Year 1 Home Learning Archive

Friday 15.05.20

Reading – Rhymes in poetry

This lesson plan is taken from one on the Hamilton Trust learning from home packs. 

Task 1 Reading Time:  Read the two poems, If I should meet a crocodile and The Vulture.

- What things do the poems have in common?

- Which do you like the best?  Why is that?

Task 2 Rhyming time: Use a coloured pen to highlight the pairs of rhyming words in The Vulture.  If you can’t print the sheet, just record the pairs of words down together.

- You can check that you have found all the words by looking at the words at the top of the table on the worksheet. 

- Now complete the worksheet by reading the other words in the box below the table. Copy each into the correct rhyme section. Can you think of any other rhyming words that you could add?  Don’t forget that don’t have to print the worksheet you can record the answers in a list.

Additional fun activity: 

- Stick a paper plate onto a large piece of paper or draw round a big plate on a piece of paper so that you have a plate shape.

- On your plate, draw what horrible things you think a crocodile or a vulture’s dinner might contain!  Write some sentences or labels next to the plate to explain what gruesome objects they are eating.



Class 3 Maths

Today we are going to be doubling numbers and writing the addition sentences to show what we have done.

1. Go through the powerpoint then complete the first page of the task sheet by drawing in the spots on the ladybird to complete the double, and write the number sentence to match.
Challenge – some of you might be able to see a link with the double always being “2 lots of xxx” and therefore, also be able to write in the multiplication sentence that each ladybird shows (2x…=…).

2. After completing the first page which is practising becoming fluent at making doubles, have a go at applying your knowledge to some Reasoning and Problem Solving questions. Don’t forget that it is really good to use jottings to help you work things out, and to use sentences to explain your thinking!

After this session, you need to keep practising your doubling facts so that you know them really quickly without thinking. Hit the Button is a good app for practising this, and if you have accessed the Twinkl website during this lockdown period, you might like to try the following game



Class 4 Maths – Multiplication and Division

Today we are going to continue to work on adding equal groups. 

Warm-up:  Practise drawing equal groups of 2 and writing the matching repeated addition sums.

Adding Equal groups:  Let’s review what we learnt yesterday.  Work through the slides.  Think very carefully about how many groups there are and how many objects are in each group.  In these slides you will be introduced to bar models for repeated addition.  The parts at the bottom of the bar model add up to make the total at the top.

Worksheet:  Complete the sentences. Check your answers using a number line.

Extension:  For a real challenge try and complete the table which also includes bar modelling.  (You need to draw the bar model if you are not able to print the task)






We have been loving Andy’s Wild Workouts in school this week! If you haven’t tried one of these before (and you fancy a change from Joe Wicks), you can find Andy’s Wild Workouts on BBC iPlayer. They’re quite short, so best followed up with a session of Just Dance (youtube), GoNoodle or BBC Supermovers.

Alternatively, you can be inspired from Tuesday’s practical maths session and set up a circuits routine with 5 stations (eg.jumping backwards and forwards over a sock; star jumps; bouncing a ball against a wall and catching it; skipping; leaping up from a squat; moving like a crab between two objects; bunny hops etc). Spend 1minute at a station then have 1 minute’s rest before moving on to the next activity. Can you complete the circuit 3 times?


We are very aware that during this unprecedented time the children are experiencing a roller-coaster of emotions. Lots of them will have been very open with you and confident about sharing their worries, while others may have been withdrawn and struggled to voice their thoughts.

Our PSHE sessions in school comprise a circle time in which the children are able to share their thoughts and questions within a safe environment. Sometimes all we do is talk, while other times involve completing activities.

Today we would like you to read the ‘Everybody Worries’ story by following the link at the bottom; then use the powerpoint attached to support a conversation with your child as to their current worries and concerns surrounding the current situation, particularly in light of returning to school in the future. You might also find it helpful to use the worksheets attached to scribe their thoughts for your own use.

Everybody Worries story: 



Thursday 14.05.20


This week we are practising Common Exception Words again – those “Tricky Bug words” that we just need to know!

Tasks: Go through the powerpoint to practise quickly reading the Year 1 Common Exception words, then complete the task attached, identifying 11 misspelt common exception words in a piece of text and then self-identifying any of these words that you find particularly tricky to remember to spell and then practising these for your own spelling test at home.

You might also like to explore the common exception word (CEW) games on the phonics play website, or search for Mr Thorne’s phonics on youtube and take a look at his videos on these tricky words.



Class 3 Maths

Today we are going to be thinking about making ‘doubles’ of numbers.

Task: Go through the powerpoint attached to introduce what doubles are and then complete some of the practical tasks suggested below to explore and consolidate this knowledge further. If we were in school, we would be completing all of these tasks as a carousel of activities in the lesson, including creating a display from the doubled butterflies.
(In tomorrow’s lesson we will consolidate this learning by writing number sentences to describe doubles and applying this knowledge to reasoning and problem solving questions.)

Practical Tasks to select from:

  • Make a butterfly display for your wall or window by drawing/cutting out 12 butterfly templates and drawing or finger painting dots on their wings, starting with just 1 spot on the first butterfly’s wing. Don’t forget to double the number by drawing the same again on the other wing. (You could also do this by painting the dots on one wing, then folding the paper over and smoothing down so the pattern is doubled on the other wing!) …see picture at the end of the powerpoint as to what we would have been aiming to create in the classroom.
  • Ask an adult to give you a number for you to double using lego bricks, peas, pencils, pegs etc. After doubling the number, how many do you have now?
  • If you have a set of dominoes, can you pick out the
    doubles and find any near-doubles?
  • Roll a dice and see if you can double the number
    and write a number sentence to show what you did
    (eg. 3 + 3 = 6)
    Challenge – can you roll 2 dice and still double the numbers?

You might like to wrap up the session by playing the doubling game attached. If you are able to print this (or you could make your own version!), it’s one to keep handy for a quick and easy way to practise doubles number facts.




Class 4 Maths – Multiplication and Division

Today we are going to work on adding equal groups. 

Warm-up:  Let’s get moving and revise counting to 100 with Jack Hartmann -

Adding Equal groups:  Today we are going to be looking at pictures that have groups of equal objects and using these to made adding sums.  These sums are also known as repeated addition because you are adding the same number repeatedly.  Look at the slides and work through the questions.  You might want to look at the answers on the first and second question to help you work-out what you need to do. 

Practical:  Today we are going to work with equal groups of 2, 5 and 10.  Select a picture card (it’s ok if you can’t print it) and write the corresponding repeated addition sum.  For a further challenge, children may also draw a picture representation of their groups.  Below is an example of how you could set out your work.  If you can’t print the cards, just write out the repeated addition and perhaps a picture representation.




Art – Mrs. Millichip’s Activities

Mrs. Millichip has been busy looking for lovely art and craft activities for you to try.

Please choose one of the activities below to try.

Activity 1: Make your own Milk Carton Birdhouse + Bird Feeder by following the instructions on

Activity 2: Make your own jellyfish suncatcher by following the instructions on

Activity 3: Make your own salt dough starfish by following the instructions on

Activity 4: This week we have been written a setting description describing where Tiddler lives.  Can you create your own Under the Sea setting picture? You could draw, collage, paint or use any other resources you might have at home.

Wednesday 13.05.20

Writing – Setting description

Today we are going to write a setting description to describe where Tiddler lives.  Remember that we are describing Tiddler’s home so his name should appear in the description.  You can use your imagination also and include things that might not necessarily be in the book.  Please try and use adjectives in you writing and make sure that you use yesterday’s plan to help you.

Here are some ideas for things that you could include in your writing.

What can Tiddler see when he looks around him?

What can Tiddler touch with his fins?

What are the other sea creatures doing?  How are they moving?

Are there any places that Tiddler likes to go to?  What’s it like there?

Are there any places that Tiddler doesn’t like to go there?  Why not?

Extension: Can you show that you are writing for an audience e.g. Let’s go on a journey around Tiddler’s home.  You would love to live here because…

Class 3 Maths

Parents, following on from using the multiplication symbol during last week’s lessons, today we will be starting to think about learning times tables ahead of the move to Year 2. The expectation for Year 1s is that they move to Year 2 with a secure knowledge of the 10, 2 and 5 Times Table. Once we have completed today’s work, the children will be expected to continue practising their times tables at home, and we will complete weekly practise in school by chanting times tables in lessons, using different apps, completing times table wheels, and completing ‘perfect practise’ exercises at the starts of lessons in which the children write the tables in order, seeing how far they can get in 2mins etc, starting from different places within each times table.

If we were in school today, we would be spending the lesson systematically exploring each of the 10, 2 and 5 times table in order to create a list for us to learn. There is certainly a monotony to this task (and definitely when it comes to reciting tables parrot fashion) but this is also referred to as ‘perfect practise’ and is necessary to help the children retain the information. Practise, practise, practise is the only way the children will learn their times tables!

Task: In your Home Learning Book, or on sheets of paper, we are going to systematically (in order) work out each of the 10, 2 and 5 times tables. We are going to start at 0 lots of X and go up to 12 lots of X.
For each sentence, you might like to draw an array so you can visualise adding X more every time, or you might be able to add it on in your head (see sheet attached for what this could look like in your book).
Don’t forget to look for the patterns in each table (10 times table of end with 0; 5 times table has a pattern of 5 and 0 at the end; 2 times table repeats after 8 at the end).

Once you have created each times table, we need to start chanting it every day (“4 times 10 is 40” etc) and learning it so that we know them in order and can instantly recall the facts at random.

You also might like to use the resources below to help you practise your times tables at home. There are also lots of good apps for practising your times tables. In class we will use Hit the Button and Numbots, and when you are in Year 2 you will be using Times Table Rockstars every week to test your knowledge










Class 4 Maths – Multiplication and Division

Today we are going to work on making equal groups. 

Warm-up:  Get some counting objects for example lego bricks and some plates.  Practice sharing the objects between 2, 3 and 4.  Practise different ways of sharing e.g. can you make 3 groups of 2 lego pieces?  How many lego pieces have you used?  How many objects do you use if you have 4 pieces of lego on two plates?  Remember, equal means the same – each plate should have the same number of objects.

Making Equal groups:  Have a go at the questions of the ppt.  Make sure that you are really confident with the words ‘equal’, ‘unequal’ and ‘groups’ before you have a go at the worksheet.

Worksheet: Look at the pictures carefully and decide if the groups are equal or unequal.  Record this on your sheet or in your book.

Extension: Look at the pictures and complete the sentences.  When you have done this, look at the pictures in task 2 and continue drawing equal groups.  Again this can be recorded on the sheet or in your book




Science - Plants

So far this half term, we have identified and named wild and garden flowers; trees and plants we commonly eat. Today we are going to think about the different parts that make up a plant – those things that all plants have. We are going to be naming them, finding out their purpose (function) and creating labelled pictures of them.

1. Go through the powerpoint slides, that includes watching a short BBC video.
2. Create a picture of a plant and label it with it’s basic parts (roots, stem, leaves, seeds, petals, flower). There are 3 options for creating the picture:
- (basic) using the sheet attached to which the children simply need to add the correct labels
- (slightly more creative) creating your own drawing of a flowering plant and adding the labels (you could copy the drawing from the sheet attached and choose your own flower to draw at the top of the stem)
- (creative, as would have made in school) create a picture of a plant by using string for the roots; green paper or card for the leaves and stem; a colourful flower template or cupcake case for the flower; add seeds to the centre of the flower or draw some in.

