Year 2 Remote Learning Provision
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School Closure Provision - Spring 2021:
If you are reading this it will be due to the fact that, unfortunately, our Year 2 class 'bubble' has had to close because of a further full lockdown of schools.
In response to the feedback of our survey, we have spent a large amount of time reflecting on our provision during the original lockdown and working out how best to amend, adapt and improve our provision, taking account of families individual circumstances and technical capabilities, as well as looking at how best to organise children's learning.
Staff have now created a 2 week 'remote learning' curriculum, closely aligned to what the children would have been learning in school, to ensure a seamless transition. This covers the full curriculum entitlement.
We are conscious that many of you may be trying to balance working from home with caring for your children, so we have provided work which can be accessed in a flexible way.
In order to support you and your child, staff will be available throughout the day to provide support to you and your child/ren via Purple Mash email, the Class Discussion Boards and, as appropriate, in future using other platforms (telephone/Microsoft Teams). Building on the systems introduced previously, staff will now also provide clear expectations over which work needs submitting to them (photos or documents attached) and they will then assess this and provide feedback, as appropriate.
If you are reading this it will be due to the fact that, unfortunately, our Year 2 class 'bubble' has had to close because of a further full lockdown of schools.
In response to the feedback of our survey, we have spent a large amount of time reflecting on our provision during the original lockdown and working out how best to amend, adapt and improve our provision, taking account of families individual circumstances and technical capabilities, as well as looking at how best to organise children's learning.
Staff have now created a 2 week 'remote learning' curriculum, closely aligned to what the children would have been learning in school, to ensure a seamless transition. This covers the full curriculum entitlement.
We are conscious that many of you may be trying to balance working from home with caring for your children, so we have provided work which can be accessed in a flexible way.
In order to support you and your child, staff will be available throughout the day to provide support to you and your child/ren via Purple Mash email, the Class Discussion Boards and, as appropriate, in future using other platforms (telephone/Microsoft Teams). Building on the systems introduced previously, staff will now also provide clear expectations over which work needs submitting to them (photos or documents attached) and they will then assess this and provide feedback, as appropriate.
Year 2 Discussion Board/Blog
For the Discussion board, click on this link to go to the new page set up specifically for you to comment, ask questions and keep in touch with each other and Mr B & Mrs Stevens or you can access it directly from the menu bar at the top of the page, using the drop down menus.
Please remember our class rules and be respectful and use it in a positive way.
At this point, all comments will be checked and approved before appearing on the website.
For the Discussion board, click on this link to go to the new page set up specifically for you to comment, ask questions and keep in touch with each other and Mr B & Mrs Stevens or you can access it directly from the menu bar at the top of the page, using the drop down menus.
Please remember our class rules and be respectful and use it in a positive way.
At this point, all comments will be checked and approved before appearing on the website.
Phase 4 Provision
The work provided below covers the period of any extended national lockdown.
18/01/2021
A message from Mr B and Mrs Stevens
Hi Year 2,
So, as we begin another week of home learning I am already looking forward to seeing you all on our TEAMS calls - on Monday and Thursday afternoon. Well done to everyone who managed to join last week - hopefully we'll see a few more this time. We'll go through the work that I have set for this week on the Monday and you can ask any questions then, on Thursday, we'll look back at how you've gotten on, go over any issues or misconceptions and have a catch-up. REMEMBER - you can contact me at ANY time during the school day, using Purple Mash email or the Discussion Board, and I will get back to you as soon as I can.
I am loving seeing all the work that you have been doing. If you haven't already, make sure you either save it in your work folder on Purple Mash (their are instructions below on how to do this or they were sent out in the Parent's Remote Learning Guide) or send me a photo by email. I will look at all the wonderful work you are doing and be able to comment on it and/or offer feedback/support, so make sure you check.
It's very strange not being in the classroom with you and I am missing you all lots, which is why the calls on TEAMS are so important. I hope that you and your families are all doing ok, looking after each other and making the best of things?
Keep safe, keep working hard, keep having fun whenever you can and remember to..........................................................
Take care and hope to hear from you all soon,
Mr B & Mrs Stevens
A message from Mr B and Mrs Stevens
Hi Year 2,
So, as we begin another week of home learning I am already looking forward to seeing you all on our TEAMS calls - on Monday and Thursday afternoon. Well done to everyone who managed to join last week - hopefully we'll see a few more this time. We'll go through the work that I have set for this week on the Monday and you can ask any questions then, on Thursday, we'll look back at how you've gotten on, go over any issues or misconceptions and have a catch-up. REMEMBER - you can contact me at ANY time during the school day, using Purple Mash email or the Discussion Board, and I will get back to you as soon as I can.
I am loving seeing all the work that you have been doing. If you haven't already, make sure you either save it in your work folder on Purple Mash (their are instructions below on how to do this or they were sent out in the Parent's Remote Learning Guide) or send me a photo by email. I will look at all the wonderful work you are doing and be able to comment on it and/or offer feedback/support, so make sure you check.
It's very strange not being in the classroom with you and I am missing you all lots, which is why the calls on TEAMS are so important. I hope that you and your families are all doing ok, looking after each other and making the best of things?
Keep safe, keep working hard, keep having fun whenever you can and remember to..........................................................
Take care and hope to hear from you all soon,
Mr B & Mrs Stevens
Mr Bass
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Mrs Stevens
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General
Online Safety
The current situation means that we find ourselves all spending much more time accessing and/or using online platforms and resources in order to do our job, or to support our children with their 'home learning'. This creates additional worries around Online Safety and so we just wanted to point you in the right direction for guidance and advice when it comes to ensuring that both you, and your children, are as safe as can be.
The government has this week released information about keeping children safe online, which you can read here.
The supplementary guidance, specific to 'what you can do to stay safe online', can be read here.
We would also signpost you to our Online Safety page, which has a wealth of information on it. Click here.
Keep practising your times tables, and division facts, using TT Rockstars. https://play.ttrockstars.com/
READ - As often as you can! Read by yourself, to someone else, them reading to you, read in your head, read out loud. Read as many different books as you can.
Make sure you check for any new '2dos' on Purple Mash as well.
To upload onto Purple Mash
Sign onto Purple Mash and click on the ‘Work Tab’. Select ‘Upload’ and upload the file into the ‘My Work’ folder. Rename the document so that it has your child’s name followed by the relevant day so that I know what work I am looking at. Finally, copy the document into the following folder CLASS/2/Shared folder. If you have any problems with this process, let me know.
Don't forget that there are also some great resources, including daily lessons, on BBC Bitesize now - Click here - as well as on the new Oak National Academy website - Click here.
We are incredibly conscious of the difficulties around printing out lots of worksheets and, whilst there will still be a need for this format to be used, we are endeavouring to find alternative ways for children to record their work. This may take the form of emailing their work directly back to me through Purple Mash, just using plain paper and writing their responses themselves or collecting (from the school office) the folder and books that we have put together for each child so that they can record all of their work in there (this would be the preferred suggestion).
This is a proposed timetable for how you 'could' structure your days. Every families circumstances are unique, so you will know and find what works best for you, but this is roughly what we would be doing in school. Where there is more than one lesson (Maths/English), you should take 'Lesson 1' as being for the first day of your isolation, regardless of what day it actually is. Stick to doing the Maths & English in order please, but the other subjects you can mix and match depending on what suits you best, but make sure you cover everything!
Online Safety
The current situation means that we find ourselves all spending much more time accessing and/or using online platforms and resources in order to do our job, or to support our children with their 'home learning'. This creates additional worries around Online Safety and so we just wanted to point you in the right direction for guidance and advice when it comes to ensuring that both you, and your children, are as safe as can be.
The government has this week released information about keeping children safe online, which you can read here.
The supplementary guidance, specific to 'what you can do to stay safe online', can be read here.
We would also signpost you to our Online Safety page, which has a wealth of information on it. Click here.
Keep practising your times tables, and division facts, using TT Rockstars. https://play.ttrockstars.com/
READ - As often as you can! Read by yourself, to someone else, them reading to you, read in your head, read out loud. Read as many different books as you can.
Make sure you check for any new '2dos' on Purple Mash as well.
To upload onto Purple Mash
Sign onto Purple Mash and click on the ‘Work Tab’. Select ‘Upload’ and upload the file into the ‘My Work’ folder. Rename the document so that it has your child’s name followed by the relevant day so that I know what work I am looking at. Finally, copy the document into the following folder CLASS/2/Shared folder. If you have any problems with this process, let me know.
Don't forget that there are also some great resources, including daily lessons, on BBC Bitesize now - Click here - as well as on the new Oak National Academy website - Click here.
We are incredibly conscious of the difficulties around printing out lots of worksheets and, whilst there will still be a need for this format to be used, we are endeavouring to find alternative ways for children to record their work. This may take the form of emailing their work directly back to me through Purple Mash, just using plain paper and writing their responses themselves or collecting (from the school office) the folder and books that we have put together for each child so that they can record all of their work in there (this would be the preferred suggestion).
This is a proposed timetable for how you 'could' structure your days. Every families circumstances are unique, so you will know and find what works best for you, but this is roughly what we would be doing in school. Where there is more than one lesson (Maths/English), you should take 'Lesson 1' as being for the first day of your isolation, regardless of what day it actually is. Stick to doing the Maths & English in order please, but the other subjects you can mix and match depending on what suits you best, but make sure you cover everything!
Week Two (wc January 18th 2021)
MATHS
Lesson 1
Today - a bit of fun (and a chance for me to check), but using everything that we covered last week, just in a real life context.
You're going shopping today!
I have given you a price list for all the items in the shop and you need to identify which items are on your shopping list and their prices.
Record the prices of each item to create a number sentence (calculation) and then choose a method to work it out. Show your working out (counting on, partitioning etc)
There are three different price lists, so choose the one that you think is appropriate for you.
If it is too easy then try the next one, too hard, try the one before. They are rated using our Chilli system (Mild = easiest, Hot = hardest).
MILD Shopping SPICY Shopping HOT Shopping
There is a recording sheet if you feel you want to use it (within each activity), but to save printing you can record the date and LO at the top of the page in your book (if collected from school - if not, come and get one, NO PRINTING then!!) or on plain paper.
L.O To be able to find the totals of 2/3 items, using my number bonds and counting on.
S.C 1. 2. 3. 4. 5.
Then, you can draw the items if you want to but make sure you write out the prices as a calculation, e.g.
Save a copy of your work into your work folder on Purple Mash (or take a picture of your work and send it to me using Purple Mash email). I'll have a look, mark it and provide feedback.
Lesson 2
So, yesterday, you went shopping (obviously not really) and had to use your knowledge of adding to calculate with monetary amounts, but this isn't real shopping! For that we need to understand money.
Today, we are going to go back over the money (coins and notes) that we have in our country. Can you remember the work we did in the Autumn term on money and which coins/notes we have and don't have. Watch this PowerPoint to make sure you understand fully.
Now, we are going to have a 'play' with the coins/notes (either real ones if Mum or Dad will let you or the printed ones from above, if not!) and get really familiar with how much they are 'worth'.
We don't have 8p coins or 21p coins, so we have to use the coins we DO have to make these amounts.
Think about what the LEAST amount of coins you can use is (e.g: If making 23p, the least amount of coins is 3 - a 20p, a 2p and a 1p, NOT 23 x 1p coins!)
It is really important that you know that 10 x 1p coins are the same as 1 x 10p coin etc.
I have included a set of UK coins/notes that you can download and cut out to use, in case you can't get enough real coins. These are great for making different amounts, comparing amounts (one 50p = fifty 1ps! Which would you rather carry around in your pocket?) and just getting familiar with UK money.
Next, pick a number between 0 and 100. Now, using the coins, make that amount. Repeat this for several different amounts - start with lower amounts until you get more confident.
Today there is no need to record anything - just get familiar with the coins. If you want to save a picture of you exploring money in your Purple Mash work folder or send me an email that is fine, but not necessary.
Lesson 3
Yesterday, we explored coins and notes in UK currency.
Do you know any ways that we use to pay for things? Make a list or tell someone in your house. If you're not sure, ask someone to help you.
You might have found - Debit cards, credit cards, cheques, Apply pay, Chip & Pin and more. None of these methods require you to have any money as they all use electronic ways to transfer the money from one person to another.
Our focus is on 'real' money - coins and notes. We recapped yesterday how we can use different combinations of coins/notes to make the amounts that we don't have coins or notes for.
For example: If I needed 87p, I could use a 50p, a 20p, a 10p, a 5p and a 2p. I could also use 87 x one pence (1p) coins, but why wouldn't I want to do this? (too heavy to carry around, easier to use other coins).
When working with money amounts, it is important to realise that it is no different to using normal numbers. If I have 10 grapes, 10p or just 10 I have the same amount of something. Sometimes we get worried or muddled when we are using money that it is different, so be confident.
Now, using what you know about coins/notes and making different amounts, I'd like you to have a go at working your way through this range of problems. There are several different activities you can choose from, but you definitely need to do the first one please and try the second one. The rest are quite challenging, but I am happy for you to have go if you want to.
Can you help work out how much money is in each jar? Think carefully about grouping the same amounts together or counting up in the same amounts (e.g: 20p + 20p + 20p + 10p + 5p + 2p = ), rather than doing it randomly.
How much money in the jar?
Record your work in your books (if collected) or on plain/lined paper. First, you need to write the date and LO (below) at the top of the page (just like we would in school) and then record your findings.
L.O To be able to find the totals of 2/3 items, using my number bonds and counting on.
S.C 1. 2. 3. 4. 5.
Save your work into your work folder on Purple Mash (or take a picture of your work and send it to me using Purple Mash email). I'll have a look, mark it and provide feedback.
Lessons 4 and 5
"Set up your own shop!"
For these two sessions, I'd like you to set up your own shop (sorry parents).
Lesson 4 -
Find 10 items from around your house, some small & some BIG (but no too big).
Think about how much you want to charge for them, up to a maximum of £1, and then create a price label for each one - you could be creative and come up with your own logo or design for your labels (Art link) - maybe do them on the computer?! See if you can create a shop sign and maybe some posters to attract customers (English link).
Once you have set up your shop you're ready to begin buying and selling items.
Lesson 5 -
Now, just like the activity on Monday you need to see if you can pick two items and work out the total cost. Select the items from your shop or, if there is someone else in you house, you could ask them to help. Identify the price of each item and record the number sentence (calculation) for buying them. e.g. Teddy = 50p and toy car = 34p, so I would record 50p + 34p =
You then need to use everything we have covered to work out the total. Show you working out and record your answers (book, paper or even on a whiteboard).
Repeat this several times.
As an extension, you could imagine you have got a £2 coin or a £5 note (depending on how confident you are) that you are paying with. You need to see if you can work out how much change you would get. If you're unsure about change, watch this Powerpoint to remind yourself.
Then, create a little area where these items can be displayed and then see if either your Mum or Dad, or siblings, would come and choose 2 items and you have to work out how much to charge them, as well as how much change to give them. You could change the prices to make it harder or easier.
Ask someone to take some photos, along with your written work, to save into your work folder on Purple Mash or to email to me.
ENGLISH
Lesson 1 - 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 the page in your book (if collected from school - if not, come and get one, NO PRINTING then!!) or on 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.
18/01/2021
L.O To know about, understand and be able to use adjectives.
S.C 1. 2. 3. 4.
Think carefully about HANDWRITING and PRESENTATION - I will be checking!
This PowerPoint summarises everything you need to know and can be used for reference at any point.
Save your work into your work folder on Purple Mash (or take a picture of your work and send it to me using Purple Mash email). I'll have a look, mark it and provide feedback.
Lesson 2
Yesterday's lesson, on adjectives, is going to be really important later in the week and was done yesterday to give anyone who hadn't completed their Moon poster the chance to finish.
Hopefully, you have now done that (I have seen some brilliant posters saved in the work folders on purple Mash or emailed to me), so we can move on.
When you complete a piece of work in school we would spend a bit of time at the end of the lesson (or the next day) reflecting on how we have done. We would look at the success criteria and/or LO and decide whether we had met the objective and if there was anything we could have improved (next steps).
Today, I'd like you to do the same. Have a look at the poster you created and refer back to the features we looked at in the support document (click here). These are the types of things you were asked to try and include in your poster. Which did you manage to use?
Using the attached checklist, I would like you to look carefully at your poster and tick off the dfifferent features that you think you used. If you are unsure then you can either look up what it means or, if still unsure, miss it out and email me to ask.
Once you have ticked off the features you think you have used, ask someone in your family (an older sibling or adult) to go through and check off the features that they think they can see (in the second column).
Record your work in your books (if collected) or on plain/lined paper. First, you need to write the date and LO (below) at the top of the page (just like we would in school) and then record your findings.
L.O To evaluate my work (self and peer assessment).
S.C 1. 2. 3. 4.
Then, you need to write a few sentences to tell me what you think you did well and what you would improve next time.
Once completed, email a photo of your work to me or upload it to your work drive on Purple Mash so that I can check it, mark it and send it back to you with any feedback/comments.
Lesson 3
Yesterday, we looked at what adjectives are and how we can use them to make our writing more interesting/detailed. We had a go at improving some basic sentences by adding appropriate adjectives.
First, watch this short video which explains how we can now use adjectives to create 'expanded noun phrases', which will make our writing even more interesting (it is the first video, under the heading 'Learn'. Feel free to look at the rest of the information on this webpage, it all help your understanding, but you don't need to in order to carry on with our lesson).
Today, we are going to use them to help us write a detailed description. Of what, I hear you ask?
Well...imagine that you travelled to the Moon with Bob and, as you were helping him to tidy up and check the craters at the end of the day, you spotted something! A creature, maybe an alien, lurking in the crater. DO you think you could describe it?
I'd like you to try and imagine what your creature looks like. Think about:
- the colour, shape, size (height and width), how many hands/feet it has, whether it has 1, 2 or 7 eyes, horns etc etc.
Now try and imagine what your creature is like (personality/how it behaves). Think about:
- Whether it is aggressive or kind/sweet, is it helpful or mean, does it eat people or the rubbish left on the Moon?
Write down as many adjectives as you can think of that you could use for describing both of these aspects. I had a go at doing it, but couldn't think of many adjectives - see if you can think of any that I could add (e.g. instead of just fingernails I could have put - short, blue fingernails).
MATHS
Lesson 1
Today - a bit of fun (and a chance for me to check), but using everything that we covered last week, just in a real life context.
