Year 1 Home Learning

Week beginning 30 November 2020

Posted on Sunday 29 November 2020 by Mrs Latham

Here is your home learning for this week. We hope to see you back as school soon.

Maths

This week’s maths learning is all about place value and counting.

Year 1

You don’t have to print the worksheets. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars or Numbots daily)

Spelling

Look on the homework page to find this week’s spellings. Your child should complete one task each day.

  • Day 1: Write the words and draw shapes round them to show the ascenders and descenders. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
  • Day 2: Write the words using rainbow writing. (Try some of the other activities in our super spelling strategies)
  • Day 3: Write separate sentences, each containing one of the spellings. Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
  • Day 4: Repeat Task 2 or 3.
  • Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.

(Suggested time: 15-20 minutes daily)

Reading fluency

This is the fluency text we’re using in class this week to build up fluency skills.

In school, we generally follow this sequence:

  • Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
  • Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
  • Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
  • Day 4: Read together with expression (just like you practised on Day 3).
  • Day 5: Your child reads independently and fluently.

(Suggested time: 15 minutes daily)

Reading comprehension and phonics

Day 1: Watch this video before you answer the questions. We’ll be using this ‘RIC’ text  in class to practise comprehension skills.

RIC stands for:

  • Retrieve: finding information in a text
  • Interpret: using clues in the text or pictures to unlock information
  • Choice: thinking about the author’s choice of words, techniques or organisation that make the text interesting and enjoyable to read

Day 2: Agree with your child three words from any text they’ve read which they’re less familiar with. Your child should find out what they mean (eg by checking an online dictionary or simply discuss with you) and how to use them in sentences (both when speaking and when writing). Challenge your child to write a sentence with each word in, or to drop the words into conversations at home.

Day 3: Watch the video lessons for phonics sounds for :

Day 4: Go on a sound hunt around your house or look in books to find as many things as you can that contain the phonics sounds ‘ou’ and ‘ew’ and ‘wh’. Write a list of all the things you find. Challenge : Write sentences containing some of the words.

Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. You can read the books you take home from school or some of your own books.

(Suggested time: 30 minutes daily)

Writing

Activity 1:

Year 1 children: Talk to your child about a picture or photograph you choose. Write three words or phrases to label different things in the picture (eg ‘a car’ or ‘a red car’). Your child should aim to spell in a sensible way and use finger spaces between the words, joining up letters if they can (use our handwriting guide to help).

Activity 2:

Finger strengthening activities support the development of fine motor skills needed for writing.

Challenge your child to have a go at 3 or more of these activities: practise tying shoe laces, fasten and unfasten buttons, attach nuts and bolts, separate dried pasta and dried peas (or similar) into two separate piles, do some mindfulness colouring in, do a jigsaw, cut up drinking straws and thread them on to a shoe lace, attach clothes pegs (the squeezable type) to a shoe box or similar, use a paint brush and water to make pictures or words on a wall, chalk words or pictures on the ground, make a Lego model.

(Suggested time: 30 minutes daily)

Science

We are learning about animals this half term. This week, we are learning about the basic needs of animals, including humans. Watch this BBC Bitesize clip and complete the quiz too.

(Suggested time: 30-45 minutes)

Topic – History

We’re finding out about how London changed after the Great Fire of London. Watch this lesson from Oak Academy.

(Suggested time: 30-45 minutes)

Week beginning 23 November 2020

Posted on Monday 23 November 2020 by Mrs Latham

Here is your home learning for this week. We hope to see you back at school soon.

Maths

This week’s maths learning is all about addition and subtraction.

Year 1

You don’t have to print the worksheets. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars or Numbots daily)

Spelling

Look on the homework page to find this week’s spellings. Your child should complete one task each day.

  • Day 1: Write the words and draw shapes round them to show the ascenders and descenders. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
  • Day 2: Write the words using rainbow writing. (Try some of the other activities in our super spelling strategies)
  • Day 3: Write separate sentences, each containing one of the spellings. Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
  • Day 4: Repeat Task 2 or 3.
  • Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.

(Suggested time: 15-20 minutes daily)

Reading fluency

This is the fluency text we’re using in class this week to build up fluency skills.

In school, we generally follow this sequence:

  • Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
  • Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
  • Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
  • Day 4: Read together with expression (just like you practised on Day 3).
  • Day 5: Your child reads independently and fluently.