Extension: Find out more about the functions of each part of the plant by watching one, or both videos linked from the last slide of the powerpoint. You might even try dissecting a flower (with an adult to help you!) to see if you can spot all the parts mentioned.



Tuesday 12.05.20

Maths – Time – Minutes

Warm-up:  Look at the slides on the PowerPoint and decide which unit of measure would be used to measure the objects.

Introduction: Each day is split into 24 hours; each hour is split into 60 minutes and each minute is made up of 60 seconds.  Keep working through the slides to find out more about hours, minutes and seconds. 

Talk for a minute:  Choose one of the talk for a minute cards and time yourself one minute as you talk about that topic.  If you press the timer on the ‘Talk for a Minute’ slide this will time one minute.  Try again either with the same card or choose a different topic.

Measuring minutes: Using the slides on the Lesson Presentation, find out how minutes can be measured using sand timers, stopwatches and analogue clocks.

Active Maths: What Can You Do in a Minute?   Work through the worksheet, estimating (guessing) how many of each activity you can complete in a minute, then have a go and see if you were right.  Don’t forget to time yourself with a minute timer.  Please note if you can’t build a tower of cubes, use lego or construction equipment or set yourself a different challenge.

Extension: Watch the video clip on this page




Writing – Setting description

Today we are going to think about where Tiddler lives, and we are going to plan a setting description ahead of tomorrow’s writing task. 

Task:  Look carefully at the pictures in the storybook ‘Tiddler’ and on the under the sea PowerPoint.  Then work through the tasks on the worksheet.  Remember these can also be completed in your books.

Worksheet task help:

- Draw a simple picture – don’t spend ages on this just draw a quick picture to remind yourself of some of the things that you might want to use in your writing.

- Write down all the things that you can see – don’t write in sentences, just name the objects in a list._descriptive_setting_word_mat_beaches_sea_and_waves_ver_1.pdf_descriptive_setting_word_mat_beaches_sea_and_waves_ver_1.pdf

- Write down adjectives – what words do you think of when you look at the pictures?  Use the word mat to help you if you get stuck.

- How does the setting pictures make you feel?  Try and answer this question in full sentences – you could try and use the connective ‘because’ to explain your thinking.

- Record down 1 idea for things that you might smell, hear or touch.  This does not have to be a sentence but try and include an adjective in your writing.





R.E – Gospel

Over the last few weeks in R.E we have been exploring friendship, forgiveness and peace.  Which of these three areas do you think is the most important?  Today please choose one of these areas and complete one of the options listed below.

Option 1: Create a poster to show what friendship, forgiveness or peace means to you and why you think it is important.  You could include pictures, photographs, symbols or logos.

Option 2: Create a piece of artwork to represent either friendship, forgiveness or piece. 

Option 3: Use an outline of a handshake (friendship), a speech bubble (forgiveness) and a dove (peace) to make a mobile to show the ‘good news’ of Jesus.

Monday 11.05.20

Practical Maths

Over the last couple of weeks we have begun to look at Time and we have thought about the fact that time is measured in long chunks called seasons and months, and in shorter chunks called weeks and days. Now we begin to learn that each day is split into small chunks called hours, that there are 24 hours in a day and that each hour has 60 minutes in it.

Today we will introduce recognising analogue faces showing ‘o-clock’ times.

1. Go through the powerpoint slides and then have a go at making your own clockface(s) and practising making and tell o’clock times.

  1. Consolidate your learning by playing the following online game (or another ‘telling the time’ game of your choice):

Parents, children often find it really tricky to learn how to tell the time, so talking about it A LOT will really help them grasp the concept. Start noticing with the children what times you are doing things during the day, and how long (in minutes and hours) it takes to complete activities/journeys etc. Talk about how many minutes it is until the next hour, dinner time or the start of a TV programme, and draw their attention to the clock face (analogue and/or digital) whenever you tell the time. Now is also the time (no pun intended!) to start thinking about a watch as a useful future birthday or Christmas present…



Today we would like you to complete a ‘Voyage Writing’ exercise. We complete these every few weeks to assess whether the children are working towards, meeting or exceeding Year 1 expectations. The children write for approximately 20minutes (with support only to prompt them with ideas) and they are then encouraged to read back through their work and to use a red ‘polishing pen’ to correct any mistakes they spot (missing words, capital letters and full stops or capital letters where there shouldn’t be one etc); or edit their writing by adding in adjectives or re-writing sentences to improve them.

Today’s Voyage Writing task is to write a recount of how you celebrated VE Day on Friday.
Warm up: Refresh your memory as to what you did on Friday! You might like to talk about what you wore; what you ate; what you did; who you celebrated with; why you were celebrating this important day; was there anything special you watched/did etc.
Task: Complete an independent write for approximately 20minutes. Support can be given to prompt ideas and to give reminders about finger spaces and stretching out words before writing if needed.

This task should include 20minutes of independent writing and then 5-10minutes of re-reading and polishing (you might find it useful to complete the polishing together so you can see where your child has areas to practise). We don’t look for specific numbers of sentences, although by this point in the year we would expect most children to be able to write at least a third of an A4 page (6 or so sentences).

Alternative writing topic: If you did not participate in any VE Day celebrations, you could write about what life has been like during the lockdown. You might write about what you do at home every day; what it is like to be doing all your learning at home; what are you missing the most; what are you looking forward to doing when lockdown ends etc.

Extension: Draw a picture to go with your writing and colour it beautifully!



Last week we began our lesson by looking at some aerial photographs – photographs taken from above an object or place. We often call this a ‘bird’s eye view’ of something because the photo would be what a bird would see if it were looking down while flying over something.

This week we are going to think more about aerial views of places in preparation for using maps and photographs later in the term, to identify features of places and landmarks.

Use the powerpoint slides to recap what aerial views are and to try identifying some features from aerial photographs. Then complete the drawing task below:

1. Have a go at drawing your garden (or a local park) from an aerial/bird’s eye view. If drawing your own garden, you might find it helpful to complete this task from an upstairs window if possible (or even explore using Google Maps to find your aerial view).
Colour it in neatly and be accurate with your choice of colours (no purple grass thank you!). Then label the features of your garden that you drew (eg.shed; pond; trampoline; trees; patio etc)

Don’t forget that you are drawing it as if you were a bird flying over it. If you were looking down on a tree, would you see the trunk or would you just see a circle of the top leaves (approximate shape!)? If you were looking down on a shed or trampoline, would you see the sides of it or just the top?

2. Take a look at the final slide on the powerpoint. It is an aerial view of somewhere we all know well. What features/objects can you identify in the photograph?


Friday 08.05.20 - BANK HOLIDAY

We hope you are able to enjoy celebrating and commemorating VE Day from your homes today. We are not setting Home Learning tasks, but if you are looking for some activities to do at home, you might like to take a look at the pages below. We have also posted a link to a youtube video in which local teacher and author, Andrew Powell-Thomas explains why VE Day is important.

We would love to see photos of what you all get up to, so don’t forget to email them to us!

VE Day Activities Grid


Thursday 07.05.20

Class 3 Maths

Parents, having met the multiplication symbol for the first time yesterday, today we are going to do some more practise around this symbol, repeated addition and arrays. We want the children to be confident of seeing these different ways that multiplication can be represented, and to be able to use these methods to solve sums and word problems until such time as they know their times tables.

Task: Go through the powerpoint for a quick warm up and recap, then complete the task sheet. The first page is fluency practise and the second page is applying these strategies to solve word problems. Some of the questions are aimed at low level Year 2, but you should all be able to have a go with a little support if needed!

Thursday_Class_3_Maths_Powerpoint.pptx  Thursday_Class_3_Maths_Task.pdf

Class 4 Maths

Today we are going to continue to practise counting in 10s. 

Warm-up:  Practice counting in 10s by playing this game - Make sure that you look carefully at the start number – it changes! 

Task 1:  Look through the slides on the PowerPoint and have a go at answering the questions 

Task 2:  For this task you need counting in 10s counters.  You could use the template sheet or use some 10p coins.  If you don’t have access to these resources, cut out some circles and write ten in the middle 10 as seen in the template. 

The children are going to complete the attached problem cards using the place value counters to help them count in tens.  The children need to pick a card and they need to show 4 lots of ten by writing this as an addition calculation and using their place-value counters to count out the answer.  Please use the photograph below to guide you. 


Place Counters Template 




In our spelling lesson today, we will be learning how to spell words which contain the prefix ‘un-’. 

Work through the slides on the PowerPoint to explore the spelling of words that contain this prefix.  Think carefully about how the prefix ‘-un’ changes the meaning of the word. 

Please choose at least one of the tasks below to complete: 

Task 1:  Practise your handwriting and copy out the words spelt with the prefix ‘un-’.  You could try and include some or all these words in sentences of your own. 

Task 2:  Find the ‘un-’ words hidden in the wordsearch 

Task 3: Choose 5 of the words from the spelling list at the end of the PowerPoint.  Write the words down and explain what the words mean. 


 Handwriting Sheets  Wordsearch


Art and VE Day Celebrations

Tomorrow the country will be celebrating the 75th anniversary of V E Day. The celebrations might not be how we had imagined them to be, but people will still be remembering this momentous day in history and celebrating never-the-less!

If you have not already talked about the national VE Day celebrations at home, you might like to use the attached information powerpoint to talk about it’s significance. We have also posted a link to a youtube video in which local teacher and author, Andrew Powell-Thomas explains why VE Day is important. During our Art session today we would like to encourage you to create your own VE Day decorations. You might like to use the templates attached to create bunting or to design a commemorative tea cup.

You might also like to investigate the ideas that have been collated on the VE Day Activities Grid and VE Day Resources Page at the top of today's Home Learning Tasks and carry out some of them today and over the Bank Holiday weekend. We would love to see photos of what you all get up to, so don’t forget to email them to us!


Design a commemorative cup  Blank Bunting Template  Union Jack Bunting - Black and White

Wednesday 06.05.20

Class 3 Maths

Today we are going to be continuing to practise describing arrays, but we are also going to be introduced to the multiplication symbol for the first time.

In Year 1 the children are expected to be able to solve multiplication problems (often phrased using ‘lots of / groups of’) by drawing out arrays or repeated addition sentences to help them find the answer. The use of the multiplication symbol within number sentences is really a Year 2 concept, but we have found that it is helpful to introduce it at this stage alongside arrays and repeated addition sentences.

Task: Go through the powerpoint then complete the task sheet. There is an extension on the second page for those feeling confident about describing arrays using words and number sentences.



Class 4 Maths – Multiplication and Division

This week we are going to be moving on to a new area of learning and we will be exploring multiplication and division.  Today we are going to be counting in 10s.

Task 1:  Practice counting in 10s forwards to 100.  Use this video clip if you need help -

For an extra challenge try and count back in tens from 100.

Task 2:  Work through the counting in tens PowerPoint slides.  These slides will help you to count forwards and backwards in steps of ten.

Task 3:  Complete the White Rose counting in tens questions.  Use the answer sheet to check your workings if needed.

Further Practice:  Join in with this song -





Warm up – Use the powerpoint to share the story of Tiddler again, seeing if you can join in with the familiar, repeated lines (Yes Miss; Tiddler’s late! etc)


Main Activity: Today we are going to innovate the story. That is, we are going to create a new event to go in the story, based on other things that happen in the book. We are going to create a new ‘tall tale’ that Tiddler tells for being late to school.

