Welcome to  Mrs Thompson's

Primary 3 Little Hedgehogs 

Page

2023 and 2024

On this page you will find lots of important information about school and what's been going on in your child's class throughout the year.

Contact 

Mrs Thompson on

mthompson561@c2kni.net

or

Ms Mulholland on

ymulholland883@c2kni.net

Welcome to Miss Campbell's

Primary 3 Little Hedgehogs

2022 and 2023

On this page you will find lots of important information about school and what's been going on in your child's class throughout the year.

Contact  Miss Campbell on 

ecampbell957@c2kni.net

or

Ms Mulholland on

ymulholland883@c2kni.net 

2022 and 2023

In May we are learning to:

Literacy

• understand how  humour  is created in poetry by discussing words and phrases that create humour and sound effects, e.g. nonsense poems, tongue-twisters, riddles
• understand the importance of good planning for writing
• use humorous verse as a structure to write their own , e.g. riddles, language puzzles, jokes, nonsense sentences, tongue-twisters or alliterative sentences
• know books written  by  significant authors/illustrators
• know how to find out more about authors /illustrators, e.g. from book covers, blurbs, internet
• begin to understand similarities and differences in style by  comparing books by same and different author(s)
• write simple evaluations of books read and discussed giving reasons for views expressed, using a structure or writing frame as appropriate

• demonstrate understanding of concept of nouns by:

• identifying nouns in shared and guided reading
• collecting and classifying examples of nouns from reading and own knowledge
• experiment with changing nouns in sentences and discussing their impact on meaning
• use the term ‘noun’ appropriately
• identify and categorize the most common representations of the same sound, e.g. boat, no, tow, note
• know and understand that the same spelling may be  represented by  more than one sound , e.g. cow, blow
• use word endings, e.g. ‘s’ (plural), ‘ed’ (past tense), ‘ing’ (present tense) to support their reading and writing

Numeracy

Mentally add a multiple of 10 to a multiple of 10, answers within 50, using and explaining number patterns Mentally add a multiple of 10 to any number, answers within 50, using and explaining number patterns.

Know near doubles, answers within 10.

Know remaining addition facts within 10 (3+5, 5+3,  3+6, 6+3)

Mentally subtract a multiple of 10 from any number, answers within 50, using and explaining number patterns.

From 3 given numbers within 10, give 2 addition and 2 subtraction facts

Discuss ways of managing money effectively: e.g. keeping money safe, how to make pocket money last, advantages of saving a regular amount of money each week etc.

Understand concept of multiplication as repeated addition of equal sets (initially with sets of 2).

Count forwards in tens within 100, from different starting numbers (multiples of 10, then any number).

Count backwards in tens within 100, from different starting numbers (multiples of 10, then any number).

Count forwards in fives within 100, from different starting numbers (multiples of 5).

Count backwards in fives within 100, from different starting numbers (multiples of 5).

Record results of sorting on given blank Tree, Venn and Carroll Diagrams using own drawings. Explain what their drawing represents. Suggest own ways of sorting, and label diagrams accordingly Appreciate the conservation of capacity through practical investigations.

Appreciate the need for a standard unit of capacity.

Program Beebot to move along straight line and through right-angled turns, e.g. through a simple maze. Initially enter commands one at a time, then entering a whole procedure of commands before pressing “go”. (ABL)

Investigating symmetry in our immediate environment and making symmetrical patterns

World Around Us

• Know the charactistics of a minibeast.
• Be able to name some local minbeasts
• Know the specific areas in which to find the different minibeasts.
• Sort minibeasts according to their characteristics.
• Identify equipment & methods most suitable for finding & collecting minibeasts from the local area
• Explore features of local habitats & predict minibeasts that may be found in each.
• Identify & plot locations of habitats on a map of the local environment.
• Draw plans & maps at a range of scales.
• Describe & explain how & why places are similar to & different from other places.

