Download - Learning from Home Package Weeks 4-6
Bellambi Public School Year 1 Sailors
Learning from Home Package Weeks 4-6
Phase 1: At School Mondays (face to face) Phase 2: To be confirmed
What is in the package:
Remote learning guidelines for students and parents
Learning environment checklist
Some activities for home
Weekly Timetables
Learning from Home Grids
How to use the package:
Timetables are in 3 weekly blocks.
Reading/Writing and Maths grids cover 3 weeks of work.
Other KLAs cover whole terms work.
PLEASE FOLLOW THE TIMETABLES FOR WEEKLY LEARNING
1 Sailors - LEARNING FROM HOME GRIDS
1
Reading and Writing:
INSTRUCTIONS: Watch the “Book of the Week” video on SeeSaw or story of your own choosing at home, and complete an activity from the
grid every day. Students must complete in a workbook and take a photo to upload onto Seesaw.
BOOK ACTIVITIES
Sebastian Lives in a Hat
Week 4
18/04 - 22/04
Reading: Draw a picture of your favourite part in the story. Label your picture.
Reading: Sebastian outgrew his hat. Design a new home for Sebastian. Draw and label your design.
Writing: Have you ever had to take care of an animal before? Maybe it was a pet or injured wildlife. Write a
sentence or more about caring for that animal.
E.g. I help look after my cat by putting food in its bowl.
Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear.
Don’t worry if you can’t hear all the sounds.
Writing: We learn lots of facts about wombats in the story. Write a sentence or more about wombats. You could
use the internet with an adult to look up extra information about wombats.
E.g. Wombats are big and brown. Mother wombats have a pouch. Baby wombats drink milk.
Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear.
Don’t worry if you can’t hear all the sounds.
Writing: Practice writing the words: when his was
Imagine how Sebastian felt when he was left alone in his mother’s pouch. Write a sentence or more about how
Sebastian must have felt.
E.g. Sebastian felt sad and lonely when his mum was hurt..
Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear.
Don’t worry if you can’t hear all the sounds
Edward the Emu Reading: Before listening to the story, draw a picture or write a sentence about what you think will happen in this
1 Sailors - LEARNING FROM HOME GRIDS
2
Week 5
25/05 - 29/05
story. After listening to the story, compare you predictions. Were you correct?
Reading: Draw a map of Edward’s route through the zoo and the animals he saw along the way.
Writing: Edward wanted to be like the other animals in the zoo. What would you like to be when you grow up.
Write a sentence or more using this sentence starter: When I grow up, I want to…..
Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear.
Don’t worry if you can’t hear all the sounds
Writing: Edward was an emu Write a sentence or more about emus. You could use the internet with an adult to
look up extra information about emus.
E.g. Emus are tall and have a long neck. They lay eggs.
Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear.
Don’t worry if you can’t hear all the sounds.
Writing: Edward visits a different animal each day. Write a diary entry for something you have done this week.
E.g. On Tuesday, I helped my mum put out the washing. It was fun.
Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear.
Don’t worry if you can’t hear all the sounds.
Bush Tracks
Week 6
1/6 - 5/6
Reading: Using natural materials from the garden such as: twigs, leaves, dirt etc plan and create a bush
track picture of how you walk to the beach from your house.
Use the SYMBOLS page to help you design each part of your track. Take a photo and post onto your
Seesaw.
1 Sailors - LEARNING FROM HOME GRIDS
3
Writing: Using your bush track created in the above activity, write a procedure to explain the steps you
take to get to the beach from your house.
E.g.
1. Walk out the front door.
2. Turn left at the gate.
3. Walk forward to the end of the road.
4. Turn right and follow the path on to the sand.
Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you
can hear. Don’t worry if you can’t hear all the sounds.
Writing: Complete the SeeSaw activity ‘Bush Tracks - Adjectives’ or use the chosen illustration from the
text to brainstorm adjectives to describe the scene.
Writing: Using your adjectives brainstorm from the above activity, write a sentence or two describing the
scene in the illustrations.
E.g. The heavy rain fills the winding, blue river. The large, brown birds are soaring above.
Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you
can hear. Don’t worry if you can’t hear all the sounds.
Writing: Listen to the video on SeeSaw or talk with an adult about Reconciliation Week. Make a poster
about what Reconciliation means to you.
Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you
can hear. Don’t worry if you can’t hear all the sounds.
1 Sailors - LEARNING FROM HOME GRIDS
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Speaking and Listening (This is Me! Speeches):
INSTRUCTIONS: Follow the weekly timetable and complete the assigned lesson Students must complete in a workbook and take a photo to
upload onto Seesaw.
Lesson 1 Lesson 2 Lesson 3 Lesson 4
What is a speech?
Watch Mrs Neild and Miss
Lewis’s video about
speeches and their examples
of a ‘This is Me!’ speech.
Ask your parents if they have
ever given a speech before.
What was it for? How did
they go?
Let’s start writing your speech!
Finish these sentences with
something about you.
I am…
I feel…
Take a photo of your work and
upload to SeeSaw.
Finish these sentences with
something about you.
I love…
I hate…
Take a photo of your work and
upload to SeeSaw.
Halfway there! Finish these sentences
with something about you.
I need…
I want…
Take a photo of your work and upload
to SeeSaw.
Lesson 5 Lesson 6 Lesson 7 Lesson 8
Finish these sentences with
something about you.
I fear…
I dream…
Take a photo of your work
and upload to SeeSaw.
Let’s finish our speeches! Finish
these sentences with something
about you.
I think…
I am…
Take a photo of your work and
upload to SeeSaw.
Publish your sentences on the
worksheet provided.
Practice delivering your speech.
Remember to use eye contact
and a clear, loud speaking
voice.
Practice and present. Upload a video
of you delivering your speech and a
photo of your published speech to
SeeSaw.
1 Sailors - LEARNING FROM HOME GRIDS
5
Spelling:
INSTRUCTIONS: On the timetabled days, complete an assigned Spelling activity on SeeSaw or choose one spelling activity from the grid to
complete using your spelling words from this week's Sound Waves list words. Students must complete in a workbook and take a photo to
upload onto Seesaw.
Write your list words in
Rainbow Writing.
Roll out some
playdough and use a
toothpick or the end
of a pencil to write
your words.
Practice typing out
your spelling words
on a Word Doc.
Write out your words
in pencil and trace
over them with a
highlighter / texta.
Draw a hopscotch
board. Put a word in
each box. Say and
spell that word when
you land in the box.
Make your words out
of cooked spaghetti
or sticks.
Play the games on
SoundWaves.
Make your spelling
words out of
playdough.
Draw a picture for 5
of your list words.
Use water and a
paintbrush to paint
your spelling words
on concrete.
Write your words in
chalk around the
backyard.
Clap all your spelling
words. How many
claps/syllables in
each word?
Count the sounds in
your spelling words.
Can you segment
each word into
sounds? (Segmenting
tool on SoundWaves)
Tap out your spelling
words using the back
of 2 spoons. Each tap
is a different sound.
Make your spelling
words by cutting out
letters from a
magazine or
catalogue.
Create flashcards of
your words. Have
your parents or sibling
test you by holding
up the flashcard.
Write the letters of
the alphabet on
rocks, bottlecaps,
squares of paper etc.
Make your spelling
words using these
letters.
With a skipping rope
or leaping, spell out
your words. Each
jump/leap is a
different letter.
1 Sailors - LEARNING FROM HOME GRIDS
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Practice your
spelling words using
Look - Say - Cover -
Write - Check.
Find your spelling
words in storybooks,
on packaging, in
catalogues and
around your home.
Write out your
spelling words. Trace
the vowels.
a e i o u
Use your finger to
write your spelling
words on a partner’s
back. See if they can
guess your words.
Spell your words out
while bouncing a
ball. Each bounce is
the next letter.
Make a word wall
with your spelling
words somewhere in
your house. You may
like to use post it
notes or coloured
paper. Each time you
walk past them, say
the words.
1 Sailors - LEARNING FROM HOME GRIDS
7
Maths:
INSTRUCTIONS: On timetabled days, complete an assigned Maths activity on SeeSaw or choose one Maths activity from the grid to complete.
Students must complete in a workbook and take a photo to upload onto Seesaw.
Week 4:
18/05 -
22/05
Number of
the Week:
10
Complete
on activity
template
on
SeeSaw
Before and After:
Flip two number
cards and record
the 2-digit number
made.