(Suggested time: 15 minutes daily)

Reading comprehension and phonics

Day 1: We’ll be using this ‘RIC ’ text  in class to practise comprehension skills.

RIC stands for:

  • Retrieve: finding information in a text
  • Interpret: using clues in the text or pictures to unlock information
  • Choice: thinking about the author’s choice of words, techniques or organisation that make the text interesting and enjoyable to read

Day 2: Agree with your child three words from any text they’ve read which they’re less familiar with. Your child should find out what they mean (eg by checking an online dictionary or simply discuss with you) and how to use them in sentences (both when speaking and when writing). Challenge your child to write a sentence with each word in, or to drop the words into conversations at home.

Day 3: Watch the video lessons for phonics sounds for :

Day 4: Go on a sound hunt around your house or look in books to find as many things as you can that contain the phonics sounds ‘ir’ and ‘aw and au’. Write a list of all the things you find. Challenge : Write sentences containing some of the words.

Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. You can read the books you take home from school or some of your own books.

(Suggested time: 30 minutes daily)

Writing

Activity 1:

Year 1 children: Talk to your child about a picture or photograph you choose. Write three words or phrases to label different things in the picture (eg ‘a car’ or ‘a red car’). Your child should aim to spell in a sensible way and use finger spaces between the words, joining up letters if they can (use our handwriting guide to help).

Activity 2:

Finger strengthening activities support the development of fine motor skills needed for writing.

Challenge your child to have a go at 3 or more of these activities: practise tying shoe laces, fasten and unfasten buttons, attach nuts and bolts, separate dried pasta and dried peas (or similar) into two separate piles, do some mindfulness colouring in, do a jigsaw, cut up drinking straws and thread them on to a shoe lace, attach clothes pegs (the squeezable type) to a shoe box or similar, use a paint brush and water to make pictures or words on a wall, chalk words or pictures on the ground, make a Lego model.

(Suggested time: 30 minutes daily)

Science

We are learning about animals this half term. This week, we are learning about healthy eating and how to keep our bodies healthy. Watch this BBC Bitesize clip and complete the activities.

(Suggested time: 30-45 minutes)

Topic – History

We’re finding out about how firefighting has changed since 1666. Have a look at the firefighting artefacts and see if you can work out what they were used for in the Great Fire of London.

(Suggested time: 30-45 minutes)

Week beginning 16 November 2020

Posted on Monday 16 November 2020 by Mrs Latham

Here is your home learning for this week. We hope to see you back at school soon.

Maths

This week’s maths learning is all about addition and subtraction.

Year 1

You don’t have to print the worksheets. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)

Spelling

Look on the homework page to find this week’s spellings. Your child should complete one task each day.

  • Day 1: Write the words and draw shapes round them to show the ascenders and descenders. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
  • Day 2: Write the words using rainbow writing. (Try some of the other activities in our super spelling strategies)
  • Day 3: Write separate sentences, each containing one of the spellings. Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
  • Day 4: Repeat Task 2 or 3.
  • Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.

(Suggested time: 15-20 minutes daily)

Reading fluency

This is the text we’re using in class this week to build up fluency skills.

In school, we generally follow this sequence:

  • Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
  • Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
  • Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
  • Day 4: Read together with expression (just like you practised on Day 3).
  • Day 5: Your child reads independently and fluently.

(Suggested time: 15 minutes daily)

Reading comprehension and phonics

Day 1: We’ll be using this ‘RIC’ text  in class to practise comprehension skills.

RIC stands for:

  • Retrieve: finding information in a text
  • Interpret: using clues in the text or pictures to unlock information
  • Choice: thinking about the author’s choice of words, techniques or organisation that make the text interesting and enjoyable to read

Day 2: Agree with your child three words from any text they’ve read which they’re less familiar with. Your child should find out what they mean (eg by checking an online dictionary or simply discuss with you) and how to use them in sentences (both when speaking and when writing). Challenge your child to write a sentence with each word in, or to drop the words into conversations at home.

Day 3: Watch the video lessons for phonics sounds for :

Day 4: Go on a sound hunt around your house or look in books to find as many things as you can that contain the phonics sounds ‘ue’, ‘u_e’ and ‘oy’. Write a list of all the things you find. Challenge : Write sentences containing some of the words.

Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. You can read the books you take home from school or some of your own books.

