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Sky Remote Learning WB 22nd February
PE Maths Phonics
English Wider
Curriculum
Mo
nd
ay
PE – Run bronze
skipping
challenge
Challenge
Video
LO: To compare
and order
numbers to 50
Lesson video
Phase 3 - ar
Lesson Video
Phase 5a – i-e
Lesson Video
• SPaG
• Handwriting
• English
• Whole Class
Reading
IPC
Geography
Features of the
environment.
BBC bitesize
clip
Tue
sda
y
Cosmic Kids
yoga
Lesson Video
LO: To compare
and order
numbers to 50
Lesson video
Phase 3 - ar
Lesson Video
Phase 5a – i-e
Lesson Video
• SPaG
• Handwriting
• English
• Whole Class
Reading
Computing
j2e
www.j2e.com
We
dn
esd
a
y
PE with Joe
Wickes
Lesson Video
LO: To count in
2s and 5s
Lesson video
Phase 3 - or
Lesson Video
Phase 5a – o-e
• SPaG
• Handwriting
• English
• Whole Class
Reading
IPC
Geography
Maps
BBC bitesize
clip
Thu
rsd
ay
Andy’s Wild
Workout
Lesson Video
LO: To count in
2s, 5s and tens
Lesson video
Phase 3 - or
Lesson Video
Phase 5a – o-e
Lesson Video
• SPaG
• Handwriting
• English
• Whole Class
Reading
IPC
Rainforests –
where are
they?
Frid
ay
Kids Zumba
Lesson Video
LO: To
complete
number
sequences
Lesson video
Phase 3 -ur
Lesson Video
Phase 5a -u-e
Lesson Video
• SPaG
• Handwriting
• English
• Whole Class
Reading
PSHE Feelings
BBC bitesize
RE
David and
Goliath
Music
Charanga
Or BBC bitesize
World Book Day 4th March 2021
Next week is World Book Day and we want to
celebrate!
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How to use your home learning pack:
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In this pack, you will find work for a week of learning across the curriculum. Try
to do every lesson for each day to keep up with your learning while you are at
home. You may find it helpful to cross off each lesson on the timetable once
you have completed it. Follow the success criteria for each lesson so you know
what to do; this is how we do it in school.
Parents:
Where possible, please start your child’s home learning at normal school time
in the morning; this will help the children stay in routine. They should also have
plenty of breaks, so they don’t get too tired! For maths, phonics and
handwriting, there are videos that teach you how to complete the work. Simply
click the link on the timetable, and it will take you straight to the video for each
lesson.
Don’t forget to continue using Numbots and Phonics Play at home. Remember
to encourage your child to read for pleasure and to share books together.
Useful websites:
Phonics Play
www.phonicsplay.co.uk
username: jan21 password: home
j2e
https://www.j2e.com/
Five a Day TV
https://player.5-a-day.tv/
Username: clifton-primary-school-b128ly-home
Password: LZYR6bVd
Charanga – Music Lessons
https://charanga.com/site/log-in/
From the Sky Team: @CliftonSky1 @SportAtClifton
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Feedback and Improvement!
Here you can see how well your group did in their learning
last week and find ways to improve your work in the week
ahead.
Examples of good learning:
How work can be improved:
Maths: During maths this week, we have been practising adding on one more and one
less. For some children, counting backwards, especially if the number bridges over ten,
can be difficult. It is a good idea to have a blank number line in front of you so you can
jump to the right if counting forwards and to the left if counting backwards. The more
practise with a number line you do, the more fluent you will become.
This week in Maths, we have been counting both
forwards and backwards accurately, identifying the
value of tens and ones in a number, and finding one
more and one less of a number. This is a fantastic
example of accurate counting; the child has grouped
the cookies in groups of ten which has helped them
count the large number correctly. When counting from
20 to 40, the child has worked systematically and ticked
off each number that comes between the numbers.
Looking at the reasoning challenge to the left, the child
has agreed with Lucy because they have recognised
that five tens is equal to 50, without the need to count
the pom poms individually.
The completed phonics sheet on the left is a good example
because the child has dotted and dashed all the words to
support their reading. This helps them identify digraphs in words
when sounding out.
Identifying real and fake words is a skill we focus on during
phonics lessons. This child has correctly identified the real and
fake ‘ey’ words, colouring them in accordingly. This helps the
children increase their vocabulary and recognise different
spelling patterns in the English language.
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Monday - PE
Welcome to the KS1 Run Bronze Skipping Challenge.
The aim of this challenge is to complete as many skips as you can
in 20 seconds. Don't forget to check out the 'How to Guide' before
you submit your results for the challenge.
• To begin, the skipping rope starts behind you.
• Put your feet together as though they are stuck together with
glue.
• Make sure your head is looking forward and keep your
elbows in.
• As the rope comes over the head keep your knees up high
and run over the skipping rope on the spot.
• Make sure each foot hits the ground once as the rope
comes through.
• How many turns can be completed in 20 seconds?
• Once you've practised you can submit your scores below.
• Good Luck!
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Monday - Maths
Learning Objective: To compare and order numbers to 50.
Parent Note: The children will need to watch the video (click the link below)
as they complete their work. The teaching input will explain how to do each
activity. The success criteria below will explain how to complete each
question. Where possible, the children need to work through the questions.
They will get progressively harder.
https://classroom.thenational.academy/lessons/comparing-and-ordering-
numbers-within-50-part-1-60r30t?step=2&activity=video
Children order numbers using the language, ‘largest’, ‘smallest’, ‘more than’,
‘less than’, ‘least’, ‘most’ and ‘equal to’. They continue to use inequality
symbols to order numbers in ascending and descending order. Children
should be able to justify the order of numbers using their place value
knowledge. They need to know that they should compare the highest place
value column first (tens), then move onto the ones if the tens are equal.
