If parents or carers have any questions about the work set, please use the email addresses below to contact your children's class teacher.
Photos of activities and creations that you wish to share with us should also be sent to these email addresses and we will then upload them weekly onto our Year 1 Events page on the school website.
Parents, throughout the school closure we will be setting daily maths, writing and topic activities and these will be outlined below.
Tasks will be posted on the website by 3.30pm the day before. The time it will go on the website will vary depending on when different teachers are in school.
During this period of uncertainty, the children will appreciate reassurance and routine more than ever. With this in mind, we recommend that you create a timetable for the ‘school week’ and try to stick to it.
An example of how your day could look:
There are lots of really useful websites that you might like to explore during the school closure and many of these are currently offering free memberships for parents. These include Twinkl, PhonicsPlay, Primary Stars and Classroom Secrets. We have also set the children up with a username and password so that they can access the Numbots website and/or app, and you will have recieved a letter about this.
Helping children deal with coronavirus worries
In these difficult times many children will have worries and concerns about coronavirus. Below is a lovely story to share with your children to help with understanding what is happening and to encourage them to talk about worries that they might have.
Have a look at the resource below. You will find lots of ideas for activities you can carry out at home, and links to child-friendly websites and youtube videos to try out. We also love the BBC Supermovers site and Just Dance on Youtube!
Additional Maths Activities
A very promising resource has become available. The website 'The Maths Factor' which was created by Carol Vorderman is offering free access during school closures. There is lots of activities and challenges. Parents do need to make an account to be able to access this resource. Go to the website below to get to this site.
Reading - Are you running out of books to read at home?
Oxford owl https://home.oxfordowl.co.uk/ are providing lots of ebooks free of charge. Many of the books link to the reading schemes that we read at school and include phonics books. To access these books, you will need to register with the website but this is well worth the effort to get the books to download. For children who struggle there is the option of choosing books from a lower age range and for more confident children books from a higher age range. There is also lots of games and activities. This is a highly recommended resource
Easter Holiday Activities
We would like to wish you all a happy and healthy Easter break!
We will not be setting daily maths, writing and topic tasks over the Easter holiday, however please can you keep reading and practising your phonics as much as possible (as we would encourage you to do anyway under normal circumstances). Also, please find below the grid of optional 'Holiday Homework' tasks we would have been sending out. If you complete any of these we would love to see photos, so do send them to our class email address and we will upload them later in the holiday.
We have also included below a few fun activities and websites that you might like explore during the Easter break:
Virtual activities calandar for Easter - Wow! Look at all these great activities and apps to try out over the Easter holidays. There are lots of idea for keeping active, science activities, outdoor activities, vitual zoo visits and lots more.
Julia Donaldson the writer of 'The Gruffalo' has a fantastic website: https://www.gruffalo.com/
If you look on the activities page, you will find lots of fun things to do including cooking and craft.
The YPTE (The Young People's Trust for the Environment) has released this fantastic home learning pack on plants - a huge range of activities to try and enjoy here.
Weather Watching project - Why not try this fun weater watching project pack to chart the weather over the next couple of weeks. This pack includes information about the different types of weather, pictures of symbols that we use to represent the weather, recording sheets to help you draw or write your weather data.
Class 3 Maths
Today we are going to continue to practise counting in 5s and apply this knowledge when answering questions.
1. Count forwards and backwards in 5s, starting from 0 or 50, or any multiple of 5 in-between! (Please feel free to extend to counting in 5s to 100.)
2. Have a (large-ish!) pile of small objects (eg.dried pasta shells/buttons/pens/paperclips/bottle tops etc).
What would be the quickest way to find out how many there are in total?
Discuss that counting 1 thing at a time would take a while; counting in 2s would be quicker but it’s a large pile to get through; counting in 10s would actually take a while as you have to sort the pile into groups of 10 first which takes longer than you might think. Counting in 5s would be probably be the quickest, so long as the groups of 5 are sensibly arranged so that we can see them. This might be in smaller piles of 5, or it might be in rows of 5.
