Home Learning

Reception pupils:

Homework is 5 minutes every day. This is for working on their fish sounds/key words/ reading. Your child will have a different combination of these depending on their current stage of development. This can easily be done as a fun game – actions with fish sounds; pairs with key words or stepping stones as key words, but we do ask that you make the time on a daily basis. Five minutes each day is worth much more than half an hour at the week-end. Please sign the reading record book each day to show you have done your homework!

In addition your child will bring home a Learning Log. The activity set in the learning log will cover a wide range of topics, including maths, knowledge of the world and creativity.

Key Stage One pupils (Year 1 & 2)

All pupils in Key Stage One will need to continue to read EVERY day, regardless of colour bands. Children should have a colour book band to accompany their reading band  – this has been written by staff to help you ask the right sort of questions to develop and support your child’s reading. If your child has fish sounds and key words, you will not have time to do everything on a nightly basis, but please spend 5 minutes doing both sounds and words or reading book. Once again, could we ask that you SIGN the reading record!!

Pupils in Key Stage One also have spellings to learn on a weekly basis: Suggestions on the different ways of learning spellings will follow shortly.

In addition to the above pupils have 30 minutes of homework each week: whilst the majority of homework set is based on Maths or Literacy, there are opportunities for creatively responding to these topics.

How to help your child with maths:

  • Empty your purse on the table every day – can the children sort according to value? Can they add together two totals (Year 1) such as the total of the 10s and the 1s? If children are happy with this, can they add together the total of the 10s and the 5s? Please extend for Year 2 pupils to add together different totals.
  • If your child receives pocket money, can they keep a total over the course of a term – how much do they add to the pot and how much do they spend?
  • If you don’t give pocket money, could you start? Just giving 10p or 15p a week would be ideal, as this would encourage adding in 10s and 5s.
  • If you purchase something like a daily paper, or loaf of bread, could you please ask your child to try to find the right coins to make the total.
  • Share your weekly shopping bill with your child – can they find the article that cost the most? The least?
  • For children who are very secure with adding totals, please choose one item off the shopping bill and tell your child that you only had £1 or a £5 note to pay for this item. What change would you get? How would they work this out?
  • Give a total, such as 5p, 10p, 20p or 50p. How many different ways can they make this – ie 2 x 2p and 1p; 1 x 2p + 3 x 1p.

Here are some ideas for fractions:

  • Have pieces of paper and fold in half, quarters.
  • When cooking talk about half a table spoon, one whole teaspoon etc. Ask what half a glass of milk looks like – how could they check they are right?
  • Cut toast etc into quarters and talk about 4 equal pieces. If you have a pizza, talk about whether they would prefer a quarter or a half – which is bigger? Also talk about if it was cut into 5 pieces, what would each piece be called? How about if it was cut into 6 equal pieces?
  • If you have sweets, raisins, dried apricots etc (small packets) encourage your child to share them equally between their siblings. Discuss what they have found out – ie 15 shared by 2 is 7 each with one left over. In maths the one left over is called a remainder. What do they discover if they share an even number between two compared with an odd number?
  • If you are half way on a journey, what does this mean? If the journey is 10 miles, what would half way be? What if the journey was 5 miles? 1 mile? Half a mile?

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