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Anytown Academy

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HIVE

HIVE Tier 4 offers pupils access to a balanced academic and nurturing curriculum across their short-term schooling placement supporting their behaviour development in order for them to return to their mainstream settings with greater self-esteem, social skills, confidence and a more positive role within their school community.

 

 

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SUMMER TERM 2

Welcome back to the final half term of this year. We are very excited to welcome you back to school on Monday 8th June.

 

Below is a story about social distancing at school. Please find the time to share and read with your child.

HOME LEARNING 6.7.20
English

Maths

This week in maths we will be focusing on place value.

Activity 1 -

Sing the song that practises counting to 50.

https://www.youtube.com/watch?v=2jFq-ukP5mQ

How many numbers can you recognise to 50?

 

  

 

 

What number is this?                                                                                    

 

How many tens does it have?

How many ones does it have?  

 

The number 13 has 1 ten and 3 ones.

 

What number is this?                         

 

How many tens does it have?

How many ones does it have?

 

The number 21 has 2 tens and 1 ones.

 

Challenge:

Sing the song that practises counting to 100.

https://www.youtube.com/watch?v=C6ljGXMMB-g

Can you count back from 100 - 0

 

What number is this?            

How many hundreds does it have?

How many tens does it have?

How many ones does it have?

 

The number 133 has 1 hundred, 3 tens and 3 ones.

                        

 

                                                                   

Activity 2 -

            12                              21

                                                          

 

                               

 

                                                                

 

 

 

How are these numbers different? What different cards do they have? How are they similar? Have a go at finding a similar pair of numbers. Make the different numbers using arrow cards and dienes.

 

Challenge:

Look at the numbers

103 and 130

256 and 265

301 and 310

 

Activity 3 -

Partition the 2 digits numbers below. 'Partitioning' means splitting a number into different parts for example hundreds, tens and ones or tens and ones.

 

     

 

Use the grid attached to partition the following numbers using the example above. Draw your dienes onto the grid.

 

5

13

17

23

26

30

 

Challenge:

 

   

 

Use the grid attached to partition the following numbers using the example above. Draw your dienes onto the grid.

147

084

396

250

407

Activity 4 -

Complete the activity attached 'How many tens and ones?'

 

               = 15

 

 How many tens are there in the grid?

 How many ones are there in the grid?

 What number does this make?

Activity 5 -

Complete the activity sheet attached.

HOME LEARNING 29.6.20

English

This week in English we will be focusing on the story 'The Fish who could Wish'. Our English will be linked together with PSHE.

Activity 1 -

Read or listen to the story 'The Fish who could Wish.'

 

   

 

https://www.youtube.com/watch?v=sWb7KBT7KyA

 

Discuss the story with an adult.

 

What wishes did the fish he make? What wishes would you make? Have a think of them and discuss them with someone in your house. Have a go at writing your wishes in a list.

 

Activity 2 -

Recap the story 'The Fish who could Wish.' What are wishes? Look back at the list of wishes you would want to make from activity 1.

 

For this activity we are going to write our wishes and put them in a wish jar. Write your wishes in a simple sentence. Once your sentences have been written find a empty jar and put them in. This will now be your wish jar. You may decorate it as you wish!

 

                                 

 

 

Activity 3 -

Have a think about the following questions:

Why did the fish who could wish turn himself into a shark?

If you turned yourself into something what would it be?

 

Draw a picture of yourself turned into something and add a caption explaining what you have become and why you chose it.

Activity 4 -

Did the fish who could wish waste his last wish? Discuss this with someone in your home. Should you change to be like others? Should you be your own unique self?

 

Using the body outline attached fill it with words, drawing, magazine cut outs of things that make you unique and special.

 

           

Activity 5 -

The Fish that could wish wanted to be like all the other fish. This was his last wish. If you had one last wish what would you wish for?

 

Write it down on a piece of paper and put it in your wish jar.

Maths

This week in maths we will be focusing on recognising and identifying properties of 2D shapes.

HOME LEARNING WEEK 22.6.20

English

This week in English we will be focusing on letter writing. We will look at the features of a letter and write our own letters. Please remember to email us the work you have completed.

Activity 1 -

Listen or read the story ' The Day the Cray Quit.'

 

   

 

https://www.youtube.com/watch?v=489micE6eHU

 

Discuss the story. Why did the crayons have enough with colouring? Why did they want to quit? How were they feeling?

