Remote Learning provision for emergency school closure 17 02 23
Due to the emergency closure of school this morning, staff have worked hard to put together some lesson resources/activities that your children, if able to, could do at home today.
It is organised by Class and subject. Scroll down to your class.
Alternatively, you can also access the 'Oak National Academy' resources (DfE website) or BBC Bitesize, which have lots of great links to lessons and activities for the children to do.
Due to the emergency closure of school this morning, staff have worked hard to put together some lesson resources/activities that your children, if able to, could do at home today.
It is organised by Class and subject. Scroll down to your class.
Alternatively, you can also access the 'Oak National Academy' resources (DfE website) or BBC Bitesize, which have lots of great links to lessons and activities for the children to do.
Nursery
Ideas to support Nursery learning – 17th February 2023
Have a lovely half-term and I look forward to seeing you all in just over a week.
Mrs Durkin
General ideas to keep you occupied at home:
Ideas to support Nursery learning – 17th February 2023
- Go on a shape hunt – how many circles, squares, rectangles and triangles can you find at home? Can you count the number of sides?
- Can you remember the actions we’ve learnt to help us recall ‘s’ and ‘a’? Can you think of words beginning with these sounds? Can you find any of these letters in books at home? Perhaps you can try writing them too.
- Try to recall and retell your favourite traditional tale – we’ve learnt all about Goldilocks, Little Red Riding Hood, the Three Little Pigs and the Three Billy Goats Gruff.
- Can you roll a dice, look carefully to see how many dots, if you’re not sure, count each dot carefully and then find the right number of fingers. Can you jump, clap etc the appropriate number of times?
Have a lovely half-term and I look forward to seeing you all in just over a week.
Mrs Durkin
General ideas to keep you occupied at home:
- Read a book together each day. Discuss the plot and how the characters feel at different stages of the story. Can you act it out using puppets or toys? Can you make up a new version of the story by changing one element – its setting or one of the key characters? What might happen next?
- Practise holding a pencil with a pincer grip (between thumb and forefinger) and applying pressure (felt pens are easier for this). Try making marks of different kinds – zig zags, squiggles, lines, circles.
- Try colouring in a picture keeping inside the lines as much as you can.
- Phone a friend or a family member and have a conversation (rehearse questions and topics to discuss beforehand).
- Try a different food each day and note which you like/don’t like.
- Check the weather each day and make a chart to keep a record of it.
- Learn to use (child-friendly) scissors carefully and sensibly. Try snipping a fringed edge on a piece of thin cardboard. When you can manage this, more on to cutting around simple shapes.
- Practise counting with objects of all kinds – how many apples are in the bowl? How many shoes? How many teddies? Be sure to count accurately taking time to give one number to each item.
- Play games that involve counting such as dice games.
- Play snap, pairs and other games that involve turn-taking, observation and concentration skills.
- Make pictures with simple 2D shapes, noticing their features – which have straight sides? How many sides are there? Encourage your child to choose appropriate shapes (eg rectangle for door, circle for wheel).
- Complete jigsaws. Try timing your child to see if they can get quicker at familiar jigsaws.
- Practise getting dressed and undressed independently.
- Go on a nature walk and find natural objects such as leaves, sticks, conkers, acorns etc. There’s a wealth of items that are fun to collect at this time of year. See if you can create a piece of artwork using them when you return home.
- Draw/paint a picture of yourself. Try to think carefully about all the different parts of your body that you need to include – head, body, arms, legs, feet, hands, eyes, nose, mouth....
- Use construction sets to build a new model each day (eg a train, house or rocket) and describe its features.
Reception
Good morning children,
Here are some ideas to keep you busy today (or over the holiday) -
Happy half-term everyone!
Mrs Brown
Good morning children,
Here are some ideas to keep you busy today (or over the holiday) -
- Access Phonics Play to complete Obb and Bob games. Can you sort the real words from the fake words? What will you score?
- This week we have been exploring 3D shapes. Can you find a collection of different 3D shapes in your house? Sphere, Cube, Cuboid, Cone, Pyramid, Triangular Prism.
- You can find lots of games and activities related to our Zoom, Rocket, Zoom theme on CBeebies. https://www.bbc.co.uk/cbeebies/shows/stargazing
- Can you practise reading and writing our key words - a, I, the, in, can, was, to, an, go, he, she, no, into.
Try saying them in a sentence and then have a go at writing them down.
Happy half-term everyone!
Mrs Brown
Year 1
Maths:
Focus on addition and subtraction to 20.
https://www.topmarks.co.uk/number-facts/number-fact-families
Phonics:
Select phase 5 and the split digraphs a_e, i_e and o-e.
https://www.phonicsplay.co.uk/resources/phase/2/picnic-on-pluto
Science:
Our learning objective for today’s lesson is: To be able to identify and sort carnivores, herbivores and omnivores.
Have a look at this PDF/slide show Identifying Animals Week 5
Click on the link below, choose an activity which your child is most confident with 5A is the easiest up to 5C providing more of a challenge. The children only need to complete one activity. Activity 5D and 5E are optional extras.
Science Activity: Identify and sort Carnivores
Geography:
L.O: To explore the climate and weather of Kenya.
Slides – Let’s go on Safari – Climate Kenya
Use the slides above to support the following:
Once you have shared the slides together, we would like you to open the activities below using this link:
Geography: Lets Go Safari Kenya Climate Activities
Hedgehogs:
Provide children with a set of ‘Picture Cards’ and ask the children to decide which of these items they would take with them on a safari to Kenya. When children have decided, ask them to stick the cards in the correct column on worksheet 2A
Rabbits and Owls:
Provide children with a set of the ‘Picture Cards’ ask children to decide which of these items they would take with them on a safari to Kenya. On worksheet 2B, children to list six items they would take and six items they wouldn’t and explain their choices.
