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Hello! Welcome to Week 1 of the Summer Term. Please find the daily activities for you to do at home. If you have any questions, please email me!

Please continue to work through Spelling Frame as the activities on there are specific to the Year 2 spelling patterns we have been learning (website link on the Year 2 page in the 'English Useful Websites and Games' document).


We will be starting with Fractions, which is a topic we have already learned in school, so this should help to consolidate the children's existing knowledge.

Please use the link above to access White Rose Maths, which is the scheme we follow in school. I would like the children to complete the daily tasks in the 'Week 1' tab (not the Summer Term Week 1 tab) which starts with Lesson 1 - Make Equal Parts. There is a video to watch and an activity to do each day (and answers to check!).

If you are super speedy and complete this with time to spare, you can still carry on working on the other maths challeneges I have set (I uploaded a few more last week!)


If we were in school, we would have started the week looking at the book George and the Dragon by Chris Wormell (seeing as it's St George's Day this week!) and we would have done a unit of descriptive writing for a few weeks. Below are some activities for you to do at home each day. I love teaching writing from this book so I am sad that I am not able to inspire you in person, but I am grateful that we can still share it on here. If you want to send me what you've done, please do! 

Day 1: I have attached the first few pages of the book for you to read first of all (please don't read on if you have it at home!).  Make a prediction about what you think the dragon's small secret could be, giving reasons for your answers. Is it like any other stories you know? What other characters do you know that have secrets?

Day 2: Create a word bank of all the adjectives used in the pages from the book I've uploaded. You could group them into categories (for example, words to describe the dragon, words to describe the mountains, words to describe the cave etc) and then add some of your own words that could also describe those things.

Day 3: Can you find other ways to open the story? Instead of saying 'Far far away...', what else could we say? A few to help you could be: A long time ago..., In a time long before now..., Many many years ago..., In a strange and distant land... Create a list of different story openers and choose your favourite.

Day 4: Re-write the first sentence. Chris Wormell wrote:

Far Far Away, in the high, high mountains in a deep, deep valley in a dark, dark cave... there lived a mighty dragon.

Using your word bank from Day 2 and story openers from Day 3, write your own version. Here's mine:

In a time long before now, in the looming, shadowy mountains in a vast, vast valley in a murky, sunless cave... there lived a fearsome dragon.

Don't forget to use two adjectives to describe each noun and throw in some repetition and/or alliteration for effect! You could add some illustrations too, if you want!

Day 5: Now, this mighty dragon is going to help us write some fabulous but frightening dragon descriptions. But before we can, we need some vicious vocabulary to describe him. Create a list of words (adjectives) and phrases to describe the parts of the dragon I've listed below (with a few helpful examples). Let your imagination go mad! The more gruesome and deadly, the better! Have fun!

Eyes - piercing, glowing, like pools of black....

Teeth  - razor-sharp, dripping with blood...

Breath - fiery, could burn a whole village in one blast...

Scales - flame-red, were tougher than the strongest armour...

Claws - like daggers, could rip anything to shreds in one swipe...

Tail - like a deadly spear, could pierce the toughest castle's defences...             


Topic - Science - Plants

This unit extends your knowledge of what you learned in Year 1. I have split this week's learning into 'parts' instead of days as some may take a bit longer to do.

If you would like do your own plant experiments at home, then you can! Use what you learn this week to plan an experiment to answer this question: Can a plant grow if it doesn't have one (or more) of the things it needs to grow? What would happen if you put it in a cold, dark space but still watered it? What if you left it on a sunny windowsill but it didn't have any soil or water?

You may need: cress seeds, cotton wool, a small amount of soil, some small containers for the soil, water

Monitor the plants for a week or two and see how they get on. You could create a diary of your daily observations using description and pictures to help you. At the end of the experiment, you could write what you have found out - take pictures or draw them to help you explain what happened and why.

Part 1: Follow the link below, watch the videos and do the mini-quiz at the end. There is also a document below for you to read about what a plant needs to discuss together.

Part 2: Look at the Powerpoint Presentation below titled 'Plants We Eat' and then have a go at sorting the food in the 'Plant Parts We Eat' document below. Can you add some more of your own examples?

Part 3: We're going on a tree hunt! Have a look at the Powerpoint Presentation below titled 'Deciduous and Evergreen Trees' and then have a go at the activity either in your garden or safely on your daily walk in your local area using the activity sheet called 'Tree Identification Activity Sheet' below.