(Suggested time: 30 minutes daily)

Writing

Activity 1:

Year 1 children: Talk to your child about a picture or photograph you choose. Write three words or phrases to label different things in the picture (eg ‘a car’ or ‘a red car’). Your child should aim to spell in a sensible way and use finger spaces between the words, joining up letters if they can (use our handwriting guide to help).

Activity 2:

Finger strengthening activities support the development of fine motor skills needed for writing.

Challenge your child to have a go at 3 or more of these activities: practise tying shoe laces, fasten and unfasten buttons, attach nuts and bolts, separate dried pasta and dried peas (or similar) into two separate piles, do some mindfulness colouring in, do a jigsaw, cut up drinking straws and thread them on to a shoe lace, attach clothes pegs (the squeezable type) to a shoe box or similar, use a paint brush and water to make pictures or words on a wall, chalk words or pictures on the ground, make a Lego model.

(Suggested time: 30 minutes daily)

Science

We are learning about animals this half term. This week, we are learning about the life cycles of different animals, including humans. Watch this BBC Bitesize video and complete the activities.

(Suggested time: 30-45 minutes)

Topic – History

Have a look at this video and complete the activities about Samuel Pepys and find out how he helped us learn about the Great Fire of London.

(Suggested time: 30-45 minutes)

RE

Complete this lesson on Oak Academy.

Week beginning 09 November 2020

Posted on Monday 09 November 2020 by Mrs Latham

Here is your home learning for this week. We hope to see you back at school soon.

Maths

This week’s maths learning is all about addition.

Year 1

You don’t have to print the worksheets. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)

Spelling

Look on the homework page to find this week’s spellings. Your child should complete one task each day.

  • Day 1: Write the words and draw shapes round them to show the ascenders and descenders. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
  • Day 2: Write the words using rainbow writing. (Try some of the other activities in our super spelling strategies.)
  • Day 3: Write separate sentences, each containing one of the spellings. Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
  • Day 4: Repeat Task 2 or 3.
  • Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.

(Suggested time: 15-20 minutes daily)

Reading fluency

This is the text we’re using in class this week to build up fluency skills. We’re using it as an assessment piece to see how many words children can read in 60 seconds. Have a go at timing yourself at home.

In school, we generally follow this sequence:

  • Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
  • Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
  • Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
  • Day 4: Read together with expression (just like you practised on Day 3).
  • Day 5: Your child reads independently and fluently.

(Suggested time: 15 minutes daily)

Reading comprehension and phonics

Day 1: We’ll be using this ‘RIC’ text  in class to practise comprehension skills.

RIC stands for:

  • Retrieve: finding information in a text
  • Interpret: using clues in the text or pictures to unlock information
  • Choice: thinking about the author’s choice of words, techniques or organisation that make the text interesting and enjoyable to read

Day 2: Agree with your child three words from any text they’ve read which they’re less familiar with. Your child should find out what they mean (eg by checking an online dictionary or simply discuss with you) and how to use them in sentences (both when speaking and when writing). Challenge your child to write a sentence with each word in, or to drop the words into conversations at home.

Day 3: Watch the video lessons for phonics sounds for :

Day 4: Go on a sound hunt around your house or look in books to find as many things as you can that contain the phonics sounds ‘ie’, ‘i_e’, ‘oe’ and ‘o_e’. Write a list of all the things you find. Challenge : Write sentences containing some of the words.

Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. You can read the books you take home from school or some of your own books.

(Suggested time: 30 minutes daily)

Writing

Activity 1:

Year 1 children: Talk to your child about a picture or photograph you choose. Write three words or phrases to label different things in the picture (eg ‘a car’ or ‘a red car’). Your child should aim to spell in a sensible way and use finger spaces between the words, joining up letters if they can (use our handwriting guide to help).

Activity 2:

Finger strengthening activities support the development of fine motor skills needed for writing.

Challenge your child to have a go at 3 or more of these activities: practise tying shoe laces, fasten and unfasten buttons, attach nuts and bolts, separate dried pasta and dried peas (or similar) into two separate piles, do some mindfulness colouring in, do a jigsaw, cut up drinking straws and thread them on to a shoe lace, attach clothes pegs (the squeezable type) to a shoe box or similar, use a paint brush and water to make pictures or words on a wall, chalk words or pictures on the ground, make a Lego model.