You're going shopping today!
I have given you a price list for all the items in the shop and you need to identify which items are on your shopping list and their prices.
Record the prices of each item to create a number sentence (calculation) and then choose a method to work it out. Show your working out (counting on, partitioning etc)
There are three different price lists, so choose the one that you think is appropriate for you.
If it is too easy then try the next one, too hard, try the one before. They are rated using our Chilli system (Mild = easiest, Hot = hardest).
MILD Shopping SPICY Shopping HOT Shopping
There is a recording sheet if you feel you want to use it (within each activity), but to save printing you can record the date and LO at the top of the page in your book (if collected from school - if not, come and get one, NO PRINTING then!!) or on plain paper.
L.O To be able to find the totals of 2/3 items, using my number bonds and counting on.
S.C 1. 2. 3. 4. 5.
Then, you can draw the items if you want to but make sure you write out the prices as a calculation, e.g.
Save a copy of your work into your work folder on Purple Mash (or take a picture of your work and send it to me using Purple Mash email). I'll have a look, mark it and provide feedback.
Lesson 2
So, yesterday, you went shopping (obviously not really) and had to use your knowledge of adding to calculate with monetary amounts, but this isn't real shopping! For that we need to understand money.
Today, we are going to go back over the money (coins and notes) that we have in our country. Can you remember the work we did in the Autumn term on money and which coins/notes we have and don't have. Watch this PowerPoint to make sure you understand fully.
Now, we are going to have a 'play' with the coins/notes (either real ones if Mum or Dad will let you or the printed ones from above, if not!) and get really familiar with how much they are 'worth'.
We don't have 8p coins or 21p coins, so we have to use the coins we DO have to make these amounts.
Think about what the LEAST amount of coins you can use is (e.g: If making 23p, the least amount of coins is 3 - a 20p, a 2p and a 1p, NOT 23 x 1p coins!)
It is really important that you know that 10 x 1p coins are the same as 1 x 10p coin etc.
I have included a set of UK coins/notes that you can download and cut out to use, in case you can't get enough real coins. These are great for making different amounts, comparing amounts (one 50p = fifty 1ps! Which would you rather carry around in your pocket?) and just getting familiar with UK money.
Next, pick a number between 0 and 100. Now, using the coins, make that amount. Repeat this for several different amounts - start with lower amounts until you get more confident.
Today there is no need to record anything - just get familiar with the coins. If you want to save a picture of you exploring money in your Purple Mash work folder or send me an email that is fine, but not necessary.
Lesson 3
Yesterday, we explored coins and notes in UK currency.
Do you know any ways that we use to pay for things? Make a list or tell someone in your house. If you're not sure, ask someone to help you.
You might have found - Debit cards, credit cards, cheques, Apply pay, Chip & Pin and more. None of these methods require you to have any money as they all use electronic ways to transfer the money from one person to another.
Our focus is on 'real' money - coins and notes. We recapped yesterday how we can use different combinations of coins/notes to make the amounts that we don't have coins or notes for.
For example: If I needed 87p, I could use a 50p, a 20p, a 10p, a 5p and a 2p. I could also use 87 x one pence (1p) coins, but why wouldn't I want to do this? (too heavy to carry around, easier to use other coins).
When working with money amounts, it is important to realise that it is no different to using normal numbers. If I have 10 grapes, 10p or just 10 I have the same amount of something. Sometimes we get worried or muddled when we are using money that it is different, so be confident.
Now, using what you know about coins/notes and making different amounts, I'd like you to have a go at working your way through this range of problems. There are several different activities you can choose from, but you definitely need to do the first one please and try the second one. The rest are quite challenging, but I am happy for you to have go if you want to.
Can you help work out how much money is in each jar? Think carefully about grouping the same amounts together or counting up in the same amounts (e.g: 20p + 20p + 20p + 10p + 5p + 2p = ), rather than doing it randomly.
How much money in the jar?
Record your work in your books (if collected) or on plain/lined paper. First, you need to write the date and LO (below) at the top of the page (just like we would in school) and then record your findings.
L.O To be able to find the totals of 2/3 items, using my number bonds and counting on.
S.C 1. 2. 3. 4. 5.
Save your work into your work folder on Purple Mash (or take a picture of your work and send it to me using Purple Mash email). I'll have a look, mark it and provide feedback.
Lessons 4 and 5
"Set up your own shop!"
For these two sessions, I'd like you to set up your own shop (sorry parents).
Lesson 4 -
Find 10 items from around your house, some small & some BIG (but no too big).
Think about how much you want to charge for them, up to a maximum of £1, and then create a price label for each one - you could be creative and come up with your own logo or design for your labels (Art link) - maybe do them on the computer?! See if you can create a shop sign and maybe some posters to attract customers (English link).
Once you have set up your shop you're ready to begin buying and selling items.
Lesson 5 -
Now, just like the activity on Monday you need to see if you can pick two items and work out the total cost. Select the items from your shop or, if there is someone else in you house, you could ask them to help. Identify the price of each item and record the number sentence (calculation) for buying them. e.g. Teddy = 50p and toy car = 34p, so I would record 50p + 34p =
You then need to use everything we have covered to work out the total. Show you working out and record your answers (book, paper or even on a whiteboard).
Repeat this several times.
As an extension, you could imagine you have got a £2 coin or a £5 note (depending on how confident you are) that you are paying with. You need to see if you can work out how much change you would get. If you're unsure about change, watch this Powerpoint to remind yourself.
Then, create a little area where these items can be displayed and then see if either your Mum or Dad, or siblings, would come and choose 2 items and you have to work out how much to charge them, as well as how much change to give them. You could change the prices to make it harder or easier.
Ask someone to take some photos, along with your written work, to save into your work folder on Purple Mash or to email to me.
ENGLISH
Lesson 1 - 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 the page in your book (if collected from school - if not, come and get one, NO PRINTING then!!) or on 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.
18/01/2021
L.O To know about, understand and be able to use adjectives.
S.C 1. 2. 3. 4.
Think carefully about HANDWRITING and PRESENTATION - I will be checking!
This PowerPoint summarises everything you need to know and can be used for reference at any point.
Save your work into your work folder on Purple Mash (or take a picture of your work and send it to me using Purple Mash email). I'll have a look, mark it and provide feedback.
Lesson 2
Yesterday's lesson, on adjectives, is going to be really important later in the week and was done yesterday to give anyone who hadn't completed their Moon poster the chance to finish.
Hopefully, you have now done that (I have seen some brilliant posters saved in the work folders on purple Mash or emailed to me), so we can move on.
When you complete a piece of work in school we would spend a bit of time at the end of the lesson (or the next day) reflecting on how we have done. We would look at the success criteria and/or LO and decide whether we had met the objective and if there was anything we could have improved (next steps).
Today, I'd like you to do the same. Have a look at the poster you created and refer back to the features we looked at in the support document (click here). These are the types of things you were asked to try and include in your poster. Which did you manage to use?
Using the attached checklist, I would like you to look carefully at your poster and tick off the dfifferent features that you think you used. If you are unsure then you can either look up what it means or, if still unsure, miss it out and email me to ask.
Once you have ticked off the features you think you have used, ask someone in your family (an older sibling or adult) to go through and check off the features that they think they can see (in the second column).
Record your work in your books (if collected) or on plain/lined paper. First, you need to write the date and LO (below) at the top of the page (just like we would in school) and then record your findings.
L.O To evaluate my work (self and peer assessment).
S.C 1. 2. 3. 4.
Then, you need to write a few sentences to tell me what you think you did well and what you would improve next time.
Once completed, email a photo of your work to me or upload it to your work drive on Purple Mash so that I can check it, mark it and send it back to you with any feedback/comments.
Lesson 3
Yesterday, we looked at what adjectives are and how we can use them to make our writing more interesting/detailed. We had a go at improving some basic sentences by adding appropriate adjectives.
First, watch this short video which explains how we can now use adjectives to create 'expanded noun phrases', which will make our writing even more interesting (it is the first video, under the heading 'Learn'. Feel free to look at the rest of the information on this webpage, it all help your understanding, but you don't need to in order to carry on with our lesson).
Today, we are going to use them to help us write a detailed description. Of what, I hear you ask?
Well...imagine that you travelled to the Moon with Bob and, as you were helping him to tidy up and check the craters at the end of the day, you spotted something! A creature, maybe an alien, lurking in the crater. DO you think you could describe it?
I'd like you to try and imagine what your creature looks like. Think about:
- the colour, shape, size (height and width), how many hands/feet it has, whether it has 1, 2 or 7 eyes, horns etc etc.
Now try and imagine what your creature is like (personality/how it behaves). Think about:
- Whether it is aggressive or kind/sweet, is it helpful or mean, does it eat people or the rubbish left on the Moon?
Write down as many adjectives as you can think of that you could use for describing both of these aspects. I had a go at doing it, but couldn't think of many adjectives - see if you can think of any that I could add (e.g. instead of just fingernails I could have put - short, blue fingernails).
Now that you have an image in your head, I'd like you to draw your creature/alien. You can do this in your book (if collected) or on plain paper. Write the date and LO down as well.
L.O To be able to write a description, using adjectives (expanded noun phrases).
S.C 1. 2. 3. 4.
Next, you need to label your creature. Think about using adjectives to describe the different body parts (long, sharp claws) or how it behaves (Huge feet to stamp on bugs to eat).
Once you have done this, you then need to use these adjectives and/or expanded noun phrases to write a full, detailed description of the creature/alien.
Be sure to include not just what it looks like, but also what it does and any details you can think of...
For example:
L.O To be able to write a description, using adjectives (expanded noun phrases).
S.C 1. 2. 3. 4.
Next, you need to label your creature. Think about using adjectives to describe the different body parts (long, sharp claws) or how it behaves (Huge feet to stamp on bugs to eat).
Once you have done this, you then need to use these adjectives and/or expanded noun phrases to write a full, detailed description of the creature/alien.
Be sure to include not just what it looks like, but also what it does and any details you can think of...
For example:
Once completed, email a photo of your work to me or upload it to your work drive on Purple Mash so that I can check it, mark it and send it back to you with any feedback/comments.
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Lessons 4 & 5
The next two sessions are all about using your imagination, as well as adjectives and expanded noun phrases. Alongside our learning this week, you are also going to need to think back to last week and our grammar focus - how to write a command sentence. If you haven't already, you will need to do this week's grammar work before this lesson as well - how to write a statement (see below). First, I'd like you to watch this PowerPoint. I have recorded my voice over the top of the slides so that you can A: Here my beautiful voice echoing throughout your house (sorry parents) and B: Follow my instructions to help your learning today. The PowerPoint contains everything that you need to do for these two sessions. You should record your work in your book (if collected) or on plain paper - put the date and LO (which is on the PowerPoint). I have included a picture of the work produced by someone in a previous year. |
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Once completed, email a photo of your work to me or upload it to your work drive on Purple Mash so that I can check it, mark it and send it back to you with any feedback/comments.
SPAG (Spelling, Punctuation, Grammar)/Phonics
Spellings
Think about which group you were in within school and choose the appropriate spellings.
Week One Spellings - Groups 1, 2 and 3
Week One Spellings - Group 4 (Hardest)
Grammar
- How to write statement sentences
RE
L.O To know why the Qur’an is important to Muslims.
To be able to name a book that is important to me.
Continuing our topic on 'Why are the symbols of heaven so important to Muslims?', can you remember what we learnt about last week?
We learnt about 'Ramadan' and why it is so important to Muslims.
Have a look at this image:
SPAG (Spelling, Punctuation, Grammar)/Phonics
Spellings
Think about which group you were in within school and choose the appropriate spellings.
Week One Spellings - Groups 1, 2 and 3
Week One Spellings - Group 4 (Hardest)
Grammar
- How to write statement sentences
RE
L.O To know why the Qur’an is important to Muslims.
To be able to name a book that is important to me.
Continuing our topic on 'Why are the symbols of heaven so important to Muslims?', can you remember what we learnt about last week?
We learnt about 'Ramadan' and why it is so important to Muslims.
Have a look at this image:
|
Think about the following questions -
What do you think it might be? Explain your ideas. Why is it covered/wrapped and have a bow around it? What do these things tell you about this book? Jot your ideas down on plain paper or a whiteboard if that would help you. Now that you've had some thinking time, let's find out... |
This is a book called the Qur'an.
The Qur’an is a book that is very holy because Muslims believe that the words in it came from Allah (their God). It is special and is treated very carefully. That is why it is wrapped in a special cloth and tied up with a ribbon.
The book is always kept up high, higher than the tallest person in the house/building.
Why do you think the Qur’an is kept up high?
The Qur’an is kept high above the heads of even the tallest person to show how important it is - it has to be the closest thing to Allah.
Before you can read the Qur'an, you must first wash yourself, take off your shoes and cover your head.
Using what you have learnt already, why do you think Muslims do this?
This is as a sign of respect and to show the importance of the Holy book.
The words inside this book show Muslims how to live a good life, there are rules for them to follow. They treasure it and use it in their daily lives.
Have a look at this PowerPoint, which will explain in more detail about the Qur'an and help you to better understand.
Now look at this page from the Qur’an (please do not print this off).
Look at how the pages are decorated? What is unusual about the words? Are you able to read it?
The lettering is called calligraphy and the words are in a language called Arabic. Many Muslims know all these words off by heart. They can recite the whole of the book.
Can you think of something that you know off by heart? (A song, a poem, a nursery rhyme etc)
Now, I'd like you to think about a book that is important to you? Think about why it is special to you? Is it because it was given to you by someone special, or maybe you got it for a birthday or Christmas?
Write the date and LO into the book you collected from school or on plain/lined paper.
Now, draw me a picture of the book you thought of that was special to you. Underneath, write me a few sentences explaining why it important to you (e.g. My special book is called _____________ . It is important to me because ____________________ .).
Take a picture of your work and send it to me using Purple Mash email or, preferably, save it in your work folder within Purple Mash - I'll have a look, mark it and provide feedback.
HISTORY
We will be continuing our topic all about the 'Great Plague'.
Last week, I asked you to find out the basics of what the Great Plague was, how and where it began, what happened and why it was so terrible etc. I know that some of you found some of the images you saw (the Plague Doctor!) a bit scary - I know it looks scary, but believe me when I say that they weren't really. The costume they wore, particularly the mask looked very frightening, but they did a very important job, which we'll learn more about later in the topic.
This week we are going to look at part of a diary that someone who actually lived during the time of the Plague wrote, describing what he saw, heard and felt.
Firstly, a question.
What is a Diary?
A diary is a personal record of thoughts, feelings and events that a person has seen, heard or felt.
Usually, it is arranged in chronological order (we have done this before, remember, when we did Queen Elizabeth I and Queen Victoria. It means in TIME order). This is the order in which the things you’re writing about actually happened.
A diary can be written in lots of different ways. Usually it is handwritten and private.
With the development of the internet people now have the opportunity to upload diaries to the internet as a blog. They can also take the form of a video diary which is commonly referred to as a vlog (we've done a bit of this in Computing).
Here are some things diaries are often used for;
Watch this PowerPoint to find out more about Samuel Pepys and begin to better understand why his diaries were so important to helping us understand the past.
Have a look at this 'extract' (or part of) Samuel Pepys diary from the time of the Plague. It is from the summer of 1665 (There are some tricky words and you might need an adult or older sibling to help you to read or understand it - in class we would have read it together).
Samuel Pepys extract (View/read on the screen, you don't need to print this).
Now, there are two questions I would like you to think about, and answer, based on the PowerPoint and the extract.
1. What is an eyewitness?
2. How does Samuel Pepys diary help us to understand and learn more about what happened in the Plague?
As an extension, you could write down 3 questions you would like to ask Samuel Pepys.
Think about writing in DETAIL - you need to write in detail, giving me as much information as you can, so imagine I know nothing and need YOU to teach me.
Record your work in your books (if collected) or on plain/lined paper. First, you need to write the date and LO (below) at the top of the page (just like we would in school) and then record your findings.
L.O To know, and understand, what an eyewitness is.
To know, and understand, how we find out about the past.
S.C 1. 2. 3. 4.
Once completed, email a photo of your work to me or upload it to your work drive on Purple Mash so that I can check it, mark it and send it back to you with any feedback/comments.
SCIENCE
This week we are going to continue our new topic on - 'Exploring Everyday materials'.
Think about what we learnt last week about identifying different materials. What sort of language (words) did we use?
As last week, open up this PDF - all of our resources for lesson 2 are within this document.
First, have a look at the materials on the slides and see if you can identify the odd one out.
Why is it the odd one out? Have a think (compare them all, use what you know, properties etc) and write down your ideas if you want to.
The odd one out was the plastic, because it is not a natural material and all the others are.
Some materials are found naturally and some are man-made. Man-made means that they wouldn’t be found in nature. Read through the information on the slides about the difference between natural and man-made materials.
Now have a look at the variety of objects on slide 8. Which of these are natural and which are man-made?
Can you write down what you think?
Now look at slide 9 to check whether you were right.
Using the work on Science sheet 2b (you can print this off if you want to, but see below for alternatives), you need to decide what material you think each of the objects is made out of, and whether they are natural or man-made materials.
Record your work in your books (if collected) or on plain/lined paper (or print the sheet if you want to).
First, you need to write the date and LO (below) at the top of the page (just like we would in school) and then record your findings.
L.O To be able to identify natural and man-made matierals.
S.C 1. 2. 3. 4.
Once completed, save your work into your work folder on Purple Mash or email a photo of your work to me so that I can check it, mark it and send it back to you with any feedback/comments.
To finish, can you identify what the difference between an object made from a man-made material (such as a plastic ruler/chair) and an object that is made from a natural material (e.g. a wooden ruler/chair) is?
Think about how some objects are made from natural materials, even though they have been made into something by man, and some objects are made from materials that are not found in nature.
ART
Last week, we began our new topic, 'Icons', we need to familiarise ourselves with what we mean by a portrait.
I know th
MUSIC
So, last week we looked at finding a piece of music that you love and identifying the key elements within it. We looked at:
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.
This week, we are going to see if we can use our bodies as a percussion instrument. That means using your hands to tap against different parts of your body. The main one we use for this is clapping, but I think you can be more creative than this...
I'd like you to see if you can create your own, short piece of music, using JUST your hands to tap against at least 3 different parts of your body, and it has to demonstrate PULSE, TEMPO and DYNAMICS. As an example, this could be using 2 fingers on your left hand to tap out as slow PULSE on your cheek with a quiet DYNAMIC, but using your right hand to bang out a fast PULSE on your thigh using a loud DYNAMIC.