 

This week we are going to be writing a letter all about the objects we over use. What features are needed to write a letter?

  

  

 

Activity 2 -

Have a think about all the objects around your house that you may possibly over use or even under use. Go around your classroom or home and collect them.

Here are some ideas:

 

   

 

 

 
 

Activity 3 -

If you had to choose one object that you over use what would it be?

What would it say to you?

 

Write a speech bubble with the words the object would say to you.

 

Here is an example:

 

Activity 4 -

Write a letter as if you were one of your objects that you over use or under use and explain why you want to leave.

Think about the following:

What has made you want to leave.

What you do on a daily basis.

Explain how it makes you feel.

 

Use the template attached to support your letter writing.

Activity 5 -

Read over the letter your object wrote to you in activity 4. Think about how you could solve the problem about your object leaving.

 

Write a letter back to the object explaining to them that you understand how they are feeling and you would like to solve their problem as you want them to feel happy.

 

Use the word bank and template attached to support you.

Maths

This week in Maths we will be focusing on data handling. Please see the pdf document attached with this weeks learning. Please remember to email us the work you have completed.

HOME LEARNING WEEK 15.6.20

English

This week in English we will be focusing on the features of instructions, how to follow instructions and how to write instructions. We will be linking our English to our PSHE learning.

 

   

 

                                     

Activity 1 -

We are going to explore how Mikes travel and the importance of the 2 meter rule and personal space.

 

Before completing the activity below, explain to your child that you will be giving them verbal instructions for them to follow for them to complete the activity successfully. Once you have completed the activity, swap over and let your child give you clear instructions to complete the same activity.

Points to consider:

- Were your instructions clear?

- Did your partner use detailed description?

- Were they in order? How do you know?

 

Have a discussion with your child about how Mikes happily live inside our body, if they were to travel to someone else’s body, they could become unhappy and make the person sick. With your child explore how they believe Mikes travel. This should be light hearted and fun (such as by private jet? Train?).

Discuss how they actually do travel, through touch, air and sneezes and ask your child how this could be prevented.

Introduce the 2 meter rule and, where possible, draw a ‘personal space bubble’ around your child on the ground or place a piece of string around them in a space in your house. Provide your child with a feather and ask them to blow their feather towards the person closest to them (this could be yourself or another member of the household.. The objective is for the feather NOT to reach the other person, if it does they may be too close and their Mike’s may be able to travel to the other person. Remind your child how happy our Mikes are living in our bodies,  that we don’t want to lose them, that they might not get along with someone else’s Mikes,  and re-emphasise the importance of personal space.

 

 

Activity 2 -

In today's activity we are going to focus on using time conjunctions. Time conjunctions are words that give us more information about the order that something happened in, or when it happened. Below are some examples of time conjunctions.

 

 

 

In todays activity we will be focusing on and exploring hygiene and highlight the importance of good hand washing.

 

Watch the 'Using pepper and soap' on YouTube https://www.youtube.com/watch?v=djxmuDz8c3s

Remember to use the term 'Mikes' rather than 'germ'.

 

Discuss the following:

Why is it importance to wash your hands with soap?

Why should we wash them for 20 seconds?

Should we wash our hands with cold or warm water?

 

Have a look around your house to find the following resources:

-small bowl

-pepper

-soap

 

With your child have a go at the science experiement you watched on YouTube. Verbally talk through each step including a time conjunction.

 

For example:

First fill the small bowl with warm water.

Next carefully pour some pepper into the water.

 

Challenge:

Write a set of instruction on 'Using pepper and soap' experiment.

 

 

 

Activity 3 -

Complete the 'Washing hand activity' sheet attached below. Remember to include a clear, detailed description and start each step with a time conjunction. Go back and have a look at the word banks from activity 2 to support you. You may want to display these instructions near a sink to remind everyone how to was their hands properly.

 

Activity 4 -

Look at the sheet 'How to make a jam sandwich.' Have a go at putting the steps in the correct order. You may want to copy them on a piece of paper and draw the pictures or you may decide to print the document attached.

Activity 5 -

We would like you to write your own set of instructions. Remember to include all the features and vocabulary you have identified throughout the activities set. You may want to write instructions of how to brush your teeth, run a bath, how to make a cup of tea or maybe how to bake your favourite cake. Which ever you decide, we look forward to reading and possibly having a go at following your instructions. Remember to email us over all your fantastic work!