Success Criteria:
1. Identify the first number.
2. Identify the second number.
3. Identify which one is greater.
4. Choose the correct inequality sign and draw it in the box.
Questions to ask your child:
Which group has the most?
Which group has the least?
How does knowing this help us order the groups from largest to smallest?
Can you build the groups using equipment and compare?
What is the smallest/largest number that could complete the empty box?
Complete the number line:
Remember to start writing the number at the red dot.
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Learning Objective: To compare and order numbers to 50.
Challenge 1
Challenge 2
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Challenge 3- Order these numbers starting with the smallest.
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Reasoning challenge
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Mastery challenge: Once your child is confident with the tasks completed, you
can then move onto the mastery problem below.
Page 12
Monday - Phonics
This pack includes two separate phonics lessons based on where your child is
with their phonics learning. There is a Phase 3 sound and a Phase 5a sound.
Phase 3: To read and write words containing the ‘ar’ grapheme.
Phase 5a: To read and write words containing the ‘i-e’ grapheme.
You will need to login onto PhonicsPlay to access some of the required
resources.
PhonicsPlay
Username: jan21
Password: home
1. Complete the Speed Trial and Tricky Word Trucks games to review prior
learning (select either Phase 2, Phase 3 or Phase 5a).
2. Watch the appropriate video with your child to help them to learn the
sound.
Phase 3 grapheme: Lesson Video - ar
Phase 5a grapheme: Lesson Video i-e
3. Complete one of the following games (Buried Treasure, Dragons Den or
Picnic on Pluto). You will need to select either Phase 3 or Phase 5
followed by the appropriate grapheme.
4. Complete the sheet for either the ‘ar’ (Phase 3) or ‘i-e’ (Phase 5a)
grapheme.
Learning Objective: To read and write words and sentences containing the
‘ar’ grapheme.
Read the words below. Dot and dash the words to support your reading. The
first one has been done for you.
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harp car dart
sharp march part
mark shark bark
Read the sentences below. Dot and dosh the sentences to support reading.
Match the sentences with the correct picture.
The dog can bark.
The shark has sharp
teeth.
I have a red car.
Choose a word containing the ‘ar’ grapheme from above. Write a sentence
with this word. For example: I like to play with my car.
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Learning Objective: To read and write words and sentences containing the
‘i-e’ grapheme.
Read the words below. Dot and dash the words to support your reading. The
first one has been done for you.
tile life smile
file kite bite
mine line shine
Read the sentences below. Dot and dosh the sentences to support reading.
Match the sentences with the correct picture.
I like playing with my
kite.
I have a nice smile.
My class make the
best line.
Choose a word containing the ‘i-e’ grapheme from above. Write a sentence
with this word. For example: I can shine my torch at night.
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Monday – SPaG
Monday - Spellings Phase 3 WB 22.2.21
Spelling test date: Friday 26th February 2021
Please help your child to learn the spellings below by following
these steps:
1. Look at the first word.
2. Say the sounds together.
3. Blend the sounds and say the word together.
4. Ask your child to say the sounds, blend them and say the word
by themselves.
5. Repeat if necessary.
6. Fold the page to hide the words.
7. Ask your child to write the word from memory (no helping!)
8. Unfold the page to show the words and check the spelling.
Repeat for the next word.
Look and Read Cover then write Check
car
mark
short
for
we
On the next page, practise using the spelling strategy to write the
words in different directions. Try not to look at this sheet when
writing the words.
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Spelling Activity:
Practise writing in the triangle Example
car
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Monday – SPaG
Monday - Spellings Phase 5 WB 22.2.21
Spelling test date: Friday 26th February 2021
Please help your child to learn the spellings below by following
these steps:
1. Look at the first word.
2. Say the sounds together.
3. Blend the sounds and say the word together.
4. Ask your child to say the sounds, blend them and say the word
by themselves.
5. Repeat if necessary.
6. Fold the page to hide the words.
7. Ask your child to write the word from memory (no helping!)
8. Unfold the page to show the words and check the spelling.
Repeat for the next word.
Look and Read Cover then write Check
time
smile
nose
joke
people
On the next page, practise using the spelling strategy to write the
words in different directions. Try not to look at this sheet when
writing the words.
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Spelling activity:
Practise writing in the triangle Example
time
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Monday – Handwriting
Learning Objective: To form letters from the zig-zag family
correctly
This week your child will be practising the correct letter formation
for letters from the zig-zag monster family.
It is important to get our finger and hand muscles ready before
beginning handwriting. Click on the video link below to practise
some handwriting exercises.
Finger warm up exercises
Click on this next video link which will show you how to form the
letter below correctly.
Handwriting - Correct letter formation video
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Monday – English
Parent Note:
In English lessons this week, your child will learn about instructions. They will
practise reading and following a set of instructions to help them learn about
their features.
Click on the video link below to watch a short video explaining the features of
instructions.
Lesson Video - Features of Instructions
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Below are some instructions for planting a sunflower seed. Let’s take a look at
some of the features used in these instructions.
All in
struc
tion
s ha
ve
a title
. This is u
sua
lly
at th
e to
p o
f the
pa
ge
an
d te
lls yo
u
wh
at th
e in
struc
tion
s will b
e fo
r.
Instru
ctio
ns
ha
ve
sub
-
he
ad
ing
s. The
sub
-he
ad
ing
s
tell y
ou
wh
at
info
rma
tion
will
ap
pe
ar b
elo
w
it.
Instru
ctio
ns a
re
writte
n in
the
co
rrec
t ord
er
an
d h
ave
nu
mb
ere
d ste
ps.
Ea
ch
step
is on
a
ne
w lin
e.
Thin
gs y
ou
will n
ee
d a
re w
ritten
in
a list. O
ne
item
on
ea
ch
line
.
Instru
ctio
ns c
an
be
gin
with
time
co
nn
ec
tive
s
suc
h a
s first,
ne
xt, th
en
an
d
fina
lly.
