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“Let all things be done with charity.”

1 Corinthians 16:14



Learning Objective: Spells phonetically regular words of more than one syllable as well as many irregular but high frequency words.


What we know about bears

What we would like to know about bears .


What we have found out about bears   















Ask the children to talk about what they would like to find out about bears and help them form questions that can be investigated. Record these in the Questions column to be discussed, investigated and researched. Children will also be able to draw on this chart as a word bank in their own independent writing.

Children to write a story about a bear or bears using some of the facts that they have learnt e.g. bears live in a cave




We are learning to spell two syllable words.

Revisit Practise GPCs s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, ff, l, ll, ss, j, v, w, x, y, z, qu, sh, ch, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er

Play Flashcards. Look at an alphabet chart and practise the names of letters that children were finding tricky.

Flashcards: Speed Trial, Flashcards: Time Challenge.


Teach spelling two syllable words  chicken, tonight, boatman, rooftop, farmyard, market, lightning, bedroom Space Race, Rocket Rescue

Ask children to spell a two syllable word on their whiteboards.

Hold up a card with the word on.

Ask children to tick all letters they got right and correct any mistakes they made.



Play Yes/No questions. Write the following questions on card/paper/whiteboard and ask children to read.

Can we get wool from sheep?

Will six cows fit in a car?

Can a chicken sit on a chair?

Can a goat quack?

Can sheep bark?

Can a farmer keep a duck?

Will a cat get a rat in a barn?

Can you cook in a bedroom?

Will lightning hit a church?



Learning Objective:  identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least

Children to make a number line to 20 on big paper (or on the ground outside).  Place an object under each number.  Say how many objects there are altogether.  Ask children to count out a certain number of objects and place them in a group and then to make another group that is equal to.  Then form groups of different amounts and ask children which has more, less, least etc.


Understanding the World

Learning Objective: Knows about similarities and differences in relation to places, objects, materials and living things. Can make observations of animals and plants and explain why some things occur and talk about changes.

Watch the Grizzly bears fishing. (From about 7:15 mins)

Discuss how bears find food to eat, how other animals find food to eat and how we find food to eat.

Make a chart featuring animals and their food.