(Suggested time: 30 minutes daily)

Science

We are learning about animals this half term. This week, we are learning about the life cycles of different animals. Watch this BBC Bitesize video and complete the activities.

(Suggested time: 30-45 minutes)

Topic – History

Have a look at this interactive information page to find out more interesting facts about the Great Fire of London.

(Suggested time: 30-45 minutes)

RE

Complete the RE lesson from Oak Academy.

(Suggested time: 30 minutes)

Week beginning 02 November 2020

Posted on Monday 02 November 2020 by Mrs Latham

Here is your home learning for this week. We hope to see you back as school soon.

Maths

This week’s maths learning is all about number bonds.

Year 1

You don’t have to print the worksheets. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)

Spelling

Look on the homework page to find this week’s spellings. Your child should complete one task each day.

  • Day 1: Write the words and draw shapes round them to show the ascenders and descenders. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
  • Day 2: Write the words using rainbow writing. (Try some of the other activities in our super spelling strategies)
  • Day 3: Write separate sentences, each containing one of the spellings. Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
  • Day 4: Repeat Task 2 or 3.
  • Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.

(Suggested time: 15-20 minutes daily)

Reading fluency

This is the text we’re using in class this week to build up fluency skills.

In school, we generally follow this sequence:

  • Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
  • Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
  • Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
  • Day 4: Read together with expression (just like you practised on Day 3).
  • Day 5: Your child reads independently and fluently.

(Suggested time: 15 minutes daily)

Reading comprehension and phonics

Day 1: We’ll be using this ‘RIC’  text  in class to practise comprehension skills.

RIC stands for:

  • Retrieve: finding information in a text
  • Interpret: using clues in the text or pictures to unlock information
  • Choice: thinking about the author’s choice of words, techniques or organisation that make the text interesting and enjoyable to read

Day 2: Agree with your child three words from any text they’ve read which they’re less familiar with. Your child should find out what they mean (eg by checking an online dictionary or simply discuss with you) and how to use them in sentences (both when speaking and when writing). Challenge your child to write a sentence with each word in, or to drop the words into conversations at home.

Day 3: Watch the video lessons for phonics sounds for ‘ay’ and ‘a_e’ and ‘ea’, ‘e_e’ and ‘ey’.

Day 4: Go on a sound hunt around your house or look in books to find as many things as you can that contain the phonics sounds ‘ay’, ‘a_e’, ‘ea’, ‘e_e’ and ‘ey’. Write a list of all the things you find. Challenge : Write sentences containing some of the words.

Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. You can read the books you take home from school or some of your own books.

(Suggested time: 30 minutes daily)

Writing

Activity 1:

Year 1 children: Talk to your child about a picture or photograph you choose. Write three words or phrases to label different things in the picture (eg ‘a car’ or ‘a red car’). Your child should aim to spell in a sensible way and use finger spaces between the words, joining up letters if they can (use our handwriting guide to help).

Activity 2:

Finger strengthening activities support the development of fine motor skills needed for writing.

Challenge your child to have a go at 3 or more of these activities: practise tying shoe laces, fasten and unfasten buttons, attach nuts and bolts, separate dried pasta and dried peas (or similar) into two separate piles, do some mindfulness colouring in, do a jigsaw, cut up drinking straws and thread them on to a shoe lace, attach clothes pegs (the squeezable type) to a shoe box or similar, use a paint brush and water to make pictures or words on a wall, chalk words or pictures on the ground, make a Lego model.

(Suggested time: 30 minutes daily)

Topic

Our current topic work is History – learning about the Great Fire of London. This week we are thinking about maps. Have a look at the maps and see what you can see that is the same and different on each map.

(Suggested time: 30 minutes)

Science   

Our science work this week is about animals and their babies. Listen to the song about baby animals. Challenge : Draw and label some adult animals and their babies.

(Suggested time: 30-45 minutes)

RE

Complete the lesson on Oak Academy .

Week beginning 19 October 2020

Posted on Monday 19 October 2020 by Mrs Latham

Here is your home learning for this week. We hope to see you back at school soon.

Maths

This week’s maths learning is addition and part whole models.

Year 1

You don’t have to print the worksheets. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)

Spelling

Look on the homework page to find this week’s spellings. Your child should complete one task each day.