(NB. The concept of arranging equal groups clearly, is the very early foundation concept of multiplication so worth making clear!)
Written Task: Complete the questions from the first page of the attached sheet – writing the number of groups of 5 you can see and then counting in 5s to find the total.
Extension Task: Complete the questions on the second page which progress through from easy to hard. The children should be encouraged and reminded to count the groupings they see in 5s each time, rather than counting every object individually!
Stop as and when the questions become too challenging, although I would expect everyone to complete the first page of questions.
Class 4 Maths - Place Value (within 50)
Today we are going to move on to explore finding one more and one less to 50.
Warm-up – Play chopper squad more or less game 1 to 50 (one more or less). This will show the children part of a 100 square and they need to click on the correct number to rescue the person. https://www.topmarks.co.uk/learning-to-count/chopper-squad
Main Task - In our main activity today, we are going to look at a range of different representations and record down what one more and one less would be. This is quite a long task so please just complete what you can in the time you have allocated to maths.
Reading - dragon/dinosaur
Today we are going to have fun using our imaginations and carrying out work linked to a story. This lesson plan and resources comes from the Hamilton Week 1 English home pack. Please remember that you do not need to print the sheets you can easily carry out the tasks in your books or on paper.
1. Listen to an oral story - ‘Dragon/Dinosaur’ is told by Wilf Merttens at https://www.youtube.com/watch?v=OF7FzzHk0Yo
2. Respond to the story - What fierce, scary creatures did the people in the town try to frighten away the dragon dinosaur with?
- Draw the creatures on the Fierce, Scary Creatures page.
- Label each one with their name.
- In the empty spaces, draw and name other fierce and scary creatures that could have been used to frighten the dinosaur.
3. Now for some writing
- On My Favourite Part of the Story, draw a picture of the bit you liked most.
- Write sentences explaining why you liked that bit the most. The Useful Words will help you with spellings.
Do you like dinosaurs?
How many different dinosaurs do you know about? Find out about dinosaurs at https://www.kids-dinosaurs.com or from books at home.
Today why not try one (or all the tasks below).
Task 1: Complete the Joe Wicks online P.E lesson which starts at 9am on Youtube
Task 2: Complete an indoor scavenger hunt – how quickly can you find these objects/take part in the challenge? Maybe you could take a photograph of these things
Task 3: I know lots of the children in Year 1 dance and enjoy dancing outside of school so here is a special activity just for you – enjoy! https://www.youtube.com/watch?v=8y6bIbr-Hn0
Phonics and spelling activities
Today we are going to be practising our phonics and spelling. We are going to be particularly focusing on our spelling of common exception words.
Warm-up: If you are able, play some of the games on phonics play. https://www.phonicsplay.co.uk/ Most children in Year 1 should be able to play games at phase 5 level but if your child is not ready for this level play earlier levels. Phonics play is free during school closures and has launched a page where mobile and tablet users can also play the games on the website.
- If you can’t go onto this website, please practise the sounds on your basic code and encourage your children to write words which have this sound.
Main Task: Below is a booklet that contains the words that Year 1 children should be able to read. The expectation is also that by the end of the year children should be able to spell most of the words. Choose a page or a couple of pages and complete the tasks.
Extension: For children who are already very confident spellers and who can spell most of the year 1 words please use the Year 2 common exception activity booklet.
Class 3 Maths
Today we are going to practise counting in 5s – it is much quicker to be able to count out a large group of something by counting 5 at a time, rather than 1 at a time!
1. Draw the number 0 on a piece of paper or in chalk on the garden wall/path/patio and then draw around your hand 10 times creating a line of handprints that continues after the 0.
Can you use the hand prints to count forwards in 5s up to 50, writing the numbers in the palm of the hand prints. What pattern can you see in the numbers (they end 0, 5, 0, 5 etc).
