Year 1 Home Learning w/c 13/7/2020

If your child is coming into school this week, they will be completing the maths and writing tasks with their bubble teacher.

If your child is not coming into school this week, we have provided an additional section on this document, showing the things we

are doing in school (so you can do them if you want to!)

Reading:

Your child should be reading regularly for enjoyment.

To enhance their understanding of ‘The Seaside’’ topic we would recommend reading books connected to the topic. For example, any non-

fiction books related to the seaside, rock pools, the sea or sea creatures. Books in ‘The Lighthouse Keeper’ series, Grandma’s Seaside

Bloomers, Lucy and Tom At the Seaside, Sally and the Limpet, At the Beach, Seaside Poems, Traction Man and the Beach Odyssey,

Mister Seahorse.

Phonics:

Daily lessons available on the DfE ‘Letters and Sounds’ online resource: https://www.youtube.com/channel/UCP_FbjYUP_UtldV2K_-

niWw/channels?view_as=public You also have the support materials we sent home in the original Home Learning Pack.

Spelling:

Practise spelling the Year 1 Common Exception words and days of the week. It is also useful to practise reading and writing the 100 high

frequency words.

Useful websites:

These websites all provide additional learning opportunities around the topic. https://www.visitsealife.com/london/home-school/ https://www.theschoolrun.com/homework-help/coastal-habitats https://www.squizzes.com/fun-facts-about-the-seaside/ https://kids.kiddle.co/Seaside_resort https://www.bbc.co.uk/bitesize/clips/zpfnvcw https://www.bbc.co.uk/bitesize/clips/z8fnvcw https://www.dkfindout.com/uk/earth/coasts/tide-pools/

Subject Learning

Objective

Activity & Teaching Points Key Vocabulary Resources

Maths I can link

addition and

subtraction.

Watch the introductory video on White Rose (Summer

Term – Week 3, Lesson 2).

There are worksheets available on White Rose to do.

The numbers on these are quite large so you might want

to start with making some of your own fact families

using smaller numbers (i.e. numbers up to 10)

Teaching Points:

A fact family should have two additions and two

subtractions. It will also just use three numbers but put

in different combinations.

Addition,

subtraction, fact

families, same,

different

https://whiterosemaths.com/homelearning/year-1/

Paper, pencil.

Writing I can explore

rhyme.

Watch the video about rhyming words (see link opposite)

Read through ‘Magic Beach’ and listen to the reading of

it on Dojo – ask your child to listen out for words that

rhyme.

Activity

Find the words that rhyme (hint: look at the end of the

lines) and make a list of the rhyming pairs.

Then make your own pairs of rhyming words e.g. cat/hat,

spoon/tune.

Challenge:

Can you write some rhyming sentences?

E.g. In the car/I went quite far.

Teaching Points:

Rhyming words have the same end sound but they might

use different graphemes to make that sound e.g.

https://www.bbc.co.uk/bitesize/topics/zjhhvcw/articles/zqjgrdm

Video of the Magic Beach being

read by Y1 teacher.

Transcript of story/poem.

Paper, pencil.

bee/sea. Rhyming words are a good opportunity to link to

phonics and explore how the same phoneme can be

created by using different graphemes.

Topic I can

understand

how music can

be influenced

by art and

surroundings.

Read the information about Claude Debussy.

Then listen to the recording of ‘La Mer’ (link opposite)

While you are listening to the music you might want to

do some art or a mindfulness activity.

Teaching Points:

Use some of the music appreciation techniques from the

previous week (Mindfulness section).

https://www.youtube.com/watch?v=FOCucJw7iT8

Creative I can create

my own version

of an artist’s

work.

Hokusai’s Great Wave

Hokusai was a Japanese artist. He used a block of wood

to carve the picture and then used paint to print with it.

It shows a giant wave threatening boats. The art work

was printed somewhere between 1830 and 1833.

Task – can you recreate Hokusai’s Great Wave

picture? You could use chalk/craft

materials/paint/coloured pencils.

Japanese, wave,

blue, white, print.

Chalk/craft materials/

paint/coloured pencils

Mindfuln

ess I can focus my

attention to

understand my

feelings.

Click on the link opposite to follow the instructions for

making a glitter jar and its purpose. Thoughts, feelings,

behaviours, swirling.

https://www.mindful.org/how-to-create-a-glitter-jar-for-kids/ Jar, glitter (or substitutes), water.

Learning

that is

happenin

g in

school

I know

alternative

pronunciations

for the /ea/

and /er/

We will be looking at the graphemes /ea/ and /er/ and

the different sounds they make.

For example /ea/ as in sea or bread and /er/ as in fern

or letter (the first is a longer sound, the second is a

shorter sound). See the attached words.

with

bubble

teachers

graphemes.

I can read,

understand

and answer

questions

about a text.

I can explain

why places of

worship are

important to

believers.

I can create a

leaf character.

We will be looking closely at an extract from the poem

‘Magic Beach’. See the attached text and questions.

Read through the information about places of worship.

Children to complete a worksheet answering questions

about a place of worship.

Collect a selection of leaves. Ask the children to turn

their leaf into an animal. See attached example.

The Magic Beach

At our beach,

at our magic beach,

we swim in the sparkling sea,

surfing and splashing

and jumping the waves,

shrieking and laughing with glee.