• Know that animals, including humans, move, feed, grow, use their sense and reproduce.
• Relate life processes to animals and plants found in the local environment.
• Use scientific language to communicate ideas and to name and describe living things, materials, phenomena and processes.
  • Know simple animal food chains.
  • Know that most food chains begin with a producer and have consumers.
  • Know that minibeasts and other animals can be herbivores, carnivores and omnivores.
  • Make food chains using pictures and arrows

In December we are learning:

Literacy

Children will;

Focus- Christmas play/nativity

Reading:

• Share a wide range of books with parents/cares.
• Talk about what has been read and say what they have enjoyed or found out.
• Explore features in written language, for example, the beginning, middle and end of words, spaces between words, capital letters and full stops.
• Talk about ways that unknown words can be read, for example, using picture cues, contextual cues, sound cues.
• Be able to talk about what has been read and say what they have enjoyed or found out.
• Know how to handle and care for books correctly.
• Develop concepts of print: understand the differences between print and picture, be able to track text, make one-to-one correspondence.
• Follow pictorial instructions.
• Be aware of features in written language capital letters and full stops.
• Understand that sounds are represented by letters.
• Show some awareness of the sounds at the beginning, middle, end of a word.

Writing:

• Talk about why people need or chose to write.
• Talk about different forms of writing in context, for example, recipes, stories and lists.
• Understand that writing is a means of communication, for example, writing messages for others to read.
• Understand that writing is formed directionally, one word at a time, for example, left to right or in a list.

• Improve physical writing skills in order to develop balance, co-ordination and space awareness.
• Develop manipulative skills in order to be able to handle writing materials, for example, finger exercises, action rhymes, threading beads, drawing and painting and using scissors. 
• Experiment with mark-making to share ideas.
• Be able to distinguish between drawing and writing.
• Use a comfortable and efficient pencil grip with some control.
• Begin to form letters correctly.

Talking & Listening

• Be able to listen to others and respond, demonstrating some social conventions
• Listening with increased attentiveness for longer periods of time.
• Ba able to listen attentively to a range of stimuli.
• be able to listen and carry out instructions
• be able to talk about personal experiences
• Show some awareness of the structure of words by recognising syllables and sounds within words.
• begin to plan and talk about what they are doing.
• Present dramatisations to a range of audiences.

Linguistic Phonics (Weeks 1-4)

Demonstrate knowledge of grapheme/phoneme correspondences

G1/2 ll, ss, cvc

Gr3 – vowel sounds, IEP words

Weekly Spelling and dictation check up

ICT led activities:

Children will spend time learning to log in on the computer.

Explore- investigate, make predictions and solve problems through interaction with digital tools

Express-create, develop, present and publish ideas and information responsibly using a range of digital media and manipulate a range of assets to produce multimedia products.

Evaluate- talk about, review and make improvements to work, reflecting on the process and outcome, and consider the sources and resources used, including safety, reliability and acceptability

Numeracy

Mental Maths (weeks 1-4)

• Count backwards in 1’s from different starting points within 20.
• Count forwards in 2’s from 0 to 20

Measures

• Use more refined mathematical language when comparing objects for weight: e.g. a little bit heavier (lighter) than, a lot heavier (lighter) than.
• Understand and use analogue time: o’clock only.
• Understand and use digital time: o’clock only.

Handling Data/Shape and Space

• Sort 2D and 3D shapes for one criterion and talk about their sorting (e.g. by number of sides). Graph activity.

ICT led activities:

Explore- investigate, make predictions and solve problems through interaction with digital tools

Express-create, develop, present and publish ideas and information responsibly using a range of digital media and manipulate a range of assets to produce multimedia products.

Evaluate- talk about, review and make improvements to work, reflecting on the process and outcome, and consider the sources and resources used, including safety, reliability and acceptability

WAU

In November we are Learning:

Numeracy

Mental Maths (weeks 1-4)

• Count backwards in 1’s from different starting points within 20.
• Count forwards in 2’s from 0 to 20

Measures

• Use more refined mathematical language when comparing objects for weight: e.g. a little bit heavier (lighter) than, a lot heavier (lighter) than.
• Understand and use analogue time: o’clock only.
• Understand and use digital time: o’clock only.

Handling Data/Shape and Space

• Sort 2D and 3D shapes for one criterion and talk about their sorting (e.g. by number of sides). Graph activity.

Literacy

Focus- poetry and non-fiction

Reading:

• Use title, cover, blurb and illustrations to predict type of text and content.
• Enjoy a range of stories, poems and non-fiction texts read to them by adults/other children.
• Use pictures and text to make prediction,
• Justify prediction using picture and text.
• Give reasons for your predictions.
• Read a variety of texts, stories, list, information books
• Understand and use some language associated with books, for example cover, spine, author, illustrator.
• Recognise different types of text – fiction and non-fiction.
• Know how to make predictions showing an understanding of ideas, events or characters.
• Learn about rhyme by extending patterns, inventing patterns and playing with rhymes.
• Understand the elements of story through role play using dolls or puppets.