Foxes:
On worksheet 2C, children to complete the list started by the character to show what they should pack on a safari to Kenya. Children to answer the questions when finished.
If you would like to challenge yourself and try another groups work, we are happy for you to do that. Worksheet 2D is an optional extra.
If families are not able to print the worksheet, could children write a list of what they would take on holiday to Kenya or draw pictures of what they would take?
Maths:
Focus on addition and subtraction to 20.
https://www.topmarks.co.uk/number-facts/number-fact-families
Phonics:
Select phase 5 and the split digraphs a_e, i_e and o-e.
https://www.phonicsplay.co.uk/resources/phase/2/picnic-on-pluto
Science:
Our learning objective for today’s lesson is: To be able to identify and sort carnivores, herbivores and omnivores.
Have a look at this PDF/slide show Identifying Animals Week 5
- Show children the image of a rabbit. What does this animal eat? Show slide and explain that the scientific word for an animal that eats plants is a herbivore. Repeat with the dog (carnivore).
- Show children images of herbivores. Are these animal’s herbivores or carnivores? Repeat with carnivore’s slide.
- Introduce omnivores. Explain that some animals eat meat and vegetables. Show children images.
- Show Venn slide and explain how to sort animals into a Venn diagram by what they eat.
Click on the link below, choose an activity which your child is most confident with 5A is the easiest up to 5C providing more of a challenge. The children only need to complete one activity. Activity 5D and 5E are optional extras.
Science Activity: Identify and sort Carnivores
Geography:
L.O: To explore the climate and weather of Kenya.
Slides – Let’s go on Safari – Climate Kenya
Use the slides above to support the following:
- Show children the world map on the slides. Can you remember the names of any of the continents?
- Can you remember where Africa is? Children to share their ideas, then check on the slides.
- Next, show children the map of Africa on the slides. Can you remember which country is Kenya? Again, children to share their ideas, then check on the slides.
- Remind children that the characters are going on a safari holiday to Kenya. Today they are planning what they need to take with them and to do that they need to know what the weather in Kenya is like.
- Show children the photos of Kenya on the slides. Can you spot any clues about what the weather in Kenya is like? Is it a hot or a cold place? Is it a wet or a dry place? Discuss each photo.
- Go through the information on the slides about the climate in Kenya in relation on the equator and how the climate changes through the seasons.
Once you have shared the slides together, we would like you to open the activities below using this link:
Geography: Lets Go Safari Kenya Climate Activities
Hedgehogs:
Provide children with a set of ‘Picture Cards’ and ask the children to decide which of these items they would take with them on a safari to Kenya. When children have decided, ask them to stick the cards in the correct column on worksheet 2A
Rabbits and Owls:
Provide children with a set of the ‘Picture Cards’ ask children to decide which of these items they would take with them on a safari to Kenya. On worksheet 2B, children to list six items they would take and six items they wouldn’t and explain their choices.
Foxes:
On worksheet 2C, children to complete the list started by the character to show what they should pack on a safari to Kenya. Children to answer the questions when finished.
If you would like to challenge yourself and try another groups work, we are happy for you to do that. Worksheet 2D is an optional extra.
If families are not able to print the worksheet, could children write a list of what they would take on holiday to Kenya or draw pictures of what they would take?
Year 2
Maths:
Our focus will be on 'more than', 'less than' and 'equals'.
We have looked at these before, but are going to revise the symbols and examine how we use them to show whether an amount is more than, less than or equal to another amount.
These symbols can be used for any type of amount.
For example, if Mr Bass had 7 apples and Mrs Cuff had 5, Mr Bass would have more than Mrs Cuff.
We would record this 'comparison statement' like this:
7 apples > 5 apples
or 7 > 5.
Watch this fun video 'The Greater than Less than song'.
Now watch this explanation video of how we use the symbols to show 'comparison' (Scroll down to the Learn section - 'Compare Number Sentences. There are 3 activities you can complete if you want to, but don't have to).
Having revised the symbols and how we use them, I'd now like you to see if you can complete some given questions, choosing and using the correct symbols to complete the comparison statements.
Write the date and LO/SC on a piece of plain paper.
L.O To be able to order 2 digit numbers, revising the symbols < > and =.
S.C 1. 2. 3. 4.
Complete the following tasks (as independently as you can), choosing the appropriate level for yourself.
Green (Least challenging) Blue (Medium challenge) Orange (Most challenging)
ENGLISH
Adjectives
Today, we are going to recap what an adjective is. Can you remember?
We did this in the Autumn term, but just to make sure, watch this video clip which explains exactly what adjectives are and how we can use them in our sentences (there's even a quiz).
Ok, now that you're clear about exactly what an adjective is, we need to have a go at using them to improve our sentences.
Have a look at this sentence -
The mouse wanted to eat the cheese.
Firstly, can you identify the NOUNS and any VERBS in the sentence? Remember, nouns are the names of objects, places, people or things and verbs are action words (where you are doing something).
The 2 nouns are - mouse and cheese.
The verb is - eat.
If you read this in a book you'd probably think it was boring, so how can we make this sentence more interesting? By adding some adjectives? Remember, adjectives are used to add interest or detail by describing the noun, so you need to think about adjectives linked to the nouns in the sentence.
Have a look at where you think you could add an adjective.
