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Week 8 February 22nd 2021

Welcome back! Hope you have had a good half term.  Fingers crossed we will be back together soon.  This half term our topic is called "A key to the Castle".  We will be exploring the magical world of fairy tales and stories set in castles as well as looking at real castles and who lived in them? We’ll learn all about the different parts of a castle and describe how they have changed over time. Using a wide range of materials, we’ll build models of castles and test the strength of our structure and improve our PE skills by playing attacking and defending games.



Communication Language and Literacy


We are going to look at fairy tales this half term. Fairy tales are important because they spark the imagination. A fairy tale is a story, that features fanciful and wondrous characters such as elves, goblins, wizards, and even, but not necessarily, fairies. The term “fairy” tale refers more to the fantastic and magical setting or magical events within a story, rather than the presence of the character of a fairy within that story.  Enabling children to identify a fairy tale is tricky, but the more they become exposed to the genre the more they understand the features of a fairy tale.


It is helpful if you have any fairy tales at home to share these with your child, perhaps as a bedtime story. 

Fairy tales exist in every culture in the world and there are elements of the fairy tale going back for as long as people have been telling stories. 


Hans Christian Anderson was a Danish author who published his fairy tales in the late 1800s. Here are a few of his titles:

The Tinder-Box, The Princess and the Pea, Thumbelina, The Little Mermaid, The Emperor’s New Clothes, The Staunch Tin Soldier, Willie Winkie, The Nightingale, The Ugly Duckling, The Snow Queen. (Larsen)


Brothers Grimm

Jacob Ludwig Carl Grimm and Wilhelm Carl Grimm were German brothers who published their stories in the early 1800s. Here are a few of their titles:

Rapunzel, Hansel and Gretel, Cinderella, Little Red Cap, The Bremen Town Musicians, The Juniper Tree, Little Brier-Rose, and Little Snow-White. 


Of course there is also a wealthy of Disney adaptations of fairy tales too.


Aims: To express themselves effectively, showing awareness of listeners’ needs (S).

To answer ‘how’ and ‘why’ questions in response to stories

What to do:

  • Ask your child: What fairy tales do you know?
  • Discuss, explaining that some suggestions are good stories but not necessarily fairy tales.
  • If your child mentions fDisney fairy tales, tell them their are books with that story.
  • How do we know these are fairy tales? Discuss and list features: set long ago, often feature magical objects or people, kings and queens, castles or cottages, happy endings for the good.
  • If possible sort a small collection of books that include examples of fairy tales and some that aren’t, encouraging children to justify the fairy tale stories based on their features. Which of these are fairy tales and which are not – can you explain why


  • I can discuss what the key features of a fairy tale are.

  • I can answer ‘how’ and ‘why’ questions about fairy tales.


TASK: Read, listen or watch the story of Sleeping Beauty before tomorrows lesson. Below is a link to a simple version of the story that we will use tomorrow and an example of a professional story teller.  Notice how the professional story teller uses a range of tones in her voice and actions to keep you engaged.

Sleeping Beauty as told by professional story teller Adele Moss

Adele Moss tells a traditional version of the fairy tale, Sleeping Beauty, in this storytelling video. Told without props to a group of children, this tale c...


Today we are going to look at the story of Sleeping Beauty.  Sleeping Beauty is a fairy tale and many fairy tales have been told for hundreds of years before they were written down.  Telling a good story needs lots of skill.  It is important to be able to use different tones in your voice when you are telling a story. If your voice stays at the same level, it is boring! You will want your voice to go higher and lower. You will want your voice to go louder and softer. We are going to  practice this by playing some games.

Now count from one to 5 (out loud!) in these different ways:

  • As if you were an angry parent who said, “I am going to count to 5 and if you’re not here by the time I get to 5, you’re in big trouble.”
  • As a very little child just learning to count
  • As if you were counting pennies as you dropped them into a piggy bank.

Storytelling isn’t just words; it’s about movement too. You will have to move while you tell your story. You will use your arms and legs. You will use your hands and face to tell the story. Let's practice storytelling motions with this game.

Walk across the room five times. Each time, pretend something different:

  • You are coming home from school and you know you have a lot of jobs to do when you get there.
  • You are walking through a foot of snow.
  • You are walking barefoot in a very sticky, squishy swamp.
  • You are walking across a blistering hot desert.
  • You've hurt your leg.


Now we are going to look at a story map of Sleeping Beauty. 

Task:  Can you use the story map to retell the story of Sleeping Beauty?   Think about how you use your voice and add some actions.  You could even film yourself.



Aims: To use phonic knowledge to write words in ways which match their spoken sounds; To write some irregular common words; To write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible

What to do:

  • Display your story map and ask children to retell the story of Sleeping Beauty.
  • What happened in the beginning/middle/ending? Ask children: Could we write a bit of the story from each section?
  • Use the story map to record the story in a few descriptive sentences.

For example: 

A King and a Queen had a baby, but a wicked fairy cast a spell to send her to sleep.

A big wood grew for 100 years until a prince came riding by.

He kissed the princess and she woke up.


Aims: To use phonic knowledge to write words in ways which match their spoken sounds; To write some irregular common words; To write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible

What to do:

  • What do we usually send out to possible guests when we are throwing a party?  An invitation!
  • What information do we include in an invitation? Note down ideas and model some sentences.

Children write an invitation to the grumpy fairy so that she doesn’t feel left out.


I can write an invitation to the grumpy fairy.

I can use phonic knowledge to write words in ways which match their spoken sounds.

I can spell some common irregular words.


In the story of Sleeping Beauty the fairy cast a spell.  Lots of fairy stories have spells in them. Beauty and the Beast, Cinderella, Rumplestiltskin, Snow White, The Princess and the Frog, The Magic Porridge Pot.  Today we are going to use our imagination to create our own spell.  The wicked fairy put a spell on the Princess to make her sleep.  Can we invent our own sleep spell.  There are lots of rhymes that people sing to help babies to sleep.  Perhaps you could use some of those ideas in your spells.



Perhaps you would like to make a sword and a shield to be the brave knight or a crown to be a princess.  You could make models from toilet rolls of the characters to retell the story or make yourself some stick puppets.


Could you build a castle from junk or lego?


The princess pricked her finger on a spinning wheel.  Spinning wheels are used to spin wool.  Could you have a go at finger knitting?