Be creative. See if you can get someone to record you doing it and send me the video - save it into your Purple Mash work folder or email it to me on PM email.
COMPUTING
So, last week I asked you to find out what sort of home you live in and then answer some questions about it.
This week, I'd like you to have a go at drawing and labelling your house - don't just label the obvious bits (windows/doors etc), think about parts like the drains, guttering, roof etc.
Now, think about all of the rooms in your house. Ask yourself the question - What is each one for?
Make a list of all the rooms in your house and then write down, in sentences, what they are for, e.g: Lounge - This room is for sitting and relaxing or watching TV.
Check out your 2dos list - and remember, you can click on alerts and see any feedback you have received about your work and make sure that you check your emails in Purple Mash. Go to 'Computing', select '2email' and you'll find that you have your own account that you can use to message me directly, to ask a question or just let me know what you've been up to. I've sent you one, so email me back...
This week, if you haven't already, try some of the 'weekly activities' that 2Simple provide. Click here to go directly to the page, or once you're logged in look at the boxes on the right hand side of the page and there is one called 'Weekly Activities'. Click on this link and select 6 - 7 daily activities, then Week 1. Have fun!
JIGSAW
Well done to everyone who completed the work from the previous weeks - identifying where Jigsaw Jo was and what she might have been doing. If you didn't get chance to do this, you can still scroll down the page and have a go at it.
This week, we are going to begin to think about our topic for this half term, which is 'Dreams and Goals'. On that one day we managed in school, you did some work with Mrs Stevens where you were looking at setting New Year's Resolutions or 'goals' - you identified something that you thought you could improve.
Now, whilst I saw the work you produced in school I know you can do better, so...
Think back to what happened on January 1st? (Start of 2021, a New Year, also therefore a New Beginning).
For lots of reasons, 2020 was not the best year – we all know about COVID, but lots of people will look back on the year that has just ended and think of all the things they wish they had done (Exercised more, seen friends more, done more drawing etc).
I wish that I had managed to do more exercise so that I felt fitter and had more energy. What do you wish you had done? Tell an adult or write it down.
We can use this to then begin to think about what we are determined to do in the New Year.
Do you know what we call these? (New Year’s Resolutions). Have you made any?
Our new Jigsaw topic, as I said, is called ‘Dreams and Goals’ and is all about understanding setting yourself ‘realistic’ short term goals. Short term means in the near future, so the next few months – NOT in 5 years’ time.
What do we mean by ‘realistic’? It means something that is achievable, that you CAN do, as opposed to unrealistic – I am going to become an astronaut.
For example – To have a better front crawl at swimming/to swim better, To help my Mum more at home with jobs/To be good, I want to improve how fast I answer 5x table questions.
Think about these questions:
Are these short term goals (can be done in the next few months)? (Yes)
Are they achievable? (Yes)
OK. Now we have a goal – how do we achieve it?
We have to break it down into smaller, easier steps – like the rungs on a ladder. We don’t jump from the bottom to the top, we go up each step. So, we can break our goal up into smaller steps.
Think about what you can do to become better at your 5x tables?
(1. Practice . 2. Get a poster to help 3. Ask parents to ask questions. etc)
Now, think up your own ‘goal’ that is short term and achievable.
Record this in the speech bubble at the top of the ladder (on the sheet if you want to print it out or you can write the date and LO in your book, if you collected it, or on plain paper and draw the bubble and ladder etc).
Decide on the small steps you will need to take to achieve your goal, recording these on each step of the ladder (3/4 is fine). Ask an adult to help if needed.
Once completed, email a photo of your work to me or upload it to your work drive on Purple Mash so that I can check it, mark it and send it back to you with any feedback/comments.
PE - Gymnastics
Building on our learning from last week, we're going to focus on 'shapes, using apparatus'. Now, if we were in school we would have all sorts of wonderful PE apparatus but, seeing as you are at home, you won't have these - you will however have furniture and equipment around your house and garden that you could use instead. You will need to check with your adults before using anything in your home.
Warm up -
We're going to repeat the same activity as last week (building up those skills), so you'll need to be outside, or in some space, again for this lesson.
I'd like you to see if you can move around the room, slowly, using different movement styles: walk, jog, skip, gallop etc.
If there is someone else with you (brother/sister/adult) see if they will give you a command (if not then you can just choose which one to do):
String Bean - Stand in straight shape
Runner Bean - Running on the spot
Broad Bean - Stand in Star shape
Jumping Bean - Jumping on the spot
Baked Bean - Tuck on knees
Frozen Bean - Stop/freeze
Additional optional fun beans:
Jelly Bean - Wobble on the spot
French Bean - Bow saying “Ou la la”
Chilli Bean - Shiver on the spot
Skills Learning
Can you remember the correct names of the shapes we covered last week:
• Straight – Body tall and thin, legs together and arms stretched beside ears.
• Tuck – Curl knees into chest, hold onto shins with legs together.
• Star – Arms and legs stretched out wide and as far away from each other.
Simon Says: Play a game of Simon Says using the shape names.
Making Straight and Tuck shapes on the apparatus you have available - this could mean using a chair or sofa as a bench. I'd like you to explore different ways of making Straight, Tuck and Star shapes on the apparatus. Can you make shapes on your: Back, Tummy, Bottom, Knees, Feet, Side, Shoulders, Hands, Hands/Feet.
Core Learning
Can you choose your favourite way of making each of the 3 shapes we have been learning, by using the floor and apparatus (side of your bed, a chair/sofa).
Now think of a way that you could link them together into a sequence, remembering and repeating it exactly. You need to make sure that you hold the shapes for 3 seconds (Next week I'll be demonstrating how to use 'control'). Practise your sequence and then see if you can demonstrate it for a sibling/adult in your house.
Cool Down - ‘Log lift’
Lie in a straight shape on your back, with your arms beside your body. Now, carefully and with control, lift your legs up from the ankles, but keep your body perfectly straight until you then return your feet to the floor. Repeat, controlling your breathing all the while.
The Qur’an is a book that is very holy because Muslims believe that the words in it came from Allah (their God). It is special and is treated very carefully. That is why it is wrapped in a special cloth and tied up with a ribbon.
The book is always kept up high, higher than the tallest person in the house/building.
Why do you think the Qur’an is kept up high?
The Qur’an is kept high above the heads of even the tallest person to show how important it is - it has to be the closest thing to Allah.
Before you can read the Qur'an, you must first wash yourself, take off your shoes and cover your head.
Using what you have learnt already, why do you think Muslims do this?
This is as a sign of respect and to show the importance of the Holy book.
The words inside this book show Muslims how to live a good life, there are rules for them to follow. They treasure it and use it in their daily lives.
Have a look at this PowerPoint, which will explain in more detail about the Qur'an and help you to better understand.
Now look at this page from the Qur’an (please do not print this off).
Look at how the pages are decorated? What is unusual about the words? Are you able to read it?
The lettering is called calligraphy and the words are in a language called Arabic. Many Muslims know all these words off by heart. They can recite the whole of the book.
Can you think of something that you know off by heart? (A song, a poem, a nursery rhyme etc)
Now, I'd like you to think about a book that is important to you? Think about why it is special to you? Is it because it was given to you by someone special, or maybe you got it for a birthday or Christmas?
Write the date and LO into the book you collected from school or on plain/lined paper.
Now, draw me a picture of the book you thought of that was special to you. Underneath, write me a few sentences explaining why it important to you (e.g. My special book is called _____________ . It is important to me because ____________________ .).
Take a picture of your work and send it to me using Purple Mash email or, preferably, save it in your work folder within Purple Mash - I'll have a look, mark it and provide feedback.
HISTORY
We will be continuing our topic all about the 'Great Plague'.
Last week, I asked you to find out the basics of what the Great Plague was, how and where it began, what happened and why it was so terrible etc. I know that some of you found some of the images you saw (the Plague Doctor!) a bit scary - I know it looks scary, but believe me when I say that they weren't really. The costume they wore, particularly the mask looked very frightening, but they did a very important job, which we'll learn more about later in the topic.
This week we are going to look at part of a diary that someone who actually lived during the time of the Plague wrote, describing what he saw, heard and felt.
Firstly, a question.
What is a Diary?
A diary is a personal record of thoughts, feelings and events that a person has seen, heard or felt.
Usually, it is arranged in chronological order (we have done this before, remember, when we did Queen Elizabeth I and Queen Victoria. It means in TIME order). This is the order in which the things you’re writing about actually happened.
A diary can be written in lots of different ways. Usually it is handwritten and private.
With the development of the internet people now have the opportunity to upload diaries to the internet as a blog. They can also take the form of a video diary which is commonly referred to as a vlog (we've done a bit of this in Computing).
Here are some things diaries are often used for;
- A place to keep private thoughts
- A record of events
Watch this PowerPoint to find out more about Samuel Pepys and begin to better understand why his diaries were so important to helping us understand the past.
Have a look at this 'extract' (or part of) Samuel Pepys diary from the time of the Plague. It is from the summer of 1665 (There are some tricky words and you might need an adult or older sibling to help you to read or understand it - in class we would have read it together).
Samuel Pepys extract (View/read on the screen, you don't need to print this).
Now, there are two questions I would like you to think about, and answer, based on the PowerPoint and the extract.
1. What is an eyewitness?
2. How does Samuel Pepys diary help us to understand and learn more about what happened in the Plague?
As an extension, you could write down 3 questions you would like to ask Samuel Pepys.
Think about writing in DETAIL - you need to write in detail, giving me as much information as you can, so imagine I know nothing and need YOU to teach me.
Record your work in your books (if collected) or on plain/lined paper. First, you need to write the date and LO (below) at the top of the page (just like we would in school) and then record your findings.
L.O To know, and understand, what an eyewitness is.
To know, and understand, how we find out about the past.
S.C 1. 2. 3. 4.
Once completed, email a photo of your work to me or upload it to your work drive on Purple Mash so that I can check it, mark it and send it back to you with any feedback/comments.
SCIENCE
This week we are going to continue our new topic on - 'Exploring Everyday materials'.
Think about what we learnt last week about identifying different materials. What sort of language (words) did we use?
As last week, open up this PDF - all of our resources for lesson 2 are within this document.
First, have a look at the materials on the slides and see if you can identify the odd one out.
Why is it the odd one out? Have a think (compare them all, use what you know, properties etc) and write down your ideas if you want to.
The odd one out was the plastic, because it is not a natural material and all the others are.
Some materials are found naturally and some are man-made. Man-made means that they wouldn’t be found in nature. Read through the information on the slides about the difference between natural and man-made materials.
Now have a look at the variety of objects on slide 8. Which of these are natural and which are man-made?
Can you write down what you think?
Now look at slide 9 to check whether you were right.
Using the work on Science sheet 2b (you can print this off if you want to, but see below for alternatives), you need to decide what material you think each of the objects is made out of, and whether they are natural or man-made materials.
Record your work in your books (if collected) or on plain/lined paper (or print the sheet if you want to).
First, you need to write the date and LO (below) at the top of the page (just like we would in school) and then record your findings.
L.O To be able to identify natural and man-made matierals.
S.C 1. 2. 3. 4.
Once completed, save your work into your work folder on Purple Mash or email a photo of your work to me so that I can check it, mark it and send it back to you with any feedback/comments.
To finish, can you identify what the difference between an object made from a man-made material (such as a plastic ruler/chair) and an object that is made from a natural material (e.g. a wooden ruler/chair) is?
Think about how some objects are made from natural materials, even though they have been made into something by man, and some objects are made from materials that are not found in nature.
ART
Last week, we began our new topic, 'Icons', we need to familiarise ourselves with what we mean by a portrait.
I know th
MUSIC
So, last week we looked at finding a piece of music that you love and identifying the key elements within it. We looked at:
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.
This week, we are going to see if we can use our bodies as a percussion instrument. That means using your hands to tap against different parts of your body. The main one we use for this is clapping, but I think you can be more creative than this...
I'd like you to see if you can create your own, short piece of music, using JUST your hands to tap against at least 3 different parts of your body, and it has to demonstrate PULSE, TEMPO and DYNAMICS. As an example, this could be using 2 fingers on your left hand to tap out as slow PULSE on your cheek with a quiet DYNAMIC, but using your right hand to bang out a fast PULSE on your thigh using a loud DYNAMIC.
Be creative. See if you can get someone to record you doing it and send me the video - save it into your Purple Mash work folder or email it to me on PM email.
COMPUTING
So, last week I asked you to find out what sort of home you live in and then answer some questions about it.
This week, I'd like you to have a go at drawing and labelling your house - don't just label the obvious bits (windows/doors etc), think about parts like the drains, guttering, roof etc.
Now, think about all of the rooms in your house. Ask yourself the question - What is each one for?
Make a list of all the rooms in your house and then write down, in sentences, what they are for, e.g: Lounge - This room is for sitting and relaxing or watching TV.
Check out your 2dos list - and remember, you can click on alerts and see any feedback you have received about your work and make sure that you check your emails in Purple Mash. Go to 'Computing', select '2email' and you'll find that you have your own account that you can use to message me directly, to ask a question or just let me know what you've been up to. I've sent you one, so email me back...
This week, if you haven't already, try some of the 'weekly activities' that 2Simple provide. Click here to go directly to the page, or once you're logged in look at the boxes on the right hand side of the page and there is one called 'Weekly Activities'. Click on this link and select 6 - 7 daily activities, then Week 1. Have fun!
JIGSAW
Well done to everyone who completed the work from the previous weeks - identifying where Jigsaw Jo was and what she might have been doing. If you didn't get chance to do this, you can still scroll down the page and have a go at it.
This week, we are going to begin to think about our topic for this half term, which is 'Dreams and Goals'. On that one day we managed in school, you did some work with Mrs Stevens where you were looking at setting New Year's Resolutions or 'goals' - you identified something that you thought you could improve.
Now, whilst I saw the work you produced in school I know you can do better, so...
Think back to what happened on January 1st? (Start of 2021, a New Year, also therefore a New Beginning).
For lots of reasons, 2020 was not the best year – we all know about COVID, but lots of people will look back on the year that has just ended and think of all the things they wish they had done (Exercised more, seen friends more, done more drawing etc).
I wish that I had managed to do more exercise so that I felt fitter and had more energy. What do you wish you had done? Tell an adult or write it down.
We can use this to then begin to think about what we are determined to do in the New Year.
Do you know what we call these? (New Year’s Resolutions). Have you made any?
Our new Jigsaw topic, as I said, is called ‘Dreams and Goals’ and is all about understanding setting yourself ‘realistic’ short term goals. Short term means in the near future, so the next few months – NOT in 5 years’ time.
What do we mean by ‘realistic’? It means something that is achievable, that you CAN do, as opposed to unrealistic – I am going to become an astronaut.
For example – To have a better front crawl at swimming/to swim better, To help my Mum more at home with jobs/To be good, I want to improve how fast I answer 5x table questions.
Think about these questions:
Are these short term goals (can be done in the next few months)? (Yes)
Are they achievable? (Yes)
OK. Now we have a goal – how do we achieve it?
We have to break it down into smaller, easier steps – like the rungs on a ladder. We don’t jump from the bottom to the top, we go up each step. So, we can break our goal up into smaller steps.
Think about what you can do to become better at your 5x tables?
(1. Practice . 2. Get a poster to help 3. Ask parents to ask questions. etc)
Now, think up your own ‘goal’ that is short term and achievable.
Record this in the speech bubble at the top of the ladder (on the sheet if you want to print it out or you can write the date and LO in your book, if you collected it, or on plain paper and draw the bubble and ladder etc).
Decide on the small steps you will need to take to achieve your goal, recording these on each step of the ladder (3/4 is fine). Ask an adult to help if needed.
Once completed, email a photo of your work to me or upload it to your work drive on Purple Mash so that I can check it, mark it and send it back to you with any feedback/comments.
PE - Gymnastics
Building on our learning from last week, we're going to focus on 'shapes, using apparatus'. Now, if we were in school we would have all sorts of wonderful PE apparatus but, seeing as you are at home, you won't have these - you will however have furniture and equipment around your house and garden that you could use instead. You will need to check with your adults before using anything in your home.
Warm up -
We're going to repeat the same activity as last week (building up those skills), so you'll need to be outside, or in some space, again for this lesson.
I'd like you to see if you can move around the room, slowly, using different movement styles: walk, jog, skip, gallop etc.
If there is someone else with you (brother/sister/adult) see if they will give you a command (if not then you can just choose which one to do):
String Bean - Stand in straight shape
Runner Bean - Running on the spot
Broad Bean - Stand in Star shape
Jumping Bean - Jumping on the spot
Baked Bean - Tuck on knees
Frozen Bean - Stop/freeze
Additional optional fun beans:
Jelly Bean - Wobble on the spot
French Bean - Bow saying “Ou la la”
Chilli Bean - Shiver on the spot
Skills Learning
Can you remember the correct names of the shapes we covered last week:
• Straight – Body tall and thin, legs together and arms stretched beside ears.
• Tuck – Curl knees into chest, hold onto shins with legs together.
• Star – Arms and legs stretched out wide and as far away from each other.
Simon Says: Play a game of Simon Says using the shape names.
Making Straight and Tuck shapes on the apparatus you have available - this could mean using a chair or sofa as a bench. I'd like you to explore different ways of making Straight, Tuck and Star shapes on the apparatus. Can you make shapes on your: Back, Tummy, Bottom, Knees, Feet, Side, Shoulders, Hands, Hands/Feet.
Core Learning
Can you choose your favourite way of making each of the 3 shapes we have been learning, by using the floor and apparatus (side of your bed, a chair/sofa).
Now think of a way that you could link them together into a sequence, remembering and repeating it exactly. You need to make sure that you hold the shapes for 3 seconds (Next week I'll be demonstrating how to use 'control'). Practise your sequence and then see if you can demonstrate it for a sibling/adult in your house.
Cool Down - ‘Log lift’
Lie in a straight shape on your back, with your arms beside your body. Now, carefully and with control, lift your legs up from the ankles, but keep your body perfectly straight until you then return your feet to the floor. Repeat, controlling your breathing all the while.
Week One (wc January 11th 2021)
MATHS
Lesson 1
L.O To use my number bond knowledge to bridge 10 when adding.