 

Maths

This week in Maths we will be focusing on measuring length.  We will be comparing length, and finding the longest and shortest lengths.

 

Activity 1 -

Look at the cut out footprint. I would like you to try and estimate how many footprints do you think you would need to measure from one end of your table to the other end?

 

                

                   

 Use your given footprint to measure table length.

 

Go outside and measure lengths of string/wool using your own footsteps.

Which lengths do you think are longer?

Which do you think are shorter?

Are there any the same length?

Activity 2 -  Mouse tails

  

 

 

Some of the mice tails are longer. Some of the mice tails are shorter?

Which mouse has the longest tail?

Which mouse has the shortest tail?

Can you order the mice tails from shortest to longest?

 

Challenge:

Using a cm ruler, measure the length of the mice tails

Activity 3 -

Can you find 3 or more objects around your home that are the same length as your piece of string?

Activity 4 -

Can you find any objects that are shorter than your piece of string?

 

Activity 5 -

Can you find any objects that are longer than your piece of string?

 

Challenge:

Can you put your objects into size order?

Measure these objects using a cm ruler.

HOME LEARNING WEEK 8.6.20

English

 

English linked to PSHE

This week in English we are going to be focusing on when and how we use speech bubbles. Speech bubbles are used to write some dialogue between two characters. It could be a question and answer or different statements

Activity 1 –

Share your own Mikes you have created. Think about what statements you would like to say about them? What questions would you like to ask them? Verbally practise this with an adult.

For example:

Why do we have bad bacteria in our body?

Activity 2 –

Using your ideas from activity 1 think about how you can present your statement or questions in a speech bubble. Think about the different ways you can ask a question about your Mike using when, what, how, who, where, which.

For example:

 

Challenge: Can you write a dialogue, this could be you asking a question and a partner answers the question.

 

 

Activity 3 –

Think about how you felt being in school on Monday and Tuesday. Write a statement in your speech bubble expressing how your day went.

Things to think about:

- What did you enjoy?

- What was different?

- Things you didn’t like

- How it made you feel.

 

Challenge- If you have some questions about your time in school, write them in a bubble and one of the adults will answer them for you in a speech bubble when you return to school next week.

Activity 4 -

Look at the activity ‘match and write speech bubbles.’ Cut out the cartoons and bubbles provided. Think about which image matches the statement or question in the speech bubble. Match the correct image to the bubble.

Activity 5 –

Using the template below write your own dialogue conversation you may have had with another member of your household. This could be a conversation you may have had about what you would like for dinner, asking someone how they are feeling or maybe asking a question about something you may want to find out.

Maths

This week in maths we are going to be focusing on finding one less and 10 less than a given number.

 

Activity 1- Look at the number line attached. Practise counting back from 20 all the way to 0. What do you notice is happening to the numbers? Are the numbers getting bigger or smaller?

Start at another number and count for example 12, 11, 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, 0.

Practise counting back starting at random numbers.

 

 

Challenge: If you are confident counting back in 1’s move on to counting back in 10’s from a given number. 100, 90, 80, 70..... or 78, 68, 58, 48 etc. What happens to the numbers? What numbers change or stay the same? Use the 100 square below to help you.

 

 

Activity 2 - Have a look through the Power Point attached ‘Popping bubbles’.

What is happening to the amount of bubbles each time one is popping?

 

Have a look around your house to see if you have some bubbles. Practise blowing some bubbles, let the bubbles float and pop by themselves without touching them. What happens to the bubbles?

Now blow some more bubbles and then slowly pop just one bubble with your finger. What did you do to the bubbles? How many bubbles did you pop? If you pop one bubble does that mean that there are more bubbles or fewer bubbles? Why? Practise saying practise saying the number that is one less as they count the bubbles

 

Example:

I have blown 5 bubbles and popped 1. This leaves 4 bubbles floating.

 

Challenge- What if I have blown 25 bubbles and popped 10. How many bubbles would be left?

 

 

Activity 3 - Complete the Popping bubbles one less/ten less cards

Use your number line or hundred square to help you. Point to the number on the number line and jump backwards to the number that is one less. Remember to use the correct mathematical language.

 

For example:

“First, there were five bubbles. Then, I popped one. Now, there are four bubbles.”

