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Monday 28th

Good morning Class 3!

Well done for adapting to home learning last week. Keep trying your best to do as much as you can at home.


English session 1


LO: To use CL and punctuation accurately (Y2).

WISH 1: I know that words at the start of sentences need a CL.

WISH 2: I can identify proper nouns.

WISH 3: I can explain when CL should be used.

Handwriting (10mins)

Small letters 15 (r, n, m)

Phonics (10mins)

Speed Sounds lesson

Sound – er (special friends). Use the YouTube video –

Grammar and Punctuation

Teacher read short extract under visualiser (good chance to read Chapter 5 and 6 and pick a bit to focus discussion on CL) Chn to spot any use of capital letters and discuss these.

Discuss the use of Capital Letters – start of sentences and for names. Make sure ch know the correct term for these is ‘Proper Noun’.

Main Activity

Children have short extract (1 paragraph) typed up without capital letters. They act as the teacher to correct the missing letters. 

They then write it out using Capital Letters correctly, underlining the words that need them.


(1 hour)

L.O – To recognise and use the inverse relationship to check calculations (Y2).

Wish 1: I can understand the term ‘inverse’.

Wish 2: I can understand that addition is the inverse to subtraction.

Wish 3: I can use the inverse to check answers.



Explain to children that it is important that when we complete additions and subtractions that we check our answers,

Show the word inverse. Ask what children think this means. Explain that inverse means opposite and addition is the inverse operation of subtraction.


Write 13 + 5 = on the board.

Children work out the addition.

Is there another way we could write this addition? Remind children of the rule of commutativity for addition (additions can be done in any order e.g. 8 + 5 or 5 + 8)

Explain we now would like to check our answer is correct.

How do you think we do that?

Remind children we can do it using the inverse.

Ask children what calculation operation we will use e.g. add, subtract, multiply, divide Hopefully children remember subtraction and addition are linked.

Write        -        =

Remind children that when we subtract the larger number is at the beginning and when checking an addition, the subtraction will always start with the answer of the addition.

Children fill in the missing numbers. Is there another way we could have written it? 18 – 5 = 13 and 18 – 13 = 5.

What do children notice about the numbers? The numbers that were in the addition are in the subtraction.

Explain to children that for every calculation there are 4 calculations – 2 additions and 2 subtractions.

Repeat but this time start with a subtraction e.g. 15 – 8 = 7.



For each activity, children are to write the matching number fact and the two matching inverse number facts e.g. 

1. 13 + 6 = 19
6 + 13 = 19 
19 - 13 = 6 
19 - 6 = 13 


1. 13 + 5 = 
2. 19 - 5 = 
3. 21 + 3 = 
4. 18 - 3 = 
5. 23 + 6 = 
6. 25 - 8 = 
7. 3 + 5 + 2 = 
8. 25 - 2 - 3 =


Using number facts textbook sheet. Page 19.


English session 2

(1 hour)

LO: To learn spelling rules for adding prefixes and suffixes (W1).

WISH 1: I know what a suffix is

WISH 2: I know that some words need a letter doubling when adding a suffix

WISH 3: I can remember that when the second syllable is stressed we double the consonant when adding a suffix.



Test ch on Week 2 words


Show the root words – occur, visit, limit

Discuss meanings.

Remind ch about syllables in each word - one syllable is stressed and one unstressed. Try to get ch to understand this as one is emphasised/said louder/longer and the other is shorter. Discuss syllables.

Clap out the 2 syllables in each word

o – ccur    vis – it     lim-it

Can ch work out which words stress the first/second syllable. Remind them of the rule that the ending consonant gets double when the second syllable is stressed. Which word(s) need the consonant doubled?

Establish that it is occur. Say it and exaggerate the stressed syllable.

Go through adding suffixes to each root word.

occur      occurring     occurred

visit        visiting        visited

limit        limited

Practise/Investigate – 2 Activities (15mins each)

  1. Headstart Activity Sheets
  2. Spelling sheet – 18. Word shape

Blooms:  Remembering, Understanding, Applying, Analysing, Evaluating, Creating.   


(1hr 30 mins)

LO: to understand why climates differ around the world (Ge HP 1).

WISH 1: I can identify the different climates on a world map.

WISH 2: I can compare the different climates of the world.

WISH 3: I can create questions to test my partner about the climates.

Today we are learning to locate and describe the climates of the Arctic, temperate, desert and tropical.

Firstly, let’s learn what climate means. What do you think it means?

Watch this video about what climate means

What is weather?

Weather is a description of what the conditions are like in a particular place. For example, it could be:

hot or cold

wet or dry

windy or calm

stormy, with thunder and lightning

What is climate?

Climate is a description of the average weather conditions in a certain place for the past 30 or so years.

Different areas of the world have different climates. Climate is influenced by lots of different things, including:

how near or far it is from the Equator

how near or far it is from the sea

how high or low the ground is

its position on a continent

Task 1: Use the maps to locate where the Arctic, temperate, desert and tropical regions are and colour this on the blank world map. Colour in the majority of the countries but don’t worry if you miss some out.

Task 2: describe the climate for each region in books. Write in bullet points or use a spider diagram. Information sheets provided.

Enchanted Wood Chapters for this week

If you need any paper copies of the resources below, contact the office.

Maths Work - 

This will be emailed to you separately.

Art Competition

Class 1 and 2 have been told about this competition in school. So you don't miss out, look through the PowerPoint and have a go if you want - it is optional.