Record the
number before
and after. You can
use your hundred
chart to help you.
Repeat 5 times.
Money:
Sort a set of coins
largest to smallest
value. 5c to $2
Put your coins
under paper and
do a rubbing to
show the order.
Studyladder Activities:
Login to studyladder
and complete
assigned activities.
Combination to 10.
Using number cards,
Turn over the top
card and put that
many counters in a
ten frame. How
many more to make
ten?
Repeat the task.
How many
combinations are
there to make ten?
Using number cards
(1-10), turn over one
card. Find its friend
to make 10.
Ten Frame:
Roll a dice, put that
number of counters
on a ten frame. Roll
again and add that
number of counters
to the ten frame.
Roll again until the
ten frame is full.
Record your
combinations by
drawing and writing
the numbers you
used to make 10.
Week 5:
25/05 -
29/05
Number of
the Week:
7
Complete
on activity
template
on
Area:
Using an A4 piece
of paper as a tool
of measurement,
find objects
around your house
that are larger and
smaller in area
than the A4 piece
of paper. To
measure the
Before and After:
Flip two number
cards and record
the 2-digit number
made.
Record the number
before and after.
You can use your
hundred chart to
help you.
Studyladder Activities
Login to studyladder
and complete
assigned activities.
Number Hunt:
Count forward from
0 to 10. Count
backwards from 10
to 0. Find any items
around your house
with numbers on
them between 1
and 10. Can you
put them in order?
Addition:
Using 10 counters
(or objects) make
number stories of 10.
E.g.
OOO + OOOOOOO
= 10 (say “3 and 7
more makes 10”
or “3 + 7 = 10”).
Draw your number
1 Sailors - LEARNING FROM HOME GRIDS
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SeeSaw object’s area,
place your piece
of paper over the
object. If you
cannot see your
object, its area is
smaller. If you can
see your object, its
area is bigger.
Repeat 5 times. stories in your
workbook.
Week 6:
1/6 -
5/6
Number of
the Week:
9
Complete
on activity
template
on
SeeSaw
Before and After:
Flip two number
cards and record
the 2-digit number
made.
Record the
number before
and after. You can
use your hundred
chart to help you.
Repeat 5 times.
Addition:
Using 10 counters
(or objects) make
number stories of
10.
E.g.
OOO +
OOOOOOO = 10
(say “3 and 7 more
makes 10”
or “3 + 7 = 10”).
Draw your number
stories in your
workbook.
Area:
Have a partner draw
a shape on a piece of
paper. Use your
counters to fill in the
shape. How many
counters did you use
to find the area inside
the shape?
Did the counters
cover the shape
completely? Why or
why not?
What could you use
instead of round
counters to find the
area?
Number Lines.
Arrange your
number cards in a
number line (1-20).
Close your eyes,
have a partner turn
over some numbers.
Guess which
numbers are missing
using your before
and after numbers.
E.g. “I know 3 is
missing because it
comes after 2 and
before 4.”
Subtraction:
Write out the
numbers 0 - 10 on
seperate pieces of
paper and arrange
them in a number
line on the floor.
Stand on number 10
and roll a dice.
Jump back that
many places and
say the number you
have landed on.
Roll the dice again
and jump back.
Continue until you
land on 0.
How many jumps
did it take?
Repeat 5 times.
1 Sailors - LEARNING FROM HOME GRIDS
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Creative and Performing Arts (CAPA):
INSTRUCTIONS: Weekly, choose one CAPA activity from the grid to complete. Students must complete in a workbook and take a photo to
upload onto Seesaw.
VISUAL ARTS DANCE DRAMA MUSIC
Autumn Colours
On a piece of paper draw
black lines in different
directions.
Use either crayons, texta,
coloured pencils or paint to fill
in the spaces (see example
below).
Freeze Dance
Have someone play some
music for you to dance to like
you can’t stop. When the music
stops you need to freeze and
pose.
Can the person playing the
music guess what pose you
have created. E.g. an animal, a
superhero
Repeat and take turns playing
the music or dancing.
Act Out a Story
Choose a favourite story. List
the characters and setting
(where the story takes place).
Using playdough, paper or lego
make your characters.
Design and make the setting
out of materials from your
home. E.g. If you want to make
a mountain you could use a
pillow.
