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Wednesday 30th


English 4 (1 hour)

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

WISH 1: I can begin sentences with C L.

WISH 2: I can use Full Stops at the end of statements.

WISH 3: I can analyse sentence type and use ? and ! accurately.


Handwriting (10mins)

Small letters 17 (c)

Phonics (10mins)

Speed Sounds lesson

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

Grammar and Punctuation

Teacher model- use a picture from previous lesson and speech bubbles. Write the discussion happening between the characters.

*Don't worry if you don't have a picture, you could just write the child's name (Joe, Beth or Frannie) and then write what they might have said to each other if they had stopped and discussed it*

Write the discussion happening between the characters.

e.g. Joe – I want to go and climb the tree because I want to see what land is up there.

Beth – Joe, you should ask Moon-Face when he has finished eating the toffee.

Main Task

Chn write up their discussion

Use full stops, exclamation marks and question marks correctly

Use capital letters for proper nouns, the personal pronoun I and to begin a sentence

Use subordination (when, if, that or because)


Maths 3

 (1 hour)

L.O: To add using mental strategies (Y2).

Wish 1: I can recognise and use bonds of numbers to 10.

Wish 2: I can recognise and use doubles to solve additions.

Wish 3: I can check my answers using the inverse.



Show 7 + 8 + 3 = Share answers and ask to explain what they did.

Demonstrate solving it as  7 + 3 = 10 and 10 + 8 = 18. Reinforce the idea that this addition could be solved with no counting on, just by knowing and spotting the bond to 10 and knowing 10 + 8 = 18.

Ask children to remind you of adding 10 to other 1-digit numbers, e.g. 10 + 3 =13, 10 + 6 = 16, etc. Reinforce the idea that these are ‘no-work’ or ‘easy’ sums!


Look at 6 + 7 + 5 = and ask children to work it out – trying not to count on.

Discuss answers and methods used.

Demonstrate using near doubles, e.g. 5 + 6 is one more than double 5, or 6 + 7 is one more than double 6. 13 + 5 = 18 as we know 5 + 3 = 8, or 11 + 7 = 18 as we know 7 + 1 = 8.


Look at 11 + 6 + 9 =. Ask children to solve and discuss answers and methods.

Demonstrate solving using different methods. First demonstrate by knowing 11 + 6 = 17 and adding 9 by adding 10 and subtracting 1. So 17 + 10 = 27, 27 – 1 = 26.

Then demonstrate using knowledge of bonds of multiples of 10, by spotting that 11 + 9 = 20 then adding 6 to give 26.



Bonds to 10 and 20 and doubles textbook sheet page 7

Setting it out:

4 + 7 + 6 =

6 + 6 = 12

6 + 7 = 13

13 + 4 = 17


(1 hour)

L.O: To know what happens in a church

Wish 1: I can understand what happens in a church.

Wish 2: I can understand what different events represent.

Wish 3: I can order events in a Christian church.




- Show film clips illustrating the importance of music and singing in church worship


Go through the ppt. on what happens in a church.


Watch Discuss the different parts of a mass.



Christian Mass ordering event sheet

Children are to try and order the different parts of a Christian mass using the information from the video and ppt. If children are finding this difficult, they could use the internet to try and find some information on the order of events during a Christian mass.



(1 hour 30 minutes)

LO: to learn about the function of our muscles.

WISH 1: I know why we have muscles.

WISH 2: I know how our muscles work.

WISH 3: I can explain how our muscles work in our bodies. introduce the muscles



The human skeleton with its 206 bones is jointed so that we can move one part against another. Muscles enable us to move our bones, because they are attached to the ends of the bones and can shorten or lengthen. When muscles contract (shorten) they allow us to move, tell the chn that when any part of our body moves, muscles are in action! Muscles act in antagonistic pairs and can only pull; they cannot push. Often many muscles work together to have a single effect, e.g. it takes 17 muscles to smile (with 17 antagonist muscles relaxing) & 43 to frown – so smile, it’s easier!! Make various faces – anger, surprise, happiness – feel your face – which muscles are hard (contracted) and which are soft (relaxed)?


Your body has over 650 muscles and many different types of joints to allow our bodies to move in different ways. Tell the chn that ligaments and tendons at the ends of the muscles hold the bones together at the joints, while cartilage between the bones stops them from rubbing against each other. Discuss the different kinds of joints, pausing to allow chn to investigate the range of movement they have at each.  Hinge (elbow, knee, fingers, etc)like a door hinge; Saddle joints – base of thumb; Ball and Socket - hip, shoulder; Gliding joint – wrist.


Ask the chn to investigate the range of movements at different points around their bodies and turn their attention to the muscles surrounding them. Ask chn to look closely at their upper arm as they curl their arm towards their chest from their side – the muscle bulges! As the arm is raised the biceps (on the front of the arm) contracts, at the same time a muscle on the back of the arm, the triceps, relaxes! They work together to control the lifting arm. As the arm is lowered the opposite happens, the biceps relax and the triceps contract.


Task 1 – Read the information sheet about muscles then complete the cloze activity. Fill in the gaps using the words given to you.


Task 2 (optional) : Tell the chn that they are going to make a model of their arm to show clearly what is happening to the two muscles of the upper arm when the arm moves at the elbow (see picture below). The chn use the instructions to construct their working models using elastic bands. When complete chn should be encouraged to use the model to aid their description of what is happening as we move. Tell the chn that if a movement is repeated over and over again the body creates more muscle to help make things easier, in this way keep fit activities help build muscles and make joints stronger.


Science picture of a model of the arm

The Maths work will be emailed to you separately again.