Coronavirus Closure - Week 9 Blog (18th May)

Note for parents:

Thanks once more for all of the lovely messages and updates last week. They are really appreciated. Please continue to drop me a quick message whenever you get the chance. Alternatively, give your child the responsibility - it’s a great way of encouraging them to write!

Some of you have been in touch over this past week to say you’ve been finding juggling work and other responsibilities alongside home learning quite tricky recently. Please, try not to worry. As I say near the end of every blog (moved here to highlight the message):

Mums and Dads, please remember that you don’t have to complete all of this work - these are just ideas that might be useful to you. I'm very aware that many of you are working as well as trying to be educators. Be kind to yourselves and let the children play, watch TV or relax while you get the things that you need to done; then, find little pockets of time when you can try to do some focused work together. And please don't worry if this doesn't happen every day!

There’s also a link to an article here, which may provide some reassurance, as well as some sound advice:

Parent Info - Should you worry…

I’ve pulled out a quote from the end, in case you don’t have time to read the full article:

“The key message is that in these difficult times, home is a very different place to school and a parent’s job is to parent, not teach. So, lower your expectations: you can only hope to maintain the learning habit, not achieve perfection. Instead, make family happiness and contentment your goal.”

Here are the downloadable/printable copies of the activities, just in case that makes it easier for you. As requested, I’ve provided downloads for English, Maths and Topic instead of one big download. I’ve also missed out some of my waffle to save your printer ink!

Good morning, Oak Class!

Updated 17th May

I hope you’re all in canny fettle and ready for some activities. I’m in school again this week, so apologies if I’m a bit slow replying to e-mails and messages.

First up...Star of the Week!

This week, our Star of the Week is...Tilly Ostle! Tilly has earned this week's award for doing a super job with her home-learning activities, making an awesome ruler AND teaching Mr J what Lol Dolls are.

*Virtual clapping and cheering!*

Okay, let’s get down to some home-learning activities. Don't forget there's also a new question on our online classroom. (If you haven’t joined the classroom chat yet, what are you waiting for?!)

Note for parents: As usual, I’ve given 5 activities (one per day) plus an extra challenge for English, although I’ve snuck in 6 for maths. Wherever possible, I’m trying to align them with online provision whilst ensuring that they are still accessible to those of you who aren’t able to get online easily.


This week, we’re looking at the present and past tense of verbs.

In your English booklet, have a go at these pages:

1. Verbs with -ing: present tense

Verbs in the present tense tell us what is happening now.

When you use the -ing form of the verb in the present tense, you use it alongside ‘am’, ‘is’ or ‘are’.

It is raining.

They are waiting.

2. Verbs with -ing: past tense

Verbs in the past tense tell us what has already happened.

When you use the -ing form of the verb in the past tense, you use it alongside ‘was’ or ‘were’.

It was raining.

They were waiting.

3. Revision 2

Your next activity this week is a little reminder of all the grammar, spelling and punctuation that you’ve been practising over the last few weeks. I’d like you to look at the page in your English booklet called Revision 2 and see if you can complete the 8 questions (2 sides). You’re allowed to look back over your booklet for a refresher if you’ve forgotten how to do something or what something is. The revision covers nouns, adjectives, sentence punctuation, sentence types, and past and present tenses.

4. My Favourite Animal

Your fourth activity is a writing task - the details are on the page in your English booklet called My Favourite Animal, but here’s a summary anyway...

Write about your favourite animal. Your task is to describe the animal and to explain why you chose it. You can choose any animal you like.

Things to think about:

What animal are you going to choose?

Can you describe what it looks like? (Pretend I’ve never seen or heard of one)

Does it make any noises?

Where does it live?

What does it eat?

Why have you chosen this animal?

What’s your favourite thing(s) about it?

Remember to SAY IT, WRITE IT, then READ IT BACK, as well as remembering all the things I love to see in your writing. You could also add some illustrations, if you’d like.

Note for parents: the aim of the English pack is to help children maintain and develop their understanding of sentence structure, punctuation, grammar and spelling. The activities are easily extended if needed by asking them to apply the skill in a similar manner to the 'sentence practice' at the bottom of each page.