 

 

“First, there were twenty five bubbles. Then, I popped ten. Now, there are fifteen bubbles.”
 

 

Activity 4 - Subitising (to tell the number of objects in a set, quickly, without counting)

Children recognise numbers in different representations.

 

 

Look at each representation and answer the following questions.

What number does it represent?

What is one less than the representation?

Can you say, write and show your answer?

 

Children can write the number that is one less in digits and/or words. They can use practical apparatus, draw or use their fingers to show the number that is one less.

 

Challenge: Use your apparatus or different objects around your house to make a number, and then ask a friend to show the number that is one less.

Activity 5 -

Using your learning from the week complete the challenge cards below.

 

 

Challenge: Have a go at writing your own challenge card linked to this weeks learning. Ask a member of your household to have a go at solving it.

SUMMER TERM 1

 

Hi all,

We hope that you had a good Easter break and did lots of fun activities while keeping safe and staying at home. On a weekly basis, we will be setting English and Maths challenges for you to complete.

Please remember to send us any activities that you completed - it really does cheer us up to see what you have been up to!

 

Keep smiling smiley

Mrs Paraskeva and the Hive Team

 

 

 

HOME LEARNING WEEK 17.5.20

 

English

This week we are going to be looking at instructions. Where can you find instructions? Why would you use instructions?

   

                     

Activity 1 - Go on a hunt around your house to see how many instructions you may find. Have a look in the kitchen, your bedroom, inside toy boxes etc. Are they all the same? What different about them? What words are used to give you that instruction. Make a list of all the different types you may find.

                

 

 

Activity 2 - Word and picture matching activity

Look at the sheet 'How to make a jam sandwich.' Have a go at putting the steps in the correct order. You may want to copy them on a piece of paper and draw the pictures or you may decide to print the document attached.

Activity 3 - Follow instructions on how to draw a face.

When writing a set of instructions you must be extremely clear do the person following them knows exactly what needs to be done. Have a go at following the set of instructions attached below. Remember to read each step carefully and follow each step in the correct order. I look forward to seeing your finished picture. Remember to email them over to our Hive page.

 

Activity 4 - Imperative verbs

When writing instructions we must use imperative verbs, these are known to some of you as 'bossy words'. They are verbs which tell us what to do. You will usually find them at the beginning of a sentence and create a command.

Have a look through the PowerPoint attached and complete the activity sheet attached which will support the use of imperative verbs. You can write the sentences out of a piece of paper if easier.

Activity 5 - Writing Instructions

We would like you to write your own set of instructions. Remember to include all the features and vocabulary you have identified throughout the activities set. You may want to write instructions of how to bake a cake you have baked or how to build a lego construction you have created. You may decide to write instruction on how to wash your hand or brush your teeth properly. Which ever you decide, we look forward to reading and possibly having a go at following your instructions. Remember to email us over all your fantastic work!

 

Maths

This week we are going to be doing some revision of what we have learnt so far in Hive. You may either answer the questions on a sheet of paper or below is a PDF with the questions and answers should you wish to print them off.

HOME LEARNING WEEK 11.5.20

Hello all and welcome back to another week!

We hope that you all enjoyed the VE Day celebrations and were able to have an enjoyable picnic in the sunshine.  

Please continue with your great learning and remember to email it over to us as we love to see your progress.

 

English

This week we will be focusing on your reading skills.  Please read the text for each day attached below and answer the questions.  Remember to re-read the text to find the answer. 

 

There are a range of challenges on each day (challenge 3 = most challenging):

Challenge 1= *

Challenge 2=**

Challenge 3=***

Choose the challenge you want to complete - don't do all of them! 

 

Maths

Have a look around your house to see if you can find some 1p, 2p, 5p, 10p, 20p and 50p coins. You may need to ask an adult if they can use them to help you with your maths.

 

 

Activity 1 – Play guess the coin

Put the coin in a bag, can you guess how much it is worth without looking at it?

Can you describe the coin to another member of your household and see if they can guess it?

 

Example:

Is it round?

Does it have edges?

Is it a small coin?

 

Activity 2 – Making amounts

Make amounts up to 10p using the different coins.  How many ways can you make 5p/8p/10p etc?

 

Example:

1p + 1p + 1p = 3p

2p + 1p = 3p

 

Challenge: Make amounts up to 50p and £1 using different coins.