(Some children might initially need to count every finger to find the new total – this is fine to begin with, but they should keep practising this skip counting until they can instantly recall the pattern of the numbers.)
2. Now you have created your number line of counting in 5s, can you hop/skip/jump along it, saying the numbers as you go and practising counting forwards and backwards? Can an adult remove/cover over some of the numbers and you work out what is missing?
3. You might also like to practise counting in 5s by counting:
objects placed in piles of 5
pegs arranged on a line in groups of 5
dice arranged so that the 5 is on the top
hands and/or feet belonging to members of your family – you could even make a number line of hands or foot prints to put up and help you practise skip counting in 5s!
Class 4 Maths - Place Value (Within 50)
Today we are going to consolidate and practice what we have learnt so far about place value to 50. It’s important to keep practicing counting forwards and backwards to 50. This online game might help you. https://pbskids.org/curiousgeorge/busyday/drive/
Follow the tasks on the worksheets to continue practising the skill of representing numbers to 50. It is very important that children are confident with this skill which is why we are revisiting it again today.
Art - Drawing skills
In art today we are going to be practicing our drawing skills. This is a task that children should be able to manage independently. Just follow the instructions on the sheets to draw the different animals. When you have finished, you could spend some time drawing some animal pictures or settings of your own choice.
Feel inspired to do some more art activities? Then why not look at the cbeebies art page https://www.bbc.co.uk/cbeebies/topics/art
Today we are going to use our planning sheet to help us write a weather poem. Use the poetry writing sheet with line starters as a prompt if needed to guide your child as they write their own senses poem about the weather. Use the poem ‘The Wind’ from yesterday as a guide to help you. Perhaps when your have finished, you could decorate your poem with weather pictures that match your poem.
Class 3 Maths
Today we are going to practise counting in 10s – something that we are confident of doing verbally and when counting forwards, but less confident of doing going backwards and when not starting from 0 or 100.
Practical Warm up: Write the multiples of 10 on pieces of paper (0-100, one multiple of 10 per piece of paper) and place on the floor in a line to make your own umber line. Hop / Jump / Skip along the line forwards and backwards saying the numbers as you land on the pieces of paper. Can you start on a given number rather than 0 or 100 (eg. start on 40 and go forwards; start on 90 and go backwards). Can an adult take away some of the pieces of paper along the line and you be able to work out what numbers they have removed?
Written Warm Up: As we did with counting in 2s last week, can an adult give you a starting number and you continue to write the numbers (multiples of 10) counting forwards or backwards (eg.”Start on 20. 20, 30, 40, 50 etc)? Repeat several times.
Written Task: Can you complete the missing number sequences from the sheet below? Don’t forget to identify whether the sequence is counting forwards or backwards before filling in the missing numbers!
Extension: Can you ask an adult to write some more missing number sequences for you to complete?
Class 4 Maths - Place Value (within 50)
In today’s lesson, we are going to need to use counters. This could be lego pieces, coins … whatever you can find at home. In our maths work so far, we have split numbers up to 50 into tens and ones. In today’s lesson, we are going to do the reverse. We are going to follow instructions to make numbers up to 50.
I would like you to choose a tens and one card and build that number using the resources that you have. After you have made this number, check what number you have made and write it down for example 3 tens and 6 ones makes 36. Repeat this several times until confident. Keep using the vocabulary ‘tens’ and ‘ones’ e.g. How many tens do you have? How many ones do you have?
Extension: Choose a number for example 27 and show as many ways as you can of representing that number. See the picture below to support you with this.
Science - My Senses
In today’s science activity I would like you to go on a five senses scavenger hunt around your house and if you have one in you garden. Can you find all the items on the scavenger hunt list? Draw and label a picture of what you find.
