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Y2 Learning Grid Week 6 Summer Term

Don’t forget to email one piece of work to [email protected] that you are proud of and have completed by Wednesday. Look on the school website on Friday to see the celebration of our class’s work.

English Maths RE Science History Art/DT Computing PE PHSE Lifeskills

Monday Tuesday Wednesday Thursday Friday

mailto:[email protected]

LI: To engage with the themes and ideas of a story.SC: I can use positional language to describe.

Discuss the LI with your parents. What is positional language? Positional language (prepositions) refers to the place where something or someone is, often in relation to other things, such as over, under, beside or beneath.

Dragon tails have appeared! Can you set up a dragon hunt at home? You could use card or fabric to make tails oryou could even usedinosaurs if you have some. Now create statements about where dragons are hiding.

Say the sentence before writing it to describe where the dragon’s tails are. Use the word bank to help using positional language.

ACTIVITY: Describe where you can see the dragon tails in your house using positional language to describe.eg. There is a dragon hiding under the table.Challenge: Consider other positional language that we could use as synonyms to avoid repetition, e.g. in or within instead of inside and beneath instead of under or below. Use the Collins thesaurus to look up different words and improve your sentences.

https://www.collinsdictionary.com/dictionary/english-thesaurus

LI: To use positional language (prepositions) to create descriptive sentences.SC: I can use conjunctions to extend ideas.

Listen to the beginning of our new class book, ‘The Dragon Machine’ by using this link: https://m.youtube.com/watch?v=INYWbqfLBYY . This is Americanised a little however you can see the text in the book. I’ve included this link too:https://m.youtube.com/watch?v=FVw6-4ig7eo Read on to ‘they sat amongst the dustbins’. Look at the illustration and see how many dragons can be identified using just description, referring to the prepositions on the word bank in the resources section.

Share your sentences orally with a family member before writing them. Think of places where you saw a dragon on Monday using ideas from the word bank e.g.: I saw a dragon under the table in the kitchen but no one else noticed it. I spotted tiny, red dragons that had long tails behind the bookshelves in my room when I checked between the books.

Challenge: Use conjunctions to

LI: To create a guide to spotting dragons using prepositional language and conjunctions to describe.SC: I can make a guide to spotting dragons using prepositional language and conjunctions to describe where you could spot dragons around my house and give reasons why you can find them there.

Today you will be making their own guide to spotting dragons around your home using the places that dragons were spotted from Monday as your subheadings. Think about what you know about dragons to introduce the topic in your first sentence and hook your reader.

Look at the example below to help you get started. Remember to underline your headings and using capital letters for titles.

A Guide to Spotting Dragons

What amazing creatures dragons are! Some people thought dragons were mythical creatures, but lately many dragons have been spotted around my house. Here is a guide to where you might find them.

Under the Tables:Dragons like to hide under tables because it keeps them safe and warm. If you visit my house you might notice dragons under the tables that are found in the kitchen and dining room.

LI: To understand, use and correctly spell words with the prefix un- .SC: I can I can explore words with different prefixes. I can identify root words. I can use conjunctions to explain reasons.

Listen up to the the page that finishes ‘...just like George’ again. Look at the words unseen, overlooked, unnoticed. Discuss how you think George feels with your parents and give reasons why. Explore the prefix –un through the words on this page (and others). Look at the collection of root words below and add un- to them. See if they work. visiblerevealeddetected noticed coveredlooked seen veiled identified

ACTIVITY: Add prefixes to these words orally, e.g. uncovered or unseen. Are there any words that don’t work? Are there any others that we could add?

Challenge: Are there any other prefixes that do the same or similar job to un?

LI: To write commands that give advice. SC: I can write a letter that gives advice. I can spell should, would and could. I can use conjunctions such as or, if and because I can use the prefix un- .

Remember your work from yesterday about words with the prefix un- and your other work earlier this week about using conjunctions to extend your sentences.Listen up to ‘George went in search of some advice’. Discuss with your parents what they think George should do and share ideas, e.g.:I think he should teach the dragons to be less troublesome and to tidy up after themselves. ACTIVITY: Write a letter of advice to George and include would, should or could in the advice you give. See the example below to help you get started.