  • Day 1: Write the words and draw shapes round them to show the ascenders and descenders. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
  • Day 2: Write the words using rainbow writing. (Try some of the other activities in our super spelling strategies)
  • Day 3: Write separate sentences, each containing one of the spellings. Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
  • Day 4: Repeat Task 2 or 3.
  • Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.

(Suggested time: 15-20 minutes daily)

Reading fluency

This is the text we’re using in class this week to build up fluency skills.

In school, we generally follow this sequence:

  • Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
  • Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
  • Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
  • Day 4: Read together with expression (just like you practised on Day 3).
  • Day 5: Your child reads independently and fluently.

(Suggested time: 15 minutes daily)

Reading comprehension and phonics

Day 1: We’ll be using this ‘RIC’  text  in class to practise comprehension skills. RIC stands for:

  • Retrieve: finding information in a text
  • Interpret: using clues in the text or pictures to unlock information
  • Choice: thinking about the author’s choice of words, techniques or organisation that make the text interesting and enjoyable to read

Day 2: Agree with your child three words from any text they’ve read which they’re less familiar with. Your child should find out what they mean (eg by checking an online dictionary or simply discuss with you) and how to use them in sentences (both when speaking and when writing). Challenge your child to write a sentence with each word in, or to drop the words into conversations at home.

Day 3: These video lessons for  from BBC Bitesize links to the phonics sounds for ‘oi’, ‘ear’, ‘air‘, ‘er‘ and ‘ure’. Watch the video and complete the activities.

Day 4: Go on a sound hunt around your house and find as many things as you can that contain the phonics sounds ‘oi’, ‘ear’, ‘air’, ‘er’ and ‘ure’. Write a list of all the things you find. Challenge : Write sentences containing some of the words.

Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. You can read the books you take home from school or some of your own books.

(Suggested time: 30 minutes daily)

Writing

Activity 1:

Year 1 children: Talk to your child about a picture or photograph you choose. Write three words or phrases to label different things in the picture (eg ‘a car’ or ‘a red car’). Your child should aim to spell in a sensible way and use finger spaces between the words, joining up letters if they can (use our handwriting guide to help).

Activity 2:

Finger strengthening activities support the development of fine motor skills needed for writing.

Challenge your child to have a go at 3 or more of these activities: practise tying shoe laces, fasten and unfasten buttons, attach nuts and bolts, separate dried pasta and dried peas (or similar) into two separate piles, do some mindfulness colouring in, do a jigsaw, cut up drinking straws and thread them on to a shoe lace, attach clothes pegs (the squeezable type) to a shoe box or similar, use a paint brush and water to make pictures or words on a wall, chalk words or pictures on the ground, make a Lego model.

(Suggested time: 30 minutes daily)

Topic

Our current topic work is History – learning about the Great Fire of London. This week we are thinking about fire safety. Have a look at this poster and talk about what you need to do to stay safe if you encounter a fire.

(Suggested time: 30 minutes)

Science   

Our science work this half term has been about ‘living things and their habitats’. Look at our vocabulary and talk (or write) about what you remember about each word.

(Suggested time: 30-45 minutes)

Week beginning 12 October

Posted on Monday 12 October 2020 by Mrs Latham

Here is your home learning for this week. We hope you enjoy the learning and that we see you back at school soon.

Maths

This week’s maths learning is linked counting and place value.

Year 1

You don’t have to print the worksheets. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)

Spelling

Look on the homework page to find this week’s spellings. Your child should complete one task each day.

  • Day 1: Write the words and draw shapes round them to show the ascenders and descenders. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
  • Day 2: Write the words using rainbow writing. (Try some of the other activities in our super spelling strategies)
  • Day 3: Write separate sentences, each containing one of the spellings. Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
  • Day 4: Repeat Task 2 or 3.
  • Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.

(Suggested time: 15-20 minutes daily)

Reading fluency

This is the text we’re using in class this week to build up fluency skills.

In school, we generally follow this sequence:

  • Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
  • Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
  • Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
  • Day 4: Read together with expression (just like you practised on Day 3).
  • Day 5: Your child reads independently and fluently.

(Suggested time: 15 minutes daily)

Reading comprehension and phonics

Day 1: We’ll be using this ‘RIC’ text  in class to practise comprehension skills. RIC stands for:

  • Retrieve: finding information in a text
  • Interpret: using clues in the text or pictures to unlock information
  • Choice: thinking about the author’s choice of words, techniques or organisation that make the text interesting and enjoyable to read

Day 2: Agree with your child three words from any text they’ve read which they’re less familiar with. Your child should find out what they mean (eg by checking an online dictionary or simply discuss with you) and how to use them in sentences (both when speaking and when writing). Challenge your child to write a sentence with each word in, or to drop the words into conversations at home.