(Use ‘Tiddler’s Tall Tales’ powerpoint) Let’s think back to the tall tales he tells at the beginning of the story… What is the same about each one? …each one involves him and another sea creature.


Task: Can you write a new tall tale for Tiddler to tell to Miss Skate?
Before you start writing, you need to plan your idea:
- What other sea creature will be involved? (eg.shark) Can you make a note of some adjectives you might use to describe it?
- How will Tiddler be involved with this creature? (eg.chased me over a submarine)
- How will Tiddler escape or be rescued from his misadventure? (eg. I hid in the top of the periscope until I saw it swim past)

Once you have your idea, use Tiddler’s usual opener to write the new tall tale in your Home Learning Book. It should start:
“Sorry I’m late. I was………”  and it should end “Oh, no, it didn’t.” “OH YES, X DID!”

Challenge - Can you use some adjectives or rhyming words in your writing to make it really interesting and exciting? (eg. I hid in the top of the periscope shivering and quivering until I saw it swim past)

Extension: Can you draw the illustration that would go in the book with your innovation?

Mrs Salvetti’s innovation to give you an idea:
“Sorry I’m late. I was swimming past a submarine.
A huge, grey shark appeared out of nowhere and zoomed after me licking his lips.
I hid in the top of the periscope shivering and quivering until the shark gave up trying to find me.”
“Oh, no, it didn’t.” “OH YES, IT DID!”

Science – Plants

Today we are going to be learning about trees.  We are going to try and identify some trees by there leaves and learn about deciduous and evergreen trees.

Warm-up:  Look through the first few PowerPoint to find out what an evergreen tree is and to find out about the annual cycle of a deciduous tree.

Science Activities:  Please choose the activity best suited to you.

Option 1 (Outdoor – could be part of your daily walk) – Follow the instructions on the PowerPoint and go on a tree hunt.

Option 2 (Indoor) – If you are not able to go outside, draw a picture of a deciduous and evergreen tree.  The woodland trust has lots of information on its website that might be helpful. .  Once you have done that, choose a deciduous tree and draw how the trees change in the different seasons.  You might find the following video of how an apple tree changes useful 

Review:  Look at the description of deciduous and evergreen leaves on the PowerPoint.  Now look at the pictures of the Deciduous and Evergreen sorting cards (You do not need to print them).  Decide which plant is deciduous and which is evergreen and then check your answers on the following slide.





Tuesday 05. 05. 2020


Today we are going to be naming and ordering the months of the year. We know the names of the days of the week, and yesterday we practised ordering them.

Warm Up: Let’s warm up by singing the Days of the Week song (to the tune of the Addams’ Family)

Can you remember:
- which is the first day of the (school) week?
- which day comes after Friday?
- which day comes before Thursday?
- which two days of the week begin with a ‘T’?
- which days of the week are the ‘weekend’?
- which day of the week has the most letters in it’s name?

Main Discussion: We know there are 7 days in each week. 4 (or so) weeks are grouped together in what we call a ‘month’. How many months are there in one year? Do you know the names of all the months? Which month is your birthday in? Do you know when your family celebrate their birthdays? Which month do we celebrate Christmas and the end of the year in? Which is the first month of the year?

Let’s sing a couple of songs from the selection below to help us make sure we can remember the names of the months of the year, and in the right order:

Months of the Year Macarena (parents, you will need to take a trip down memory lane to remember the actions that go with this tune!)

Jack Hartmann Count & Exercise

British Council Months of the Year Song

Activities: If we were in the classroom today, we would complete a carousel of activities to help consolidate naming the months of the year in the correct order; understanding that the calendar is cyclical (that after 12 months we go back to the beginning); and that the year is also divided into 4 seasons and that roughly 3 months belong in each season.
(Winter – Dec, Jan, Feb; Spring – Mar, Apr, May; Summer – June, July, Aug; Autumn – Sept, Oct, Nov)

Tasks: Try and complete the practical activities below before completing the questions in your Home Learning Book:

Activity 1 – Make a Months of the Year Paper Chain by writing each month of the year on a strip of paper and then connecting them all in the correct order (including December to January) so that you create a circle out of the links. You might like to colour code your months so that Spring months are written or coloured in green, Summer in yellow etc.

Activity 2 – Use the cut & stick sheet attached (or create your own version) to complete a Months of the Year Cycle, then colour in the months/ring of the circle with the appropriate colours for the season.

Activity 3 – Create a Season/Months picture by asking an adult to help you draw around a plate and then divide the circle into quarters. In each quarter name and draw a picture to show a season and then add the months of the year for that season around the edge of the quarter.

Activity 4 – Label (with wipeable pen, chalk, pencil or post-its) Duplo bricks or building blocks with the Months and see if you can make a tower of them in the correct order.

Written Activity: Now that you have practised ordering the months of the year, see how many of the questions you can complete in your Home Learning Book.
Parents, at this stage it is fine for your child to refer back to the items they made for support in ordering and spelling the months, but please do keep discussing these at home so that eventually your child can do this unsupported.




This week we are moving on to look at a new focus text – ‘Tiddler’ by Julia Donaldson.

1. Share the story by watching Mrs Salvetti reading it, then following it on the powerpoint as an adult reads it to you. See if you can join in with familiar bits.

2. In your Home Learning Book, can you draw pictures of some of the characters at the start of the story that Tiddler says he meets then label them with the reasons why they made him late for school? (We would suggest drawing and labelling 4 characters/scenarios.)

Extension: Can you write a character description for one of the characters Tiddler meets, and use adjectives to describe their appearance?



Today’s lesson looks at Jesus’ teaching on peace. Much of today’s lesson will be discussion-based, so please take the time to talk with your child about their thoughts and feelings as you go through the powerpoint slides. For some, in the light of the current pandemic, this might raise sensitive issues ( can God let things like this happen etc), so pleased be prepared to respond to this with your child as you see fit, whilst bearing in mind the school’s Christian ethos.

Task: Please go through the powerpoint attached and then complete the questions from the task sheet, either on the sheet or in your Home Learning Book.



Monday 04.05.20

Maths – Time

Today we are going to name and order the days of the week.  We are also going to say what tomorrow and yesterday will be on a given day. 

 Warm-up:  Meet the dinosaurs on the PowerPoint. The dinosaurs are going to help you learn about the days of the week.  What day of the week it is today?  On the next slide sort, the dinosaur days into order.  Continue through the slides to find out what the dinosaurs did on each day of the week.  Try and answer the questions at the bottom of each slide.

Main Task:  Have ago at the diving into mastery cards.  The first two activities are very straight forward, and everyone should be able to have a go.  The problem is more challenging and can therefore be an extension task.

Final activity:  Write down the days of the week and with help from your parents or carers plan one activity that you enjoy doing for each of the days.  For example, you might choose a day to do an art activity, do a form of exercise you enjoy, play with your favourite toys or do some baking. 




Grammar – Adding the prefix ‘un-‘

In our grammar lesson today, we will be exploring how the prefix ‘un-‘changes    the meaning of verbs and adjectives.

Warm-up: Look at the words on the PowerPoint and sort them into two groups. Check the answers on the next slide and think carefully about how un- changes the words. Use the information on the next few slides to see how un- changes verbs and adjectives.

Main Task:  On the grammar task sheet, read each sentence carefully.  Add ‘’un-‘ to the word in bold. Write a new sentence using the ‘un-‘ word you have made.

Extension: To practice these skills further, try the tasks on the extension sheet.




Geography – The UK

Warm-up: We are going to start by looking at aerial photographs.  An aerial photograph is a photograph that is taken from above and looks down thereby giving a birds-eye view.  Look on the PowerPoint at the aerial photographs of the various geographical features. What can you see? Where could this have been taken? How is this ‘view’ different?

Main Task: Let’s Explore the UK! Look at the next set of slides and find out about the four countries of the UK.  After each country, use your Unique UK Activity Sheet to make simple notes about each country. Highlight that all the countries are unique with their own key features, characteristics, symbols, flags and culture. What are the similarities and differences between the countries? How many countries of the UK have you been to? What were they like?

Too hard?  Draw pictures and write labels to match your picture instead.

Extension: To find out more about the UK, go to this website - There is a video, photographs and games to play.



Friday 01.05.20

Reading Comprehension

In our reading lesson today, we are going to be working on our comprehension skills. There are 3 different texts to choose from. Choose one text, read it carefully and try and answer the questions. At the bottom of each activity you will find the answers so that you can check your work. More confident readers, might like to choose more than one text.




Class 3 Maths

Yesterday we learnt what arrays are and practised writing the statement and repeated addition number sentences to describe some. Today, we are going to do the opposite – we are going to draw arrays to match given statements and number sentences. Until we know our times tables, arrays will be another strategy we can use to solve multiplication questions.

Warm up: Use the PowerPoint slides to recap describing arrays – can you say a sentence to describe what you can see (X lots of X; X groups of X etc). Please spend time discussing that the arrays can be described in different ways (eg. 2 rows of 5, or 5 lines/columns of 2) as this will support the concept that multiplication is commutative (you can do either 2 lots of 5 or 5 lots of 2 and get the same answer).

1. Complete the first page of the task sheet attached (the fluency element of the lesson in which we practise a skill to become fluent in doing it).
Don’t forget that arrays are really neatly arranged, so the key to drawing a successful array is to keep the rows and columns in line with each other and to make sure your circles look like circles and not scruffy number 6s or circles with flicks coming out of them!

2. Complete the second page of the task sheet – the reasoning and problem solving element of the lesson in which we dig a bit deeper into our ‘thinking brains’ and use the knowledge we now have to solve questions.



Class 4 Maths – Consolidation

Warm-up: Lets get counting in 5’s with Jack Hartmann -  

Main activity:  Today we are going to be using the skills covered this week to order numbers and count in multiples of 2 and 5.  Children will complete various consolidation activities to reflect on their learning.

Task 1:  If able to print task – play the counting in 2’s and 5’s board game. 

If unable to print – Put objects into groups of 2’s and count up to 50.  Repeat with groups of 5 objects.  Alternatively count with 2 and 5 pence pieces.

Task 2:  Go back to and choose the number grid 1-50.  Paint all the multiples of 2 in one colour and the multiples of 5 in another.  What patterns can you see?  What do these numbers end in?  Which numbers are counting in 2 numbers and counting in 5 numbers?



I don’t know about you, but this week it’s felt harder to be motivated to do things – is it the change in weather? As we are (currently!) expecting to see the sun again today, please do get out for a walk and try to complete the Daily Mile! In addition to this, if you feel like you need to do something super energetic today, complete today’s Joe Wickes workout, but if you need something a little easier to calm your mind whilst still giving your muscles a good stretch, try one of the Cosmic Kids yoga videos. They also have shorter, Super Yoga and Yoga Disco videos for a 5minute blast of energy you might like to end with or return to later in the day.

We have enjoyed some crazy sessions of Just Dance and Go Noodle in school this week, so you might like to use these for your own Friday afternoon dance party – maybe you could even catch up with some of your friends via zoom or facetime etc, while you’re doing it! If you do, be sure to send us some photos! :-)

Thursday 30.04.20


At this point in the year we introduce spelling dictation passages during weekly handwriting, phonics or spelling sessions in preparation for moving into Year 2. Dictations allow us to check the children’s ability to spell common exception words, as well as practising writing at a quicker pace, whilst keeping their handwriting neat, on the line and the letters formed correctly.

