Remote Learning (21-23 July)
20 Jul 2021
Home-School Work (w.c. 19/7/21)
18 Jul 2021
Home-School Work (w.c. 12/7/21)
09 Jul 2021
Home-School Work (w.c. 5/7/21)
02 Jul 2021
Home-School Work (w.c. 28/6/21)
25 Jun 2021
Home-School Work (w.c. 21/6/21)
20 Jun 2021
Home-School Work (w.c. 14/6/21)
13 Jun 2021
Home-School Work (w.c. 7/6/21)
06 Jun 2021
Home-School Work (w.c. 24/5/21)
21 May 2021
Home-School Work (w.c. 17/5/21)
13 May 2021
Home-School Work (w.c. 10/5/21)
09 May 2021
Home-School Work (w.c. 4/5/21)
30 Apr 2021
Home-School Work (w.c. 26/4/21)
22 Apr 2021
Home-School Work (w.c. 19/4/21)
18 Apr 2021
Home-School Work (w.c. 12/4/21)
11 Apr 2021
Home-School Work (w.c. 15/3/21)
19 Mar 2021
Home-School Work (w.c. 15/3/21)
12 Mar 2021
Home-School Work (w.c. 8/3/21)
03 Mar 2021
English & Maths Remote Learning (w.c. 1/3/21)
22 Feb 2021
Wider Curriculum Remote Learning (w.c. 1/3/21)
22 Feb 2021
English & Maths Remote Learning (w.c. 22/2/21)
08 Feb 2021
Wider Curriculum Remote Learning (w.c. 22/2/21)
08 Feb 2021
English & Maths Remote Learning (w.c. 8/2/21)
01 Feb 2021
Wider Curriculum Remote Learning (w.c. 8/2/21)
01 Feb 2021
English & Maths Remote Learning (w.c. 1/2/21)
25 Jan 2021
Wider Curriculum Remote Learning (w.c. 1/2/21)
25 Jan 2021
English & Maths Remote Learning (w.c. 25/1/21)
18 Jan 2021
Wider Curriculum Remote Learning (w.c. 25/1/21)
18 Jan 2021
English & Maths Remote Learning (w.c. 18/1/21)
15 Jan 2021
Wider Curriculum Remote Learning (w.c. 18/1/21)
12 Jan 2021
Home-School Work (w.c. 11/1/21)
09 Jan 2021
Home-School Work (w.c. 5/1/21)
05 Jan 2021
Mrs Parker's Science W/C: 5th January 2021
Mrs Parker
05 Jan 2021
Class Newsletters
21 Sep 2020
Welcome New Giants!
14 Sep 2020


ARCHIVE
 

Home-School Work (w.c. 11/1/21)

09 Jan 2021

Hello Giants,

We're so proud of how you all got on last week, and it was lovely to see so many of you on Zoom. We miss you all, but it has been great to see lots of your learning coming in on Teams - well done to your grown-ups for figuring that out! It looks like you had an AMAZING time in the snow - thank you to everyone who sent us photos of your snowy adventures, they made us smile. Remember, you can get in touch with us any time if you'd like to show us something or tell us what you've been doing.

Hope you all have a fantastic week and enjoy this week's learning! 

Love Miss Daniel and Miss Richardson  :) 


Grown-ups: You've been AMAZING so far, thank you! Remember, the timetable is just suggested - the days listed on here are simply to help people find it easily if they do decide to follow the timetable day-by-day. Your best is always good enough, and let me know if you need anything at all to support you.  For info, LO stands for Learning Objective. If you can, please ask children to write down the date and the Learning Objective at the start of each piece of work (except Maths - it's on the sheet already). They are used to doing this in class as it's part of our routine in lessons :)

 

Reading/Phonics
You should have received a 'Personalised Learning' email to specify your child's reading level, and which Phonics programme would be best for them to follow at home. Please let me know if you haven't received this yet.

Use Oxford Owl to access reading books at your child's book band: 

Oxford Owl e-Book Library   (You will need to register for a free account)

Follow one of these programmes daily for Phonics learning:

Set 2 Lessons-  Read Write Inc - Features daily videos on a new sound.