 

Activity 3 – Toy shop

Have a look around your house and collect a variety of items for example a toy car, a teddy, a book, a dinosaur etc.

Make some labels for your toy shop such as 11p, 16p, 25p and 30p and put it on the items collected. (You can decide the amounts of each item)

Can you pay the correct money for each item?

 

Example:

 

 

10p + 5p + 1p = 16p

 

Challenge: How many different ways can you find to make the amount?

 

Example:

5p + 5p + 5p + 1p = 16p

2p + 2p + 2p + 2p + 2p + 2p + 2p + 2p = 16p

 

Activity 4 – Toy shop (2 step problem)

Using the labels you made for Activity 3 can you buy two items?

Which coins would you need for that?

What is the total amount?

 

Example:

 

Coins needed

10p + 5p + 1p + 2p + 2p = 20p

 

Total amount

16p + 4p = 20p

 

Challenge: How much change would you get if you paid for 2 items but did not have the exact coins?

 

Activity 5 - Play ‘Toy shop money game’

Using your learning from this week have a go at playing the game below.

https://www.topmarks.co.uk/money/toy-shop-money

 

 

HOME LEARNING WEEK 4.5.20

English

This week we would like you to work on grammar. We are going to be focusing on different types of sentences.

These are;

  • Statements
  • Commands
  • Questions
  • Exclamations

 

Watch the video clip and practise your Kung Fu Punctuation!

https://vimeo.com/32823835

 

 

 

 

Activity 1 - Punctuation Hunt

Go on a punctuation hunt around your house to see how many of the above sentences you can find. You may need to read a few books, look through magazines, cook books, an advert on the television, a sign/poster, something someone might say. Record how many you find.

 

Activity 2 - Identify Types of Sentences

Write down the 4 types of sentences on a different piece of paper and fold it up. You should have 4 separate papers with a different type of sentence written on each one. Place the pieces of paper in an envelope/bag/pillow case. With a partner take it in turns to pull a type of sentence out, verbally tell your partner a sentence that fits the type you pulled out. The other person needs to guess which type of sentence you have said. How many can you get correct?

Example;

Statement - It is sunny today.

Command - Please go and tidy your room.

Question - What day is it?

Exclamation - This book is great!

 

Activity 3 - Punctuating Sentences Activity

Read the sentences on the attached document below and add the full stop, question mark or exclamation mark that it needs at the end to complete the sentence. 

You may want to print, cut and sort them under the correct heading or you may just want to write them under the correct heading.

 

Activity 4 - Types of Sentences

Write a either a question, statement, command or exclamation for each of the images below.

      

 

      

 

Activity 5 - Punctuation Detective

Over the next week I would like you to be a punctuation detective. This will involve you reading a selection of different books/ comics and try to find as many full stops, question marks and exclamation marks as you can. Think about how you can add some expression when you see the punctuation to interest the reader. You may want to record yourself reading and listen back to it.

Maths

This week we will be focusing on rounding numbers to the nearest 10. Rounding helps us to estimate. Examples of when to round are when we don't need to give exact amount e.g. number of children in the dinning hall, the capacity of Wembley.

When rounding to the nearest 10 we look at the ones column. 0-4 we round to the multiple of 10 before and 5-9 we round up to the next multiple of 10.

 

 

Activity 1 - Using a dice roll it twice to make a 2 digit number for example you roll a 2 and a 4, put them together to make 24. Round that number to the nearest 10.

For example:

24 to the nearest 10 = 20

48 to the nearest 10 = 50

 

Challenge: Roll a dice 3 times to make a 3 digit number for example you roll a 1, a 3 and a 6, put them together to make 136. Round that 3 digit number to 10.

For example

136 to the nearest 10 = 140

 

If you don't have a dice at home, write the numbers 0-9 on a piece of paper and cut them up individually. Turn them upside down and pick one each time to make your 2 or 3 digit numbers.

 

 

Activity 2 -

Complete the rounding to 10 activity sheet attached below. Remember to use the rhythm above to help you decide whether you need to round down or up to the nearest 10.

 

 

 

Activity 3 - Rounding numbers to the nearest 10 using a number line.

Complete rounding activity sheet. Use the number line to help you see which multiple of 10 is closest to the number needed to be rounded.

For example

 

28 to the nearest 10 = 30

This is because 28 is only 2 away from 30 but is 8 away from 20.