S.C Have I;
1. Looked carefully at the numbers?
2. Identified the place value of the number?
3. Decided on the number needed to make 10?
4. Adjusted and calculated accurately?
5. Checked?
We are going to use what we learnt in the autumn term, as well as last week, about place value, doubling/halving and number bonds to help us to add 2 two digit numbers together. We have done this before, but without crossing over the 10 boundary.
E.g 23 + 6 = 29 (3 + 6 = 9, which is less than 10)
First, I'd like you to look at the first page of the Powerpoint and see if you can complete the given Number Bond questions (Recap/Warm Up). You should know these up to 20 already, so if you find this challenging then this could be something you can practise further.
Follow the detailed explanation within the Powerpoint (on the left hand side of page 2) of how to use your number bonds/place value to work out 2 digit addition problems. Once you are confident, you can have a go at doing some by yourself. There are 3 levels of difficulty - Starter, Medium and Challenge. Think about which group you are in for Maths in school and then choose the level of difficulty that you think is right for you. If it is too easy, try the next level up or too hard, try the level before.
I've explained within the Powerpoint how to record your work, but would like you to:
Take a picture of your work and send it to me using Purple Mash email - I'll have a look, mark it and provide feedback.
Lesson 2
L.O To be able to subtract from a given number, using place value knowledge.
S.C Have I;
1. Looked carefully at the numbers?
2. Identified the place value of the number?
3. Subtracted the 10s?
4. Subtracted the 1s?
5. Checked?
How did you get on yesterday? The first thing we're going to do today is go back over some of the questions from yesterday's work, both to make sure you understood and completed it and to see if you can use your knowledge in a different context (problem solving).
Number Bonds
If I have 6 toy cars, how many more do I need to find to have 10?
In the cupboard I have got 10 teddies. My sister sneaks in (cheeky) and takes 2 of them. How many are left in the cupboard?
When I was counting how many Christmas presents I had, I noticed that 7 were missing. If I had 20 to begin with, how many do I have now?
We call this Using and Applying. You are using what you know about number bonds (pairs to 10/20) to help you to work out (apply) other problems.
We are going to use what we learnt in the autumn term, about place value, doubling/halving and number bonds to help us to subtract from a given number. We have done this before, but I know it is a tricky one so we need to go over it again.
We did lots of work on taking away without crossing the 10s boundary.
E.g. 28 - 6 = 22 or 45 - 2 = 43
This is easier as you are only using the units, but once we begin to use larger amounts we need to think about the Tens as well.
E.g. 28 - 16 = 12 or 45 - 12 = 33
Click on the following link to open up a video lesson from Oak Academy.
https://classroom.thenational.academy/lessons/subtracting-two-2-digit-numbers-6gup2t
The first thing you will see will be a page outlining the learning objective. Click on start lesson. Then, click on start quiz - there are a number of choices, so click the correct circle next to your answer. You can click on 'view score' to see how you did.
Next, close the quiz and click on 'next' in the bottom right corner. Now watch the video by pressing play. After the video is finished, you will need to click next again, where you will then see a link (top right) to a worksheet (you don't have to download and print this if you don't want to, you can do the activity on the screen). Open the activity/use the sheet - remember that you need to click play so that the screen animation will show each step of the calculation/problem. Complete the task.
Finally, click next and there is another quick quiz for you to complete, allowing you to show everything you have learnt and checking your understanding.
Lesson 3
L.O To be able to add different amounts to 100, using place value knowledge.
S.C 1. 2. 3.
Right...I know that some of you found the adding/subtraction quite challenging, so let's focus on adding to start with.
When we add, we know that the amount is going to get greater (we are going to have more), so if I have 11 and I add 6 more I know the answer can't be less than 11 as I had that to begin with.
If I take the 11, I can count on the 6 more using my fingers or in my head, but when we get to greater amounts (31 + 26 = ) this becomes harder, so we need another way to add it up. Lots of you are very confident with this.
Do you remember we learnt about partitioning - where you break the number up into the TENS and UNITS? If we do this, then 31 + 26 = becomes:
TU TU
30 + 20 = ___ You can do this, I know you can. You just count the TENS, so 30 add 2 more TENS, which is
1 2
30 + 10 +10, or 30, 40, 50.
Now, you add up the UNITS, so 1 + 6 or 6 + 1 (remember with adding you can change the number order). This makes 7. Now you just add the TENS and UNITS back together. 50 + 7 = 57.
Does that make sense? Are you OK with that bit? If not, let me know and I will try and help you.
Now, if the numbers go past 10, then this is where you can use your number bond knowledge to help you. You know that if you have 8, to get to the next 10 you need 2, so: 59 + 39 = you would add up the TENS as before (50 + 30 = 80) and then look at the UNITS. 9 + 9 = Take the first 9. You know you need 1 more to get to 10, so take it from the second 9, now you have 10 + 8. This is 18 (or 10 + 8). Now add the 80 and the 10 = 90 and then add on the 8. This is 98.
Have a go at doing some using numbers just up to 50, jotting them on plain paper, so 38 + 26 =
30 + 20 = a
8 + 6 = b
a + b =
Have a go at these questions. Show your working out as needed - don't be afraid to write down the process (like above), as this is an important step in making sure you understand and have calculated correctly.
Addition questions (Click here).
(There are two different levels of questions, using our Chilli Challenge method for sorting - so the 'mild' questions are easier, with 'hot' being harder. Choose which ones you think you can do.
Record them in your books (if collected) or on plain paper, first you need to write the date and LO (above) at the top of the page (just like we would in school).
Take a picture of your work and send it to me using Purple Mash email - I'll have a look, mark it and provide feedback.
Lesson 4
Yesterday, we went back over some addition work to help you better understand and then have go at solving problems using a given method. I know that some of you also found the subtraction/takeaway challenging, so we'll go back over some aspects of that today.
Now for takeaway or subtraction - this is harder, and something I know we hadn't done as much on before Christmas, but I know you can do it. Essentially, it is the opposite of addition, so whereas you know that the answer HAS to be more when adding, the answer when you subtrat is going to be LESS - because you are removing, or taking away, some of what you have got.
e.g. 64 - 52 =
Look at the first number: 64. We are going to subtract the 5 TENS or 50 in the second number by counting back in TENS (10s) from the first number, 5 times.
1 2 3 4 5
So 64, 54, 44, 34 ,24, 14
We've taken away the TENS (50) and now have to do the UNITS (2).
We take the 14 we have left and subtract the 2 UNITS.
14 - 2 = 12, so...
64 - 52 = 12.
If you are still not confident, watch this video.
Another way we have done this is to find the difference.
When the numbers are close together like these ones, you can count on from the lowest number up to the highest one. The difference is the answer. This is harder when the amounts are further apart, like 134 - 45 =, so we'll have a look at how we would solve this another day.
Today, I'd like you to use the methods we have looked at to solve these problems...there are three levels of questions, using our Chilli rating. Mild = Easiest, Spicy = Medium and Hot = Hardest. Feel free to choose one level and then if you think you can have a go at the next go for it. If you find one too hard, do the one below. Ext: Create your own Subtraction game like our Turtle one.
Record them in your books (if collected) or on plain paper, first you need to write the date and LO (above) at the top of the page (just like we would in school).
Take a picture of your work and send it to me using Purple Mash email - I'll have a look, mark it and provide feedback.
Lesson 5
As we reach the end of the week, I can see from the work you have submitted that many of you are now working more confidently - particularly with addition and we will do more on subtraction.
Understanding 'how' to add and subtract is important for so many other parts of Maths. It can help you with multiplication and division, identifying how many sides a shape has, fractions, time etc etc. The part I'd like us to focus on next is: problem solving.
We need to be able to use our knowledge and understanding of adding and taking - away to solve written problems, for example:
Rather than just doing 12 - 5 = ? we might have to read a problem like: If Tom has 12 apples and he gives 5 to his friends, how many does he have left?
We need to be able to identify 'what we have to do' (the operation, so + or -), 'how we are going to do it' (the method, so counting on/back, partitioning, finding the difference etc) and then recording our working out.
Have a look at this PowerPoint, which explains the steps to go through when solving a word problem - it is similar to what we have looked at in school when we were discussing the Abacus Maths tests (Read the question, read it again, identify what you have to do, choose the operation, read the question again to check, decide how to solve it, calculate, record - REMEMBER?).
Then, I'd like you to choose one of the different levels of addition and subtraction word problem challenge sheets to complete - there are 3 different difficulties (using our Chilli rating - the first sheet * is the easiest, so mild, the second ** is medium, or spicy, and the third *** is the hardest, or hot.)
Decide whether you are confident enough with + and - now to go straight in at *** hot or whether you could start with the ** medium/spicy and if you do well on those try the hot?
Addition/Subtraction Word Problem - Differentiated problems
Record them in your books (if collected) or on plain paper, first you need to write the date and LO (above) at the top of the page (just like we would in school).
Take a picture of your work and send it to me using Purple Mash email - I'll have a look, mark it and provide feedback.
ENGLISH
I know that some of you may not have seen/completed all of last week's work, so before moving on to this week's you need to at least have looked at/completed Days 3 to 5 of our work on Bob, The Man on the Moon. Scroll down this page to last week's work and have a look.
Lesson 1 - Reading
Last week we began to study a book called 'The man on the moon' by Simon Bartram.
Before we begin this week's work, can you think back to last week and try to remember everything we have learnt so far? Tell an adult if they are there with you or just get the ideas clear in your head.
So, what did you remember? Did you recall that we found out he was an astronaut who worked on the Moon? What sort of sweets did he like to buy from the shop and what did he read?
When we ask these sort of questions, to find out information, we call them comprehension questions. It is a way of checking your understanding of what you have read/seen or done.
I would like you to watch the video of the man reading the story to you again. Listen out particularly for the DETAILS. These are the bits of information that you need to know to fully understand the characters and the plot. Things like: How many friends does Bob meet up with? What colour is the alien in the crater? Could you answer these?
Our focus this week is INFERENCE. So, what is inference?
Inference is where we 'read between the lines' to gain a greater understanding of what we are looking at and to reach logical conclusions.
Click here to open a PowerPoint that will help you understand even more.
Now you have a better idea of what inference is, I have written some questions down about the story that require you to use 'inference' to work out the answers. Click here to open them.
Record them in your books (if collected) or on plain paper, first you need to write the date and LO (below) at the top of the page (just like we would in school).
11/01/2021
L.O To be able to make inferences from the text. CD: 1d
S.C 1. 2. 3. 4.
Think carefully about HANDWRITING and PRESENTATION - I will be checking!
Take a picture of your work and send it to me using Purple Mash email - I'll have a look, mark it and provide feedback.
Lessons 2 and 3 - Research for Writing
For the next two lessons, we are going to carry on with our writing tasks, linked to 'The Man on the Moon' text.
We now know that Bob is an astronaut who works on the moon (but that secretly he is really an alien). Whilst the book is fiction (made up), the place that the story is set (the moon) is very real and something that we look at almost every day (when the skies are clear enough), but what do you actually know about the moon?
I'd like you to do some research over the next two lessons all about the moon!
If we were in school, we would have looked at lots of different information books (non - fiction) and explored the features (Headings, sub-headings, labels, pictures, captions etc). Unfortunately, we can't do that, but there are other ways of finding out information. Can you think of any? (Asking someone, using the internet) You may have some books about the moon at home, but it is more liekly that you will need to use a search engine, like Google.
I’d like the children to research as many facts about the moon as they can, recording these in their book (if collected from school) or on plain paper. Please copy the LO and SC, and write the date you do it, onto the page.
Some good websites are:
www.bbc.co.uk/education/clips/zy89wmn
www.activityvillage.co.uk/neil-armstrong
www.dkfindout.com/uk/space/solar-system/moon/
www.primaryhomeworkhelp.co.uk/moon/facts.htm
www.homeworkhelp.stjohnssevenoaks.com/moon/phases.html
Write in full sentences, using neat handwriting and thinking about CL (capital letters) and FS (full stops), as well as all the other aspects we know to use in our writing (conjunctions like and, but, so/punctuation , !).
e.g. 'The moon is made out of cheese.' (it's not really!!!) Rather than 'Moon made cheese'.
Take a picture of your work and send it to me using Purple Mash email - I'll have a look, mark it and provide feedback.
We will be using these lists of facts in the next lesson, so keep them safe.
Lessons 4 and 5
So, you've done your research and found out all about the Moon, but what are you going to do with all that wonderful information now?!
Well, I’d like you to produce an information poster all about ‘The Moon’.
Firstly, how do I produce a poster? Watch this short video that explains in more detail - click here and then watch this Powerpoint, which contains some different/additional information to support you.
The main things you need to consider are summarised in this support document (click here).
Your poster must be on A4, so either in your book (if you have collected it - if not, please come and get one as you can record all your work in here rather than printing sheets etc) or on plain paper, but can be portrait or landscape.
It should include some (but not necessarily all) of the features you have learnt about above, but think about your audience - it needs to be bold, bright, eye-catching and give people lots of information about the Moon.
You can print off pictures, or draw them, but the information you write should be your own words (we have discussed plagiarism – copying someone else’s work and pretending it is your own).
L.O To use information gathered to create an information poster.
S.C 1. 2. 3. 4. 5.
Take a picture of your work and send it to me using Purple Mash email or save it in your folder - I'll have a look, mark it and provide feedback.
SPAG (Spelling, Punctuation, Grammar)/Phonics
Spellings
Think about which group you were in within school and choose the appropriate spellings.
Week One Spellings - Groups 1, 2 and 3
Week One Spellings - Group 4 (Hardest)
Phonics
Complete this Phase 5 Phonics booklet to refresh your memories about everything we covered last term, before we move on next week. I will post the answer booklet next week.
Grammar
- How to write command sentences
RE
Continuing our topic on 'Why are the symbols of heaven so important to Muslims?', can you remember what we learnt about last week? We learnt about the 'crescent moon' as a symbol for Islam.
This week, we are going to learn about Ramadan. Click on this link to open a PowerPoint that will help you to better understand what Ramadan is and why it is so important to Muslims.
Ramadan is an important month of the year when Muslims fast, which means going without anything to eat or drink. Muslims can eat and drink only when it is dark so they have a meal in the evening and get up before daylight to eat again. Then all through the day they do not eat or drink anything. At this time they think about how it feels to be hungry and they give money to help those who do not ever have enough food.
Think about some words to describe what it must feel like when Muslims fast and when people do not have enough to eat. (Hungry, weak, sad, proud etc).
Muslims use the time of Ramadan to help them think only of God and they try and read the Qur’an (Remember - this is the Holy Book of Islam, similar to the Bible for Christians) all the way through. Some people know the words from memory.
What does the word commitment mean?
It means when you are dedicated to something or someone, doing everything you can to make sure you go, support, contribute no matter what.
Click here for the recording sheet (although you could also just have it up on the screen and write the date, LO and questions, along with your answers, into the book you collected from school or on plain/lined paper).
Take a picture of your work and send it to me using Purple Mash email - I'll have a look, mark it and provide feedback.
HISTORY
We will be continuing our topic all about the 'Great Plague'.
For anyone who didn't get chance to do this lesson last week, or just wants to watch it again, I'd like you to watch this short (3 minute) video which will tell you all about the Plague and then go though the following Powerpoint, which will give you more details.
Last week, I asked you to email me a list of the 10 things that you'd like to find out more about during this topic. A huge thank you to everyone who sent these to me, I have begun to put a list together, but could do with a few more please - feel free to do this task and send your list to me (scroll down to last week's work to see what you have do).
This week, we are going to begin our journey proper. This means finding out the basics of what the Great Plague was, how and where it began, what happened and why it was so terrible etc. All of this information is in the video you watched earlier, but I have also got a PowerPoint that will give you further details and facts.
Use these two resources to help you to write down, in full sentences (Capital Letters, Full Stops, Punc etc), what you find out. I have included some prompts (things to help you) below;
When was the Great Plague (Dates)?
Where did it begin (countries)?
How/Why did it begin?
What transported the Plague to England?
Think about DETAIL - what else can you find out and tell me? Imagine I know nothing (not hard!) about this topic, so I need you to give me as much information as you can - How did the Plague spread?
Record your work in your books (if collected) or on plain/lined paper. First, you need to write the date and LO (below) at the top of the page (just like we would in school) and then record your findings.
L.O To know, and understand, the basics of the Great Plague.
S.C 1. 2. 3. 4.
Once completed, email a photo of your work to me so that I can check it, mark it and send it back to you with any feedback/comments.
SCIENCE
This week we are going to begin a new topic - 'Exploring Everyday materials'.
First, open up this PDF - all of our resources for lesson 1 are within this document.
Have a look at the picture of some wood on the slide 2.
What is this material? How do you know? What words would you use to describe this material?
Have a think about how you would describe this material - list some adjectives to describe the wood on the slide (e.g. hard, solid, smooth, etc.).
Repeat this with the other materials shown on the slides.
Now, have a look at the pictures of several different materials on the next slides (4 - 9). If you were going to organise these materials into two groups, how would you do it?
Discuss your ideas with someone else, if you can.
Have a look at the two groups of materials on slide 11. How do you think these materials have been organised? Tell someone (if you can) and then check to see if they were correct on slide 12. Repeat with another group of materials (slides 13 and 14).
Have a look at the Picture Sheet showing a variety of different materials. You are going to cut out the pictures and organise the materials according to your own criteria (reasons) and then stick the pictures in the correct place on worksheets 1A/B or C (Choose whichever one you think is appropriate for you).
Have a think about the different ways in which you have organised the materials into different groups. How easy was it to decide which material should go in each group? Were there any materials that could have fitted into both of the groups you chose?
Record your work in your books (if collected) or on plain/lined paper (or print the sheet if you want to).
First, you need to write the date and LO (below) at the top of the page (just like we would in school) and then record your findings.
L.O To be able to identify a variety of materials and sort them according to a variety of criteria.
S.C 1. 2. 3. 4.
Once completed, email a photo of your work to me so that I can check it, mark it and send it back to you with any feedback/comments.
MUSIC
For those that didn't get chance to do this last week (and if you did, just pick a different piece of music that you love - we'll begin our new unit next week), please read below...
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 or in an email (Purple Mash). Send it to me so I can see how you do.
COMPUTING
Right, this week we are going to begin a new Computing topic called 'Questioning'. I'd like you to have a think about the sort of house you live in. Do you know what type it is? What is it made of? If you're unsure, ask someone.
Then, have a look at the Types of Homes presentation from Purple Mash.