Retell the story using the props
you have made.
Body Percussion How many different sounds can
you make with different parts of
your body? (e.g. whistle, clicking
fingers, hands on knees). Using the
different sounds, make a song
and perform to your family.
Can you name and label these
percussion instruments?
Autumn Lion
Collect some autumn leaves.
Draw a face of a lion on a
piece of paper or paper plate
(see example below). Arrange
and glue the leaves around to
resemble the lion’s mane.
Create a Dance
Choose a favourite song and
create a dance to it. Perform
your dance for your family.
Upload a video to SeeSaw.
Miming Emotions
Using a mirror practise showing
emotions such as:
happy, sad, angry, surprised,
nervous, excited
With a partner guess what
emotion your partner is feeling.
Composing a Song
Decide on 4 key sounds, this
1 Sailors - LEARNING FROM HOME GRIDS
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You may like to get creative
and come up with your own
animal leaf artwork.
may include; stomping,
clapping, hitting, tapping, etc.
Draw a key using shapes. Using
these shapes draw a pattern to
create a song.
Try playing your song and
perform it to someone in your
family.
You may like to compose a
second song.
Mother’s Day Card
Using craft materials you may
have at home make and
create a special Mother’s day
card for mum or nan or
someone special to you.
Write a special message inside
your card.
Mother’s day is on
Sunday 10 May
Miss Lewis’s Dance School
Watch Miss Lewis video and
learn the routine. Practice and
teach the steps to your family.
Make a video of yourself.
Upload your video to SeeSaw.
Dress Ups
Design a costume for a
character using clothing and
props you can find around your
home. Dress up as your
character.
Tell me who you are? What you
do? And what is special about
you?
Homemade Instruments
Use a box (e.g. tissue box) and
some elastic bands to create a
guitar. Colour and design the
‘guitar’. Experiment with pulling
the elastic band up different
lengths to make different
sounds.
1 Sailors - LEARNING FROM HOME GRIDS
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Geography (Features of Places):
INSTRUCTIONS: Follow the weekly timetable and complete the assigned lesson. Students must complete in a workbook and take a photo to
upload onto Seesaw.
Lesson 1 - Natural and Built Features Lesson 2 - Features Around your Home Lesson 3 - Making a Model of a Place
1. Watch the video - natural and built
places
2. What is a natural and built feature?
- A natural feature is all living and
nonliving things or places that have been
around before humans e.g. mountains,
forests, beaches.
- A built feature is something that has
been made by humans (e.g. schools,
houses, buildings.
3. Look at the Natural and Built Features
and pick 4 to draw + label.
Walk around your home, write down and
draw/take photos of all the natural and
built features you see. Make a list of things
you see and tell a parent.
Draw a map of your home as if you were
a bird flying over. Draw the house, the
rooms, and the front yard/backyard.
Label all the built features in red and the
‘natural’ things in green.
Use lego, boxes or blocks to build a model of
your street or town you live in. Talk about
what the buildings would be used for and
what else you might add to the model. Add
in any natural features around your home. For
example a park, beach or creek.
Take a photo of your model from different
views:
1. Looking along the street
2. From directly above
Lesson 4 - Using Places in Different Ways Lesson 5 - Places that Change Lesson 6 - How Weather Affects Places
With a parent, walk around your
street/park, make a list and draw the
natural and built features you see.
For example, I walked to Bellambi beach
and I saw:
Natural features - sand, grass, rocks...
Built features - playground, toilets, pool…
Write down the different ways the
features you saw can be used. For
example: Beach
The beach can be used to go swimming
and surfing, digging in the sand and
Use the images of Sydney harbour to
describe the changes to the natural and
built features of the city over the years.
Think of a place you would like to change
(e.g. classroom, school, bedroom). Draw
and label a picture of how you would like
it to change.
Look at the pictures to help make a
mindmap of different ways places may
change (e.g.natural - floods, earthquakes,
built - knocking down old houses, building
In your workbook make a list of ‘weather
words’ that you have seen, heard or
felt before e.g. rain, wind, sunshine,
thunder…..
Draw a picture and label 3 ways in which
‘weather’ affects places around the world
(floods, heat waves, tornadoes, storms etc.).
