I have sent an email to everyone with further information including a timetable that we will be using our home learning journey for Y1 with. Each child and family situation is different so please do let me know if I can support you in any way. It contains links including passwords which is why it is not on here. Please can you help us to support your child by changing the name of your device on Zoom so that we can recognise you and let you into the meeting from the waiting room and that your child:
Can unmute themselves
Have a quiet (ish) place to use Zoom so that we can hear them
Are correctly dressed for sessions
Thank you! Below is the learning for the week- I do hope it makes sense, please just email me or join the daily open parent Zoom to ask questions. We are hoping to use Tapestry for Year 1 but until this is up and running please just email me photos as requested in the email so that I can give you your individualised feedback and admire your child's work!
What are the government expectations for primary pupils learning remotely?
1. The aim is for children to complete a minimum of 3 hours work per school day
2. Teachers are not expected to respond and mark every piece of work
3. Children should be given access to a range of high quality online resources to support learning
4. Teachers are expected to notify parents when pupils do not engage in remote learning
Below is an example of how to use your time- Every home situation is different though so please do not worry if you can't fit it in daily.
This should be completed daily in order to build up the formation fluency. Below are the letter families, you can see that the top line (or curly caterpillar letters) all start in the same position and go in the same initial direction. You do not need to do them all every day, do a hand warm up first to get their little hands ready and them practise the shapes in the air or on the walls outside with things such as chalk or water and brushes. You can write them on each other's backs or in trays of glitter/flour etc. If your child is confidently forming in the correct direction, please ensure their tall letters (ascenders) (eg d,h) are twice as high as the regular (eg s,e) letters and the low letters, or descenders, go below the line.
The children have used adjectives previously. Have a little go at naming things around the house (cup, chair, glass) and then remind them that an adjective is a describing word that we put before a thing (noun), Can they look at the items again and try using adjectives this time (small cup, hard chair, cold glass). Once they have been reminded, ask them to label one of the dinosaurs above. If you don't have a printer, they could draw their own- it doesn't have to represent a real dinosaur, a cartoon or child's drawing is fine. If they have used adjectives that's great but if not, ask them to go back and add adjectives above every noun. If your child loves the activity, do it again with another! See if they can improve their adjectives (instead of big, try huge or gigantic).
Your next challenge is to use your labels to write sentences. Begin with orally rehearsing your sentence. Think about using adjectives as well as a conjunction such as 'and'. Read this before you start and then once you have finished so that you can be a superstar learner by checking your own work. Remember, it is ok to make mistakes, that is how we learn!
A simple sentence would be : It has sharp spikes and stompy feet.
A better sentence would be: The dinosaur has sharp spikes and it has stompy feet.
Try to write at least three sentences about your dinosaur. If you aren't sure what else to write, try thinking about how it might feel if you were to touch it, smell it or hear it! Read your sentence back out loud when you have finished to ensure it makes sense, then remember to check it using the picture above.
EXTENSION: If you would like to do extra work, have a look at these pictures and try writing a description of it. Describe the setting, the dinosaur and then if you're enjoying your writing, think about what questions you would like to ask your dinosaur. This will help to show me that you remember how to use your question marks as end points.
We are learning how to partition. Your first job is to print off or draw a part-part-whole mat because you will need this to show your number knowledge! It should look like this:
Find 8 small items in your home- you could use the counters from your maths pack or go outside to find blades of grass or stones. Can you count them to check there is 8 and then write the number 8 in the top circle? Put all of the 8 items in the right hand circle. You have 0 in the left and 8 in the right, so you can see that 0 and 8 make 8! Write this as a number sentence: 0+8=8
Move one item across to the left, how many are in the left and how many in the right now? Write your number sentence below your last one. Continue this until you have no items let in the right hand circle- well done, you have found all of the number bonds for 8!
Try using your knowledge of number bonds for 8 to write number sentences for these problems:
Can you copy these number sentences and then work out the answer using your mat and items? Remember to be very careful with your number and sign formation.
EXTENSION: use your number bond knowledge to answer these questions. It includes number bonds for 5,6 and 7!
We are going to explore salt dough this week! Try making it using the following recipe:
This link below will show you how to make salt dough fossils. You can wait for them to dry and paint them before hiding them around your house. You can then pretend to be a Palaeontologist like Mary Anning and search for them. Try to take photos along the way as you can use these for your English next week!
Mrs Rolfe will be reading with your child at some point throughout the week- please check your emails to confirm. We will be using this slot to assess reading, teach reading skills, check keyword reading etc. We have everything ready to go, you don't need anything except a screen for this personalised lesson!
This week we looking at feelings and our big questions are:
What are our different feeling called?
How can we describe them?
Try making faces in the mirror to match your adult's. Can you guess the emotion that matches your face? When do you remember feeling like that?
Now try designing a poster to show the different feelings that someone might feel and how they will look when they feel like that.
Our aim this half term is t learn about the lives of significant individuals in the past who have contributed to national and international achievements.
As we are using dinosaurs to help us learn this half term, we will be looking primarily at Mary Anning. Below is a link for a BBC video about her life. It shows a brief overview about her and how her interest in fossils began as 'curiosities'. After you watch it, have a go at the art activity as preparation for next week's writing task!
Have you ever found anything interesting when you were out digging? Ask your adult if you can go out for a walk and look for your own curiosities! Use the word mat below to talk about what you have learnt- record yourself talking and send it to me :)
Ideas for PE include:
going on a bike ride with your adult
setting up an assault course in your house or garden and timing yourself
going on a walk or jog with your adult,
playing football in your bubble
playing balloon volleyball in your house
Using online providers such as Joe Wicks, Go Noodle or even making up your own games- send me an email with your activities and I could feature them on our class page next week!
Other optional tasks for those that just need to be busy.
If you enjoyed the imprinting on the salt dough, try this fossil playdough recipe for longer lasting fun:
If you have a Twinkl account try this to improve all of your phonics so far:
The school fb page has activities to join in with such as Monday Maths and Thrive Thursday, please join in with them!