Dear George, I have been reading all about the problems you have been having with those pesky dragons. This is what I believe you should do. If you train the dragons to be less untidy, they would go unnoticed by the gown-ups. You could make sure they can’t make such a mess by talking to them about being responsible and tidy. I wouldn’t let them act so unhelpfully.

Challenge:Include your address in your letter to George. You should know this if you did the Lifeskill in previous weeks! Remember where the address goes on the page.

https://m.youtube.com/watch?v=FVw6-4ig7eo



https://m.youtube.com/watch?v=INYWbqfLBYY






explain why you think the dragons are hiding in these different places.

Phonics LI: To know when to use an apostrophe to show possession. To use a possessive apostrophe correctly.

See resources below:

PhonicsTo know when to use an apostrophe to show possession. To use a possessive apostrophe correctly.


PhonicsLI: To use the possessive apostrophe correctly in sentences to describe an image.


PhonicsLI: To identify possessive apostrophes when you’re reading.


PhonicsLI: To use the possessive apostrophe correctly in a description of a character.


PhonicsUse the website phonics play : https://new.phonicsplay.co.uk/

Children in Year 2 can revisit all phases on the website.

Spellings for the week: Common Exception Words

any beautiful

many busy

clothes water

pretty Christmas

poor kind

Reading

LI: To read fluently and retrieve information from a text.

See resources section.

Reading

LI: To read fluently and retrieve information from a text.


Reading

LI: To read fluently, make inferences and sequence events.


Reading

LI: To read fluently and sequence events.


Reading

LI: To read fluently and make inferences from a text to answer questions and draw a picture.


https://new.phonicsplay.co.uk/

Times tables2 x table practice

Remember the song:https://m.youtube.com/watch?v=850t1vjTZGg

Now try doing the related division facts for the 2 X tables on Hit The Button website: https://www.topmarks.co.uk/maths-games/hit-the-button

Time tables 5x table practice

Remember the song: https://m.youtube.com/watch?v=AVdE5O7_qf8

Now try doing the related division facts for the 5 X tables on Hit The Button website: https:/https://www.topmarks.co.uk/maths-games/hit-the-button

Times table 10 x table practice

Remember the song:https://m.youtube.com/watch?vl=en&v=o7Jo26EyoYg

Now try doing the related division facts for the 10 X tables on Hit The Button website: https:/https://www.topmarks.co.uk/maths-games/hit-the-button

Times table3 x table practice

Remember the song:https://m.youtube.com/watch?v=dzVyBQ5uTbo

Now try doing the related division facts for the 3X tables on Hit The Button website: https:/https://www.topmarks.co.uk/maths-games/hit-the-button

Times tablesChoose whichtable to practise out of the 2 10, 5 or 3 times tables. Challenge yourself to do both the multiplication and division facts this week.

Remember the songs from earlier in the week!Hit the button website:https://www.topmarks.co.uk/maths-games/hit-the-button

LI: To know how to record numbers using a tally chart. To interpret tally charts. To ask and answer simple questions, including totalling and comparing the data in the tally charts.

Bronze challenge: Answer the pearl questions.Silver challenge: Answer the pearl and diamond questions.Gold challenge: Answer the pear, diamond and ruby challenge.

See resource section for worksheets.

LI: To interpret pictograms and the ratios used in them (for example where one face represents two children). To ask and answer simple questions including totalling and comparing the data in the pictograms.



LI: To interpret block diagrams and the scales used in them (for example scales may be in divisions of one, two or five). To ask and answer simple questions including totalling and comparing the data in the block diagrams.



LI: To interpret tables. To ask and answer simple questions including totalling and comparing the data in the tables.



LI: To answer word problems involving data. To answer SATS questions involving data.

Remember to underline key words and numbers in the questions. Think very carefully about what the question is asking you to do and consider what operation you should use.

Maths Key Vocabulary: Statistics - Data handlingblock diagram, pictogram,table, list, tally chart, scale,data, collect (data)

RE: DAILY PRAYER At 12’0’clock each day join in with the rest of the school community and say the school prayer.

https://www.topmarks.co.uk/maths-games/hit-the-button















https://m.youtube.com/watch?v=dzVyBQ5uTbo



https://m.youtube.com/watch?vl=en&v=o7Jo26EyoYg



https://m.youtube.com/watch?v=AVdE5O7_qf8



https://m.youtube.com/watch?v=850t1vjTZGg

https://m.youtube.com/watch?v=850t1vjTZGg

RE: LI: To explore the importance of rules.