Set 3 Sounds - Read Write Inc - Features daily videos on a new sound

Investigating Alternative Spellings - PhonicsPlay - Scroll down to Phase 5c and work through the 'Investigating Alternative Spellings' activities at your own pace. I'd recommend one activity per day e.g. a Phoneme Spotter one day, Word Sort the next day, Best Bet the next day. You can log in for free at the moment using the username and password on the PhonicsPlay homepage.

 

English: Mixed Up Fairy Tales
We're investigating typical fairytale settings and planning our work this week, to get ready for writing our own stories next week!

Task 1 (Monday) -  LO: To know what a setting is
Today, we are learning what a 'setting' is and what kind of settings we find in fairytales. Children will then look at different settings and explain what kind of things happen in these settings. 
 
Lesson 1 - What is a Setting?


Task 2 (Tuesday) -  LO: To describe a 'home' setting in a fairytale

Today, we are looking at the settings we find at the start of stories, where everything is nice and normal... Children will look at the kind of vocabulary authors use to make settings sound pleasant, then will design and describe a 'home' setting.

Lesson 2 - Home Settings     Wow Words Mat       Extension Word Mat - Use this if children wish to explore further vocabulary with you. 
 

Task 3 (Wednesday) - LO: To describe an 'action' setting and make it sound scary
Today, we are looking at the settings where the action happens in stories, e.g. forests and castles! Children will look at the kind of vocabulary authors use to make a setting seem scary and explore their senses, then will design and describe an 'action' setting!

Lesson 3 - Action Settings      Wow Words Mat      Extension Word Mat - Use this if children wish to explore further vocabulary with you.


Task 4 (Thursday) -  LO: To plan my own mixed-up fairytale
Today, children will learn how the plot of a fairytale is usually sequenced, then use their knowledge of characters, settings and plot to plan their own fairytale by mixing up traditional aspects of other stories. 

Lesson 4 - Planning         Mixed Up Fairytale Planning Sheet


Task 5 (Friday) -  LO: To spell words with the 'ed' suffix

When story writing, we will be using a lot of past tense verbs, and these are usually spelt with 'ed'. When we add 'ed' to the end, it sometimes sounds like a 't' (e.g. jumped sounds like 'jumpt'), it sometimes sounds like a 'd' (e.g. burned sounds like 'burnd') and it sometimes sounds like 'id' (e.g. painted sounds like 'paintid'). Complete the words on the worksheet below by adding 'ed', then sort them into the table at the bottom according to what sound the 'ed' suffix makes. If you don't have a printer, you can just write out the list of words with a table below.

Adding 'ed' Worksheet    (no slides needed)

 

Extra Learning Tasks (optional - choose any you like if you get your work finished!)

a) Complete a Little Red Riding Hood reading quiz:  Easy   Middle   Hard

b) Test yourself with these 'Name That Story' cards. Choose your favourite fairytale and write your own!

c) Go into more depth with planning your story by creating a comic strip storyboard of your ideas. Don't write the story yet though - that's next week's work :)

d) Create paper stick puppets of your characters and act out your story. You could use these templates or make your own. You could even film it or take photos of it to help you remember!

e) Choose a book and go on an 'ed' word hunt in your book! Sort any words you find into your table from Friday's lesson - do they sound like t, d or id?

 

Maths – Multiplication and Division
This week, we're learning multiplication in some new contexts of doubles and arrays, then practising our times tables! Remember, if you do not have a printer, it is fine to just write the question number and record the answers at the side. Please note - the White Rose sheets get much more challenging as the questions go on, with the final questions being very high level. Don't worry if these are tricky for your children. Let them do as much as they are confident with, then use the extra activities if they need more at the normal level :)


Task 1 (Monday) - LO: To multiply using arrays

Video    Worksheet      Answers

Key Learning/Tips
- For arrays, think of 'x' as "rows of"...e.g. 3 x 4 means "3 rows of 4"
- Remember, multiplication can be done in any order.
- So '3 rows of 4' will have the same number of dots as '4 rows of 3'.