Task 1: Complete the dictation passage below. As this might be the first time your child has completed an exercise like this, you may adapt the length of the passage as appropriate – just completing the first few sentences this week is fine! At the end of the dictation, check your child’s spelling of the common exception words contained in the passage (in bold) and use this to direct their spelling practise this week.

Task 2: Pick 5 or so words that your child found tricky. Practise these using whichever strategy(s) work best for your child. You might like to use the Common Exception Booklets from before Easter (also attached below), or you might find a new way on the Tips sheet attached. After practising the words, have a mini spelling test to check to see if you can now spell them correctly – you might like to try testing them within a sentence dictation.





Class 3 Maths

Today we are going to continue to explore the basic concept of multiplication by introducing arrays as a more orderly way of drawing pictorial representations of equal groups.

Warm up: Use the Jack Hartmann youtube videos (or your own choice) to practise counting in 2s, 5s and 10s.

Main Activity:
1. Go through the powerpoint attached to explore what an array is.
2. Complete the task sheet attached.
3. Return to the powerpoint to look at examples of ‘real life’ arrays, then see if you can find any in your own home. What groupings do the arrays in your own home show?



Class 4 Maths –Counting in 5s

Warm-up: Lets get counting in 5’s with Jack Hartmann -  

 Main activity:  Today we are going to be counting in steps of five.  Have a go at the questions on the ppt and then have a go at the questions on the worksheet.  If you are finding this difficult write out your counting in 5’s numbers up to 50 and use this to help you.  Please remember that there is no expectation for the sheets to be printed.  You can write out the answers or number sequences on a separate piece of paper.

Extension:  Use the number frames to help you count forwards and backwards in 5’s.




Art – Starry Eyed Sam

Over the last few weeks, we have enjoyed exploring the story of ‘Rainbow Fish’. Today you are going to read a different story set under the sea called ‘Starry Eyed Sam’. Once you have read the story, your task is to draw some of the characters. For an additional challenge, you could draw your own under the sea background. A step-by-step help sheet is provided to help you draw the characters of Stan and Lancelot, an octopus and some fish.




Class 3 Maths

Today we are going to revisit the work we did last Friday – representing equal groups using pictures and writing repeated addition number sentences to show how much they represent.

Warm up: Use the Jack Hartmann youtube videos (or your own choice) to practise counting in 2s, 5s and 10s.

Main Activity:
Adults, last week we wrote repeated addition number sentences to describe what a set of pictures were representing. Today, we need to make sure that we are confident at being able to do this, as well as being able to make a pictorial representation ourselves if we are asked to work out how many altogether in X groups of X. The quickest way to draw a pictorial representation is using circles, but today you are free to use whatever pictures you like!

1. Go through the powerpoint attached.
2. Complete the task sheet attached. ALL children should complete the first page, MOST children should complete the Problem Solving Extension on the second page; SOME children could attempt the Greater Depth Challenge on the second page.



Class 4 Maths – Counting in 2s

Warm-up: Go to this website Choose the number square 1 – 50 and ‘paint’ all the counting in 2s numbers. 

Main activity:  Today we are going to be counting in steps of two.  Have a go at the questions on the ppt and then have a go at the questions on the worksheet.  Don’t forget that we can count on in 2s from any number including odd numbers.  If you get stuck, use the number square from the warm-up to help you work-out the answers.

Extension:  Use the number frames on the worksheet to help you count on in 2s.

Further practice – BBC Bitesize  has its own counting in 2s to 50 lesson today with two videos and two further activities for children to try.





Today we are going to be practising punctuating sentences correctly using full stops, questions marks or exclamation marks.

Task: Read the sentences aloud and then think about how you read them. Did they need particular expression, in which case do they need to be punctuated with a question mark or exclamation mark? Alternatively, are they simply stating something has happened so just need a full stop?
Copy the sentences into your Home Learning Book using your neatest handwriting and punctuating them correctly with a full stop, question mark or exclamation mark. You might also spot that I have made some mistakes with my capital letters throughout – can you correct these as you go so that there are capital letters at the beginning of each sentence and for people’s (fish’s) names?
Extension: Can you edit your work to add in adjectives to some sentences to make them more interesting?




We have found out that all plants have the same basic parts – roots, stems, leaves, flowers and seeds, but which of these do we eat most of?

1. Go through the powerpoint to explore the different fruits and vegetables we eat, and to find out which parts of the plants these are.

2. Complete the task sheet, identifying which parts of the plant the pictures of the fruits and vegetables are, then see if you can add in any more examples from foods you have eaten this week.



Tuesday 28.04.20


Today we are going to build on the work we did yesterday on the language of time. 

Warm Up: How many time words can you think of? Can you make a list or mind map of them? 

Activity: Go through the Powerpoint attached, explaining that when we sequence things, we are putting them in the order in which they happen. This is also called chronological order. Can you create a pictorial diary of the things you do at home every day during this lockdown period? You might start with waking up; getting out of bed and getting dressed; eating breakfast; brushing teeth etc Draw pictures to show every step of your day and then see if you can explain your diary to an adult using time words to link the different events. 
Extension: Can you add time words into your picture diary to show the sequence of events? There is also a Greater Depth discussion challenge you might like to return to at the end of the powerpoint.



Writing – Under the Sea -Thought Bubbles

Today we are going to think about what the characters in the story ‘The Rainbow Fish’ might be thinking.

 Task 1:  Sometime in picture books thought bubbles are used to tell us what a character might be thinking. Thought bubbles look different to speech bubbles as they have wiggly lines going around the writing. Think carefully about the Rainbow fish as the start of the story and at the end of the story. What words would you use to describe him?

Task 2:  In our creative writing today, you are going to be given two pictures from the story. The first picture shows Rainbow fish refusing to share his scales with the other fish. The second picture shows Rainbow fish playing with all the other fish.

Your task today is to write what you think the characters in the picture might be thinking inside thought bubbles either around the picture or on a separate piece of paper. Please note it is better to write the thought first and then draw the thought bubble around the writing


Extension:  What might Rainbow fish have thought when he first saw the Octopus? For an even greater challenge try and include an exclamation mark.


Topic - Geography

Having explored where abouts in the world we live in last week's lesson, today we are going to locate and name the 5 oceans of the world.

1. Can you use an atlas or map to locate the five oceans of the world and find out their names?
2. Go through the information powerpoint below or carry out your own research from books or online to find some simple facts about each of these oceans.

Which ocean do we live nearerst to? Can you find out the names of the seas that surround the UK?



Monday 27.04.20

Maths - Time

Today we are going to be talking about everyday events and using sequencing words to compare everyday events. 

Warm-up:  Look at the images on the PowerPoint and decide which comes earlier and which comes later.  Can you explain why you think that?  Discuss the last example, noting that some events, like night and day, happen in repeating cycles. 

- Put the words on the next slide into the correct order.  Click on the time words to order them.

Main Task:  Draw something that happens in the morning, afternoon, evening and night, and then use the words in the word bank to finish the sentence.

Extension:  Try completing some of the activities on the diving into mastery cards.

Review:  Complete the activities on the PowerPoint by deciding if the statements on the slides are true or false.




Writing – Under the Sea -Dialogue

Today we are going to think about the dialogue that happens in the story of ‘The Rainbow Fish’.

Task 1:  Read through the story and see if you can find all the places in the story where the characters in the story are talking to each other. When characters in a story talk to each other we call this dialogue. We can use dialogue in our writing to explain what is happening in a story and to make our writing more interesting.

Task 2: Sometimes in picture books speech bubbles are used in the pictures to show dialogue between the characters.


Your next task is to use the PowerPoint to find a page where the characters are talking to each other. Can you draw a picture that shows speech between two characters for example dialogue between Rainbow fish and Little Blue Fish.

 For a greater challenge you could create your own comic strip that shows the dialogue and events over several pages for example when Rainbow Fish went to the Octopus’ cave.


R.E – Gospel – What is the good news that Jesus brings?

This term our unit is called ‘Gospel’ (Gospel meaning ‘Good News’) and we will be exploring some of the stories Jesus told that are recorded in the New Testament part of the Bible. We will also be finding out what Jesus taught through his use of parables, and how he taught us through his own actions.

Task 1:  Today we will be thinking about forgiveness. In Luke 6: 37 Jesus taught: ‘Forgive and you will be forgiven’. Put these words of Jesus in the centre of a piece of paper and draw pictures/cartoons of people who you think need forgiving.

Task 2:  Then draw a speech bubble from each person, with the word ‘Sorry’ in it. From above, draw speech bubbles saying, ‘You are forgiven’.

Discussion:  Please discuss the idea that God forgives people who say sorry – you may want to jot down some of the things that you have discussed. Here are some other questions to consider: Should we forgive people who say sorry too? Do Christians think Jesus was good news because he gave God’s forgiveness to everyone who was sorry?

Friday 24.04.20


Today why not try one (or all the tasks below). 

Task 1:  Complete the Joe Wicks online P.E lesson which starts at 9am on Youtube

Task 2:  Why not try out some of the great videos on the GoNoodle website -

Task 3:  Do you need to burn off lots of energy?  Try this workout/gym video    Make sure that you have your water bottle ready.

Class 3 Maths

Today we are going to be writing number sentences (calculations) to describe equal groupings of objects and pictures.

Practical Warm Up:
1. Practise arranging objects into equal groups like you did yesterday.
2. Arrange objects in groups of 2s, 5s or 10s and see if you can find the total number in the group by counting them up quickly in 2s, 5s or 10s.

Main Task: Go through the powerpoint below to introduce writing repeated addition number sentences to describe equal groups; then complete the sheet below.



Class 4 Maths

Today we are going to order and compare numbers to 50.

Warm-up – In preparation for the main task, you need to make yourself some number cards. Ask an adult to help you if needed and cut out and write the numbers 1 to 50 on individual cards. You may also need to make another greater  than/less than symbol card.

Main Task – We have been working hard on using the symbols for less than, greater than and equal to. Today we are going to be picking 4 numbers and using the greater than/less than number cards to compare these numbers. The picture below shows you how to set out your work. If this is too difficult just continue to compare 2 or 3 cards. Repeat several times until confident.

Today we are going to order and compare numbers to 50.

Warm-up – In preparation for the main task, you need to make yourself some number cards. Ask an adult to help you if needed and cut out and write the numbers 1 to 50 on individual cards. You may also need to make another greater  than/less than symbol card.

Main Task – We have been working hard on using the symbols for less than, greater than and equal to. Today we are going to be picking 4 numbers and using the greater than/less than number cards to compare these numbers. The picture below shows you how to set out your work. If this is too difficult just continue to compare 2 or 3 cards. Repeat several times until confident.


More practice:  Use your cards to order the numbers 1 to 50 and then 50 to 1.  Play games where you hide some of the numbers.  Which number is missing?

Reading / Phonics

Today we are going to revise the ‘ee Phonics Family’.
In our Phonics sessions we have discovered 7 ways that the ‘ee’ sound can be written! We noticed that some of these are more commonly found in the middle of words while others usually appear at the ends of words.

1. Word sort – Sort the words into their different spelling of the ee sound using the table on the sheet or creating your own in your book.
2. Sound spotter (easy-medium or medium-hard options) – read the passage(s) and highlight or list the different words you find that contain the ‘ee’ sound.
3. Extension: Pick a page from a reading book. How many words can you find in them that have the ‘ee’ sound in them? Repeat with pages from other books.