Extension: Miss King has had lots of fun exploring the resources on BBC bitesize science and she has found a really fun game called ‘Galaxy Pugs’ which she thinks you will enjoy too. https://www.bbc.co.uk/bitesize/topics/zdp4382/articles/zn7bscw
A big well done to everyone who has continued to use the Numbot game at home. Some very high scores from both classes. These games start at a very easy level and become more challenging as the games progress. The recommended time for playing on the game is 10 - 15 minutes.
For our creative writing task this week, we are going to be writing weather poetry.
Look together at the poem ‘The Wind’. Explain that this is a senses poem. Talk about what senses are (sight, hearing, touch, smell, taste).
Ask your child to choose a weather type (sun, rain, storm, snow etc) and think about what they can see, hear and feel in the weather. We are going to use this work tomorrow to help us write our poem.
Task 1: Look for different containers in your house that could hold a liquid. Put them in order from container that you think would hold the least water to the container that you think would hold the most.
- Now choose another container such as an egg cup, small cup… and use that container to fill up the containers that you have found. Which container holds the most? Which container holds the least?
Task 2: Now let’s check that we are using the correct vocabulary. Ask a grown-up to fill the sink or washing-up bowl with water. Using the containers or some of the containers if you found lots, fill them up to match the descriptions below.
Additional challenge: Why not try the ‘White Rose’ home learning maths questions which today are ‘Comparing Capacity’ questions.
R.E - How is Easter celebrated?
Additional Challenge: Can you make your own Easter card using Easter or Spring images. Don’t forget to write an Easter message inside the card.
Practical Maths Task:
Today we are going to return to looking at length and height, using the standard measure (centimetres (cm)) to record them.
Challenges to try when you can:
1. How long is a stick of spaghetti? Is it the same length after it has been cooked?
2. Measure how tall you are then, with someone’s help, measure the distance from fingertip to fingertip when you stretch your arms wide.
Compare the distances - do you notice anything?
3. Measure the length of your foot. Then measure the distance between your wrist and your elbow. Compare the distances – do you notice
4. How many things can you find which measure exactly 15cm?
Last week we revised using capital letters for the names of people (nouns). This week we are revising that we need to use capital letters for the names of places (nouns) too.
Go through the Powerpoint slides and then complete the tasks detailed on the sheet below.
While Shackleton and his crew were in the Antarctic they were stranded on Elephant Island, so-called because of the Elephant Seals that live there. Why do you think they are called Elephant Seals? Can you find out?
What other animals would Shackleton and his men have come across on their expedition?
Can you find out about some animals that live in the Antarctic. What are they called? What are their babies called? What do they look like? What do they eat? Where do they live (on land, in dens underground, under water etc)? Are there any interesting facts about them?
Use the sheet below to create a small fact file for some (3) Polar animals, or create your own fact files however you wish to present them. Don’t forget to include a drawing of the animals!
Challenge: Would Shackleton have come across Polar Bears on his expedition? If not, why not?
28-29.03.20 Weekend Challenge!
If you haven't done so already, create a rainbow picture to put in a front window for people out walking to spot!
Join us in completing Joe Wicks’ live PE lesson at 9am on Youtube! You could follow this (immediately or later in the day!) with a Cosmic Kids yoga session (also on Youtube) to stretch out those tired legs after working so hard. :-)
Reading / Phonics Task:
Today we are going to revise the '/ai/ Phonics Family’.
In our Phonics sessions we have discovered that there are many ways that the /ai/ sound can be written. We noticed a pattern that some of these are more commonly found in the middle of words while others usually appear at the ends of words.
Use the sheet attached to complete a Word Sort and a Phoneme Spotter exercise, writing the answers in your Home Learning Books.
Class 3 Maths Task:
Today we are going to use our knowledge of being able to count in 2s and apply this to answering some reasoning and problem solving questions.
Warm Up: Verbally count forwards and backwards in 2s from any given (even!) number within 50. Given a starting number, count (write the numbers) forwards or backwards in 2s – how far can you get in 1minute? Repeat a few times.
