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Year 2

Hello Year 2!

Mr Newbold and Mrs Baker miss you so much.

We hope you are keeping well and safe!


Remember to join Google Classroom! Thank you to the children who have been sharing their work with us- it's lovely to see what you have been up to! Information is in the app messages for the class code.




Well done to everybody that took part, we can see how hard you are all trying and there are some fantastic scores coming from some of you! 


Last week's score was incredibly close! A new tournament has begun! Click here to battle for this week. The battle ends Monday 8th June at 9:30am


Here are some new tasks for you to have a go at this week (week beginning 1/6/2020)


Story Time

Leonard does not conform to the stereotype of how a lion should behave.

🦁HOW TO BE A LION by Ed Vere - Children's Books Read Aloud - PV Storytime

Sometimes finding just the right words can change the world... Leonard and his best friend, Marianne, have a happy life together - talking, playing, writing po...



Please click here to take you to Bitesize BBC lessons which follow the Year 2 Curriculum in the same sequence we would have been learning in school.  For some, this will  be brand new learning so watch the videos and take part in the tasks each day. 


This week, it would be good to practise looking at and describing arrays. will help with videos and reminding yourself of what we did.


Our learning journey for arrays began with groups. 


We said that there are 3 groups with 5 in each. This would mean there are 3 groups of 5. 

We also know that this is 5 + 5 + 5. 

3 groups of 5 can be written as 3 x 5. 

3 x 5 = 15

5 + 5 + 5 = 15


We also learnt that multiplication can be done in any order so that 3 x 5 = 5 x 3. We will always get the same answer. 


This shows that there are 5 groups with 2 in each group.  We can say 5 groups of 2 or 5 x 2. 

We know that 5 x 2 is 10

We can also write this as 2+2+2+2+2. 


We then moved on to an array. This is exactly the same but we put the groups into rows. 


Here, we can say that there are 3 rows of 5 sweets or 3 x 5 sweets. This would total 15. 

We could also write it as 5 + 5 + 5 = 15 or 15 = 5 + 5 + 5.


We can turn the array around to show the commutative law of multiplication (that we can swap the numbers around and still equal the same). 


Now we have 5 rows of 3 sweets or 5 x 3 = 15 sweets. 

This shows that 3 x 5 is the same as 5 x 3. 

3 x 5 = 5 x 3. 


We then took our learning further my looking at division. 


When dividing we always start with our whole. Remember that dividing means we are sharing or grouping. 



When we group we read the ÷ as "put into groups of" 

This shows 15 put into groups of 5 is 3. 




When we share we read the ÷ as "shared between"

15 sweets shared between 3 people is 5. Each person gets 5 sweets



Remember division cannot be done in any order. 


Now try writing the multiplication, division and repeated addition sentences for each array. 

for example:

 5 x 3 = 15     3 x 5 = 15      15 ÷ 3 = 5      15 ÷ 5 = 3     3 + 3 + 3 + 3 + 3     5 + 5 + 5 



This week we will be reading, following and writing instructions.

Task 1- Read the instructions for making a Greek-style Salad then answer the questions. (Link below)

Task 2- Follow the instructions for making a jam sandwich.

Task 3- Can you rewrite the instructions adding more detail- try to use conjunctions and adverbs.

Task 4- Write a set of instructions of how to wash your hands.

Task 5- Create a poster to show your instructions of how to wash your hands.

Greek Salad instructions comprehension


This week we are going to look at the importance of washing your hands. Follow the method to see what happens. Remember to post your pictures on Google Classroom.


You can access online learning with BBC Bitesize complete with videos at: 

This unit we are currently looking at falls under Computer Science


You will need to have completed all previous weeks before beginning today. 


Timers and Repeating code


 To understand the meaning of repeat in 2Code.

 To understand how a timer works in 2Code.


Success criteria

Children can create a computer program including a repeat and a timer.  Repeat and Timer example code.


