Important dates
4th June - back to school
WC 9th June - Phonics Screening Check
11th +12th June - Shakespeare workshop
13th June - Fathers’ Day stall
23rd June - sports day (1:30 pm)
4th July - 50 years of Blakehill
11th July - class assembly
Reading folders
Please make sure children bring their reading folders every week. To encourage children’s independence we ask them to hand in their own reading folders at the end of the week so that they are able to receive their new book. Children also have become more confident at putting their own folders and other belonging in their book bags at the end of the day.
Maths
Counting by making groups of 2s, 5s and 10s
1/15
Counting by making groups of 2s, 5s and 10s
3/15
Counting by making groups of 2s, 5s and 10s
5/15
Counting by making groups of 2s, 5s and 10s
7/15
Counting by making groups of 2s, 5s and 10s
9/15
Counting by making groups of 2s, 5s and 10s
11/15
Counting by making groups of 2s, 5s and 10s
13/15
Counting by making groups of 2s, 5s and 10s
15/15
Finding the mass of an object
1/7
Finding the mass of an object
3/7
Finding the mass of an object
5/7
Finding the mass of an object
7/7
Making arrays
1/17
Making arrays
4/17
Making arrays
6/17
Making arrays
9/17
Making arrays
11/17
Making arrays
14/17
Making arrays
17/17
English
Matching the function of a plant to the correct part
1/7
Matching the function of a plants to the correct part
3/7
Matching the function of plant to the correct part
5/7
Matching the function of a plant to the correct part
7/7
Axis of emotion.
How did Peter Rabbit feel at different points in the story.
1/17
How did Peter Rabbit feel at different points in the story.
Axis of emotion.
How did Peter Rabbit feel at different points in the story.
4/17
How did Peter Rabbit feel at different points in the story.
Axis of emotion
How did Peter Rabbit feel at different points in the story.
7/17
How did Peter Rabbit feel at different points in the story.
Axis of emotion
How did Peter Rabbit feel at different points in the story.
10/17
How did Peter Rabbit feel at different points in the story.
Axis of emotion
How did Peter Rabbit feel at different points in the story
12/17
How did Peter Rabbit feel at different points in the story
Axis of emotion
How did Peter Rabbit feel at different points in the story
14/17
How did Peter Rabbit feel at different points in the story
Axis of emotion
How did Peter Rabbit feel at different points in the story
17/17
How did Peter Rabbit feel at different points in the story
Ordering instructions to plant a seed
1/15
Ordering instructions to plant a seed
3/15
Ordering instructions to plant a seed
6/15
Ordering instructions to plant a seed
8/15
Ordering instructions to plant a seed
10/15
Ordering instructions to plant a seed
12/15
Ordering instructions to plant a seed
14/15
Science
Wild plants and garden plants
1/11
Wild plants and garden plants
3/11
Wild plants and garden plants
5/11
Wild plants and garden plants
7/11
Wild plants and garden plants
9/11
Art
Sketching and painting garden plants
1/17
Sketching and painting garden plants
3/17
Sketching and painting garden plants
5/17
Sketching and painting garden plants
7/17
Sketching and painting garden plants
9/17
Sketching and painting garden plants
11/17
Sketching and painting garden plants
13/17
Sketching and painting garden plants
15/17
Sketching and painting garden plants
17/17
Creating a clay leaf sculpture
1/13
Creating a clay leaf sculpture
3/13
Creating a clay leaf sculpture
5/13
Creating a clay leaf sculpture
7/13
Creating a clay leaf sculpture
9/13
Creating a clay leaf sculpture
11/13
Creating a clay leaf sculpture
13/13
Painting our clay leaves
1/13
Painting our clay leaves
3/13
Painting our clay leaves
5/13
Painting our clay leaves
7/13
Painting our clay leaves
9/13
Painting our clay leaves
11/13
Painting our clay leaves
13/13
RE
Digital writing
The children had a go at using documents to write about a bear. They then and a go at altering the size, colouring and font.
1/10
The children had a go at using documents to write about a bear. They then and a go at altering the size, colouring and font.
Digital writing
2/10
The children had a go at using documents to write about a bear. They then had a go at altering the size, colouring and a font.
3/10
Digital writing
4/10
Digital writing
5/10
The children had a go at using documents to write about bout a bear. They then had a go at altering the size, colouring and an a font.
6/10
Digital writing
7/10
Digital writing
8/10
The children had a go at using documents to write about a bear. They then and a go at altering the size, colouring and font.
9/10
Digital writing
10/10
Children learnt how to care for the world by recycling
1/14
The children learnt how to care for the world by recycling
3/14
The children learnt how to care for the world by recycling
5/14
The children learnt how to care for the world by recycling
7/14
Children learnt how to care for the world by recycling
9/14
The children learnt how to care for the world by recycling
12/14
The children learnt how to care for the world by recycling
14/14
PSHE
Eat the rainbow
Children learnt about healthy eating. We made fruit kebabs
1/22
Children learnt about healthy eating. We made fruit kebabs
Eat the rainbow
The children learnt about healthy eating. We made fruit kebabs.
4/22
The children learnt about healthy eating. We made fruit kebabs.
Eat the rainbow.
The children learnt about healthy eating. We made fruit kebabs
7/22
The children learnt about healthy eating. We made fruit kebabs
Eat the rainbow
The children learnt about healthy eating. We made fruit kebabs.
10/22
The children learnt about healthy eating. We made fruit kebabs.
Eat the rainbow
The children learnt about healthy eating. We made fruit kebabs.
13/22
The children learnt about healthy eating. We made fruit kebabs.
Eat the rainbow.
The children learnt about healthy eating. We made fruit kebabs.
16/22
The children learnt about healthy eating. We made fruit kebabs.
Eat the rainbow.
The children learnt about healthy eating. We made fruit kebabs
19/22
The children learnt about healthy eating. We made fruit kebabs
Catch it. Bin it. Kill it.
The children did an experiment to see how germs stay on their hands if they do not use soap properly.
1/18
The children did an experiment to see how germs stay on their hands if they do not use soap properly.
Catch it. Bin it. Kill it.
The children did an experiment to see how germs stay on the hands of they do not use soap properly.
4/18
The children did an experiment to see how germs stay on the hands of they do not use soap properly.
Catch it. Bin it. Kill it.
The children did an experiment to see how germs stay on their hands if they do not use soap properly.
7/18
The children did an experiment to see how germs stay on their hands if they do not use soap properly.
Catch it. Bin it. Kill it.
The children did an experiment to see how germs stay on their hands if they do not use soap properly.
10/18
The children did an experiment to see how germs stay on their hands if they do not use soap properly.
Catch it. Bin it. Kill it.
The children did an experiment to see how germs stay on their hands if they do not use soap properly.
13/18
The children did an experiment to see how germs stay on their hands if they do not use soap properly.
Catch it. Bin it. Kill it.
The children did an experiment to see how germs stay on their hands if they do not use soap properly.
16/18
The children did an experiment to see how germs stay on their hands if they do not use soap properly.
Pre assessment- growing and changing
the children thought about what body parts they know. They then drew those body parts on the person. Then they discussed what things they can do know that they could not do as a baby.
Computing