Instru
ctio
ns u
se b
ossy
ve
rbs.
The
se a
re a
ctio
n w
ord
s. Fo
r
exa
mp
le, fill, a
dd
, co
ve
r, po
ur.
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Learning Objective: To recognise features of instructional writing
Success criteria:
1. Look at the top of the page to help you find the title.
2. Look for ‘mini-titles’ with writing beneath them to help you find the sub-
headings.
3. Look for words written under each other to help you find a list.
4. Look for sentences that are written in numbered steps to help you find
the instructions.
Below are instructions for making a fruit pizza. Label each part of the
instructions. Use the words below to help you.
list sub-heading title instructions
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If your child needs help with labelling the features, you may use this sheet
instead. It has the first letter of each word to help your child with labelling the
features of instructions.
list
sub-heading
title
instructions
t__________ s__ - h________
l__________
i______________
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Monday - Whole Class Reading
Our new book ‘Space’ is a non-fiction book that includes information on the
planets, the moon landing, and phases of the moon. During the zoom
sessions, the teachers will discuss the features of a non-fiction text, such as the
contents page, pictures, and captions.
Learning Objective: To answer comprehension questions.
Success Criteria:
1. Read through the text.
2. Read the question carefully.
3. Look at how many boxes need to be ticked.
4. Find the answer in the text and underline it.
5. Tick the correct box.
1. Fill in the missing word. Tick one box.
Astronomers use huge _____________ to see faraway stars and planets.
glasses
telescopes
cups
2. What are astronomers? Tick one box.
people who dig underground
people who study the sea
people who study space
Challenge:
Why do astronomers use telescopes?
…………………………………………………………………………………………………..
Space is the Sun, and the Moon, and the stars, and faraway planets... like
Saturn and Mars.
People who study space are called astronomers. Astronomers use huge
telescopes to see faraway stars and planets. They can see stars that are
millions of kilometres (miles) away.
Become a home astronomer with a pair of binoculars!
Space (2007), Dorling Kindersley
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Monday - Wider Curriculum
Learning Objective: To identify human features and physical features in an
environment
Parent Note: This afternoon, we will be completing a geography lesson based
on our topic for this term, “Time Travellers”.
This is a BBC bitesize clip that explains a little more about human and physical
features if you want to explore this further.
A human feature is something that has been made or built by humans.
Can you think of any human features in our school or around your home?
A physical feature is something that is natural.
Can you think of any physical features in our school or around your home?
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We’re now going to do a little quiz. Choose which box to tick for each
picture. (Remember to ask yourself, is it man-made? Or is it natural?)
Human
Physical
Human
Physical
Human
Physical
Human
Physical
Human
Physical
Human
Physical
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Tuesday - Maths
Learning Objective: To compare and order numbers to 50 (part 2)
Parent Note: The children will need to watch the video (click the link below)
as they complete their work. The teaching input will explain how to do each
activity. The success criteria below will explain how to complete each
question. Where possible, the children need to work through the questions.
They will get progressively harder.
https://classroom.thenational.academy/lessons/comparing-and-ordering-
numbers-within-50-part-2-70vkjc?step=1&activity=video
Children order numbers using the language, ‘largest’, ‘smallest’, ‘more than’,
‘less than’, ‘least’, ‘most’ and ‘equal to’. They continue to use inequality
symbols to order numbers in ascending and descending order. Children
should be able to justify the order of numbers using their place value
knowledge. They need to know that they should compare the highest place
value column first (tens), then move onto the ones if the tens are equal.
Success Criteria:
1. Find and colour the first number.
2. Find and colour the second number.
3. Compare both numbers.
4. Choose the correct inequality sign and draw it in the box.
Questions to ask your child:
Which group has the most?
Which group has the least?
How does knowing this help us order the groups from largest to smallest?
Can you build the groups using equipment and compare?
What is the smallest/largest number that could complete the empty box?
Complete the number line:
Remember to start writing the number at the red dot.
Page 28
Learning Objective: To compare and order numbers to 50.
Challenge 1
Challenge 2
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Challenge 3-
Order these numbers from greatest to smallest.
16 12 8 5 15
____________, ______________, __________________, _____________, __________________
24 22 28 21 27
____________, ______________, __________________, _____________, __________________
14 41 23 32 6
____________, ______________, __________________, _____________, __________________
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Reasoning challenge
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Mastery challenge: Once your child is confident with the tasks completed, you
can then move onto the mastery problem below.
Page 32
Tuesday - Phonics
This pack includes two separate phonics lessons based on where your child is
with their phonics learning. There is a Phase 3 sound and a Phase 5a sound.
Phase 3: To read and write words containing the ‘ar’ grapheme.
Phase 5a: To read and write words containing the ‘i-e’ grapheme.
You will need to login onto PhonicsPlay to access some of the required
resources.
PhonicsPlay
Username: jan21
Password: home
1. Complete the Speed Trial and Tricky Word Trucks games to review prior
learning (select either Phase 2, Phase 3 or Phase 5a).
2. Watch the appropriate video with your child to help them to learn the
sound.
Phase 3 grapheme: Lesson Video - ar
Phase 5a grapheme: Lesson Video i-e
3. Complete one of the following games (Buried Treasure, Dragons Den or
Picnic on Pluto). You will need to select either Phase 3 or Phase 5 followed
by the appropriate grapheme.
4. Complete the sheet for either the ‘ar’ (Phase 3) or ‘i-e’ (Phase 5a)
grapheme.
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Learning Objective: To read and write words and sentences containing the
‘ar’ grapheme.
Read the words below. Dot and dash the words to support your reading. The
first one has been done for you.
hark cart dark
star arch art
park charm ark
Read the sentences below. Dot and dosh the sentences to support reading.
Match the sentences with the correct picture.
