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Hello Year, 1s! As you prepare to move into Year 2 in September, have a go at the postcard activity at home. I would like you to fill it in using one of the postcard templates attached below. Draw and colour in a picture on one side of something you have done over the holidays or draw something interesting about yourself. I would then like you to put the St Margaret’s address on the other side and a brief description of what the picture is about. Lastly, make sure you start with ‘Dear Mr Flitton’ and end with ‘From ?’. Don’t put you name at the end as we will try and guess who it is from. Any questions please email me: Pendragonyr12@gmail.com 
I have also set some work for you to do over the holidays. There is a Maths booklet, English booklet and some handwriting sheets. Please have a go at the activities and bring the work with you in September. If you find anything really difficult then please don’t worry, move on to the next task.
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A big, big thank you to all of you for your hard work during this difficult time. I am so proud of all of the children in my Pendragon Class. You have worked so hard and have produced some excellent work. I also would like to say a big thank you to mums and dads. I know this has been tough but you have all been really helpfu and resolute in supporting your children. A golden star for all of you! Hi all, Hope you have had a good week. Please let me know if you have any issues or if you struggle to understand something, I am always here to help. The office is very busy at the moment so if you are due to collect work, please could you make sure you contact the office before hand to make sure they have everything available for you. Please do not arrive first thing on a Monday, thank you. Maths – Keep practising your times tables! The worksheets for White Rose Maths are no longer on the website, so you can find them attached below. You may still wish to watch the videos so please still follow the link. Year 1 - https://whiterosemaths.com/homelearning/year-1/ Year 2 - https://whiterosemaths.com/homelearning/year-2/ For this week please start with summer term, week 9, lessons 1-4. Record the answers in your maths book. You don’t necessarily need to write the questions out, unless the adult teaching you wants you to, as it may be easier to mark. The worksheets are fairly simple so I would suggest doing some work practically. This will help with understanding. EXTRA (optional) – I have added mastery sheets for both year 1 and year 2, for those of you who find the work easy and want to push themselves, feel free to have a go. Phonics – please follow the link: https://www.youtube.com/channel/UCP_FbjYUP_UtldV2K_-niWw/featured?disable_polymer=1 Literacy – This week we are going to be looking at traditional poems. (All work to be completed in your books, don’t forget capital letters, full stops and finger spaces!) Day 1 WALT – identify a favourite soft toy and explain why it is important Cut out and show children photographs of A. A. Milne with Christopher Robin (plan resources). Ask children if they know who they are/when and where they lived. Help them by giving them clues: the man was an author, he wrote stories about his son, his son was called Christopher Robin, and finally we know the bear in the picture by the name of Pooh! Now show them the E. H. Shepherd illustration of Christopher Robin and Pooh. Read the short biography about A. A Milne, Christopher Robin and Winnie-the-pooh. Watch the first chapter of Winnie-the-Pooh, called Winnie-the-Pooh and some bees: https://www.youtube.com/watch?v=1PnmWhHE5RQ This chapter identifies Pooh Bear as a special toy/friend for Christopher Robin and outlines an adventure they get up to. Share a special soft toy of yours (name it) with child and explain to them why it is important to you. Task Yr1/2 - Using question prompts (plan resources) children work with a partner to discuss their favourite soft toy. Children rehearse reasons for identifying a particular toy. All children think of describing words, e.g. My soft, fluffy, white rabbit, with long ears and delicate whiskers. Each child draws their favourite animal on a piece of paper (see plan resources). Children write short descriptive phrase. Day 2 WALT write extended noun phrases Ask children to say just the name of their toy. e.g. rabbit, Big Bear, Fluffy pig… Adult begins with the name of their special soft toy from yesterday. Remind them that names of persons, places or things are nouns. Enlarge and read The Zoo (plan resources). Ask what animals were included in the poem, real and made-up names. Highlight these animals using a bright felt pen. Explain that these are nouns, as they name the animals. Look again at verse 1 of the poem and look