Because...!

Because...How many times have we all said that as a response to a question?? Well, we shall be encouraging the children to use this word lots this week during our writing activities BECAUSE we would like them to start extending their sentences. This is a target for them, designed to improve their writing and extend beyond simple, short sentences.

Literacy

We complete our work on Explanations this week, with the children using all the skills and knowledge learned over the last two weeks and applying it to their own writing.

When they are writing, the will be introduced to Elmer the explanation elephant. He has been on display in the school hall for the last few weeks, and he is designed to help the children with ‘prompts’ to help them remember what to include in their own explanations. They will also be using their very own ‘marking ladder’, which they can use to mark their own work and see what things they can add next time.

The children will be checking their own writing and looking to see if they have included the following:

· I used the present tense

· I used a heading in a large, clear font

· My main text is written in the order that things happen

· I used illustrations and diagrams with labels and captions

· I used arrows to show the order things happen

· I used subheadings to give extra information

· I used sentences beginning with a capital letter and ending with a full stop

The children really enjoyed doing their experiment with the toy cars and the ramp last week and we certainly have some budding scientists in our midst! See if they can tell what ‘hypothesising’ means!

http://www.teachers.ash.org.au/jeather/writingfun/writingfun.html click on Explanations and fill in the boxes to write an explanation of how tadpoles turn into frogs. If you click on the examples as the bottom, it shows you some samples of children’s writing. See how many connectives your child can spot.

http://www.crickweb.co.uk/assets/resources/flash.php?&file=forecast can the children become a weather forecaster for the day?

Phonics

We will be reviewing all the phonemes learned so far this term and seeing if the children are able to apply the sounds learned when spelling unfamiliar words. You will be informed of any sounds they need to work on in their diaries by the end of this week. Please look back through previous blogs to see the sounds we have been working on.

http://www.bbc.co.uk/schools/wordsandpictures/index.shtml lots of different activities to help reinforce phonics activities in school

http://www.bbc.co.uk/schools/starship/english/index.shtml another favourite which practices lots of skills, including spelling, grammar and punctuation

http://www.ictgames.com/lcwc.html enter the high frequency words you are working on and type them in to this site. Using the look, say, cover, write, check method, see how many they can get right.

http://www.ictgames.com/tellAtRex_v3.html choose level three or level four and then choose yes or no. This helps the children to read for understanding, and also improve the speed of their decoding of the words.

Science

This week, the children will take their understanding of forces one stage further, by investigating how they can make their experiments a ‘fair test’. They will learn about what friction means and investigating how this can make a difference to how fast the car travels. They will have to use a stopwatch to time how long it takes the car to reach the bottom of the ramp and then use this information to complete a results table. Some children could even use this information to create their graph to show the results in another way.

By the end of week, the children:

MUST be able to say how to make the car go faster.
SHOULD be able to say that different surfaces will make the car speed up or slow down.
COULD use the term friction to explain what happened when different surfaces were used on the ramp.

http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml an online version of the experiment that the children have done last week.

http://www.ngfl-cymru.org.uk/vtc/identify_forces/eng/Introduction/default.htm which force is needed to get the object moving?

Numeracy

A very practical week in store – the children will be investigating weight! There will be scales in the classroom, but I shall be avoiding them!!

The children will be investigating objects which are heavier and lighter than each other and should be able to order them from lightest to the heaviest and vice versa. As always, we are developing the children’s knowledge of mathematical vocabulary, so this week, they will need to learn:

Ascending order – from the lowest amount to the highest

Descending order – from the highest amount to the lowest

How can you help at home?

Look at different of packets, tins, jar, bottles etc. that you have in the kitchen or bathroom cupboards. Look out for how much the packet weighs and see if it is measured in grams or kilograms. Talk about how ‘g’ is short for grams and that ‘kg’ is short for kilograms. Try to order the objects you have chosen by the weight on the packets and then check by estimating their weight by hand. You could then check by actually weighing them on kitchen scales. Point out what each of the lines mean on the scales and explain how each division might be 10 grams, 50 grams etc.

At the end of the week, we will also be reviewing the children’s knowledge of time, using o’clock, half past and quarter past. The children will also look at how the digital clock is used alongside the analogue time. Can they remember which way is clockwise and anti-clockwise from last week?

