Our WORLD BOOK DAY spud characters!


Click on Mr Forgetful to listen to his story!

This Thursday on 4th March we have WORLD BOOK DAY!!

Find more information using the link here.

In our English lesson on this day you will be turning a potato into your favourite book character!!  There are lots of ideas on you tube and on the page below!

Friday fun zoom - we will continue with our show and tells.  This week if your surname starts with a letter from N through to Z!


We will continue with measure


As children are now familiar with non-standard units, they will measure objects with pictorial representations of the non-standard unit. They need to understand that if an object has not been positioned at 0 on the given rulers they will need to calculate the length / height of the object.
Ask questions such as:
What would we use to measure __?
How many cubes long / tall is __ ?
How do we know which unit to measure with?
Which is longer / taller / shorter and by how many?
Which would be the most appropriate unit to measure ___?


Children will be introduced to measuring lines with a ruler and will understand how to position and line the ruler up accurately. In this lesson children will be measuring length only. They will progress to measuring height in the following lessons.

Ask questions such as:
Where do we position the ruler against the line/ object.
How long is this line? How many cm?
How would we hold the ruler if the line / object is tilted?
Can you draw a line of __cm?


Children will build on knowledge taught to measure items using pictorial representations of rulers. Children will realise that to measure accurately they need to start at 0. As objects vary in height / length they will understand that different items can be used to measure (rulers, metre sticks etc.)

Ask questions such as:
How many cm is the ruler?
How many cm is __ ?

How much taller / longer / shorter is __ in cm?
What is the most appropriate item used to measure __?


Children should now be confident using a ruler to measure items. They will be confident using the term centimetres along with its abbreviation. They will need to be reminded when measuring objects they may need to position the ruler vertically or horizontally depending on if they are measuring length or height. Children will need to understand when measuring larger objects (such as the height of a chair) they may need to stack the ruler multiple times marking its position each time accurately.
Ask questions such as:
What does this measure in cm?
Which way would you hold the ruler? Why?
What item is bigger? By how many cm?
What item is smaller? By how many cm?


Children will use the skills taught from the week to use their knowledge of comparing objects and working with non-standard units and centimetres to complete various activities including using operations. At this stage, the link between the concrete, pictorial and abstract representations should be made explicit.
Ask questions such as:
How do we know which unit to measure with?
What is the most appropriate item used to measure __?
__ cm + __ cm ?
__ cm - __ cm ?

Showing 1-9 of 9


We will continue with our Hermelin story!

 compound words wednesday.docxDownload
 conjunctions friday.docxDownload
 monday lesson model text questions.docxDownload
 ou or ow game tuesday.docxDownload
Showing 1-5 of 5


Tuesday: Show the image of a bird and a reptile. How are they similar? How are they different? Talk about their characteristics using the slides to support.  Complete 3A, 3B or 3C and stick into your red book.
Thursday: Show the images of a fish and an amphibian. How are they similar? How are they different?
• Explain to that both animals live in water but that amphibians also spend time on land.
• Show the slides explaining their similarities and differences.
• Show the slides with the life cycle of a fish and a frog. Compare the two.

Complete 4A, 4B or 4C and stick into your red book.

 Identifying Animals Plan3.pdfDownload
 Identifying Animals Plan4.pdfDownload
 Identifying Animals Slide3.pdfDownload
 Identifying Animals Slide4.pdfDownload
 Identifying Animals Work3.pdfDownload
 Identifying Animals Work4.pdfDownload
Showing 1-6 of 6


Today the children will learn to recognise how a person's behaviour (including their own) can affect other people.

Ask your child what behaviour means - what people do and how they act.

Ask your child to think of a time when they behaved in a helpful way, unhelpful, were kind, unkind.

Does our behaviour only affect us?  Who else does it affect?

Read the story of Harold the giraffe's bad day, pausing at the relevant points where your child can decide how he has behaved and who this behaviour has affected.

Harold’s behaviour affected some of the special people in his life. Ask your child who some of the special people in their lives are.

 Harold has a bad day - Story sheet.pdfDownload
Showing 1-1 of 1