Writing:

• Use a wide range of reading experiences in the construction of a variety of written texts e.g. using personal experience, making simple picture books, creating rhymes.
• Observe the teacher modelling specific writing.
• Choose independently what to write about, plan and follow it through.
• Use a wide range of vocabulary.
• Show evidence in structure if sentences.
• Talk about the ideas represented in their drawings
• Talk about what they want to write.
• Use increased knowledge of sound-symbol correspondence, analogy or word accessing to write in a way that other understand.
• Begin to talk about the most appropriate form for a specific purpose.
• Begin to use capital letters for the pronoun ‘I’ for names and for the start of a sentence.
• Show increased control over formation of upper-case and lower-case spacing.
• Write captions for their own work.
• Use a comfortable and efficient pencil grip.
• Write with spaces between words.

Sentence level

• Write captions and simple sentences and to re-read recognising whether or not they make sense.
• Recognise full stops and capital letters when reading and name them correctly.
• Begin using the term ‘sentence’ when identifying sentences in a text.

Word level

• recognise and generate rhymes and relate this to spelling patterns through; exploring and playing with rhyming patterns and generating rhyming strings e.g. fat, hat pat.

Talking & Listening

• Recite poems and rhymes with some variety in pace, emphasis and annotation.
• Listening with increased attentiveness for longer periods of time.
• Listen with enjoyment and respond to rhymes poems and songs.
• be able to listen and carry out instructions
• be able to talk about personal experiences
• Show some awareness of the structure of words by recognising syllables and sounds within words.
• begin to plan and talk about what they are doing.
• Present dramatisations to a range of audiences.

Linguistic Phonics (Weeks 1-4)

Demonstrate knowledge of grapheme/phoneme correspondences

G1/2 vcc/cvcc – and, went, help, jump

Gr3 – vowel sounds, IEP words

In October we are learning:

Literacy

Children will;

Focus- poetry and non-fiction

Reading:

• Use title, cover, blurb and illustrations to predict type of text and content.
• Enjoy a range of stories, poems and non-fiction texts read to them by adults/other children.
• Use pictures and text to make prediction,
• Justify prediction using picture and text.
• Give reasons for your predictions.
• Read a variety of texts, stories, list, information books
• Understand and use some language associated with books, for example cover, spine, author, illustrator.
• Recognise different types of text – fiction and non-fiction.
• Know how to make predictions showing an understanding of ideas, events or characters.
• Learn about rhyme by extending patterns, inventing patterns and playing with rhymes.

Writing:

• Use a wide range of reading experiences in the construction of a variety of written texts e.g. using personal experience, making simple picture books, creating rhymes.
• Observe the teacher modelling specific writing.
• Talk about the ideas represented in their drawings
• Talk about what they want to write.
• Use increased knowledge of sound-symbol correspondence, analogy or word accessing to write in a way that other understand.
• Begin to talk about the most appropriate form for a specific purpose.
• Begin to use capital letters for the pronoun ‘I’ for names and for the start of a sentence.
• Show increased control over formation of upper-case and lower-case spacing.
• Write captions for their own work.
• Use a comfortable and efficient pencil grip.
• Write with spaces between words.

Sentence level

• Write captions and simple sentences and to re-read recognising whether or not they make sense.
• Recognise full stops and capital letters when reading and name them correctly.
• Begin using the term ‘sentence’ when identifying sentences in a text.

Word level

• recognise and generate rhymes and relate this to spelling patterns through; exploring and playing with rhyming patterns and generating rhyming strings e.g. fat, hat pat.

Talking & Listening

• Recite poems and rhymes with some variety in pace, emphasis and annotation.
• Listening with increased attentiveness for longer periods of time.
• Listen with enjoyment and respond to rhymes poems and songs.
• be able to listen and carry out instructions
• be able to talk about personal experiences
• Show some awareness of the structure of words by recognising syllables and sounds within words.
• begin to plan and talk about what they are doing.
• Present dramatisations to a range of audiences.

Linguistic Phonics (Weeks 1-4)

Demonstrate knowledge of grapheme/phoneme correspondences

dhgkb revision (Weeks 1&2)

jevxlwyz (weeks 3+4)

Weekly Spelling and dictation check up

ICT led activities:

Children will spend time learning to log in on the computer. They will design names for an ICT display using painter.