Now that you understand a little more about the different types of homes, I'd like you to answer the questions about your home on this sheet - All about my home.
Next week, we'll look at how we can present the information you gathered in different ways.
This week, if you haven't already, try some of the 'weekly activities' that 2Simple provide. Click here to go directly to the page, or once you're logged in look at the boxes on the right hand side of the page and there is one called 'Weekly Activities'. Click on this link and select 6 - 7 daily activities, then Week 1. Have fun!
ART
To begin our new topic, 'Icons', we need to familiarise ourselves with what we mean by a portrait.
I know that we talk about portrait and landscape in the classroom when thinking about which way round to put our paper - well, this is linked to Art and how artists/painters would draw or paint their subject matter. If they were drawing a landscape (the countryside usually) they needed their paper or canvas to wider than it was tall. if they drawing a person (a portrait) then they needed it to be taller than it was wide.
When we are thinking about drawing or painting a portrait, we tend to think of old fashioned artwork, hanging in a gallery and showing the olden days (think about any art galleries, stately homes or National Trust places you've been to). Well, that is because back in the olden days (way before I was born, before you ask!) they didn't have cameras so the only way to preserve what someone looked like was to draw or paint a portrait of them.
Our topic is going to focus on a special type of portrait, an 'icon', but we'll learn more about that next week. For this week, I'd like you to have a go at drawing your own portrait, focusing on just your head. This could be of someone in your house, you could find a picture of a person in a magazine/book and use that or could get a mirror and have a go at a self-portrait. I want you to do this on plain paper, with no teaching from me.
Once you've done this, I'd now like you to watch this PowerPoint. Click on each page and go through the instructions, slowly, doing exactly what it asks you to do. Take your time, don't worry about making any mistakes (have another go, rub it out etc) and create another portrait of the same person as before but this time using what I am sharing with you.
Put both portraits side by side and sit back and look at them both. Which one do YOU think is better or more accurate? Why?
Copy this learning objective and success criteria at the top of both pages, along with the date, and write some sentences underneath telling me how it felt to do both portraits (Which was easier/harder, enjoy/dislike etc).
L.O To learn how to accurately draw a portrait.
S.C 1. 2. 3. 4.
Once completed, email a photo of your work to me so that I can check it, mark it and send it back to you with any feedback/comments.
PE - Gymnastics
Warm up -
You'll need to be outside, or in some space for this lesson.
I'd like you to see if you can move around the room, slowly, using different movement styles: walk, jog, skip, gallop etc.
If there is someone else with you (brother/sister/adult) see if they will give you a command (if not then you can just choose which one to do):
String Bean - Stand in straight shape
Runner Bean - Running on the spot
Broad Bean - Stand in Star shape
Jumping Bean - Jumping on the spot
Baked Bean - Tuck on knees
Frozen Bean - Stop/freeze
Additional optional fun beans:
Jelly Bean - Wobble on the spot
French Bean - Bow saying “Ou la la”
Chilli Bean - Shiver on the spot
Skills Learning
Learn/Recap the correct names of the shapes:
• Straight – Body tall and thin, legs together and arms stretched beside ears.
• Tuck – Curl knees into chest, hold onto shins with legs together.
• Star – Arms and legs stretched out wide and as far away from each other.
Making Straight, Tuck and Star shapes on different body parts:
Can you think of different body parts you can use to perform the straight, tuck and star shapes on?
Explore straight, tuck and star using your ideas.
Can you make shapes on your: Back Tummy Bottom Knees Feet Side Shoulders Hands Hands/Feet?
Core Learning
Now select your favourite way of making each of the 3 shapes, and link them together into a sequence, remembering and repeating it exactly.
Remember - You need to hold the shapes for 3 seconds.
Can you show your routine to someone? Maybe they could take a photo (or video) and send it to me by email.
JIGSAW
I thought we could have a bit of fun this week! When I was in school on Thursday, I noticed that Jigsaw Jo was missing!!! A bit later on, when I logged into my emails, I saw that she had sent me some photos! It turns out that she's been wandering around school, as it is mostly empty, looking for things to do and photographing her adventures! Have a look at the photo's (If you click on them then you can see them much bigger) and see if you can work out:
1. Whereabouts in school Jigsaw Jo is?
2. What do you think she is doing? (Could you add a caption to each photo? I've done the first one for you.)
Watch this Powerpoint about 'Letter Writing' and then, do you think you could you write a letter to Jigsaw Jo to try and cheer her up?
If you go onto Purple Mash, there is a letter template you can use that I've set as a 2do, or you can download one here.
Think about 'sharing information' with her about what you've been doing, asking questions about what she's been doing and checking she is OK! Think about how you set your letter out (Date, greeting, content etc - see powerpoint).
MATHS
Lesson 1
L.O To use my number bond knowledge to bridge 10 when adding.
S.C Have I;
1. Looked carefully at the numbers?
2. Identified the place value of the number?
3. Decided on the number needed to make 10?
4. Adjusted and calculated accurately?
5. Checked?
We are going to use what we learnt in the autumn term, as well as last week, about place value, doubling/halving and number bonds to help us to add 2 two digit numbers together. We have done this before, but without crossing over the 10 boundary.
E.g 23 + 6 = 29 (3 + 6 = 9, which is less than 10)
First, I'd like you to look at the first page of the Powerpoint and see if you can complete the given Number Bond questions (Recap/Warm Up). You should know these up to 20 already, so if you find this challenging then this could be something you can practise further.
Follow the detailed explanation within the Powerpoint (on the left hand side of page 2) of how to use your number bonds/place value to work out 2 digit addition problems. Once you are confident, you can have a go at doing some by yourself. There are 3 levels of difficulty - Starter, Medium and Challenge. Think about which group you are in for Maths in school and then choose the level of difficulty that you think is right for you. If it is too easy, try the next level up or too hard, try the level before.
I've explained within the Powerpoint how to record your work, but would like you to:
Take a picture of your work and send it to me using Purple Mash email - I'll have a look, mark it and provide feedback.
Lesson 2
L.O To be able to subtract from a given number, using place value knowledge.
S.C Have I;
1. Looked carefully at the numbers?
2. Identified the place value of the number?
3. Subtracted the 10s?
4. Subtracted the 1s?
5. Checked?
How did you get on yesterday? The first thing we're going to do today is go back over some of the questions from yesterday's work, both to make sure you understood and completed it and to see if you can use your knowledge in a different context (problem solving).
Number Bonds
If I have 6 toy cars, how many more do I need to find to have 10?
In the cupboard I have got 10 teddies. My sister sneaks in (cheeky) and takes 2 of them. How many are left in the cupboard?
When I was counting how many Christmas presents I had, I noticed that 7 were missing. If I had 20 to begin with, how many do I have now?
We call this Using and Applying. You are using what you know about number bonds (pairs to 10/20) to help you to work out (apply) other problems.
We are going to use what we learnt in the autumn term, about place value, doubling/halving and number bonds to help us to subtract from a given number. We have done this before, but I know it is a tricky one so we need to go over it again.
We did lots of work on taking away without crossing the 10s boundary.
E.g. 28 - 6 = 22 or 45 - 2 = 43
This is easier as you are only using the units, but once we begin to use larger amounts we need to think about the Tens as well.
E.g. 28 - 16 = 12 or 45 - 12 = 33
Click on the following link to open up a video lesson from Oak Academy.
https://classroom.thenational.academy/lessons/subtracting-two-2-digit-numbers-6gup2t
The first thing you will see will be a page outlining the learning objective. Click on start lesson. Then, click on start quiz - there are a number of choices, so click the correct circle next to your answer. You can click on 'view score' to see how you did.
Next, close the quiz and click on 'next' in the bottom right corner. Now watch the video by pressing play. After the video is finished, you will need to click next again, where you will then see a link (top right) to a worksheet (you don't have to download and print this if you don't want to, you can do the activity on the screen). Open the activity/use the sheet - remember that you need to click play so that the screen animation will show each step of the calculation/problem. Complete the task.
Finally, click next and there is another quick quiz for you to complete, allowing you to show everything you have learnt and checking your understanding.
Lesson 3
L.O To be able to add different amounts to 100, using place value knowledge.
S.C 1. 2. 3.
Right...I know that some of you found the adding/subtraction quite challenging, so let's focus on adding to start with.
When we add, we know that the amount is going to get greater (we are going to have more), so if I have 11 and I add 6 more I know the answer can't be less than 11 as I had that to begin with.
If I take the 11, I can count on the 6 more using my fingers or in my head, but when we get to greater amounts (31 + 26 = ) this becomes harder, so we need another way to add it up. Lots of you are very confident with this.
Do you remember we learnt about partitioning - where you break the number up into the TENS and UNITS? If we do this, then 31 + 26 = becomes:
TU TU
30 + 20 = ___ You can do this, I know you can. You just count the TENS, so 30 add 2 more TENS, which is
1 2
30 + 10 +10, or 30, 40, 50.
Now, you add up the UNITS, so 1 + 6 or 6 + 1 (remember with adding you can change the number order). This makes 7. Now you just add the TENS and UNITS back together. 50 + 7 = 57.
Does that make sense? Are you OK with that bit? If not, let me know and I will try and help you.
Now, if the numbers go past 10, then this is where you can use your number bond knowledge to help you. You know that if you have 8, to get to the next 10 you need 2, so: 59 + 39 = you would add up the TENS as before (50 + 30 = 80) and then look at the UNITS. 9 + 9 = Take the first 9. You know you need 1 more to get to 10, so take it from the second 9, now you have 10 + 8. This is 18 (or 10 + 8). Now add the 80 and the 10 = 90 and then add on the 8. This is 98.
Have a go at doing some using numbers just up to 50, jotting them on plain paper, so 38 + 26 =
30 + 20 = a
8 + 6 = b
a + b =
Have a go at these questions. Show your working out as needed - don't be afraid to write down the process (like above), as this is an important step in making sure you understand and have calculated correctly.
Addition questions (Click here).
(There are two different levels of questions, using our Chilli Challenge method for sorting - so the 'mild' questions are easier, with 'hot' being harder. Choose which ones you think you can do.
Record them in your books (if collected) or on plain paper, first you need to write the date and LO (above) at the top of the page (just like we would in school).
Take a picture of your work and send it to me using Purple Mash email - I'll have a look, mark it and provide feedback.
Lesson 4
Yesterday, we went back over some addition work to help you better understand and then have go at solving problems using a given method. I know that some of you also found the subtraction/takeaway challenging, so we'll go back over some aspects of that today.
Now for takeaway or subtraction - this is harder, and something I know we hadn't done as much on before Christmas, but I know you can do it. Essentially, it is the opposite of addition, so whereas you know that the answer HAS to be more when adding, the answer when you subtrat is going to be LESS - because you are removing, or taking away, some of what you have got.
e.g. 64 - 52 =
Look at the first number: 64. We are going to subtract the 5 TENS or 50 in the second number by counting back in TENS (10s) from the first number, 5 times.
1 2 3 4 5
So 64, 54, 44, 34 ,24, 14
We've taken away the TENS (50) and now have to do the UNITS (2).
We take the 14 we have left and subtract the 2 UNITS.
14 - 2 = 12, so...
64 - 52 = 12.
If you are still not confident, watch this video.
Another way we have done this is to find the difference.
When the numbers are close together like these ones, you can count on from the lowest number up to the highest one. The difference is the answer. This is harder when the amounts are further apart, like 134 - 45 =, so we'll have a look at how we would solve this another day.
Today, I'd like you to use the methods we have looked at to solve these problems...there are three levels of questions, using our Chilli rating. Mild = Easiest, Spicy = Medium and Hot = Hardest. Feel free to choose one level and then if you think you can have a go at the next go for it. If you find one too hard, do the one below. Ext: Create your own Subtraction game like our Turtle one.
Record them in your books (if collected) or on plain paper, first you need to write the date and LO (above) at the top of the page (just like we would in school).
Take a picture of your work and send it to me using Purple Mash email - I'll have a look, mark it and provide feedback.
Lesson 5
As we reach the end of the week, I can see from the work you have submitted that many of you are now working more confidently - particularly with addition and we will do more on subtraction.
Understanding 'how' to add and subtract is important for so many other parts of Maths. It can help you with multiplication and division, identifying how many sides a shape has, fractions, time etc etc. The part I'd like us to focus on next is: problem solving.
We need to be able to use our knowledge and understanding of adding and taking - away to solve written problems, for example:
Rather than just doing 12 - 5 = ? we might have to read a problem like: If Tom has 12 apples and he gives 5 to his friends, how many does he have left?
We need to be able to identify 'what we have to do' (the operation, so + or -), 'how we are going to do it' (the method, so counting on/back, partitioning, finding the difference etc) and then recording our working out.
Have a look at this PowerPoint, which explains the steps to go through when solving a word problem - it is similar to what we have looked at in school when we were discussing the Abacus Maths tests (Read the question, read it again, identify what you have to do, choose the operation, read the question again to check, decide how to solve it, calculate, record - REMEMBER?).
Then, I'd like you to choose one of the different levels of addition and subtraction word problem challenge sheets to complete - there are 3 different difficulties (using our Chilli rating - the first sheet * is the easiest, so mild, the second ** is medium, or spicy, and the third *** is the hardest, or hot.)
Decide whether you are confident enough with + and - now to go straight in at *** hot or whether you could start with the ** medium/spicy and if you do well on those try the hot?
Addition/Subtraction Word Problem - Differentiated problems
Record them in your books (if collected) or on plain paper, first you need to write the date and LO (above) at the top of the page (just like we would in school).
Take a picture of your work and send it to me using Purple Mash email - I'll have a look, mark it and provide feedback.
ENGLISH
I know that some of you may not have seen/completed all of last week's work, so before moving on to this week's you need to at least have looked at/completed Days 3 to 5 of our work on Bob, The Man on the Moon. Scroll down this page to last week's work and have a look.
Lesson 1 - Reading
Last week we began to study a book called 'The man on the moon' by Simon Bartram.
Before we begin this week's work, can you think back to last week and try to remember everything we have learnt so far? Tell an adult if they are there with you or just get the ideas clear in your head.
So, what did you remember? Did you recall that we found out he was an astronaut who worked on the Moon? What sort of sweets did he like to buy from the shop and what did he read?
When we ask these sort of questions, to find out information, we call them comprehension questions. It is a way of checking your understanding of what you have read/seen or done.
I would like you to watch the video of the man reading the story to you again. Listen out particularly for the DETAILS. These are the bits of information that you need to know to fully understand the characters and the plot. Things like: How many friends does Bob meet up with? What colour is the alien in the crater? Could you answer these?
Our focus this week is INFERENCE. So, what is inference?
Inference is where we 'read between the lines' to gain a greater understanding of what we are looking at and to reach logical conclusions.
Click here to open a PowerPoint that will help you understand even more.
Now you have a better idea of what inference is, I have written some questions down about the story that require you to use 'inference' to work out the answers. Click here to open them.
Record them in your books (if collected) or on plain paper, first you need to write the date and LO (below) at the top of the page (just like we would in school).
11/01/2021
L.O To be able to make inferences from the text. CD: 1d
S.C 1. 2. 3. 4.
Think carefully about HANDWRITING and PRESENTATION - I will be checking!
Take a picture of your work and send it to me using Purple Mash email - I'll have a look, mark it and provide feedback.
Lessons 2 and 3 - Research for Writing
For the next two lessons, we are going to carry on with our writing tasks, linked to 'The Man on the Moon' text.
We now know that Bob is an astronaut who works on the moon (but that secretly he is really an alien). Whilst the book is fiction (made up), the place that the story is set (the moon) is very real and something that we look at almost every day (when the skies are clear enough), but what do you actually know about the moon?
I'd like you to do some research over the next two lessons all about the moon!
If we were in school, we would have looked at lots of different information books (non - fiction) and explored the features (Headings, sub-headings, labels, pictures, captions etc). Unfortunately, we can't do that, but there are other ways of finding out information. Can you think of any? (Asking someone, using the internet) You may have some books about the moon at home, but it is more liekly that you will need to use a search engine, like Google.
I’d like the children to research as many facts about the moon as they can, recording these in their book (if collected from school) or on plain paper. Please copy the LO and SC, and write the date you do it, onto the page.
Some good websites are:
www.bbc.co.uk/education/clips/zy89wmn
www.activityvillage.co.uk/neil-armstrong
www.dkfindout.com/uk/space/solar-system/moon/
www.primaryhomeworkhelp.co.uk/moon/facts.htm
www.homeworkhelp.stjohnssevenoaks.com/moon/phases.html
Write in full sentences, using neat handwriting and thinking about CL (capital letters) and FS (full stops), as well as all the other aspects we know to use in our writing (conjunctions like and, but, so/punctuation , !).
e.g. 'The moon is made out of cheese.' (it's not really!!!) Rather than 'Moon made cheese'.
Take a picture of your work and send it to me using Purple Mash email - I'll have a look, mark it and provide feedback.
We will be using these lists of facts in the next lesson, so keep them safe.
Lessons 4 and 5
So, you've done your research and found out all about the Moon, but what are you going to do with all that wonderful information now?!
Well, I’d like you to produce an information poster all about ‘The Moon’.
Firstly, how do I produce a poster? Watch this short video that explains in more detail - click here and then watch this Powerpoint, which contains some different/additional information to support you.
The main things you need to consider are summarised in this support document (click here).
Your poster must be on A4, so either in your book (if you have collected it - if not, please come and get one as you can record all your work in here rather than printing sheets etc) or on plain paper, but can be portrait or landscape.
It should include some (but not necessarily all) of the features you have learnt about above, but think about your audience - it needs to be bold, bright, eye-catching and give people lots of information about the Moon.
You can print off pictures, or draw them, but the information you write should be your own words (we have discussed plagiarism – copying someone else’s work and pretending it is your own).
L.O To use information gathered to create an information poster.
S.C 1. 2. 3. 4. 5.
Take a picture of your work and send it to me using Purple Mash email or save it in your folder - I'll have a look, mark it and provide feedback.
SPAG (Spelling, Punctuation, Grammar)/Phonics
Spellings
Think about which group you were in within school and choose the appropriate spellings.
Week One Spellings - Groups 1, 2 and 3
Week One Spellings - Group 4 (Hardest)
Phonics
Complete this Phase 5 Phonics booklet to refresh your memories about everything we covered last term, before we move on next week. I will post the answer booklet next week.