5. Spell Blast

This week, we’re going to practise some homophones (and near homophones). Homophones are words which sound the same (or similar) but have different meanings and spellings. Even though the spellings are often straight forward, it can be hard to know when to use which spelling, so don’t worry if you get muddled with these at times. We’ll be practising homophones for the next couple of weeks, so there’s plenty of time to get used to them.

There are 3 videos to help with homophones here:

BBC Bitesize - Homophones

This week’s words are: there, their, they’re, here, hear, see, sea, to, too and two.

You find Spell Blast on School360 > Resources > J2e > Spell Blast

You can find this word list by clicking ‘Have a practice’ and choosing the ‘Shared’ tab. The list is called Homophones 1.

P.S. This week, I’m giving out bonus 360 points for every day that you log on to practise your spellings using Spell Blast. :)

Note for parents: Although these may seem like easy spellings at first glance, the tricky part for children is knowing which spelling is the correct one to use. It helps to practise homophones by using the words in sentences.

Extra Challenge

Here’s a poem that says thank you to our amazing key workers.

BBC Newsround - Dear Key Workers

Why not see if you can write your own letter or poem to key workers?

You might write it for key workers in general or you might prefer to write it for a key worker that you know.

Handwriting Focus

Once again, we’re going to have a handwriting focus to make sure you aren’t forgetting all the progress you’ve made with me, Mrs Hammond and Mrs Sraughan!

This week, we’re looking at one-armed robot letters.

The one-armed robot letters are:

r, b, h, k, m, n and p.

Here’s a short video to remind you how to form one-armed robot letters correctly:

BBC Bitesize - How to write one-armed robot letters

The k in this video is slightly different to how we do it in Year 2. See if you can teach your grown-up how we write them!

Don’t forget, there are lots of ways of practising forming letters correctly, as well as with a pencil and paper. Here are a few (you’ll need to check with a grown up first before trying some of these):

  • Grab a paintbrush and a bucket of water and write them on the ground or wall.
  • Draw the one-armed robot letters on your grown-up’s back or hand. Can they guess which letter you wrote?
  • Make patterns by joining the same one-armed robot letters. Can you do a whole line of the letter n joined? What about h? Try them all and see which pattern you like best (we don’t need to learn how to join b, p or r in Year 2, although you can try if you’d like to - you can find out how in the handwriting guide below).
  • Melt some chocolate and spread a thin layer on a tray, then write the letters in the chocolate (make sure you’ve washed your hands really well first). Try not to lick your fingers until you’ve finished!
  • Squirt a little shaving foam into a washing-up bowl and use your finger to write the letters in the foam (don’t lick your fingers after this one).
  • Make your very own one-armed robot and decorate it with one-armed robot letters.

For all of these activities, try to remember to form the letters correctly!

Here’s a downloadable handwriting guide if you need it. It has a reminder of the correct formation for letters as well as a breakdown of the joins taught in each year.


This week, we’re looking at statistics. That’s a fancy word that basically means dealing with data (or information). Statistics is sometimes known as data handling.

I’m afraid there are no videos from White Rose for this topic, but I’ve added some pictures with short explanations that should help and some links to BBC Bitesize.

You might hear some of these words when we’re dealing with data, so I’ve tried to quickly explain what they mean.

Data: In maths, information is called data.

Collecting: There are lots of ways to collect data, but the simplest way is by counting.

Sorting: Sorting data is when you put things into groups (or sets) of things that are alike in some way, We’ve done this in class when we’ve sorted things using Venn and Carroll diagrams. You also did some shape sorting a few weeks ago. 

Presenting: Presenting data means how you show it to other people. There are lots of ways to present data; for example, pictograms and graphs (we'll talk about them below).

Interpreting: Pictograms, charts and graphs can tell us lots of information quickly. Finding that information is called interpreting data. It can also be called analysing data.

These are some of the things we’re going to be learning how to use:

Tally charts: Making marks (called tallies) can help you record data that you are counting. A tally chart is a list of tallies against each thing you are counting. There’s a video here showing how to use tallies: BBC Bitesize - How to collect data.

Tables: A table is a list that shows data in rows and columns, to make it easier to read. Tables in maths aren’t made of wood. There’s a video here about tables in maths: BBC Bitesize  - Data Tables.

