We can’t wait to meet you and have you in our Year 1 class!
“To let go does not mean to get rid of. To let go means to let be.” (Anonymous)
Over the summer we would like you to make a Memory Box of all the things you have done, thought or felt throughout Covid 19.
Decorate a cardboard box. You can put pictures, objects, drawing or writing inside your box. The more creative the better!
For example, you might draw a picture of the time you camped in your back garden or a recipe to remind you of all the baking you did! If you’ve celebrated a birthday you could put a birthday card inside. You could write about a time you felt very sad or a time when you helped someone and felt proud. Your memory box will be unique because it will represent your time over the past few months.
We are going to share and display these in class in order to reflect on and talk about the impact this strange and tricky time has had on us.
This year has been a very different and strange one! But it has taught us many things too . . . one being, how much we have loved being your teachers! And that we truly love our school!
This is the last week of home learning challenges we will set before the summer holidays. Thank you so much to all the parents who have engaged with us and with these tasks as we know it has been a very challenging time. But we hope you’ve had a much fun as possible!
We have planned some reflective tasks so that you can think about the year that has passed and look forward to the next. Let’s make next year better than ever!
Tasks 1 Happy Memories
Think about what you have done in year 1.
Can you think about specific times? Christmas/ Halloween disco/ Learning about the story Cinnamon etc/ Project time.
Think about who you made those memories with; your friends and teachers!
Write about your favourite memories.
You may like to present it in a creative way like the one below. Draw a sketch of your head. To display your written memories next to. You could embellish it with pictures and colours of the things you have described as happy memories.
Memory maths –
Having a good memory is so important in order to gain knowledge! This week we will focus on fun memory games to support your child’s maths development.
Play a game of pairs using numbers appropriate for your child.
You could use 20 cards – on half the cards write numbers, on the other half draw pictures that match.
Make and use emotions pebbles to discuss when they have felt this way in year 1.
Make statements using the pebbles:
I was scared and nervous when we did our Christmas Production. But I felt proud when my mummy watched me sing.
I was happy when I built the titanic from blocks.
Make your own emotions pebbles using felt tips!
Design a Year 1 Memory box.
Decorate it using craft items.
Are there any messages you’d like to put in there? Messages of hope?
Put in pictures.
Can you think of any artefacts you might put in?
Memory maths –
Play a game of snap using number cards.
In pairs begin by placing a card in the centre of the table and taking turns to put another on top!
When two numbers/ pictures are the same the person has to shout out, “SNAP!” and they take all the cards!
Tasks 3 Introducing . . . yourself to your new teacher.
Write a fact file about yourself for your new teacher.
What do you want them to know about you?
Memory maths –
Play a game of number bingo!
Make your own bingo cards by choosing numbers.
Put numbers into a hat and call them out. If they are on your bingo card cross it out.
Your child could also be the bingo caller as this involves them recognising and reading numbers.
As we haven’t been able to enjoy Sports Day this year, here are some alternative ideas that you could try at home, in the garden or even during a visit to the park!
Task 1 Design and create a timetable of different races . . .
10 am Running races.
10:20 am Egg and spoon.
10:20 am Three legged race! (Warning: This should give you the giggles!)
3:00pm Assault Course – using furniture you have at home; climb under tables, in and out of chairs, jump on cushion stepping stones etc.
Put on your sports kit and get competitive with your family!
Task 2 Timed challenges
Use a timer on your phone to see how long it takes you to . . .
Run around the garden 5 times.
Skip around the garden.
Do an assault course.
Compare your time against your family. Who was the fastest/ quickest?
Write down the times in a table to keep a record.
Task 3 Design and make medals and trophies.
Use junk modelling materials like these . . .
Or a simple salt dough recipe . . .
2 cups of plain flour
1 cup of salt
3/4 of a cup of water
(Some food colouring if you would like to change the colour.)
Mix together these ingredients so that they create a dough. Shape, press into and mark the dough. Leave to dry out or bake on a very low temperature for two hours until hard to touch. Thread a piece of string or ribbon into the hole and wear your medal with pride!
Or even edible medals! These would go down a treat!
The recipe is here – https://www.bbcgoodfood.com/recipes/medal-cookies
Task 4 – Research an athlete of your choice.
If you are feeling motivated – create a fact sheet or book about them!
Task 5 – Watch clips from the Olympics on YouTube alongside your child. Discuss the equipment, flags and nationalities, who came first, second etc.
You could write a report about a race that you found very exciting! First do a commentary for the video, so you know what to write. You could record this on your phone for your child.
Look at our earlier posts for other active home challenges, including paper plate tennis, dancing on newspaper stages, balloon fun and calming yoga!
Print out or copy this board. Write the words on pieces of paper and place them on the area of the board.
On your turn, the other player will read you a spelling on a word card. You can spell the word out loud or write it down. If you’re correct, roll a dice and move ahead! (If you haven’t got a dice then just move one space ahead.) If you get it wrong, you will need to stay where you are! The first to the finish wins the game.
Now where were we with the Wolf… oh yes he’s just arriving at Granma’s house!
Hunt for minibeasts. Use minibeast keys in order to identify them.
Play a game of beetle drive.
Draw a beetle of another type of insect. Remember the key parts of the insect that you have learnt, for example the thorax.
Cut the beetle up into different parts so that it’s like a jigsaw.
Get a dice and take it in turns to roll it. If you roll a
1 . . . you can collect the legs.
2 . . . collect a wing.
3 . . . collect the abdomen.
4 . . . collect the thorax
5 . . . collect the antennae
6 . . . collect the head.
You could also hide these parts in your garden if you want to make it trickier!
Watch and listen to some stories by the author Eric Carle.