Click on:


 1. What do you think ‘repeat’ means. How can you make a Beebot move in a square shape?

Write the instructions without using repeat then refine the instructions to use repeat.


2. Look at the Repeat and Timer example using the link above. Can you see the repeat command used to make the turtle move?



3. Play the code. The turtle moves very quickly. You can slow it down (though it will stop the timer part of the program working properly). To see this, click on the foot picture in the top menu bar before pressing play. Then in play mode look for the speed slider on the bottom right and set it to slow, then press the play button above the slider


4. Try to make your own turtle move in a square pattern.


5. Look at the code for the princess in the example, this uses timers to make the princess move in a certain way.

6. In the last part of the program, when the turtle and princess collide, there is a ‘splat!’ sound and the turtle hides (he has been squashed).


7. Open free code Chimp on the board and recreate the following program using the timer.

Add a final timer that makes the other hero say ‘Woo Hoo!’ every 5 seconds.


8. In the Chimp guided activities, the use of the timer is introduced in a video in Step 5 of ‘Princess and the Frog’, and the ‘Tick Tock Clock’ and ‘Magician’ activities also use a timer. You can look at these with you they need more guidance or ideas or you could work on these activities.


9. Children should have the chance to design a simple program using repeat or timers and create their design as a program. Here are examples of designs that you could use to explain how to design:


A note about design: encourage children to think through their designs and annotate them including their confidence in coding what they have designed (red, amber, green), this will give you feedback on areas that children need help with and help to ensure that children create realistic designs and successful programs for their skill level.


Art- hand print pictures


Have a go at making pictures out of hand prints.  You could use paint or draw around your hands. Remember to share your pictures on Google Classroom.

Week beginning 18.5.20


This week we are going to look at a story called Gorilla by Anthony Browne.


Gorilla is about a little girl called Hannah who loves gorillas. She wants to spend time with her Daddy but he is always too busy. Listen to the story and find out what happens the night before Hannah's birthday.


Task 1- Listen to the story. Hannah's feelings change throughout the story. Find when she is happy and when she is sad.


Task 2- At the end of the story it is Hannah's birthday. Write a short story of what happens when Hannah goes to the zoo with her Daddy.


Task 3- Hannah's favourite animal is the gorilla. Use the internet to find out facts about gorillas.


Task 4- Present your information about gorillas on Purple Mash.


Task 5- Hannah loves going to the zoo to see the primates, however in the pictures they look sad. Do you think zoos are a good thing? Why? Use the internet to find facts to support your idea.



 This week I think it is time that we looked back at our number bonds.


You should all know your number bonds to 10 from year 1. 


10+0, 9+1, 8+2, 7+3, 6+4, 5+5, 4+6, 3+7, 2+8, 1+9, 0+10


Follow the link below to watch videos and follow the recommended activities.


Key Instant Recall Fact:

Remember to keep learning your doubles and halves. 

I know doubles and halves of numbers to 20.

0 + 0 = 0                            ½ of 0 = 0

1 + 1 = 1                            ½ of 2 = 1

2 + 2 = 4                            ½ of 6 = 3

3 + 3 = 6                            ½ of 8 = 4

4 + 4 = 8                            ½ of 10 = 5

5 + 5 = 10                          ½ of 12 = 6              

6 + 6 = 12                          ½ of 14 = 7  

7 + 7 = 14                          ½ of 16 = 8

8 + 8 = 16                          ½ of 18 = 9

9 + 9 = 18                          ½ of 20 = 10

10 + 10 = 20   

11 + 11 = 22

12 + 12 = 24

13 + 13 = 26

14 + 14 = 28

15 + 15 = 30

16 + 16 = 32

17 + 17 = 34

18 + 18 = 36

19 + 19 = 38

20 + 20 = 40


Key Vocabulary What is double 9? What is half of 14? Top Tips Use what you already know


Encourage your child to find the connection between the 2 times table and double facts.