Questions to discuss with your family:What new rules did Robin learn?Why were they important?What do you think of David?What made Robin happy?What would have happened if Robin had not followed the rules when he played with the others?Are there good and bad rules, give examples? (e.g. it might be rules made up by one person who is being bossy about their game.)

ACTIVITY:Draw and/or write about your home where a rule is kept or broken. Repeat this for rules in class, in the playground, in school, in the neighbourhood.For each situation ask: What is happening? How do people look? How do they feel?

RE: LI: To learn about following God’s rule.

Discuss with your family:Which words do you like best and why?Which things are hardest and why?What does St Paul say is important?How do you think you feel when you are at peace and when he love of Jesus fills your mind?

ACTIVITY:

Draw a person and add labels with the most important words/attributes showing how they follow God’s rule. Think about a person that you look up to and want to aspire to be like. What qualities do they have that show they follow God’s rule?

SCIENCE

LI:To identify and name a variety of plants and animals in their habitats.SC: I can identify and name a variety of plants and animals in their habitats. I can sort I can sort

given objects into categories and give reasons for my choice.

Look at the resources section and sort the following creatures into their correct habitats: You can either print them out and sort them or you can complete a table showing which animals go where. Divide your paper into four equal parts and write the names of different habitats and the animals and plants ( you can also draw them if you wish)

Challenge: Suggest other animals and plants to go into each of the categories. Remember some animals and plants can be found in different habitats as they have adapted to do so.

Key vocabulary: habitat, conditions, survive, urban, woodland, pond, coast, coastal.

DTLI: To learn about modern fire engines.Look at the resources section for slides and activity.

Key vocabulary: fire engine, modern, blue flashing lights, ladder, door, hose, fire equipment, wheels, windows, front door, back door safety equipment.

HISTORY

LI: To develop an awareness of the past in the context of comparing present-day London to the London that existed before 1666. SC: I can find out some of the ways in which London has changed. I can talk about how the buildings in London were different in the past. I can talk about how people travelled differently in London and the past. I can compare past and present London to say what things are different and similar.

Think about events in your own timeline. Can you create one just about you? For instance put on your year of birth, when you started school, when you started in different year groups, any milestones ( such as learning to walk, write your own name, swim, ride a bike etc - your parents might know the answers to some of the these if you don’t)

FIRST ACTIVITY - approximately 10 minsCreate a timeline.See resources section

SECOND ACTIVITY - approximately 15 minsDiscuss what you see in pictures of modern London and London from the past and consider the similarities and differences.See resources section

THIRD ACTIVITY - approximately 30 minsHow was London different in the past? Look at the resources section for the third activity: the London Past and Present Activity Sheet. You can cut the cards up and stick them in the appropriate place but I would like it if you tried the challenge.

Key vocabulary: Year, century, Britain, London, capital city, past, present, old, modern, change, River Thames

COMPUTING - Hour of codeCoding practise for children. Suitable for pre-readers to KS2. Please note website age groups are Americanised. We have been attempting grade 2 in class and this is approximately equivalent to Year 2/3.https://hourofcode.com/uk/learn

PE - Staying healthy at home:

Joe Wickes on YouTubeJoe does a 1/2 hour workout every week day morning. Join in if you can. I’m trying to and it’s not easy to keep up with him. Modify some of the moves if you need to or have a little rest in between if it is too challenging.

https://www.youtube.com/channel/UCAxW1XT0iEJo0TYlRfn6rYQ

PHSE LI: To know that people and other living things have rights and that everyone hasresponsibilities to protect those rights (including protecting others’ bodies and feelings;being able to take turns, share and understand the need to return things that havebeen borrowed).SC: I can recognise what is fair and unfair, kind and unkind, what is right and wrong.I can recognise ways in which we are the same as all other people; what we have in common with everyone else.I can talk about what rights are and identify rights that all people share.

See resources section for slides and activity.

Key vocabulary: Human, rights, celebrate, equal, world, help, belong, important, need, meet, respect, celebrate, help, children, child.

LIFESKILLS - Make your bed. Additional challenge: Strip your bed and then discuss what wash the bedding needs to go on. Check with your parents before doing this though as they might just have changed your bedding without you even being aware of it!

