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LO: To apply the language and structural features of a non-chronological report.


SC: I can use information on my plan to help me write a non-chronological report.


I can write appropriate factual information under correctly headings.


I can include appropriate vocabulary when writing. 


Your task today is to write a non-chronological report about ‘African Elephants’.  

Use your non-chronological report plan on African Elephants to help write the report. 


Remember to orally rehearse and repeat your sentence before writing it.


Key Vocabulary:

non-chronological report, factual information, plan


After your task, think about the following questions.


What did you enjoy most whilst writing your non-chronological report?


What would you like to improve on?


How can you help yourself improve your non-chronological report writing?

To begin this lesson, you will look at a spider and an ant. Do you know how many more legs a spider has?


You can use subtraction to find the answer since you know both the number of spider's legs and ant's legs.


During the Let's Learn 2 task, the problem is similar to the previous one, except the numbers used are different. Try drawing the bar model for this problem. Remember to draw the first bar for Ruby, then another bar below it for Amira. Should Amira's bar should be longer or shorter based on the information from the problem?


Label the bar model with the information given. Since we know the number of stickers Ruby and Amira each have, we can find out how many more by subtraction.


During Guided Practice, pupils are practising drawing comparison models to represent the problems.


Lesson 2: Can you edit it?



This lesson will build on the previous lesson, in which you looked at images and text to communicate a message effectively. In this lesson you will look at desktop publishing. You will think about how to make careful choices regarding font size, colour, and type in an invitation. The use of the Return, Backspace, and Shift keys will be explored and you will be taught how to type age-appropriate punctuation marks. This will build on the typing skills learned in the Year 1 ‘Digital painting’ unit. You will understand that once content has been added, it can be rearranged on the page.


Learning objectives

To recognise that text and layout can be edited

  • I can change font style, size, and colour for a given purpose
  • I can edit text
  • I can explain that text can be changed to communicate more clearly

Key vocabulary

Font, font style, communicate, template


You will need:

  • Desktop publishing software: this planning assumes the use of Adobe Spark, available online at or via the app

(other software is available, such as Canva or Microsoft Publisher)



LO: To recognise that you need light in order to see things, and that dark is the absence of light.



What is light?

Can you list sources of light?


Afterwards, go through the PowerPoint.


Then look at the light sources sorting cards pictures and draw and complete a table sorting sources of light, like the one below.


Light source

Not a light source




After, complete the worksheet ‘Activity sheet light and dark’.


Key Vocabulary:

light source, light, shadow, reflection, surface, dark, protection, opaque, transparent, translucent, shiny, matt, sunlight, dangerous.


You can follow the link below to further understand todays lesson.

In this lesson you are going to learn about light and dark. You will learn where light comes from and how we can see it. You will also learn about what causes things to be dark. You will need a piece of paper and a pencil.


What is light?