Ping Pong – In this game, the parent says, “Ping,” and the child replies, “Pong.” Then the parent says a number and the child doubles it. For a harder version, the adult can say, “Pong.” The child replies, “Ping,” and then halves the next number given.


Practise online – Go to and see how many questions you can answer in just 90 seconds. 





Try and read as much as you can each day to a family member or even to yourself. Don't worry if you don't have access to any books, I have attached a link below. There are lots of books on here, that can be read to you. 

This week listen to some of Great poems for children- elementary.

Which of the poems are your favourite- why?


This week have a look at the work by Andy Goldsworthy. He creates pictures using natural materials such as leaves, sticks, flowers and rocks.

See if you can go out and collect some materials and create our own art work. Remember to send photos to google classroom.



Geography 18.5.20


What is an island? What are the four countries of the UK?

The United Kingdom of Great Britain and NI includes the island of Great Britain and the north eastern part of the island of Ireland and many smaller islands.

Using google maps, locate some of the main islands such as Britain, Anglesey, Isle of Wight, Channel Islands, Skye, Orkney, Shetland and the Isle of Man. Pinpoint our location and discuss location of these islands using compass directions.


 Think about:

How could we describe the islands?

How is an island different from the mainland?

How do people get to an island?

Why types of transport would be used to get to an island?

What transport would be used on the island itself?

Discuss why some methods of transports have benefits.


Orkney Islands  


There are about 70 islands in the Orkneys but only 20 have people living on them. As explained in the video, the largest island is mainland and the capital is Kirkwall.

Watch the video again and note down 3 facts. 


Your task:

Similarities and differences: make a list of the similarities and differences between islands and Tipton under headings such as houses, physical landscape, people, and traffic.


 What would you like about living on a small island?

What would you miss?

What would be difficult to do?



You will need to have completed all previous learning before continuing. 


Aim -

To use Collision Detection to make objects stop moving when they collide and play a sound when this happens.

 Show two real-life objects (either real people moving towards each other or objects in your hand). Are the objects moving in the same direction? What will happen when the objects meet? Collide means when two objects 'hit' each other/make contact.


We are doing the same in our game; when two objects collide, we want them to stop and we want to hear a sound on impact.


Open the Free Code Chimp area and add a background and two characters using Design Mode just like last week.


Switch to Code Mode and  look at the various coding options on the left-hand side of the screen. Which one could we use to make something happen when the objects collide?


 Watch and discuss the Collision Detection video.


Recreate a collision between two objects. Why can’t we put the Collision Detection command in first? We must build the code first; make some code so that the characters are moving towards each other then can we add the Collision Detection.


Explore some of the possible things that could happen when two objects collide:


- One or other or both stop

- One or other or both hide (e.g. a spaceman moving towards a rocket: upon collision, the spaceman hides, making it look as if he went into the rocket).

- One or other or both move differently (change direction)

- Background image could change (drag the code block into the collision detection block)

- A sound could play (drag the sound code block into the collision detection block)

- A message could print to the screen or an alert box could appear (drag the print to screen or alert code blocks into the collision detection block)


Some children could make a combination of actions happen upon collision e.g. a sound and an action


You should decide upon something that they would like their objects to do. This could be in the form of a written design or by discussing their plans. They should then work on their devices to build up the code and add a Collision Detection command following their design. 7. For more practice of this concept see Chimp lessons ‘Guard the Castle’ and ‘Princess and the Frog’ which also use Collision Detection.


Have fun! We would love to see some of your work so remember to save on Purple Mash



Here are some new tasks for you to have a go at this week (week beginning 11/5/2020)


This week in English we are going to be watching a short film that is based on a picture book called ‘Tuesday’ by David Wiesner. It doesn’t have many words but the story is told through the beautiful pictures

Task 1- Write what you like and what you dislike about this story.

Task 2- Choose a part of the story and write noun phrases to describe what you can see.