Hello Year 2! This week I’m challenging you to make your bed every morning. You’re not coming into school physically so there’s not that mad dash in the morning to prevent you from doing this. Make your bed look nice and the rest of your room automatically looks so much better.If you’d like an extra challenge strip your sheets, pillowcase and duvet too and discuss what type of wash it would need to go on with your parents. They might even let you put the machine on and hang up the freshly washed bedding!

https://hourofcode.com/uk/learn

https://www.youtube.com/channel/UCAxW1XT0iEJo0TYlRfn6rYQ

ENGLISH- MONDAY

RESOURCES

WORD BANK POSITIONAL LANGUAGE

ENGLISH ACTIVITY- MONDAY

LI: To engage with the themes and ideas of a story. SC: I can use positional language to describe.

ACTIVITY: Describe where you can see the dragon tails in your house using positional language to describe.eg. There is a dragon hiding under the table.Challenge: Consider other positional language that we could use as synonyms to avoid repetition, e.g. in or within instead of inside and beneath instead of under or below. Use the Collins thesaurus to look up different words and improve your sentences. You can also use noun phrases to describe the dragons hiding around your house!e.g. I saw a minute, azure dragon with a long, curvy tail timely hiding between the bookshelves in my room.


_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


ENGLISH RESOURCES- TUESDAYLI: To use positional language (prepositions) to create descriptive sentences.SC: I can use conjunctions to extend ideas.

Word bank:

Write 3-5 extends sentences using conjunctions describing where you saw dragons yesterday.Share your sentences orally with a family member before writing them. Think of places where you saw a dragon on Monday using ideas from the word bank e.g.: I saw a dragon under the table in the kitchen but no one else noticed it. I spotted tiny, red dragons that had long, spiky tails behind the bookshelves in my room when I checked between the books.

Challenge: Use conjunctions to explain why you think the dragons are hiding in these different places.I saw a dragon under the table in the kitchen but no one else noticed it.I think it was lurking in the kitchen because it was hungry and it didn’t want to be seen so it stayed as quiet as a mouse.

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ENGLISH WEDNESDAY LI: To create a guide to spotting dragons.SC: I can make a guide to spotting dragons using prepositional language and conjunctions to describe where you could spot dragons around my house and give reasons why you can find them there.

_____________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ENGLISH- THURSDAY

LI: To understand, use and correctly spell words with the prefix un- .SC: I can I can explore words with different prefixes. I can identify root words. I can use conjunctions to explain reasons.

Put the prefix un- in front of each word to make a new word. Rewrite the new word on the line. Does it work? Tick if it does and put a cross if it doesn’t after the new word.

visible ________________________revealed ________________________detected ________________________noticed ________________________covered ________________________looked ________________________seen ________________________ veiled ________________________identified ________________________Challenge: Would letters would you put in front on visible to make it the opposite instead of un-? Would your new word be? Write it down below:

_________________________________________________________________________________

Now decide which of the new words were how George was feeling at this stage of the story and put them in the table below.

Felt by George Not felt by George

ENGLISH FRIDAY RESOURCES

LI: To write commands that give advice. SC: I can write a letter that gives advice. I can spell should, would and could. I can use conjunctions such as or, if and because I can use the prefix un-

George has sent you a letter asking for help.

Wordbank

could, should, would

pestering pesky bothersome troublesome annoying irritating exasperating tiresome vexing unbearable unpleasant mischievous

ENGLISH FRIDAY ACTIVITY

LI: To write commands that give advice. SC: I can write a letter that gives advice. I can spell should, would and could. I can use conjunctions such as or, if and because I can use the prefix un-

ACTIVITY: Write a letter of advice to George and include would, should or could in the advice you give. See the example to help you get started. Remember to include the date too!

Challenge:Include your address in your letter to George. You should know this if you did the Lifeskill in previous weeks! Remember where the address goes on the page.

_________________________________________________________________________________________________________________________________________________

_________________________

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ENGLISH PHONICS MONDAY

LI: To know when to use an apostrophe to show possession. To use a possessive apostrophe correctly.SC: I know when to use an apostrophe to show possession. I can use a possessive apostrophe correctly.