Here are some online versions:
Can you write a recall of the story?
If you are feeling really creative – change the insect . . . The bad tempered worm!
(These stories are fab because they have repetitive language in.)
Create a collage like Eric Carle
Choose which insect you would like to create so that you know which colours to use.
Paint or use pencils to shade areas of paper. Once dry, tear them up and arrange them to create the insect.
Create a natural collage of a minibeast.
Make minibeast stones.
Find out about minibeast microhabitats here . . .
and make a minibeast hotel using old plastic bottles packed with sticks, stones and cones.
Enjoy walks with your family and write a forest school diary about what you have done outdoors this week!
Use your knowledge of measurement and length from last week to create minibeast wings that are 2 metres long!Use anything you have in your recycling to make the wings! Straws joined together, tubes, cardboard, paper, boxes, napkins, tissue.
Use a metre stick or tape measure to measure the wings to 2m.
Draw a plan on squared paper before you begin! Your design may change.
Can you believe in something if you have not seen it / them?
Do dreams ever come true?
Vocabulary to discuss pigtails, spire, supper, fir cones, tall stories, lull her to sleep
Little Red Riding Hood loves red…red clothes and red food.
Choose a colour (maybe your favourite colour) and draw and write a list of food that you’d buy or put in your basket. Use red if you find it hard to imagine a new colour.
If you are feeling creative . . .
There is a lot of conversation in this episode so children may benefit from some hot-seating activities.
Hot-seating is when one person acts as a character from the story and other people ask them questions. They have to answer as if they were that character (in role!)
So one of you could dress up as Little Red Riding Hood! A red tea-towel over your head would be enough!
The other thinks of questions to ask her such as . . .
Why do you like red so much? (Make up the answers in character – “Because it’s my favourite colour! It’s so bright and striking and everyone can see me coming!”
Who do you live with?
What do you think about Mrs Midgley’s wolf story?
Then you could swap over and change characters! Could one of you be Mrs Midgley? The wolf? Ma?
Maths- Measurement! Social distancing.
This week we are focusing on length.
Length can be the distance between two points.
In order to keep ourselves safe, the government have given us special rules.
Look at the pictures below and discuss them. Which rule is being shown? What can you see? What do you notice? What is it showing? Do you have any experience of doing this? Have your parents? PSHE considerations – how did it feel?
(We anticipate that some of the words the children use may be – “a part, gaps, room, moved away, spread out, not touching, a long way, queues, lines, waiting, arrows.” These are non-standard words for length and distance. They might use some standard words such as metres, centimetres, miles etc.)
You better be safe! You better be smart!
Jump on the broom but stay two metres a part!
So what does 2 metres mean? What does it look like? What could you use to show me?
Use a tape measure or metre stick (you could create a metre stick by measuring out a stick 1 m long or some string) to measure out two metres on the floor.
Problem solve using a 1 metre stick to measure 2 metres by doubling the length!
Collect a pile of you child’s toys.
We need to make social distanced queues using the toys. Each toy must be two metres apart!
Have different amount of toys in each pile. Which queue is the longest? Which is the shortest? Compare them; using the language of shorter and longer. How long is each queue – count in twos. This queue is 14 metres long.
Record their queues on a piece of paper. How can you illustrate that there is two metres between each toy? (Arrows and labelling 2 metres.)
Remember to count and order numbers with your child every day too! Write numbers on small pieces of paper or use the number pebbles we made a few weeks ago!
Listen to and join in with counting songs to 100.
If your child enjoyed role-playing in Task 1 why not act out the whole story!
This is a great way to retell, remember and discuss the characters.
Watch the second episode of Little Red Riding Hood
Pick 2 sight words one for you and one for your child. Take turns writing the word until someone has 3 in a row.
Set up queues outside of your child’s toys – some 2 metres apart and some not!
We need to check that they are socially distancing appropriately!
Children to practise measuring out 2 metres in between each toy.
Use language such as, “This is further than 2 metres. This is shorter than 2 metres. This is only a 1 metre distance.”
Use chalk on the ground to mark 2 metre intervals.
Remember to keep playing lots of mathematical board games!
Use ones you have at home or print them off . . .
A really good learning activity would be to make your own snakes and ladders board as it involves writing numbers in order to 100. If you are feeling really clever start at 100 and write backwards to 1!
Our eyes work together to allow us to see. To test how they work together you will need:
a paper cup
Drop the penny. Do this again with one eye covered and then with both eyes open. Which way is easier? Your eyes work together for proper depth perception. Using both eyes should be easier to determine when the penny was above the cup.
Set the paper cup on a table about 2 feet in front of your subject who should be sitting in a chair at the table. Have the person cover one eye. Hold a penny in your hand about 1.5 feet above the table. Slowly move your hand in front of, in back of and to the sides of the paper cup. When, the person thinks you are above the cup, have them say “Drop”.
Write numbers on different paper plates. Scatter the paper plates around the yard. Call out a number. Have the players run to find that number and bring it back to the start. Score a point for every correct number you find.
The sense of taste comes from taste receptors on your tongue. However, your taste is, also, influenced by your sense of smell. To test this you will need skittles or fruity sweets of various flavours and a partner. Have your partner hold his or her nose. Give the skittles one at a time to your partner. Don’t let them see what colour it is. Have them try to guess the flavour. Record the answers. Do the experiment again but not holding your nose! Which way made it easier to determine the flavour?
Sir Alexander Fleming Primary School
109 Southgate, Sutton Hill, Telford TF7 4HG
Tel: 01952 388010
Head Teacher: Mrs Katy Tomlinson
Administrator: Mrs Lorraine Pilgrim SEND Lead: Mrs Lisa Pigg