Watch the video and list 3 V.I.P’s (Very
Important Points) about one of the weather
types mentioned.
1 Sailors - LEARNING FROM HOME GRIDS
12
playing with the ball. new houses).
Lesson 7 - Special Places Lesson 8 - Locating Places Lesson 9 - Investigation: Built or Natural Place
Watch the youtube clip of Uluru. Write
down some facts about Uluru (hint: some
facts found in the video). Others may be
found here.
Answer the questions:
- Where is Uluru?
- Is it a natural or built feature?
- How big is it?
- How can we look after it?
- Fun fact about uluru.
Draw and label a picture of Uluru in the
day.
Listen to the story: Me on a map.
Draw a map how you would get from
your place to school. Try drawing it like
you are looking down from an aeroplane.
Draw and label all the natural and built
features you go past on the way to
school.
Pick a natural or built feature of your choosing
or one from the examples below.
- The Great Barrier Reef
- Sydney Harbour bridge
- Great Wall of China
- Mount Everest
Draw a picture of your place and answer the
following questions:
- What is it?
- Where is it?
- Is it natural or built?
- When was it created?
- Three fun facts.
1 Sailors - LEARNING FROM HOME GRIDS
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PD/Health (Safety):
INSTRUCTIONS: Follow the weekly timetable and complete the assigned lesson. Students must complete in a workbook and take a photo to
upload onto Seesaw.
Stage 1 - ‘Safety’
Lesson 1 - Safe and Unsafe Lesson 2 - Keeping Myself Safe Lesson 3 - Hazards in my Home
Draw two outlines of a person. One is Safe
and the other is Unsafe
Draw and label on the outlines the ways our
body reacts when we feel Safe and Unsafe.
E.g. Safe: happy smile on my face - draw a
big smiling face. Unsafe: butterflies in my
tummy - draw butterflies on the outlines
tummy.
Sometimes we have to make quick
decisions to keep ourselves safe.
Something can look fun or exciting can
be unsafe and we have to be strong
and make the right decision.
Draw or write what you could do to stay
safe in these situations:
● What if a big kid said, ‘Give me
your money’?
● What if your friends were saying,
‘Come on! Jump off the top of
the climbing equipment’?
● What if your brother told you to let
the dog out?
● What if you need to cross the
road, but the traffic lights are too
far away?
Hazards and risks are something that could
be dangerous around us or something that
could hurt us. They are something that is
unsafe.
Brainstorm a list of hazards that may be in
your home. Walk around and see if you
can spot anything that could be
dangerous or hurt someone.
Draw a picture of five hazards you have
found.
E.g. power cord I could trip over, cleaning
chemicals in easy to reach cupboards.
Lesson 4 - Making my Home Safe Lesson 5 - Rules Keep me Safe. Lesson 6 - Crossing Safety
Choose one hazard from the list you made
in Lesson 1. Make a poster to display near
the hazard.
Your poster must include:
● What is the hazard?
● Why is it dangerous?
● How can we be safe around the
Make a list of rules you have at home or
school that keep you safe. If you are
unsure, talk to your parents or an adult
about rules they have put in place to
keep you safe.
Why do we have rules? What would
happen without them?
What is a pedestrian? Look at pictures on
the computer of a pedestrian.
Do you have to cross a road to get to
school? Write the name of the roads you
cross. Do these roads have pedestrian
crossings or traffic lights?
Did you know: You have to hold an adults
1 Sailors - LEARNING FROM HOME GRIDS
14
hazard?
● A picture of the hazard.
Draw and write about how these rules
keep you safe at home or school.
hand while crossing the road until you are
10 years old.
Draw/paint a picture of yourself holding
hands with a grown-up and complete the
sentence ‘It’s important to hold a grown-
ups hand because……’
Lesson 7 - Crossing Safety Lesson 8 - Sun Safety Lesson 9 - Bike Safety
We use the words Stop! Look! Listen! Think!,
when talking about how to cross the road
safely.
What do each of those words mean when
crossing the road? Draw a picture of what
to do for each word.
Practise the procedure in your house or
yard. Mark out the road and kerbs using
chalk, skipping ropes or something similar.
Ask an adult or sibling to help you. Llink
hands as you practise and say ‘Always hold
a grown-up’s hand’.
Watch this video on Sun Safety.