If it was me, I would have written -
The tiny, grey mouse wanted to eat the big, yellow cheese.
Can you see the adjectives I added? Do you think the sentence is more interesting now?
Now it's your turn.
I would like you to IMPROVE the following sentences by adding in adjectives.
First, record the date and LO at the top of a piece of plain paper.
Then write out the sentence as it is written below, then, underneath that sentence, write out your new and improved sentence. I have done the first one to show you...remember to think about which words are the 'nouns'.
1. The mouse wanted to eat the cheese.
The tiny, grey mouse wanted to eat the big, yellow cheese.
2. I climbed a tree with branches.
3. My car has an engine.
4. The boys and girls ran around the park.
5. As I looked at the clouds I suddenly saw a bird fly past.
6. Waiting at the bus stop I saw a bike and a lorry stop at the traffic lights.
JIGSAW
We are continuing with our new Jigsaw topic, ‘Dreams and Goals’.
Last session, we reflected on people who have helped us and explored why it is important to reward that support. You produced some lovely posters, choosing great reasons for each person.
This week, we are going to end our topic by looking at how, and why, we share our success with other people.
First, record the date, LO/SC in your book on plain paper.
L.O To know how to share success with other people.
To know how contributing to the success of a group feels and be able store those feelings in my 'internal treasure chest (pride).
S.C 1. 2. 3. 4.
Next, think about a time when you have been successful at something. Maybe you got 10/10 on a spelling or maths test, maybe you won a running/swimming race or similar, maybe the first time you ever managed to do up your own shoe laces. There are many different versions of success. The dictionary says that success is: "the accompishment of an aim or purpose".
Put simply, this goes back to the start of our unit where we were deciding what goals to set for ourselves - the whole point of that was to give ourselves something that was possible to achieve, therefore giving us success. What were your goals at the start of January? Have you managed to achieve any of them yet?
When we do achieve our goals or are successful in something, it creates a particular feeling within us.
Think back to that time you thought of earlier, when you were successful. How did you feel?
Happy? Proud? Excited? Overwhelmed?
Did you want to share your news with someone? If so, why? If not, why not?
Reflecting on, and understanding, these feelings is really important, as it helps us to know ourselves better and will equip us to deal with situations in the future.
Today, I'd like you to write out the following question on paper (under the LO/SC) and underline it.
1. How does it make you feel when you are successful?
Then, write down some sentences that answer the question, giving some examples to support your writing.
e.g. It makes me feel _______ when I am successful because ________________________ .
When I got a distinction in ballet, I felt so ________ because I had worked really hard.
2. Who do you like to share your successes with and why?
Write down some sentences that answer the question, giving some examples to support your writing.
e.g. I like to share my successes with ______________ because they always tell me well done and it makes them happy. When I got the distinction in ballet I rushed home to ring my __________. They were so ____________ .
MUSIC
Pick a piece of music that you really love, one that makes you want to sing or dance about the house.
Play it all the way through and think about what it is that makes you love it...
Is it the way it makes you feel (happy, sad, excited, loving), is it the words (the meaning, poetry or expression) or something else?
Now listen to it again. Can you identify any of the instruments used in the song? What about some of the elements we learnt about last term? Can you identify the...
Pitch - Remember, this is the high and low notes of the music and singing.
Pulse - This is the beat of the music (like a steady heartbeat or ticking clock). It continues throughout.
Tempo - This is whether the music is fast or slow.
Dynamics - This is the volume of the music - loud/quiet.
Listen really carefully again.
Record the name of the song, the artist (who it is by), which of the musical elements you identified (and whether it was loud or quiet/high or low etc) and why you love it - this can be on a piece of paper.
Maths:
Our focus will be on 'more than', 'less than' and 'equals'.
We have looked at these before, but are going to revise the symbols and examine how we use them to show whether an amount is more than, less than or equal to another amount.
These symbols can be used for any type of amount.
For example, if Mr Bass had 7 apples and Mrs Cuff had 5, Mr Bass would have more than Mrs Cuff.
We would record this 'comparison statement' like this:
7 apples > 5 apples
or 7 > 5.
Watch this fun video 'The Greater than Less than song'.
Now watch this explanation video of how we use the symbols to show 'comparison' (Scroll down to the Learn section - 'Compare Number Sentences. There are 3 activities you can complete if you want to, but don't have to).
Having revised the symbols and how we use them, I'd now like you to see if you can complete some given questions, choosing and using the correct symbols to complete the comparison statements.
Write the date and LO/SC on a piece of plain paper.
L.O To be able to order 2 digit numbers, revising the symbols < > and =.
S.C 1. 2. 3. 4.
Complete the following tasks (as independently as you can), choosing the appropriate level for yourself.
Green (Least challenging) Blue (Medium challenge) Orange (Most challenging)
ENGLISH
Adjectives
Today, we are going to recap what an adjective is. Can you remember?
We did this in the Autumn term, but just to make sure, watch this video clip which explains exactly what adjectives are and how we can use them in our sentences (there's even a quiz).
Ok, now that you're clear about exactly what an adjective is, we need to have a go at using them to improve our sentences.
Have a look at this sentence -
The mouse wanted to eat the cheese.
Firstly, can you identify the NOUNS and any VERBS in the sentence? Remember, nouns are the names of objects, places, people or things and verbs are action words (where you are doing something).
The 2 nouns are - mouse and cheese.
The verb is - eat.
If you read this in a book you'd probably think it was boring, so how can we make this sentence more interesting? By adding some adjectives? Remember, adjectives are used to add interest or detail by describing the noun, so you need to think about adjectives linked to the nouns in the sentence.