I have come across a great website for this, this weekend, which teaches the children not only the analogue and digital time, but also shows the children the words to use too! By far the best example I have come across, so well worth bookmarking in your favourites!

http://www.virneth.co.uk/apps/clock.htm

By the end of the week, the children:

MUST: be able to compare weights by direct comparisons using non-standard measures, need to be able to use appropriate mathematical language.
SHOULD: be able to recognise the relationship between grams and kilograms.
COULD: be able to read simple scales to the nearest division.

http://www.wmnet.org.uk/wmnet/custom/files_uploaded/uploaded_resources/853/numberlinev2.swf the children will use this in school to help find out how much each of the divisions on a number line are worth. This will also help them when they come to read numbers on a scale.

http://www.ictgames.com/mostlyPostie.html drag the parcel onto the scales and then read the scale to see how heavy it is. Enter the amount on the till and click check. If you are correct, then the postvan will drive off.

http://www.bbc.co.uk/schools/starship/maths/aliencookbook.shtml this is quite challenging, as it ask you to measure not only weight, but capacity as well, but the children will get experience of reading a variety of scales, not least to make an upside down cake!

http://www.crickweb.co.uk/assets/resources/flash.php?&file=simplescales2 a simple way of introducing how to read scales, by weighing how much each toy weighs.

http://www.ictgames.com/weight.html

http://www.crickweb.co.uk/assets/resources/flash.php?&file=fruitbalance3 this is good for developing the vocabulary of which is heavier or lighter. See if you can find out which is the heaviest fruit?

http://www.crickweb.co.uk/assets/resources/flash.php?&file=scales3 a very similar site, but this time, the children have to try and guess which is the heaviest alien! Very funny!

http://www.bbc.co.uk/schools/ks1bitesize/numeracy/time/index.shtml read the time on the analogue and digital clocks

http://www.harcourtschool.com/activity/willy/willy.html a game to play at home with 2 players. Play the game and when you land on a time, the player has to say the time out loud and set the clock to that time.

Domestics

There are quite a few things happening this week, so here goes...

On Tuesday, Mrs Worrall will be joining the Year 5 children on their Away Day as they receive the Sacrament of Reconciliation. Her class will be taken by Mrs Jackson, whom the children have met before. For those parents who have children in year 5 and will attending the service, a crèche will be provided in school for younger siblings until you are able to collect them around 3.30.

Mrs Walker will be on a course this week until Thursday, so she will not be available in school.

Also on Thursday, it is World Book Day. There will be a second-hand book fair in the hall after school, where you will be able to buy both books for children and parents. Obviously for this to be a success, we would be grateful for any donations of books from both children and parents, so use this weekend as an opportunity to start the spring clean (is it that time already?!) and sort out some books to send in. It is also a great opportunity to find some really good ‘reads’ for the Easter holidays!

http://www.storylineonline.net/ why not listen to some of these online stories, read by some famous American actors.

And on THURSDAY...the year ¾ children have been working to raise funds for the Nugent Care Society Lenten Appeal, and on Thursday they will be holding a fun afternoon for the whole school. We ask that the children bring between 50p and £1 so that they can buy something from the stalls. Not only will they be practising their money skills, but they will be helping to raise money for a very worthwhile cause.

Hope you all have a good weekend and mums...Have a very relaxing Mother’s Day on Sunday!

Year ½ team

Order, Order!

Well, the children came back to school last week after the holidays and they were all thrilled to be back! It is really evident just how many children are working hard at home, so a big thank you for all your support. We have had lots of positive feedback about the Writing workshop run by Mrs Narraway last week. Please do send in any of the examples that you have made at home with your child, using Boxing Clever – we would love to read them!!

So what have we got on the menu for this week? Well...

Literacy
Last week, we started our block of work on Explanations and we have made a really positive start. Lots of children managed to bring in a non-fiction book from home and were able to talk about what a glossary was, showing us examples from the books they had found. If you haven’t had chance to visit the library or share a non-fiction book with your child, it would be a real boost to them, as they will have the knowledge and ideas to draw upon for their writing next week.

This week, we will be reviewing alphabetical order and using this to locate words in a dictionary. The children will then be able to write a sentence to explain what the word means. The children are really coming along with this, but they can improve even further, by making their sentences longer, by using a connective. Words such as because, but, and, so are all useful and form part of the children’s targets for writing.