I can see a bright star.
I can feed the ducks in
the park.
I can push the cart.
Choose a word containing the ‘ar’ grapheme from above. Write a sentence
with this word. For example: My favourite subject is Art.
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Learning Objective: To read and write words and sentences containing the
‘i-e’ grapheme.
Read the words below. Dot and dash the words to support your reading. The
first one has been done for you.
mile wife while
pile like ride
dine bike hike
Read the sentences below. Dot and dosh the sentences to support reading.
Match the sentences with the correct picture.
I like to go for a bike
ride.
The daily mile helps me
to keep fit.
All the plates are in a
neat pile.
Choose a word containing the ‘i-e’ grapheme from above. Write a sentence
with this word. For example: For my birthday, I got a new bike!
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Tuesday – SPaG
Learning Objective: To form plurals by adding ‘s’
Parent Note:
Children will be learning to change singular words to plurals by
adding the letter ‘s’ to the end of the world.
Please explain the words below to your child.
For most words we can add ‘s’ to the end of the word to change
it into a plural.
What is singular? Singular means one of something. Plural means more than one of something.
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Add ‘s’ to edit the words below to change them from singular to
plural. Remember to read each word before and after editing.
Example:
Lamp → Lamps
cup
apple
bee
car
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Tuesday – Handwriting
Learning Objective: To form the capital letter A correctly
This week your child will be practising the correct letter formation
for capital letters.
It is important to get our finger and hand muscles ready before
beginning handwriting. Click on the video link below to practise
some handwriting exercises.
Finger warm up exercises
Click on this next video link which will show you how to form the
letter below correctly.
Handwriting - Correct letter formation video
Page 38
Tuesday – English
Parent Note:
In English lessons this week, your child will learn about instructions. They will
practise reading and following a set of instructions to help them learn about
their features.
Today, your child will need to read and follow a set of instructions to make a
jam sandwich. You can click on the video link below to watch a short video
demonstrating how to follow the instructions below to make a jam sandwich.
Please supervise your child when they are making their sandwich.
Lesson Video - Following instructions to make a jam sandwich
Learning Objective: To read and follow instructions
Success Criteria:
1. Use your phonics to help you sound out words.
2. Re-read sentences to make sure you understand them.
3. Read and follow these instructions in the correct order.
4. Ask a grown up to supervise you when you make your sandwich.
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When you have finished reading these
instructions, have a go at finding and circling
the title, the sub-headings and the list of
things you will need.
Page 40
Tuesday - Whole Class Reading
Learning Objective: To answer comprehension questions.
Success Criteria:
1. Read through the text.
2. Read the question carefully.
3. Look at how many boxes need to be ticked.
4. Find the answer in the text and underline it.
5. Tick the correct box.
1. Fill in the missing word. Tick one box.
On a _________ night we can see lots of tiny dots of light in the sky.
dark
clear
bright
2. On a clear night we can see lots of tiny dots of light in the sky. What are
they? Tick one box.
mountains
stars
torches
Challenge:
Why do the stars look like tiny dots in the sky?
…………………………………………………………………………………………………
Space is everything outside our world- it is a big, big place. Space is
completely black. The light that we can see comes from stars.
On a clear night we can see lots of tiny dots of light in the sky. Most of
these are stars. They are all very far away.
Our world is a planet called Earth. There are seven other planets that are
our neighbours.
Space (2007), Dorling Kindersley
Page 41
Tuesday – Wider Curriculum - J2E
Learning Objective: To use mix to open and edit a file.
Parent Note:
In today’s lesson, your child will be using J2E – JiT5 to open and edit a file
using the paint and write applications.
We have learnt to use this application in school and some processes may be
familiar to your child.
The purpose of this lesson is to allow your child to become more confident
and independent through practise.
When creating a picture, remind your child that they are able to:
• Change the colour
• Change the size of the paint brush
• Add background of their choice
When writing a sentence, remind your child that they are able to:
• Change the font colour
• Change the font style
• Change the font size
Please remember to supervise your child when using the internet.
Step 1: Once you have logged in, select the JiT5 icon.
Page 42
Step 2: Click on the ‘Mix’ tab in the top right-hand corner. Your background
should turn black and you should see the ‘choose a mix play’ layout option
appear, as seen below.
Step 3: Choose the option with ‘Paint’ and ‘Write’ and then press the tick
button.
Page 43
Step 4: Click on the green folder as shown below to open a paint file you
have previously created.
Step 5: Select a file by clicking on it.
Your picture
is ready to
edit now
Page 44
Step 6: Edit your picture by using some of the features below.
Step 7: Once you have edited your picture, write a sentence below about it
by clicking on the ‘write’ section below. Use all the skills you have learnt in the
previous lessons. They are highlighted below to remind you.
To help write your sentence, you may choose words from the word bank. Find
the relevant word back by navigating between the arrows
Use of
stamps
Select
colour Change shade
of colour
Select
textures
Change
font size Select font style Change font colour Use word bank
Page 45
Step 8: Once you have finished writing about your picture, you will need to
name and save it.
Name your file Press here to save
Page 46
Wednesday - Maths
Learning Objective: To count in 2s and 5s.
Parent Note: The children will need to watch the video (click the link below)
as they complete their work. The teaching input will explain how to do each
activity. The success criteria below will explain how to complete each
question. Where possible, the children need to work through the questions.
They will get progressively harder.
https://classroom.thenational.academy/lessons/counting-in-twos-and-fives-
chhkad?step=2&activity=video
Children build on their previous knowledge of counting in multiples of 2 and
go beyond 20 up to 50 They will apply previous learning of one more and one
less to counting forwards and backwards in twos. For example, two more
than and two less than. The 1-50 grid can be used to spot and discuss
patterns that emerge when counting in 2s.