Thursday 23.04.20

Spelling - Syllables

Today in spellings we are going to have fun exploring syllables.  A syllable is a part of a word that contains sounds (phonemes) of a word. It usually has a vowel in it. A syllable is also called a 'beat' and teachers often teach children to identify syllables by clapping the 'beats' in words. Another way to describe a syllable is a 'mouthful' of a word

 Introductory Activity - Use the ppt to introduce you to how many syllables a word has.  Miss King recommends that you clap out the word and thinks that you’ll enjoy this GoNoodle active learning video clip -

Main Task – Using the syllable activity sheet, clap out each word to decide if it has 1, 2 or 3 syllables.

Review – Join in with this Super Movers active learning video with Joe Tracini -



Class 3 Maths

Today we are going to be thinking about what an ‘equal group’ is.
We have talked a lot in class that the  = symbol is used to replace the word “equals” in a number sentence. We have discussed that in a number sentence, the = symbol acts like a balance scale so that the numbers on both sides of the = symbol have to total the same amount, and when reading number sentences aloud, we have often replaced the word ‘equals’ with ‘is the same as’.

1.Practical/Discussion Activity: Give your child a selection of objects and ask them to arrange them into equal groups of 2s, 3s, 4s, 5s etc. Can they do this without support? If they are unsure what you are wanting them to do, explain that we want to arrange the objects into groups that have the same amount in them. If there is an odd number left over when sorting into groups (eg.13 pegs to be shared in groups of 4 would give 1 left over so they would have 3 groups of 4 and 1 group of 1), ask your child whether the groups are equal or unequal, and what they would need to do to make the groups equal (add more / take away some etc).

2.Go through the powerpoint below to further explore equal groups within a pictorial context.

3.Written Task: Complete the questions from the sheet attached.



Class 4 Maths

Today we are going to continue comparing numbers to 50

Warm-up – Please practice your number formation by writing your numbers to 50. Try hard to keep your numbers the same size and the right ay round. If there is a number you keep forming incorrectly, just focus on that number instead.

Main Task – Today you are going to choose 2 numbers to go either side of the greater than, less than and equal symbols on the worksheet.  If you can’t print the worksheet just write the question out in your book. Please keep these symbol cards you will need them for tomorrows lesson.

Extension Task – For more challenging practice of this symbol, work out the calculations and add the correct symbol onto the sheet.

Review:  Here’s an online game to practice this skill further -  




Way back in the Autumn Term groups of children planted lots of daffodil and tulip bulbs with Mrs Briggs and Mrs Abbott and just as we went into lockdown, these were all beginning to come into flower! If we had been in school this week we would have been linking our Art lesson with our new Science unit on plants and we would have been completing careful, observational drawings of some of the beautiful tulips blooming in the outside area of our classrooms.

Task: Can you complete a full, A4-size observational drawing of a plant or flower from your garden, or if you do not have any available, you could copy the picture below of one of our tulips in school! Make sure you complete the initial drawing lightly in pencil and then use colour pencils to colour it in as accurately as possible.
After completing your drawing, can you show it to a member of your family and name all the different parts of the plant that you have drawn? Were there any parts of the plant you didn’t draw, if so, why not?


Wednesday 22.04.20


Today we will be using our story maps of The Rainbow Fish to have a go at retelling the story by writing it.

Warm up:
1. Just like yesterday, use the powerpoint or youtube link to revisit the story ‘The Rainbow Fish’.


2. Now use the storyboard you created to retell the story verbally to a member of your family.

Written Activity: Use the storyboard you created as a prompt to have a go at writing the story of the Rainbow Fish. Don’t forget that every time you start talking about something different (when the action changes or someone new starts talking), you need to use a new sentence so you will need to use a full stop and a capital letter.
Challenge: Can you include any adjectives in your writing? Can you punctuate any question or exclamation sentences correctly?

Parents: Please have the Basic Code to hand and encourage your child to sound out words independently – it really doesn’t matter if more tricky words are spelt incorrectly, it’s all about creating ‘phonically plausible’ attempts in Year 1! That said, please do pick up on those ‘Tricky Bug’ common exception words that are spelt incorrectly (eg.when/there/was/my/what etc), as this would be something we would address in school by practising the spellings correctly 3 or 5 times over.
I have also attached some story-specific word mats that your child could use to refer to for specific spellings, and sentence starter prompts (incorrectly punctuated) to support your child if they are struggling to think of ways to link the events of the story.



Class 3 Maths

Over the next few weeks, Class 3 will be introduced to the concepts of multiplication and division through the use of concrete objects and pictorial representations. At this stage in their mathematical development it is important that we work through the foundations of these operations in very small steps so that the children’s understanding of what ‘multiplication’ and ‘division’ refers to, is really secure ahead of learning the traditional (quicker) methods in Year 2 that you as parents might be more familiar with (eg.long/column multiplication).

Today we are going to revisit counting in 10s, 2s and 5s, applying this knowledge of being able to count lots of objects quickly, in order to solve word problems.

Warm Up: Can you count forwards and backwards from 0-100 in 10s? Can you do it in 5s? Can you count forwards and backwards to 50 in 2s? Ask an adult to give you a starting number to count forwards or backwards from in 10s, 2s or 5s.
You might like to use the Jack Hartmann counting songs on youtube that we often use in class:

Practical activity: Use objects from around your house (eg.soft toys, vegetables, pencils, shoes, pegs, paper clips etc). Ask an adult to arrange them into equal groups of 2s, 5s or 10s (eg.put out 5 pairs of shoes; arrange pegs on the line in groups of 5; place 10 peas or berries in cups on the table). Check how many groups there are, then how many items are in each group. Can you count how many there are altogether by counting the groups in their 2s, 5s or 10s? (eg. 5 pairs of shoes….. There are 2 shoes in each pair. There are 5 groups/pairs of shoes. Count in 2s to find that there are 10 shoes altogether.) Repeat with different groups.

Written Activity: Complete the questions from the sheet attached. Don’t forget to count in 10s, 2s or 5s rather than counting every picture individually!
Extension: You might like to return to the practical activity completed earlier, but this time draw pictorial representations of the groups of toys, fruit, pegs, shoes etc that your parent puts out for you, then count to find how many altogether and write your answer next to your picture.


Class 4 Maths

Today we are going to compare numbers within 50.   

Warm-up – Give your child a number to 50 and see in they can make it using base ten and ones on the following website or with household objects -  

Main Task – Today we are going to be using the greater than, less than and equal to symbol.  We have used this before but for a reminder watch this clip -  

Preparation: You will need to either print out the sheet with the symbols on or make your own symbol cards.   

Practical Task:  Choose 2 numbers up to 50 and count out that number of objects/toys/pennies (You can have 2 different set e.g. one set of lego pieces and one set of pasta pieces). Once you have done this use the symbol cards to compare the number of objects. Repeat with different numbers until you feel confident. An example of how to complete this task is provided on the symbol sheet.   


Review:  Let’s get moving with GoNoodle  ﷟


This term we will be learning about plants.  Today we are going to identify and name a variety of common wild and garden plants.  There are 2 ways that you could complete this task – please choose the one most suited to you.

Option 1 - Look in your garden.  Find examples of the flowering plants named on the sheet and one other flowering plant as well.  On your sheet or in your book, draw your four plants in the boxes and colour them in. Then label the parts of the plant – stem, flower leaves… 

Option 2 – If you do not have access to a garden.  Look for the examples on the internet and use them to help you draw your plants as accurately as possible.   


Additional activities:

- How many of the plants and flowers on the hunt sheet can you find? 

- Spend time looking and observing flowers and plants carefully.  What shapes are the leaves and petals?  How tall is the plant?  What colour is it?  Perhaps you could try and carefully draw these plants and flowers. 


Tuesday 21.04.20


This half term we are going to be reading and writing stories that are based under the sea. The first story we are going to read is ‘The Rainbow Fish’ by Marcus Pfister. To really know this story (and therefore to be able to create our own stories using the same themes), we will need to read (share) this story a number of times until we are really familiar with the events and the things that the characters say. In school, we might create a story map of the text and learn it by heart, but we won’t do that at the moment!

Introduction Activity: Ask an adult to read the story using the powerpoint below (don’t forget to do the voices!). Then read it again and see if you can join in with any of the speaking parts that the Little Blue Fish, the Wise Octopus or the Rainbow Fish say.


Written Task: In your books, can you create a storyboard to retell the story in pictures (a bit like a comic strip)? You might like to add speech bubbles to show what the characters are saying.
Tip – If I were modelling this activity, I would suggest drawing pictures for the following parts of the story:
1. Rainbow Fish at the beginning with lots of shiny scales and surrounded by all the other fish wanting him to play with them.
2. Little Blue Fish asking for a scale.
3. Rainbow Fish sad and lonely so speaking to the Starfish.
4. Rainbow Fish visiting the Wise Octopus.
5. Rainbow Fish sharing his scales with the other fish.
6. Rainbow Fish happy at last.

Consolidation Activity: Can you use your storyboard to retell the story of The Rainbow Fish to someone in your family? You might also like to watch the following youtube video in which the story is told:

Practical Maths

In today’s lessons we are aiming where possible to use scales to measure.  After completing the warm up activity below, there are three tasks to try out – please choose one of the tasks to complete but if you want to do more than one please feel free to do so. 

Warm up: Complete the questions attached below to recap heavier/lighter from yesterday.



Practical Tasks:
Task 1 – Try and use the scales to measure out ingredients for dinner or in order to do some baking.  A simple recipe for fairy cakes is included but please feel free to make what you would like.  You can find further recipes on  

Task 2 – Choose small objects to weigh e.g. small soft toys.  Weigh them in the scales and practise reading the scales.  If you have balance scales, you could try and find objects that weigh the same, more or less than each other. 

Task 3 – For a non-practical learning approach go to the following website - and go on to where it says ‘Introduce weight and mass’ and play the learning video.  You can then complete the activity tasks linked to this video which is also attached below. 



This term our unit is called ‘Gospel’ (Gospel meaning ‘Good News’) and we will be exploring some of the stories Jesus told that are recorded in the New Testament part of the Bible. We will also be finding out what Jesus taught through his use of parables, and how he taught us through his own actions.

Today we will be finding out about Jesus’ call to his disciple Matthew and what that teaches us.

1. Read through the powerpoint to find out who Matthew was and what Jesus taught us by asking Matthew to become one of his disciples. Use the questions to support your own discussions about what disciples are; what would make a good disciple; what Jesus taught through calling Matthew to follow him; and why you think Jesus made unconventional choices in selecting his disciples.


2. Activity: In your book, draw around your foot. Within the outline of the foot, underneath the toes write the title “This week I will follow Jesus by” and then create a list of all the things you could do this week to be a good disciple. (eg.listen to a story Jesus told; say sorry when I do the wrong thing; help my family; share my food/toys with my brother or sister; say a prayer etc).

Monday 20.04.20

Welcome back to the new term everybody! We hope you are all well and were able to enjoy the Easter holiday? This Half Term our topic is called 'Under the Sea'. Our topic work will be Geography and Science oriented and our Literacy work will focus on fiction and stories about sea creatures. 

Practical Maths

In our two practical maths sessions this week we will be exploring the measure of Weight. Before we can move on to use standard measures to find out how much something actually weighs, we need to revisit the concept of lighter and heavier and be able to compare objects by hand.