As we are linking our work on Explanations with the science topic of Forces and Movement, an example of this, could be when explaining how we can get a car to move faster or slower...

We moved the ramp higher. The car moved faster. We moved the ramp lower. The car went slower.

Becomes.....

We moved the ramp higher SO the car moved faster, BUT the car went slower WHEN we moved the ramp lower.

Why not try doing this experiment at home this week? Investigate how you can get objects with wheels, such as a toy car, to move faster or slower. It is important to get your child to pose questions that THEY want to find out the answers to. So, ideas such as...

Why does the car move slower on the carpet than on the wooden floor?

How can I get the car to move faster?

What materials make the car move quicker?

What materials make the car move faster?

What things do I need to use the PUSH force for?

What things do I need to use the PULL force for?

Write out the question words WHY, WHERE, WHAT, WHEN, WHO and HOW on separate pieces of paper and see if your child can think of a question starting with each of the words?

http://www.kented.org.uk/ngfl/games/carCreator_v3.html why not design your own car on the computer, print it off and make your own car? All you will need is a couple of cotton reels and some straws!

http://www.ngfl-cymru.org.uk/vtc/Phase2delivery/Wales/Science/Keystage2/Lifeprocessesan/Lifecycles/Introduction/ put the pictures of the life cycle of a frog in the correct order in the cyclical diagram and then write a sentence to accompany each picture.

By the end of the week, the children:

MUST be able order the letters of the alphabet

SHOULD be able locate words in the dictionary using the first letter of a word

COULD be able to write an explanation of a word using the dictionary definition to support them and include a connective to join sentence together

http://www.crickweb.co.uk/assets/resources/flash.php?&file=wordorder1 can you put these words in alphabetical order on the screen?

http://www.learningplanet.com/act/abcorder.asp click the next letter in the sequence by moving the train along the track

http://www.primaryonline.co.uk/sitetour/pol/alpha1.html decide which is the missing letter in the sequence

http://www.little-g.com/shockwave/garden.html another way of finding the missing letter. Click on the flowers and if the answer is right, then your flower will bloom!

http://www.spinandspell.com/game.swf oh I loved this one!! Choose an area – I chose things we eat and click on a picture. It says the word for you and then you have to click on the letters in order on the wheel. Then when you have finished, click on submit. A fabulous way on developing spelling and helps the children will their alphabetical order skills!

Phonics

This week we will be reviewing the patterns which we learned last week, and introducing four new ones. Although this may seem like we are progressing quite quickly through the sounds, the children have amazed us with how quickly they can link previously learned sounds with new ones.

‘oy’ and talk about the difference between this and ‘oi’. Explain that ‘oy’ usually comes at the end of a word.

‘ir’ and compare to ‘er’. Explain that ‘er’ usually comes at the end of a word.

‘ue’ and compare to ‘oo’. Explain that ‘ue’ usually comes at the end of a word.

‘ue’ and compare to the word ‘you’

Why not try some spelling investigation games at home, seeing if they can identify the sound they can hear in the word and whether it is at the end or the middle of the word. Then have a go at writing it out, seeing which sound ‘looks’ right! The children are familiar with these kinds of activities in school on the Interactive Whiteboard and it is VERY popular!

http://www.kented.org.uk/ngfl/games/phaseThreeAS1_v2.html the children will be using this in school this week to practice segmenting words to spell new ones. Click on the arrow on the rainbow to see all the sounds.

http://www.kented.org.uk/ngfl/games/poopDeck_v3.html quite a simple site, but a fun way of practising blending 3 and 4 letter words. Keep the ‘good’ coins and throw away the ones that are wrong.

http://www.kented.org.uk/ngfl/games/phonemeChecker.html this is a great site where all the sounds that the children have learned so far, are in one place. This would be a great place to start if you wanted to try some of the spelling investigations!

http://www.kented.org.uk/ngfl/games/airport_xray.html click on ‘new bag’ to get a new HFW. Then click on the speaker to hear the word being said. Select the tick for the correct word.

http://www.bbc.co.uk/schools/wordsandpictures/phonics/sandcastle/flash/game.shtml choose the correct phoneme to complete the spelling of the word. A good site for Year 2’s particularly.

http://www.bbc.co.uk/schools/wordsandpictures/longvow/spelling/spelling.shtml drag the correct phoneme to complete the word.