Make a tv commercial and act it out for
your family to teach them Slop, Slop,
Slap, Seek, Slide. Have someone film
your commercial and upload it to
SeeSaw.
Think about the last time you rode a bike.
● Did you remember to wear a
helmet?
● How does a helmet keep you safe?
● What could happen if you fell off
your bike and hit your head when
you weren’t wearing a helmet?
Design a new bike helmet that looks
fantastic but is also safe and strong to
protect your head.
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15
Science (Living Things)
INSTRUCTIONS: Follow the weekly timetable and complete the assigned lesson. Students must complete in a workbook and take a photo to
upload onto Seesaw.
SCIENCE - Lesson 1 SCIENCE - Lesson 2 SCIENCE - Lesson 3
What am I? Natural and man-made
living things.
Make up a game about different
living things. Write down clues for
each one and have a family
member guess them
Eg- I am a natural living thing, I am
green, I grow outside, I am a plant, I
need to be mown, Kids play on me.
What am I? (Answer Grass)
Animals live in different places
because they need different food,
shelter and protection for their
family.
Think of some animals and the
homes that they live in (eg birds in a
nest, koala in a tree, dog in a
kennel)
Choose 5 animals and draw them in
their home. Label each drawing.
Animals live in different places because they need different
food, shelter and protection for their family.
Design a home for an animal to live it. Choose your animal
and what kind of home they may need. Eg dog-kennel, snail-
garden structure, bird- nest.
Draw your design and label it.
SCIENCE - Lesson 4 SCIENCE - Lesson 5 SCIENCE - Lesson 6
Living things make lots of sounds.
Walk around your house and
garden and record the
noises/sounds of living things you
can hear. Make a list of the sounds
you hear and what living thing
makes this sound..
Living Things creativity
Collect living things from around
your garden/yard and make a
picture. Take a photo and upload it
to Seesaw.
Living and Non Living Playground
Design a new play area for students. Include both living and
nonliving things in your play area. Also include man-made
and natural things. Write about your play area describing the
things in it, what they will be used for and how your play area
will need to be cared for. Draw a picture of your new play
area and label it.
E.g.
My playground has a cubby house. It is a non living manmade
structure. It is used for children to play in.
It has a flower garden which is a natural living part of my
playground. To help look after this area we will need to water
plants in the garden.
My playground has a climbing frame and a swing. It is a man-
made structure. Children can climb on it.
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16
Library:
INSTRUCTIONS: Follow the weekly timetable and pick an activity from the grid to complete. Students must complete in a workbook and take a
photo to upload onto Seesaw.
LIBRARY
Read a book of your choice.
Listen to Mrs Clarke’s book of the week on
Seesaw.
What is an Author and Illustrator? Discuss with a
family member.
Make a poster to recommend the book for
someone else to read. Include the Title, Author,
Illustrator, a picture and brief explanation of what
the book is about.
LIBRARY
Read a book of your choice.
Listen to Mrs Clarke’s book of the week on
Seesaw.
What is a character? Discuss with a family
member.
Draw the characters from the book.
Name each character, describe them
and write something exciting they do in
the story. Eg- Pig the tourist is a cheeky
dog who causes trouble as he travels the
world.
LIBRARY
Read a book of your choice.
Listen to Mrs Clarke’s book of the week on
Seesaw.
Choose a character from the book. They
have come to visit you. Plan 10 questions
you would like to ask them.
Interview a family member asking them the
questions you have planned and record
their answers.
LIBRARY
Read a book of your choice.
Listen to Mrs Clarkes book of the week on Seesaw
If you could be any character from the book
which one would you be and why?
Pretend you are this character and describe your
feelings, actions and appearance.
LIBRARY
Read a book of your choice.
Listen to Mrs Clarkes book of the week on
Seesaw
Write a new ending for the book. You may
add extra characters, change the setting
and how the story ends. Draw a picture of
your new ending.
LIBRARY
Read a book of your choice.
Listen to Mrs Clarkes book of the week on
Seesaw
Write a letter to a friend telling them why
they should read this book. Include things
such as why you liked it, what was funny,
which character was your favourite and
why.
Year 1 Sailors Week 4 Term 2 Weekly Timetable
Morning Routine: Greeting, Values, Expectations, Announcements, Positive Primer (Game), What went well?
