Click on Mr Tickle to hear his story!


This week come to our Friday fun zoom in your dressing up clothes!

If you would like to share your story writing from this week, please bring it with you too!



Monday: Today we will undertake subtraction where we have to cross 10. This will be first introduced through the concept of “take away” as conceptually children understand this easier. In this lesson, children will subtract practically using practical equipment to count back using the ‘cross out’ method of subtraction.

Ask questions such as:

How many do we start with?

How many do we take away?

How many do we cross out?

How many are left?
What calculation represents the problem?

Tuesday: Children will now be familiar taking away using the ‘cross out’ method. In this lesson, children will build on their previous knowledge of partitioning to make 10 to help them solve subtraction calculations.

Ask questions such as:
How many counters should we start with?

How many do we take away?

How many counters do we cross out?

How can we partition 10 to help us solve the calculation?

Are there any other ways?

Why would you partition the number that way?

Wednesday: As children should now understand the concept of using ten frames for subtraction practically, they will progress to using pictorial representations to help them subtract crossing ten. They will continue to use the crossing out method to take away. Secure children will be confident representing the calculation on a number line.
Ask questions such as:
How many counters to start
How many counters are we crossing out?
How many counters are left?
How can we partition the number?
Which way will we travel on the number line if we are subtracting?
Does this method make it easier?
Is there another method?

Thursday: Children begin to understand the different structures of subtraction (taking away, partitioning, difference). In this lesson they will use pictorial methods to support their understanding focusing on taking away using ten frames and partitioning using part-whole diagrams.
Ask questions such as:
How do the counters help you subtract?
How many are being taken away?

What does the part-whole diagram show?
How do you partition ___?
Which method would you use and why?

Friday: In this lesson children will focus on finding the difference using bar models. Find the difference is one of the most difficult concepts for children as they are required to subtract to calculate how many more.

Ask questions such as:
What must you subtract? How does the bar model help you?
How many more would you add on to make ___?
What is the difference?
Do you count forwards or backwards?
What method would you use? Is this the best method?

 Year1-PRACTICAL-Subtraction (2)MONDAY.pdfDownload
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This week we will be writing our very own hunting stories - YIPEE!

Monday: Today we will plan our stories using a story plan.

We will change the character, the creature and where the hunt takes place. We will think carefully about the alliteration we might use and the adjectives we might use.

Tuesday: Today we will write an introduction to our hunting story.

Wednesday:  Today we will continue to write our hunting stories, looking at pictures 2 and 3 from our plan.

Thursday: Today we will continue to write our stories looking at picture 4 from our plan.

Friday: Today we will finish our stories! 

 hunting story ideas 3rd week.docxDownload
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This week we will finish our topic investigating what materials are waterproof

Tuesday: Introduce children to the character on the slides whose umbrella has a hole in it. He wants to create a patch for his umbrella but he is not sure which material he should use. Can you help?
• How do you think we could find out what material would be best to use for an umbrella? What would this material need to be in order to be useful? 
• Explain that the most important thing about an umbrella cover is that it is waterproof so that the person underneath it doesn’t get wet. It also needs to be strong enough so that it will not rip in stormy weather.
Tell your child that today their task will be to test some different materials to see if they are waterproof or not. How do you think we could do this? Talk through your child's suggestions then take a look at the slides.
• Show children the materials they will be testing today
(if possible the ones listed on the sheet... tin foil, tissue paper, fabric, newspaper, cellophane and tracing paper) and ask them to predict which ones they think will be waterproof and which won’t.  Carry out the investigation and complete either sheet 5A, 5B or 5C to record the results.

THURSDAY: Show your child the name of a material on the slides and the questions surrounding it. How many of these questions can you answer? Read out each question for children to answer.
• Read through the story on the slides. Explain that some of the words are not right. Can you spot which ones they are? When you have identified the wrong words, read the story again on the next slide with your correct word choices. Does it make more sense now? Provide your child with Wheel Templates A, B and C. Children to write a description for each material on wheel B, then attach the wheels together in the centre of
each wheel using a split pin. Wheel A goes at the back, wheel B in the middle and wheel C at the front. Children can then spin the wheels to match the label with the picture.

Complete the end of unit quiz on the slides! (below EUQ slide)

 Everyday Materials Plan5.pdfDownload
 Everyday Materials Plan6.pdfDownload
 Everyday Materials Slide5.pdfDownload
 Everyday Materials Slide6.pdfDownload
 Everyday Materials SlideEUQ.pdfDownload
 Everyday Materials Work5.pdfDownload
 Everyday Materials Work6.pdfDownload
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Begin the lesson with some key questions about medicines and their use: 

  • What is a medicine? (Something which can be given to help make somebody feel better. NB: A medicine often only helps treat the symptoms of an illness, rather than the illness itself. The body is pretty good at recovering from most illnesses by itself!)
  • How do people take medicines? (tablets that are swallowed, liquids that are measured in a special spoon and swallowed, creams or ointments that are rubbed onto the skin. Less commonly inhaled - breathed in)
  • How would someone feel if they took too much medicine? (They could feel very poorly) 
  • How would someone feel if they took the wrong medicine? (Again they could feel very poorly)
  • Why do adults need to look after medicines? (To make sure they were kept in a safe place and taken properly)
  • Who would normally look after your medicine at home? (Parent/carer) 
  • Who would normally look after medicine if it was needed at school (A member of staff - maybe kept safely in the office)

Now discuss these questions about being ill and getting better: 

  • What sort of illnesses have you had? 
  • How did you feel when you were ill? 
  • Did you need any medicine to make you feel better? 
  • What medicines have you heard of? 
  • How did the medicine get into your body [e.g. as a liquid, tablet, inhaler, injection etc.] 
  • Who gave you the medicine? 
  • Where did they get it from? 
  • Where did they put it to keep it safe? 
  • How did they know how much to give you? [It was on the prescription/on the medicine label] 
  • What else can we do to help us feel better when we’re ill? [e.g. stay in bed, stay warm, drink plenty of water/fluids, sleep etc.] 

Now you can play the game Help Tania get better (see below)

 Help Tania get better - Activity Sheet.pdfDownload
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