Task 3- Look at the picture of the toad – What do you think he would be thinking and saying?(See the Sheet below)

Task 4- This is a picture book, can you write the story of what happens in your own words?

Task 5- The main characters in this story are toads. Can you find 5 interesting facts about toads?


Maths week beginning 11.5.20


Telling the time. 


This week we would have begun our learning journey to begin to tell the time. In year 1 you would have learnt to tell the time at o'clock and half past. 


In year 2:

  • tell and write the time to five minutes (greater depth) including quarter past / to the hour (expected standard)
  • draw the hands on a clock to show these times
  • know the number of minutes in an hour and hours in a day


This week it would be great for you to work with your parents/carers to learn how to tell the time. 

Some tips for parents: 

  • Draw attention to time. Mention the time at different points in the day. For example, you could say, ‘it’s 5 o’clock – time for tea,’ or ‘it’s 7 o’clock – time for a bath.’
  • Do fun activities that include measuring time:
    • use a timer for baking
    • play a board game with a sand timer
    • use a stop watch to time a race or challenge
  • Make sure your child is confident with numbers and counting from 1–60 as this will make telling the time easier. Practising the five times table will also be a big help.
  • Start with analogue clocks rather than digital clocks. Focus on telling time to the hour and half hour.
  • Put a clock in your child’s bedroom. Ideally it should have a clear hour hand and half hour hand as this will help them to understand that the short hand shows the hour and the long hand shows the minutes.
  • Talk about what you regularly do at different times in the day. Compare and contrast weekdays and weekends, if there are differences. Use time vocabulary such as today, yesterday, now, afterwards.
  • Let your child remind you that it’s time to do something!




Try and read as much as you can each day to a family member or even to yourself. Don't worry if you don't have access to any books, I have attached a link below. There are lots of books on here, that can be read to you. 

This week listen to Littlest Listeners- 'Stone Soup'.

What do you like about the story?

What can we learn from the story? What is the moral? 


This week for Science we are going to start to find out what plants need to grow.

If you can get some seeds, set up your own experiment. Try growing seeds with light (putting them on a sunny window sill) and without light (putting them in a dark cupboard). Remember to water them!

What do you think will happen? Why?

What happened?

Do plants need sun to grow?

If you can’t get any seeds- go to this website to find out what plants need to grow healthily.

Can you make a leaflet about what is needed to help a plant grow healthily?


To link with our plants topic in Science, this week I would love to see you draw or paint some flowers. We have looked at Vincent van Gogh in class before. What can you remember about him? He painted the picture 'Sunflowers'. See if you can have a go at drawing some sunflowers in the style of Vincent van Gogh. Share your pictures on our google classroom.

Computing Lesson 2


You will need to have looked at and completed lesson 1 to be ready to move on. 


In this lesson you will use Design Mode to add and change backgrounds and characters. They will use the Properties table to change the look of the objects.


Free Code Chimp is different to the Chimp lessons because we have the freedom to create our own games and we can pick how we want our games to look. Discuss any computer games that the children have played.

You are going to be programmers and your job is to create your own simple program. We need to think about how our games will look. Just like pages in a book, a game needs to have a background. What else do games need? Discuss the use of characters in games and the purpose of some games (e.g. to collect things, save other characters, get onto another level or into another world). 

Today you will use Design View and the Code Mode in 2Code that you saw last week. On Free Code the design is blank because we must choose the background and characters.


If we want to add a background we need to go into design view (top right) and then press the Background button (small TV symbol bottom left). To change your background, double click the question mark in the properties. Choose a background.


Add a character to your background by dragging it across. To change the character image, double click on the character and use the drop-down menu.


Look at some of the challenge cards below, you can use these as ideas or recreate them.


Could you write down what each character might do? e.g. ‘when clicked, move up’.


Once you have a design for your program, open up Free Code Chimp and try to recreate their design.

You can save your screen by pressing the Save button (the blue floppy disk) at the top of the screen and saving into My Work. If they have not used Purple Mash to save before then they will need time to practise this.