Pictograms: A pictogram uses pictures to show data. Each picture stands for an amount.

Key: A key in maths won’t open a door but it will tell you how much each picture is worth in a pictogram.

Block diagrams: These can also be called block graphs. They use blocks to show data. Each block stands for an amount.

Axes: The lines at the bottom and side of a graph are called axes (each one is an axis).
You’ll need the booklet which has the first page ‘Make tally charts’. I’ve gone a little bit crazy and given you six (yes, that’s right - six) activities for you to try - that's the whole booklet! Don't forget to use the information above to help you.

1. Make tally charts

Here’s the video link again in case you need it: BBC Bitesize - How to collect data

2. Draw pictograms (1-1)

3. Interpret pictograms (1-1)

4. Draw pictograms (2, 5 and 10)

5. Interpret pictograms (2, 5 and 10)

6. Block diagrams

Extra Challenges

Although it’s important that children can work with data that they’re given, it’s much more fun (and arguably a much more effective learning experience) for them to collect and present their own data. Here are some ideas for data that you could collect and present:

Types of birds visiting your garden.

Minibeasts found on a minibeast hunt.

Colours of cars passing your house.

Favourite fruit (you’ll have to ring people to ask them and you if you wanted you could change fruit to tv show, game, film, vegetable...anything, although it sometimes helps to give people a list to choose from).

Tally charts are usually the easiest way to collect your data.

Then, when it comes to presenting your information using a pictogram or block graph, think about whether you want to make it by drawing, using real objects, using cut out pictures, using a computer...again, it’s up to you! You could make a huge, colourful pictogram or a small, Lego block diagram - use your imagination and have fun.

Remember to include a key if you’ve made a pictogram!

PS - If you want to make your pictogram or block graph on a computer, there’s a program on School 360 that you can use (j2e > JiT then choose the chart or the pictogram tab).


There are lots of different animals all over the world.

Each animal has been classified by scientists so it belongs to a group.

The animals are sorted into different groups based on their features.

All animals within the same group have similar things in common.

For example, animals such as elephants, cats and blue whales are all in the same group called mammals because they have hair and live babies.

The six main groups of animals are:




Invertebrates (minibeasts)



I’d like you to see what you can find out about the different animal groups:

You could look in any books you have at home.

You could use one of the encyclopaedias that are on School 360.

You could watch these videos on BBC Bitesize - Animal Groups.

You could ask your grown ups because grown ups know EVERYTHING! 

Art Competition

Exciting news! Mrs Smith (Willow Class) has very kindly organised an art competition (with prizes) for the whole school, which will run over this week and the May half-term holiday. The competition aims to celebrate and say thank you to our fantastic key workers who are working hard to help us at this time. Key workers include NHS staff, supermarket staff, delivery drivers, postal workers, care workers, cleaners, telecoms workers, teachers, the police, fire and rescue staff, the armed forces, train drivers, bus drivers and more! If you’ve not seen it already, here’s a lovely poem that says thank you to them:

BBC Newsround - Dear Key Workers

There are four categories to choose from in our competition:

Category 1 - Over the rainbow.

Category 2 - Say it with flowers!

Category 3 - Paint a key worker.

Category 4 - Create your own key worker ‘Banksy’

You can find out more about the competition and the different categories by downloading this letter from Mrs Smith:

Entries need to be sent to Mrs Smith ( by Wednesday 3rd June. You can send them to me as well, if you like, because I’d love to see them! Winners will be announced on Monday 15th June. Good luck getting creative!
Keeping Active

Don’t forget, if you're looking for a way to keep active, join Joe Wicks for a daily P.E. lesson on YouTube.

You can watch them live every weekday at 9, or catch up later in the day if you prefer afternoon exercise!

A huge thank you to everyone sending messages, photographs and videos to let us know what you’re up to. You can see what has been sent in so far by clicking here. If you’d like to share any of your work, creations, messages or activities on the school website so your friends can see them, please send them to If you’d like to show them to me but would prefer them not to go on the website, just let me know. 

Take care, everyone and don’t forget: keep busy, keep active and stay safe!

Mr J