Daily Learning expected 3hrs per day + additional time for sports and physical activities, games
Week 4
Monday
18/05/2020
Tuesday
19/05/2020
Wednesday
20/05/2020
Thursday
21/05/2020
Friday
22/05/2020
1 hour session Reading/Writing-
Pick one grid activity Spelling ‘l’
-world883 Pick one grid activity
Reading/Writing- Pick one grid activity
Spelling ‘l’ -world883
Pick one grid activity
Reading/Writing- Pick one grid activity
Spelling ‘l’ -world883
Pick one grid activity
Reading/Writing- Pick one grid activity
Handwriting ‘Aa’ Writing Time - See & Trace
Handwriting Book p.40-41
Speeches Complete Lesson 4
Typing
Tournament
Break
1 hour session PM Readers - 15min
Maths Pick one grid activity
PM Readers - 15min
Maths Pick one grid activity
PM Readers - 15min
Maths Pick one grid activity
PM Readers - 15min
Maths Pick one grid activity
PM Readers - 15min
Studyladder
Break
1 hour session CAPA Pick one grid activity
PDH Complete Activity 3
Science Complete Lesson 2
Geography Complete Lesson 4
Creative Play Pick one activity
At school we do a ‘Brain Break’ every 30minutes. Below are some suggested Brain Breaks
Move to Learn Cosmic Yoga Brain Breaks Just Dance Fundamental Movement Skills
King/Shapes Be a Scientist
Syllable Stomp
Eat Right
Time to Relax
Arnold the Ant
Squish the Fish
Spider Power
Cracker the Dragon
Wonder
Minecraft
Finger Catch
Mirrors
Paper Scissors Rock
Simon Says
Frozen-Let It Go
Dog Dance
Ghost Busters
Old Town Road
Party Rock Anthem
Leap - watch & try outside
Hop- watch & try outside
Dodge- watch & try outside
Jump- watch & try outside
Balance- watch & try outside
Student You Tube - How to Use Seesaw: https://www.youtube.com/watch?v=g5jG9VoROFs&feature=youtu.be
BLM WL13
Sound Waves 1 Black Line Masters © Barbara Murray and Terri Watson 2011 Firefl y Education ISBN 978 1 74135 149 1
gladfl at
blendcliffleaflooklivequilt
fell wellwillballhelpmilkbeltcold
l ll
Week 4 Spelling Words:
Complete if you cannot access Studyladder online.
One MOREandOne LESSone more one less
10
3
15
7
21
19
Year 1 Sailors Week 5 Term 2 Weekly Timetable
Morning Routine: Greeting, Values, Expectations, Announcements, Positive Primer (Game), What went well?
Daily Learning expected 3hrs per day + additional time for sports and physical activities, games
Week 5
Monday
25/05/2020
Tuesday
26/05/2020
Wednesday
27/05/2020
Thursday
28/05/2020
Friday
29/05/2020
1 hour session Reading/Writing-
Pick one grid activity Spelling ‘ee’
-world883 Pick one grid activity
Reading/Writing- Pick one grid activity Spelling ‘ee’
-world883 Pick one grid activity
Reading/Writing- Pick one grid activity Spelling ‘ee’ -
world883 Pick one grid activity
Reading/Writing- Pick one grid activity
Handwriting ‘Dd’ Writing Time - See & Trace
Handwriting Book p.50-51
Speeches Complete Lesson 5
Typing
Tournament
Break
1 hour session PM Readers - 15min
Maths Pick one grid activity
PM Readers - 15min
Maths Pick one grid activity
PM Readers - 15min
Maths Pick one grid activity
PM Readers - 15min
Maths Pick one grid activity
PM Readers - 15min
Studyladder
Break
1 hour session CAPA Pick one grid activity
PDH Complete Lesson 5
Library Pick one grid activity
Geography Complete Lesson 5
Creative Play Pick one activity
At school we do a ‘Brain Break’ every 30minutes. Below are some suggested Brain Breaks
Move to Learn Cosmic Yoga Brain Breaks Just Dance Fundamental Movement Skills
King/Shapes Be a Scientist
Syllable Stomp
Eat Right
Time to Relax
Arnold the Ant
Squish the Fish
Spider Power
Cracker the Dragon
Wonder
Minecraft
Finger Catch
Mirrors
Paper Scissors Rock
Simon Says
Frozen-Let It Go
Dog Dance
Ghost Busters
Old Town Road
Party Rock Anthem
Leap - watch & try outside
Hop- watch & try outside
Dodge- watch & try outside
Jump- watch & try outside
Balance- watch & try outside
Student You Tube - How to Use Seesaw: https://www.youtube.com/watch?v=g5jG9VoROFs&feature=youtu.be
BLM WL14
Sound Waves 1 Black Line Masters © Barbara Murray and Terri Watson 2011 Firefl y Education ISBN 978 1 74135 149 1
seaeat
eachreadthreebeachany
many
me bewehesheseebeentree
ee e ea
Week 4 Spelling Words:
Simple Addition + 1
Complete if you cannot access Studyladder online.
