Dorridge Primary School

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Year 1 Home Learning

An end of year message from the Year 1 Team

This week is our final week of Year 1. We are so proud of all your hard work and dedication! We have had a very strange year and have missed you all dearly over the past few months. We are so grateful to all the parents who have worked so hard to continue to teach and work through the Year 1 work. We know it has not been easy with other pressures but we just want to take this opportunity to say a huge thank you!

We hope all your families have a wonderful and relaxing summer, we hope you stay safe and we look forward to seeing you ready for the next academic year at Dorridge.

Love, Mrs Perkins 1D, Miss Pitt 1P, Miss Lloyd 1S, Miss Hewitt and Mrs Taylor


We have included a number of links to recognised websites below to help you find suitable material. These links were good when we last checked them and we will be regularly checking that they do not become unsuitable. However, please remember that external sites are not under our control and their content may change without warning. We provide these links as a service and cannot guarantee their continued suitability.


Year 1 have completed Phase 3 Phonic sounds and are currently working on Phase 5 Phonics. Please see the mats below.

The video here shows you the correct articulation of all 44 phonemes.

Tips for helping your child to spell

  • Shut their eyes and try to picture the word in their head

  • Repeat the words several times over

  • Write out the word a few times

  • See if the word reminds them of any others which they can spell

  • Compare their version with the correct spelling and, if theirs is wrong, concentrate on the bit they got wrong

  • If you and they haven’t got access to the correct spelling, write your version down and see if it looks right

  • If the word is familiar but spelled in an unusual way (for example, with a silent letter) try deliberately mispronouncing it in accordance with the way it is spelled to get used to the spelling. An example of this is the word "Wednesday".

The Mr Thorne website provides fantastic support for your child with phonics, reading and spelling. The creator, Mr Thorne, started his teaching career at a local school in Solihull and now teaches in Marleybone, London. As well as teaching full time, he has developed several interactive web resources that we thoroughly recommend.

Please click on the image to the left to get started!

The following two websites are also excellent for supporting your child's understanding of phonics, both in blending for reading and segmenting for spelling.

Web icon

Web icon

In June, all Year 1 children usually undertake a statutory 'Phonics Screening Check'. (Due to the current circumstances we are unsure if this will happen in June, however it is still so important that children continue to learn and practice their phonic knowledge.) The phonics screening check contains 40 words divided into two sections of 20 words. Both sections contain a mixture of real words and nonsense words. It is designed to assess children's ability to segment and blend taught phonic sounds. The nonsense words allow the check to focus purely on decoding phonic knowledge. As nonsense words are new to all children, they do not favour those with a good vocab knowledge or large sight word memory. The words in the screening incorporate phonics skills acquired by the children in both Year One and Reception.

Children complete the check with their class teacher each term, we refer to it as our phonics game. Please see these 'Phonics Games' below:

2012 Phonics Screening Check

2013 Phonics Screening Check

2014 Phonics Screening Check

2015 Phonics Screening Check

2016 Phonics Screening Check

2017 Phonics Screening Check

2018 Phonics Screening Check

2019 Phonics Screening Check

 New Phonics Link

Weekly daily Phonics lessons will be updated at 10:30am.


Each week, your child will be set a selection of spellings to practise that will focus on a specific sound, prefix or suffix. These will then be practised through a range of fun and engaging games to help your child to become a more accurate speller. Your child's username and password are the same as their Mathletics logon details which are stuck in the back of their Home School Organiser.



Reading is essential for all of our children to help them become independent life long learners. Please continue to read with your child daily. We have enclosed some useful questions to help support reading at home.

Reading Questions -    Retrieve, Sequence, Vocabulary, Predict and Inference Question Grids

 Talk for Writing - uploaded 20/04/2020

Sidney Spider - A Tale of Friendship   –    Year 1 Unit - Talk for Writing - Sidney Spider  

 Comprehension - uploaded 27/04/2020

On the Way Home - Jill Murphy - On the Way Home - Jill Murphy - Reading Comprehension Pack  

 Comprehension - uploaded 04/05/2020

A New Pet - Reading Comprehension - Year 1 - A New Pet   

 Comprehension - uploaded 11/05/2020

The Zoo Vet - Year 1 Comprehension - The Zoo Vet    

Attached in the file are three differentiated comprehensions. The stars at the bottom of each page correlate with the level of difficulty; one star being the easiest. Please try and chose the level of difficulty to suit your child’s needs. However, if you start with the one-star activity and they find it too easy you could always stop them and try a more challenging level.

 Comprehension - uploaded 17/05/2020

The Owl and the Pussy Cat - KS1 -The Owl and the PussyCat Poem Differentiated   

Attached is a file with a differentiated comprehension. The stars at the bottom of each page correlate with the level of difficulty; one star being the easiest. Please try and chose the level of difficulty to suit your child’s needs. However, if you start with the one-star activity and they find it too easy you could always stop them and try them with a more challenging level.

 Comprehension - uploaded 01/06/2020

Non-fiction text - All About Fish - Fish Reading Comprehension - KS1 Non-fiction 

 Comprehension - uploaded 08/06/2020

Non-fiction text - Deep Sea Explorers - Deep Sea Explorers KS1 Comprehension - differentiated   

Attached is a file with a differentiated comprehension. The stars at the bottom of each page correlate with the level of difficulty; one star being the easiest. Please try and chose the level of difficulty to suit your child’s needs. However, if you start with the one-star activity and they find it too easy you could always stop them and try them with a more challenging level.

 Comprehension - uploaded 15/06/2020

Diary of a Mermaid - The Diary of a Mermaid KS1 comprehension  

Comprehension - uploaded 22/06/2020

The Runaway Iceberg - The Runaway Iceberg - Year 1 Comprehension - differentiated   

Attached is a file with a differentiated comprehension. The stars at the bottom of each page correlate with the level of difficulty; one star being the easiest. Please try and chose the level of difficulty to suit your child’s needs. However, if you start with the one-star activity and they find it too easy you could always stop them and try them with a more challenging level.

Comprehension - uploaded 29/06/2020

 Seasons - KS1 Reading Comprehension - Seasons - Differentiated  

Attached is a file with a differentiated comprehension. The stars at the bottom of each page correlate with the level of difficulty; one star being the easiest. Please try and chose the level of difficulty to suit your child’s needs. However, if you start with the one-star activity and they find it too easy you could always stop them and try them with a more challenging level.

Comprehension - uploaded 06/07/2020

 The Rainbow Fish Story - PowerPoint  

The Rainbow Fish - Comprehension   

Comprehension - uploaded 13/07/2020

 The Camping Trip - differentiated reading comprehension  

Attached is a file with a differentiated comprehension. The stars at the bottom of each page correlate with the level of difficulty; one star being the easiest. Please try and chose the level of difficulty to suit your child’s needs. However, if you start with the one-star activity and they find it too easy you could always stop them and try them with a more challenging level.


English Planning – Final Week

Wow, we cannot believe it is the final week of term! When planning the English activities this week, we tried to mirror what we would usually be doing in the last week before summer so have tried to keep the activities as light and fun as possible. Therefore, the English tasks this week are: 

-Summer activity booklet    - this booklet is full of fun and exciting English related activities for the children to complete at their leisure, they can pick and choose which activities they want to do on each day.

-Spreading their wings from Year 1 to Year 2    - we thought the children might enjoy filling out this booklet and having fun to decorate it! 


Week 13 - The Rainbow Fish by Marcus Pfister


PowerPoint – The Rainbow Fish Story  

This YouTube clip was checked on 04.07.2020 – please use under supervision.)

Discussion points

  • At one point in the story the rainbow fish becomes the ‘loneliest fish in the entire ocean’. How do you think he feels? What can you do to help someone who is feeling lonely?
  • Can you retell the story to others? You could change the animal in the story e.g. a rainbow bird or a rainbow butterfly
  • Adverbs have been used throughout the story e.g. playfully, carefully. Can you find out what an adverb is and talk about some more examples?


Task 1- Then rainbow fish is unique because of his shiny, colourful scales. He likes his scales because they make him feel special. Have a think about what makes you unique and special and then make an ‘all about me’ page. You can make this into a poster or use the page attached.

Activity – All About Me  

Task 2- At the beginning of the story, the rainbow fish was not kind to others, but then the sea creature taught him how to be a good friend. Can you create a poster teaching people how to be a good friend?

Task 3- Can you write a book review for the story? Please use the template provided to help you with what to include.

Activity – Book Review     

Task 4- Can you draw a picture of the rainbow fish and write lots of 2A phrases around it? E.g. shiny, beautiful scales. Remember to use a comma between your adjectives!

Task 5- Lots of different punctuation has been used in this story. Can you make a poster about the following types of punctuation, writing a sentence for each? Please include full stops, commas, question marks and exclamation marks.

Art related tasks

  • Can you make your own mosaic fish out of different pieces of material you find in the house? You could use paper, fabric, magazines cuttings and anything else you have
  • The rainbow fish’s scales are ‘every shade of blue, green and purple’. If you have paint at home, can you try mixing paint to make lots of different shades of these colours?
  • Can you create an underwater scene for rainbow fish to live in? This could be on paper or out of an unused cardboard box.

Week 12 - What the Ladybird Heard at the Seaside

(This YouTube clip was checked on 27.06.2020 – please use under supervision.)


Discussion points

  • The ladybird came up with a plan to stop the robbers from stealing the mermaid’s hair. What was the plan and did it work?
  • Where do you think the robbers went after they realised that their plan didn’t work?
  • Can you identify the rhyming pattern within the story, is it ABAB or AABB?
  • Can you talk about what Lanky Len and Hefty Hugh keep doing which is wrong and why is it wrong?