Day 3: These video lessons for  from BBC Bitesize links to the phonics sounds for ‘or’, ‘ur’ and ‘ow’. Watch the video and complete the activities.

Day 4: Go on a sound hunt around your house and find as many things as you can that contain the phonics sounds ‘or’, ‘ur’ and ‘ow’. Write a list of all the things you find. Challenge : Write sentences containing some of the words.

Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. You can read the books you take home from school or some of your own books.

(Suggested time: 30 minutes daily)

Writing

Activity 1:

Year 1 children: Talk to your child about a picture or photograph you choose. Write three words or phrases to label different things in the picture (eg ‘a car’ or ‘a red car’). Your child should aim to spell in a sensible way and use finger spaces between the words, joining up letters if they can (use our handwriting guide to help).

Activity 2:

Finger strengthening activities support the development of fine motor skills needed for writing.

Challenge your child to have a go at 3 or more of these activities: practise tying shoe laces, fasten and unfasten buttons, attach nuts and bolts, separate dried pasta and dried peas (or similar) into two separate piles, do some mindfulness colouring in, do a jigsaw, cut up drinking straws and thread them on to a shoe lace, attach clothes pegs (the squeezable type) to a shoe box or similar, use a paint brush and water to make pictures or words on a wall, chalk words or pictures on the ground, make a Lego model.

(Suggested time: 30 minutes daily)

Topic

This week’s topic learning is History. We are starting to learn about the Great Fire of London. We are reading this book :

You could search for a video of it on You Tube.

(Suggested time: 30 minutes)

Science   

We’re learning about food chains, predators and prey. This video will really help to support learning at home. Have a go at drawing a food chain, labelling who is the predator/prey.

(Suggested time: 30-45 minutes)

Week beginning 05 October 2020

Posted on Monday 05 October 2020 by Mrs Latham

Here is your home learning for this week. We hope to see you back at school soon.

Maths

This week’s maths learning is linked to place value, comparing and ordering numbers.

Year 1

You don’t have to print the worksheets. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)

Spelling

Look on the homework page to find this week’s spellings. Your child should complete one task each day.

  • Day 1: Write the words and draw shapes round them to show the ascenders and descenders. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
  • Day 2: Write the words using rainbow writing. (Try some of the other activities in our super spelling strategies)
  • Day 3: Write separate sentences, each containing one of the spellings. Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
  • Day 4: Repeat Task 2 or 3.
  • Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.

(Suggested time: 15-20 minutes daily)

Reading fluency

This is the text we’re using in class this week to build up fluency skills.

In school, we generally follow this sequence:

  • Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
  • Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
  • Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
  • Day 4: Read together with expression (just like you practised on Day 3).
  • Day 5: Your child reads independently and fluently.

(Suggested time: 15 minutes daily)

Reading comprehension and phonics

Day 1: We’ll be using this ‘RIC’ text in class to practise comprehension skills. RIC stands for:

  • Retrieve: finding information in a text
  • Interpret: using clues in the text or pictures to unlock information
  • Choice: thinking about the author’s choice of words, techniques or organisation that make the text interesting and enjoyable to read

Day 2: Agree with your child three words from any text they’ve read which they’re less familiar with. Your child should find out what they mean (eg by checking an online dictionary or simply discuss with you) and how to use them in sentences (both when speaking and when writing). Challenge your child to write a sentence with each word in, or to drop the words into conversations at home.

Day 3: These video lessons for  from BBC Bitesize links to the phonics sounds for ‘oa’, ‘oo‘ and ‘ar‘. Watch the video and complete the activities.

Day 4: Go on a sound hunt around your house and find as many things as you can that contain the phonics sounds ‘oa’, ‘oo’ and ‘ar’. Write a list of all the things you find. Challenge : Write sentences containing some of the words.

Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. You can read the books you take home from school or some of your own books.

(Suggested time: 30 minutes daily)

Writing

Activity 1:

Year 1 children: Talk to your child about a picture or photograph you choose. Write three words or phrases to label different things in the picture (eg ‘a car’ or ‘a red car’). Your child should aim to spell in a sensible way and use finger spaces between the words, joining up letters if they can (use our  handwriting guide to help).