Written Task: Read aloud the the problem and reasoning questions on the sheet below, then answer them in your Home Learning Book using jottings if needed, or writing a sentence to explain your thinking if there is a thought bubble next to the question. Remember, we can’t just write “because I counted it in my head / because I know”!
Parents: Support your child with reading the question with them if they find the words tricky, but let them have a go at answering each question by themselves first, before going back and discussing it. At this point the children can edit/polish their answers with a different colour pencil/pen to show how their understanding has developed with your support.
Class 4 Maths Task:
Today we are going to explore splitting numbers to 50 into tens and ones. This time we are going to use ten frames to help us do this. Each ten frame can hold ten counters so it’s easy to use them to split numbers into tens and ones.
Work your way through the main task and if you find this activity straight forward have a go at the extension task where we are splitting numbers to 50 using a part whole diagram and there is a problem solving question. An example of a part-whole diagram is shown below.
On a Friday morning we either walk down to church for Worship or complete a Worship within our classrooms. During these services, we often sing the song 'My Lighthouse' that Rev.Dan introduced us to. It is very catchy! If you would like to sing it at home today for a few minutes of sharing joy through singing, please follow the links below:
My Lighthouse by the Rend Collective:
Version with lyrics: https://youtu.be/lFBZJGSgyVQ
Version with actions:https://youtu.be/JeJvKkBV6rY
SPaG Task (Spelling):
This week we are looking at what we need to add to the end of a word to make it plural. ‘Plural’ will be a new term to some children.
Go through the Powerpoint Presentation below which will (re)introduce the concept of singular and plural, and then complete the task, sorting words into those that become plural with either –s or –es added to the end. The children should then use some of these words in their own sentences.
Class 3 Maths
Today we will be continuing to practise counting in 2s.
Some children will always find this tricky and will continue to need to use a 100 square or 50 grid to support them until they become more familiar with the pattern.
Counting should become a daily feature at home – eg.challenge them to count in 2s as they go up the stairs and backwards in 2s whenever they go back down. You could even put a starting number at the bottom and top for them so that they don’t always start from 0 or go backwards from 20.
Warm up: Initially count pairs of objects out in 2s so that your child is practising counting forwards in 2s. Then, begin to return the objects 2 at a time so that they are practising counting backwards in 2s.
(For the following warm up, continue using the objects or a 50grid/100square if your child still needs the visual support.) Count in 2s from 0 – 50, then start from random (even!) numbers and carry on counting forwards in 2s (eg. start on 14; start on 8 etc). Count backwards in 2s from 20, then from 30, 40 and 50. Can they count backwards starting on random numbers eg.starting on 24, 36 etc.
Written Tasks (attached sheet):
1. Give your child a starting number to write down. (eg.6) Can they continue counting (writing the numbers) in 2s from that number? (6, 8, 10, 12, 14 etc)
How far can they get in 1minute? Repeat with a different number and then try with going backwards.
Repeat until you feel they are becoming more confident and accurate. (It’s fine if they still require a visual aid at the moment, but if this is the case, please keep practising this over the next few weeks so that they can manage without.)
2. Complete the fluency questions on the task sheet (easy, medium and hard).
Challenge: Can you complete the maze from the start to the finish by counting in 2s? You could even have a go at designing your own maze for someone to complete (design the route first and fill in the not-needed numbers afterwards).
Class 4 Maths
Today we are going to continue looking at numbers to fifty but this time we are going to split numbers up into groups of tens and ones.
Please follow the instructions on the sheet. The practical task is more important than the worksheet so please can you make sure that time is given to this task.
The children have really enjoyed using their sketch books recently and many have enjoyed developing their drawing skills by copying pictures. This week, we thought we could have a go at drawing self-portraits, using a mirror to copy themselves!
Go through the Powerpoint Presentation below to introduce the concept and purpose of self-portraits and then allow your child to sit in front of a mirror and have a go at drawing themselves. They might need some guidance in terms of getting proportions correct and using smaller pencil strokes to create lines and features (eg.eyebrows), rather than using a single, heavy, solid line!