Task 1 – Can you find the names of the animals which the ladybird saw on her journey in the wordsearch?

Activity Wordsearch  

After you have found them all, try to use some of the characters in your own short story about an adventure. You could write this from the point of the ladybird, a different character, or you could pretend you are the ladybird and write a recount of your adventure.

Task 2- In the story, Lanky Len and Hefty Hugh tried to steal something that did not belong to them. Can you make a wanted poster for them? Remember to describe what they look like and what they did wrong so that they can be found. You could use one of the wanted poster templates attached or make your own.

Activity – Wanted Poster 1      Wanted Poster 2

Task 3 – If the ladybird had asked you for help in the story, how would you have tried to stop the robbers from stealing the mermaid’s hair? Can you make and write your own plan? You could also illustrate your plan to show how you are going to stop the robbers.

Task 4 – The mermaid was very thankful to the ladybird for stopping the robbers from taking her hair. Can you write a letter from the mermaid to the ladybird, thanking her for his help? Try to use some BOYS (but, or, yet, so) sentences in your letter to knock our socks off! E.g. I was going to come and thank you in person, but I got lost on the way.

Task 5 – This story has examples of onomatopoeia, such as snap and splash. (Remember onomatopoeia is when the word makes the sound that it is describing e.g. boom, crash, bang.) Can you create a poster using onomatopoeia words? Be as creative as you like with your poster. For example, you could change the way you write the words, you could write them in different sizes and use a range of colours. We have attached an example below to give you some ideas:

Science related tasks

  • On the first page of the story, the author talks about the weather being sunny with clear blue skies because it is summer. Could you create a poster which describes the changes in weather during all four seasons of the year? Maybe you could pretend to present your own weather forecast for a specific month and season of the year.
  • Read through the information on the clouds PowerPoint and then have a go at making and using the cloud finder to see what clouds you can find in the sky!

PowerPoint – Clouds    

Activity – Cloud Type Identifier  


Week 11 - Commotion in the Ocean by Giles Andreae

Before listening to this story, or reading it at home if you have the book, please complete task 1 as this task is for the children to guess what animal each poem is describing before they have seen the pictures or words in the text, thank you. 

(This YouTube clip was checked on 20.06.2020 – please use under supervision.)

Discussion ideas:

  • Can you try reading a few of the poems without saying the name of the animal to somebody in your class or house and ask them to guess which animal you are describing?

  • Which is your favourite animal and why?

  • If you could have one of the sea creatures’ special skills or features for the day, which would you have and why? For example, would you have eight arms or be able to swim underwater for a really long time?

Task 1 – On the attached document there are 10 poems from the book typed out in bubbles. It is your job to use your super detective skills to work out what animal each poem is describing. Once you have done this, we would love it if you could underline or highlight the rhyming words in each poem which is something you should all be experts at by now!

Guess the Animal  

Task 2 – After reading the story, can you think about which was your favourite animal and why? Can you draw a picture of this animal with lots of adjectives around it and then write some sentences to describe it and tell the author why this animal is your favourite? Maybe you like the way it moves, or the sound it makes.

Task 3 – If you are completing this work from home, we would love you to chose your favourite poem from the story and add at least 2 more lines onto the end of it to improve it. If you are in school, we would love it if you could think of a different sea animal and as a class, create a new poem which is at least 4 lines. If possible, you could all illustrate your poems after to make them look exciting and colourful.

Task 4 – After your amazing work at writing your own poems or adding your own work onto one of the poems in the book, we would love you to write a letter to the author, Giles Andreae, persuading him to publish your poem in any future books he might write. Remember to tell him a little bit about yourself, why you chose that animal and persuade him to use your poem.

Task 5 – This book is full of short, rhyming poems about animals you can find in the ocean. Can you use one of the templates attached to create an acrostic poem about an ocean animal. If you don’t want to use any of these then you can think of your own ocean animal and create your own acrostic poem.

Acrostic Poem Writing Frames 

Art/D&T tasks

  • Can you create a jellyfish or an octopus out of a paper plate and bits of material, paper or arts and craft pieces you have in your house?

  • Could you use an old or unwanted box to create an underwater scene, making some of the animals from the story to go in it?

Week 10 - The Singing Mermaid by Julia Donaldson and Lydia Monks

The Singing Mermaid

(This YouTube clip was checked on 13.06.2020 – please use under supervision.) 

Discussion ideas:

  • Can you identify the rhyming words which have been used in the story and talk about the rhyming pattern and rhythm of the story?

  • Carry out a role play activity from the point when Sam Sly asks the mermaid to join his circus. Should she go? What are the pros / cons of joining?

  • Can you have a debate with somebody in your house/class about the use of animals in the circus? Do you think they should be used? Why or why not?

  • Can you identify all of the adjectives and verbs on each page?

Task 1 – At the beginning of the story, the authors use lots of adjectives to describe the mermaid. However, when Sam Sly is introduced there aren’t many adjectives used. Can you draw a picture of Sam Sly in the circus ring and write some sentences to describe him? You could describe how he looks, his clothes, his voice, his personality and many other things.

Task 2 – The story starts with the question ‘Did you ever go to Silver Sands on a sunny summer’s day?’. Can you write some different questions which would make good story openers? For example, ‘Did you see the big, brown bear stomping around the woods?’.

Task 3 – Imagine that you have taken a trip to Silver Sands and you met the Singing Mermaid. Can you write a recount describing what you saw on the way, what the mermaid was like and how you felt? You can create new characters which you saw on the way, be as creative as you can!

Task 4 – Can you write a letter from the mermaid to the friends she left behind in the ocean, asking for their help, to help her escape from the circus? Remember to tell them all about your new friends in the circus and that Sly Sam is keeping you in a small fish tank to try and persuade them that you need saving!

Task 5 – In the Circus we meet Annie the Acrobat, Ding and Dong the circus dogs, a Juggler, a Fire Breather and a Clown. Think of a character that you would like to see perform in a circus. What can they do? What do they look like? What costume do they wear? Draw a picture and write about them, describing what they look like and what they can do.

Art/D&T tasks

  • Can you make your own handprint fish puppet to join the Singing Mermaid? See attached document for more details. Handprint Fish Instructions  

  • Can you create your own Singing Mermaid? Use the template on the document and the instructions to help you. Create a Mermaid Instructions  

Week 9 – Sharing a Shell by Julia Donaldson

Sharing a Shell by Julia Donaldson

(This YouTube clip was checked on 06.06.2020 – please use under supervision.)   

Discussion ideas

  • The tiny crab loves his new shell at the beginning of the story and doesn’t want to share it with anyone. Can you think of your favourite toy that you really love and might find hard to share?

  • Can you identify the rhyming words in the story and discuss the rhyming pattern?

  • Can you find all of the words that describe movements in the story, e.g. roaming, romping, rollicking. What name do we give to words which describe movement (remember they describe the verb)? Can you think of any others?

  • Look at the use of punctuation in the story. When have full stops, commas, questions marks and exclamation marks been used and why?

Task 1 – In the story, the hermit crab shares his home with his friends. Can you draw a picture of your home and write some sentences about who you live with? You could use lots of adjectives to describe them and write about what you like to do together.

Task 2 – The bristle worm is really good at looking after the shell and keeping it clean. Can you write a set of instructions for a job you do to help around the house? For example, you could teach people how to tidy their room, empty the dishwasher or make their bed.

Task 3 – This task relates to our IPC topic The Magic Toymaker. After you have thought about which is your favourite toy, could you invent your own toy and write a description for it. You can imagine you are a toymaker writing to a toyshop trying to sell your product or you could create a poster to tell people all about your toy. Make sure you include lots of adjectives and information.

Task 4 – The sea creatures in this story live in a rockpool which is their habitat. Can you research rockpools and create a fact file, informing the reader of what else likes to live there and where you might find rockpools?

Task 5 – Can you have a go at re-writing the story from the view point of the crab? You could write it as a story or as a recount. Once you have written the story, you could illustrate it by drawing lots of colourful pictures.

Art/D&T Task – Can you design a new, bigger shell for the hermit crab to share with his friends? You could draw, paint or create the shell using things you find around the house.

Week 8 – Tiddler the Story Telling Fish by Julia Donaldson

Tiddler Story - Tiddler - The Story Telling Fish by Julia Donaldson   

(This YouTube clip was checked on 30.05.2020 – please use under supervision.)

Discussion ideas

  • As you have spent two weeks on poetry, can you spot all the rhyming words whilst reading or listening to the story? What words can you think of which rhyme with them?

  • Think about the moment Tiddler gets caught in the net. How do you think he was feeling and why?

  • After reading the story could you tell somebody in your house an adventure you’d like to go on and why? Maybe you could even ring a friend or another family member and ask them what adventure they’d like to go on!

  • Look at the use of speech marks within the story. Can you explain why they are in those places?

Task 1 - When we were in school, we used to write a ‘My News’ recount on a Monday, so you could tell your teacher all about your weekend. Could you pretend to be tiddler and write a recount, telling us what he got up to on his adventure after getting caught in the net. Remember to use lots of time adverbials, adjectives, adverbs and maybe even some similes to make it sound very exciting!

Task 2 - Tiddler was busy making an excuse as to why he was late and ended up getting caught in a fisherman’s net and going on an adventure. Can you make a ‘missing’ poster to help find tiddler? Remember to use lots of adjectives to describe what he looks like and you could even use some adverbs to describe how he moves around the ocean.

Task 3 - In the book, Tiddler makes up stories about why he is late for school. Can you make up your own story for why Tiddler could be late for school? After doing this, you could pretend you are late for school and make up a story to tell your teacher. Make it as exciting as you can – you could even pretend you ran into a bear!