Reading diaries

This week, the percentages of comments in the diaries have dipped slightly, although we know many of you are working on lots of activities at home with your children. Please do try to make at least one comment in your child’s diary each week, as they are really keen to show us and you how well they are progressing. It may help if you refer to the reading targets which are stuck into your child’s reading diary.

Mrs Pinto-Edwards – 57%
Mrs Malone – 53%
Mrs Worrall - 67%

Numeracy

This week we will be looking at the shape and space are of the numeracy curriculum. The children will get the opportunity to link lots of areas of the curriculum together this week, particularly as they will be using Roamer and BeeBot – two ICT ‘toys’ which the children are already familiar with.

The children will be reviewing how to describe the position of something – is it in front of, below, at the side of, to the left/right of etc.?

At home, try giving your child instructions, using these:

Put the remote control on the left hand side of the television

Put the phone on top of the table

This could also be applied to their knowledge of numbers and their place within a 100 square.
Give the children a hundred square. Ask them to find a particular number – say 67. Ask them ‘What number is BELOW it? What number is to the RIGHT of it? Etc.

TOP TIP!

Does your child get mixed up with with left and right? (don’t worry – many do!) Ask them to hold out their hands flat in front of them (palms down). Then move their thumbs down, so that they make a corner or right angle to their first finger. The side that makes a capital letter L is the left!!

We will then move on in the second half of the week, to looking at right angles, quarter turns, clockwise and anti-clockwise.

A really fun way to introduce this is through dancing! No I haven’t gone mad! Think about all of the dances that you have done in the past, usually at weddings...the Macarena, Locomotion, Ketchup Song?? Can anyone actually remember the order of the hand-jive type dance that goes with it? Neither can I!

The children will be doing these dances (with staff!!) in class, but we will teach them how to turn in quarter turns – first clockwise and then anti-clockwise! Why not look at the way the minute and second hands on the clock move? See if they are able to make to connection between turning to right being clockwise and turning to the left being anti-clockwise.

By the end of the week, the children:

Must be able to identify left and right, up and down

Should be able to identify a right angle and locate them in the classroom

Could be able to turn an object clockwise and anti-clockwise through a quarter turn

These are a few suggestions of sites that can support our teaching objectives for this week, but the best way is by experiencing this practically.

http://pagesperso-orange.fr/jeux.lulu/html/anglais/flcoccin/coccinel.htm# get the ladybird to eat all the flowers but be careful she doesn’t fall down the holes!

http://www.lgfl.net/lgfl/leas/haringey/web/teachers%20section/KS2/ICT/Links%20%26%20Resources/documents/clowns.swf quite a complicated one at first, but ok when you have had a couple of goes! The children need to rotate the car 90 degrees ( a right angle) and make it moves forwards to pop the balloons. Type 90 into the turn box and the distance in metres into the ‘how far’ box.

http://pagesperso-orange.fr/jeux.lulu/html/anglais/flvoyage/fleches4.htm click the arrow to get Lulu back to his spaceship.

http://pbskids.org/cyberchase/games/navigation/navigation.html use the arrow buttons on the keyboard to try and find the virus before it destroys the island!

Here I Am

We continue with our Thanksgiving topic this week and the Relate section. The children will learn some of the prayers which are said during Mass and they will shown the responses. Maybe you could use the opportunity at Church this weekend, to point out some of these responses.
We will also talk to the children about the story of the Last Supper, by re-enacting the story in class.

http://www.thebricktestament.com/the_life_of_jesus/the_last_supper/mt26_17.html a simple version of the Last Supper, told through Lego characters. The children will have the opportunity to retell this in class using small world characters.

Mothering Sunday – did you know?

Mothering Sunday is on the fourth Sunday of Lent – this year on March 2nd. It is often called Mother's Day in Britain. However it has no connection with the American festival which is also known by the same name.

On this day children often give their mothers gifts and cards as a way of saying thank you for their hard work. In church, prayers are said for mothers at a special service.

In the past girls who worked as domestic servants were given the day off work to visit their mothers. They often took a simnel cake as a present. Simnel cake is especially associated with Mothering Sunday. It is a fruit cake with two layers of almond paste. On top there are eleven balls of marzipan, one for each faithful disciple, Judas not being included as he betrayed Jesus.
We will be making ‘something special’ this week, but apparently, I’m not allowed to say anything.....!