Have a look at where you think you could add an adjective.
If it was me, I would have written -
The tiny, grey mouse wanted to eat the big, yellow cheese.
Can you see the adjectives I added? Do you think the sentence is more interesting now?
Now it's your turn.
I would like you to IMPROVE the following sentences by adding in adjectives.
First, record the date and LO at the top of a piece of plain paper.
Then write out the sentence as it is written below, then, underneath that sentence, write out your new and improved sentence. I have done the first one to show you...remember to think about which words are the 'nouns'.
1. The mouse wanted to eat the cheese.
The tiny, grey mouse wanted to eat the big, yellow cheese.
2. I climbed a tree with branches.
3. My car has an engine.
4. The boys and girls ran around the park.
5. As I looked at the clouds I suddenly saw a bird fly past.
6. Waiting at the bus stop I saw a bike and a lorry stop at the traffic lights.
JIGSAW
We are continuing with our new Jigsaw topic, ‘Dreams and Goals’.
Last session, we reflected on people who have helped us and explored why it is important to reward that support. You produced some lovely posters, choosing great reasons for each person.
This week, we are going to end our topic by looking at how, and why, we share our success with other people.
First, record the date, LO/SC in your book on plain paper.
L.O To know how to share success with other people.
To know how contributing to the success of a group feels and be able store those feelings in my 'internal treasure chest (pride).
S.C 1. 2. 3. 4.
Next, think about a time when you have been successful at something. Maybe you got 10/10 on a spelling or maths test, maybe you won a running/swimming race or similar, maybe the first time you ever managed to do up your own shoe laces. There are many different versions of success. The dictionary says that success is: "the accompishment of an aim or purpose".
Put simply, this goes back to the start of our unit where we were deciding what goals to set for ourselves - the whole point of that was to give ourselves something that was possible to achieve, therefore giving us success. What were your goals at the start of January? Have you managed to achieve any of them yet?
When we do achieve our goals or are successful in something, it creates a particular feeling within us.
Think back to that time you thought of earlier, when you were successful. How did you feel?
Happy? Proud? Excited? Overwhelmed?
Did you want to share your news with someone? If so, why? If not, why not?
Reflecting on, and understanding, these feelings is really important, as it helps us to know ourselves better and will equip us to deal with situations in the future.
Today, I'd like you to write out the following question on paper (under the LO/SC) and underline it.
1. How does it make you feel when you are successful?
Then, write down some sentences that answer the question, giving some examples to support your writing.
e.g. It makes me feel _______ when I am successful because ________________________ .
When I got a distinction in ballet, I felt so ________ because I had worked really hard.
2. Who do you like to share your successes with and why?
Write down some sentences that answer the question, giving some examples to support your writing.
e.g. I like to share my successes with ______________ because they always tell me well done and it makes them happy. When I got the distinction in ballet I rushed home to ring my __________. They were so ____________ .
MUSIC
Pick a piece of music that you really love, one that makes you want to sing or dance about the house.
Play it all the way through and think about what it is that makes you love it...
Is it the way it makes you feel (happy, sad, excited, loving), is it the words (the meaning, poetry or expression) or something else?
Now listen to it again. Can you identify any of the instruments used in the song? What about some of the elements we learnt about last term? Can you identify the...
Pitch - Remember, this is the high and low notes of the music and singing.
Pulse - This is the beat of the music (like a steady heartbeat or ticking clock). It continues throughout.
Tempo - This is whether the music is fast or slow.
Dynamics - This is the volume of the music - loud/quiet.
Listen really carefully again.
Record the name of the song, the artist (who it is by), which of the musical elements you identified (and whether it was loud or quiet/high or low etc) and why you love it - this can be on a piece of paper.
Year 3
Maths:
LO: Calculate the perimeter of a 2D shape.
Today, we will be continuing our learning on calculating the perimeter of different shapes.
Can you remember what the perimeter is?
It is the total distance around the outside of a 2D shape.
Task 1
How could you calculate the total perimeter of your garden? Your garden is a large space, so using a ruler would take rather a long time. In school, we have trundle wheels that measure large spaces in metres, however you are unlikely to have these at home.
Can you work out a way of measuring the perimeter? You could measure it using footsteps by placing one foot in front of the other and counting how many steps you take to walk all the way round. A quicker way would be to count how many paces it takes you to walk around the garden. You would have to make sure you paced the same length each time.
Take a photo of you measuring the perimeter of your garden and let me know the results!
Main Task
We will be calculating the perimeter of 2D shapes.
Please look at the traffic light challenge sheets below
Maths Day 4 extra challenge.docx
Maths Day 4 Green Challenge.docx
Maths Day 4 Orange Challenge.docx
Maths Day 4 Red Challenge.docx
Maths Day 4 Video 1.mp4
and choose the correct level of challenge.
Here is a quick video of me explaining the main activities.
If you whizzed through that and fancy a challenge, here is an extra perimeter challenge I’d like you to have a go at.
English
LO: To identify adverbs, explain their purpose and use adverbs correctly.
This week we will be looking at a different form of poetry, but before we start that, I’d like to begin the week with re-capping on some grammar.
We have focused lots on nouns, adjectives and verbs with our poetry writing in the last few weeks. This week, I’d like you to think about using adverbs in your writing.
What is an adverb?
Please go through the attached powerpoint which should refresh your memory on what an adverb is and why they are used.
An adverb can describe:
Look at the images above. What type of adverbs are used in each of the sentences?
Have a think for yourself before you check the answers below.
Answers:
He drives carefully. This describes how the person is driving so it’s an adverb of manner.