This week we are going to use our maps to locate a popular tourist destination in the U.K. 

Where is St. Ives?  This is the resort we are going to focus on today from the comfort of your own homes. Where is Cornwall? Can you use GoogleMaps to locate this? How do we know where the coast is? 


Cornwall is the southern most point of England and is a bay.


What things might you see if we visited St. Ives? What things would be physical/human features? 


Use a town map of St Ives using Google Maps at 100m. What can we see? 


Watch: and look at photographs of St Ives. What can you see here? Make a list of all the different features you can see, you may want to list these as human features and physical features. What can you see going on? What different attractions are there? 


What do you think of St Ives?

What is the weather like?

Why do you think tourists like to visit St Ives?

Do you think you would like to visit? 

What activity would you choose to do there? 


Task: Imagine that you are going to do a guided tour of St. Ives and plan your own trip around the town. You need to make sure to visit around 4-6 the key locations, interpret map symbols and compass directions. Can you describe your route using North, South, East and West? 


Here are some new tasks for you to have a go at this week (week beginning 4/5/2020)


Hi everyone- this week for English we are going to have a look at one of my favourite action stories- Traction Man is Here! It’s about an action figure who has lots of exciting adventures and helps to save things around the house.


Task 1- Write a character description of Traction Man.


Task 2- Look at Traction Man throughout the story, can you create a set of thought bubbles or speech bubbles to explain how Traction Man is feeling?


Task 3- Design a new super hero costume for Traction Man.


Task 4- Write a story about a new Traction Man adventure.


Task 5- At the end of the story, an evil pair of scissors is approaching Traction Man and Scrubbing Brush. Write what you think happens next.




This week have a go at painting a rainbow on a pebble. Send photos of your pebble in to Google Classroom.

When we come back to school you could bring in your pebble and we could put them on display for everyone to see. 



This week we are going to look at parts of a plant. Label the picture then research the jobs of each of the parts. 



Here are some new tasks for you to have a go at this week (week beginning 27/4/2020)


This week for English we are going to have some fun. We are going to look at some performance poetry. The poem we are going to look at is called ‘Gran can you rap’.

Task 1- practice reading the poem- try singing it in the style of a rap. Then perform it to the rest of your family.

Task 2- get your family involved- practice the poem as a family and perform it together. – Remember you can up load photos and videos on to google classroom!

Task 3- Draw a picture of what Gran in the poem might look like and write a character description.

Task 4- Try to write your own poem- ‘Mom can your rap’ or ‘Dad can you rap’. Try and make it funny.

Task 5- perform your own rap to the rest of your family.

I look forward to seeing your performances and reading your new poems. Have fun!



Gran…Can you Rap? 
Gran was in her chair she was taking a nap
When I tapped her on the shoulder to see if she could rap.
Gran can you rap? Can you rap? Can you Gran?
And she opened one eye and she said to me, Man,

I'm the best rapping Gran this world's ever seen
I'm a tip-top, slip-slap, rap-rap queen.

And she rose from the chair in the corner of the room
And she started to rap with a bim-bam-boom,
And she rolled up her eyes and she rolled round her head
And as she rolled by this is what she said,

I'm the best rapping gran this world's ever seen
I'm a nip-nap, yip-yap, rap-rap queen.

Then she rapped past my Dad and she rapped past my mother,
She rapped past me and my little baby brother.
She rapped her arms narrow she rapped her arms wide,
She rapped through the door and she rapped outside.

She's the best rapping Gran this world's ever seen
She's a drip-drop, trip-trap, rap-rap queen.

She rapped down the garden she rapped down the street,
The neighbours all cheered and they tapped their feet.
She rapped through the traffic lights as they turned red
As she rapped round the corner this is what she said,

I'm the best rapping Gran this world's ever seen
I'm a flip-flop, hip-hop, rap-rap queen.