ENGLISH PHONICS TUESDAYLI: To know when to use an apostrophe to show possession. To use a possessive apostrophe correctly.SC: I know when to use an apostrophe to show possession. I can use a possessive apostrophe correctly.

ENGLISH PHONICS WEDNESDAY

LI: To use the possessive apostrophe correctly in sentences to describe an image.SC: I can use the possessive apostrophe correctly in sentences to describe an image.

ENGLISH PHONICS THURSDAY

LI: To identify possessive apostrophes when you’re reading.SC: I can identify possessive apostrophes when I’m reading.

ENGLISH PHONICS FRIDAY

LI: To use the possessive apostrophe correctly in a description of a character.SC: I can use possessive apostrophe correctly in a description of a character.

ENGLISH - SPELLINGS WORDSEARCH

ENGLISH - SPELLINGS AND HANDWRITING

ENGLISH READING MONDAY

LI: To read fluently and retrieve information from a text.SC: I can read fluently and retrieve information from a text to answer questions.

This week we will continue reading the book, ‘Hotel Flamingo’. Read the following pages out to someone in your family. Then answer the questions below:

Remember to underline key words in the question and the text.

1) What is the title of this chapter? ______________________________________________________________

2) What is a portrait? ______________________________________________________________________________________________________________________________

3) What unhappy looking relative of Anna had a portrait of herself on the office wall?

________________________________________________________________________________________________________________________

4) Find and copy the sentence that tells you there was lot of paperwork in the office:

________________________________________________________________________________________________________________________

5) How did T.Bear clear the desk?

_______________________________________________________________________________________________________________________

ENGLISH READING TUESDAY

LI: To read fluently and retrieve information.SC: I can read fluently and answer questions by retrieving information from a text.

Read the following pages out to someone in your family. Then answer the questions below:

Remember to underline key words in the question and the text.

1) What was on the top of the brown chair that was hiding it?

____________________________________________________________2) Why did the Hotel Flamingo no longer have any guests?

________________________________________________________________________________________________________________________

3) Why did guests start to go the Glitz?________________________________________________________________________________________________________________________

4) What special qualities did the Hotel Flamingo use to have that attracted guests?________________________________________________________________________________________________________________________

5) How does Anna think the Hotel Flamingo could bring guests back?

________________________________________________________________________________________________

ENGLISH READING WEDNESDAY

LI: To read fluently, retrieve information from a text and sequence events.SC: I can read fluently and retrieve information from a text. I can sequence events in a story.


1) What street is Hotel Flamingo on?_______________________________________________________________________

2) Why do you think Anna asked T.Bear for a tour?

______________________________________________________________________________________________________________________________________________________________________________

3) Sequence the following sentences using the numbers 1-5Anna and T. Bear went to the lobby [ ]Anna asked T. Bear to show her around the hotel. [ ]Anna and T. Bear went to the piano lounge. [ ]Anna and T. Bear saw old crooked chair but not tables in the restaurant. [ ]The carpet in the piano lounge was so dizzily patterned that it made Anna’s head hurt. [ ]

Challenge: Predict where next in the hotel they might go.

ENGLISH READING THURSDAY

LI: To read fluently and retrieve information from a text to answer true or false questionsSC: I can read fluently and retrieve information from a text.I can decide whether a sentence is true of false based on the text.


Write next to the statements whether they are true or false after having read the text:1) The garden terrace was covered in flowers.2) The swimming pool was clad in marble.3) There was no water in the swimming pool.4) There was brand new tennis court at the edge of the terrace5) The Hotel Flamingo enjoyed sea views on both sides of the hotel.6) Anna thought that everyone deserved a view of their garden from their bedrooms.

Challenge: Create up to 3 true of false statements of your own and state what they are.

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

ENGLISH READING FRIDAYLI: To read fluently and make inferences based

on the text.

SC: I can read fluently and make inferences based on the text.

1) How do you think Anna felt at the end of her tour of the hotel? Use the text to justify your reasoning.

____________________________________________________________________________________________________________________2) Why did Anna not want to use the lift?

____________________________________________________________________________________________________________________3) What was it about the light breaking that made T.Bear growl sadly?

____________________________________________________________________________________________________________________4) Why was T.Bear smiling at the end of this chapter?

____________________________________________________________________________________________________________________Challenge: Draw a picture of Anna’s view of Animal Boulevard based on the description in the book.