Grammar
- How to write command sentences
RE
Continuing our topic on 'Why are the symbols of heaven so important to Muslims?', can you remember what we learnt about last week? We learnt about the 'crescent moon' as a symbol for Islam.
This week, we are going to learn about Ramadan. Click on this link to open a PowerPoint that will help you to better understand what Ramadan is and why it is so important to Muslims.
Ramadan is an important month of the year when Muslims fast, which means going without anything to eat or drink. Muslims can eat and drink only when it is dark so they have a meal in the evening and get up before daylight to eat again. Then all through the day they do not eat or drink anything. At this time they think about how it feels to be hungry and they give money to help those who do not ever have enough food.
Think about some words to describe what it must feel like when Muslims fast and when people do not have enough to eat. (Hungry, weak, sad, proud etc).
Muslims use the time of Ramadan to help them think only of God and they try and read the Qur’an (Remember - this is the Holy Book of Islam, similar to the Bible for Christians) all the way through. Some people know the words from memory.
What does the word commitment mean?
It means when you are dedicated to something or someone, doing everything you can to make sure you go, support, contribute no matter what.
Click here for the recording sheet (although you could also just have it up on the screen and write the date, LO and questions, along with your answers, into the book you collected from school or on plain/lined paper).
Take a picture of your work and send it to me using Purple Mash email - I'll have a look, mark it and provide feedback.
HISTORY
We will be continuing our topic all about the 'Great Plague'.
For anyone who didn't get chance to do this lesson last week, or just wants to watch it again, I'd like you to watch this short (3 minute) video which will tell you all about the Plague and then go though the following Powerpoint, which will give you more details.
Last week, I asked you to email me a list of the 10 things that you'd like to find out more about during this topic. A huge thank you to everyone who sent these to me, I have begun to put a list together, but could do with a few more please - feel free to do this task and send your list to me (scroll down to last week's work to see what you have do).
This week, we are going to begin our journey proper. This means finding out the basics of what the Great Plague was, how and where it began, what happened and why it was so terrible etc. All of this information is in the video you watched earlier, but I have also got a PowerPoint that will give you further details and facts.
Use these two resources to help you to write down, in full sentences (Capital Letters, Full Stops, Punc etc), what you find out. I have included some prompts (things to help you) below;
When was the Great Plague (Dates)?
Where did it begin (countries)?
How/Why did it begin?
What transported the Plague to England?
Think about DETAIL - what else can you find out and tell me? Imagine I know nothing (not hard!) about this topic, so I need you to give me as much information as you can - How did the Plague spread?
Record your work in your books (if collected) or on plain/lined paper. First, you need to write the date and LO (below) at the top of the page (just like we would in school) and then record your findings.
L.O To know, and understand, the basics of the Great Plague.
S.C 1. 2. 3. 4.
Once completed, email a photo of your work to me so that I can check it, mark it and send it back to you with any feedback/comments.
SCIENCE
This week we are going to begin a new topic - 'Exploring Everyday materials'.
First, open up this PDF - all of our resources for lesson 1 are within this document.
Have a look at the picture of some wood on the slide 2.
What is this material? How do you know? What words would you use to describe this material?
Have a think about how you would describe this material - list some adjectives to describe the wood on the slide (e.g. hard, solid, smooth, etc.).
Repeat this with the other materials shown on the slides.
Now, have a look at the pictures of several different materials on the next slides (4 - 9). If you were going to organise these materials into two groups, how would you do it?
Discuss your ideas with someone else, if you can.
Have a look at the two groups of materials on slide 11. How do you think these materials have been organised? Tell someone (if you can) and then check to see if they were correct on slide 12. Repeat with another group of materials (slides 13 and 14).
Have a look at the Picture Sheet showing a variety of different materials. You are going to cut out the pictures and organise the materials according to your own criteria (reasons) and then stick the pictures in the correct place on worksheets 1A/B or C (Choose whichever one you think is appropriate for you).
Have a think about the different ways in which you have organised the materials into different groups. How easy was it to decide which material should go in each group? Were there any materials that could have fitted into both of the groups you chose?
Record your work in your books (if collected) or on plain/lined paper (or print the sheet if you want to).
First, you need to write the date and LO (below) at the top of the page (just like we would in school) and then record your findings.
L.O To be able to identify a variety of materials and sort them according to a variety of criteria.
S.C 1. 2. 3. 4.
Once completed, email a photo of your work to me so that I can check it, mark it and send it back to you with any feedback/comments.
MUSIC
For those that didn't get chance to do this last week (and if you did, just pick a different piece of music that you love - we'll begin our new unit next week), please read below...
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 or in an email (Purple Mash). Send it to me so I can see how you do.
COMPUTING
Right, this week we are going to begin a new Computing topic called 'Questioning'. I'd like you to have a think about the sort of house you live in. Do you know what type it is? What is it made of? If you're unsure, ask someone.
Then, have a look at the Types of Homes presentation from Purple Mash.
Now that you understand a little more about the different types of homes, I'd like you to answer the questions about your home on this sheet - All about my home.
Next week, we'll look at how we can present the information you gathered in different ways.
This week, if you haven't already, try some of the 'weekly activities' that 2Simple provide. Click here to go directly to the page, or once you're logged in look at the boxes on the right hand side of the page and there is one called 'Weekly Activities'. Click on this link and select 6 - 7 daily activities, then Week 1. Have fun!
ART
To begin our new topic, 'Icons', we need to familiarise ourselves with what we mean by a portrait.
I know that we talk about portrait and landscape in the classroom when thinking about which way round to put our paper - well, this is linked to Art and how artists/painters would draw or paint their subject matter. If they were drawing a landscape (the countryside usually) they needed their paper or canvas to wider than it was tall. if they drawing a person (a portrait) then they needed it to be taller than it was wide.
When we are thinking about drawing or painting a portrait, we tend to think of old fashioned artwork, hanging in a gallery and showing the olden days (think about any art galleries, stately homes or National Trust places you've been to). Well, that is because back in the olden days (way before I was born, before you ask!) they didn't have cameras so the only way to preserve what someone looked like was to draw or paint a portrait of them.
Our topic is going to focus on a special type of portrait, an 'icon', but we'll learn more about that next week. For this week, I'd like you to have a go at drawing your own portrait, focusing on just your head. This could be of someone in your house, you could find a picture of a person in a magazine/book and use that or could get a mirror and have a go at a self-portrait. I want you to do this on plain paper, with no teaching from me.
Once you've done this, I'd now like you to watch this PowerPoint. Click on each page and go through the instructions, slowly, doing exactly what it asks you to do. Take your time, don't worry about making any mistakes (have another go, rub it out etc) and create another portrait of the same person as before but this time using what I am sharing with you.
Put both portraits side by side and sit back and look at them both. Which one do YOU think is better or more accurate? Why?
Copy this learning objective and success criteria at the top of both pages, along with the date, and write some sentences underneath telling me how it felt to do both portraits (Which was easier/harder, enjoy/dislike etc).
L.O To learn how to accurately draw a portrait.
S.C 1. 2. 3. 4.
Once completed, email a photo of your work to me so that I can check it, mark it and send it back to you with any feedback/comments.
PE - Gymnastics
Warm up -
You'll need to be outside, or in some space for this lesson.
I'd like you to see if you can move around the room, slowly, using different movement styles: walk, jog, skip, gallop etc.
If there is someone else with you (brother/sister/adult) see if they will give you a command (if not then you can just choose which one to do):
String Bean - Stand in straight shape
Runner Bean - Running on the spot
Broad Bean - Stand in Star shape
Jumping Bean - Jumping on the spot
Baked Bean - Tuck on knees
Frozen Bean - Stop/freeze
Additional optional fun beans:
Jelly Bean - Wobble on the spot
French Bean - Bow saying “Ou la la”
Chilli Bean - Shiver on the spot
Skills Learning
Learn/Recap the correct names of the shapes:
• Straight – Body tall and thin, legs together and arms stretched beside ears.
• Tuck – Curl knees into chest, hold onto shins with legs together.
• Star – Arms and legs stretched out wide and as far away from each other.
Making Straight, Tuck and Star shapes on different body parts:
Can you think of different body parts you can use to perform the straight, tuck and star shapes on?
Explore straight, tuck and star using your ideas.
Can you make shapes on your: Back Tummy Bottom Knees Feet Side Shoulders Hands Hands/Feet?
Core Learning
Now select your favourite way of making each of the 3 shapes, and link them together into a sequence, remembering and repeating it exactly.
Remember - You need to hold the shapes for 3 seconds.
Can you show your routine to someone? Maybe they could take a photo (or video) and send it to me by email.
JIGSAW
I thought we could have a bit of fun this week! When I was in school on Thursday, I noticed that Jigsaw Jo was missing!!! A bit later on, when I logged into my emails, I saw that she had sent me some photos! It turns out that she's been wandering around school, as it is mostly empty, looking for things to do and photographing her adventures! Have a look at the photo's (If you click on them then you can see them much bigger) and see if you can work out:
1. Whereabouts in school Jigsaw Jo is?
2. What do you think she is doing? (Could you add a caption to each photo? I've done the first one for you.)
Watch this Powerpoint about 'Letter Writing' and then, do you think you could you write a letter to Jigsaw Jo to try and cheer her up?
If you go onto Purple Mash, there is a letter template you can use that I've set as a 2do, or you can download one here.
Think about 'sharing information' with her about what you've been doing, asking questions about what she's been doing and checking she is OK! Think about how you set your letter out (Date, greeting, content etc - see powerpoint).
Week Zero (January 2021)
Online Safety
The current situation means that we find ourselves all spending much more time accessing and/or using online platforms and resources in order to do our job, or to support our children with their 'home learning'. This creates additional worries around Online Safety and so we just wanted to point you in the right direction for guidance and advice when it comes to ensuring that both you, and your children, are as safe as can be.
The government has this week released information about keeping children safe online, which you can read here.
The supplementary guidance, specific to 'what you can do to stay safe online', can be read here.
We would also signpost you to our Online Safety page, which has a wealth of information on it. Click here.
General
Keep practising your times tables, and division facts, using TT Rockstars. https://play.ttrockstars.com/
READ - As often as you can! Read by yourself, to someone else, them reading to you, read in your head, read out loud. Read as many different books as you can.
Make sure you check for any new '2dos' on Purple Mash as well.
To upload onto Purple Mash
Sign onto Purple Mash and click on the ‘Work Tab’. Select ‘Upload’ and upload the file into the ‘My Work’ folder. Rename the document so that it has your child’s name followed by the relevant day so that I know what work I am looking at. Finally, copy the document into the following folder CLASS/2/Share folder. If you have any problems with this process, let me know.
Don't forget that there are also some great resources, including daily lessons, on BBC Bitesize now - Click here - as well as on the new Oak National Academy website - Click here.
This is a proposed timetable for how you 'could' structure your days. Every families circumstances are unique, so you will know and find what works best for you, but this is roughly what we would be doing in school. Where there is more than one lesson (Maths/English), you should take 'Lesson 1' as being for the first day of your isolation, regardless of what day it actually is. Stick to doing the Maths & English in order please, but the other subjects you can mix and match depending on what suits you best, but make sure you cover everything!
MATHS
Lesson 1
Carrying on with our work on Doubling and Halving, we are now going to look at how we can use this knowledge to help us with Fractions of shapes.
Watch this Powerpoint to help you better understand what a Fraction is and how they relate to doubles and halves.
Now see if you can complete the following activity, colouring in the required fraction of each shape - look carefully, some of them are quite challenging.
Take a picture of your work and send it to me using Purple Mash email - I'll have a look, mark it and provide feedback.
Lesson 2
Fractions are tricky to understand, so we are going to do some more work on finding fractions of shapes.
Today, I thought we would do something practical, but first watch this video to further develop our knowledge and understanding of fractions. www.bbc.co.uk/bitesize/topics/z3rbg82
I have added some sheets with a variety of shapes printed on them. If you can, print them out but, if not, then you can find some plain paper at home and draw around objects that match the shapes (circle, triangle, square, rectangle etc).
Shapes
Once you have the sheets with the shapes on them, cut out the shapes carefully and lay them flat.
Now, look carefully at each shape and see if you can fold it exactly in HALF. Can you see how there is now a neat line down the middle of the shape? You now have 2 halves (2 equal parts). 1/2 + 1/2 = 1 whole one. Now take that shape and fold it in half again. How many parts, or fractions, do you have now? (It should be 4). You have now split that shape into QUARTERS (4 equal parts). 1/4 + 1/4 + 1/4 + 1/4 = 1 whole one.
If you look carefully, how many of the quarters are the same as one half? (1/4 + 1/4 = 1/2 so 2/4 = 1/2). Don't worry too much about the numbers at the moment, this is just so that you begin to see the connection between the way we find fractions of shapes and then amounts.
Do the same with the other shapes, folding in half and then half again.
Now see if you can colour in 2 of the quarters (2/4) in one colour and the 1/2 in a different colour. Label each part clearly. Do the same for each shape.
Take a photo of your shapes and send it to me on Purple Mash email.
Tomorrow we're going to look at finding fractions of numbers/amounts.
Lesson 3
Today we are going to briefly recap our prior learning with a short quiz, before looking at finding half of a number/amount.
Click on the following link to open a lesson from Oak Academy.
The first thing you will see will be a page outlining the learning objective. Click on start lesson. Then, click on start quiz - you have to choose yes or no and click the correct circle next to your answer. You can click on 'view score' to see how you did.
Next, close the quiz and click on 'next' in the bottom right corner. Now watch the video by pressing play. After the video is finished, you will need to click next again, where you will then see a link (top right) to a worksheet (or you can click here to download it). Open the sheet and complete the task, splitting the given amounts into equal halves.
Finally, click next and there is another quick quiz for you to complete, allowing you to show everything you have learnt and checking your understanding.
Lesson 4
Following yesterday's lesson, watch this PowerPoint about Finding Fractions of amounts/numbers.
Using what you already know, see if you can work out half and/or quarter of these given amounts. Remember to show your working out (use the method shown at the top of the page - draw the amount in shapes and then share them equally).
Lesson 5
To end the week, I have got a set of Fractions cards to check and challenge your knowledge and understanding.
There are three sets of differentiated 'chilli' cards, ranging from 'nice and spicy' (easiest), to 'it's getting hot' (medium) and 'burning up!' (hardest). Have a look at them and decide which you feel confident to have a go at. If you complete a set why not have a go at the next set.
'Chilli Challenge Cards'
Email me using Purple Mash to tell me how you feel your 'fractions' learning went this week - are you 'thumbs up' (I am confident), 'thumbs in the middle' (I think I did ok, but would like to do more) or 'thumbs down' (I found this hard and am not confident)?
ENGLISH
Lesson 1
We are going to learn about 'time connectives' today. We have done lots of work on conjunctions in class (Remember: words that we use to join two sentences together, like 'and, but, so, because') and time connectives are special words that help us to understand and show the order in which something happened or needs to be done.
Have a look at this time connective mat and see how many of the different words or phrases you have heard of before. See if you can put them into a sentence and say it out loud to someone - does it make sense?
Now that you are clearer about what a time connective is and how to use them, I'd like you to see if you can order a set of instructions for 'having a bath'. Think carefully about the order that you do things. The time connectives will help you - for example, you wouldn't put 'Finally, dry yourself with a towel' as the first thing you did.
Using this worksheet, cut out each of the different statements and arrange them in the correct order. Read it back to yourself, or someone else if you can, to check it makes sense. Once you are confident it is correct, stick them down.
Take a picture of your work and send it to me using Purple Mash email - I'll have a look and let you know what I think.
Lesson 2
Following on from yesterday's work, we are going to look at what an 'imperative verb' is. The word 'imperative' is one of those BIG, fancy English words we always talk about, but it simply means 'bossy'. An imperative verb is where the action is like a command - you have to do it. For example: SIT down - sit is the verb, but the way that it is said instructs you to do it.
Can you think of any more imperative (bossy) verbs? List them down and then try to put them into a sentence, e.g. POUR - Pour the milk into the bowl.
Now that you know what an imperative verb is we need to look a bit more at what it does or is for.
Yesterday, you had to use the time connectives (can you remember) to order a set of instructions. Well, when writing instructions you need to use time connectives to show when someone does something, but the imperative verb tells them what they are doing, e.g.
First (time connective), WASH (imperative verb) your face with soap and water.
I'd like you to now think about when you make your breakfast. If you have cereal, what do you do first? Do you get your spoon, the milk or a bowl first? This is important.
Now, you are going to try and write down a set of instructions, using both time connectives and imperative verbs, for making you breakfast.
You can use the attached sheet (click here) for recording and then send me a photo of your finished work on Purple Mash email (I'll check and mark it) or you can use the Purple Mash template and just save it.
Lesson 3
Our main focus this half term will be on a multi-genre (meaning lots of different types of writing) unit called 'Helping Bob'. It is based around a fabulous book called 'The man on the moon' by Simon Bartram.
If we were in school, I would have a copy of the book and we would all read it together however, as this is not the case, I have found a copy online where the story is read to you. Therefore, I would like you to watch the video, listening carefully to the beginning, middle and ending of the story.
Once you have watched it through once, click here to open a Powerpoint outlining everything you need to know for this lesson.
Now watch the video again only, this time, you need to make some notes about the story. To do this you can use a plain piece of paper or, preferably, the attached sheet.
Lesson 4
Can you remember the story we watched yesterday? It was about a spaceman, or astronaut, called Bob. What do you remember that we found out about Bob and his life from the story - tell someone if they are around or look at the list you made yesterday and check.
Watch the video again and, as you do, have a think about what else you might want to find out about either Bob or his life/job. How could you do this?
Open this PowerPoint, which contains details of today's task, and follow the instructions. When you get to the part where you need to learn about different types of questioning, click here for a PowerPoint that will explain about 'open and closed' questions.
Remember, there are many different ways to begin a question (Who, What, Is it etc), but not all of them will be 'open' and therefore get you a detailed answer. Choose wisely.
Complete the given task.
Lesson 5
To end our first week, I'd like you to write a recount of Bob's day, in your own words. To do this, first have a look at this 'helpful hints' poster to remind yourself of the features of a recount.
Next, re-watch the video of the story (making any extra notes about details - times of things, how many eggs etc) so it is fresh in your mind (you can watch it as many times as you like if you need to - pausing it as you write might be a great help to ensure you get the order correct!?).