 

 

 

Activity 4 - Using your learning from this week use the image of a dartboard to reinforce rounding skills to the nearest 10. Remember the rounding rhyme! 

 

https://www.topmarks.co.uk/Flash.aspx?f=DartboardRoundingv2

 

Activity 5 - Challenge Questions Activity

Read the challenge cards attached and solve them. You may need to provide an explanation to your answer.

For example;

Is 47 closer to 40 or 50? Can you explain why?

47 is closer to 50 as its ones number is a 7. If the ones number ends in a 5, 6, 7, 8 or 9 you round it up to the next multiple of 10.

 

 

 

HOME LEARNING WEEK 27.4.20

 

Hi Hive,

Hope you are all well and keeping safe. Here is this weeks home learning for you to complete. I look forward to seeing your work.

 

Keep smiling!

Mrs Paraskeva smiley

English

 

The Very Hungry Caterpillar

 

https://www.youtube.com/watch?v=vkYmvxP0AJI

 

https://www.youtube.com/watch?v=75NQK-Sm1YY

 

Here is the link to listen to 'The Very Hungry Caterpillar' told by Eric Carle. The second link is an animated version of the story.

 

Activity 1 - Listen or read the story if you have the book at home. To familiarise yourself with the story act it out to other family members in your house. You could do this by adding actions to each part.

For example:

Very big and fat - move hands away from each other to show expansion.

Hungry or stomach ache  - rub tummy.

Caterpillar - wiggle arms to look like a caterpillar.

Moon and sun - make a big circle in the air with your hands

Ate - pretend to bite into something.

Butterfly - flap arms like you are flying.

Use the story sequencing cards attached to support the order of the story. You may want to ask an adult to take some photos or video you telling the story.

 

Activity 2 - The Very Hungry Caterpillar loves to eat lots of different foods. What is your favourite food? Draw a picture of your favourite food and write a few sentences to tell us about it.

 

Activity 3 - At the end of the story the caterpillar turns into a butterfly. Draw and colour a picture of a butterfly and label each part using adjectives. For example colourful wings, six small legs.

 

Activity 4 - Practise reading and writing the days of the week. Ask an adult to test you to see how many you can read and spell correctly.

 

Activity 5 - Create your own version of The Very Hungry Caterpillar by changing the story slightly. You could change the food the caterpillar eats for example pasta, shepherds pie, a sandwich or change the character for example you may decide to have a tadpole instead. You may decide to challenge yourself further and change both the food and character!

Maths - Counting on in 2's, 5's and 10's.

 

Activity 1 - Counting on in 2's      

Find as many pairs of socks that you can and practise counting up in 2's (2, 4, 6, 8, 10, 12 and so on)

Find out how many socks will be in 2 pairs, 4 pairs, 7 pairs, 8 pairs and 10 pairs?

Record your answer as below:                            

How many socks will be in 6 pairs?

6 x 2 = 12

 

Practise counting up in 2's. Write all the multiples of 2's up to 50. What do you notice about these numbers? Are they all odd or even? Can you see a pattern? What do they all end in?

 

Activity 2 - Counting on in 5's

Draw around your hand numerous times. Count the number of fingers on each hand by counting up in 5's (5, 10, 15, 20, 25, 30 and so on)

How many fingers are there on 1 hand, 3 hands, 6 hands, 7 hands and 9 hands?

 

This would be recorded like this:

How many fingers are there on 2 hands?

2 x 5 = 10

2 lots of 5 = 10 

 

Activity 3 - Counting on in 10's

Using 10p coins count how much you have by counting on in 10s (10, 20, 30, 40 and so on) Can you record them correctly?

 

Using a 100 square colour in all the numbers in the 10 times table, what do you notice?

Make a food/fruit shop where everything is 10p, - work out how much it would cost if you bought 5 fruits? or 7 tins of food? or 11 vegetables .

 

Record your multiplication sentences you have used:

for example 4 x 10 = 40

 

Activity 4 - Practise counting on in 2's, 5's and 10's. Ask an adult to test you and see if they can challenge you with questions like start counting on in 2's from 12 to 30 (12, 14, 16, 18 and so on to 30).

How many lots of 5 make 20?

 

Activity 5 - True or false statements for counting on in 2, 5 and 10's.

Read the challenge cards attached. Identify which statement is true and which are false. If a statement is false explain why?