MATHS -

MONDAY


SC: I know how to record numbers using a tally chart. I can interpret tally charts. I can ask and answer simple questions, including totalling and comparing the data in the tally charts.

MATHS - MONDAY CONTINUED


SC: I know how to record numbers using a tally chart. I can interpret tally charts. I can ask and answer simple questions, including totalling and comparing the data in the tally charts.

5. Ask your own questions based on the data shown in the tally chart about the drink sold in a cafe and answer it below:

________________________________________________________________________________________________________

MATHS - TUESDAYLI: To interpret pictograms and the ratios used in them (for example where one face represents two children). To ask and answer simple questions including totalling and comparing the data in the pictograms.

SC: I can interpret pictograms and the ratios used in them (for example where one face represents two children). I can ask and answer simple questions including totalling and comparing

the data in the pictograms.

9. Ask your own questions based on the data shown in this pictogram and answer it below:

____________________________________________________________________________________________________________________________________________________________

MATHS - TUESDAY CONTINUED

LI: To interpret pictograms and the ratios used in them (for example where one face represents two children). To ask and answer simple questions including totalling and comparing the data in the pictograms.

SC: I can interpret pictograms and the ratios used in them (for example where one face represents two children). I can ask and answer simple questions including totalling and comparing the data in the pictograms.

MATHS - WEDNESDAY

LI: To interpret block diagrams and the scales used in them (for example scales may be in divisions of one, two or five). To ask and answer simple questions including totalling and comparing the data in the block diagrams.

SC: I can interpret block diagrams and the scales used in them (for example scales may be in divisions of one, two or five).

I can ask and

answer simple questions including totalling and comparing the data in the block diagrams.

MATHS WEDNESDAY CONTINUED

LI: To interpret block diagrams and the scales used in them (for example scales may be in divisions of one, two five or ten). To ask and answer simple questions including totalling and comparing the data in the block diagrams.

SC: I can interpret block diagrams and the scales used in them (for example scales may be in divisions of one, two five or ten). I can ask and answer simple questions including totalling and comparing the data in the block diagrams.

5)Look at the block diagram about the number of letters four friends received in the Ruby Section. Ask your own question about the block diagram and answer it.

________________________________________________________________________________________________________

MATHS - THURSDAY

LI: To interpret tables. To ask and answer simple questions including totalling and comparing the data in the tables.

SC: I can interpret tables. I can ask and answer simple questions including totalling and comparing the data in the tables.

Challenge: Ask and answer your own questions about the data in the Diamond section about the number of children in the two classes.

_______________________________________________________________________________________________________

MATHS FRIDAY

LI: To answer word problems involving data. To answer SATS questions involving data.

SC: I can answer word problems involving data. I can answer SATS questions involving data.

MATHS

FRIDAY

CONTINUED

MATHS FRIDAY

CONTINUED

MATHS FRIDAY CONTINUED

MATHS

FRIDAY CONTINUED

Challenge:

Ask your own questions about the data shown above and answer them:

________________________________________________________________________________________________________________________________________________________

SCIENCE RESOURCES

LI:To identify and name a variety of plants and animals in their habitats.SC: I can identify and name a variety of plants and animals in their habitats. I can sort I can sort given objects

into categories and give reasons for my choice.

What do humans need to stay alive? Revisit your work on the seven life processes form last week. Look at the slide below

Think about how humans and all other living things need certain conditions to stay alive and healthy.

Discuss the follow questions with your family. Think about how humans have adapted their habitats so that they meet the right conditions to keep us healthy and safe.

Today we are going to look at the following British habitats: urban habitats, woodland, ponds and coastal habitats.

SCIENCE ACTIVITY

LI:To identify and name a variety of plants and animals in their habitats.SC: I can identify and name a variety of plants and animals in their habitats. I can sort I can sort given objects

into categories and give reasons for my choice. Activity:Sort the following creatures into their correct habitats: You can either print them out and sort them or you

can complete a table showing which animals go where. Divide your paper into four equal parts and write the names of different habitats and the animas and plants ( you can also draw them if you wish))

SCIENCE ACTIVITY CONTINUED

Wordbank: woodlands, urban, coast, pond, seal, otter crab, starfish, seagull, curlew, madam grass,glaswort, English oak, birch, wood louse, badger, wood mouse squirrel, owl, woodpecker, fox, rat, dandelion, grass, pigeon, cat, slugs and snails, hedgehog

DT RESOURCES

LI: To learn about modern fire engines.