Lent activities

During Lent, as a school, we raise funds for the Nugent Care Society, to help those less fortunate than ourselves. The children in Key Stage 2 have been raising funds for the last couple of weeks, by setting up a variety of stall on their playground at morning breaktime. The children are so keen to take part in this, so maybe send in some loose change for them to buy a little something, or take part in the lucky dip etc. It is also a great way to give them a little independence with money and certainly helps, as they can all calculate their own change!

Think that’s all for this week!

Year 1/2 team.

How does this work?

Welcome back after the half term break. The teachers have been really busy planning some exciting new learning for the children for this, the second half of the Spring term...can you believe we are half way through the year already?!

As the title of this week’s blog suggests, we will investigating Explanations in our literacy work for the next 3 weeks. We will be linking this with our science topic on Forces and Movement, as it lends itself very well to explaining how things work.

This week, the children will read a range of non-fiction texts, identifying organisational features of the text including index pages, glossary and title pages. They will learn how to construct a glossary of words drawn from the science topic. We will also discuss how diagrams, charts, labels and captions are used in non-fiction texts.

Why not visit the library this weekend, and for a change, choose a non-fiction book which includes an index and a glossary. As you read through it with your child, ask them if they can give you a definition for the ‘technical’ words in the text. Then, check in the glossary to see if they are right.

As this also involves work on alphabetical order, maybe you could try these activities to help:

· Write down the names of the people on your family and put them in order
· Order the names of all the players in their favourite football team
· Use the phone book to search for names – would it be at the beginning, middle or end of the book?

http://www.starfall.com/n/skills/alphabet/load.htm?f a fun animation to show how the alphabet got its order!

Explanations

http://www.howstuffworks.com/ quite a difficult website and you will have to sit with your child when they look at this. There are some really good ideas and questions which they could ask on this site!

http://www.bnsc.gov.uk/lzcontent.aspx?nid=3306 what happens in the solar system

http://www.bbc.co.uk/education/dynamo/den/dynamake/make.shtml lots of different games to print off and play – useful for those rainy holidays or trips in the car.

http://www.bbc.co.uk/education/dynamo/den/index.shtml click on the games section to access lots of numeracy and literacy online games.

Reading

As part of our continuous drive to raise standards, we have included a couple of links to sites which can be used both online and give you some ideas of reading materials which you could look for in the library, or add to your own collection at home.

The children are progressing really well with their reading and we are grateful for the support which you are giving up at home with this. In the last week of the half term, the percentages for each class regarding comments in their diaries were:

Mrs Worrall’s class – 83%
Mrs Malone’s class – 63%
Mrs Pinto-Edwards class – 63%

When we assess the children’s readiness to move onto the next colour book-band, we assess their ability to decode the words, or sound them out AND their understanding of the text. It would be a real help if you could refer to the targets which are in your child’s diary to help you make a comment regarding your child’s reading. We are also in the process of compiling some ‘prompt’ questions to help you support your child when they are reading at home. These will be sent home in the diaries in the next couple of weeks.

http://www.starfall.com/n/level-a/learn-to-read/load.htm?f some excellent interactive texts, which also have pre-reading activities to show the children how to decode some of the more difficult words.

http://www.bbc.co.uk/education/dynamo/parents/books/index.shtml a list of recommended reading materials for Year 1-2 and beyond.

http://www.bbc.co.uk/bbc7/kids/bigtoe/ listen to favourite stories read online. These are particularly good at stretching the children’s comprehension skills, as the written texts are quite difficult.

Phonics

This week, we will be reviewing the letter patterns from the last half term and introducing four new ones, which they will be expected to be able to blend for reading and segment for spelling.
The children will learn:

‘ay’ and talk about the difference between this and ‘ai’ and that ‘ay’ usually comes at the end of a word.

‘ou’ and compare to ‘ow’. Explain that ‘ou’ rarely comes at the end of a word.

‘ie’ and compare to ‘I’. I is a word on it’s own, ‘ie’ makes the sound in other words – usually at the end.

‘ea’ and compare to ‘ee’

If you are working through the High Frequency words, then they can all now be downloaded from the main school website at http://www.stvincent.ik.org/ If you click on the class pages, then either Foundation, Year 1 or Year 2, then the lists can be printed off from there, as well as some flashcards for you to use at home.