1. Go through the Heavier or Lighter Powerpoint below


2. Can you collect 6 objects from around your house and then order them from lightest to heaviest or heaviest to lightest? Draw the objects in this order in your book and label what they were.

3. Question to think about: Are heavier objects always bigger than lighter objects?
Can you find something big but light? Can you find something small but heavy? Draw and label these in your book.

Questions for discussion afterwards:
1. We know that some objects are heavier than others, but what could we use to find out exactly how heavy something is? (scales)
2. When we want to make a cake, we have to use exactly the right heaviness (weight) of ingredients otherwise the cake won’t taste very nice. But how do we know how much of each ingredient we have to add into the bowl? (using standard units of measuring weight – grams and kilograms)

Grammar – Introduction to exclamation marks

In today’s lesson, we are going to begin to explore the use of exclamation marks to punctuate sentences.

Task 1:  First discuss the questions from the Lesson Presentation slides with you and then use the next slides to check their answers.  Ensure children understand the difference between a full stop and an exclamation mark.

Task 2:  Read out the sentences and ask children to identify which punctuation mark is needed in order to complete them. Discuss why each sentence uses a full stop or exclamation mark. Check children can correctly identify when an exclamation mark is needed.

Task 3:  Children complete the Exclamation Mark or Full Stop Activity Sheet.  Children should be encouraged to either read the sentence aloud first or listen to the sentence being read to them so they can hear whether a full stop or exclamation mark is needed. If you can’t print the sheet, copy out the short sentences and add the punctuation in.

Extension:  Read the short story and add the punctuation marks in.  If you can’t print the sheet, just record down the punctuation you would use in your book.

Optional Assessment Task: Follow the instructions on the powerpoint in order to work out why an exclamation mark has been used.




Geography – Our Country

Today we are going to be learning about the United Kingdom.  We are going to name the countries of the UK and locate the UK using a map.

Task 1: Use the ppt to go through the following points:

Our World: Briefly pinpoint the 7 continents and 5 oceans on the world map... What continent is the UK in? What are the main seas that surround the UK? Pinpoint the UK as part of Europe and demonstrate how the UK is an island surrounded by the major seas.

Map of the UK: Show the UK as the map on its own. Pinpoint on the globe. How many countries are there in the UK? What is a capital city and what are they called? What country do we live in? What is our capital city? Pinpoint the four countries (England, Scotland, Wales, Northern Ireland) and capital cities (London, Edinburgh, Cardiff and Belfast), define capital cities and then locate the major oceans and seas surrounding the UK.

National Flags/National Symbols: Discuss the national flags and emblems for each country.

Task 2: Either on the sheet or by recording the answer on a different piece of paper, label each numbered place with the correct name.  In the boxes or on a different piece of paper draw the national flags of the countries on the map.



Easter Holiday Activities

We would like to wish you all a happy and healthy Easter break!

Mrs. Millichip’s Holiday Craft and Cooking Activities

Mrs.  Millichip has sent some lovely activities and tasks for the children to try over the Easter break.  If you complete any of these activities, we would love to see your photographs.

- An alphabet treasure hunt, could be done with a 26 square grid each with a letter of the alphabet, the children could find something beginning with each sound, in their house or in their garden.

- Make a tissue box monster -

-  Paper planes and Target -

- Easter Bunny Pancakes -

- Chocolate Flowerpots -

We will not be setting daily maths, writing and topic tasks over the Easter holiday, however please can you keep reading and practising your phonics as much as possible (as we would encourage you to do anyway under normal circumstances). Also, please find below the grid of optional 'Holiday Homework' tasks we would have been sending out. If you complete any of these we would love to see photos, so do send them to our class email address and we will upload them later in the holiday.


We have also included below a few fun activities and websites that you might like explore during the Easter break:

Virtual activities calandar for Easter - Wow!  Look at all these great activities and apps to try out over the Easter holidays.  There are lots of idea for keeping active, science activities, outdoor activities, vitual zoo visits and lots more.  


Julia Donaldson the writer of 'The Gruffalo' has a fantastic website:
If you look on the activities page, you will find lots of fun things to do including cooking and craft.

The YPTE (The Young People's Trust for the Environment) has released this fantastic home learning pack on plants - a huge range of activities to try and enjoy here. 


Weather Watching project - Why not try this fun weater watching project pack to chart the weather over the next couple of weeks.  This pack includes information about the different types of weather, pictures of symbols that we use to represent the weather, recording sheets to help you draw or write your weather data.


Friday 03.04.20

Class 3 Maths

Today we are going to continue to practise counting in 5s and apply this knowledge when answering questions.

Warm up:
1. Count forwards and backwards in 5s, starting from 0 or 50, or any multiple of 5 in-between! (Please feel free to extend to counting in 5s to 100.)

2. Have a (large-ish!) pile of small objects (eg.dried pasta shells/buttons/pens/paperclips/bottle tops etc).
What would be the quickest way to find out how many there are in total?
Discuss that counting 1 thing at a time would take a while; counting in 2s would be quicker but it’s a large pile to get through; counting in 10s would actually take a while as you have to sort the pile into groups of 10 first which takes longer than you might think. Counting in 5s would be probably be the quickest, so long as the groups of 5 are sensibly arranged so that we can see them. This might be in smaller piles of 5, or it might be in rows of 5.
(NB. The concept of arranging equal groups clearly, is the very early foundation concept of multiplication so worth making clear!)

Written Task: Complete the questions from the first page of the attached sheet – writing the number of groups of 5 you can see and then counting in 5s to find the total.

Extension Task: Complete the questions on the second page which progress through from easy to hard. The children should be encouraged and reminded to count the groupings they see in 5s each time, rather than counting every object individually!
Stop as and when the questions become too challenging, although I would expect everyone to complete the first page of questions.


Class 4 Maths - Place Value (within 50)

Today we are going to move on to explore finding one more and one less to 50. 

Warm-up – Play chopper squad more or less game 1 to 50 (one more or less).  This will show the children part of a 100 square and they need to click on the correct number to rescue the person.

Main Task - In our main activity today, we are going to look at a range of different representations and record down what one more and one less would be.  This is quite a long task so please just complete what you can in the time you have allocated to maths. 


Reading - dragon/dinosaur

Today we are going to have fun using our imaginations and carrying out work linked to a story.  This lesson plan and resources comes from the Hamilton Week 1 English home pack.  Please remember that you do not need to print the sheets you can easily carry out the tasks in your books or on paper.

1.  Listen to an oral story - ‘Dragon/Dinosaur’ is told by Wilf Merttens at

2.  Respond to the story - What fierce, scary creatures did the people in the town try to frighten away the dragon dinosaur with?

-  Draw the creatures on the Fierce, Scary Creatures page.

-  Label each one with their name.

-  In the empty spaces, draw and name other fierce and scary creatures that could have been used to frighten the dinosaur. 

3.  Now for some writing

- On My Favourite Part of the Story, draw a picture of the bit you liked most.

- Write sentences explaining why you liked that bit the most. The Useful Words will help you with spellings.

 Do you like dinosaurs? 

How many different dinosaurs do you know about? Find out about dinosaurs at or from books at home.




Today why not try one (or all the tasks below). 

Task 1:  Complete the Joe Wicks online P.E lesson which starts at 9am on Youtube

Task 2: Complete an indoor scavenger hunt – how quickly can you find these objects/take part in the challenge?  Maybe you could take a photograph of these things

  1. Something beginning with the letter C
  2. Something red
  3. A family photo
  4. A spoon
  5. A picture of someone doing a yoga pose
  6. Happy faces
  7. Something beginning with the letter O
  8. Something that makes a noise when shaken
  9. Something beginning with R
  10. Something soft
  11. Something white
  12. Something with two hands and a face but has no arms or legs
  13. A group balance, where all of you are touching each other, no one can do the same balance
  14. Someone doing the floss
  15. Something plastic
  16. Something hard

Task 3:  I know lots of the children in Year 1 dance and enjoy dancing outside of school so here is a special activity just for you – enjoy!


 Thursday 02.04.20

Phonics and spelling activities

Today we are going to be practising our phonics and spelling.  We are going to be particularly focusing on our spelling of common exception words.

Warm-up:  If you are able, play some of the games on phonics play.  Most children in Year 1 should be able to play games at phase 5 level but if your child is not ready for this level play earlier levels.  Phonics play is free during school closures and has launched a page where mobile and tablet users can also play the games on the website. 

- If you can’t go onto this website, please practise the sounds on your basic code and encourage your children to write words which have this sound.

Main Task:  Below is a booklet that contains the words that Year 1 children should be able to read.  The expectation is also that by the end of the year children should be able to spell most of the words.  Choose a page or a couple of pages and complete the tasks.

Extension:  For children who are already very confident spellers and who can spell most of the year 1 words please use the Year 2 common exception activity booklet.



Class 3 Maths

Today we are going to practise counting in 5s – it is much quicker to be able to count out a large group of something by counting 5 at a time, rather than 1 at a time!

Practical Task:
1. Draw the number 0 on a piece of paper or in chalk on the garden wall/path/patio and then draw around your hand 10 times creating a line of handprints that continues after the 0.
Can you use the hand prints to count forwards in 5s up to 50, writing the numbers in the palm of the hand prints. What pattern can you see in the numbers (they end 0, 5, 0, 5 etc).
(Some children might initially need to count every finger to find the new total – this is fine to begin with, but they should keep practising this skip counting until they can instantly recall the pattern of the numbers.)

2.  Now you have created your number line of counting in 5s, can you hop/skip/jump along it, saying the numbers as you go and practising counting forwards and backwards? Can an adult remove/cover over some of the numbers and you work out what is missing?

3. You might also like to practise counting in 5s by counting:
objects placed in piles of 5
pegs arranged on a line in groups of 5
dice arranged so that the 5 is on the top
hands and/or feet belonging to members of your family – you could even make a number line of hands or foot prints to put up and help you practise skip counting in 5s!

Class 4 Maths - Place Value (Within 50)

Today we are going to consolidate and practice what we have learnt so far about place value to 50.   It’s important to keep practicing counting forwards and backwards to 50.  This online game might help you.

Follow the tasks on the worksheets to continue practising the skill of representing numbers to 50.  It is very important that children are confident with this skill which is why we are revisiting it again today.


Art - Drawing skills

In art today we are going to be practicing our drawing skills.  This is a task that children should be able to manage independently.  Just follow the instructions on the sheets to draw the different animals.  When you have finished, you could spend some time drawing some animal pictures or settings of your own choice.

 Feel inspired to do some more art activities?  Then why not look at the cbeebies art page





Wednesday 01.04.20

Creative Writing

Today we are going to use our planning sheet to help us write a weather poem.  Use the poetry writing sheet with line starters as a prompt if needed to guide your child as they write their own senses poem about the weather. Use the poem ‘The Wind’ from yesterday as a guide to help you.  Perhaps when your have finished, you could decorate your poem with weather pictures that match your poem.




Class 3 Maths

Today we are going to practise counting in 10s – something that we are confident of doing verbally and when counting forwards, but less confident of doing going backwards and when not starting from 0 or 100.

Practical Warm up: Write the multiples of 10 on pieces of paper (0-100, one multiple of 10 per piece of paper) and place on the floor in a line to make your own umber line. Hop / Jump / Skip along the line forwards and backwards saying the numbers as you land on the pieces of paper. Can you start on a given number rather than 0 or 100 (eg. start on 40 and go forwards; start on 90 and go backwards). Can an adult take away some of the pieces of paper along the line and you be able to work out what numbers they have removed?