Activity 2:

Finger strengthening activities support the development of fine motor skills needed for writing.

Challenge your child to have a go at 3 or more of these activities: practise tying shoe laces, fasten and unfasten buttons, attach nuts and bolts, separate dried pasta and dried peas (or similar) into two separate piles, do some mindfulness colouring in, do a jigsaw, cut up drinking straws and thread them on to a shoe lace, attach clothes pegs (the squeezable type) to a shoe box or similar, use a paint brush and water to make pictures or words on a wall, chalk words or pictures on the ground, make a Lego model.

(Suggested time: 30 minutes daily)

Topic

This week’s topic learning is Living and Learning, linked to the book The Ugly Five.

Talk to you child about what makes someone or something beautiful. You might discuss how we are all unique and different

(Suggested time: 30 minutes)

Science   

We’re learning about food chains, predators and prey. This video will really help to support learning at home. Have a go at drawing a food chain showing which animal eats what.

(Suggested time: 30-45 minutes)

Week beginning 28 September 2020

Posted on Friday 25 September 2020 by Mrs Latham

Here is your home learning for this week. We hope to see you back at school soon.

Maths

This week’s maths learning is linked to place value and counting.

Year 1

Year 2

You don’t have to print the worksheets. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.

Year 2s can practise times tables on Times Table Rockstars, too. Email the class teacher if you need your child’s login and password details.

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)

Spelling

Look on the homework page to find this week’s spellings. Your child should complete one task each day.

  • Day 1: Write the words and draw shapes round them to show the ascenders and descenders. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
  • Day 2: Write the words using rainbow writing. (Try some of the other activities in our super spelling strategies)
  • Day 3: Write separate sentences, each containing one of the spellings. Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
  • Day 4: Repeat Task 2 or 3.
  • Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.

(Suggested time: 15-20 minutes daily)

Reading fluency

This is the text we’re using in class this week to build up fluency skills.

In school, we generally follow this sequence:

  • Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
  • Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
  • Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
  • Day 4: Read together with expression (just like you practised on Day 3).
  • Day 5: Your child reads independently and fluently.

(Suggested time: 15 minutes daily)

Reading comprehension and phonics

Day 1: We’ll be using this ‘RIC’ text in class to practise comprehension skills. RIC stands for:

  • Retrieve: finding information in a text
  • Interpret: using clues in the text or pictures to unlock information
  • Choice: thinking about the author’s choice of words, techniques or organisation that make the text interesting and enjoyable to read

Day 2: Agree with your child three words from any text they’ve read which they’re less familiar with. Your child should find out what they mean (eg by checking an online dictionary or simply discuss with you) and how to use them in sentences (both when speaking and when writing). Challenge your child to write a sentence with each word in, or to drop the words into conversations at home.

Day 3: This video lesson from BBC Bitesize links to the phonics sound ‘igh’. Watch the video and complete the activities.

Day 4: Go on a sound hunt around your house and find as many things as you can that contain the phonics sound ‘igh’. Write a list of all the things you find. Challenge : Write sentences containing some of the words.

Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. You can read the books you take home from school or some of your own books.

(Suggested time: 30 minutes daily)

Writing

Activity 1:

Year 1 children: Talk to your child about a picture or photograph you choose. Write three words or phrases to label different things in the picture (eg ‘a car’ or ‘a red car’). Your child should aim to spell in a sensible way and use finger spaces between the words, joining up letters if they can (use our handwriting guide to help).

Year 2 children: Write three sentences about a picture or photograph you choose. Your child should remember capital letters, finger spaces, joining up letters if they can (use our handwriting guide to help), and a full stop, exclamation mark (!) or question mark (?) to end the sentence.

Activity 2:

Finger strengthening activities support the development of fine motor skills needed for writing.

Challenge your child to have a go at 3 or more of these activities: practise tying shoe laces, fasten and unfasten buttons, attach nuts and bolts, separate dried pasta and dried peas (or similar) into two separate piles, do some mindfulness colouring in, do a jigsaw, cut up drinking straws and thread them on to a shoe lace, attach clothes pegs (the squeezable type) to a shoe box or similar, use a paint brush and water to make pictures or words on a wall, chalk words or pictures on the ground, make a Lego model.