1 . ) 1 + 1 = -- 5.) 5+1= --·
2+1= -- 6.) 6+1= --·
3.) 3+1= -- 7 .) 7+1= --
4.) 4+1= -- 8.) 8+1= --·
Year 1 Sailors Week 6 Term 2 Weekly Timetable
Morning Routine: Greeting, Values, Expectations, Announcements, Positive Primer (Game), What went well?
Daily Learning expected 3hrs per day + additional time for sports and physical activities, games
Week 6
Monday
1/06/2020
Tuesday
2/06/2020
Wednesday
3/06/2020
Thursday
4/06/2020
Friday
5/06/2020
1 hour session Reading/Writing-
Pick one grid activity Spelling ‘oo’
-world883 Pick one grid activity
Reading/Writing- Pick one grid activity
Spelling ‘oo’
-world883 Pick one grid activity
Reading/Writing- Pick one grid activity
Spelling ‘oo’
-world883 Pick one grid activity
Reading/Writing- Pick one grid activity
Handwriting ‘Bb’ Writing Time - See & Trace
Handwriting Book p.26-27
Speeches Complete Lesson 5
Typing
Tournament
Break
1 hour session PM Readers - 15min
Maths Pick one grid activity
PM Readers - 15min
Maths Pick one grid activity
PM Readers - 15min
Maths Pick one grid activity
PM Readers - 15min
Maths Pick one grid activity
PM Readers - 15min
Studyladder
Break
1 hour session CAPA Pick one grid activity
PDH Complete Lesson 6
Science Complete Lesson 3
Geography Complete Lesson 6
Creative Play Pick one activity
At school we do a ‘Brain Break’ every 30minutes. Below are some suggested Brain Breaks
Move to Learn Cosmic Yoga Brain Breaks Just Dance Fundamental Movement Skills
King/Shapes Be a Scientist
Syllable Stomp
Eat Right
Time to Relax
Arnold the Ant
Squish the Fish
Spider Power
Cracker the Dragon
Wonder
Minecraft
Finger Catch
Mirrors
Paper Scissors Rock
Simon Says
Frozen-Let It Go
Dog Dance
Ghost Busters
Old Town Road
Party Rock Anthem
Side Gallop - watch & try outside
Skip - watch & try outside
Sprint - watch & try outside
Catch - watch & try outside
Kick - watch & try outside
Student You Tube - How to Use Seesaw: https://www.youtube.com/watch?v=g5jG9VoROFs&feature=youtu.be
BLM WL15
Sound Waves 1 Black Line Masters © Barbara Murray and Terri Watson 2011 Firefl y Education ISBN 978 1 74135 149 1
smashsmilesmellsmall
Mummyswimminghummedhumming
Mum manmenmadecampjumppumpstamp
m mm
Week 6 Spelling Words
BUSH TRACKS by Ros Moriarty
Reading/Writing Activity
Using natural materials from the garden such as: twigs, leaves, dirt etc plan and create a bush track picture of how you walk to the beach from your house.
Use the SYMBOLS page to help you design each part of your track. Take a photo and post onto your Seesaw.
© Ashley’s golden apples - Ashley white
Complete if you cannot access Studyladder online.
CirclesColor all the circles you find.
© Ashley’s golden apples - Ashley white
Name: ______________
RectanglesColor all the rectangles you find.
© Ashley’s golden apples - Ashley white
Name: ______________
trianglesColor all the triangles you find.