Using the Purple Mash writing template I have set as a 2do you should then try and re-write what happens throughout Bob's day in your own words. This is a great chance for you to use the time connectives we learnt about at the start of the week (remember - first, next, then etc) for ordering Bob's day.
For example;
Bob, is a tall man who lives on his own. He is also known as the 'man on the moon'. Every day, Bob gets up at 6am and has his breakfast, 2 eggs and a cup of tea. Next, he leaves for the launch pad and gets some chocolate toffees and a newspaper from the shop. He is going to work...on the moon!
Can you see that I have just re-written the story, but in my own words, changing the order slightly or using different words.
See how you get on...
SPAG (Phonics)/Reading
Complete this Phase 5 Phonics booklet to refresh your memories about everything we covered last term, before we move on next week. I will post the answer booklet next week.
COMPUTING/RE
Find out everything you can about the Crescent Moon symbol, and why it is so important to Muslims, that we learnt about on Monday.
Type up what you find out into an email (use Purple Mash) and send it to me. Remember, just because we are using email doesn't mean you don't need to check your spelling and punctuation. Make sure you write in FULL sentences - I'll be checking and will post some of your work on the noticeboard.
HISTORY
This term we will be learning all about the 'Great Plague' (Oooohhhhh!!!).
To start, I'd like you to watch this short (3 minute) video which will tell you all about it and then go though the following Powerpoint, which will give you more details.
Now that you know roughly what the Plague was, how it started and the effects it had, I'd like you to make a list of 10 things that you want to find out more about (for example: Samuel Pepys life, Where did the rats come from? How painful were the symptoms of the plague? Why was the mark red?)
Email this list to me, either as a document, a photo or within the email itself. I'll put together a list of all of the most popular topics and we'll make sure we learn about those things, as well as everything else we'll be covering!
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 or in an email (Purple Mash). Send it to me so I can see how you do.
Online Safety
The current situation means that we find ourselves all spending much more time accessing and/or using online platforms and resources in order to do our job, or to support our children with their 'home learning'. This creates additional worries around Online Safety and so we just wanted to point you in the right direction for guidance and advice when it comes to ensuring that both you, and your children, are as safe as can be.
The government has this week released information about keeping children safe online, which you can read here.
The supplementary guidance, specific to 'what you can do to stay safe online', can be read here.
We would also signpost you to our Online Safety page, which has a wealth of information on it. Click here.
General
Keep practising your times tables, and division facts, using TT Rockstars. https://play.ttrockstars.com/
READ - As often as you can! Read by yourself, to someone else, them reading to you, read in your head, read out loud. Read as many different books as you can.
Make sure you check for any new '2dos' on Purple Mash as well.
To upload onto Purple Mash
Sign onto Purple Mash and click on the ‘Work Tab’. Select ‘Upload’ and upload the file into the ‘My Work’ folder. Rename the document so that it has your child’s name followed by the relevant day so that I know what work I am looking at. Finally, copy the document into the following folder CLASS/2/Share folder. If you have any problems with this process, let me know.
Don't forget that there are also some great resources, including daily lessons, on BBC Bitesize now - Click here - as well as on the new Oak National Academy website - Click here.
This is a proposed timetable for how you 'could' structure your days. Every families circumstances are unique, so you will know and find what works best for you, but this is roughly what we would be doing in school. Where there is more than one lesson (Maths/English), you should take 'Lesson 1' as being for the first day of your isolation, regardless of what day it actually is. Stick to doing the Maths & English in order please, but the other subjects you can mix and match depending on what suits you best, but make sure you cover everything!
MATHS
Lesson 1
Carrying on with our work on Doubling and Halving, we are now going to look at how we can use this knowledge to help us with Fractions of shapes.
Watch this Powerpoint to help you better understand what a Fraction is and how they relate to doubles and halves.
Now see if you can complete the following activity, colouring in the required fraction of each shape - look carefully, some of them are quite challenging.
Take a picture of your work and send it to me using Purple Mash email - I'll have a look, mark it and provide feedback.
Lesson 2
Fractions are tricky to understand, so we are going to do some more work on finding fractions of shapes.
Today, I thought we would do something practical, but first watch this video to further develop our knowledge and understanding of fractions. www.bbc.co.uk/bitesize/topics/z3rbg82
I have added some sheets with a variety of shapes printed on them. If you can, print them out but, if not, then you can find some plain paper at home and draw around objects that match the shapes (circle, triangle, square, rectangle etc).
Shapes
Once you have the sheets with the shapes on them, cut out the shapes carefully and lay them flat.
Now, look carefully at each shape and see if you can fold it exactly in HALF. Can you see how there is now a neat line down the middle of the shape? You now have 2 halves (2 equal parts). 1/2 + 1/2 = 1 whole one. Now take that shape and fold it in half again. How many parts, or fractions, do you have now? (It should be 4). You have now split that shape into QUARTERS (4 equal parts). 1/4 + 1/4 + 1/4 + 1/4 = 1 whole one.
If you look carefully, how many of the quarters are the same as one half? (1/4 + 1/4 = 1/2 so 2/4 = 1/2). Don't worry too much about the numbers at the moment, this is just so that you begin to see the connection between the way we find fractions of shapes and then amounts.
Do the same with the other shapes, folding in half and then half again.
Now see if you can colour in 2 of the quarters (2/4) in one colour and the 1/2 in a different colour. Label each part clearly. Do the same for each shape.
Take a photo of your shapes and send it to me on Purple Mash email.
Tomorrow we're going to look at finding fractions of numbers/amounts.
Lesson 3
Today we are going to briefly recap our prior learning with a short quiz, before looking at finding half of a number/amount.
Click on the following link to open a lesson from Oak Academy.
The first thing you will see will be a page outlining the learning objective. Click on start lesson. Then, click on start quiz - you have to choose yes or no and click the correct circle next to your answer. You can click on 'view score' to see how you did.
Next, close the quiz and click on 'next' in the bottom right corner. Now watch the video by pressing play. After the video is finished, you will need to click next again, where you will then see a link (top right) to a worksheet (or you can click here to download it). Open the sheet and complete the task, splitting the given amounts into equal halves.
Finally, click next and there is another quick quiz for you to complete, allowing you to show everything you have learnt and checking your understanding.
Lesson 4
Following yesterday's lesson, watch this PowerPoint about Finding Fractions of amounts/numbers.
Using what you already know, see if you can work out half and/or quarter of these given amounts. Remember to show your working out (use the method shown at the top of the page - draw the amount in shapes and then share them equally).
Lesson 5
To end the week, I have got a set of Fractions cards to check and challenge your knowledge and understanding.
There are three sets of differentiated 'chilli' cards, ranging from 'nice and spicy' (easiest), to 'it's getting hot' (medium) and 'burning up!' (hardest). Have a look at them and decide which you feel confident to have a go at. If you complete a set why not have a go at the next set.
'Chilli Challenge Cards'
Email me using Purple Mash to tell me how you feel your 'fractions' learning went this week - are you 'thumbs up' (I am confident), 'thumbs in the middle' (I think I did ok, but would like to do more) or 'thumbs down' (I found this hard and am not confident)?
ENGLISH
Lesson 1
We are going to learn about 'time connectives' today. We have done lots of work on conjunctions in class (Remember: words that we use to join two sentences together, like 'and, but, so, because') and time connectives are special words that help us to understand and show the order in which something happened or needs to be done.
Have a look at this time connective mat and see how many of the different words or phrases you have heard of before. See if you can put them into a sentence and say it out loud to someone - does it make sense?
Now that you are clearer about what a time connective is and how to use them, I'd like you to see if you can order a set of instructions for 'having a bath'. Think carefully about the order that you do things. The time connectives will help you - for example, you wouldn't put 'Finally, dry yourself with a towel' as the first thing you did.
Using this worksheet, cut out each of the different statements and arrange them in the correct order. Read it back to yourself, or someone else if you can, to check it makes sense. Once you are confident it is correct, stick them down.
Take a picture of your work and send it to me using Purple Mash email - I'll have a look and let you know what I think.
Lesson 2
Following on from yesterday's work, we are going to look at what an 'imperative verb' is. The word 'imperative' is one of those BIG, fancy English words we always talk about, but it simply means 'bossy'. An imperative verb is where the action is like a command - you have to do it. For example: SIT down - sit is the verb, but the way that it is said instructs you to do it.
Can you think of any more imperative (bossy) verbs? List them down and then try to put them into a sentence, e.g. POUR - Pour the milk into the bowl.
Now that you know what an imperative verb is we need to look a bit more at what it does or is for.
Yesterday, you had to use the time connectives (can you remember) to order a set of instructions. Well, when writing instructions you need to use time connectives to show when someone does something, but the imperative verb tells them what they are doing, e.g.
First (time connective), WASH (imperative verb) your face with soap and water.
I'd like you to now think about when you make your breakfast. If you have cereal, what do you do first? Do you get your spoon, the milk or a bowl first? This is important.
Now, you are going to try and write down a set of instructions, using both time connectives and imperative verbs, for making you breakfast.
You can use the attached sheet (click here) for recording and then send me a photo of your finished work on Purple Mash email (I'll check and mark it) or you can use the Purple Mash template and just save it.
Lesson 3
Our main focus this half term will be on a multi-genre (meaning lots of different types of writing) unit called 'Helping Bob'. It is based around a fabulous book called 'The man on the moon' by Simon Bartram.
If we were in school, I would have a copy of the book and we would all read it together however, as this is not the case, I have found a copy online where the story is read to you. Therefore, I would like you to watch the video, listening carefully to the beginning, middle and ending of the story.
Once you have watched it through once, click here to open a Powerpoint outlining everything you need to know for this lesson.
Now watch the video again only, this time, you need to make some notes about the story. To do this you can use a plain piece of paper or, preferably, the attached sheet.
Lesson 4
Can you remember the story we watched yesterday? It was about a spaceman, or astronaut, called Bob. What do you remember that we found out about Bob and his life from the story - tell someone if they are around or look at the list you made yesterday and check.
Watch the video again and, as you do, have a think about what else you might want to find out about either Bob or his life/job. How could you do this?
Open this PowerPoint, which contains details of today's task, and follow the instructions. When you get to the part where you need to learn about different types of questioning, click here for a PowerPoint that will explain about 'open and closed' questions.
Remember, there are many different ways to begin a question (Who, What, Is it etc), but not all of them will be 'open' and therefore get you a detailed answer. Choose wisely.
Complete the given task.
Lesson 5
To end our first week, I'd like you to write a recount of Bob's day, in your own words. To do this, first have a look at this 'helpful hints' poster to remind yourself of the features of a recount.
Next, re-watch the video of the story (making any extra notes about details - times of things, how many eggs etc) so it is fresh in your mind (you can watch it as many times as you like if you need to - pausing it as you write might be a great help to ensure you get the order correct!?).
Using the Purple Mash writing template I have set as a 2do you should then try and re-write what happens throughout Bob's day in your own words. This is a great chance for you to use the time connectives we learnt about at the start of the week (remember - first, next, then etc) for ordering Bob's day.
For example;
Bob, is a tall man who lives on his own. He is also known as the 'man on the moon'. Every day, Bob gets up at 6am and has his breakfast, 2 eggs and a cup of tea. Next, he leaves for the launch pad and gets some chocolate toffees and a newspaper from the shop. He is going to work...on the moon!
Can you see that I have just re-written the story, but in my own words, changing the order slightly or using different words.
See how you get on...
SPAG (Phonics)/Reading
Complete this Phase 5 Phonics booklet to refresh your memories about everything we covered last term, before we move on next week. I will post the answer booklet next week.
COMPUTING/RE
Find out everything you can about the Crescent Moon symbol, and why it is so important to Muslims, that we learnt about on Monday.
Type up what you find out into an email (use Purple Mash) and send it to me. Remember, just because we are using email doesn't mean you don't need to check your spelling and punctuation. Make sure you write in FULL sentences - I'll be checking and will post some of your work on the noticeboard.
HISTORY
This term we will be learning all about the 'Great Plague' (Oooohhhhh!!!).
To start, I'd like you to watch this short (3 minute) video which will tell you all about it and then go though the following Powerpoint, which will give you more details.
Now that you know roughly what the Plague was, how it started and the effects it had, I'd like you to make a list of 10 things that you want to find out more about (for example: Samuel Pepys life, Where did the rats come from? How painful were the symptoms of the plague? Why was the mark red?)
Email this list to me, either as a document, a photo or within the email itself. I'll put together a list of all of the most popular topics and we'll make sure we learn about those things, as well as everything else we'll be covering!
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 or in an email (Purple Mash). Send it to me so I can see how you do.
Links to KS1 specific activities/games
Suggested Reading List - Year 2 (Also look on the Year 3 page for more challenging texts)
KS1 Reluctant Readers
A range of educational resources - www.topmarks.co.uk
A range of activities, covering different topics - www.bbc.co.uk/bitesize/levels/z3g4d2p
A range of activities, covering different topics -
www.crickweb.co.uk/Key-Stage-1.html
A range of games, puzzles and activities - www.bbc.co.uk/cbeebies
Maths Skills - https://uk.ixl.com/math/year-2
English Skills - https://uk.ixl.com/ela/year-2
Educational Companies offering free access to their resources:
Twinkl- www.twinkl.co.uk/blog/how-to-utilise-twinkl-during-the-coronavirus-shutdown-a-guide-for-schools
TTS Home Learning Activity Booklets - www.tts-group.co.uk/home+learning+activities.html
A list of educational companies offering free access to their software - https://kidsactivitiesblog.com/135609/list-of-education-companies-offering-free-subscriptions/
Classroom Secrets - https://classroomsecrets.co.uk/home-online-learning/
Teacher’s Pet - https://tpet.co.uk/latest-resources/
Tutortastic - www.tutortastic.co.uk/blog/homelearning
Phonicsplay - https://www.phonicsplay.co.uk/
The Body Coach (Daily PE Workouts) - https://www.youtube.com/channel/UCAxW1XT0iEJo0TYlRfn6rYQ
12 Museums/Art Galleries Virtual Tours A set of museums that are offering their virtual tours for free, allowing you/your children to visit without leaving home - https://www.travelandleisure.com/attractions/museums-galleries/museums-with-virtual-tours
As well as the structured/guided learning provided, or downloaded, there are many things you could do with, or get your child to do. Click on the link below for some ideas.
https://parentzone.org.uk/article/10-ways-safely-entertain-your-kids-home?utm_source=Parent+Zone+Newsletter&utm_campaign=d7c5afa46e-EMAIL_CAMPAIGN_2020_03_13_05_02&utm_medium=email&utm_term=0_1ee27d9000-d7c5afa46e-179516521
Twinkl- www.twinkl.co.uk/blog/how-to-utilise-twinkl-during-the-coronavirus-shutdown-a-guide-for-schools
TTS Home Learning Activity Booklets - www.tts-group.co.uk/home+learning+activities.html
A list of educational companies offering free access to their software - https://kidsactivitiesblog.com/135609/list-of-education-companies-offering-free-subscriptions/
Classroom Secrets - https://classroomsecrets.co.uk/home-online-learning/
Teacher’s Pet - https://tpet.co.uk/latest-resources/
Tutortastic - www.tutortastic.co.uk/blog/homelearning
Phonicsplay - https://www.phonicsplay.co.uk/
The Body Coach (Daily PE Workouts) - https://www.youtube.com/channel/UCAxW1XT0iEJo0TYlRfn6rYQ
12 Museums/Art Galleries Virtual Tours A set of museums that are offering their virtual tours for free, allowing you/your children to visit without leaving home - https://www.travelandleisure.com/attractions/museums-galleries/museums-with-virtual-tours
As well as the structured/guided learning provided, or downloaded, there are many things you could do with, or get your child to do. Click on the link below for some ideas.
https://parentzone.org.uk/article/10-ways-safely-entertain-your-kids-home?utm_source=Parent+Zone+Newsletter&utm_campaign=d7c5afa46e-EMAIL_CAMPAIGN_2020_03_13_05_02&utm_medium=email&utm_term=0_1ee27d9000-d7c5afa46e-179516521
Phase 2 Provision
The work provided below covers the 2 weeks of any isolation period.
School Closure Provision - Autumn 2020:
If you are reading this it will be due to the fact that, unfortunately, our Year 2 class 'bubble' has had to close because of either a 14 day isolation period as a result of a confirmed case or there has been a further partial/full lockdown of schools.
In response to the feedback of our survey, we have spent a large amount of time reflecting on our provision during the original lockdown and working out how best to amend, adapt and improve our provision, taking account of families individual circumstances and technical capabilities, as well as looking at how best to organise children's learning.
Staff have now created a 2 week 'remote learning' curriculum, closely aligned to what the children would have been learning in school, to ensure a seamless transition. This covers the full curriculum entitlement.
We are conscious that many of you may be trying to balance working from home with caring for your children, so we have provided work which can be accessed in a flexible way.
In order to support you and your child, staff will be available throughout the day to provide support to you and your child/ren via Purple Mash email, the Class Discussion Boards and, as appropriate, in future using other platforms (telephone/Microsoft Teams). Building on the systems introduced previously, staff will now also provide clear expectations over which work needs submitting to them (photos or documents attached) and they will then assess this and provide feedback, as appropriate.
If you are reading this it will be due to the fact that, unfortunately, our Year 2 class 'bubble' has had to close because of either a 14 day isolation period as a result of a confirmed case or there has been a further partial/full lockdown of schools.
In response to the feedback of our survey, we have spent a large amount of time reflecting on our provision during the original lockdown and working out how best to amend, adapt and improve our provision, taking account of families individual circumstances and technical capabilities, as well as looking at how best to organise children's learning.
Staff have now created a 2 week 'remote learning' curriculum, closely aligned to what the children would have been learning in school, to ensure a seamless transition. This covers the full curriculum entitlement.
We are conscious that many of you may be trying to balance working from home with caring for your children, so we have provided work which can be accessed in a flexible way.
In order to support you and your child, staff will be available throughout the day to provide support to you and your child/ren via Purple Mash email, the Class Discussion Boards and, as appropriate, in future using other platforms (telephone/Microsoft Teams). Building on the systems introduced previously, staff will now also provide clear expectations over which work needs submitting to them (photos or documents attached) and they will then assess this and provide feedback, as appropriate.