Explore- investigate, make predictions and solve problems through interaction with digital tools

Express-create, develop, present and publish ideas and information responsibly using a range of digital media and manipulate a range of assets to produce multimedia products.

Evaluate- talk about, review and make improvements to work, reflecting on the process and outcome, and consider the sources and resources used, including safety, reliability and acceptability

Numeracy

• Count forwards in 1s to 20
• Adding 1 within 10
• Count forwards in 1s from different starting points
• Count forwards and backwards in 1s from different starting points
• Adding 1 within 20
• Number before, after, between within 20

Measures

• Make and describe models, patterns and pictures using a variety of materials.

Handling Data/Shape and Space

• Sort 2D and 3D shapes for one criterion and talk about their sorting (e.g. by number of sides).
• Continue simple patterns

ICT led activities:

Use the IWB to create a picture of their house with shapes.

Explore- investigate, make predictions and solve problems through interaction with digital tools

Express-create, develop, present and publish ideas and information responsibly using a range of digital media and manipulate a range of assets to produce multimedia products.

Evaluate- talk about, review and make improvements to work, reflecting on the process and outcome, and consider the sources and resources used, including safety, reliability and acceptability

In September we are learning:

Literacy:

Reading:

• Use title, cover, blurb and illustrations to predict type of text and content.
• Enjoy a range of stories, poems and non-fiction texts read to them by adults/other children.
• Use pictures and text to make prediction,
• Use pictures and text to make prediction about what will happen next
• Justify prediction using picture and text.
• Give reasons for your predictions.
• Read a variety of texts, stories, list, information books
• Retell stories using picture prompts, oral prompts, memory
• Understand and use some language associated with books, for example cover, spine, author, illustrator.
• Recognise different types of text – fiction and non-fiction.

Writing:

• see the teacher model specific writing genre, for example, procedure, recount, report, narrative.
• Observe the teacher modelling specific writing.
• Talk about the ideas represented in their drawings
• Talk about what they want to write.
• Use increased knowledge of sound-symbol correspondence, analogy or word accessing to write in a way that other understand.
• Begin to talk about the most appropriate form for a specific purpose.
• Begin to use capital letters for the pronoun ‘I’ for names and for the start of a sentence.
• Show increased control over formation of upper-case and lower-case spacing.

Talking & Listening

• Listening with increased attentiveness for longer periods of time.
• Listen to a wide range of stories, poems, songs, music and writing of other children.
• be able to listen and carry out instructions
• be able to talk about personal experiences
• be able to retell stories in sequence.
• Show some awareness of the structure of words by recognising syllables and sounds within words.

Linguistic Phonics (Weeks 1-4)

Satpin revision (Weeks 1&2)

Mocfrudhgkb (weeks 3+4)

ICT led activities:

Children will spend time learning to log in on the computer. They will design names for an ICT display using painter.

Numeracy:

• Count forwards in 1s to 20
• Adding 1 within 10
• Count forwards in 1s from different starting points
• Count forwards and backwards in 1s from different starting points
• Adding 1 within 20
• Number bonds to 5 and then 10
• Number before, after, between within 20

Measures (weeks 2, 3)

• Use more refined language when comparing objects for length e.g. a little bit longer/shorter.

• Develop an understanding of times in the day which are important to them.

Handling Data/Shape and Space (Week 4)

• Compare different 2D shapes and say how they are similar/different
• Use Venn diagrams to sort

ICT led activities:

Pupils create an ‘Eye colour in Primary 2’ pictograph using 2graph app

WAU:

INTERDEPENDENCE

• To recognise that they have a personal history.
• About significant people in the past.
• That other people share some seasonal and topical significant events.
• About weather in the different seasons and how it effects different things.

MOVEMENT AND ENERGY

• That we use light and sound to keep us safe.

  PLACE

• To be aware of where their home is.
• To have an awareness of features of the local landscape.
• To know about the variety of buildings in their locality, including their purpose.
• Some of the changes to their locality over time.

CHANGE OVER TIME

• To know how the weather changes through the seasons
• To know about change all around them (buildings, clothing, food, school environment)
• How animals and plants are influenced by changes in the weather. 

2020 and 2021 

December 

In Literacy

Children will …

• Interpret a text by reading aloud. With some variety in pace and emphasis.
• Listen with sustained concentration to other children and adults.
• Ask and answer different types of question.
• Act out own and well known stories to deepen understanding character motive and story.
• Use different voices for characters when reading aloud.
• experiment with ideas through writing in a variety of situations

• make simple lists for a range of purposes e.g. recipes, plan, remind and request.
• Know and understand the terms story/narrative, characters, setting.
• Understand the difference between spoken and written form through retelling know stories.
• Use a wide range of vocabulary through their writing.