(Suggested time: 30 minutes daily)

Topic

This week’s topic learning is geography, linked to the book The Ugly Five.

This video from National Geographic about the ‘Big Five’ will really help to support learning at home.

After watching the video, talk about which animal is your favourite and why.

(Suggested time: 30-45 minutes)

Science   

We’re learning about micro-habitats. This slideshow on micro-habitats will really help to support learning at home. Have a go at drawing a micro-habitat and the animals you might find there.

(Suggested time: 30-45 minutes)

Week beginning 21 September 2020

Posted on Monday 21 September 2020 by Mr Roundtree

Maths

This week’s maths learning is linked to place value and counting.

Year 1 children: These five video lessons will roughly match the teaching and learning happening in class. The Y1 worksheets and answers are here.

Year 2 children: These five video lessons will roughly match the teaching and learning happening in class. The Y2 worksheets and answers are here.

You don’t have to print the worksheet. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.

Year 2s can practise times tables on Times Table Rockstars, too. Email the class teacher if you need your child’s login and password details.

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)

Spelling

Look on the homework page to find this week’s spellings. Your child should complete one task each day.

  • Day 1: Write the words and draw shapes round them to show the ascenders and descenders. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
  • Day 2: Write the words using rainbow writing. (Try some of the other activities in our Some super spelling strategies)
  • Day 3: Write separate sentences, each containing one of the spellings. Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
  • Day 4: Repeat Task 2 or 3.
  • Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.

(Suggested time: 15-20 minutes daily)

Reading fluency

Use this text to build up fluency skills.

In school, we generally follow this sequence:

  • Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
  • Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
  • Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
  • Day 4: Read together with expression (just like you practised on Day 3).
  • Day 5: Your child reads independently and fluently.

(Suggested time: 15 minutes daily)

Reading comprehension and phonics

Day 1: Use this ‘RIC’ text in class to practise comprehension skills. RIC stands for:

  • Retrieve: finding information in a text
  • Interpret: using clues in the text or pictures to unlock information
  • Choice: thinking about the author’s choice of words, techniques or organisation that make the text interesting and enjoyable to read

Day 2: Agree with your child three words from any text they’ve read which they’re less familiar with. Your child should find out what they mean (eg by checking an online dictionary or simply discuss with you) and how to use them in sentences (both when speaking and when writing). Challenge your child to write a sentence with each word in, or to drop the words into conversations at home.

Day 3: This video lesson from BBC Bitesize links to the phonics sound ‘ch’. Watch the video and complete the activities.

Day 4: Go on a sound hunt around your house and find as many things as you can that contain the phonics sound ‘ch’. Write a list of all the things you find. Challenge : Write sentences containing some of the words.

Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. You can read the books you take home from school or some of your own books.

(Suggested time: 30 minutes daily)

Writing

Activity 1:

Year 1 children: Talk to your child about a picture or photograph you choose. Write three words or phrases to label different things in the picture (eg ‘a car’ or ‘a red car’). Your child should aim to spell in a sensible way and use finger spaces between the words, joining up letters if they can (use our handwriting guide to help).

Year 2 children: Write three sentences about a picture or photograph you choose. Your child should remember capital letters, finger spaces, joining up letters if they can (use our handwriting guide to help), and a full stop, exclamation mark (!) or question mark (?) to end the sentence.

Activity 2:

Finger strengthening activities support the development of fine motor skills needed for writing.

Challenge your child to have a go at 3 or more of these activities: practise tying shoe laces, fasten and unfasten buttons, attach nuts and bolts, separate dried pasta and dried peas (or similar) into two separate piles, do some mindfulness colouring in, do a jigsaw, cut up drinking straws and thread them on to a shoe lace, attach clothes pegs (the squeezable type) to a shoe box or similar, use a paint brush and water to make pictures or words on a wall, chalk words or pictures on the ground, make a Lego model.

(Suggested time: 30 minutes daily)

Topic

Get arty with topic learning at home. This video lesson from BBC Bitesize will really help to support learning at home. After watching the video, have a go at making your own piece of art using things you find in your house or garden.

(Suggested time: 30-45 minutes)

Science   

We’re learning about habitats. This BBC Bitesize lesson will really help to support learning at home. Go on a habitat hunt in your house or garden and identify the animals or plants that live there.

(Suggested time: 30-45 minutes)