Week A

Stage 3

Daily Prayer

Praying with your FIVE Fingers

Begin with the Sign of the Cross

In the name of the Father, and the Son, and the Holy Spirit, Amen.

Close your eyes and take 3 deep breaths, breathing in and out three times.

Open the palm of your hands and look at each of your fingers.

  1. Being with your Thumb. This is the nearest to you. Take time to pray for your family and friends.

  2. The next finger is the pointing finger. Take time to pray for your teachers, doctor, and Priest.

  3. The next finger is the tallest finger. Take time to pray for leaders. They are people who care and protect us. Pray for the police, the Prime Minister and other leaders.

  4. The fourth finger is our ring finger. Take time to pray for help for those who are sick so they can feel better.

Last is our pinkie finger, the smallest finger of all. Take time now to pray for yourself. Tell God what you need.

Conclude with the sign of the cross

Note: Please use the whole prayer or parts of it to suit your child’s age and needs.

Religious Education

Learning Intention

We are learning that Jesus is truly God and truly man

Success Criteria

I will know I am successful when I…

  • Identify important people who had a relationship with Jesus

  • Explain the significance of the key events in the life of Jesus

S3 Jesus -

demonstrate an understanding and appreciation of Jesus, present in our lives in many ways, offering hope to the world.

You will need





Google Doc


Jesus was born to a mother and father and was a child just like you and me.

Read about Jesus as a boy lost in the Temple.

Complete 'The Circle of Viewpoints' thinking strategy on this passage:

  1. Choose one of the people in the passage

  2. Describe what happened from that person's point of view

  3. Write a question that person may be thinking at that moment

Questions to support my thinking

Activity too hard?

See / Think / Wonder

  • What do you see in the passage?

  • What do you think about what Jesus said to the teachers and to Mary and Joseph?

  • What does it make you wonder?

Activity too easy?

Can you write what happened in the passage from the perspective of either one of the teachers talking to Jesus or from the perspective of Mary or Joseph?


Learning Intention

We are learning to interpret a digital animation and recognise the how choices of multimedia​ elements influence the viewers.

Success Criteria

I will know I am successful when I:

  • interpret an animated story.

  • explain how multimedia elements are used to represent characters, events and ideas to entertain viewers.

  • compare written and digital texts ​ that represent the same narrative in different ways.



Discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts

You will need

Lead Pencil



Google Doc




  1. View and interpret the Interactive Mimis animation using the INKING THE THINKING Task sheet.

  2. Complete the AMAZING ANIMATION task.

  3. Daily Independent Reading and Writing.
    (Task 2 may take the place of Independent Writing today

02 Stage 3 The Mimis Week A 2022 TUESDAY

Questions to support my thinking

Activity too hard?

  • What is your favourite scene in the animation? Explain why it engages you.

Activity too easy?

  • Compare two scenes/moments from the story. Explain how they are similar or different. Include screenshots to support your discussion.



Learning Intention

We are learning to select and apply appropriate strategies for addition and subtraction

Success Criteria

I will know I am successful when I:

  • explain my thinking

  • find many solutions

  • prove my thinking in different ways


MA3-5NA Selects and applies appropriate strategies for addition and subtraction with counting numbers of any size.

You will need

Blank 100s grid



Closest to 100

  • This game is played in partners. Two children share a blank 100 grid.

  • The first partner rolls two number dice.

  • The numbers that come up are the numbers the child uses to draw an array on the 100 grid.

  • They can put the array anywhere on the grid, but the goal is to fill up the grid to get it as full as possible.

  • After the first player draws the array on the grid, they write in the number sentence that describes the grid.

  • The second player then rolls the dice, draws the number grid and records their number sentence.

  • The game ends when both players have rolled the dice and cannot put any more arrays on the grid.

  • How close to 100 can you get?

Image source: youcubed

Questions to support my thinking

Activity too hard? Try playing closest to 50

Activity too easy? Each child can have their own number grid. Play moves forward to see who can get closest to 100


Website link to resource

Click to print this handout

Brain Break

Be sure to take a break at least every hour or so.

There are some ideas in the slideshow, but feel free to come up with your own ideas.

Brain Breaks Week A