video outlines the difference between short-term and long-term causes, as well as the need to avoid assuming that just because something happened before an event, it caused it. Similarly, consequences can be short or long term, can trigger further events, and may have a wide-ranging impact on people and places. Teachers are encouraged to ensure pupils have secure knowledge of the event itself — including its name, timing, and key details before analysing causes and consequences. Strategies for developing analytical thinking are shared, such as arranging and categorising causes, evaluating responsibility, and using diagrams like Venn diagrams to sort and compare factors.
This French video introduces teachers to a cross-curricular topic combining sport, language learning, and cultural knowledge. Pupils learn football-related vocabulary, practise pronunciation, and explore strategies for independent vocabulary learning. The lesson encourages pupils to reflect on how they remember new words and to apply games and competitions, such as the scorer vocabulary goal sheet, to keep motivation high.
This French video introduces teachers to a lesson where children combine family vocabulary, possessive pronouns, and house-related language to construct a descriptive text. Pupils revise terms for family members and practice using mon, ma, and mes before adding phrases for locations such as “on the ground floor” and “upstairs”.
This French video introduces teachers to a lesson where children combine their knowledge of prepositions, sentence openers, and town vocabulary to give and follow directions. Pupils practise listening and repeating key phrases, such as “Where is…?” and “Where can I find…?”, along with directional vocabulary like “turn left” and “second right”, to navigate around a town map.
This French video introduces teachers to a lesson where children learn vocabulary for places in a town and build complex sentences to share their preferences. Using connectives and adjectives, pupils explain why they like or dislike visiting particular places, starting with model sentences before creating their own.
