Phonics:

Please use this link to access the phonics lessons for your child. There are several parts for each year group, all of which we would like the children to complete. These are best done daily, but we understand if you do these at a time in that day that is appropriate for you and your child.

Reception: Set 1 lessons: Speed Sounds, Word Time Reading Lesson, Spelling Lesson and Red Words 1.

Year One: Set 3 lessons:  Speed Sounds, Set 3 Spelling, Reading Longer Words, Red Words 2 and Read and Hold a Sentence 1. 

Year Two: Complete the worksheet, by clicking here and complete ONE per day.

Maths: 

Year 1 and 2:  Your Maths lessons can be found in your text book and practice book. Both are allocated to you on Active learn. 

Year One: Textbook 1B Unit 9 Lesson Seven, Practice Book 1B Unit 9 Lesson Seven, Pages 70-72

Year Two: Textbook 2B Unit 7 Lesson One , Practice Book 2B Unit 7 Lesson One, Pages 35-37

English:

Learning Objective: To focus on characters' thoughts, feelings and motives in Maximus and the Beanstalk

In today's lesson we are going to explore the characters thoughts, feelings and motives. 

                              

What do we think Maximus is thinking? 

How does he feel?

Look at page 10-11, focus on the facial expressions, body language, what is he thinking and feeling? Then add we add speech bubbles to the characters, to imagine what they are thinking.

Independent activity: Look at the pictures attached below, write sentences of how Maximus' feelings have changed throughout the story.

Big Maths

Each week we spend approximately an hour working through our mental maths skills, eg rapid recall of bonds and fact families, as well as reviewing some of the less visited areas of Maths - Shape, Area, Factors and Estimation (SAFE). If your child is on SAFE Maths we will have emailed you the sheets via Purple Mash. However, the following links are all excellent at reviewing those skills we all need to become fluent, confident mathematicians.

Subitising skills for Reception, these are really useful for seeing an amount without counting.

Daily 10 skills for Year 1 and 2 to practice.

Hit the Button has short sharp doubles and bonds practice for Rec to Y2.

Purple Mash also has several quizzes and games allocated too which focus on counting in 2s,5s 10s etc. Don't forget the Maths homework is also set here for your child to complete each week.

Religious Education:

What is a Muslim and what do they believe?

What is a mosque, and what happens at a mosque?

LO: I can use the right words to describe some things that are important in Islam

Talk about images of mosques. Handle and talk about the significance of a prayer mat, water and a Qur’an stand for Muslim prayer (a clean place, a clean body, facing Makkah, using the ancient words of Islamic prayer).
Pupils listen to the call to prayer. How does the sound feel? Why does it matter to some people? Discuss the words special and sacred: ‘Sacred is a religious kind of special’
Look at the video again from last week about the Mosque from the BBC

What does the outside look like? What can you see inside? Who goes there and why? What do people do there? What is so different about this place and why? How do you feel about it?
What can we learn from a story about a mosque?

The New Mosque
Tell pupils a simple story about Aysha going to the new mosque near her house. See if a new build mosque near you can offer photos online to illustrate the story. Here’s a possible outline, from which to elaborate: “Mum helped Aysha to dress for a special day. Her uncle came to the house. They all walked to the mosque together. Last time Aysha saw it, there was scaffolding and a building site. When she went in, it was very crowded, and beautiful. But she found a quiet place to pray. She had a special feeling of calm. She said thank you to Allah for the lovely new mosque. Her uncle came back for tea.”
Ask children to choose between pairs of words (both could be true of course)

Do you think Aysha was...
 Happy or sad to be going to the mosque?
 Puzzled or excited when they left home?
 Surprised or joyful when she saw the mosque?
 Rushed or chilled when she got inside?
 Scared or pleased in the crowds?
 Calm or peaceful when she prayed?
 Close to God or happy when she stood up from her prayers?