Success Criteria: (for challenge 2)
1. Decide whether to count in 2s or 5s.
2. Count the coins.
3. Record the answer in the total box.
Questions to ask your child:
How can we count the pairs?
What does it mean to count in pairs?
Can we use tens frames to help us count in 2s?
Can you see any patterns when you count in 2s?
Complete the number line:
Remember to start writing the number at the red dot.
Page 47
Learning Objective: To count in 2s and 5s.
Challenge 1
What do you notice?
__________________________________________________________________________________
Challenge 2
Page 49
Challenge 3-
Reasoning challenge
Page 50
Mastery challenge: Once your child is confident with the tasks completed, you
can then move onto the mastery problem below.
Page 51
Wednesday - Phonics
This pack includes two separate phonics lessons based on where your child is
with their phonics learning. There is a Phase 3 sound and a Phase 5a sound.
Phase 3: To read and write words containing the ‘or’ grapheme.
Phase 5a: To read and write words containing the ‘o-e’ grapheme.
You will need to login onto PhonicsPlay to access some of the required
resources.
PhonicsPlay
Username: jan21
Password: home
1. Complete the Speed Trial and Tricky Word Trucks games to review prior
learning (select either Phase 2, Phase 3 or Phase 5a).
2. Watch the appropriate video with your child to help them to learn the
sound.
Phase 3 grapheme: Lesson Video or
Phase 5a grapheme: Lesson Video o-e
3. Complete one of the following games (Buried Treasure, Dragons Den or
Picnic on Pluto). You will need to select either Phase 3 or Phase 5 followed
by the appropriate grapheme.
4. Complete the sheet for either the ‘or’ (Phase 3) or ‘o-e’ (Phase 5a)
grapheme.
Page 52
Learning Objective: To read and write words and sentences containing the
‘or’ grapheme.
Read the words below. Dot and dash the words to support your reading. The
first one has been done for you.
sort for fork
torch short port
porch corn cork
Read the sentences below. Dot and dosh the sentences to support reading.
Match the sentences with the correct picture.
I can see a red fork.
I can sit on the porch.
The torch has a bright
light.
Choose a word containing the ‘or’ grapheme from above. Write a sentence
with this word. For example: I like to eat sweetcorn.
Page 53
Learning Objective: To read and write words and sentences containing the
‘o-e’ grapheme.
Read the words below. Dot and dash the words to support your reading. The
first one has been done for you.
rose nose hose
hole code rope
Read the sentences below. Dot and dosh the sentences to support reading.
Match the sentences with the correct picture.
Oh no! My dog had dug
a hole in the garden.
The witch has a big spot
on her nose.
I can skip with a rope.
Choose a word containing the ‘o-e’ grapheme from above. Write a
sentence with this word. For example: Roses are my favourite flowers.
Page 54
Wednesday – SPaG
Learning Objective: To be able to form plurals by adding ‘es’
Parent Note:
Children will be learning to change singular words to plurals by
adding the letters ‘es’ to the end of the world.
Please explain the words below to your child.
For most words we can add ‘s’ to the end of the word to change
it into a plural. However, for some words it is necessary to add ‘es’
to the end of the word to change it to a plural.
What is singular? Singular means one of something. Plural means more than one of something.
If a word ends with one of these sound…
…then we need to add ‘es’ to the end of it to change it to a plural
Page 55
Add ‘es’ to edit the words below to change them from singular to
plural. Remember to read each word before and after editing.
Page 56
Wednesday – Handwriting
Learning Objective: To form the capital letter B correctly
This week, your child will be practising the correct letter formation
for capital letters.
It is important to get our finger and hand muscles ready before
beginning handwriting. Click on the video link below to practise
some handwriting exercises.
Finger warm up exercises
Click on this next video link which will show you how to form the
letter below correctly.
Handwriting - Correct letter formation video
Page 57
Wednesday – English
Parent Note:
In English lessons this week, your child will learn about instructions. They will
practise reading and following a set of instructions to help them learn about
their features.
In yesterday’s lesson, your child read and followed instructions to make a jam
sandwich. Today, your child will be writing a list of ingredients and tools they
used to make their jam sandwich.
Below is list. What do you notice about it?
How to plant a sunflower seed
What you need:
• A small pot
• Soil
• Seeds
• Watering can
• Water
How to plant a sunflower seed
What you need:
• A small pot
• Soil
• Seeds
• Watering can
• Water
Notice how each
item is written on a
new line.
Each word
begins with a
capital letter.
Bullet points
can be used
when writing a
list. These are
bullet points
Notice how there
are not any full
stops. This is
because full stops
are not used when
writing a list.
A list.
Page 58
Learning objective: To write a list
Success criteria:
1. Write each item on a new line, next to the margin.
2. Begin each word with a capital letter.
Think back to when you made your jam sandwich yesterday. What did you
need to make it? Write the ingredients and tools you used in a list below.
What you need:
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
Page 59
If your child needs help, use the template and the word bank below to write
the words in a list.
What you need:
.
2 Slices of
bread
Butter
Jam
Knife
Page 60
Wednesday - Whole Class Reading
Learning Objective: To answer comprehension questions.
Success Criteria:
1. Read through the text.
2. Read the question carefully.
3. Look at how many boxes need to be ticked.
4. Find the answer in the text and underline it.
5. Tick the correct box.
1. Fill in the missing word. Tick one box.
But we know there are ___________ more than we can see.
tens
hundreds
millions
2. What are stars made from? Tick one box.
dust
gas
stones
Challenge:
Why does no-one know how many stars there are?
…………………………………………………………………………………………………
Stars are balls of fiery gas that are so hot and bright we can see them in
the sky at night. Stars look tiny but that is because they are so far away.
They are actually enormous.
Groups of stars have been given names called constellations.
No-one knows how many stars there are because no-one has travelled far
enough. But we know there are millions more than we can see.