She rapped down the lane she rapped up the hill,
And as she disappeared she was rapping still.
I could hear Gran's voice saying, Listen Man,
Listen to the rapping of the rap-rap Gran.

I'm the best rapping Gran this world's ever seen
I'm a -
tip-top, slip-slap,
nip-nap, yip-yap,
hip-hop, trip-trap,
touch yer cap,
take a nap,
happy, happy, happy, happy,



Some of us have been a little worried about staying at home and not seeing all our family, friends and teachers. Why don't you make some worry dolls? These are great to share your worries with and might make you feel better.




This week for Science we are going to start looking at plants. Look in your garden or out and about when you go on a walk for different plants and trees. Can you find out the names of them? Choose a tree and draw it. Can you use the internet to find out what type of tree it is? Look carefully at the leaves on the tree. Can you do a detailed drawing? If you can get one of the leaves you could do a leaf rubbing picture or a leaf print picture. 


Before we were asked to stay at home, we began learning about measures in class. I was so excited to teach you these lessons because we had some exciting challenges to complete such as finding out and proving whether a double decker bus would fit inside our classroom! 


Please use the link below to access White Rose Maths daily lesson plans. There are videos for each lesson to assist with any new learning that may crop up.


If you have a tape measure or a ruler at home you could create a list of things that are bigger than a metre and things that are smaller than a metre. If you only have a ruler try and find things that are shorter than 10cm or longer than 10cm. Can you estimate the length before measuring? 


Consolidation of previous skills: 


A while ago, we learnt to add two digit numbers together. This included numbers that crossed ten and numbers that did not cross ten. We also learnt lots of methods for each.


1. A tens add a tens e.g. 20 + 30 or 40 + 50

We learnt a little trick with this. We can make this look so much easier! 20 is the same as 2 tens. 30 is the same as 3 tens. We can therefore say that 2 tens add 3 tens is 5 tens or 2+3=5 but we must remember to make the number ten times bigger at the end!

so for 40 + 50

"I know that 4+5=9 so 40+50=90.


2. Two digit number add a tens e.g. 24 + 20 or 53 + 30

We know that we can do this mentally in our heads by adding the tens and then the ones together

24 + 20 

20 + 20 =40

40 + 4 = 44


3. Two digit number add a two digit number not crossing ten e.g. 23 + 32 

We always check the ones first. We check to see if they are going to go past 10 or not. We can use our number bonds here. 3 ones plus 2 ones equals 5 ones. We are not going to cross ten. Again, we can mentally solve this by partitioning by adding the ones first, then the tens. 




4. Two digit number add a two digit number crossing ten e.g 49 + 24

We learnt lots of different methods for this. First we check the ones. 9+1 is a bond to 10 so we know 9+4 is going to go further. We can do a number line or the column method remembering to exchange 10 ones for one ten! 


Here is a revision booklet that will cover all these different methods. 

Story Time

This is a story I remember reading when I was a little boy in year 2 myself! I hope you get the same enjoyment that I got out of it. Join Googleclassroom and we can discuss the book


Last week we looked at the four countries that make up the United Kingdom. Can you remember all 4? Where are they located on the map? Scroll down if you need a reminder! 

This week we are going to be looking at each country and the seasides that they have there. 

Task 1:  Using Google Maps - can you find where Tipton is in the UK. What city is near? Is it far from London? What direction would we go in to get to the nearest seaside? North, South, East or West? 


Task: Using Google Maps and the skills taught in lesson, find 2 seaside towns that are located in each of the four countries of the UK: England, Northern Ireland, Scotland and Wales. 

You may wish to look on some live webcams from these areas. This will show you what is happening there right now. Remember, not much might be happening because we are all meant to be staying out. Here is a webcam live from Blackpool.  

For each seaside town you locate, think about the following questions:

What can you see here?

What physical and human features can be seen? 

What is the weather like? 

What are people doing?

What jobs do people have? 