Task 4 - The author of this story, Julia Donaldson, uses conjunctions in her sentences such as ‘but’ and ‘and’. At school, we learnt about BOYS sentences, which use a conjunction in the middle of the sentence to bring to simple sentences together. B – but, O – or, Y – yet, S – so. Can you make a poster using these conjunctions in a sentence? For example, Tidder didn’t see the fishing boat, SO he carried on swimming. Can you use the conjunctions to write your own complex sentences?

Task 5 – After reading this story, some people may decide that they want to buy a fish! Can you write a set of instructions for how to look after a fish? Remember you need to choose the right tank for your fish, their water needs to be clean, they need to be fed every day and the water needs to be the correct temperature. Can you include a title, a ‘You Will Need’ box and maybe even a picture?

Other Tasks

  • A 'shoal' is the name for a group of fish. We call this a plural or collective noun. Can you find out the names for other groups of animals and make a poster showing what the animals are and what their collective noun is?

  • Imagine that you could go diving underwater. What might you see? What might you need to go deep water diving?

  • Can you design a pond or an aquarium to keep animals such a Tiddler in? It could be whatever shape you like and you can decorate it with different things to make it a lovely home for the animals.

  • Draw, paint or create an underwater scene for Tiddler to live in.

  • Can you spot the 'Gruffalo' fish in the illustrations? Can you design your own fish based on a character from a popular story?

Week 7 – Poetry – Colour Poems

Task 1 – To read and discuss the poem ‘What Is Pink?’ by Christina Rossetti. What do you notice about the poem? What punctuation has the poet used throughout the poem? Maybe you could underline or highlight the poem to show the different colours. For example, you could colour the first two lines in pink as Christina Rossetti tells us things that are pink.
What is Pink? By Christina Rossetti poem  

Task 2 – Word detective This poem was written nearly 150 years ago and you may not know what all of the words mean. After you have read the poem, could you write down any words you don’t know and with some help from someone at home, maybe a parent or an older brother or sister, find out what they mean? You could use a dictionary, a laptop, a tablet or whatever you can!

Task 3 – Similarly to last week, this poem is also full of rhyming words. Can you underline all of the rhyming couplets in the poem? E.g. pink (end of the 1st line) and brink (end of the 2nd line). Can you think of any other words which rhyme with the rhyming couplets? e.g. think, blink, wink.

Task 4 – This poem has lots of adjectives (describing words), nouns (places, people or objects) and even the occasional verb (action word). Could you underline all of the different types of words in different colours. For example, you could underline the adjectives in red, the nouns in green and the verbs in blue, or whatever colours take your fancy!

Task 5 – Adjective alphabet When you are writing poems or doing a super piece of writing, you usually have to use lots of adjectives to make it fun and exciting. On your own, with a partner or with multiple people, could you have a go at thinking of an adjective for ever letter of the alphabet. You could take it in turns and play word tennis. For example, one person would say ‘A is for angry’ and then the other person could say ‘B is for beautiful’ etc.

Task 6 – Rewrite the poem We would not expect the children to do this in one lesson as we would usually spend at least one lesson planning their version of the poem. Could you plan and rewrite the poem changing the things for each colour? You could follow the structure of this poem with each line starting with a question, or we have included a template that you could use where each line is a simile.
A Rainbow - simile template  

Comprehension - This week’s comprehension is ‘The Owl and the Pussy Cat’ poem. Please see the Reading section above on this page.

Science related task – This poem goes through all the colours of the rainbow. Could you try to find out why and how we get rainbows and make a poster about your findings?

Art/D&T project – Could you paint, draw or create a rainbow to go with your poem? Maybe you could have a go at drawing the different things you have included in your poem as well?

Week 6 – Poetry – Incy Wincy Spider  

The children have previously looked at riddles and have explored rhyming poems as well as a traditional poem; London’s Burning. This week’s work will be building on their prior knowledge of poetry as well as incorporating some grammar activities.

Task 1 – To read the poem ‘Incy WIncy Spider’. Could you read it in different voices, change the volume of your voice or even try and read it very quickly or slowly? Maybe you could use a teddy and pretend it is Incy, acting out the poem as your read it?    

Task 2 – This poem is full of rhyming words. Can you underline all of the rhyming couplets in the poem? E.g. spout (end of the 1st line) and out (end of the 2nd line). Can you think of any other words which rhyme with the rhyming couplets? E.g. trout, about, shout.

Task 3 – Throughout this poem there are lots of verbs which tell us about the actions of the characters e.g. climbed, washed, dried. However, the poet has forgotten to use adverbs which tell us how the action happened. For example, ‘carefully climbed up the water spout’. Could you improve this poem by adding in adverbs before the verbs?

Task 4 – Lots of poems have similes in which compare two things e.g. the giraffe was as tall as a mountain. As this poem is about a spider, could you think of as many similes as you can to describe different animals?

Task 5 – Rewrite the poem. We would not expect the children to do this in one lesson as we would usually spend at least one lesson planning their version of the poem. Incy Wincy Spider follows a spider’s journey. Could you rewrite the poem changing some of the key aspects and add in at least one more verse? You could change the animal, the journey the animal goes on, the setting or even add in new characters. As a further challenge, could you try to include some of your own rhyming couplets?

Comprehension Sticking with the theme of animals, this week’s comprehension is ‘The Zoo Vet’. Please see the Reading Section above on this page.

Science related task Could you research the animal you based your poem on and create a leaflet, poster or fact file to teach people about it?

Art/D&T project Could you paint, draw or create a picture or make a sculpture of the animal you have chosen for your poem? Maybe you could also draw or create a background to show its journey?

Week 5 – The Oxford Reading Tree – The Magic Key

This week’s book is one of the Biff and Chip stories; ‘The Magic Key’

(This YouTube clip was checked on 03.05.2020 - please use under supervision.)

    The Magic Key

Discussion ideas:

Why did Chip think the box was magic?

What do you think could be inside the box?

What do you think might happen after Biff picks up the magic key?

Can you make some predictions?

How do you think the characters felt when they got smaller?

Can you think of any other stories where characters get bigger or smaller?


Writing Tasks

  • To sequence the story in the correct order – Download the Word Document and print the sequencing cards or move the statements into the correct order both activities can be done via this website link.   The Magic Key - Sequencing Activities    

  • Draw a picture of another giant object that Biff and Chip might have seen in the house. You could draw Biff and Chip very small next to the objects! Can you write some 2A phrases to describe the object?

  • Design your own Magic Key - Can you think of your own adventure? Where could the Magic Key take you? Biff and Chip’s adventure was set in their bedroom, where will yours be… under the sea, space, a jungle, desert or an enchanted forest? Design your key to match your setting?     A template for your magic key…   

  • Write a story(We would not expect children to write the whole story in one session – maybe they could write the introduction / adventure to the new setting / and ending in 3 separate sessions.) We would like you to change the setting of the story. Biff and Chip are in their room and have just seen the magic key. Can you take them on an adventure to your new setting? Maybe they could shrink and find a magic door in the room that takes them to the setting? Remember they will come back to their bedroom after their adventure. Don’t forget to use time adverbials to order the events (first, next, then, finally etc) and try to use some interesting 2A (two adjective) sentences. Challenge: can you extend your sentences by using the conjunctions But, Or, Yet, So (BOYS).

  • Art / DT related task - Design your own magic box. You could use an old shoe box or cereal box and decorate it or you could just draw a picture of your box on a piece of paper.

Week 4 - On the Way Home - Jill Murphy

(This YouTube clip was checked on 24.04.2020 - please use under supervision.)

   The story of On the Way Home by Jill Murphy

Discussion ideas whilst reading: (Please use the reading section on this page to find a PDF of the story along with a comprehension pack for - On the Way Home).

- Before listening to the story, look at the front cover. What might happen to the girl on the way home?

- There are lots of characters from different stories in the book, e.g. The Big, Bad Wolf, The Woodcutter, The Gigantic Giant. Can you think of other books that they appear in and retell those stories?

- In the story, Claire hurts her knee. Can you think how she might have felt when this happened? Have you ever hurt your knee or a different body part and how did that make you feel?

- Can you act out the story with members of your family?

- Can you retell the story to different people in your house or even ring a friend or family member and use lots of expression?

Writing tasks

Task 1 – Can you write a new story with the title 'On the Way Home'? Maybe you could change the characters and how she hurt her knee. Could you be the main character, who might you meet on your way home? (Make sure you tell us all about your stories on Facebook. We cant wait to hear who you will meet on your journey!)

Task 2 – There are a lot of people who speak in this story. Could you change what the characters say or how they say it? Maybe they could whisper, or shout, or scream! Draw a picture of that character and in a speech bubble write your own speech.

Task 3 – Write a recount about Claire's adventures. (Remember to use your time adverbials.)

Task 4 – This is your turn to be a news reporter! Can you write some interview questions to ask Claire about how she felt at different points in the story? Remember to punctuate your sentence using a question mark. Why do you think she gave so many different reasons for hurting her knee?

Task 5 – Can you make a new page for the book, in which Claire tells another friend / character an unusual way that she hurt her knee?

Task 5 – Could you write a description of one of the characters in the book using lots of wonderful adjectives? Challenge yourself to use a 2A (2 adjective) sentence. The slithering, slimy snake moved quickly along the hard, concrete path.

Other tasks related to our story this week:

Maths Tasks

This story relates to our maths topic this week which is position and direction. Look where Claire is standing in the book. Is she standing to the left or to the right of the other characters? Could you draw a map of her journey including whether she had to turn left or right and if she had to do a quarter turn, half turn or full turn? Maybe you could act the journey out yourself or tell a family member where to go. Remember to use the correct words - right, left, quarter turn, half turn, full turn.