Space (2007), Dorling Kindersley
Page 61
Wednesday - Wider Curriculum
Learning Objective: To create a simple map.
Parent Note: We are going to think about where Clifton Primary School used
to be located compared to where it is now.
This is a link to a BBC bitesize clip that explains a little more about what maps
are.
Page 62
Look at the map below.
1. Can you see which school is which? Colour in the two schools using red
for the infants and blue for the juniors. Now colour in the boxes at the
side- this is called the key.
2. Now add the road names to the map. Remember to use a capital
letter at the start of each word.
3. Draw a route from where our school is now to where it was over 100
years ago.
4. Now explain this route to somebody in your household. Use the words,
‘near’ or ‘far’, ‘left’ or ‘right’, ‘straight’ on or ‘turn the corner’.
Page 64
Thursday - Maths
Learning Objective: To count in 2s, 5s and tens.
Parent Note: The children will need to watch the video (click the link below)
as they complete their work. The teaching input will explain how to do each
activity. The success criteria below will explain how to complete each
question. Where possible, the children need to work through the questions.
They will get progressively harder.
https://classroom.thenational.academy/lessons/counting-in-twos-fives-and-
tens-65k34d?step=1&activity=video
Children build on previous learning of counting in fives to go beyond 20 and
up to 50 The 1-50 grid can be used to spot and discuss patterns that emerge
when counting in 5s.
Success Criteria: (for challenge 2)
1. Decide whether to count in 2s, 5s or tens.
2. Count the blocks.
3. Write the total in the box.
Questions to ask your child:
How can we count the groups of 5?
Can you describe the pattern when you count in 5s?
Will _____ appear on our number line? Why/why not?
Complete the number line:
Remember to start writing the number at the red dot.
Page 65
Learning Objective: To count in 2s, 5s and tens.
Challenge 1
What do you notice?
___________________________________________________________________________
Challenge 2
Page 67
Reasoning challenge
Page 68
Mastery challenge: Once your child is confident with the tasks completed, you
can then move onto the mastery problem below.
Page 69
Thursday - Phonics
This pack includes two separate phonics lessons based on where your child is
with their phonics learning. There is a Phase 3 sound and a Phase 5a sound.
Phase 3: To read and write words containing the ‘or’ grapheme.
Phase 5a: To read and write words containing the ‘o-e’ grapheme.
You will need to login onto PhonicsPlay to access some of the required
resources.
PhonicsPlay
Username: jan21
Password: home
1. Complete the Speed Trial and Tricky Word Trucks games to review prior
learning (select either Phase 2, Phase 3 or Phase 5a).
2. Watch the appropriate video with your child to help them to learn the
sound.
Phase 3 grapheme: Lesson Video or
Phase 5a grapheme: Lesson Video o-e
3. Complete one of the following games (Buried Treasure, Dragons Den or
Picnic on Pluto). You will need to select either Phase 3 or Phase 5 followed
by the appropriate grapheme.
4. Complete the sheet for either the ‘or’ (Phase 3) or ‘o-e’ (Phase 5a)
grapheme.
Page 70
Learning Objective: To read and write words and sentences containing the
‘or’ grapheme.
Read the words below. Dot and dash the words to support your reading. The
first one has been done for you.
horn corn forth
torn or born
Read the sentences below. Dot and dosh the sentences to support reading.
Match the sentences with the correct picture.
I will plant corn
seeds.
My coat is torn.
Look at the horn!
Choose a word containing the ‘or’ grapheme from above. Write a sentence
with this word. For example: I can have beans or peas with my chips.
Page 71
Learning Objective: To read and write words and sentences containing the
‘o-e’ grapheme.
Read the words below. Dot and dash the words to support your reading. The
first one has been done for you.
pole pose hope
stone pole role
phone home slope
Read the sentences below. Dot and dosh the sentences to support reading.
Match the sentences with the correct picture.
That slope is very steep.
I have my own bedroom
at home.
My sister has a new
smart phone.
Choose a word containing the ‘o-e’ grapheme from above. Write a
sentence with this word. For example: I can run down a slope.
Page 72
Thursday – SPaG
Learning Objective: To know when to use ‘s’ or ‘es’ to form plurals
Parent Note:
Remind your child of the two ways for changing singular words to
plurals.
1. Most singular words can be changed to plural by adding ‘s’
to the end of the word.
2. Words that end in the letters ch, sh, x, o, s and ss can be
changed to plural by adding ‘es’ to the end of the word.
Look at pictures and words below. Circle the correct plural for
each one.
car
cloud
box
flower
truck
glass
brush
book
cars
cares
clouds
cloudes
trucks
truckes
glasss
glasses
boxs
boxes
brushs
brushes
flowers
floweres
books
bookes
Page 73
Now have a go at using ‘s’ or ‘es’ to change these words into
plurals.
Page 74
Thursday – Handwriting
Learning Objective: To form the capital letter C correctly
This week, your child will be practising the correct letter formation
for capital letters.
It is important to get our finger and hand muscles ready before
beginning handwriting. Click on the video link below to practise
some handwriting exercises.
Finger warm up exercises
Click on this next video link which will show you how to form the
letter below correctly.
Handwriting - Correct letter formation video
Page 75
Thursday – English
Parent Note:
In English lessons this week, your child will learn about instructions. They will
practise reading and following a set of instructions to help them learn about
their features.
An important feature of instructions is that they are written in chronological
order (number order). They must be written and followed step-by-step in the
correct order. Today, your child will be putting a set of instructions in the correct
order. These will be the instructions for making a jam sandwich which they read
and followed earlier this week.
Learning Objective: To order a set of instructions
Success criteria:
1. Use your phonics to help you read the instructions.
2. Re-read the sentences to make sure you understand them.
3. Pay attention to time words such as ‘first, next, then and finally’ when
thinking about the order of the instructions.