 

For example:

If I start at zero and count on in 2's I will say the number 11.

 

This statement is false because all multiples of 2's only end in 0, 2, 4, 6, 8 and 11 ends in a 1.

 

BRITISH VALUES

This week we are celebrating 'British Values', these are:

  • democracy
  • the rule of law
  • individual liberty
  • mutual respect
  • tolerance of those of different faiths and beliefs


Below we have a grid of activities that you can chose from below.  We look forward to seeing some of your chosen ones.

Art

As you are aware there are a lot of heroes in the world at the moment. People who are saving lives, people who care for the vulnerable, people who work in the supermarkets/chemists, teachers etc.

We would like you to design a superhero of your own, think about its super powers. Why are these powers important? Does it have multiple powers? Are any of the super powers your hero has similar or the same as any of the above people?

Add some captions to your superhero to let us know of their powers.

We look forward to seeing your superheroes, please remember to email them over to our class page.

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English

Using the words provided on the activity sheets, write a sentence to match the pictures. Remember to include a capital letter, finger spaces and a full stop. Reread your sentence to make sure it makes sense.

 

Good Morning Hive,

 

We hope you are looking after yourselves and keeping safe. Please remember to check this webpage as we will be posting a variety of activities throughout the upcoming weeks. We would love to see some of your work, so please remember to email it to our class page - hive@summerswood.herts.sch.uk

 

You have all been given an English, Maths and other areas of the curriculum grid to be working through. Don't forget to send us some of the work you have completed already!

 

If you have any questions regarding your child's home learning please feel free to send us an email, we are still here for you all!

 

Remember to keep safe and please keep in touch.

smiley

 

 

 

 

Please continue to practise your sounds from phase 2 to 5. Ask an adult to test you on how many sounds and tricky words you can remember from the list attached. See if you can spot any of these in your book you are reading.

 

Here is the website (Phonics Play) the children enjoy using in school that links to the phonics from phase 2 to 5.

https://new.phonicsplay.co.uk

 

A free login for you all to use.

Username: march20
Password: home

 

Spring 2 Home Learning Grid

Feeling Good Week

This week was feeling good week and the children have been talking about what makes them and others happy.

 

We read the book ‘The huge bag of worries.’ We discussed what worries Jenny came across and what happened when she didn’t deal with them. We spoke about the suggestions the old lady gave her and if they would use these suggestions to help them. The children wrote some of their worries down and we placed them in Hive’s bag of worries. We then went onto the playground and blew our worries away using bubbles. The children then were given the opportunity to share their worries with an adult if they wished.

 

As a class we looked at 'Empathy X-Ray' and discussed the good feelings relating to showing empathy and compassion to others.

 

The children in Hive watched the movie 'inside out' and used this to help them understand more about their emotions and how to manage them.  

 

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Iceberg investigation

The children explored ice and looked at its properties. They discussed and drew diagrams to show the changing state between freezing and melting. The children then carried out an investigation to see which objects would freeze at the top of an iceberg and which would freeze at the bottom. They made a prediction and gave reasons to why they made these predictions. The children were able to debate their opinions and write up their findings.

 
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Capacity

The children in Hive have been learning about capacity and volume. They have learnt that capacity is the amount of liquid a container can hold and volume is the amount of liquid which is in the container. The children worked together to read the scales of different measuring jugs and were able to estimate and order them from smallest to greatest

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Place Value

In maths the children have been looking at place value and have been using different resources to represent numbers. They have been focusing on two digit numbers. The children have played numerous games to show their understanding of the value of each digit and have been ordering numbers from smallest to greatest and vice versa.

 

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Non-chronological report - The Arctic

The children in Hive researched, planned and wrote a non-chronological report all about The Arctic. The children used a range of resources to help them find out all about the weather, who lived there, what animals were in the Arctic and how the Inuit people travelled around. We found out lots of interesting facts!

Non-chronological reports

Non-chronological reports 1
Non-chronological reports 2
Non-chronological reports 3

Spring 1 Homework Grid

The children in Hive have been learning all about volcanoes. They identified how they were formed and learnt the different parts. The children created a volcano using paper mache and carried out a science experiment by creating a chemical reaction. This supported the understanding of what happens when a volcano erupts.

 

Extreme Weather, Extreme World!

Autumn 1 Homework Grid