Monthly Archives: May 2020

London History Day and Half Term

Half-term homework packs

In addition to this week’s blog post, we are also offering a paper homework pack for you to complete at home during the May half-term.

If you can safely come into school and would like to collect a pack, then please do so by Friday 22nd May.

The paper homework pack is not mandatory but an additional resource that you may use.

Please note that we will respond back to any emails sent to year1@thomasbuxtonps.co.uk after the half-term holiday. It will not be checked during the holiday. Have a happy, healthy and safe half-term.

London History Day is celebrated on 31st May every year. The date marks the anniversary of the day Big Ben first started keeping time in 1859.

We were going to celebrate this day on 22nd May in school but as we can’t do that, here are some activities that you could do at home to mark the day.  There are also some other ideas for activities here.

Help Future Historians

We are living through an important moment in London’s History right now. One of the main ways we learn about the past is by studying sources (letters, diaries, photos, paintings, objects…).

Choose one of the activities below and help future historians understand what the Covid-19 Pandemic was like in London by providing source material for them to study.

Time capsule diaries

Your task: Capture your experiences of lockdown by keeping a diary about your life for 7 days to help people in the future to understand what life has been like. You can do this however you’d like to – a written or video diary, artwork, photos, a cartoon strip.

Outline the challenges and the positives of lockdown, stories of kindness, the new skills that you have learnt… You decide what to include, but you could use this structure to help you:

You can send your diaries into us at year1@thomasbuxtonps.co.uk if you would like to share them.

Important objects

The Museum of London are collecting items to show future generations what went on during the Covid-19 pandemic. What do you think should go into the museum?

Your task: Identify an object and explain how it helps tell the story of the impact of Covid-19 on Londoners. Think carefully about what object would be most effective and persuade the museum curators to include your object. You could create a video and send it to us at year1@thomasbuxtonps.co.uk or write a short piece explaining why.

As it is half term next week we will not be updating the blog until after half term.

 Here is a reminder for adults on how to keep children safe online and here are some reminders on how to stay healthy.

You could even join Mr Burns for his daily workout on our YouTube channel just click here


In addition to your homework from this week’s blog you can check out the Art-e-facts page to get creative

Want to explore an author and enjoy storytime daily? David Walliams’ site releases an audio story. Why not try at 11 am every day. You can find Elevensies here. There is also a range of downloadable activities linked to his books here.

Roald Dahl’s site is full of some fantastic ideas too.

Please note that we will respond back to any emails sent to year1@thomasbuxtonps.co.uk after the half-term holiday. It will not be checked during the holiday. Have a happy, healthy and safe half-term.

Year 1 Teachers

Homework – Week Beginning 18.05.2020

Maths

Wallpaper Wonder

Arrange these pieces of wallpaper in order of size. Put the smallest first.

How many different ways can you think of solving this problem?
Try your different methods out.
What maths knowledge and skills did you use?
Can you explain how you did it?
How do you know that you are right?

Why not have a go at creating your own wallpaper and setting your own challenge. We’d love to share them in the Our Work section of the blog.

To be successful I will:

  • Count reliably.
  • Compare amounts
  • Check my work.
  • Explain my method.

Numbers 50 – 100 and Beyond

Our first set of lessons follow on from last week. You can find Lessons 1 – 5 here. Continue learning about numbers 50 – 100 in Lesson 6, Lesson 7, Lesson 8, Lesson 9, and Lesson 10.

The Tall Tower

Oh no! You have been imprisoned at the top of the Tall Tower by the Wicked Magician!

You can get out by climbing down the ladders. As you come down you collect useful spells.

You can go down the ladders and through the doorways into an adjoining room, but you cannot go into the same room twice, nor climb up the ladders.

The numbers in the rooms show how many spells there are in each one.

Which way should you go to collect the most spells?
And which way to collect as few as possible?
Can you find a route that collects exactly 35 spells?
What type of calculation did you use to each problem above?

When you escape you meet three friends who have escaped. Here’s what they said about their journey out of the tall tower:

Joshua: I thought that if I want to get the highest number of spells I need to visit as many rooms as possible.

John: I wondered whether it was possible to visit all of the rooms in counting order.

Jane: I chose a route and then added up how many spells I had collected.

​Did you start the problem in the same way as any of these children? What do you think about each method?

Addition and Subtraction

This series of addition and subtraction lessons might help your thinking as you try to solve the problem above. It’s also a chance to apply your number skills: Lesson 1, Lesson 2, Lesson 3, Lesson 4 and Lesson 5

Follow Pinkin the Penguin as he explores 50, 100 and beyond.

English

For the next two weeks, we will be using a wonderful book called ‘My Pet Star’. Using this book, we will link it to instruction reading and writing and you will get the chance to make some tasty ‘Star Biscuits.’

Before you begin reading take a good look at the cover.

We know the title and you can see a beautiful illustration on the front cover, using these make predictions about the story.

What do you think will happen?

Which characters will we meet?

Does it remind you of any other story you know?

Now you are ready to read the story. Please click here to read along. Remember to use expression in your reading!

You can also listen to the story read by the author by clicking here.

Read the instructions below on ‘How to make star biscuits’

How can you tell that this is instruction writing?

Can you see if you can identify the different features of instruction writing?

(E.g. Each instruction is numbered)

Now working with an adult have a go at making some star shaped biscuits -you can use your own recipe!

To be successful I will:

  • Read the instructions carefully
  • Get all of the ingredients/equipment ready
  • Follow each instruction in order

How to Make Star Biscuits

If you are celebrating Eid this week you could make these tasty treats to give as gifts to your family!