Use the character you created yesterday in a short story that begins “When I woke up this morning, I looked out of my window and saw the strangest thing! A XXX was walking down the street and it was wearing / carrying a XXX!”
Tip: Before you begin writing, think about what will happen next – do you follow the animal? If so, where does it go? Does it know you are following it? Where do you both end up? What is it like there / what is taking place? Stop at this point.
You might want to use the planning sheet to draw some quick pictures to plan what will happen before you start writing (see attached sheet for how this could be set out).
Guidance for Parents:
MUST: All children will be able to write a simple sentence to explain each step of the story opening using a time adverbial (first, next, then etc), capital letter and full stop.
SHOULD: Most children will (should) be able to include adjectives in their writing.
COULD: Some children will (could) also be able to use a wider range of sentence types (eg.longer sentences using and/but/so to join different ideas) and punctuation marks (exclamation marks and question marks) to create more fluent and interesting writing.
What A Good One Looks Like (WAGOLL) Example:
When I woke up this morning, I looked out of my window and saw the strangest thing! A black and white sheep dog was walking down the street and it was carrying a small red handbag in it’s mouth! It was walking slowly, as if it were very old. I hurried down the stairs and out of the house to see where it was going. I followed the dog down the road going past driveways and houses but no-one noticed us. The dog’s bushy black tail was white at the end and it looked like a white pompom as it wagged from side to side. As we got nearer to the end of the road, the dog suddenly disappeared through a gap in the hedge. I looked through but could not see it. I crawled through the prickly hedge and when I stood up I couldn’t believe my eyes! In front of me was the dog and behind her were fifty or more dogs and they were all taking note books and pencils shaped like sticks out of their bags!
Class 3 Maths Task:
Today we will be moving onto a new objective – counting in 2s.
Warm Up: Have the number square ready to refer to, or you could create your own 100 square to help you over the next few weeks.
Start by practising counting to 100 using the 100 square if needed.
Practical activity to introduce new concept: Make a (even numbered!) pile of objects up to 20 and count these out one at a time. How long does this take to do? Is there a quicker way that we can do this?
Explain that we could count 2 items at a time and that this speeds up finding the total number. Practise counting out socks or piles of objects by pulling out 2 at a time, noticing the pattern on the 100 Square as to what happens (that every time we are jumping two squares along, not one).
Written Activity: Complete the missing numbers in the sequence, using the ‘50 Grid’ on the sheet to help you, if you need to.
Class 4 Maths Task:
Today we are moving on to a new area in our maths work. We will be looking at place value (within 50).
Today we are going to practise counting to 50. Encourage your child to point at the grid whilst they are saying each number before completing the main task where children are filling in missing numbers on a number track. If confident, your child could have a go at the extension task where they count forward and back from different starting points – please use the grid to help.
You might like to try this video clip - https://www.youtube.com/watch?v=YtNskltyA0E
Can the children remember what our ‘senses’ are? Which parts of our bodies are linked to our senses (sight/eyes; smell/noses; hearing/ears; taste/tongue; feel/fingers)?
Task: Go on a Senses Hunt around your house and your garden, if you have one. What can you see, hear, smell and feel? Record (draw and label, or just list) these on the sheet attached or create your own table in your books.
Extension: Play a game with your family where a family member puts a mystery object into a box/bag. Can you guess what the object is by it’s smell/touch?
1. Following on from yesterday’s lesson, today we would like you to pick a non-standard unit of measure to use. Pick a selection of objects to measure, but before you do, estimate how long you think they will be. Either use the sheet below to record your result, or copy the table into your book and record your results in there.
Discussion Afterwards: Think! Some people in the class might have used paper clips, while others used lego bricks or carrots to measure their objects. Why could this cause problems in the real world? eg.We need some material for a dress and I say I need it to be 30 long. …I measured the length using bottle tops, but the shopkeeper measures the material using paperclips. When the material arrives, it is too short!