Could you set up an obstacle course in your garden and use your directional vocabulary to guide a family member round it?

Science tasks

  • Research snakes and create a fact file. Maybe you could try and find out what type of snake might have wrapped itself around Claire.

  • Find out how our bodies heal themselves when we get hurt.

  • Create your own medical kit of things we need if we hurt ourselves based on your research.

  • In the story Claire said that she saw a UFO from another planet. Could you find out about the different planets in our Solar System? What does UFO stand for?

  • Claire’s friend Abigail had a skipping rope in her hand. Can you find out why exercise is good for us and what happens to our heart rate as we exercise?

Art / Design and Technology Task

  • Design a new playground for Claire to play in. You could draw or paint it or even make it using an old box, toilet roll tubes or other things you find around the house and in the garden.

  • Design a new front cover for the book.

  • Draw/paint or create one or a few of the characters from the book.

Music Task

What sort of noises might have been made in the story ‘On The Way home’? What noises do the animals make in the story? How might the UFO have sounded? Have a go at finding some things around the house that you could use to try and recreate some of these sounds. E.g the clashing of the alligators jaw, the slithering sound of him crawling, the growling of the wolf.

Week 3 - Peace at Last – Jill Murphy

Peace at Last Story  Peace at Last by Jill Murphy

(This YouTube clip was checked on 19.04.2020 – please use under supervision.)

   Peace at Last - YouTube

Discussion ideas when reading:

  • Think of some speech / thought bubbles for each bear in the illustrations.

  • Look at the use of capital letters in the story. Why has the author written some words in CAPITALS?

  • Mr Bear hears lots of sounds during the night. Can you find the words which describe these sounds? Can you think of any other words that describe a sound?

  • Retell the story from the point of view of Mr Bear. How was he feeling at each point in the story?

  • Could you record your own voice reading the story with lots of expression?

Writing Tasks:

Task 1 – Write a story about the dream that Mrs Bear might have while she is sleeping.

Task 2 – Write a description of what it is like in your house at night. What does it look like? What does it sound like? What does it feel like?

Task 3 – Mr Bear is tired. Make a list of other words that mean the same as 'tired'. Can you use a thesaurus to find anymore?

Task 4 – Can you write one of the stories on Mr. Bear's newspaper. What news events might have taken place that day?

Task 5 – Mr Bear eats a sandwich in the middle of the night. Write a set of instructions to teach someone how to make their own delicious sandwich.

Task 6 – Use the speech to rewrite the story in the form of a play script. Can you act out the story with your family?

Other tasks all related to our story this week:

Maths Task:

  • This links to our Mathletics focus 'Time' this week - Look at the clocks in the illustrations. What times are shown? What is the difference between the times on each clock?

Science Tasks:

  • Find out about animals that are nocturnal. What do they do at night time? What do they do during the day?

  • Investigate why we have night and day.

  • Learn about shadows and how they are formed.

  • Find out why we need sleep. How does it help our bodies? What happens if we don't get as much sleep as we need?

  • The moon is shown in a number of the illustrations. Use a book about space to find out about the moon and how it affects us here on Earth.

  • Look at the shape of Mr Bear's feet in the pictures. Can you find out about the footprints of different creatures? How are they similar / different?

Art / Design and Technology Tasks:

  • Design and make a new pair of slippers for Mrs. Bear.

  • Make a new mobile to hang above Baby Bear's bed.

  • Design a machine that might help Mr Bear sleep. You could use this example from Wallace and Gromit to give you some ideas:

(This YouTube clip was checked on 19.03.2020 – please use under supervision.)

    Wallace and Gromit Inventions

  • Can you draw some pictures of objects and their shadows?

Music Task:

  • Compose a bedtime song to help Mr Bear to sleep.

Geography Task:

  • Draw a map that shows the layout of the Bears' house. Don't forget to include the garden and the car!

Week 2 - Easter Writing

Task 1 – To write an Easter poem

Can you write an acrostic poem relating to Easter? Could you use the words eggs, Easter, bunny or chocolate? (Remember to write the word down the margin of the page and use the first letter of each line to write an Easter themed sentence.) Challenge yourself to use rhyming couplets.

Happy Easter everyone,
Over in the field the Easter bunny hops,
Picking up the chocolate eggs all over Dorridge!

Task 2 – To write an Easter story 

Can you complete the story…

On a sunny, fresh morning I saw the Easter bunny run past, so I chased him and…

Try to use some 2As (sunny, fresh) and remember to use conjunctions (BOYS - but, or, yet, so) to extend your sentences.

Task 3 – To write instructions for an Easter bake

Can you write a set of instructions using time adverbials (first, next, then) and imperative verbs (mix, stir, pour).

Task 4 – Word challenge

Easter starts with the letter ‘E’, how many other words can you think of that start with E. How many words do you have? Could you use a dictionary to look for more?

Task 5 – Wanted Poster

The Easter bunny is missing! Can you design a wanted poster to get him home before Easter. Make sure you describe his appearance, his personality, where he was seen last seen and his likes and dislikes.

We would love to see some photos of your work, baking or posters this week. Please post any wonderful work on our Facebook page, we can't wait to see them!

Week 1 - Whatever Next    Written by Jill Murphy

Whatever Next! By Jill Murphy

Read the story ‘Whatever Next’ using the PowerPoint link above.

Task Ideas

Task 1 – Once you have read the story, discuss it together, thinking about the main characters and the sequence of the story e.g. what happened first in the story, how did it end. Use the reading questions above to support further discussion. Could you retell the story and change some elements of it? For example, could you make small changes such as the characters names, what the bear might pack, what he might use as a helmet etc. Additionally, you could act out the story with friends or family.

Task 2 – The story starts with the question ‘Whatever Next?’. Can you think of other questions about the story? Baby Bear goes into space in the story, so maybe you could write some questions about space? Think about the 5W's (Who? What? Where? When? Why?) and remember the punctuation needed at the end of a question.

Task 3 – Baby Bear and Owl had a picnic on the moon. Can you write a set of instructions on ‘How to Make a Sandwich’ to take on a picnic? The sandwich filling could be your favourite or even one you have today. Remember to use time adverbials (first, next, then...) and imperative verbs (bossy verbs; cut, spread...).

Task 4 – Packing to go to the moon would be a really big task for Baby Bear. Could you write a list of things you would pack to take to the moon and draw pictures to go with your writing. Remember to put commas between your objects

I would pack a jumper, a pair of trousers, a picnic and some socks.

Task 5 – Write a diary entry from the point of view of Baby Bear, telling the reader all about his journey to the moon. What happened to him? How did he feel about it? Remember to use lots of time adverbials (first, next, then…), 2A sentences (huge, rocky moon) and challenge yourself by using some adverbs (silently flew) and similes (as fast as a cheetah).

Task 6 – To re-write the story of ‘Whatever Next’ with a slight twist. Instead of Baby Bear flying to the moon could you change the setting he visits? Could he land at the beach? Under the sea? In a dinosaur world? The jungle? Write your own adventure story and have fun!

Science Task - In the story, Baby Bear goes on a journey to the moon. Can you use books or the internet to find out some facts about the moon or a planet of your choice and make a fact file on it? You can set this out however you like and be as creative as you like!

Art/D&T Task - Baby Bear uses a colander as a helmet to protect his head on the way to space. When we come back, our new Big Writing Adventure will be based on ‘Recycling’, so could you find out what things can be recycled and why recycling is important for our planet. Have a go at using recyclable objects to make your own helmet to take on an adventure to space.



Maths Planning – Final Week

As it is the final week of term, usually in school we would be doing lots of fun things and enjoying the last week before the summer holidays! We have decided to make maths this week as fun and active as possible so hopefully you can have as much fun at home as we would usually be having in school.

Here are some ideas for things you could do this week for an Active Maths experience:

  • With permission and help from an adult, build an obstacle course either outside or somewhere in the house. Using a stopwatch or clock, time how long it takes you to complete the course. If you have a sibling or another family member with you, time how long it takes both of you to complete the course. Who was fastest? Can you beat your personal best? Once you have completed the obstacle course, count up your heartbeats for a minute. How many beats per minute did you have?
  • Using chalk outside (with an adults permission) make your own hopscotch with multiples of 2, 5 and 10 inside the boxes. Try chanting each number as you jump on the hopscotch. Can you remember the numbers without looking?
  • Play a game of ‘Fizz Buzz’ with someone else at home. Use the 2, 5 and 10 times table for this.
  • Take 2 pieces of paper and write a digit between 0 and 9 on each. Place them on the floor and move them in to different positions to see the different numbers you can make. How many possibilities were there? Say how many tens and ones there are in each number. Try this again with 3 pieces of paper and make a 3-digit number. Were there more possibilities? What different combinations could you have? Say how many hundreds, tens and ones there are in each number you make.
  • Using a tennis ball or football, count how many times you can throw and catch the ball in a minute. You could do this on your own or with someone else. If you are playing with someone else, move further away from each other to each time the minute is up to make it more of a challenge!
  • Maths Activity Book       - this booklet is full of fun and exciting Maths related activities for the children to complete at their leisure, they can pick and choose which activities they want to do on each day.


Week 13 - Time

Lesson 1 – Time to the hour

  • Why is time so important? When do we use time to help us?
  • Discuss all the different ways we can find out the time. What can we use to tell time? (digital, analogue, sundial, phones, watches, clocks)
  • Create a poster with pictures showing all the different ways we can tell the time.
  • Can you tell the difference between the minute hand and hour hand? What do you notice, how do they move?
  • Watch the video at  

(This YouTube clip was checked on 04.07.2020 – please use under supervision.)