Below are instructions for making a jam sandwich, but they are in the wrong
order. Can you put these instructions in the correct order? You can cut them
out and arrange them in the correct order or you can number them. You may
wish to watch the video again to remind you about the order.
Lesson Video - Following instructions to make a jam sandwich
Page 76
Next, use the knife to spread the butter on
both slices.
Finally, eat your sandwich!
After that, use the knife to spread the jam on
top of the butter, on one of the slices of
bread.
Then, put one slice of bread on top of the
other, to make a sandwich.
First, get two slices of bread.
After that, cut the sandwich in half with a
knife.
Page 77
If your child needs help, use this set of instructions instead. The text has been
simplified and there are picture cues to support your child with reading.
Next, spread the butter on both slices.
Finally, eat your sandwich!
After that, spread the jam on top of the
butter, on one of the slices of bread.
Then, put one slice of bread on top
of the other.
First, get two slices of bread.
After that, cut the sandwich with
a knife.
Page 78
Thursday - Whole Class Reading
Learning Objective: To answer comprehension questions.
Success Criteria:
1. Read through the text.
2. Read the question carefully.
3. Look at how many boxes need to be ticked.
4. Find the answer in the text and underline it.
5. Tick the correct box.
1. Fill in the missing word. Tick one box.
If the Sun wasn’t there it would be ____________ all the time because
space is black.
night
day
clear
2. What does the sun give us? Tick two boxes.
light
dark
heat
water
Challenge:
What would happen if there was no sun?
…………………………………………………………………………………………………
The sun is the star that gives us light. Our sun is a huge, spinning star made
of hot gas. It looks bigger than other stars because it is so close to us, but
all stars are enormous. The Sun gives us light and heat. If the Sun wasn’t
there it would be night all the time because space is black.
Our planet, Earth, is one of eight planets that circle around a huge star we
call the Sun. it takes a whole year for the Earth to travel around it.
Space (2007), Dorling Kindersley
Page 79
Thursday -wider curriculum: IPC - Rainforests
Use the link above to watch a short video about where Rainforest are in the
world. Colour the rainforests in Green below Try to remember where in the
world they are.
Page 80
Friday - Maths
Learning Objective: To complete number sequences.
Parent Note: The children will need to watch the video (click the link below)
as they complete their work. The teaching input will explain how to do each
activity. The success criteria below will explain how to complete each
question. Where possible, the children need to work through the questions.
They will get progressively harder.
https://classroom.thenational.academy/lessons/describing-and-completing-
number-patterns-6wuk4r?step=2&activity=video
Using their prior knowledge of the 2, 5 and 10 times tables, children need to
identify the next number or numbers in the sequence. If confident, children
might work backwards to check their answers.
Success Criteria:
1. Read the numbers aloud.
2. Identify the pattern.
3. Identify the next number.
4. Write the answer in the box.
5. Repeat for the next two boxes.
Questions to ask your child:
What is the pattern in the sequence?
Is it counting forwards or backwards?
How can you identify the next number?
How can you identify the previous number?
Complete the number line:
Remember to start writing the number at the red dot.
Page 81
Learning Objective: To complete number sequences.
Challenge 1- Identify the missing numbers then write down the sequence
pattern.
Page 83
Challenge 3-
Reasoning challenge
Eva completes a number sequence.
34, 36, 39, 40, 42 Mo thinks it is incorrect.
Who is correct? _________________
Explain how you know:
_________________________________________
_________________________________________
Page 84
Mastery challenge: Once your child is confident with the tasks completed, you
can then move onto the mastery problem below.
Page 85
Friday - Phonics
This pack includes two separate phonics lessons based on where your child is
with their phonics learning. There is a Phase 3 sound and a Phase 5a sound.
Phase 3: To read and write words containing the ‘ur’ grapheme.
Phase 5a: To read and write words containing the ‘u-e’ grapheme.
You will need to login onto PhonicsPlay to access some of the required
resources.
PhonicsPlay
Username: jan21
Password: home
1. Complete the Speed Trial and Tricky Word Trucks games to review prior
learning (select either Phase 2, Phase 3 or Phase 5a).
2. Watch the appropriate video with your child to help them to learn the
sound.
Phase 3 grapheme: Lesson Video ur
Phase 5a grapheme: Lesson Video u-e
3. Complete one of the following games (Buried Treasure, Dragons Den or
picnic on Pluto). You will need to select either Phase 3 or Phase 5 followed
by the appropriate grapheme.
4. Complete the sheet for either the ‘ur’ (Phase 3) or ‘u-e’ (Phase 5a)
grapheme.
Page 86
Learning Objective: To read and write words and sentences containing the
‘ur’ grapheme.
Read the words below. Dot and dash the words to support your reading. The
first one has been done for you.
hurt urn church
purr burp curb
surf spur murk
Read the sentences below. Dot and dosh the sentences to support reading.
Match the sentences with the correct picture.
I can see a church at
end of the street.
My cat can purr.
I fell and hurt my leg.
Choose a word containing the ‘ur’ grapheme from above. Write a sentence
with this word. For example: I can learn to surf.
Page 87
Learning Objective: To read and write words and sentences containing the
‘u-e’ grapheme.
Read the words below. Dot and dash the words to support your reading. The
first one has been done for you.
tube tune flute
cute mule rude
cube fuse amuse
Read the sentences below. Dot and dosh the sentences to support reading.
Match the sentences with the correct picture.
I can play a tune on my
flute.
The dice is a cube
shape.
My puppy is very cute.
Choose a word containing the ‘u-e’ grapheme from above. Write a
sentence with this word. For example: The mule rode slowly up the hill.
Page 88
Friday – SPaG
Friday- Spelling test
Ask a grown up at home, or an older brother or sister, to read your
spellings to you one at a time. Your spelling list is from Monday’s
part of the pack. Listen carefully to each word and write it neatly
on the lines below. Once you have finished, you and your grown
up can mark your spellings. If you have misspelt any of the words,
practise them again on the back of this sheet.