Wild white horses are thundering past,

racing to get to the land,

plunging and prancing and tossing their heads,

then fading away on the sand.

At our beach,

at our magic beach,

we play in the sand for hours,

digging and building,

with buckets and spades,

invincible castles and towers.

The king and the queen are trapped in the moat,

a dragon is spitting out flames.

Princess Belinda is charging the beast

to rescue little Prince James.

At our beach,

at our magic beach,

we search in the clear, warm pools,

peering at starfish,

limpets and crabs,

and tiny fish darting in schools.

Into the Kingdom of Fishes we go,

riding on sea-dragons’ tails.

Angelfish ferry a cargo of pearls

past creeping convoys of snails.

At our beach,

at our magic beach,

we walk when it’s cloudy and grey,

looking for driftwood,

feathers and shells

washed up on the edge of the bay.

A leather-bound chest with buckles of brass

lies tossed on the sand by the tide.

As we push back the lid we are dazzled by light

from the glittering treasure inside.

At our beach,

at our magic beach,

we rock in the tangerine boat,

paddling out to the end of the line,

then drifting back to the float.

The wind fills our sails as we follow the sun,

and the look-out’s eyes are keen.

We’ll navigate over the edge of the world

to islands where no-one has been.

At our beach,

at our magic beach,

we laze on the jetty and wait,

watching the watery shadows below

for something to nibble the bait.

A monstrous shark has taken the hook,

it’s struggling hard to break free,

thrashing and crashing and fighting the line

as we drag it in from the sea.

At our beach,

at our magic beach,

we bask in the glow of the fire.

The moon makes a silvery path on the sea,

and the waves come to shore with a sigh.

A beacon is signalling up on the cliff,

an answer blinks back from the bay.

Smugglers are hauling in crate-loads of rum,

then silently stealing away.

At our beach,

at our magic beach,

the old bed is cosy and wide.

To the sounds of the ocean

we sleep through the night…

…adrift on the evening tide.

Claude Debussy

August 22, 1862 - March 25, 1918

Claude Debussy really had a double first name: Achille-Claude. He was born in a suburb of Paris, and it was his aunt who first noticed how

musical he was. She got him started taking piano lessons. When he was only ten, Debussy started studying at the very strict Paris

Conservatory.

As a child, Debussy was fascinated by visual art, and as he grew up, he loved the new style called "Impressionism." Instead of painting

realistic, lifelike paintings with hard outlines, Impressionists used thousands of dots, or many different shades of colour to create the

"impression" of what they wanted to depict. Debussy took that idea and applied it to music, creating Impressionism in music.

He wrote exciting music for orchestra: Fêtes galantes and a work called La Mer (The Sea) which he worked at while staying

in Brighton on the south coast of England. It is one of the most exciting pieces of music about the sea.

Drawn by art and painting since his youth, Debussy often told his friends he would have liked to be a painter... But it was not to be!

Nevertheless, though he never learned to handle a brush, he knew how to use musical notes.

Furthermore, the composer asked that "The Wave" by Japanese engraver Hokusai be used as a cover for the score.

The Magic Beach

At our beach,

at our magic beach,

we swim in the sparkling sea,

surfing and splashing

and jumping the waves,

shrieking and laughing with glee.

Wild white horses are thundering past,

racing to get to the land,

plunging and prancing and tossing their heads,

then fading away on the sand.

At our beach,

at our magic beach,

we play in the sand for hours,

digging and building,

with buckets and spades,

invincible castles and towers.

The king and the queen are trapped in the moat,

a dragon is spitting out flames.

Princess Belinda is charging the beast

to rescue little Prince James.

Introduce the text ‘Magic Beach’ which we are also looking at in writing. Explain that it is an Australian text so some of the features of a beach

might be different from the ones with which we are familiar.

Today we are going to focus on some of the words in the text. Discuss what the words mean:

Shrieking (making a high pitched sound)

Glee (great delight , happiness)

Thundering (moving quickly and loudly)

Plunging (jump or dive quickly and energetically)

Prancing (moving with high springy steps like a horse)

Tossing their head (move their head backwards)

Invincible (strong, unbreakable)

Moat (a deep ditch, filled with water, surrounding a castle)

Charging (rushing forward to attack)

Read through the ‘Magic Beach’ text.

Discuss what they like and do not like about the poem. How does the poem make them feel? Would they like to visit this beach?

Places of Worship

Worship is acting in a way that shows respect or love to something or someone.

People who belong to a religion worship their god or gods.

A place of worship is a special place within a religion where believers go to:

Pray

Worship

Learn about their religion

Spend time together as a community

At places of worship people mark special occasions in their life. These might include:

weddings

baptisms

coming-of-age ceremonies

initiations into their faiths

At places of worship, people help their community. They might offer food or hold special events, like fairs or fun events.

These are places of worship:

Christian church Jewish synagogue Sikh gurdwara Hindu mandir

Buddhist temple Muslim mosque

Have a go at answering these questions about places of worship.

What is a place of worship?

A Christian place of worship is called: a mosque a church a synagogue

A Hindu place of worship is called: a mandir a temple a gurdwara

What sort of things do believers do at their place of worship?

How might a believer feel at their place of worship?

Leaf animals examples: