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Seal Church Of England Primary School

Seal Church Of England Primary School

Thursday 23rd April

If you prefer to download the timetable to see images etc, please find this as an attached document.



9:00 – 9:30


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Reading – If you are in Read, Write Inc, Oxford Owl have made available the e-books relevant to your RWI level. You will need to create a login first so please visit:


Once you have confirmed your login on your email it will direct you to a page that says “Find a book” Please click on that and then follow the instructions below.


Click on e-books and find your relevant book colour to read. Please read the same book 3 times.

1st day – read to decode the words and make sure you can read every word in the book.

2nd day – read the book again and try to read with fluency and expression.

3rd day – read the book again and answer the comprehension questions at the end.


Please take part in the Speed Sounds lesson which is live streamed from:


Set 1 lesson is at 9:30am or 12:30pm (red, green & purple groups)

Set 2 lesson is at 10:00am or 1:00pm (pink, orange and yellow groups)

Set 3 lesson is at 10:30am or 1:30pm (blue and grey groups)



Please email your teacher to find out which group your child is in if you are not sure.


If you are in guided reading, please read the next chapter of Fantastic Mr Fox on our class page and answer the retrieval questions. Please make sure you email this to your teacher.


9:30 – 10:00


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Mental Arithmetic

Please practise your division facts for the 2 times table on: hit the button
















Do a chosen mindfulness activity e.g. drawing, going for a walk (if you can), dancing, listening to music and deep breathing etc.Image result for relax clip art






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Breaktime - have a healthy snack and play.



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L.O. To use my knowledge of fractions to justify my thinking (analysing).

SC1 – I can explain why something is true or false.

SC2 – I can use pictorial representations to prove my thinking.

SC3 – I can use mathematical vocabulary in my explanation.



Use your knowledge of fractions to explain why the following statements are true or false:


Sophie says:

“¾ of an amount is larger than ½.”



Damien says:

“There is no such thing as 4/4”


Jacob says:

“All these fractions are different: ¼, 1/3, ½, 2/4, ¾"



We have only given you 3 statements to explore because we want you to be as detailed as possible with your explanation.

Firstly – think, is this true or false?

Then think about why. Use what you know about fractions to explain it. You could send us a video to explain why it is true or false. Please include pictures that are annotated to prove or disprove (SC2). Alternatively, you could make a poster for each one or simply write it as a paragraph explaining your thinking. Whichever you chose you must include pictures so that anyone can visually see why it is correct or incorrect.


Mathematical vocabulary which you could use:


Numerator, denominator, equal parts, larger than, smaller than, equal to.





Lunchtime and playtime



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2020 – A Year of Change



LO: To be able to criticise my acrostic poem (analysing)

SC1 – I can appraise what went well in my poem

SC2 – I can recognise where I have used features of an acrostic poem

SC3 – I can critique my poem and say what could be improved

SC4 – I can justify why these changes should be made to my poem



Today we are going to make sure our poems are the best that they can be by analysing our poems working out what we have done well and what we can improve for next time. This is something we regularly do in class time and something that is very key to the national curriculum and a key skill for children to learn.


Watch the video tutorial - 




Task 1 – Have a go at analysing your own acrostic poem that you have written about the NHS. Draw both bubbles like Mrs Clarke has and then write at least 3 bullet points in each bubble to say what you have done well and what you can improve for next time. Remember to think of the features of an acrostic poem when you are doing you analysing and make sure you have included all of them.


You do not need to re-write your poem today. We will make the changes tomorrow.


Please send a picture of your analysing bubbles to your class teacher, we can’t wait to see them.


LO: To be able to create a product creatively using a range of materials (applying)

SC1: I can use a range of materials

SC2: I can select appropriate materials for my product


Today we are going to have a go at making our collage! Have a look at your mind map to remind yourself of the design you have chosen at look at your annotations to remind you which materials you are going to use for each section.


Follow these steps to complete your collage.


Step 1


Find a piece of card of paper (A3 if possible) and fold it in half. Your collage will only take up half of you A3 sheet, leaving the other half free for you to add your poem to tomorrow. If you don’t have A3 use a piece of A4 paper and fill the whole page with your collage. Tomorrow you can then use a separate A4 piece for your poem and stick them together.


Step 2


Sketch out your design. See my picture below.





Step 3


For each section cut up your material into little pieces to make your collage. See my picture below.




Step 4


Stick your pieces of your material into the correct place on your paper. It doesn’t matter if the pieces over lap. Mine have and I like the textured look it gives. See my picture below.




Step 5


Repeat this for all sections of your design using a different material for each section. Remember to make your collage as colourful as possible! See my finished one below.



Notice how I now have half of the page free on my A3 sheet to write my poem on tomorrow.


Don’t forget to send a picture of your beautiful collage to your class teacher. We are excited to see them!



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Complete the Joe Wicks Workout:






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Story time

Watch a story read by Miss Cuss.







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