Written Warm Up: As we did with counting in 2s last week, can an adult give you a starting number and you continue to write the numbers (multiples of 10) counting forwards or backwards (eg.”Start on 20. 20, 30, 40, 50 etc)? Repeat several times.

Written Task: Can you complete the missing number sequences from the sheet below? Don’t forget to identify whether the sequence is counting forwards or backwards before filling in the missing numbers!
Extension: Can you ask an adult to write some more missing number sequences for you to complete?


Class 4 Maths - Place Value (within 50)

In today’s lesson, we are going to need to use counters.  This could be lego pieces, coins …  whatever you can find at home.  In our maths work so far, we have split numbers up to 50 into tens and ones.  In today’s lesson, we are going to do the reverse.  We are going to follow instructions to make numbers up to 50. 

 I would like you to choose a tens and one card and build that number using the resources that you have.  After you have made this number, check what number you have made and write it down for example 3 tens and 6 ones makes 36.  Repeat this several times until confident.  Keep using the vocabulary ‘tens’ and ‘ones’ e.g. How many tens do you have?  How many ones do you have?

 Extension:  Choose a number for example 27 and show as many ways as you can of representing that number.  See the picture below to support you with this. 



Science - My Senses

In today’s science activity I would like you to go on a five senses scavenger hunt around your house and if you have one in you garden.  Can you find all the items on the scavenger hunt list?  Draw and label a picture of what you find.

 Extension:  Miss King has had lots of fun exploring the resources on BBC bitesize science and she has found a really fun game called ‘Galaxy Pugs’ which she thinks you will enjoy too.


Tuesday 31.03.20


A big well done to everyone who has continued to use the Numbot game at home.  Some very high scores from both classes.  These games start at a very easy level and become more challenging as the games progress.  The recommended time for playing on the game is 10 - 15 minutes.  

Creative writing

For our creative writing task this week, we are going to be writing weather poetry.

Look together at the poem ‘The Wind’.  Explain that this is a senses poem.  Talk about what senses are (sight, hearing, touch, smell, taste).

Ask your child to choose a weather type (sun, rain, storm, snow etc) and think about what they can see, hear and feel in the weather.  We are going to use this work tomorrow to help us write our poem.



Practical Maths

Task 1:  Look for different containers in your house that could hold a liquid.  Put them in order from container that you think would hold the least water to the container that you think would hold the most. 

- Now choose another container such as an egg cup, small cup… and use that container to fill up the containers that you have found.  Which container holds the most?  Which container holds the least?

 Task 2:  Now let’s check that we are using the correct vocabulary.  Ask a grown-up to fill the sink or washing-up bowl with water.  Using the containers or some of the containers if you found lots, fill them up to match the descriptions below.


Additional challenge:  Why not try the ‘White Rose’ home learning maths questions which today are ‘Comparing Capacity’ questions.

Comparing Capacity Questions

Capacity Questions Answers

R.E - How is Easter celebrated?

  1. What do I know already? Children to draw or write as many ways as they can that Easter might be celebrated. (Easter Traditions)
  2. Look at the slides on the ppt and review why Easter is important to Christians and to find out about Easter traditions.
  3. Read through the clues from each riddle on the ppt. See if children can identify the different Easter traditions. Encourage children to explain which clue it was which gave it away.
  4. Children to have a go at making up their own Easter riddle or riddles. You might want to do this on a separate piece of paper with the riddle on the front and the answer on the back but please use whatever resources you have at home.  Use the word mat to help with spellings.

Additional Challenge:  Can you make your own Easter card using Easter or Spring images.  Don’t forget to write an Easter message inside the card.


Easter Traditions word mat

Monday 30.03.20

Practical Maths Task:

Today we are going to return to looking at length and height, using the standard measure (centimetres (cm)) to record them.

  1. Can you collect 6 objects from around your house and then order them from shortest to tallest?
    Use a ruler or tape measure to measure the lengths of these items (to the nearest centimetre).
    Draw the objects in your book and label them to record their lengths. Don’t forget to write the unit of measure (cm) after the number, else we won’t know what unit you used to measure the length (paperclips, buttons, carrots or cm?)!

  2. Can you work out how much longer the longest item was to the shortest? This is also known as ‘finding the difference’ between the two objects.

Challenges to try when you can:
1. How long is a stick of spaghetti? Is it the same length after it has been cooked?

2. Measure how tall you are then, with someone’s help, measure the distance from fingertip to fingertip when you stretch your arms wide.        
    Compare the distances - do you notice anything?

3. Measure the length of your foot. Then measure the distance between your wrist and your elbow. Compare the distances – do you notice

4. How many things can you find which measure exactly 15cm?

Grammar Task:

Last week we revised using capital letters for the names of people (nouns). This week we are revising that we need to use capital letters for the names of places (nouns) too.

Go through the Powerpoint slides and then complete the tasks detailed on the sheet below.



Topic Task:

While Shackleton and his crew were in the Antarctic they were stranded on Elephant Island, so-called because of the Elephant Seals that live there. Why do you think they are called Elephant Seals? Can you find out?
What other animals would Shackleton and his men have come across on their expedition?

Can you find out about some animals that live in the Antarctic. What are they called? What are their babies called? What do they look like? What do they eat? Where do they live (on land, in dens underground, under water etc)? Are there any interesting facts about them?

Use the sheet below to create a small fact file for some (3) Polar animals, or create your own fact files however you wish to present them. Don’t forget to include a drawing of the animals!


Challenge: Would Shackleton have come across Polar Bears on his expedition? If not, why not?

28-29.03.20 Weekend Challenge!

If you haven't done so already, create a rainbow picture to put in a front window for people out walking to spot!


Friday 27.03.20

PE Task:
Join us in completing Joe Wicks’ live PE lesson at 9am on Youtube! You could follow this (immediately or later in the day!) with a Cosmic Kids yoga session (also on Youtube) to stretch out those tired legs after working so hard. :-)

Reading / Phonics Task:

Today we are going to revise the '/ai/ Phonics Family’.
In our Phonics sessions we have discovered that there are many ways that the /ai/ sound can be written. We noticed a pattern that some of these are more commonly found in the middle of words while others usually appear at the ends of words.

Use the sheet attached to complete a Word Sort and a Phoneme Spotter exercise, writing the answers in your Home Learning Books.


Class 3 Maths Task:

Today we are going to use our knowledge of being able to count in 2s and apply this to answering some reasoning and problem solving questions.

Warm Up: Verbally count forwards and backwards in 2s from any given (even!) number within 50. Given a starting number, count (write the numbers) forwards or backwards in 2s – how far can you get in 1minute? Repeat a few times.

Written Task: Read aloud the the problem and reasoning questions on the sheet below, then answer them in your Home Learning Book using jottings if needed, or writing a sentence to explain your thinking if there is a thought bubble next to the question. Remember, we can’t just write “because I counted it in my head / because I know”!
Parents: Support your child with reading the question with them if they find the words tricky, but let them have a go at answering each question by themselves first, before going back and discussing it. At this point the children can edit/polish their answers with a different colour pencil/pen to show how their understanding has developed with your support.


Class 4 Maths Task:

Today we are going to explore splitting numbers to 50 into tens and ones.  This time we are going to use ten frames to help us do this.  Each ten frame can hold ten counters so it’s easy to use them to split numbers into tens and ones. 
Work your way through the main task and if you find this activity straight forward have a go at the extension task where we are splitting numbers to 50 using a part whole diagram and there is a problem solving question.  An example of a part-whole diagram is shown below.

Friday_Class_4_Maths.jpg  Friday_Class_4_Maths.jpg


On a Friday morning we either walk down to church for Worship or complete a Worship within our classrooms. During these services, we often sing the song 'My Lighthouse' that Rev.Dan introduced us to. It is very catchy! If you would like to sing it at home today for a few minutes of sharing joy through singing, please follow the links below:

My Lighthouse by the Rend Collective:

Version with lyrics:

Version with actions:

Thursday 26.03.20

SPaG Task (Spelling):

This week we are looking at what we need to add to the end of a word to make it plural. ‘Plural’ will be a new term to some children.
Go through the Powerpoint Presentation below which will (re)introduce the concept of singular and plural, and then complete the task, sorting words into those that become plural with either –s or –es added to the end. The children should then use some of these words in their own sentences.



Class 3 Maths

Today we will be continuing to practise counting in 2s.
Some children will always find this tricky and will continue to need to use a 100 square or 50 grid to support them until they become more familiar with the pattern.
Counting should become a daily feature at home – eg.challenge them to count in 2s as they go up the stairs and backwards in 2s whenever they go back down. You could even put a starting number at the bottom and top for them so that they don’t always start from 0 or go backwards from 20.

Warm up: Initially count pairs of objects out in 2s so that your child is practising counting forwards in 2s. Then, begin to return the objects 2 at a time so that they are practising counting backwards in 2s.
(For the following warm up, continue using the objects or a 50grid/100square if your child still needs the visual support.) Count in 2s from 0 – 50, then start from random (even!) numbers and carry on counting forwards in 2s (eg. start on 14; start on 8 etc). Count backwards in 2s from 20, then from 30, 40 and 50. Can they count backwards starting on random numbers eg.starting on 24, 36 etc.

Written Tasks (attached sheet):
1. Give your child a starting number to write down. (eg.6) Can they continue counting (writing the numbers) in 2s from that number? (6, 8, 10, 12, 14 etc)
How far can they get in 1minute? Repeat with a different number and then try with going backwards.
Repeat until you feel they are becoming more confident and accurate. (It’s fine if they still require a visual aid at the moment, but if this is the case, please keep practising this over the next few weeks so that they can manage without.)

2. Complete the fluency questions on the task sheet (easy, medium and hard).

Challenge: Can you complete the maze from the start to the finish by counting in 2s? You could even have a go at designing your own maze for someone to complete (design the route first and fill in the not-needed numbers afterwards).


Class 4 Maths

Today we are going to continue looking at numbers to fifty but this time we are going to split numbers up into groups of tens and ones. 
Please follow the instructions on the sheet.  The practical task is more important than the worksheet so please can you make sure that time is given to this task.


Art Task:

The children have really enjoyed using their sketch books recently and many have enjoyed developing their drawing skills by copying pictures. This week, we thought we could have a go at drawing self-portraits, using a mirror to copy themselves!

Go through the Powerpoint Presentation below to introduce the concept and purpose of self-portraits and then allow your child to sit in front of a mirror and have a go at drawing themselves. They might need some guidance in terms of getting proportions correct and using smaller pencil strokes to create lines and features (eg.eyebrows), rather than using a single, heavy, solid line!


Wednesday 25.03.20

Writing Task:

Use the character you created yesterday in a short story that begins “When I woke up this morning, I looked out of my window and saw the strangest thing! A XXX was walking down the street and it was wearing / carrying a XXX!”

Tip: Before you begin writing, think about what will happen next – do you follow the animal? If so, where does it go? Does it know you are following it? Where do you both end up? What is it like there / what is taking place? Stop at this point.
You might want to use the planning sheet to draw some quick pictures to plan what will happen before you start writing (see attached sheet for how this could be set out).