  • Have a go at the worksheet Lesson 1 – Time to the Hour  
  • If you can use an analogue clock at home, practise making some different o’clock times.
  • Notice how many minutes there are in an hour.

Lesson 2 – Time to the half hour

Lesson 3 – Writing the time

    • Can you remember how many minutes there were in an hour?
    • How many seconds are there in a minute?
    • Have a go at the worksheet Lesson 3 – Writing the Time  
    • Discuss the different lengths of time for things such as brushing your teeth, a day at school, watching your favourite film. How long do you think these things would take? Can you estimate in seconds, minutes or hours?
    • Have a go at making your own clock either with the resource provided (you will need scissors, a split pin and pencil crayons to decorate) or you could use a paper plate and draw out your numbers. Make sure you use an analogue clock at home to help.   Activity – Clock Face Template  

Lesson 4 – Comparing time

(This YouTube clip was checked on 04.07.2020 – please use under supervision.)

  • Which is longer? An hour or a day? How do we know?
  • Have a go at the worksheet Lesson 4 – Comparing the Time     and discuss how we can work out which are the longer times.
  • Write out a time diary for a day in the life of you. Write the time you wake up, what time do you brush your teeth? Have breakfast? Go to school?
  • Which of the activities in your time diary were longest? How long do they take?

Lesson 5 – Telling the time in everyday life

  • Does everyone have an analogue clock in their house?
  • Discuss how clocks on a microwave or phone look different to a clock on the wall.
  • Explore the differences between analogue and digital clocks.
  • Watch the video at    to understand the difference between digital and analogue clocks.
  • (This YouTube clip was checked on 04.07.2020 – please use under supervision.)
  • Practise telling the time on both.

Week 12 -  Money

Lesson 1 – Recognising Coins

  • Watch the White Rose Video - 
  • Have a go at the worksheet – Lesson 1 – Recognising Coins  
  • Why is money important? What sort of things do we use money for?
  • Find some coins at home. Can you say what they are? Try sorting them in to groups of the same coin.
  • Can you work with an adult to add up your coins?
  • Is it easier to group them first and then add up each group?

Lesson 2 – Recognising Notes

Lesson 3 – Counting in Coins

Lesson 4 – Using money in a real- life context

  • Next time you are at a shop, see if you can help your Mum, Dad or whoever is at home buy something. Can you sort out the correct coins?
  • We would love to hear about what you have helped to buy from a shop!
  • If you have access to an Argos catalogue (or similar), imagine you have £20 to spend. Can you create a poster with all the items you have chosen cut out and stick them on your poster? Write on your poster why you chose those items. Make sure it does not go over £20!

Week 11 -  Place Value to 100 - Comparing Numbers

Lesson 1 – Counting to 100

Lesson 2 – Partitioning Numbers

Lesson 3 – Comparing Numbers (1)

Lesson 4 – Comparing Numbers (2)

Week 10 - Multiplication and Division

Lesson 1 – Arrays

  • Watch the White Rose video on Arrays. 

  • Have a go at the worksheet. Lesson 1 - Making arrays 

  • Have a go at drawing your own array. Can you write how many rows and columns your array has?

  • Write a repeated addition sum for your array. E.g for an array that has 3 rows of 3, the repeated addition sum would be 3 + 3 + 3.

  • Discuss the words ‘lots of’. How many ‘lots of .....’ are there in your array? E.g for the above array, you can say there are 3 lots of 3.

  • Try a different array using different amounts and write the addition sum and 'lots of' statement.

Lesson 2 – Doubles

Lesson 3 – Sharing

Lesson 4 – Grouping

  • Watch the White Rose video 

  • Have a go at the worksheet. Lesson 4 - Making Equal Groups - Grouping  

  • If you have a computer, use the program ‘Paint’ to draw some objects such as fruit, sweets etc. Use a total number of objects that is in the 2 or 10 times table. Can you move the objects on the screen to put them in to 2 groups?

  • If you don’t have access to a computer, try drawing out the objects with a total that is in the 2 or 10 times table. Group them into two groups by drawing 2 circles and drawing the sweets inside the circle.

Week 9 - Multiplication - Counting in groups of twos, fives and tens

Lesson 1 – Count in 2s 

  • Watch the White Rose video at 

  • Have a go at the worksheet. Lesson 1 - Counting in 2s  

  • Use counters, cubes or other counting objects and sort them in to groups of 2. Practise counting them in groups of 2.

  • Have a go at a ‘counting in 2s ping pong’ with a partner. One person says the first multiple of 2, the next person continues and so on.

  • Play ‘Buzz’ with a partner. Count from 1 and whoever has to say a number that is in the 2 times table, must say ‘Buzz’ instead of the number. If one person says the number instead of ‘Buzz’ then you have to go back to 1 and start again! How far can you get without having to start from the beginning?

Lesson 2 – Counting in 5s

  • Watch the White Rose Video at 

  • Complete the worksheet. Lesson 2 - Counting in 5s 

  • Watch the video at    and join in with the song.  (This YouTube clip was checked on 06.06.2020 – please use under supervision.)

  • With an adult, use some paint on your hands and create handprints on a piece of paper. Underneath each handprint, count up in 5s and write the correct number in the sequence.

  • What do you notice about the numbers in the ones column for each number as you count up in 5s? Is there a pattern?

  • Practise counting in 5s using objects.

Lesson 3 – Counting in 10s

Lesson 4 – Adding equal groups

Week 8 - Mass, Capacity and Volume

This week we will be finishing the Measurement Unit and focusing on mass, capacity and volume.

Lesson 1 – Measuring Mass

Lesson 2 – Compare Mass

  • Watch the video at White Rose home learning. White Rose Home Learning - Year 1   

  • Have a go at the worksheet - Lesson 2 - Compare Mass  

  • Find pairs of objects around your house. Which do you think would be heavier? What makes you think that? If you have some weighing scales, you could have a go at measuring them for yourself and seeing if you were right!

Try out this game at and see if you can find which objects are heaviest using the scales. 

Lesson 3 – Introducing capacity and volume

Lesson 4 – Measure Capacity

  • Watch the White Rose home learning video. White Rose Home Learning - Year 1   

  • Have a go at the worksheet - Lesson 4 - Measure Capacity  

  • If you managed to find some different containers for yesterday’s lesson, fill them up with the same amount of water in each. Why do you think it looks different in the containers even though it is the same amount? Parents: If you are feeling brave and have some available, you could add a few drops of food colouring to the water to make it more exciting and easier to see in the container.

Lesson 5 – Problem solving with volume and capacity

  • Try out the ‘capacity word problems’ There is more than one answer so try and find all the options you can!

The word problems are differentiated and children can complete all or those they are comfortable with. The first problem involves addition to 20, the second to 100 and the third to 200.

- Capacity Word Problem - 20 litres  
- Capacity Word Problem - 100 litres  
- Capacity Word Problem - 200 litres  

  • Challenge: Can you write out your own ‘capacity word problem’ for an adult?

  • Can you think of different containers we use to measure things? Draw all the different containers you can think of and label why you would need to use them. E.g a measuring jug for measuring liquids when cooking or baking.

Week 7 - Measurement

This week we are learning about length, height and mass.

Lesson 1 – Comparing length and height

  • Ask everyone in your house to stand in a line. Make a prediction – Who do you think is the shortest? Who might be the tallest? Can you put them in order from shortest to tallest?

  • Have a go at the comparing length worksheet. If you cannot print the sheet out then you can just discuss and choose your answers verbally.       Comparing length worksheet  

  • Choose some objects in your house. Estimate which one you think might be taller. Put the 2 objects next to each other and see if you are correct.

  • Watch the video at   on how we can use different pieces of equipment to measure things.

Lesson 2 and 3 – Measuring length

  • Have a go at the measuring objects worksheet.   Measuring objects worksheet  

  • If you have some cubes or blocks that are the same size at home, use them to measure the length of some objects. Try estimating the length in cubes first and see how close you are to the actual answer!

  • If you have some string at home, cut 4 pieces all of different lengths. Measure each piece of string with cubes. Then, put the strings in order of their length starting with the shortest.

  • Use ‘Coconut Ordering’ at   to order lengths. Select ‘Up to 10cm’ to get started and then if you feel confident, choose ‘Up to 20cm’

Lesson 4 – Introducing weight and mass

  • If you have any recipe books at home, have a look at a simple recipe that you can use to make a cake, biscuits etc. Weigh out the ingredients (if you can) as instructed in the recipe. What do you notice about the measurements? (Draw the child’s attention to the units used to measure weight) Which ingredients are heavier?

  • Have a go at ‘Coconut Ordering’ on Topmarks at   Select Mass and start with ‘Up to 10g’. If you are feeling confident and want a challenge, you can select ‘Up to 20g’

  • Create a mind map showing all the different things we can measure in our everyday life and the reasons we may need to measure things. E.g weighing out ingredients for recipes, weighing out fruit and vegetables at the supermarket, babies being weighed when they are born, animals being weighed at the vets.

  • Have a go at the Weight and Mass Worksheet.   Introduce weight and mass worksheet  

Week 6 - Addition and Subtraction

This week, we are practising our addition and subtraction skills. Follow the link     to access the White Rose home learning videos for each lesson. Below, are some activities to go along with each video.

Lesson 1 – Add by making 10.      Number bonds to 10 - showing the Part, Part Whole Model

(This YouTube clip was checked on 10/05/2020 – please use under supervision.)

  • Play ‘number bond ping pong' with a partner. One person says (bats) a number between 0 and 10 to a partner and the other person has to say (bat) the number back that goes with it to add up to 10. E.g 4 ---- 6     2 ----- 8

  • Could you play this – when catching or kicking a ball to your partner?

  • Roll a dice and see which number it lands on. What would you have to add on to that number to make 10?