for words that describe the animals – adjectives. Highlight these in different colours. Now return to your soft toy and think of as many describing words (adjectives) as possible for it. Use the table in the plan resources to support recording these adjectives. Task Yr1 - Using the table from the input, children read the list of words and see which words apply to their soft toy. They think of any additional words and add these to the table. Selecting only the adjectives relevant to their toy, children write the longest sentence they can, e.g. It is a tall, spotty, bendy, soft, cuddly, special, happy giraffe. The children record their sentence on the picture they produced yesterday Yr2 - Children compose a poem about their soft toy. They begin with a basic sentence, e.g. A bear. The next line repeats this but adds an adjective, e.g. A bear. A brown bear. Continue repeating and adding further adjectives, e.g. A bear. A brown bear. A brown fierce bear. A brown fierce soft bear. A brown fierce soft huge bear. A brown fierce soft huge hungry bear. Day 3 WALT: adapt a poem Explain to children that A. A. Milne enjoyed writing poems that included rhymes. Show children the poem A Thought (resources). Read it through with children joining in with you. Emphasise that the poem has rhymes and locate the pairs of rhyming words with children. Highlight each pair of rhyming words a different colour so that they stand out, e.g. me/three in yellow and John/on in blue. Enlarge & read The Morning Walk (resources). Locate the rhyming words and highlight each pair in a different colour. Using the poem, The End read through with children. Identify rhyming couplets. Explain that they are going to be making up their own version, e.g. When I was one/I ate a sticky bun. Model this for the children. Show children how this is a working draft, it has words/ sections crossed out and new words written in - this is ok! Make sure when changing it make sense. Task – Yr1 – Children use the poem The End as their inspiration for creating a poem with rhyming couplets. Children select a word to rhyme with each number and then place this word into a new line for each verse, e.g. When I was three/I climbed a tree Yr2 - Children use either The End or If I were a King as their inspiration for creating a poem with rhyming couplets. Children adapt the pairs of rhyming words to produce something similar, yet different from the original e.g. If I were the King of Spain/ I’d push my sister down the drain! Children may like to adapt this poem further, calling it If I were a Queen. Day 4 WALT: publish a poem Using children’s draft poem from yesterday’s lesson, they write it out and publish their poem in best handwriting. The plan resourcesinclude a blank lined sheet of paper, with border, which children could write their poem on. In plan resources, there are also success criteria for each writing group which children should be encouraged to check against as they write out their poem. Adult to support those children who require support to print their handwriting. Day 5 WALT: Decorate our poem Once you have made sure that your poem is finished and has been written in best Children can decorate the boarder of their poem. Children select three coloured pencils and produce symmetrical patterns around the edge of their poem (handwriting patterns that are coloured-in look effective). The poems can then be mounted on coloured paper and displayed. Display the poems in the classroom or a public space around the school. Lastly, pick a resource, write and draw your favourite moments from this year. Please send these to me and it would be lovely to have something from each of you, especially as I haven’t seen you all in so long! Science – Food Chain Look through the slide and identify how animals get their food. Can you name some sources of food? Can you give examples of carnivores, herbivores and omnivores? Can you order living things in a food chain? Once you are able to answer these, complete the food chain resource sheet. Have a go at the food chain sorting activity! RE – Sukkot Go through he powerpoint and learn about Sukkot. What is Sukkot? How is Sukkot Celebrated? What are ‘The Four Kinds’? Please answer these questions in your book. Art – Have a go at drawing How to draw a cat: https://www.youtube.com/watch?v=y8oTyNH0bQk How to draw a dog: https://www.youtube.com/watch?v=aTzoNNf__As Remember this is a bit of fun, do not worry if it doesn’t look the same. Please send me pictures! Spellings – Please test a mixture of all the spelling this week! ICT – Study ladder activities
Hello Year 2s! We are looking forward to welcoming you to Camelot Class after the summer holidays. Here are some activities for you to try at home. Please choose the ones you would like to do and bring them with you in September. See you in Year 3!