What can we buy at the shops?

What activities can be done here? 


Remember you can share your work on Google Classroom with your teachers and friends.


Week beginning 20.4.20


Daily Lessons:

This will take you to the white rose site where you can watch daily videos that will teach you new skills. You can then download the activity. If you cannot print this, do not worry, you can jot  down your answers on a piece of paper. Head over to Google Classroom if you are struggling and we can discuss our methods. This week's focus is fractions which is one of Mr Newbold's favourite areas of maths! You should recognise some of the learning from Year 1, such as a whole and finding a half. When we find a half, we split things into two groups just like dividing by two. This is the same as sharing which we had just looked at. Challenge: I wonder if anybody knows what fraction is the same as 1/2?

Times Tables

A lot of you have been playing TTRockstars which is fantastic stuff! It has been great to see your scores getting higher and higher - keep practising and be resilient! Here is another game that you can challenge yourself to. See how many you score in one minute then have a practice and see if you can beat your score. If you need to get a login for TTRockstars please contact Mr Newbold.


Doubles and Halves

This will link in with you x2 tables. When we double we are adding the same number to itself. for example: double 2 is 2+2 and double 4 is 4+4. As you can see there are two lots of 2 and two lots of 4. This means we can use our two times tables to double. When we halve we split the number into two parts and therefore divide by two. Can you learn your doubles and halves all the way to 10? Why not challenge yourself and find doubles and halves to 20!



Listen to the story on youtube on this link-


This week have a look at Meerkat Mail by Emily Gravett. It's about a meerkat called Sunny who is looking for a new home. 

Have a go at these tasks-

Task 1- write a character description of Sunny. Think about what he looks like, what his personality is like and what he does in the story. 

Task 2- Write a postcard from your favourite place. Explain what you can do there and why you like it so much.

Task 3- Use the internet to research about meerkats.

Task 4- Write a non-chronological report about meerkats. You could use the subheadings- Where meerkats live,  What meerkats like to eat, Meerkat's enemies, What meerkats look like.  Use facts from the story and what you have found out from the internet to write your report.





Make sure you try and read every day. 

Mrs Baker has been reading The Midnight Gang by David Walliams. It is about some children who are in hospital and the adventures they get up to. It is so funny! Let us know what books you have been reading and what they were about.

Mr Newbold has been reading a range of books recently. One I have particularly enjoyed is The Bear and The Piano. The reason I picked this book was because I have started to practice playing the piano myself. It is about a bear that finds something strange and peculiar  in a forest.  He teaches himself how to play the strange instrument, and eventually the beautiful sounds are heard by a father and son who are picnicking in the woods. The bear goes with them on an incredible journey to New York, where his piano playing makes him a huge star. Hopefully when we are back I could play you a tune :) 


Have a go at growing your own rainbow!

Mrs Baker has had a go with her little girl.


We can begin our coding unit! Follow the videos carefully and begin to code. There are lots of new words to learn but do not be afraid - Purple Mash will help with these. 

Lesson 1:  Introduction to block coding. 

You can do this activity with a partner at home - you could choose a responsible adult at home. Can you write down or tell them out loud clear instructions to direct them from one side of the room to the other. Making sure they do not bump into anything along the way. 

When you have been successful, log in to purple mash. Coding is just like giving instructions. They need to be very clear making sure each code starts on a new line. 

Can you now give instructions to your partner and tell them how to draw a simple picture of a house. Once this is done think about the instructions you gave. Think of ways to make your instruction simple? For example, holding your fingers in a triangle shape for the roof.

If you have PurpleMash you can log in and complete the coding task that is set in your To-Do list. There is a video to watch and if you struggle just press hint and this will give you some help. 



We left off looking at the physical and human features of the seaside. We looked on Google Maps and looked at aerial photographs. Can you find and locate the four different countries that make up the United Kingdom and its surrounding seas? You may want to use Google Maps to help you if you have access to this.