Numeracy

We begin by looking at addition and subtraction facts to 10 and 20 and also by the end of the week, the children should be able to mentally add 3 one digit numbers.

The children will seem quite daunted when we tell them they are going to add these numbers mentally, but they will be let into a trick!

7 + 4 + 3 = ??

First, find the largest number...in this case, 7.

Does it have a partner to 10? Yes! So, 7 + 3 = 10

Then, add the 4 by counting on and the answer is 14.

You could try this at home, by choosing 3 playing cards from a deck. Then add the three number together, using the same method.

Also, we are trying to broaden the children’s mathematical vocabulary, so they will come home with a mathematical bookmark each week in their diaries, which explains different ways of saying ‘add’ ‘subtract’ etc.

http://www.bbc.co.uk/schools/laac/numbers/ch1.shtml look carefully at the sign!

http://www.bbc.co.uk/schools/laac/numbers/ch2.shtml subtraction questions

http://www.mathsyear2000.org/games/circus/climber.html the children have used this before, but this time we are trying to increase the speed of their answers!

http://www.bbc.co.uk/schools/numbertime/games/test.shtml solve the problems to make the toad jump along the line

http://www.primaryresources.co.uk/maths/mathsC1.htm we have been asked if we are able to provide links to where parents can find some ‘sheets’ to print off at home for addition and subtraction. This site is used by teachers to support children’s learning in all areas, but the hyperlink may not work properly. If this is the case, then just cut and paste the above link into the address bar and it should work!

http://nwlg.org/pages/resources/ma_num/swf/y2d2a3.html a good site for developing children’s understanding of mathematical vocabulary

http://www.harcourtschool.com/activity/add/add.html I like this game although it will require some patience and a bit of explanation!

http://www.eduplace.com/kids/mw/swfs/rockhopper_grade2.html make the frog jump to the other side by the smallest number of jumps. This helps the children to develop both addition and subtraction facts.

Both of the following websites have links up to Year 6 level, so you will have to choose level 1, 2 or 3 in each of the links.

http://del.icio.us/mathslinks/Addition_Mental lots of links for supporting addition

http://del.icio.us/mathslinks/Subtraction_Mental lots of links for supporting subtraction

Science

This week's question...How does it move...a push or a pull?

We start our new topic of Forces and Movement for this half term. As mentioned earlier, we will be linking this topic with our work on Explanations in literacy.

This week, the children will learn that pushes and pulls are examples of forces; that pushes and pulls can cause objects to move, to stop, to change shape.

By the end of the week they could be able to describe what they did using words such as twist, squeeze, stretch, pull out and classify actions as pushes or pulls, e.g. stretching is a pull, squeezing is a push.

http://wsgfl2.westsussex.gov.uk/aplaws/intergames/science/v5_CyrilsCheese2.swf help Cyril pull or push his cheese! This one made me giggle for ages!

http://www.ngfl-cymru.org.uk/vtc/push_pull/eng/Introduction/default.htm we will using this in school this week to start our topic

http://www.ngfl-cymru.org.uk/vtc/identify_forces/eng/Introduction/default.htm

http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml an old favourite of ours!

http://www.childrensuniversity.manchester.ac.uk/interactives/science/energy/electricity.asp good for review of electricity, but also a good example of how an explanation could be presented.

http://www.bbc.co.uk/education/dynamo/lab/make.shtml make and do science experiments which can be done with materials which are readily available in the house.

http://www.bbc.co.uk/education/dynamo/lab/quiz/index.shtml a fun website which challenges children to think about science knowledge. Can they answer the questions before the ‘goo’ gets you?

Here I Am

This week we will start the Relate section of our Thanksgiving topic. The children will look at the celebration of the Eucharist during Mass. Maybe you could ask your child to listen out for the responses during Mass and discuss their meanings with them.

The children will also be expected to sequence the parts of the mass and label them with their names.

Writing Workshop

A quick reminder that the Writing workshops for Year 1/2 will take place this Wednesday at 3.15 and 6.15. Many thanks to those who have already returned their reply slips to confirm attendance. It would be helpful, for our preparation of resources etc. if you could return them by Monday if you are able to attend. Many thanks.

Think that’s all for a busy first week back!
Year 1/2 team.