2. Introduce the fact that to make sure that when we measure things we all have the same results, we have units of measure called centimetres. If possible, look at a ruler and notice the lines that show centimetre intervals. Practise drawing lines of given lengths on a piece of paper. Eg.Can you draw a line that measures 6cm? Can you draw a line that measures 10cm?
Either use the picture attached, or draw your own farmyard animal that is wearing an unlikely item of clothing/accessory (glasses, monacle, hat, cane, scarf, shoes etc).
Label the picture to describe the animal and try to use adjectives to give more detail (eg.black feathers, bushy tail, shiny hooves, soft pink nose, wooden walking stick etc).
Now, can you write some sentences to create a character description of this animal? You may like to imagine what sort of voice they would have if they spoke; how old they might be and how they move.
Parents: Encourage your child to say their sentence out loud before writing it and then check it back for capital letters, fingers spaces and full stops/exclamation marks before continuing on to their next sentence. They should be encouraged to include the adjectives they labelled on their picture, and could use a different colour pen or pencil to edit their work (eg.add adjectives if missing) at the end. Please don’t worry about commas – we have not explicitly taught these yet.
What A Good One Looks Like (WAGOLL example):
The dog has black and white fur. She has a long, black, bushy tail but the end is white as if she dipped it in paint! She has four white feet and a white stripe that runs down her face to her wet, black nose. Her tongue is pink and hangs out a little so that she looks as if she is smiling! Her eyes are shiny and her black ears are pointed with tufts of fur sticking up at the tips. She is an old dog and walks slowly while carrying a small, red handbag between her shiny, white teeth.
Can you create a storyboard to retell the events of the Easter story?
Draw a picture and write a sentence or two to explain what happened on the following days:
Palm Sunday, Maundy Thursday (The Last Supper), Good Friday (the trial, crucifixion and burial). Easter Sunday (the Resurrection).
Topic/History work: Ernest Shackleton was an incredible explorer who went on many adventures. It was his dream to reach the South Pole. If you could go on an adventure, where would your dream place be? Perhaps you might visit a treasure island, a jungle or an ocean. Create a map of what you think this place might be like and label the different things that you might see there.
How would you get to your dream place? Would you travel in a ship like the 'Endurance' or would you fly across the sky in a hot-air balloon? Draw how you would get there and give your mode of transport a special name.
Practical Maths Task:
1. Can you collect 6 objects from around your house and then order them from shortest to tallest? Draw the objects in this order in your book and label what they were.
Tip for parents: Make sure the children line the objects up at the bottom so they are comparing them equally and order the objects from left to right, rather than top to bottom as in the example picture below, which has inexplicably decided it wants to be shown as portrait on here and not landscape as it should be!
2. Can you use a non-standard unit (paper clips, bottle tops, lego bricks (all the same size!) etc) to measure how long your 6 objects are? Make a note in your book of what unit you used to measure the objects, and then record how many units each object’s total length was.
Discussion Afterwards: If you used two different non-standard units to measure the items, did they measure the same? eg.I measured the glue stick and it was 3 (bottle tops) long, but when I measured it again it was 5 (paper clips) long. Did you get 3 or 5 using your units of measure? What problems do you think this might cause people if we all measured things using different units of measure?
Grammar Task: Today's task is a reminder on using capital letters for the name of a person or character. Below is a step-by-step lesson with a warm-up activity, a main task, an extension task and a further exploration task for children in Year 1 to complete. Please complete into your home learning books.
Friday 20.03.20 Home Learning Resources
PE Task: Look at the 'Keeping Active' section above and pick a selection of physical activities to complete at home. These might be from the Keeping Kids and Families Active When At Home document, or you might like to learn a new dance from Just Dance and complete a set of BBC Supermovers clips.
Phonics Task: Become familiar with the PhonicsPlay website. Use the Phase 5 flashcards game in the Phase 5 section to practise previously taught sounds, then use the Reading Robot game to practise spotting these sounds when chopping and blending words.