She flew the plane yesterday. This describes when she flew the plane so it’s an adverb of time.
I looked everywhere. This describes where I looked so it’s an adverb of place.
Please have a go at the attached worksheet on adverbs. Copy the sentences and the table directly into your red book. Please do not write on the sheet. Please use the attached word mat to support you with thinking of different adverbs.
PSHE
We have come to the end of our Jigsaw unit "Dreams and Goals". However, as it's half term next week I should like you to think about how you can help others at home.
https://www.bbc.co.uk/bitesize/topics/zfb7m39/articles/zvr2m39
Read the information and watch the video about helping others. Imagine a world where everyone helped each other. What do you think it would look like? Try to think of at least three things that come to your mind when you try to answer this question. Draw and write your ideas down on paper and share them with your family.
Art
LO: To create a final design using a range of techniques
Today, we are going to create our own ‘Matisse inspired’ piece of art work – our final design. We will be using Henri Matisse’s cut outs as the basis of our design and focusing on the skills that we have learnt over the last few weeks.
To begin with, we will recap on the different techniques and elements that Matisse uses in his work that we will be incorporating in our masterpieces!
Colour
Do you remember how Henri Matisse use’s bright and bold colours? Have another look at the colour wheel below.
Different colours can complement each other, that means they look good together. Complementary colours are found opposite one another on this colour wheel.
For example, red and green are complementary, orange and blue, yellow and violet, etc. Using these complementary colours together in art work can provide a pleasing, striking, bold and bright picture.
Shape
Geometric shapes
These are shapes that you are familiar with using in Maths. They are precise and regular and are usually man-made. Rectangles, circles, triangles, and squares are examples of geometric shapes.
Henri Matisse used geometric shapes here:
Organic shapes
These are shapes that are commonly found in nature, usually with curved, irregular lines.
Here you can see that Matisse has used both geometric and organic shapes. Remember, you can do this too in your final piece.
Positive and Negative space
Henri Matisse’s cut outs often focused on the positive and negative spaces that he produced when place shapes together.
Here you can see that one leaf was created by the cut out and the other leaf was created by the shape left behind on the piece of paper. Just like in your art work from last week.
Positive and negative spaces are really important!
Activity
So this week, I would like you to think about all the above elements that Henri Matisse uses in his art work to create your own collage.
You can take one of the above elements, a couple or all of them.
Here you can see Matisse has used many of these elements in this piece of art.
Watch this video here https://www.youtube.com/watch?v=CkyKIyb7Tco to understand, in more detail, what I would like you to produce.
If you don’t have coloured paper, then you could use paint or pens to colour plain paper in. Choose the colour of your background carefully, when thinking about the colours you want to use. Again, plain white paper is fine if you don’t have any other colours.
Have fun Year 3 and I look forward to seeing all of your fantastic final masterpieces!
Maths:
LO: Calculate the perimeter of a 2D shape.
Today, we will be continuing our learning on calculating the perimeter of different shapes.
Can you remember what the perimeter is?
It is the total distance around the outside of a 2D shape.
Task 1
How could you calculate the total perimeter of your garden? Your garden is a large space, so using a ruler would take rather a long time. In school, we have trundle wheels that measure large spaces in metres, however you are unlikely to have these at home.
Can you work out a way of measuring the perimeter? You could measure it using footsteps by placing one foot in front of the other and counting how many steps you take to walk all the way round. A quicker way would be to count how many paces it takes you to walk around the garden. You would have to make sure you paced the same length each time.
Take a photo of you measuring the perimeter of your garden and let me know the results!
Main Task
We will be calculating the perimeter of 2D shapes.
Please look at the traffic light challenge sheets below
Maths Day 4 extra challenge.docx
Maths Day 4 Green Challenge.docx
Maths Day 4 Orange Challenge.docx
Maths Day 4 Red Challenge.docx
Maths Day 4 Video 1.mp4
and choose the correct level of challenge.
Here is a quick video of me explaining the main activities.
If you whizzed through that and fancy a challenge, here is an extra perimeter challenge I’d like you to have a go at.
English
LO: To identify adverbs, explain their purpose and use adverbs correctly.
This week we will be looking at a different form of poetry, but before we start that, I’d like to begin the week with re-capping on some grammar.
We have focused lots on nouns, adjectives and verbs with our poetry writing in the last few weeks. This week, I’d like you to think about using adverbs in your writing.
What is an adverb?
Please go through the attached powerpoint which should refresh your memory on what an adverb is and why they are used.
An adverb can describe:
- how something happens (quickly, slowly, energetically) – these are adverbs of manner
- when something happens or happened (today, yesterday, on Monday) – we have used lots of these time adverbials when we were writing our Fractured Tales – we call them adverbs of time or time adverbials.
- how often something happens (often, once a week, every hour) – adverbs of frequency
- where something happens (around, above, below, outside) – adverbs of place
- how much something is happening (completely, little, very)
Look at the images above. What type of adverbs are used in each of the sentences?
Have a think for yourself before you check the answers below.
Answers:
He drives carefully. This describes how the person is driving so it’s an adverb of manner.
She flew the plane yesterday. This describes when she flew the plane so it’s an adverb of time.
I looked everywhere. This describes where I looked so it’s an adverb of place.
Please have a go at the attached worksheet on adverbs. Copy the sentences and the table directly into your red book. Please do not write on the sheet. Please use the attached word mat to support you with thinking of different adverbs.