Please click on the link and find your spellings for this week:
https://www.facebook.com/stmargaretsceva/videos/212788866559465 Apologies, I had to edit the video but it should be ok. Please make sure your apostrophes and small and neat. Hi all, Hope you have had a good week. Please let me know if you have any issues or if you struggle to understand something, I am always here to help. The office is very busy at the moment so if you are due to collect work, please could you make sure you contact the office before hand to make sure they have everything available for you. Please do not arrive first thing on a Monday, thank you. Maths – Keep practising your times tables! The worksheets for White Rose Maths are no longer on the website, so you can find them attached below. You may still wish to watch the videos so please still follow the link. Year 1 - https://whiterosemaths.com/homelearning/year-1/ Year 2 - https://whiterosemaths.com/homelearning/year-2/ For this week please start with summer term, week 9, lessons 1-4. Record the answers in your maths book. You don’t necessarily need to write the questions out, unless the adult teaching you wants you to, as it may be easier to mark. The worksheets are fairly simple so I would suggest doing some work practically. This will help with understanding. EXTRA (optional) – I have added mastery sheets for both year 1 and year 2, for those of you who find the work easy and want to push themselves, feel free to have a go. Phonics – please follow the link: https://www.youtube.com/channel/UCP_FbjYUP_UtldV2K_-niWw/featured?disable_polymer=1 Literacy – This week we are going to be looking at the poem ‘Where the Forrest Meets the Sea. (All work to be completed in your books, don’t forget capital letters, full stops and finger spaces!) If you would like to see the poem being read then please follow the link: https://www.youtube.com/watch?v=2ZR1pN8MGAo Day 1 WALT – re-reading a known story Read Where the Forest Meets the Sea by Jeannie Baker to the children. Emphasise the words I, my and we. Ask them to comment on how they felt when you read the story. Discuss why the story is sad. Who is in the story and who is it that is speaking? The story is written as if the boy is talking. Task – With an adult children to read the story (use resource) taking turns to read pages and supporting children’s reading. Discuss the story as they read. Provide children with question prompts (plan resources) to support their conversations Yr1 – Pick three questions to answer in your books, focusing on handwriting and punctuation Yr2 – Use resource and answer all question with detailed reasons. Practise answer questions with a full written answer e.g. The Cockatoos fly, squawking into the air because… Focus on handwriting, punctuation and using conjunctions (and, because, so, etc) Day 2 WALT locate rhyming words and writing rhyming strings. Read Driftwood by Celia Warren (plan resource). Explain that this poem was written after the poet had read Where the Forest Meets the Sea. Ask children to listen to the sounds of the poem as you read and think about how the poem makes them feel? (The way it connects forests being chopped down and the sea.) Show pictures of lumberjacks cutting down forests, of logs floating along a river to the sea (plan resources). Task Yr1/2 - Provide last two verses of poem (plan resource). Ask children to read with an adult and share their views and understanding of the poem. Identify the rhyming words and make a list of alternatives. Children can use a dictionary to check unfamiliar spelling and also the meaning of unfamiliar words. Play rhyming ping-pong with the children. The children are one team and you (the adult) the other. You or child says a word and the teams take it in turn to think of a rhyming word. The team who can’t generate a rhyming word loses! Day 3 WALT use capital letters to start sentences of a poem Read two poems: How Deep is the Ocean, and The Nature of the Ocean by Celia Warren (plan resource). (Optional) - Have some pebbles/shells/driftwood and even seaweed for children to feel. Let children feel them and play these sounds: http://en.ecosounds.net/sea/sounds-of-the-sea-and-ocean-splashing-waves-light-breeze-and-sea-gulls/. Set up a simple three column table to sort the emotions we have about the sea when we are on it, in it, listening to it. Model writing a list of emotions, each beginning with a capital letter. Place each word underneath each other in a list in each column of the table e.g. Happy, gliding on a body board. Frightened, when the waves tumble me over! Task Yr1 – With an adult, children discuss how they feel about the sea. Children write the emotion (ensuring it begins with a capital letter) and a phrase to describe why they feel it, e.g. Calm when I am on the beach (plan resource). Yr2 - Write an emotion word and then complete the sentence with descriptive writing, e.g. Excited when the big blue waves splash over my tiny body! Encourage the children to use adjectives and to use an exclamation mark if appropriate. Day 4 WALT write