• use features of punctuation in order to read in a phrased and fluent manner
• write, captions and simple sentences and to re-read, recognising whether or not they make sense, e.g. missing words, wrong word order
• use the grammar of a sentence in conjunction with decoding skills to read new or unfamiliar words, e.g. predict text from the grammar, read on, leave a gap and re-read
• use a capital letter for the personal pronoun ‘l’ and for the start of a sentence
• recognise full stops and capital letters when reading and name them correctly
• use full stops to demarcate sentences

• investigate, read and spell words containing digraphs such as ch, sh, th
• segmenting sounds and word – hearing ad identifying initial medial and final sounds in words.
• Hearing and saying sounds in words in the order in which the occur
• Linking sound to letters, naming and sound the letters of the alphabet.
• Knowing that letter names are not the same a letter sounds.
• blending sound to read and write cvc words.

In Numeracy

Children will…

• Know doubles to 5+5
• Count forwards in 2’s from 0 to 20 through

• Count forwards and backwards in 1s to 20
• Adding 1/2 within 20
• Count forwards and backwards in 1s from different starting points
• Adding 1/2 within 20
• Number bonds to 10
• Number before, after, between within 20
• Counting in 2s within 20 forwards and backwards
• Count forwards/backwards in 10s from different starting points within 100
• use everyday language to describe position

In World Around Us

Children will…

• Be aware of some similarities and differences between themselves and other children.
• Know about significant people in their past.
• Know about other localities which are different from theirs.
• Understand that some of our goods/services come from different places.
• To recognise and name parts of the body (Teeth)
• How people grow and change.
• About some of the changes of familiar things over time.
• Be aware of what makes everyday things work.
• Know that we can heat or cool substances to change them

November 

In Literacy

Children will …

• Interpret a text by reading aloud. With some variety in pace and emphasis.
• Listen with sustained concentration to other children and adults.
• Ask and answer different types of question.
• Act out own and well known stories to deepen understanding character motive and story.
• Use different voices for characters when reading aloud.
• experiment with ideas through writing in a variety of situations

• make simple lists for a range of purposes e.g. recipes, plan, remind and request.
• Know and understand the terms story/narrative, characters, setting.
• Understand the difference between spoken and written form through retelling know stories.
• Use a wide range of vocabulary through their writing.

• use features of punctuation in order to read in a phrased and fluent manner
• write, captions and simple sentences and to re-read, recognising whether or not they make sense, e.g. missing words, wrong word order
• use the grammar of a sentence in conjunction with decoding skills to read new or unfamiliar words, e.g. predict text from the grammar, read on, leave a gap and re-read
• use a capital letter for the personal pronoun ‘l’ and for the start of a sentence
• recognise full stops and capital letters when reading and name them correctly
• use full stops to demarcate sentences

• investigate, read and spell words containing digraphs such as ch, sh, th
• segmenting sounds and word – hearing ad identifying initial medial and final sounds in words.
• Hearing and saying sounds in words in the order in which the occur
• Linking sound to letters, naming and sound the letters of the alphabet.
• Knowing that letter names are not the same a letter sounds.
• blending sound to read and write cvc words.

In Numeracy

Children will…

• Know doubles to 5+5
• Count forwards in 2’s from 0 to 20 through

• Count forwards and backwards in 1s to 20
• Adding 1/2 within 20
• Count forwards and backwards in 1s from different starting points
• Adding 1/2 within 20
• Number bonds to 10
• Number before, after, between within 20
• Counting in 2s within 20 forwards and backwards
• Count forwards/backwards in 10s from different starting points within 100
• use everyday language to describe position

In World Around Us

Children will…

• Be aware of some similarities and differences between themselves and other children.
• Know about significant people in their past.
• Know about other localities which are different from theirs.
• Understand that some of our goods/services come from different places.
• To recognise and name parts of the body (Teeth)
• How people grow and change.
• About some of the changes of familiar things over time.
• Be aware of what makes everyday things work.
• Know that we can heat or cool substances to change them

SEESAW 

Dear parents/ Queridos pais/ Drodzy Rodzice

If you have 2 or more children, you will have to log off and then log in on the Seesaw app. Each child has a separate code for the seesaw app. Please keep the codes you have been given for each child safe so you can sign in and out for each child.