PSHE
We have come to the end of our Jigsaw unit "Dreams and Goals". However, as it's half term next week I should like you to think about how you can help others at home.
https://www.bbc.co.uk/bitesize/topics/zfb7m39/articles/zvr2m39
Read the information and watch the video about helping others. Imagine a world where everyone helped each other. What do you think it would look like? Try to think of at least three things that come to your mind when you try to answer this question. Draw and write your ideas down on paper and share them with your family.
Art
LO: To create a final design using a range of techniques
Today, we are going to create our own ‘Matisse inspired’ piece of art work – our final design. We will be using Henri Matisse’s cut outs as the basis of our design and focusing on the skills that we have learnt over the last few weeks.
To begin with, we will recap on the different techniques and elements that Matisse uses in his work that we will be incorporating in our masterpieces!
Colour
Do you remember how Henri Matisse use’s bright and bold colours? Have another look at the colour wheel below.
Different colours can complement each other, that means they look good together. Complementary colours are found opposite one another on this colour wheel.
For example, red and green are complementary, orange and blue, yellow and violet, etc. Using these complementary colours together in art work can provide a pleasing, striking, bold and bright picture.
Shape
Geometric shapes
These are shapes that you are familiar with using in Maths. They are precise and regular and are usually man-made. Rectangles, circles, triangles, and squares are examples of geometric shapes.
Henri Matisse used geometric shapes here:
Organic shapes
These are shapes that are commonly found in nature, usually with curved, irregular lines.
Here you can see that Matisse has used both geometric and organic shapes. Remember, you can do this too in your final piece.
Positive and Negative space
Henri Matisse’s cut outs often focused on the positive and negative spaces that he produced when place shapes together.
Here you can see that one leaf was created by the cut out and the other leaf was created by the shape left behind on the piece of paper. Just like in your art work from last week.
Positive and negative spaces are really important!
- Positive space is best described as the area in a work of art that are the subjects, or the areas of interest.
- Negative space is the area around the subject.
Activity
So this week, I would like you to think about all the above elements that Henri Matisse uses in his art work to create your own collage.
You can take one of the above elements, a couple or all of them.
Here you can see Matisse has used many of these elements in this piece of art.
Watch this video here https://www.youtube.com/watch?v=CkyKIyb7Tco to understand, in more detail, what I would like you to produce.
If you don’t have coloured paper, then you could use paint or pens to colour plain paper in. Choose the colour of your background carefully, when thinking about the colours you want to use. Again, plain white paper is fine if you don’t have any other colours.
Have fun Year 3 and I look forward to seeing all of your fantastic final masterpieces!
Year 4
English – Spellings
BBC Bitesize https://www.bbc.co.uk/bitesize/topics/zqqsw6f/articles/zqjwcmn
Maths
Remember that the PowerPoints contain the teaching points and the pdfs are the activity sheets.)
Time
Lesson 2 Converting between Digital and Analogue
Activity 2 Converting between Digital and Analogue times Activity sheet
History
Power point about Islamic art.
https://docs.google.com/presentation/d/1ufwzygxEPJZ56_zxzrEz0TJ7zujisP72uk8CbpVyLz0/edit#slide=id.g1b426e3e408_0_25
https://drive.google.com/drive/folders/192DDYNRe3fAgZiGmTt13-v4HYWT9iqSs -worksheet
https://docs.google.com/document/d/1IbT-SrTxjDl5O7UEUT0EIhDXprzWpbDd/edit - Alternative worksheet.
Art
Have a go at producing the picture that you planned last Friday.
Remember that the title is ‘Journeys’ and that you are making it in the style of EITHER Clarice Cliff, Turner or Verrocchio.
If you don’t have the materials at home that you had chosen to use, experiment. Could you use pencil or crayon instead of paint? Perhaps felt tips would work just as well oil pastels.
English – Spellings
BBC Bitesize https://www.bbc.co.uk/bitesize/topics/zqqsw6f/articles/zqjwcmn
Maths
Remember that the PowerPoints contain the teaching points and the pdfs are the activity sheets.)
Time
Lesson 2 Converting between Digital and Analogue
Activity 2 Converting between Digital and Analogue times Activity sheet
History
Power point about Islamic art.
https://docs.google.com/presentation/d/1ufwzygxEPJZ56_zxzrEz0TJ7zujisP72uk8CbpVyLz0/edit#slide=id.g1b426e3e408_0_25
https://drive.google.com/drive/folders/192DDYNRe3fAgZiGmTt13-v4HYWT9iqSs -worksheet
https://docs.google.com/document/d/1IbT-SrTxjDl5O7UEUT0EIhDXprzWpbDd/edit - Alternative worksheet.
Art
Have a go at producing the picture that you planned last Friday.
Remember that the title is ‘Journeys’ and that you are making it in the style of EITHER Clarice Cliff, Turner or Verrocchio.
If you don’t have the materials at home that you had chosen to use, experiment. Could you use pencil or crayon instead of paint? Perhaps felt tips would work just as well oil pastels.
Year 5
Maths
LO: To use a written method for multiplication.
Core: Today you will be applying your knowledge of multiplications to problem solving.
1) Alisha went on a shopping spree and bought 12 pairs of shoes. Each pair cost £15. How much did she spend?
First READ THE QUESTION carefully.
Then HIGHLIGHT THE NUMBERS YOU NEED. (Do this in the sheet you do not have to write the questions out.)
2) Alisha went on a shopping spree and bought 12 pairs of shoes. Each pair cost £15. How much did she spend?
Next COMPLETE THE CALCULATION (on paper).
15
X 12
Finally write the answer in a sentence.
Alisha bought _____________ pairs of shoes.