Thursday 19.03.20 Home Learning Resources
Class 3 Maths
Today we will be practising ordering numbers within 50 - sorting given numbers from smallest to biggest, or biggest to smallest.
Class 3 Topic / Literacy
Today we are going to use the picture we drew in yesterday’s lesson to inspire our writing of a letter from Shackleton to his wife, Emily. We are going to imagine that Shackleton has finally reached the whaling station on South Georgia and can at last let his wife know that he is safe! He will write her a letter to recount his journey in the James Caird with his crew of 6 men.
Task: Can you write a letter from Shackleton to his wife, Emily, including details about his 800 mile journey from Elephant Island to South Georgia?
You should include what it would have been like for the men rowing in such horrendous conditions through freezing storms, avoiding icebergs and whales, with little idea if they were going in the right direction, whilst battling exhaustion, hunger and having to constantly bail freezing water out of the boat and chip ice of it with their hands. How did it feel when they finally arrived on land? You might like to end the letter with how much you have missed Emily and are looking forward to rescuing your men and getting home!
Class 4 Maths
Today we will continue to practice comparing number sentences whilst using the vocabulary 'less than', 'more than' and 'equal to'. We will also practice using the related symbols.
Class 4 History
In our topic lesson today, we will be discussing and role-paying Shackleton's epic 800mile journey from Elephant Island to South Georgia. During their 14 days rowing out at sea in the James Caird, Shackleton and his men had to face many difficulties and dangers. These included difficulties in navigating as te sun was covered by cloud for days on end; ice up to 38cm thick forming on the boat which had to be chipped off by hand; sea water constantly coming in and making everything wet; gigantic waves and storms; whales circling the boat at times, frost bite and exhaustion.
Task: Draw a picture to illustrate the dangers Shackleton and his men faced while in the James Caird rowing for South Georgia. Add labels to explain the different things you have drawn in your pictures.
Wednesday 18.03.20 Home Learning Resources
Class 3 Maths
Today we will be comparing numbers within 50 using the greater than / less than / equal to symbols.
Class 3 Topic (History)
In our Topic lesson today we will discussing and role-playing Shackleton’s epic 800mile journey from Elephant Island to South Georgia.
During their 14 days rowing out at sea in the James Caird, Shackleton and his men had to face many difficulties and dangers. These included difficulties in navigating as the sun was covered by cloud for days on end; ice up to 38cm thick forming on the boat which had to be chipped off by hand; sea water constantly coming in and making everything wet; gigantic waves and storms; whales circling the boat at times; frost bite and exhaustion.
Task: Draw a picture to illustrate the dangers Shackleton and his men faced while in the James Caird rowing for South Georgia. Add labels to explain the different things you have drawn in your picture.
Class 4 Maths
Today we are going to be using the 'greater than', 'less than' and 'equal to' symbol to compare addition and subtration calculations. We are going to explore this through a game which is attached below. If you can't print the card games, perhaps you could copy out the sentences instead and draw the correct symbol inbetween the numbers. Instructions for the game are provided on the game sheet.
Class 4 Grammar
In our grammar lesson today we are going to explore adding the suffix 'es' to words ending in 'ch' and 'sh'. The ppt explains this in more detail how you do this and there is a an activity for you to try out this skill.
Tuesday 17.03.20 Home Learning Resources
Class 3 Maths
Today we have been finding 1 more and 1 less of numbers within 50.
Class 3 RE
We read and recapped the events of Holy Week and the Easter Story and then we sequenced the pictures and wrote a caption to explain the events of Palm Sunday, Maundy Thursday (The Last Supper), Good Friday and Easter Sunday.
Class 4 Maths
Today in maths Class 4 have been continuing to learn about related maths facts. They have been using bar models to help them work out 2 addition and 2 subtraction facts. An example of this is attached below and a review sheet are attached for you to try this out.