1. _______________________________
2. _______________________________
3. _______________________________
4. _______________________________
5. _______________________________
Page 89
Friday – Handwriting
Learning Objective: To form the capital letter D correctly
This week, your child will be practising the correct letter formation
for capital letters.
It is important to get our finger and hand muscles ready before
beginning handwriting. Click on the video link below to practise
some handwriting exercises.
Finger warm up exercises
Click on this next video link which will show you how to form the
letter below correctly.
Handwriting - Correct letter formation video
Page 90
Friday – English
Parent Note:
In English lessons this week, your child will learn about instructions. They will
practise reading and following a set of instructions to help them learn about
their features.
An important feature of instructions is that they are written in chronological
order (number order). They must be written and followed step-by-step in the
correct order. Today, your child will be writing a set of instructions in the correct
order. These will be the instructions for making a jam sandwich which they read
and followed earlier this week.
You may wish to watch the video again to remind you about the order.
Lesson Video - Following instructions to make a jam sandwich
Learning objective: To write instructions for making a jam sandwich
Success criteria:
1. Think about the sentence you want to write.
2. Say your sentence out aloud to help you remember it.
3. Begin you sentence with a capital letter.
4. Use your phonics to help you sound out each word.
5. Leave spaces between words.
6. Put a full stop at the end of each sentence.
Page 91
Complete the instructions for how to make a jam sandwich. Use the words
from the word bank below to begin each sentence with.
First Next After that
Then Finally
Page 92
If your child needs help with writing the instructions, use the template below
to support them.
1. First, get two ________________
________________________________
2. Next, spread butter _________
________________________________
3. After that, spread jam ______
________________________________
4. Then put one slice of bread __
________________________________
5. After that, cut ______________
________________________________
6. Finally, _____________________
________________________________
Page 93
Friday - Whole Class Reading
Learning Objective: To answer comprehension questions.
Success Criteria:
1. Read through the text.
2. Read the question carefully.
3. Look at how many boxes need to be ticked.
4. Find the answer in the text and underline it.
5. Tick the correct box.
1. Fill in the missing word. Tick one box.
Earth is one of the _____________ planets in the Solar System.
larger
smaller
bigger
2. What does colossal mean? Tick one box.
tiny
round
very big
Challenge:
Why is Jupiter ‘the king of all planets’?
…………………………………………………………………………………………………
The planets are all different sizes. Some are massive and much bigger than
Earth and some are a bit smaller.
Earth is one of the smaller planets in the Solar System.
Jupiter is the king of the planets. It is so big that all the other planets could
fit inside it. THAT’S COLOSSAL!
Space (2007), Dorling Kindersley
Page 94
Friday - PSHE
Learning Objective: To recognise that we have lots of different feelings.
Parent Note: In PSHE we are thinking about our feelings. This is a link to BBC
bitesize where there are several clips which look closely at how we might feel
sometimes. You don’t have to watch them all at once. You might find that
they are a great starting to point to asking your child how they are feeling.
If you cannot access the clips, that’s fine. Look at the pictures below and talk
about them with your child.
The important thing is to let your child tell you if they ever had these feelings
and talk about them.
How many different words can you think of that describe your feelings?
Page 95
Match the picture to the feeling.
angry
happy
scared
Page 97
Friday - RE
Learning Objective: To understand that courage can come when you are
not expecting it.
Parent Note: Last week you thought about courage and the story of Uncle
Hamza. This week you can look at the story of David and Goliath a story
about courage from the Christian Bible.
Page 99
Think of a time when you showed courage. Draw a picture of it below.
Page 100
Friday - Music
Learning Objective: To use our voices expressively to sing.
Parent Note: Log into the website below and follow the steps below.
Play the song and move to the pulse. Use the questions below as a focus.
Scroll through the questions when you are listening to the song, talk about
them after listening. Do you like the song? What can you hear? What is the
style of this music? How is the song put together?
If you don’t have your child’s passwords for Charanga you can watch this fun
clip on BBC Bitesize where the characters talk about music.
Page 101
Select the correct lesson (Year 1, Autumn 1, Hey You, lesson 3)
Click to view the words to
the song. Click to complete each
music activity.
1. Follow the steps on
the right hand side
of the page
Page 102
Maths Answers
Monday
2 . 21, 23, 31
17, 27, 37
26, 27, 31
3. 2, 9, 13, 16, 21, 27, 32, 34, 41,47
Reasoning:
51 > 34 > 33
51 > 34 > 24
51 > 34 > 15
42 > 34 > 33
42 > 34 > 24
42 > 34 > 15
Tuesday
1. <, >, =
2.26, 27, 31
9, 18, 40
6, 16, 36
3.16, 15, 12, 8, 5
28, 27, 24, 22, 21
41, 32, 23, 14, 6
Page 103
Reasoning:
Dora could change 23 = 2 tens and 3 ones or 33 = 3 tens and 3 ones.
Possible response: 43 is larger than 21 as it has more tens.
Wednesday
1.2, 4, 6, 8, 10, 12, 14 ,16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48,
50
2.30, 26, 42, 38
3.
.
Reasoning:
Rosie says 11 numbers to reach 30 Amir says 10 numbers to reach 30 So Amir will get
there first.
Thursday
1.5, 10, 15, 20, 25, 30, 35, 40, 45, 50
2.15, 49
3.20, 30, 40, 50, 70, 90, 100, 120, 140, 150, 160, 170, 180, 200.
Reasoning:
Children can practise counting in 5s and recognise one hand is worth 5 They may
start to spot patterns and reason about how many there will be.
Page 104
Friday
2.19, 22
35. 32
14,16
Reasoning:
Mo is correct because 39 should not be in the number sequence. 39 is not in the 2
times tables and is an odd number.