Task 2 (Tuesday) - LO: To make doubles (Y1 Revision)

Video    Worksheet      Answers

Key Learning/Tips
- Double means "two lots of" something. Think of 'double trouble' or 'double cheese' on a pizza!
- So double also means "x2"... e.g. "Double 6" means the same as "2 x 6".
- For an extension, you could write a multiplication number sentence next to all the doubles.
- A quick mental way to double is to put the number on your fingers and count in 2s... e.g. for 'Double 6', put 6 on your fingers and count along your fingers in 2s. 


Task 3 (Wednesday) - LO: To solve problems with my 2 times-table

Video    Worksheet      Answers

Key Learning/Tips
- Missing numbers/number sentences with '=' at the start are always tricky at this age - don't panic!
- Think of '__ =' as "what is"... e.g.  '___ = 3 x 2' means "what is 3 x 2".
- Think of '__ x' as "how many groups of"... e.g. '__ x 2 = 10' means "how many groups of 2 makes 10" 
 

Task 4 (Thursday) - LO: To solve problems with my 5 times-table
Video    Worksheet      Answers

Key Learning/Tips
- When solving < or > questions, always work out each side and write the answers underneath before you choose.
- Children may need help to break up '4 x 5 + 2 x 5' etc - this is hard for Year 2!
 

Task 5 (Friday) - LO: To solve problems with my 10 times-table
Video    Worksheet      Answers

Key Learning/Tips
- We try and avoid saying "just add a zero" as it causes confusion when children do decimals higher up school.
- Instead, we say when you x10, you "bump the ones across into the tens column, then put a zero in the empty space".


Extra Learning Tasks (optional - choose any!)

a) Solve a set of Fluency number sentences at a level you're confident with (choose Red, Amber, Green or GO - or more if you want!)
Fluency 11.1.21         Parents' Guide to Methods 

b) Use one of these websites to play games to practise multiplication as fast as you can: 
Sumdog    Hit The Button    Coconut Multiples

c) Complete the Multiplication Wheels for the times tables you're confident with. Multiply the number in the middle by the numbers around it, and fill in the answers round the edges. Remember, you can draw pots and dots to help you work out the answers! 

d) Play Times Tables Snakes and Ladders with someone in your family if you can!

e) Complete some activities from the 10x Table Activity Booklet



Art (Monday): Weather in Art/Impressionism

Learning Objective: To understand how colour and weather can affect your feelings about an image
Think back to The Lorax and remember how Dr Seuss used colours to change your feelings about the land before and after it's destroyed. You see this in many books and films too - have you  noticed it often gets dark and stormy when something bad is happening? Colours and weather are often used by artists to help change the feelings of an image - look at these examples:

Positive Feelings - Usually bright and warm colours (e.g. yellow, red, bright greens and blues) and pleasant weather such as sunshine.
Negative Feelings - Usually dull, dark and cold colours (e.g. dark blues, grey, black) and unpleasant weather such as rain and storms.

Draw a large picture of something personal to you, using any media you like (e.g. paint, pencil) - it could be a self-portrait, your house or a view from your window, for example. Split the picture down the middle with a line. Colour in one half using colours and weather features to create positive feelings, and the other half to create negative feelings. Try to create as much contrast as you can. Can you see that the same picture gives very different feelings depending on the colour and weather that you use?

 

PSHE (Tuesday): Dreams and Goals

LO: To choose our goals and say how we might achieve them

Task 1 - In this lesson, we are going to set ourselves a goal that we think we can achieve before February half term. Some goals are 'realistic' - that means we can definitely do them if we work hard. Some goals are 'unrealistic' - that means no matter how hard we try, it will be too tricky to achieve them (maybe we need more time, or maybe we aren't old enough yet!). Have a look at these 6 goals and think: Which of these are realistic and which are unrealistic in 5 weeks? Why? You could write your ideas down but you don't have to :)

Task 2 - Watch this video of children discussing their own goals and dreams. Have a think about some things that you would like to achieve over the next 5 weeks. It could be something to do with school (e.g. times tables, handwriting) or something else (e.g. riding a bike). Choose yourself one goal that you think would be realistic. When you've thought of one, choose an activity:

Easier Activity: Draw a picture of your goal and write underneath what your goal is, and what you are going to do to try and achieve it.

