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“Goodness is the harvest that is produced from the seeds that peacemakers plant in peace.”

James 3:18


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


Children to ask questions about bears and what they would like to find out.  Look up on the white board and note down facts.  If possible, have a real life information book so the children can see what it looks like.

Children to make a bear information book.




We are recapping a new phoneme y and how to read and write it.

 Revisit Practise GPCs s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, f, l, ll, ss, j, v, w, x

Play Flashcards

Sing the alphabet song and point to each letter as you sing.

Flashcards: Speed Trial,

Flashcards: Time Challenge. Teach

Recap phoneme y with actions.

Practise Play Buried Treasure.

Words: yap, yes, yet, yell, yum, yud, yem, yock, yit.


Hold up captions on card or whiteboard. One child reads – encourage them to blend if they get stuck then all children read together.

Yes! I can get a pet.

Yum! It is jam.

A dog can yap.


Insert ppt


Learning Objective:  Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer.

 Further exploration of place value –

Warm up asking children to show how many a number is by holding up fingers.

 Using a number line (inside or outside) children explore numbers beyond 10 up to 20, using objects (Numicon shapes) to realise that , for example, the “1” in “15” represents one “10” and the “5” five “1”s.  Ask the children to pick a number and show how many “10”s and how many “1”s make up that number. Ask children to tell you a fact about a given number – e.g. what number comes before or after, how many more is ….? etc




Understanding the World

Learning Objective: Responds to experiences and explorations of why things happen and how things work in the natural and ‘made’ world.

Look at homes and habitats – why do different animals and creatures live where they do? As well as researching brown bears, you might extend this to broader scientific learning in which you could actively observe common garden animals, bugs and birds – use magnifiers if possible.  Children could draw or make repesentations of animal homes.