Christmas Week Closure (07/12/20)
Unfortunately, we find ourselves with the majority of the class now having to self-isolate at home for this last week of the Autumn term. We are very conscious that in - school we would have been completing numerous Christmas themed activities (cards, calendars, decorations and engaging in fun games etc) therefore, so they don't miss out, we will be providing a range of these for those at home to do, alongside our detailed remote learning provision. Whilst staff will, in line with our policy, be available during the school day to support children and offer feedback they will, in these most unusual circumstances, also have children in class to support, therefore we would suggest that any completed work be bought back into school in January so that staff can fully assess it properly.
Unfortunately, we find ourselves with the majority of the class now having to self-isolate at home for this last week of the Autumn term. We are very conscious that in - school we would have been completing numerous Christmas themed activities (cards, calendars, decorations and engaging in fun games etc) therefore, so they don't miss out, we will be providing a range of these for those at home to do, alongside our detailed remote learning provision. Whilst staff will, in line with our policy, be available during the school day to support children and offer feedback they will, in these most unusual circumstances, also have children in class to support, therefore we would suggest that any completed work be bought back into school in January so that staff can fully assess it properly.
Spiritual Thoughts
|
Christmas Service
As we cannot have our Church Service this year, Reverend Stuart has knindly recorded a short Christmas message for the children and families of George Fentham. Click on the link to watch his message. www.youtube.com/watch?v=ORu4n3fE3Rs Church of England - 'Comfort & Joy' video As we approach Christmas, celebrate the greatest story of all. Wherever you are, however you can celebrate, the Christ Child's promise of comfort and joy is for you. www.youtube.com/watch?v=zTtYrCqBnhg&feature=youtu.be Shared by Reverend Stuart. |
Week One (December 2020)
Online Safety
The current situation means that we find ourselves all spending much more time accessing and/or using online platforms and resources in order to do our job, or to support our children with their 'home learning'. This creates additional worries around Online Safety and so we just wanted to point you in the right direction for guidance and advice when it comes to ensuring that both you, and your children, are as safe as can be.
The government has this week released information about keeping children safe online, which you can read here.
The supplementary guidance, specific to 'what you can do to stay safe online', can be read here.
We would also signpost you to our Online Safety page, which has a wealth of information on it. Click here.
General
Keep practising your times tables, and division facts, using TT Rockstars. https://play.ttrockstars.com/
READ - As often as you can! Read by yourself, to someone else, them reading to you, read in your head, read out loud. Read as many different books as you can.
Make sure you check for any new '2dos' on Purple Mash as well.
To upload onto Purple Mash
Sign onto Purple Mash and click on the ‘Work Tab’. Select ‘Upload’ and upload the file into the ‘My Work’ folder. Rename the document so that it has your child’s name followed by the relevant day so that I know what work I am looking at. Finally, copy the document into the following folder CLASS/3/Share folder. If you have any problems with this process, let me know.
Don't forget that there are also some great resources, including daily lessons, on BBC Bitesize now - Click here - as well as on the new Oak National Academy website - Click here.
This is a proposed timetable for how you 'could' structure your days. Every families circumstances are unique, so you will know and find what works best for you, but this is roughly what we would be doing in school. Where there is more than one lesson (Maths/English), you should take 'Lesson 1' as being for the first day of your isolation, regardless of what day it actually is.
MATHS
Following on from our previous work, this week, we're going to really focus in on 'time'. As a concept, this is often a hard one to crack so in school we would keep going back, revising what we already know and then looking to learn a new aspect.
Lesson 1 & 2
First, I'd like you to use this template to try and make your own clock. Using what you already know, think about where the numbers go and what they represent (hours/minutes). Make sure that you're accurate.
If you have the right materials at home, you could also try making this more interactive one - www.muminthemadhouse.com/make-paper-plate-clock/
Once you've, hopefully, made your own clock, you can use it to support you when working through the time questions below. Think about where the hands would be for each time.
Now, to begin with, try watching this BBC clip www.bbc.co.uk/bitesize/topics/zhk82hv/articles/zcmdwxs or this one from Youtube all about 'telling the time'. This will refresh your memory and put you in a good place ready for tomorrow.
Lesson 3
Watch Powerpoint 1, which is all about telling the time to the hour and then watch Powerpoint 2, which focuses on telling the time to Half Hour.
Then, work your way through the range of challenges, selecting the one you think is appropriate for you, but - Green Blue/Purple Orange
Lesson 4
Powerpoint 3 shows telling the time to Quarter past and Quarter to. You also need to begin to understand how the 'time' in a day can be split into two halves - am and pm, both with 12 hours in - and that this can also be shown on a digital clock. Click here to watch a short video clip explaining this.
Then, have a go at completing these questions, recording the hands accurately on the clock faces. 1/4 Past and to.
Challenge - See if you can record the digital times as well.
Lesson 5
Watch this video clip, recapping general time and then focusing on telling the time to 5 minute increments (parts). Have a go at setting times to 5 minutes on your clock, and/or ask someone in your house to set it to a time and then show you. Can you tell them the time?
Have a go at the following set of problems.
ENGLISH
As part of our preparation for our Non-Fiction unit, we are going to examine the features of this genre, explore the text type in more detail.
Lesson 1
Information or non-fiction texts contain facts. They are based on real-life, rather than being made-up. They have lots of specific features that we need to make sure we remember/learn.
Watch this Powerpoint to refresh your memory about the features of a non-fiction text. Have a look at this poster as well, which should also help you as it summarises/explains the features for you.
We're going to focus on an information text about 'Dinosaurs' to begin with, so I would like you to watch/read this e-book called 'Dinosaurs' (PDF version here). As you watch/read, see if you can identify the features and complete this sheet.
Lesson 2
Following on from yesterday's lesson, I'd like you to watch/read the e-book called 'Dinosaurs' again. This time, think about what you like or don't like about the text, and why? Favourite bit? Jot down anything you are unsure about and either ask an adult at home, look it up on the internet (remembering our Online Safety rules and asking for permission first) or message me.
Complete the Book Review template here, or use the one I have set as a 2do.
Lesson 3
As our focus is on 'Dinosaurs', I would like you to watch these two Powerpoints now. Think about everything you now know about the features of non-fiction/information texts and see if you can spot any of them within the Powerpoints.
- What is a Dinosaur?
- Dinosaur names.
Our focus today is on 'labels'. In information books, a label is used to show you what a particular part of an image/diagram is. For example: In a picture of a plant (think back to our Science work), you might have a line or an arrow drawn to a part of the plant and the label (word or short phrase) would say 'leaf', 'roots' or 'stem' etc. It tells you what the bit is.
Then, using what you now know about Dinosaurs can you complete the worksheet, labelling the Dinosaurs?
Lesson 4
Have a look at this Powerpoint all about what different types of Dinosaurs eat. Now see if you can use the Powerpoint information to complete this sorting activity. Cut out the Dinosaurs and place them in the correct section, based on the information you know.
Lesson 5
Today, a couple of fun activities for you to choose from or do all of them?!
The first is a Dinosaur Information matching game. See if you can complete it yourself, just using the information to match up with the images and then maybe play with someone else.
The second is a writing activity. Using everything you have learnt this week, and the word prompts on the sheets, see if you can write about the Dinosaurs. Remember: Capital Letters, Full Stops, Punctuation, Conjunctions etc.
SPAG (Phonics)/Reading
- Prefixes - Suffixes - How to use the suffix -ly
COMPUTING
We have finished our units for this term, but I have set you a range of 2dos on Purple Mash that you can complete. These are linked to both what we have been doing in Computing as well as in other subject areas, plus there are some Christmas based activities here - www.purplemash.com/#tab/pm-home/christmas
ART/Design & Technology
As it is the last week, I thought that a large part of what we would do should be around Christmas and the activities that we would have been doing in school, so:
Christmas Cards - If we had been in school then we would have been making Christmas Cards this week. I thought it might be fun to do a Snowman themed one - if you click on the links below you can access the resources needed to make your own at home.
Snowman outline
Snowman Christmas Card Instructions
If you don't have the resources for this card, or just fancy doing something different, you can use these ideas (click link) or create your own design - make sure to send me a picture of it on Purple Mash email.
Calendars - Thank you to all of you who completed your homework last week. Unfortunately, these are all now locked in school!!!! However, I am sure you can all remember the dates, events and images that you wanted to use, so use the template I have created to make your own 2021 calendar (instructions within the link).
Planning template
Calendar template - This is the tricky part, but it is worth it! Using your planning sheet, can you now type in the information (e.g: Dad's birthday - If it is on 17th May, go to that date in the calendar and type it in the correct box. Remember - you can change the size of the font.) onto the Calendar template (Click the highlighted link)?
Do this for every important date/event you have and then you can focus on the pictures. Here, you can find an appropriate image on Google images and copy and paste it directly into your calendar frame - remember that pictures go in the box at the top of the page.
I have included an example of one produced by a child a few years ago to help you see - Example Calendar.
RE
We learnt about the Nativity story last week in RE and you produced some FABULOUS storyboards detailing each part of the story.
Now, I would like you to create a poster. Refresh your memory about the features of a poster by watching this video link and reading this checklist.
Open this document that will explain what your poster is for and what it needs to contain, then produce your own poster. Send me a picture on Purple Mash email if you want or bring it in and show me in January.
MUSIC
This is possibly the best task of all. I'd like you to pick your favourite Christmas song/s and sing them loud and dance around your house.
See if you can pick out the following elements:
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.
PE
As we reach the final stretch (see what I did there?), our partners at South Solihull School Sports Partnership have put together a fun resource to support children with being active - The 12 Days of 'Fitmas'. Click on this link to open up the resources and see if you can get active every day this week (and for the 12 days up to Christmas)?!
Christmas Stuff
Click on the links below...
Party Hats - It would have been the Christmas lunch and party hat day on Wednesday, so make your own (or use the link) and wear it at home. Send me some photos.
Wordsearch - Try to find all of the Christmassy words.
Colouring - Who doesn't like colouring? See if you can create a wonderful Christmas scene, using your best colouring!
Make your own Nativity - Click on the three links to get all of the parts needed to make your own Nativity scene. Colour it in beautifully, cut each part out and then put it together.
Section 1 Section 2 Section 3
Have a look at the one that Seb created with me in school...
Online Safety
The current situation means that we find ourselves all spending much more time accessing and/or using online platforms and resources in order to do our job, or to support our children with their 'home learning'. This creates additional worries around Online Safety and so we just wanted to point you in the right direction for guidance and advice when it comes to ensuring that both you, and your children, are as safe as can be.
The government has this week released information about keeping children safe online, which you can read here.
The supplementary guidance, specific to 'what you can do to stay safe online', can be read here.
We would also signpost you to our Online Safety page, which has a wealth of information on it. Click here.
General
Keep practising your times tables, and division facts, using TT Rockstars. https://play.ttrockstars.com/
READ - As often as you can! Read by yourself, to someone else, them reading to you, read in your head, read out loud. Read as many different books as you can.
Make sure you check for any new '2dos' on Purple Mash as well.
To upload onto Purple Mash
Sign onto Purple Mash and click on the ‘Work Tab’. Select ‘Upload’ and upload the file into the ‘My Work’ folder. Rename the document so that it has your child’s name followed by the relevant day so that I know what work I am looking at. Finally, copy the document into the following folder CLASS/3/Share folder. If you have any problems with this process, let me know.
Don't forget that there are also some great resources, including daily lessons, on BBC Bitesize now - Click here - as well as on the new Oak National Academy website - Click here.
This is a proposed timetable for how you 'could' structure your days. Every families circumstances are unique, so you will know and find what works best for you, but this is roughly what we would be doing in school. Where there is more than one lesson (Maths/English), you should take 'Lesson 1' as being for the first day of your isolation, regardless of what day it actually is.
MATHS
Following on from our previous work, this week, we're going to really focus in on 'time'. As a concept, this is often a hard one to crack so in school we would keep going back, revising what we already know and then looking to learn a new aspect.
Lesson 1 & 2
First, I'd like you to use this template to try and make your own clock. Using what you already know, think about where the numbers go and what they represent (hours/minutes). Make sure that you're accurate.
If you have the right materials at home, you could also try making this more interactive one - www.muminthemadhouse.com/make-paper-plate-clock/
Once you've, hopefully, made your own clock, you can use it to support you when working through the time questions below. Think about where the hands would be for each time.
Now, to begin with, try watching this BBC clip www.bbc.co.uk/bitesize/topics/zhk82hv/articles/zcmdwxs or this one from Youtube all about 'telling the time'. This will refresh your memory and put you in a good place ready for tomorrow.
Lesson 3
Watch Powerpoint 1, which is all about telling the time to the hour and then watch Powerpoint 2, which focuses on telling the time to Half Hour.
Then, work your way through the range of challenges, selecting the one you think is appropriate for you, but - Green Blue/Purple Orange
Lesson 4
Powerpoint 3 shows telling the time to Quarter past and Quarter to. You also need to begin to understand how the 'time' in a day can be split into two halves - am and pm, both with 12 hours in - and that this can also be shown on a digital clock. Click here to watch a short video clip explaining this.
Then, have a go at completing these questions, recording the hands accurately on the clock faces. 1/4 Past and to.
Challenge - See if you can record the digital times as well.
Lesson 5
Watch this video clip, recapping general time and then focusing on telling the time to 5 minute increments (parts). Have a go at setting times to 5 minutes on your clock, and/or ask someone in your house to set it to a time and then show you. Can you tell them the time?
Have a go at the following set of problems.
ENGLISH
As part of our preparation for our Non-Fiction unit, we are going to examine the features of this genre, explore the text type in more detail.
Lesson 1
Information or non-fiction texts contain facts. They are based on real-life, rather than being made-up. They have lots of specific features that we need to make sure we remember/learn.
Watch this Powerpoint to refresh your memory about the features of a non-fiction text. Have a look at this poster as well, which should also help you as it summarises/explains the features for you.
We're going to focus on an information text about 'Dinosaurs' to begin with, so I would like you to watch/read this e-book called 'Dinosaurs' (PDF version here). As you watch/read, see if you can identify the features and complete this sheet.
Lesson 2
Following on from yesterday's lesson, I'd like you to watch/read the e-book called 'Dinosaurs' again. This time, think about what you like or don't like about the text, and why? Favourite bit? Jot down anything you are unsure about and either ask an adult at home, look it up on the internet (remembering our Online Safety rules and asking for permission first) or message me.
Complete the Book Review template here, or use the one I have set as a 2do.
Lesson 3
As our focus is on 'Dinosaurs', I would like you to watch these two Powerpoints now. Think about everything you now know about the features of non-fiction/information texts and see if you can spot any of them within the Powerpoints.
- What is a Dinosaur?
- Dinosaur names.
Our focus today is on 'labels'. In information books, a label is used to show you what a particular part of an image/diagram is. For example: In a picture of a plant (think back to our Science work), you might have a line or an arrow drawn to a part of the plant and the label (word or short phrase) would say 'leaf', 'roots' or 'stem' etc. It tells you what the bit is.
Then, using what you now know about Dinosaurs can you complete the worksheet, labelling the Dinosaurs?
Lesson 4
Have a look at this Powerpoint all about what different types of Dinosaurs eat. Now see if you can use the Powerpoint information to complete this sorting activity. Cut out the Dinosaurs and place them in the correct section, based on the information you know.
Lesson 5
Today, a couple of fun activities for you to choose from or do all of them?!
The first is a Dinosaur Information matching game. See if you can complete it yourself, just using the information to match up with the images and then maybe play with someone else.
The second is a writing activity. Using everything you have learnt this week, and the word prompts on the sheets, see if you can write about the Dinosaurs. Remember: Capital Letters, Full Stops, Punctuation, Conjunctions etc.
SPAG (Phonics)/Reading
- Prefixes - Suffixes - How to use the suffix -ly
COMPUTING
We have finished our units for this term, but I have set you a range of 2dos on Purple Mash that you can complete. These are linked to both what we have been doing in Computing as well as in other subject areas, plus there are some Christmas based activities here - www.purplemash.com/#tab/pm-home/christmas
ART/Design & Technology
As it is the last week, I thought that a large part of what we would do should be around Christmas and the activities that we would have been doing in school, so:
Christmas Cards - If we had been in school then we would have been making Christmas Cards this week. I thought it might be fun to do a Snowman themed one - if you click on the links below you can access the resources needed to make your own at home.
Snowman outline
Snowman Christmas Card Instructions
If you don't have the resources for this card, or just fancy doing something different, you can use these ideas (click link) or create your own design - make sure to send me a picture of it on Purple Mash email.
Calendars - Thank you to all of you who completed your homework last week. Unfortunately, these are all now locked in school!!!! However, I am sure you can all remember the dates, events and images that you wanted to use, so use the template I have created to make your own 2021 calendar (instructions within the link).
Planning template
Calendar template - This is the tricky part, but it is worth it! Using your planning sheet, can you now type in the information (e.g: Dad's birthday - If it is on 17th May, go to that date in the calendar and type it in the correct box. Remember - you can change the size of the font.) onto the Calendar template (Click the highlighted link)?
Do this for every important date/event you have and then you can focus on the pictures. Here, you can find an appropriate image on Google images and copy and paste it directly into your calendar frame - remember that pictures go in the box at the top of the page.
I have included an example of one produced by a child a few years ago to help you see - Example Calendar.
RE
We learnt about the Nativity story last week in RE and you produced some FABULOUS storyboards detailing each part of the story.
Now, I would like you to create a poster. Refresh your memory about the features of a poster by watching this video link and reading this checklist.
Open this document that will explain what your poster is for and what it needs to contain, then produce your own poster. Send me a picture on Purple Mash email if you want or bring it in and show me in January.
MUSIC
This is possibly the best task of all. I'd like you to pick your favourite Christmas song/s and sing them loud and dance around your house.
See if you can pick out the following elements:
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.
PE
As we reach the final stretch (see what I did there?), our partners at South Solihull School Sports Partnership have put together a fun resource to support children with being active - The 12 Days of 'Fitmas'. Click on this link to open up the resources and see if you can get active every day this week (and for the 12 days up to Christmas)?!
Christmas Stuff
Click on the links below...
Party Hats - It would have been the Christmas lunch and party hat day on Wednesday, so make your own (or use the link) and wear it at home. Send me some photos.
Wordsearch - Try to find all of the Christmassy words.
Colouring - Who doesn't like colouring? See if you can create a wonderful Christmas scene, using your best colouring!
Make your own Nativity - Click on the three links to get all of the parts needed to make your own Nativity scene. Colour it in beautifully, cut each part out and then put it together.
Section 1 Section 2 Section 3
Have a look at the one that Seb created with me in school...