Harder Activity: Think about all of the steps that you will need to achieve your goal. Write/draw them onto each section of this ladder template, then colour code each section for how hard they are (e.g. green for easy, red for hard). In Jigsaw Jo's speech bubble, write some advice that you might say to yourself if you get stuck!
 

Science (Wednesday): Animals Including Humans
Mrs Parker will add your Science activity here for you :)

LO: To 
describe how humans change as they grow.

Think about some of the ways that you have changed as you have grown.
 
Have a look at this PowerPoint:

  -Growing and Changing PPT.ppt-  

Read the information on the PowerPoint which explains the six stages of the human timeline.
 
Task:
Using the Growing and Changing Mini Book Template, complete the activity by drawing a picture of a human at each stage of the timeline, reading the labels and choosing which one goes with each life stage.

  -Growing and Changing Mini Book.pdf-  
 

 

Theme (Thursday): Communication

LO: To sequence and compare phones from the past
First, we will apply our Maths skills to put dates in the correct order. Next, we will look for patterns over time, then choose an old phone and compare it to the kind of phones we have today. 

Task 1 -  Have a look at these phones and the dates that they were invented. Put them in the correct order - you could either cut and stick them, or you could draw and label them in the right order in your book. Tip for grown-ups: When ordering dates, we sort them into groups by one digit at a time and keep working through the digits until we have an order. Look at the first digit and sort them into groups (e.g. all the dates that start with 1s, all the dates that start with 2s). Then, take each group and order these by their second digit, then by their third, then by their fourth. 

Task 2 -  Look at the phones in the right order and see if you can spot any patterns. Does the size change? Do any of the features change (e.g. screens, buttons, aerials)? Optional: Write a few sentences to say what you have noticed. Then, choose one of the old phones and compare it to a phone that you have today. Draw a line down the middle of your page to make a 'Similar' and 'Different' table, and fill in with as many ideas as you can. This can be based upon what it looks like, or you might choose to do some more research to find out what the old phone could do.

Optional Extra: Design an advert for a phone - you could do it for today's phones, or you could pretend to go back in time to when the old phones were brand new and exciting for people. Try to make it sound amazing and persuade people to buy it, like we did for our Thneed adverts!

*UPDATE* - Video of how an old phone works, including playing Snake!  https://www.youtube.com/watch?v=KcpRyIFU7Eg&t=21s

PE (Friday): Keeping Fit

Complete 2 activities from any of the following resource areas:

Youth Sport Trust - PE games and activities

Go Noodle Good Energy - Fun videos to exercise and dance along with

PE Planning: PE at Home - Lots of fun PE activities to do at home

Joe Wicks YouTube - A new 'PE With Joe' session added every day!

Harrogate School Sports Partnership - Lots of resources for home mindfulness and keeping active




Optional extra lesson if you wish - Computing

LO: To program directions into a robot

Use the BeeBot simulator to program the BeeBot (bee robot) to spell your name, or a word of your choice. You can explore other maps on here too so have lots of fun! Use the arrows at the side to program in your instructions and press 'GO' when you are ready to test them. Here are a few tips to help you:

- Add 1 or 2 instructions at a time and TEST IT before adding more. Don't try do them all in one go. This makes it easier to spot mistakes.
- Remember to move your robot back to the starting position (click the home button) after you've tested your instructions so it starts from the same place each time you add or edit instructions.
- The arrow buttons are to TURN the robot in that direction, NOT to move left and right.
- The robot can only move forwards or backwards so, to travel left or right, you need to turn it round and then move it forwards. 
- When deciding which way to turn the robot, turn/tilt your head to face the same way as the robot. This will make it easier to visualise whether you need to turn clockwise or anticlockwise.

MUSIC

To access our Music lesson on Friday afternoon:

1. Log onto Teams
2. Click 'Files' then 'Class Materials'
3. Click on the video entitled 'KH Music Y1 Pitch'


Don't panic that it says 'Year 1' - Key Stage 1 are all sharing the same lessons :) 

Use the BeeBot simulator to p

 

 
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