  • Could you challenge yourself to make 20?

Lesson 2 – Subtract within 20

Lesson 3 – Addition and Subtraction word problems

  • Have a go at the addition and subtraction word problems.

  • Write some of your own and test an adult. You could also ask them to write one to test you!

Lesson 3 - Word Problems  

Lesson 4 – Compare number sentences

  • Have a go at learning the ‘Greater Than, Less Than, Equal To’ song at  

(This YouTube clip was checked on 10/05/2020 – please use under supervision.)

  • Gather some objects such as counters, cubes etc and give some to a partner. Keep some for yourself. Can you say who has more? Who has less? What sort of language would you use to describe this? (Greater than, less than)

  • Use counters, cubes or some other objects you can find in your home and sort them in to 2 different groups. Draw the greater than or less than sign on a piece of paper and place your two groups on the correct side.

  • e.g.   5 ≤  9       24   ≥ 10

Week 5 – Fractions - Finding a half and a quarter

  • Follow the link to access videos and worksheets about finding a halves and quarters. There are lots available on here so you can choose to stick with the activities on the website or you could use the activities below. Alternatively, you could use a few of each! Don’t feel like you have to do everything. These are just here to give you some ideas so you can pick out what you would prefer to do. 

  • Draw a large circle on a piece of paper (ask an adult to help you draw round something that is circular shaped) Split your circle into ½ and make your own halves of a pizza! Can you write an ingredients list for each half? Do the same with quarters.

  • You will need a number of objects for this activity - Can you use counters or cubes if you have them at home or pegs, marbles, toy cars, lego bricks etc). Can you use different amounts and split them in half? (Remember the halves have to be equal!) What do you notice about the numbers you can half? Clue - Odd / even? What about quarters? (Adult support will be needed to explain the pattern of the four times table.)

  • Draw different 2D shapes on a piece of paper (make them as accurate as possible) and split them in half. Colour one half of the shape in one colour and the other half in a different colour. If you need help – cut them out and fold them in half. Can you draw some other 2D shapes, but this time split them into quarters. Can you colour each quarter in a different colour? I f you need help – cut them out and fold them in half and half again. Are there any 2D shapes that you can’t split into quarters?

  • Watch the video

    Discussion points: Were all the things halved in the video cut or split in the same way? What was special about each half? Can you find any other things around your house that you could halve and share with someone else?

    Challenge: Have a go at the problem solving part on the White Rose home learning page if you feel confident enough!

So far, in Year One, the children have covered the following units:

  • Place value

  • Addition and subtraction

  • Shape

  • Length and Height  re-capped - 18/05/2020

Units still to be covered in Year One:

  • Measurement - Weight and Volume - lessons at home 18/05/2020   /   01/06/2020

  • Multiplication and Division - lessons at home 08/06/2020 (multiplication)  /  15/06/2020

  • Position and Direction - lessons at home 27/04/2020

  • Money - lessons at home 29/06/2020

  • Time   - lessons at home 20/04/2020  /  06/07/2020

  • Fractions - lessons at home 04/05/2020  

Please refer to the White Rose links below which provide the backbone schemes of work and questions for each unit to help you support your child with their learning. Select the Year One tab to show all of the units and then click on the desired unit to access the scheme of work. There is also a section specifically for home learning.

 White Rose Primary Schemes of Learning

White Rose Home Learning

Mathletics activities are focused around the Year 1 objectives. We will set 3 activities a week based around a specific Year One objective. Please encourage your children to complete these and then they will be able to access an array of activities throughout the range of Year 1 objectives.

Please login using your  Mathletics  username and password (if you have forgotten this information, it is stuck in the back cover of your child’s Home School Organiser).

Active Maths

Active Maths is a great website that provides activities to get your child practising their maths skills in a fun and active way. Please see the Homework Guide for Parents about how to access and use the website.

 Homework Guide for Parents

 Active Maths Homework

Some other supportive tools and games:

 Topmarks KS1 Maths Games

 ICT Maths Games

Splat Square Hundred Grid


Science / IPC Tasks

Hooray…Let’s Go On Holiday!

Our new IPC topic will be Hooray…Let’s Go On Holiday!

We will update this section every week with the next couple of objectives and tasks.

Unit Summary

Holidays are special days when we take a rest from school and work. Our holidays in the past were very different from holidays today. Now that we can travel to all parts of the world and even space, who knows where we will go for our holidays in the future?

Over the next 4 weeks we will be covering the objectives below:

In Geography, we’ll be finding out:

  • About the places people go to on holiday

  • How they get to their holiday destination

  • Some of the things people do on holiday

  • What people wear on holiday

In History, we’ll be finding out:

  • About the holidays that we have had in our own past

  • About the holidays that our families and other people have had in the past

  • What is the same and what is different between holidays in the past and today

In Art, we’ll be finding out:

  • How to create a sand art sculpture (We normally study the artist Raymond Wirick a brilliant sand sculptor    and children are given the opportunity to try to design their own simple sculptures using tips shared in class.)

  • About some of the pictures that are used to record holidays

  • How we can record our holidays

In ICT & Computing, we’ll be finding out:

  • How to use mapping software

In Society, we’ll be finding out:

  • How to stay safe on holiday

In International, we’ll be finding out:

    • How to greet people in different languages

    • About future holidays in space

The Final Week 4 of Hooray…Let’s Go On Holiday!


This week we would like you to convince us to visit a holiday destination of your choice. The destination could be in the UK or abroad. It might be somewhere you have visited or a place you would be interested in visiting.

This week is a research based project. With the help of an adult we would like you to research your holiday destination. Consider the weather, traditions, food, activities and things to do, how would we travel there, what accommodation could we stay in, animals that are native to that location and any important or interesting landmarks.

Activity - We would like you to use all this information and research to create a poster that sells your holiday location to us.

Postcard – could you design a postcard for your location?   Postcard Template  

Week 3 of Hooray…Let’s Go On Holiday!

Task 1 – Wonders of the World


YouTube has videos of the seven man-made wonders of the world, including: the Great Wall of China, Machu Picchu, Chichén Itza, Petra, Christ the Redeemer, Roman Coliseum and the Taj Mahal.

(These YouTube clips were checked on 04.07.2020 – please use under supervision.)   – an aerial tour of each wonder    – brief information about each wonder

YouTube also features seven natural wonders of the world, including: Grand Canyon, Great Barrier Reef, Mount Everest, Paricutin Volcano, Harbour Rio de Janiero, Victoria Falls and the Northern Lights.    – a tour of each natural wonder


Ask your child to choose one of the wonders of the world and find out as much as they can about it. Their research should answer the following questions:

What country and continent would you find this wonder of the world?

How old is it?

Is it man-made or natural?

Why would people want to see it?

Could you visit this place on holiday?

Encourage your child to make notes, drawings, maps and/or models in answer to the research questions.


Task 2   -    Holidays in your past


Talk about holiday and day trip experiences with your child. What does your child remember from when they were younger? Can they name any places they have been on holiday or any day trips to places they have visited?


Ask the children to draw a timeline displaying today’s date at the far end. Working back along the timeline, mark the date for each year of your child’s life. Can they add their favourite holiday or day trip for each year from when they were a baby until now. They could use photographs, postcards, their own drawings or other evidence (such as souvenirs, tickets etc.) to sequence the events. Encourage them to think about the different information that their timeline could provide. For example, the clothing that was worn, activities and pastimes that were on offer, the foods that were eaten, souvenirs that were bought and so on. Children could use colour coding to highlight and categorise different types of information on their timeline.

They could write down the reasons why they liked each holiday or day trip.

Example – Please see attached a simple example of a timeline your child could use – A Timeline of My Holidays and Day Trips  


Task 3 - Holidays in the Past

This task involves exploring the seaside today compared to how it used to be in the past.

Talk to your child about what they know about the seaside. What activities you could do there? What would you wear and take? What food might you eat? The type of shops along the seafront. How would you travel to the seaside?

Please allow your child to watch the Video - The Magic Grandad – they will be venturing back in time to a seaside in the past to see changes for themselves.  

(This YouTube clip was checked on 04.07.2020 – please use under supervision.)

Please explore the PowerPoint - Holidays – Now and Then  

This will highlight key changes and comparisons.

With all this new knowledge, have a go at completing the activity below. Can you sort the images into the now and then columns. Which seaside do you like better?

Activity – comparison sheet  

Activity - Images for sorting  


Extension activity – Holidays - Future of Space Travel

  • Ask your child if they think they will ever be able to go on a space holiday.
  • They may not think it possible, but you can tell them about developments that are being made to take tourists into space. It might be expensive now and beyond the reach of many families today, but that could change in the future.

(These YouTube clips were checked on 04.07.2020 – please use under supervision.)   – the Virgin Galactic website has information about future space travel and its spaceships.

  • Would they like to visit a planet? Which one and why? Can they research that planet, using books and the internet to find facts and interesting information about it?

The following websites will provide some great information:    – Kids Astronomy website has information and animations about the Earth and the solar system.   – the BBC Space website has an excellent section on our solar system, with stunning images and links to further information.    – NASA website has information about the planets and the solar system.

  • Remind your child that they have been ‘travel agents’ in the role-play task, but now they are going to be ‘space agents’ – giving advice and making bookings for people who want to take holidays in space.
  • As space agents they could create space travel brochures, or TV adverts using video cameras or tablet devices, using the information they have discovered from their research.
  • Ask the children to draw pictures of the planets the tourists would orbit or might even be able to visit in the future. Invite them to imagine what a holiday on one of the planets would be like. What would a space hotel look like?
  • Ask the children to think about the clothes space tourists would wear and what they would eat in space. If they were packing a suitcase for their holiday in space what would they put in it? What would a spaceport look like

Week 2 of Hooray…Let’s Go On Holiday!