This is only the case if you have 2 or more children on Seesaw using the same device.

We are sorry for any inconvenience but each child has a separate account for Seesaw as they have different classes. If you would like another copy of the code please do not hesitate to contact me on ymulholland883@c2kni.net or your teachers email address is on their webpage.

Se tem um ou mais filhos, tem que sair de uma conta Seesaw para poder entrar em outra. Cada aluno tem o seu proprio codigo para a sua conta Seesaw. Por favor, guarde os codigos que foram atribuidos aos seus filhos cuidadosamente para poder fazer o login e o logout sempre que necessário.

Este caso aplica-se apenas a quem tem mais que um filho a usar o mesmo dispositivo electronico para a Seesaw.

Pedimos desculpas pela incoveniencia mas cada aluno tem o seu proprio codigo de usuário pois estao em classes diferentes. Se necessita de uma outra copia do codigo, nao hesite em pedir-me atraves do email  ymulholland883@c2kni.net ou atraves do email do professor que está disponivel na nossa página online.

Jesli masz 2 lub wiecej dzieci, musisz sie calkowicie wylogowac, a nastepnie ponownie  zalogowac w aplikacji Seesaw. Kazde dziecko otrzymalo indywidualny  kod do app . Seesaw. Zachowaj kody, ktore otrzymales osobno dla kazdego z dzieci, abys mogl indywidualnie  zalogowac  i wylogowac  kazde z  dziecko  z osobna.

Informacja ta dotyczy rodzicow w  przypadku, gdy masz 2 lub wiecej dzieci  w szkole korzystajacych z app.Seesaw z tego samego urządzenia.

Przepraszamy za wszelkie niedogodnosci, ale  kazde dziecko ma oddzielne konto na app. Seesaw, poniewaz uczeszczaja do innej klasy. Jesli chcesz otrzymac kolejna kopie kodu, nie wahaj sie skontaktowac ze mna pod adresem ymulholland883@c2kni.net lub adres e-mail Twojego nauczyciela ktory znajduje sie na  stronie internetowej szkoly.

Kind regards/ Com os melhores comprimentos/ Z powazaniem

Ms Mulholland

The World Around Us: People Who Help Us

• Pupils will be able to talk about the times when we should go to see the doctor in the health centre and when its more appropriate to go to the hospital
• Pupils will be able to name the special equipment a doctor needs for his job. 

• Pupils will understand the role of the fireman/firewoman and be able to talk about times when we need his/her help.
• Pupils will know the equipment that the fireman needs to help him carry out his job.
• Pupils will understand the role of the Dentist and be able to talk about times when we need his/her help.
• Pupils will know the equipment that the Dentist needs to help him carry out his job.

Mental Health and Well being

• Settle into new routines
• Use circle time to explore any anxieties and worries and discuss coping mechanisms
• Use breathing techniques to explore feelings of calm and security.
• Use ABL to redevelop friendships and security in our class bubble

Literacy

• Use books to find out about things that interest them.
• Make their own books.
• write captions for their own work, e.g. for display, in class books
• write with spaces between words
• Be able to answer questions and ask questions to find information and give information and seek explanation.
• Listen to and recall a sequence of instructions.
• Take part in group oral activities, e.g. circle time.

Numeracy

• Count forwards and backwards in 1s to 20
• Adding 1or 2 within 20
• Count forwards and backwards in 1s from different starting points
• Order a set of numbers within 20
• Adding 1or 2 within 20
• Number bonds to 10
• Number before, after, between within 20
• Counting in 2s within 20 with counting stick
• Subtract practically within 10
• Use more refined mathematical language when comparing objects for weight e.g. a little bit heavier than/lighter than, a lot heavier than/lighter than.
• Use more refined mathematical language when comparing containers for capacity e.g. holds a little bit more than/less than, a lot more than/less than 

 IMPORTANT MESSAGE

The Ni Executive has confirmed if you travel back from Portugal AFTER 4 am on Saturday 22/8/20 you do NOT have to quarantine for 2 weeks. Parents are reminded if their children have returned from Portugal BEFORE 22/8/20 they MUST still keep isolating for 14  days from the date of their return. We TRUST ALL parents will follow this advice and send their children back to school on the correct date if they are isolating currently. We are caring for the safety of our whole school community and ask parents to follow the this updated advice.

kindest regards

Ms Mulholland