SC: I can draw a picture of a modern fire engine and label different parts of it.

DT

RESOURCES

DT ACTIVITY

LI: To learn about modern fire engines.

SC: I can label different parts of a modern fire engine.

DT ACTIVITYLI: To learn about modern fire engines.

can draw a picture of a modern fire engine and label different parts of it.

HISTORY

LI: To develop an awareness of the past in the context of comparing present-day London to the London that existed before 1666. SC: I can find out some of the ways in which London has changed. I can talk about how the buildings in London were different in the past. I can talk about how people travelled differently in London and the past. I can compare past and present London to say what things are different and similar.

FIRST ACTIVITY: approximately 10 mins

Look at the Timeline Year cards below.Can you organise them in order from earliest year to the most recent? The year 1666 was around 350 years ago and that this was an important time in British history that we will be focusing on this term.

Challenge: Can you create your own card to add to the timeline for 2020? What significant event will you remember this year for?

HISTORY CONTINUED

SECOND ACTIVITY - approximately 10 mins

Modern LondonLook at pictures of landscape, buildings and homes, transport and people from present day London below. Discuss what you can see in pictures of modern London with your family.What are the houses and buildings made from? What do people wear? What jobs are people doing?

How do people travel? Now discuss these same questions with you family about what they think was different 350 years ago.How do you think London was different in the past? What can we use to find out? Discuss with your family.

HISTORY CONTINUED

SECOND ACTIVITY - approximately 10 mins

HISTORY CONTINUED

THIRD ACTIVITY - approximately 35 mins

Cut out the pictures below and shuffle them up. Then put them in the correct place in the

worksheet below.Challenge: Instead of cutting and sticking in the worksheet for the second activity, draw some of your own pictures in the boxes! Try and closely copy what you can see. Pay attention to the details of the pictures.Look at what you have done. Did you notice that in the past many homes in London were built from wood and that also there was no fire brigade in 1666!

PHSE

LI: To know that people and other living things have rights and that everyone hasresponsibilities to protect those rights (including protecting others’ bodies and feelings;being able to take turns, share and understand the need to return things that havebeen borrowed).

SC: I can recognise what is fair and unfair, kind and unkind, what is right and wrong.I can recognise ways in which we are the same as all other people; what we have in common with everyone else. I can talk about what rights are and identify rights that all people share.

Discuss these big questions with your family:

What are rights and what rights do all people share? What special rights do children have?

Think of the most important things that all humans need to grow and develop in a healthy way. 'Need' describes conditions required for humans to thrive and that the basic needs of all humans are food, water, shelter, to be safe, feel happy and to have the opportunity to learn and develop. Did you think of all of these?

Exploring – Human Rights

Everyone has rights are and all people deserve to have them. Look at Celebrating Human Rights Picture Cards. Discuss with you family why the human right shown on their picture card is a good thing and how it helps all people everywhere. Share your thoughts.

PHSE CONTINUED

Exploring – Children’s Rights:

Every child throughout the world is entitled to have their needs met, that this is their right. Did you know that children have their own rights? Watch this video https://m.youtube.com/watch?v=5KQGz-toMnk.

Discuss the meaning of ‘right’ with your family.

Can you name all the rights children have? Do all children have the same rights?

ALL children have the same rights – to be protected, to have an education, to have access to health care and an adequate standard of living and to be heard and listened to.

Discus what ‘respect’ means with your family and discuss the importance of children’s rights being respected by all.

Now complete the worksheet below.

https://m.youtube.com/watch?v=5KQGz-toMnk

PHSE ACTIVITY

LI: To know that people and other living things have rights and that everyone hasresponsibilities to protect those rights (including protecting others’ bodies and feelings;being able to take turns, share and understand the need to return things that havebeen borrowed).

SC: I can recognise what is fair and unfair, kind and unkind, what is right and wrong.I can recognise ways in which we are the same as all other people; what we have in common with everyone else. I can talk about what rights are and identify rights that all people share.

Challenge: Can you think of another important right you think children should have?

Write it down and draw your own card for it below.

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