It would be wonderful if Reception could also have a go at making some star biscuits, so you now need to write out instructions on how to make biscuits for Reception children to follow. You might want to draw an image for each instruction so that all of the children can understand what you have written.

To be successful I will:

  • List all of the ingredients and equipment.
  • Use imperative verbs (put, mix, stir etc)
  • Number each instruction
  • Draw an image to match each instruction

As always please do email us: year1@thomasbuxtonps.co.uk so we can include your amazing work on our blog!

Please click here if you would like more activities relating to ‘My Pet Star’

Spelling

Now try to put each word in a sentence.

Science

This week we will continue to review our learning about weather. We will focus on rain (I know we are in for a sunny week, but we can’t always trust the weather forecast) Please click here and follow the order of the lesson.

Following on from our English lesson you will also get to follow some verbal instructions on how to make a rain gauge – you will need an adult to help you to do this!

P4C – Week beginning 17.05.2020

Clever

When we are babies we are told we’re clever for eating food with a spoon for the first time, for beginning to walk or for singing a song.

What does the word clever mean to you? Record your thoughts and then watch this episode of What’s the Big Idea?

Does your idea of ‘clever’ change throughout the episode? If so, how?

The Big Question

Can you be clever even if you don’t know a lot of things?

Please join in with this discussion and read what others have said, you might want to link or build on their ideas or maybe you might disagree with them.

Here are some sentence starters:

I think that…

I agree with…

I understand what you are saying but…

Continue to read everyone’s ideas over the next two weeks and let us know if you have changed your mind in any way, or why you haven’t.

Story Time

Challenge:

Think of an appliance or piece of equipment that you use regularly for home learning or just makes your life more enjoyable. Can you find out who invented it? How did they come up with the idea? What were they like in school? Do you have anything in common with them?

Journal

I particularly like this interesting way to reuse paper to make a journal.

One definition of clever is to show original or creative thought. What would make your life better, easier or more interesting? Create an Invention Idea Journal and over the half term jot down your own ideas and thoughts. You never know where your ideas will take you.

Homework Week beginning 11.05.20

Maths

Creative Counting

This week the online lessons are all about counting. Counting is important for everyday life. How would we shop, know what day, week, month or even year it is, know how old we are, share… the list is endless! So this week, your challenge is to get creative and make your own counters, ten frames, dienes, bead strings … to help you practice counting, understand number better and generally have loads of fun doing it!

Do you remember how we have used counters, base 10 and ten frames in class?

Ten frames can be really useful for in so many ways.

Can you use these facts to work out the problem below?

What else do you know from looking at these ten frames?

Make use of your self-made resources and follow these online lessons – Lesson 1, Lesson 2, Lesson 3, Lesson 4 and Lesson 5.

To be successful I will:

  • Have a go.
  • Explain how my maths resource helps me count.
  • Describe the patterns I notice.
  • Count on.

We look forward to seeing what you create and how you use it. You’ll be able to use these ideas and resources over the next two weeks and beyond!

English

This week we will continue to use ‘Rumble in the Jungle’ to inspire our own poetry writing.

Have a look at the list of animals that you wrote down last week and choose to focus on one animal. Now create your own information sheet showing what you know about this animal, below are fact sheets about some animals to help you.

You might want to lay your information out like this:

Now click here to read Rumble in the Jungle again:

This week you are going to explore rhyming words and maybe even write your own poem!

Now if you are ready maybe you could start to put some of these words into your own rhyming poem!

If you look at the example we can see that the tiger is a carnivore and they hunt at night…what could we rhyme with carnivore and night?

What do you think about this poem? Can you find the rhyming words? How could you make it even better?

Please send us photographs of your writing or of you performing your own poetry: year1@thomasbuxtonps.co.uk

Spelling

This week we will continue to work on -ph words.

Let’s see if you can find any words that rhyme with these spelling words!

Science

This week we will review our learning on how deciduous trees change over the year.

Please click here to start your learning.

To be successful I will:

  • Name the four seasons
  • Identify how deciduous trees change over the four seasons
  • Begin to identify different trees by their leaves

RRS – Article of the Week

Article 14 –  The right to my own thoughts and beliefs and to choose my religion with my parents’ guidance

P4C – Week beginning 11.05.20

Delicious. That was simply delicious. She very rarely came across a strawberry, but whenever she did she always made the most of it. Chewing through the sweet, juicy flesh, she savoured every mouthful.

Now, though, she was full, and slowly eased herself (shell and all) out of the hole she had made in the side of the strawberry. It was time to explore another part of the garden…

What do you think is holding the strawberry in that position?
Where do you think the snail will go next?
How do you think snails communicate?
Would you like to be a snail? What would be the positives and negatives?

Do you think that although snails move very slowly, things around them seem to happen very quickly?

Sometimes I’ve felt like a snail moving slowly amongst the hustle and bustle of busy London. This week we’ll be thinking about pace. I’m sure it has changed a bit for you and your families since you’ve been at home.

The Big Question

Would it be better if everyone moved at super-speed or at a snail’s pace?

Please join in with this discussion and read what others have said, you might want to link or build on their ideas or maybe you might disagree with them.

Here are some sentence starters:

I think that…

I agree with…

I understand what you are saying but…

Continue to read everyone’s ideas throughout the week and let us know if you have changed your mind in any way, or why you haven’t.

Story Time

Here’s a story you might enjoy about a fast-paced day. Click here to listen to Brown Rabbit in the City.