questions and answers Read Why Are My Tears So Salty? Notice the use of question marks. Discuss the words/phrases children thought of in previous session about how the sea made them feel. Discuss the range of different emotions – scared, frightened (watching the storm, out of depth, knocked over by a wave), awed, happy, calm (listening to the sounds of the waves), joyous, excited (going to the seaside, splashing & jumping in the waves), sad, sorry (thinking about how the sea is being polluted). Model turning one of the children’s ideas into a question and response, e.g. Why do I feel so happy? The noise of the waves is peaceful. Task Yr 1 - Give children questions to get their ideas flowing (plan resource). Children work with adult to think of possible answers. Children then generate a question of their own about the sea and add this to the poem (plan resource), e.g. Why has my footprint gone? The sea has washed it away Yr 2 - Children think of three of their own questions, recording these as full sentences with capital letters and question marks. They leave a space under each question to record the answer, which is written with a capital letter and full stop/exclamation mark. Day 5 Year 1 WALT perform their own composition, using appropriate intonation volume, and movement so that meaning is clear. Look at BBC video clip about rock pools and creatures: http://www.bbc.co.uk/learningzone/clips/rockpools/49.html. Discuss any sea creatures that the children have seen either in books or in real rock pools. Draw on their experiences. Look at some pictures in non-fiction books of creatures for the children to talk about. Encourage the children to describe each of the animals they suggest: What does it look like (size, shape, colour, texture)? How does it move? Read the poem Sea Urchin by Andrea Shavick (plan resource). Discuss the poem. What do children think the poem is about? Use poems from the planned resource and read them out. Can you identify similarities or differences between them? Write these in your books. Science – Working together, staying alive Look through the slide and identify how an animal is suited to it’s habitat and explain how living things in a habitat depend on each other. Have a go at the World Habitat Game. When you have finished look at the habitat activity sheets and fill it in. Yr1 complete the 2 star sheet and Yr2 complete the 3 start sheet. RE – The Hanukkah Menorah Look through the slide and learn two facts about menorah and explain what light at Hanukkah represents for Jews. Then decorate a beautiful menorah and explain why light is important. History – The Great Fire of London, lesson 6 – What have we learnt about the Great Fire of London? Look through the powerpoint and recap on what you have learnt. Attempt to write your own London Gazette Article. Please send me pictures of your finished article. Spellings – Please test week 6 spellings on 6th June. Be ready to practise for a mixture of all spellings for Monday next week. ICT – Study ladder activities If you haven't done so already please could you choose a butterfly template, colour it in and send it to me please. (please do not use felt tip pens) They will be goin up on display at school.
Please click on the link below: https://www.facebook.com/stmargaretsceva/videos/812794859251021
  Hi all, Hope you have had a good week. Please let me know if you have any issues or if you struggle to understand something, I am always here to help. The office is very busy at the moment so if you are due to collect work, please could you make sure you contact the office before hand to make sure they have everything available for you. Please do not arrive first thing on a Monday, thank you. Maths – Keep practising your times tables! The worksheets for White Rose Maths are no longer on the website, so you can find them attached below. You may still wish to watch the videos so please still follow the link. Year 1 - https://whiterosemaths.com/homelearning/year-1/ Year 2 - https://whiterosemaths.com/homelearning/year-2/ For this week please start with summer term, week 9, lessons 1-4. Record the answers in your maths book. You don’t necessarily need to write the questions out, unless the adult teaching you wants you to, as it may be easier to mark. The worksheets are fairly simple so I would suggest doing some work practically. This will help with understanding. EXTRA (optional) – I have added mastery sheets for both year 1 and year 2, for those of you who find the work easy and want to push themselves, feel free to have a go. Phonics – please follow the link: https://www.youtube.com/channel/UCP_FbjYUP_UtldV2K_-niWw/featured?disable_polymer=1 Literacy – This week we are going to be looking at the short film ‘Dangle’. (All work to be completed in your books, don’t forget capital letters, full stops and finger spaces!) Please watch the Link: https://www.literacyshed.com/dangle.html Day 1 WALT – retell a story using pictures to understand the characters thoughts and feelings. Play the film ‘Dangle’ all the way through. Discuss responses