Task 1 – Map Work – UK

PowerPointThe United Kingdom   

This week we are continuing to develop our map skills. Please share the information in the PowerPoint above before our true and false quiz!

PowerPoint – The United Kingdom – Information and Quiz    

On completing this, please encourage your child to complete the worksheet below labelling the countries and capital cities within the UK. Can they use different colours to colour each of the countries in the UK?

Activity Differentiated map of the UK    

Task 2 – Map Work – World

Notes for Teaching – The seventh continent (the smallest) is Australia. Australia is classed as a continent as it sits on its own tectonic plate. Often, other terms such as Oceania or Australasia are used to incorporate the smaller islands within that region, such as; New Zealand, Papua New Guinea and Tasmania. The videos, songs and activity below use all those terms as it is important children are aware of them.

Continents and oceans of the world – Please watch the video about our world.

This video explains the key physical features of the Earth.

It explores the continents, the oceans, the poles and the equator and where they are located on the planet. 

Here are a couple of our favourite songs to help you remember the seven continents and five oceans, enjoy!

Continents Song -  

Five Oceans song -  

After learning all of this please complete the Continent and Ocean map activity.

Activity – Continents and Oceans Map Labelling  

Task 3 – Hot and Cold Climates

This task focuses on the weather and climate across the world.

It is important that children can explain the difference between the terms weather and climate.

Weather is the day to day or even hourly changes that we can see happen.

Climate is the average weather conditions in a place over at least 30 years.

PowerPoint – Hot and Cold Climates    

Activity – Using the Continent and Oceans Map from Task 2 and today’s slides 13 and 14. Cut out the animals and stick them onto the correct climate zones. You could use and atlas or the internet to help you.

Can you think of items you would need when travelling to a hot or cold destination. Complete the activity below by drawing and labelling the items in each suitcase.

Activity – Climates – Packing a Suitcase  

Extra Activity - A wonderful website containing further information and interesting facts if you want to find out more:  

Week 1 of Hooray…Let’s Go On Holiday!

Entry Point – Task 1

You can create excitement and anticipation at the start of this unit by setting up a travel agency role-play.

You will need some props, for example:

  • Desk and chairs

  • Old travel brochures

  • Posters advertising a range of different holiday locations – hot and cold

  • Wall calendar or desk diary

  • If needed please see the attached file containing Role-play resources - Role-play Resources   

We would love to see your travel agents! Please share these with us on Facebook!

Discuss the roles of the travel agent and customers. Ask the children: what does the travel agent do? What does the customer want?

Invite the children to role-play various scenarios, e.g. a family of four looking for a fun beach resort, a group of teenagers going skiing, a couple who want to go sight-seeing, and so on. You could add a further level of difficulty by giving the children a specific holiday budget.

Encourage thoughtful and realistic conversation between the travel agent and the customer, for example, the travel agent listens and advises – they don’t tell the customer where to go on holiday!

Take it in turns with your child to model the role of the customer or travel agent. Give the children the language and vocabulary they will need for the role-play. Write useful words and phrases down for them, for example:

  • Late deals

  • Value for money

  • Departure flights

  • Bed and breakfast

  • All-inclusive

  • City break

You could type these useful words into a program such as Wordle (,    print them out at a large size and display in the role-play area for the children to refer to.

The children, acting as travel agents, could practise using Word to type in the customers’ holiday details on the computer, learn how to save and print them out. A further more difficult challenge for the children could be to calculate the total cost of the holiday using a calculator.

Knowledge Harvest – Task 2

After the entry point activity, explain to your child that together you are going to find out everything that they know about holidays. A mind map, on which they can draw or write their information, would be an ideal tool to use.

Allow time for the children to talk to other members of their family before completing the mind map. Ask them to write or draw their information under headings such as:

  • Places I have been to on holiday

  • Things I take on holiday with me

  • Things I have bought on holiday

  • Things I do on holiday

  • Reasons why people go on holiday

Using technology is a fun and engaging way to encourage children to present, share and organise their ideas. There are many free online tools, which allow users to make fantastic mind-maps and visual graphs to illustrate a topic or a concept. These tools provide children with different ways to interconnect their thoughts. A brilliant and free mind-mapping tool for children is:  

Google Maps – Task 3

Google provides some invaluable resources for mapping.  

Support your child in exploring Google Maps looking at a variety of locations around the UK or abroad. What is the difference between the locations; i.e. road structures, beaches, fields, rivers, mountains and discuss whether the locations inland or by the coast? Use the satellite and map versions.

The Magic Toymaker Information

Our new IPC topic will be The Magic Toymaker.

We will update this section every week with the next couple of objectives and tasks.

Unit Summary

Toys come in many shapes and sizes. They are made of different materials but all are designed for us to have fun with, to learn new skills and to exercise our bodies and our imagination.

Over the next 3 weeks we will be covering the objectives below:

In History, we’ll be finding out:

  • About toys and games from the past

  • How to decide if a toy is new or old

  • How we can learn about the past in different ways

(We would normally visit the Black Country Museum this term. If you take a look on the website there is a wonderful array of information and activities related to toys from the past.)

In Science, we’ll be finding out:

  • How to sort toys based on what they are made out of

  • Which materials can be bent, squashed, twisted or stretched

  • What materials are best for different toys and why

  • About pushes and pulls, and how things move

In Technology, we’ll be finding out:

  • About dolls from past and present

  • How to design and make our own doll / superhero

 Week 3 of The Magic Toymaker

Task 1A brief history of dolls overtime

Dolls were known as 'toy babies' until the 18th century when the word 'doll' - short for Dorothy - first came into use. They were made of clay, wood, rags, bones and even ivory and wax in an attempt to make them as life like as possible. In the 17th and 18th century children played with Dutch dolls called 'Flanders babies'. In America, these dolls were called peg dolls although they were not made out of pegs.

During the 19th century the Victorians used to make some of their peg dolls into pedlar dolls adding little trinkets to the finished doll when they could. The tradition of making peg dolls out of wooden clothes pegs comes from a time when people had little money to spend on toys. When toy making stopped during World War 2, children would make toys from any items they found in and outside their homes.

Dolls – a quick history PowerPoint     – discussion based activity (we have included some suggested questions to aid discussion).

Task 2 – Doll Timeline

After lots of discussion please allow children to cut out the images and dates from the resource below.

Dolls and dates activity 

Please encourage them to place the dates in order from the earliest date to the most current date. When they are happy with the order of the dates, can they add the correct doll image to that date – some will be easier than others. Try to encourage them to recall the information and PowerPoint from above.

Doll Timeline Activity Frame 

PowerPoint - Answers to the Doll Timeline Activity  

Task 3 – Peg Doll Design

We would like the children to design their own Peg Doll that a child in the Victorian era would have liked to play with.

This design could be based on any character, person or animal you like. Perhaps a story character, a popstar or even a superhero. Make sure you label the items you will need.

For example:



I will need: A wooden peg, blue felt for a cape, red card for the suit and mask, yellow foam for the lightning bolt and a green ribbon for pants.

(Try to think about the resources you have in your home or at school. If you don’t have a wooden peg could you use anything else? A toilet roll? Straws tied together?)

My Peg Doll Design Activity  

Task 4 – Making time

Please follow your design carefully to make your peg doll.

We would absolutely love to see your creations – we will create a Facebook link on Monday asking you to share your designs and dolls. We cannot wait to see them and hope you have lots of fun!

 Week 2 of The Magic Toymaker

Task 1PowerPoint Game - Old or New

Old or New PowerPoint Game 

Please work with your child to discuss their ideas. Why do you think this toy is old or new? How do you know? What do you notice about the colours? What is it made out of? Does it need batteries? Have you ever played or seen a toy like this?

Task 2Victorian Times

Victorian Times  

- Information on:
- What are the Victorian Times?
- Victorian toys.
- Victorian games.
- Make your own toy windmill.

Victorian Toys PowerPoint and activity 

Have a look at the toy timeline dating from the Victorian era to today. Discuss the changes over the years. Where would the toy from last week’s interview sit on the timeline?

Continue to share the Victorian Toy information – discuss the toy comparison sections – what are the similarities and differences?

Task 3 - To Compare Old and New Toys – Activity

Worksheet – Old and New Toys Comparison 

To make observations about the toys from the past and present – look at the colours, materials and whether it has any electronic parts. Make notes of your observations in each box and discuss the similarities and differences. Try to answer the pink for think challenge question.

Week 1 of The Magic Toymaker

Entry Point

Normally in school we would complete several entry tasks into our new topic to create interest and excitement. Within this session we would share an array of toys from the Victorian era through to present day toys. We would allow children to play with these toys, investigate how they work and share their likes / dislikes.

  • Could you set up a Toy Museum at home, use a range of toys from pop up, pull and push toys, metal, wooden, plastic and battery operated?

Discussion activity - Prompt your child to think about:

- Toys that they enjoy playing with,
- Toys they might have played with in the past,
- Toys other children might enjoy playing with,
- Also encourage them to consider why toys are important. What do they give us? How do they make us feel?
- Ask the children to investigate how they work and what they are made from.
- Which toy is their favourite and why?

The Toymaker’s challenge - collect a series of collage and junk materials. Anything and everything will do: cardboard rolls, coloured paper and card, sequins, beads, ribbons, fabric, glitter, polystyrene balls and cubes, straws, pipe cleaners, and so on. Ask your child to use their imagination and become a toymaker. When they have created their toy, can they create a poster advertising their new toy and present their invention the family.

Toy Invention Activity Sheet  

Task 1

Toy Questionnaire

- Children are to take on the role of an investigator and interview a family member regarding their ideas and views about their favourite toy.

