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W.C 29th June

Subject

Minimum expectation of time spent

Work set

Details of work set

How should this be completed?

Maths

 

 

1 hour per day

Busy Ant Maths – Addition and Subtraction

MATHS 1

MATHS 2

MATHS 2 EXT MATHS 3

MATHS 4

MATHS 4 EXT MATHS 5

EXTRA 1

EXTRA 2

Children to complete the tasks provided and if finished can move on to the additional tasks.  Children may also wish to play games on Mathletics or the suggested links.

 

Directly onto the sheet or onto an exercise book.

 

SLIDESHOW:

Monday

Tuesday

Wednesday

Thursday

LOOM

 

 

English

1 hour per day

Lesson 1

Setting Description

(5 senses)

 

TO DISCUSS AUDIO AND VISUAL STIMULI AND ANSWER QUESTIONS

 

AUDIO CLIP: TO FOLLOW

 

 

 

 

 

 

 

 

QUESTIONS

 

To discuss the visual and audible stimuli and answer questions.  Look through the pictures and listen to the audio whilst focusing on all five senses. Recap sight as the ability to see using our eyes and hearing as the ability to listen using our ears etc. It might help to close our eyes when listening to the audio so to completely focus on that one sense. If there are unfamiliar items, please make a note of the vocabulary and its meaning.

 

Whilst referring back to the pictures and audio, answer the questions full sentences. Ensure correct usage of capital letters and full stops.

Directly onto sheet or in exercise book.

 

 

LOOM

Lesson 2 Spelling

SPELLINGS

 

O_E SHEETS:

 

O_E WORDS CUT & PASTE

 

O_E WORD SEARCH

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ARE GRAPHEME & ADVERBS

Children to learn spellings from sheet.

LOOK/SAY/COVER/WRITE/

CHECK

Cut and paste parts of word to segment and then blend to make real words containing the ‘o_e’ split digraph.

 

Complete the ‘o_e’ word search and make a list of other words that contain the ‘o_e’ grapheme. Recap the concept of a digraph as one sound consisting of two letters. Underline or highlight the ‘o_e’ split digraph in each applicable word and make a note of the ‘o_e’ position in each word. Can you spot them all? Can you think of any alternative spelling patterns that make the same sound as ‘o_e’? For example, ‘oa’ in ‘road’ as well as ‘oe’ in ‘toe’ etc.

 

Look at the slideshow recapping the ‘are’ trigraph and focusing on verbs and adverbs. Explain that verbs are often considered as action words and adverbs describe how, what, when, where and why a verb happens. They tend to make our writing more interesting and often just require the suffix ‘ly’ attached to the end of an adjective. For example, ‘quick’ (adjective) becomes ‘quickly’ (adverb). ‘The young boy ran quickly’ is much more interesting than ‘The boy ran’. Can you create some sentences in your neatest handwriting whilst using the word bank of adverbs on page 9? Afterwards, can you think of adjectives where adding the suffix ‘ly’ does not work? For example, ‘gentle’ becomes ‘gently’ where the ‘e’ at the end of the adjective is dropped.

 

Next, look at pages 3 and 4 of the ‘statements, questions, commands and exclamations’ slideshow. A question is punctuated with a question mark when something is asked. An exclamation is normally demonstrated by ‘how’ or ‘what’ without something being asked and is always followed by an exclamation mark. A command is when something is ordered. A statement is merely a statement of fact, e.g. The blond girl is brushing her teeth. Commands and statements are both denoted by a full stop at the end of the sentence.

 

Can you complete the activity on page 4 and then create your own statement, question, command and exclamation?

Directly onto sheet or in exercise book.

Lesson 3

Planning Sheet

 

SETTING DESCRIPTION PLAN

Children to use sheet to plan a setting description.

 

Describe what they can see, hear, taste, touch and smell. Remember to include at least one adjective in every sentence whilst applying capital letters and full stops in the correct spaces.

Directly onto sheet or in exercise book.

Lessons 4 & 5 Final Version

 

SETTING DESCRIPTION WRITING PAPER

 

Children to write, improve and complete a final version of their setting description.

 

Firstly, include a brief introduction, e.g. The beach is such an amazing place to be with so many wonderful things to enjoy.

 

Secondly, work through each sense with plenty of adjectives for description.

 

Thirdly, include a brief conclusion to frame the information page, e.g. With so many wonderful things to enjoy, the beach is where I would like to spend my day.

 

Remember to include at least one adjective in every sentence whilst applying capital letters and full stops in the correct spaces.

In exercise book or on paper attached.

Foundation

Computing

 

To recognise common uses of information technology beyond school.

 

Discuss with children that sometimes people send E-cards as a way to wish their friend or family member ‘happy birthday’. Discuss when this might be more appropriate than sending a physical card by post, e.g. when someone is travelling. Google some examples of E-cards before identifying some positives and negatives of sending an E-card. Using paint or MS Word, allow children time to design their own E-card and, where possible, email to a friend or family member.

 

Ensure that capital letters and full stops are applied correctly.

On computer.

LOOM

 

 

 

 

Physical Education

To improve our throwing technique.

 

Practise throwing activities in an open area. If possible, children are to measure the distance of their thrown using a tape measure or metre stick. If these aren’t available, then measure using non-standard units, e.g. footsteps, strides, cricket bats etc.

 

Afterwards, perform a systematic cool down. Work your way down your body from head to toe whilst paying particularly close attention to your arms and legs when stretching. Hold each stretch for 30 seconds and remember to stretch both sides of the body.

Outdoors.

 

LOOM

 

 

 

 

 

 

Geography

 

OCEANIA

 

TO EXPLORE OCEANIA

To explore a country.

 

Children will explore a country in Oceania. This can be any country of particular interest. They will have the opportunity to create a detailed information page about their nation of choice. In the top right hand corner, they can begin by colouring in an accurate representation of their country’s national flag. In essence, it is a research project which can be done with the support of an Atlas, map and computer. At the foot of the page, there are three lines to include some other amazing facts about their chosen country.

Directly onto sheet or in exercise book.

 

LOOM