Guidance for Parents:
MUST: All children will be able to write a simple sentence to explain each step of the story opening using a time adverbial (first, next, then etc), capital letter and full stop.
SHOULD: Most children will (should) be able to include adjectives in their writing.
COULD: Some children will (could) also be able to use a wider range of sentence types (eg.longer sentences using and/but/so to join different ideas) and punctuation marks (exclamation marks and question marks) to create more fluent and interesting writing.

What A Good One Looks Like (WAGOLL) Example:
When I woke up this morning, I looked out of my window and saw the strangest thing! A black and white sheep dog was walking down the street and it was carrying a small red handbag in it’s mouth! It was walking slowly, as if it were very old. I hurried down the stairs and out of the house to see where it was going. I followed the dog down the road going past driveways and houses but no-one noticed us. The dog’s bushy black tail was white at the end and it looked like a white pompom as it wagged from side to side. As we got nearer to the end of the road, the dog suddenly disappeared through a gap in the hedge. I looked through but could not see it. I crawled through the prickly hedge and when I stood up I couldn’t believe my eyes! In front of me was the dog and behind her were fifty or more dogs and they were all taking note books and pencils shaped like sticks out of their bags!

Class 3 Maths Task:

Today we will be moving onto a new objective – counting in 2s.

Warm Up: Have the number square ready to refer to, or you could create your own 100 square to help you over the next few weeks.
Start by practising counting to 100 using the 100 square if needed.

Practical activity to introduce new concept: Make a (even numbered!) pile of objects up to 20 and count these out one at a time. How long does this take to do? Is there a quicker way that we can do this?
Explain that we could count 2 items at a time and that this speeds up finding the total number. Practise counting out socks or piles of objects by pulling out 2 at a time, noticing the pattern on the 100 Square as to what happens (that every time we are jumping two squares along, not one).

Written Activity: Complete the missing numbers in the sequence, using the ‘50 Grid’ on the sheet to help you, if you need to.


Class 4 Maths Task:

Today we are moving on to a new area in our maths work.  We will be looking at place value (within 50). 
Today we are going to practise counting to 50.  Encourage your child to point at the grid whilst they are saying each number before completing the main task where children are filling in missing numbers on a number track.  If confident, your child could have a go at the extension task where they count forward and back from different starting points – please use the grid to help. 

You might like to try this video clip -




Science Task:

Can the children remember what our ‘senses’ are? Which parts of our bodies are linked to our senses (sight/eyes; smell/noses; hearing/ears; taste/tongue; feel/fingers)?

Task: Go on a Senses Hunt around your house and your garden, if you have one. What can you see, hear, smell and feel? Record (draw and label, or just list) these on the sheet attached or create your own table in your books.


Extension: Play a game with your family where a family member puts a mystery object into a box/bag. Can you guess what the object is by it’s smell/touch?

Tuesday 24.03.20

Maths Task:

1. Following on from yesterday’s lesson, today we would like you to pick a non-standard unit of measure to use. Pick a selection of objects to measure, but before you do, estimate how long you think they will be. Either use the sheet below to record your result, or copy the table into your book and record your results in there.


Discussion Afterwards: Think! Some people in the class might have used paper clips, while others used lego bricks or carrots to measure their objects. Why could this cause problems in the real world? eg.We need some material for a dress and I say I need it to be 30 long. …I measured the length using bottle tops, but the shopkeeper measures the material using paperclips. When the material arrives, it is too short!

2. Introduce the fact that to make sure that when we measure things we all have the same results, we have units of measure called centimetres. If possible, look at a ruler and notice the lines that show centimetre intervals. Practise drawing lines of given lengths on a piece of paper. Eg.Can you draw a line that measures 6cm? Can you draw a line that measures 10cm?

Writing Task:

Either use the picture attached, or draw your own farmyard animal that is wearing an unlikely item of clothing/accessory (glasses, monacle, hat, cane, scarf, shoes etc).
Label the picture to describe the animal and try to use adjectives to give more detail ( feathers, bushy tail, shiny hooves, soft pink nose, wooden walking stick etc).


Now, can you write some sentences to create a character description of this animal? You may like to imagine what sort of voice they would have if they spoke; how old they might be and how they move.

Parents: Encourage your child to say their sentence out loud before writing it and then check it back for capital letters, fingers spaces and full stops/exclamation marks before continuing on to their next sentence. They should be encouraged to include the adjectives they labelled on their picture, and could use a different colour pen or pencil to edit their work (eg.add adjectives if missing) at the end. Please don’t worry about commas – we have not explicitly taught these yet.

What A Good One Looks Like (WAGOLL example):
The dog has black and white fur. She has a long, black, bushy tail but the end is white as if she dipped it in paint! She has four white feet and a white stripe that runs down her face to her wet, black nose. Her tongue is pink and hangs out a little so that she looks as if she is smiling! Her eyes are shiny and her black ears are pointed with tufts of fur sticking up at the tips. She is an old dog and walks slowly while carrying a small, red handbag between her shiny, white teeth.

RE Task:

Can you create a storyboard to retell the events of the Easter story?
Draw a picture and write a sentence or two to explain what happened on the following days:
Palm Sunday, Maundy Thursday (The Last Supper), Good Friday (the trial, crucifixion and burial). Easter Sunday (the Resurrection).

Monday 23.03.20

Topic/History work:  Ernest Shackleton was an incredible explorer who went on many adventures.  It was his dream to reach the South Pole.  If you could go on an adventure, where would your dream place be?  Perhaps you might visit a treasure island, a jungle or an ocean.  Create a map of what you think this place might be like and label the different things that you might see there.  

How would you get to your dream place?  Would you travel in a ship like the 'Endurance' or would you fly across the sky in a hot-air balloon?  Draw how you would get there and give your mode of transport a special name.

Practical Maths Task:

1. Can you collect 6 objects from around your house and then order them from shortest to tallest? Draw the objects in this order in your book and label what they were.
Tip for parents: Make sure the children line the objects up at the bottom so they are comparing them equally and order the objects from left to right, rather than top to bottom as in the example picture below, which has inexplicably decided it wants to be shown as portrait on here and not landscape as it should be! 

2. Can you use a non-standard unit (paper clips, bottle tops, lego bricks (all the same size!) etc) to measure how long your 6 objects are? Make a note in your book of what unit you used to measure the objects, and then record how many units each object’s total length was.


Discussion Afterwards: If you used two different non-standard units to measure the items, did they measure the same? eg.I measured the glue stick and it was 3 (bottle tops) long, but when I measured it again it was 5 (paper clips) long. Did you get 3 or 5 using your units of measure? What problems do you think this might cause people if we all measured things using different units of measure?

Grammar Task:  Today's task is a reminder on using capital letters for the name of a person or character.  Below is a step-by-step lesson with a warm-up activity, a main task, an extension task and a further exploration task for children in Year 1 to complete.  Please complete into your home learning books.  


Friday 20.03.20 Home Learning Resources

PE Task: Look at the 'Keeping Active' section above and pick a selection of physical activities to complete at home. These might be from the Keeping Kids and Families Active When At Home document, or you might like to learn a new dance from Just Dance and complete a set of BBC Supermovers clips.

Phonics Task: Become familiar with the PhonicsPlay website. Use the Phase 5 flashcards game in the Phase 5 section to practise previously taught sounds, then use the Reading Robot game to practise spotting these sounds when chopping and blending words.

Thursday 19.03.20 Home Learning Resources

Class 3 Maths

Today we will be practising ordering numbers within 50 - sorting given numbers from smallest to biggest, or biggest to smallest.

Task: Ordering_Numbers_within_50_Task_sheet.pdf      Reasoning_and_Problem_Solving_Extension.pdf

Class 3 Topic / Literacy

Today we are going to use the picture we drew in yesterday’s lesson to inspire our writing of a letter from Shackleton to his wife, Emily. We are going to imagine that Shackleton has finally reached the whaling station on South Georgia and can at last let his wife know that he is safe! He will write her a letter to recount his journey in the James Caird with his crew of 6 men.

Task: Can you write a letter from Shackleton to his wife, Emily, including details about his 800 mile journey from Elephant Island to South Georgia?
You should include what it would have been like for the men rowing in such horrendous conditions through freezing storms, avoiding icebergs and whales, with little idea if they were going in the right direction, whilst battling exhaustion, hunger and having to constantly bail freezing water out of the boat and chip ice of it with their hands. How did it feel when they finally arrived on land? You might like to end the letter with how much you have missed Emily and are looking forward to rescuing your men and getting home!

Class 4 Maths

Today we will continue to practice comparing number sentences whilst using the vocabulary 'less than', 'more than' and 'equal to'.  We will also practice using the related symbols.

Task:  Comparing_number_sentences_task_19.03.20.docx

Class 4 History

In our topic lesson today, we will be discussing and role-paying Shackleton's epic 800mile journey from Elephant Island to South Georgia.  During their 14 days rowing out at sea in the James Caird, Shackleton and his men had to face many difficulties and dangers.  These included difficulties in navigating as te sun was covered by cloud for days on end; ice up to 38cm thick forming on the boat which had to be chipped off by hand;  sea water constantly coming in and making everything wet; gigantic waves and storms; whales circling the boat at times, frost bite and exhaustion.

Task:  Draw a picture to illustrate the dangers Shackleton and his men faced while in the James Caird rowing for South Georgia.  Add labels to explain the different things you have drawn in your pictures.


Wednesday 18.03.20 Home Learning Resources

Class 3 Maths

Today we will be comparing numbers within 50 using the greater than / less than / equal to symbols.

Task: Comparing_Numbers_Within_50_Home_Learning_Task_and_Challenge.pdf

Class 3 Topic (History)

In our Topic lesson today we will discussing and role-playing Shackleton’s epic 800mile journey from Elephant Island to South Georgia.
During their 14 days rowing out at sea in the James Caird, Shackleton and his men had to face many difficulties and dangers. These included difficulties in navigating as the sun was covered by cloud for days on end; ice up to 38cm thick forming on the boat which had to be chipped off by hand; sea water constantly coming in and making everything wet; gigantic waves and storms; whales circling the boat at times; frost bite and exhaustion.

Task: Draw a picture to illustrate the dangers Shackleton and his men faced while in the James Caird rowing for South Georgia. Add labels to explain the different things you have drawn in your picture.


Class 4 Maths

Today we are going to be using the 'greater than', 'less than' and 'equal to' symbol to compare addition and subtration calculations.  We are going to explore this through a game which is attached below.  If you can't print the card games, perhaps you could copy out the sentences instead and draw the correct symbol inbetween the numbers.  Instructions for the game are provided on the game sheet.


Class 4 Grammar

In our grammar lesson today we are going to explore adding the suffix 'es' to words ending in 'ch' and 'sh'.  The ppt explains this in more detail how you do this and there is a an activity for you to try out this skill.



Tuesday 17.03.20 Home Learning Resources

Class 3 Maths

Today we have been finding 1 more and 1 less of numbers within 50. 

One More One Less Task and Extension

Class 3 RE

We read and recapped the events of Holy Week and the Easter Story and then we sequenced the pictures and wrote a caption to explain the events of Palm Sunday, Maundy Thursday (The Last Supper), Good Friday and Easter Sunday.

Sequencing the Easter Story

Class 4 Maths

Today in maths Class 4 have been continuing to learn about related maths facts.  They have been using bar models to help them work out 2 addition and 2 subtraction facts.  An example of this is attached below and a review sheet are attached for you to try this out.



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