to the film and allow children to talk about the ending. Ask the children to predict what would happen next? Have your opinions changed since you first watched the film? Task – use booklet resource attached. Year 1 – Children draw 3 or 4 pictures to retell the story using facial expressions to convey emotions. Write one word below the picture to explain what emotion that man is feeling. Year 2 – Children to draw 4 pictures to retell the story using facial expressions to convey emotions and write a short sentence at the bottom of the picture to explain how the character is feeling. Discuss and reflect on how the characters emotion has changed. Day 2 WALT be able to write about a character’s experience using different sentence structures. Watch the film again if necessary. Recap on the different types of sentences – question, statement, command, exclamation. Explain to the children that they will be recording character thoughts and feelings using different sentence types. They will be focusing of specific events from the story and write different sentences for each scenario. Model a sentence so that they can see what we are expecting: Ask children to think about the opening scene (the man walking up the hill) and recap on thoughts/feelings. Can we think of a question he might be asking himself? Repeat with the other sentence types. Year 1 – using Resource 7a, decide whether they are a question, command, statement or exclamation. If they grasp this very easily then let them have a go at resource 7b or think of their own. (make sure resource 7a is hidden) Year 2 – Using resource 7b children use the scenarios from the story and write 1 or 2 different sentences about the event using different structures. Day 3 WALT write a diamante poem Look at the examples of diamante poems. What patterns do you notice? Draw out the diamante poem Line 1: The beginning subject, Line 2: Two adjectives about the beginning subject, Line 3: Three verbs or words ending in ‘ing’ about the beginning subject. Line 4: A few words about the beginning subject and a few words about the final subject Line 5: Three verbs ending in about the final subject; Line 6: Two adjectives about the final subject, Line 7: final subject. Year 1 – with adult support, children to write a diamante poem. A word bank might be offered. Year 2 – Attempt to write a diamante poem. A word bank might be offered. Day 4 WALT be able to edit and improve my writing by responding to feedback. Split the room or table into different sections using resources 5a, 5b, 5c and 5d. Explain that today they will be editing their work and responding to feedback from an adult or sibling who has looked for improvements in their work based upon resources 5a-d. Year 1/2 – Children make some edits to spellings and punctuation. Children should re-read their writing to check it makes sense. Day 5 Year 1 WALT perform their own composition, using appropriate intonation volume, and movement so that meaning is clear. You may wish to record the children’s performances to help with the process Therefore, recording devices would be necessary. Model reading clearly. Those children who are confident might introduce some techniques to emphasise world – whispering, intonation etc. Children might use actions to highlight certain phrases as well. Model how to do this but also ensure performances are not overly dramatic. Science – World Habitats Please look through the powerpoint and discuss world habitats. Children then pick one habitat and draw the animals and plants that would live there. Please attempt to label the pictures. RE – Maccabee Brothers. Go through the powerpoint and then draw and write down the important events on the activity sheet. History – The Great Fire of London, lesson 5 – What happened after The Great Fire of London? Go through the powerpoint and find out facts about happened after The Great Fire of London? Then have a go at redesigning London. Extra activity for those who fancy a challenge: So, as a school we are aiming to get an award called the ‘Fair Trade Award’. In order to receive the award, we need some children to complete the task. Below there is a link that will take you to a page with a video called ‘Guardians of the Rainforest’. Watch the clip and then pick a task for ‘Guardians of the rainforest’ task sheet. Once completed you can either send me a picture of it or ask mum and dad to send me some feedback about via email or both. Have a go and let me know! https://schools.fairtrade.org.uk/resource/guardians-of-the-rainforest-shorter-version/ Spellings – Please test week 4 spellings on 29th June. Practise week 5 for Monday next week. ICT – Study ladder activities
Laurence has welcomed some new pets at home during lockdown - 2 quails! Have a look at how well they are settling in! Thank you to the family for sharing Please click on the link: https://www.facebook.com/stmargaretsceva/
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"We can do all things through Christ who strengthens us" Philippians 4:13
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