Now try the MULTIPLICATION WORD PROBLEMS
Challenge: Have a go at multiplying some bigger numbers using the same method.
Watch the whole video this time.
https://corbettmathsprimary.com/2018/07/21/multiplication-video/
Now try the 3 Digit by 2 Digit Worksheet
English
LO: To imagine and explore feelings, ideas and emotions, focusing on the creative use of language
Today we will be looking at another poem by Kit Wright called The Song of the Whale. This poem is very different in tone to The Magic Box, which is probably his best known poem. There are some poems he has written which are humours but also others, like the one you will read today, which deal with the more sad and serious parts of life. The Song of the Whale is a sombre poem about how humans are destroying our beautiful wildlife and using them for our own purposes. The poem is written in a free verse style.
TASK 1
Watch the video:
Migaloo The White Whale Speaks https://www.youtube.com/watch?v=grRuw1cE9LU
TASK 2
Read the poem. Can you spot any of the features that we have discussed this week (nouns, adjectives etc)? What about figurative language? Remember, figurative language includes: metaphor, simile, personification, onomatopoeia, hyperbole and alliteration.
TASK 3
You will need to answer some questions about The Song of the Whale today (click on the image to open a larger version).
Make sure you refer back to the poem as many times as you need.
Lesson 3 PowerPoint
Lesson 3 Task 3 Questions to Answer
Geography/English
LO: To imagine and explore feelings, ideas and emotions, focusing on the creative use of language
You are going to learn a little bit more about Whales today. Did you know that Whales have a layer of fat under their skin called blubber? The blubber acts as a kind of insulation for the whale, keeping it warm in the very depths of the sea, storing energy and helping them to keep afloat.
Unfortunately, when whales are captured and killed by man, their blubber is usually taken.
The blubber is cooked until rendered into oil, known as whale oil, that can be used for soap, and as a component in make-up that contributes a glossy shine (such as the ‘lipsticks for our painted faces’ in the poem or ‘polish for our shoes’). Blubber is also turned into fuel for lamps, wax for candles and grease for machinery.
What is an endangered animal then?
An endangered animal is:
How might a species become endangered?
For example, it could be because of:
Did you know?
Some species are more endangered than others so scientists have created a scale to show how endangered a species is. This is known as the Conservation Status. The Conservation Status shows the risk of a species becoming extinct in the near future.
YOUR TASK: Conservation Challenge!
You only have a short while to help to save a species!
Choose an endangered species and design an eye-catching poster to explain to people all about it.
Maths
LO: To use a written method for multiplication.
Core: Today you will be applying your knowledge of multiplications to problem solving.
1) Alisha went on a shopping spree and bought 12 pairs of shoes. Each pair cost £15. How much did she spend?
First READ THE QUESTION carefully.
Then HIGHLIGHT THE NUMBERS YOU NEED. (Do this in the sheet you do not have to write the questions out.)
2) Alisha went on a shopping spree and bought 12 pairs of shoes. Each pair cost £15. How much did she spend?
Next COMPLETE THE CALCULATION (on paper).
15
X 12
Finally write the answer in a sentence.
Alisha bought _____________ pairs of shoes.
Now try the MULTIPLICATION WORD PROBLEMS
Challenge: Have a go at multiplying some bigger numbers using the same method.
Watch the whole video this time.
https://corbettmathsprimary.com/2018/07/21/multiplication-video/
Now try the 3 Digit by 2 Digit Worksheet
English
LO: To imagine and explore feelings, ideas and emotions, focusing on the creative use of language
Today we will be looking at another poem by Kit Wright called The Song of the Whale. This poem is very different in tone to The Magic Box, which is probably his best known poem. There are some poems he has written which are humours but also others, like the one you will read today, which deal with the more sad and serious parts of life. The Song of the Whale is a sombre poem about how humans are destroying our beautiful wildlife and using them for our own purposes. The poem is written in a free verse style.
TASK 1
Watch the video:
Migaloo The White Whale Speaks https://www.youtube.com/watch?v=grRuw1cE9LU
TASK 2
Read the poem. Can you spot any of the features that we have discussed this week (nouns, adjectives etc)? What about figurative language? Remember, figurative language includes: metaphor, simile, personification, onomatopoeia, hyperbole and alliteration.
TASK 3
You will need to answer some questions about The Song of the Whale today (click on the image to open a larger version).
Make sure you refer back to the poem as many times as you need.
Lesson 3 PowerPoint
Lesson 3 Task 3 Questions to Answer
Geography/English
LO: To imagine and explore feelings, ideas and emotions, focusing on the creative use of language
You are going to learn a little bit more about Whales today. Did you know that Whales have a layer of fat under their skin called blubber? The blubber acts as a kind of insulation for the whale, keeping it warm in the very depths of the sea, storing energy and helping them to keep afloat.
Unfortunately, when whales are captured and killed by man, their blubber is usually taken.
The blubber is cooked until rendered into oil, known as whale oil, that can be used for soap, and as a component in make-up that contributes a glossy shine (such as the ‘lipsticks for our painted faces’ in the poem or ‘polish for our shoes’). Blubber is also turned into fuel for lamps, wax for candles and grease for machinery.
What is an endangered animal then?
An endangered animal is:
- a species that is threatened with extinction;
- a species with a small habitat;
- a species that has a small population.
How might a species become endangered?
For example, it could be because of:
- Loss of habitat
- Hunting
- Disease
- Climate change
Did you know?
Some species are more endangered than others so scientists have created a scale to show how endangered a species is. This is known as the Conservation Status. The Conservation Status shows the risk of a species becoming extinct in the near future.