- Toy Interview Activity Sheet   

The V&M Childhood Museum has lots of information on toys and some ideas for creating and making some simple toys.

Week 5 of Flowers and Insects

Insects and Minibeasts

Insects are creatures with three body parts and 6 legs.

Minibeast is a generic term for small animals such as; spiders, worms, slugs, snails and beetles.

Our objectives this week are:
- To name and label the body parts of an insect.
- To explore the microhabitats of a range of minibeasts.

All about Insects Video    

(This YouTube clip was checked on 16/05/2020 – Please use under supervision.)


Activity - Parts of an insect labelling task
 Parts of an insect - labelling task 

Activity – Butterfly Life Cycle – differentiated worksheet
 Butterfly life cycle - differentiated worksheets    

PowerPointMinibeasts and their Microhabitats
 Minibeasts and their microhabitats PowerPoint  

ActivityMinibeast Hunt – Tally Sheet
Over the week, could you complete a tally    to show how many of each minibeast you can find in your garden or local area. Add the tally up at the end of the week to see which was the most popular and least common minibeast? Remember to use your five times table when finding the total.
 Minibeast hunt - Tally sheet  

GameWhat am I? The minibeast description game
 Minibeast Game - What am I? - PowerPoint 

ActivityMinibeast FactFile worksheets
 Minibeast fact file sheets 

Minibeast crafts - we hope you have fun!
Fingerprint minibeast garden 
Minibeast pebbles 
Incy Wincy Spider Prop 
Spider web - paper plate 

Week 4 of Flowers and Insects

Parts of Plants

Our objective this week is: To identify and describe the basic structure of a variety of common flowering plants, including trees by making and labelling plant pictures.

Parts of Plants PowerPoint
 Lesson Presentation - Parts of Plants   

Activity - Create a Plant Picture and label
 Parts of Plants Label Sheet  
 Parts of Plants Label Sheet 2  

Activity - Tree Parts Bingo
 Parts of a Tree Bingo Mat   

Read It: ‘The Tiny Seed’ by Eric Carle, is a beautifully illustrated story of the life cycle of a flower. 

(This YouTube clip was checked on 10/05/2020 – Please use under supervision.)

Browse It: Visit the BBC Bitesize 
for games exploring plant growth, identifying plants and plant structure.

Sequence It: Use these Plant Sequence Cards to explore the life cycle of a sunflower.
  Plant Sequencing Cards   

Week 3 of Flowers and Insects

In the Garden

One of our objectives this week is - To identify and name a variety of common garden plants.

PowerPoint – In the Garden
 In the Garden Lesson Presentation  

Activity – My Beautiful Garden
 Activity Sheet in the Garden    

Make it: Make paper flowers out of coloured tissue or paper and short lengths of straws.

Design it: Use the Park And Garden Design Sheets to create fantasy green spaces.
 Garden and Park Design Sheet  

Research it: Visit the BBC gardening web pages for lots of fun gardening facts and activities.

Terrific Trees

Our next objectives this week are - To identify and name a variety of common wild and garden plants, including deciduous and evergreen trees by identifying trees by their leaves.

PowerPoint – Terrific Trees
 Lesson Presentation Terrific Trees   

Activity – Tree Hunt
 Activity Sheet Tree Hunt  

Activity – Deciduous and Evergreen Sorting Cards
 Deciduous or Evergreen Sorting Cards 

Browse it: The Woodland Trust has a whole website full of fantastic resources for exploring British woodlands with children.

Make it: Create your own leaf identification booklets by sticking in collected leaves with short descriptions of the trees they belong to.

Week 2 of Flowers and Insects


One of our objectives this week is to understand what a seed is and how to plant them. Watch the following video
    Year 1 - Flowers and Insects - SEEDS
of seeds being planted. (Possible discussion points: What does the word ‘sow’ mean? How did they prepare the soil? What do plants need to grow? What other vegetables grow under ground?)

  • Recall the steps the children took to plant the seeds.

  • Write some instructions for planting a seed (remember to use imperative verbs e.g put/place/pour.)

This week we would normally be planting sunflower seeds in school and the children would be given responsibility of where they would like to position their plants (sun or shade) and they would be in charge of watering them daily. We would then  make daily observations and measurements which we would record. (We know circumstances are extremely difficult at the moment and we do not expect you to go out and try to find seeds, just if you do have some lying in sheds etc, this would be a great task.)

Wild Plants

To identify and name a variety of common wild plants.
To gather and record data to help in answering questions.

Wild Plants - PowerPoint
   Wild Plants - Lesson PowerPoint

Wild Plants Activity Hunt
  Wild Plants Hunt - Record Sheet

Week 1 of Flowers and Insects

Normally in school we would complete several entry tasks into our new topic to create interest and excitement. Have a look at some of our suggestions below:

  • We would like you to explore the nature in your garden or during your daily walk. Look at all the different flowers you can see. Observe the variety of colours, sizes, shapes and forms. Try to make a note of the names of some of the flowers you can see and look out for any insects that are attracted to these flowers.

  • Could you make sketches and take photographs with a range of digital devices such as cameras and iPads so that you can refer to these in forthcoming tasks. Look at the photos you have taken - which do you like best and why? Discuss what makes these your favourite photos, drawing attention to details such as focus, close up, wide shots and lighting (draw upon your knowledge from our photo editing work).

  • To inspire you further try to watch some film clips from films Antz, A Bug’s Life, Epic or Honey, I Shrunk the Kids. With parents help, read some poems or extracts from stories about gardens, insects or flowers. The following will provide a useful starting point:

- The Secret Garden, by Frances Hodgson Burnett

- The Spider and the Fly, by Mary Howitt

- All about Insects - This website has insect poems, songs and tongue twisters featuring an array of insects; bees, spiders, grasshoppers and many more.

  • We would love you to create your own imaginary garden. This could be done using a shoe box, cereal box or a tray. Be as creative as you like could you cut things out of magazines or draw and paint flowers and insects. Could you include a ‘pond’ (a small lid containing water)? Plasticine or play-doh models of plants, insects and other small animals found in the garden. We would love to see pictures of your imaginary garden on our Facebook page!

Task 1To explore a range of habitats.

Use string and pegs or wooden sticks to mark out 30cm squares in different parts of your garden or safest outdoor area.

  • Try to find as many different environments or habitats as possible, including:









  • Children are to search each area and make a list of everything they find.

  • Try to sketch or take photos of each habitat (remember what made some pictures more successful than others in the entry point).

  • Explain that some people make their living by taking successful photos of nature and wildlife. Show the children some examples by viewing the most recent Young Wildlife Photographer of the Year awards:

      2019 Young Photographers Gallery

  • Habitats where plants and animals live can be big such as an ocean or a forest, or small such as the space under a leaf or stone. A very small place where plants and animals live is called a ‘micro-habitat’.

  • Can you discuss your habitat areas – look at things that are living (worm, weed), non-living (stone, soil) and used to be living (twig, leaf).

Week 1 and 2 completing our science and IPC topic Live and Let Live

Objectives we have already covered are:

  • Animal classification – children have been able to identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.

  • Animal needs and care – the children had a visit from Mrs Pink an experienced vet who shared information about animal needs and care.

  • Human body - children were able to name, identify and label the basic parts of the human body and say which part of the body is associated with each sense.

Objectives briefly covered in the last week:

  • Carnivores, herbivores and omnivores – children need to be able to identify and name a variety of common animals that are carnivores (meat eaters), herbivores (plant eaters) and omnivores (eat both meat and plants).

  • Simple food chains – children need to be able to describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food. They need to be able to identify a producer, consumer, prey and predator.

Here are some links to support the learning of objectives we would still be covering within school.
 Carnivores, Herbivores and Omnivores PowerPoint
 Carnivores, Herbivores and Omnivores Sorting Posters
 Carnivores, Herbivores and Omnivores Sorting Cards
 Carnivores, Herbivores and Omnivores Answers
 Food Chain PowerPoint Year 1
 Food Chain Game board
 Food Chain Game Sorting Pictures
 Food chain paper chain activity

Other Useful Science Websites full of challenges:
 James Dyson Foundation - challenge cards
 Pratical Action - Challenges

Other Resources

Classroom Secrets have also put a brilliant Home Learning Pack together. The pack covers; maths, grammar, spelling and punctuation, reading and practical ideas.
Class Secrets - Free Home Learning

Twinkl has an unlimited amount of resources for every subject. Please use the information above to direct you to the relevant activities to suit your child. will be giving all parents/carers in the UK a free month’s subscription to their site. Setting this up is really easy to do - go to Twinkle and enter the code:     UKTWINKLHELPS

Following the success of last weeks virtual classes, we have scheduled a class for every day at 3:05pm!

Monday  - YogaBugs 
Tuesday  - 
Thursday  - FootieBugs 
Friday  -
 YogaBugs Class

PLUS! Check out their Mindfulness activities page for some fun mindful, activities to do with your child.


 real PE Feel the benefits of being active, not only for our physical wellbeing but for our emotional and mental health, especially in such challenging times. We hope the ideas help to support your family to stay fit and healthy in the coming months. Please see email to parents (March 24th) with log in details.

tts group  Key Stage One activity book if you have access to a printer.

 BBC Teach Primary Covers a variety of subjects and ideas for cross-curricular projects.

 Reading Realm

  • Short extracts from classic texts linked to different themes to enjoy and interpret
  • Editing and correcting spelling and grammar activities
  • Activities linked to vocabulary, synonyms and antonyms
  • Drawing  and illustrations tasks and challenges
  • Colouring in

 Chatterpack A huge list of activities covering a variety of subjects.


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