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Home Learning

If you are isolating at home, please complete the following work and email the work, via photograph, video or word document, to the school email address.


Year 1 children: Please complete

-  daily reading with you school reading books and any books you have at home.

- practise this week's spelling words (ai and ay digraphs. As in snail and play).

- practise writing numbers 0-20 and a quicker pace.

Reception: Please complete

-  daily reading with you school reading books and any books you have at home.

- this week's handwriting letter sheet (c) - can you think of any other words that contain this letter? 



Year 1 Mental Maths activity – counting objects – look at the objects, count how many there are and write the number to match.


This week we will be thinking about short objects and long objects and all the objects in between.  Today can you try to find the longest/tallest/shortest objects you can in and around your house. 

Are you bigger or smaller than it? How can we find out? Ensure your child understands direct comparison – starting in the same place.  How long is this stick? How could we find out? We know it is longer/shorted than... What could we do? Yes! Let’s measure it! What could we measure it with? Gain ideas and try some out. e.g. Duplo bricks that all uniform in size. 


Remember we need to start at one end and measure right up to the other end!  Try at least 2 different units, e.g. fingers, hands, cubes, etc.  Model how to collect the results on the board – book = remembering to include the unit! e.g. 15 blocks.

Using the second sheet in the above PDF, Compare the lengths of the worms – measure the length of the worms, counting the segments and order them using direct comparison.

Maths 2

Mental Maths: Keep practising writing numbers 0-20. Are they all the correct orientation? How many numbers can you write in one minute? Have another go, did you write more numbers this time? 


Let's continue with our measuring. Pick two different sized objects that are uniform in size. e.g. duplo bricks and acorns. Choose lots of different objects from around your house and measure them using the duplo bricks first and then the acorns. Do they measure the same? Why is the number different? Are the acorns bigger or smaller than the duplo bricks? 

Draw or write down your results. Don't forget to include you unit of measurement. 

For example. Book = 8 bricks

                                   = 15 acorns




Start with

What do we know about Islam already?  Create a thought shower. How do they worship?


Direct teaching –

Over the next few weeks we are going to think about what the Qur’an says about how Muslims should treat others and live their lives.  What is the Qur’an?  How do Muslims handle the Qur’an?  Where do they keep it? Why?


Write the following words – Imam and Sha’adah – introduce these new words to your child. 

  • Imam means the believer’s faith in the aspects of Islam.
  • Sha’adah is the statement of faith.  Display the statement of faith on the board.


The Islamic statement of faith is… ‘there is no God but God, and Muhammad is his prophet’.


Discuss – What do you think this might mean?  It means that Muslims worship no one else but Allah.  Allah is the only God.  There is no God but God.  Who was Muhammad?  What did Muhammad do?  Why is he so very important to Muslims?  Let’s watch a video clip to remind us –  Watch from 4:47 - Watch the video clip through View Pure.



At the end of the clip the father asks his son questions – it is up to you whether you would like to watch this or not.  You might like to use this as an opportunity to assess understanding of the story and who Muhammad was.








If you have the 'Funnybones book' 

Look at the front cover of ‘Funny Bones’ Janet and Allan Ahlberg. What can you see? Discuss the pictures. Why are there people’s names on the front? Who are they? What is this called (point at the title) It says: ‘Funnybones!’ What do you think the book is going to be about? How do you know? Read the beginning. How do the authors describe most of the places the skeletons go past? ‘Dark dark’. 


Yr1: There is a digraph in the middle of the word dark ‘ar’. I would like you to be able to spell dark all by yourself. How many sounds has it got? Draw on the sound buttons. How many letters has it got? Close your eyes, can you see the word. Spell it out loud for me, look back at the board, were you correct? Have another go, can you pretend to write it on the carpet? Model how to write a sentence, using the correct letter formation and sentence structure.  How do we write the ‘ar’ grapheme?  Look at it carefully and keep asking the children how to spell dark.  Model the use of a capital letter at the start of a sentence and a full stop at the end of the sentence. 




Write in full sentences, using full stops, capital letters and the ‘ar’ grapheme. Repetitive sentences. 

A dark dark… (possible sentence ending words = town, street, house, room, cellar or skeleton).

A dark dark …

A dark dark…


If you do not have the book click here to watch a video.


English 2

We’ve been reading the book called ‘Funnybones’

I’ve got another Funnybones story called. ‘Bump in the Night’

Watch video of the story (use the link above). Pause throughout the story to allow children time to predict what could happen next! Which Funnybones story did you like the best? Why?

Year 1’s You are going to write about the story you have just heard. Bump in the night.

You could begin your sentences with… In a dark dark …(house/park/etc) the skeletons went bump! Doctor Bones put them together. In a dark dark park a dog went bump. Doctor Bones put him back.

Do not forget to write in full sentences, using full stops, capital letters and the ‘ar’ grapheme.

Reception Activities: 

Inside activities:

- Make your own skeleton, using chalk and black sugar paper.

- Cut out bones and try to make your own skeleton.

- Use the large laminated bones to make a skeleton child.

-Draw around a child on a large piece of backing paper and draw the bones, copying the picture of a skeleton.


Outside activities

-Draw around your friend on the ground, using chalk.  Can you draw a label to each bone that you can remember, e.g. skull, pelvis, etc.

-Put a large skeleton outside for children to see and use as an observation point for drawing.

- Have a pile of sticks next to an image of a skeleton and support the children to make a life size skeleton.  What bones do we need to include?  How could we create a skull?

- Oh no!  The teddy bears have broken their bones, can you bandage them up?



Show the children a puppet.  Watch as the puppet falls over at the waist.  Why has he fallen over?  What doesn’t he have inside him that we have inside us? Ask the children to remember the story that we have been thinking about this week.  He doesn’t have a skeleton.  If he had a skeleton he wouldn’t flop over!

Watch Learning Zone Class Clips - Skeletons


Discuss in TPWhat interesting things did you learn about skeletons? Our skeleton grows with us.  There are over 200 bones in everyone’s skeleton.  There are 26 bones in our hands and 27 in our feet. Skeletons are inside us all They hold us up! If we had no bones we would just be like a lump of jelly! This is called a skull. It holds your brain inside for all your thinking. This is your rib cage to hold your heart and lungs to help you breath. This is your pelvis, you have heard the word hips, that’s where your pelvis is! And these are your legs and arms, look how many bones are in your hands and feet!

Can you locate a named bone, e.g. can you find the skull? Then encourage Year 1s to read the labels you have written for them and put them into the correct spot - you could use a toy to label.  Can you suggest a job that this bone does (protection, support or movement).

Year 1 – T Worksheet – Label the picture of the skeleton with the following bones: rib cage, skull, knee cap, backbone, jaw bone and pelvis. Year 1s to use a word bank and have a go at reading the words, using sound knowledge.

Extension – 2 stickers for topic book – write an interesting fact about skeletons and their purpose, e.g. to protect, support, using the correct sentence structure.

Reception – Puzzle – Create the skeleton using the bones.

Rec Art Work TA – Create a skeleton piece of art work, using cue tips.  Cut the cue tips for the finger bones and toe bones.  See image to support.  Ensure all children have completed this over the two lessons (12 a day).  Following day when time, call children over and label the bones that they can remember, e,g, skull, ribs, pelvis, etc.  

Yr 1s ART – using straws create a skeleton.