YOUR TASK: Conservation Challenge!
You only have a short while to help to save a species!
Choose an endangered species and design an eye-catching poster to explain to people all about it.
You will be using this information as the basis for writing your own poem with a similar structure next lesson.
Remember, there are some very unusual endangered animals, so make sure you choose one that you can write enough about!
Lesson 4 PowerPoint
French (MfL)
LO: To make sentences about belonging.
Today we are going to learn about family. You already know some vocabulary for your families, (Papa et Maman) we will build on this so that you can describe your family. We also need to look at the French forms of my and his/her/its so that your sentences are grammatically correct. Use the masculine form for male relatives and the feminine form for female relatives. The plurals form is for when there is more than one relative, no matter their gender.
mon/ma/mes [my], son/sa/ses [his/her/its]
1) Watch the lesson presentation and listen to the new vocabulary carefully.
2) Draw a picture of your family (or ask for a photo). Write a sentence to label the people in your picture.
Use the sentence stem Voici mon/ma/mes (This is my)
3) Now look at the people in My French Family Worksheet and complete the sentences about the families.
Remember, there are some very unusual endangered animals, so make sure you choose one that you can write enough about!
Lesson 4 PowerPoint
French (MfL)
LO: To make sentences about belonging.
Today we are going to learn about family. You already know some vocabulary for your families, (Papa et Maman) we will build on this so that you can describe your family. We also need to look at the French forms of my and his/her/its so that your sentences are grammatically correct. Use the masculine form for male relatives and the feminine form for female relatives. The plurals form is for when there is more than one relative, no matter their gender.
mon/ma/mes [my], son/sa/ses [his/her/its]
1) Watch the lesson presentation and listen to the new vocabulary carefully.
2) Draw a picture of your family (or ask for a photo). Write a sentence to label the people in your picture.
Use the sentence stem Voici mon/ma/mes (This is my)
3) Now look at the people in My French Family Worksheet and complete the sentences about the families.
Year 6
Maths:
Addition and Subtraction of decimal numbers and Ratio:
Please see the attached sheets for all the information and activities on Mrs Edmeades’ 4 days of maths for this week.
Additional resource needed:
English:
Spelling
LO: To revise and learn words from the statutory word list
Spelling Year 5 and 6 word list Spring 2 week 2
Design & Technology
LO: To be able to locate and identify information about traditional savoury Indian food (focusing on vegetarian dishes).
LO: To identify the main spices and ingredients used within Indian curries.
This week I would like you to start researching some information about savoury Indian food, in particular vegetable curries. You can choose how to present your findings. Please read through the document called Design & Technology Indian curry research task.
I have listed some useful website links to help with your research:
www.indianfood.about.com
www.manjulaskitchen.com
http://www.walkthroughindia.com/cuisines/15-seeds-with-health-benefits-used-in-indian-cuisine/
www.bbcgoodfood.com/recpies/collection/vegetarian-curry
https://www.thekitchn.com/11-essential-spices-for-indian-cooking-223152
https://www.gardeningknowhow.com/edible/herbs/cumin/cumin-herb-information.htm
Music
We are going to do something completely different this week! This week, we are going to focus on rhythm.
PE
PE Hub Challenge Card Session 5
This activity card contains Ball Boy Challenge, Rock and Roller and Shaky Spoons!
You might also like to look at:
Maths:
Addition and Subtraction of decimal numbers and Ratio:
Please see the attached sheets for all the information and activities on Mrs Edmeades’ 4 days of maths for this week.
Additional resource needed:
English:
- Please have a go at the attached English Grammar Subject Verb Agreement.
- There is no need to print this off, it can be done on the screen.
Spelling
LO: To revise and learn words from the statutory word list
- This week you will be practising words from the Year 3 and 4 word list or from the Year 5 and 6 word list.
- Read through the Spelling statutory word list instructions Spring 2 week 2 sheet and then learn one of the lists that I have provided. I will be testing you on these words when we return to school.
Spelling Year 5 and 6 word list Spring 2 week 2
Design & Technology
LO: To be able to locate and identify information about traditional savoury Indian food (focusing on vegetarian dishes).
LO: To identify the main spices and ingredients used within Indian curries.
This week I would like you to start researching some information about savoury Indian food, in particular vegetable curries. You can choose how to present your findings. Please read through the document called Design & Technology Indian curry research task.
I have listed some useful website links to help with your research:
www.indianfood.about.com
www.manjulaskitchen.com
http://www.walkthroughindia.com/cuisines/15-seeds-with-health-benefits-used-in-indian-cuisine/
www.bbcgoodfood.com/recpies/collection/vegetarian-curry
https://www.thekitchn.com/11-essential-spices-for-indian-cooking-223152
https://www.gardeningknowhow.com/edible/herbs/cumin/cumin-herb-information.htm
Music
We are going to do something completely different this week! This week, we are going to focus on rhythm.
- Open the attached file: Music Spring 2 Week 2 Rhythm. This contains your instructions and links to “Kaboom Percussion.”
PE
PE Hub Challenge Card Session 5
This activity card contains Ball Boy Challenge, Rock and Roller and Shaky Spoons!
- If you click on this link: https://pehubportal.co.uk/problem-1/#
You might also like to look at:
- Just Dance: https://www.youtube.com/user/justdancegame
- Joe Wicks The Body Coach: https://www.youtube.com/channel/UCAxW1XT0iEJo0TYlRfn6rYQ
- 30 second challenges: https://www.youthsporttrust.org/60-second-physical-activity-challenges
