Welcome to 

With Miss Carney

Please read Letter to Campbell Class Parents 25th June 2020

Home Learning- School is closed due to COVID-19/CORONAVIRUS, please use the ideas  below.  

Important Notice: The following pages contain links to websites that we feel are supportive to the curriculum and safe but it must be noted that the contents of the websites are out of our control. Therefore, we recommend that parents check them before allowing children unsupervised access. Remember to stay safe online! 


Brighten someone’s day with a letter

Community Senior Music is a non-profit project where semi-professional musicians offer their time to visit care homes and perform to the residents, however, due to COVID-19 this project has been unable to continue.

The elderly residents are feeling lonely and would enjoy receiving some letters and/or drawings from young people. It would be lovely to put a smile of their face and brighten their day.

If you would be interested in taking part, download full information here or you can visit the communityseniorletters.com website.

The deadline is Friday 17th July 2020


The Summer Reading Challenge has begun!

 This year’s Summer Reading Challenge has been adapted because of the disruptions caused by Covid-19, and the impact it has had on schools and public libraries. To support parents and carers with reading at home, the Summer Reading Challenge has launched earlier than usual.

This year’s theme is the “SILLY SQUAD” – a celebration of funny books, celebration and laughter. The website will be completely free and there will be a place for children to rate and review their books, and as always, work towards their reading goal. Other special features include: video content, games, quizzes, digital and downloadable activities to encourage children to take part in the challenge, even though it will be from home.

You can join in using the following link: https://summerreadingchallenge.org.uk

School Games Participation Fun 

Please join the St Georges team on the TopYa app created by School Games. Who can complete the skills? Who will get the most points? Linking to the principles of Competition this is not about Highest, Furthest, fastest or better skills. At this time participation is the reward. Points will be awarded for looking at the content and engaging with it and sharing video’s of their attempts. Please be assured that all video’s are checked and assured before posting so there is no poor content.

The special code for our school is: 24799

Responsible online safety: Children under 13 must have a registered parent account connected to their account.

 .     .    


Visit the TopYa School Games website here.

Visit the School games highlight videos page here.

View the student tutorial video here.

View the parent tutorial video here. 


You may  find this website useful when talking to your children about Covid 19.  


For support with setting rules at home, managing behaviour and children’s emotional health visit http://www.familylinks.org.uk/

See the source imageWe have been contacted by staff at Lewisham Hospital & Queen Elizabeth Hospital Woolwich to help them make their staff break rooms more cheerful for the NHS staff at this time. If you would like to help, draw a lovely picture with a message of thanks, your name, age and school name. Your parent/carer can send a photo or scan of your picture to the school office on admin@stgeorges.lewisham.sch.uk. We will print & laminate them to give to the hospitals. Thank you!

Oak National Academy Twitter Trend : The Most Popular Tweets ...The Government have produced an online learning platform for all ages and subjects. Click on the image to go to the Reception lessons. This page has lessons structured for each day weekly or you can search by subject and age range for a particular lesson you might want to do with your child. 



Children should read a book at home with an adult EVERY day and regularly practise the sounds and words on the sounds and word mats – use either the paper copies stored in book bags or click on the  red Phonics Page link below to find phase 2 and 3  phonics/word mats.

Children  who have Reading Journals  should complete these at  least once or twice per week (every day would be great) with a sentence or two about their reading book or a book you have read to them at home. Please try to read  a story to  your child EVERY night if possible, alternatively bed-time stories are available on the CBeebies website – visit Radio Bedtime Stories.

Visit this website for free access to thousands of online books. Try the monster counting book and see what else you discover! 

National Literacy Trust http://www.literacytrust.org.uk./

For more story times, games and activities visit the book trust page here. 

BBC Bitesize have activities across age ranges and the curriculum https://www.bbc.co.uk/bitesize/primary

The CBeebies website – https://www.bbc.co.uk  contains useful games and activities for Home Learning, for example, Alphablocks and Number Jacks. The Topics area also contains interesting material and the Make and Colour area provides ideas for craft activities. Literacy and numeracy activities can also be found on www.phonicsplay.co.uk and www.topmarks.co.uk.

The Government website Hungry Little Minds – https://hungrylittleminds.campaign.gov.uk also has useful links and ideas for Home Learning, as does our St Georges School website.

Twinkl is a website that provides activity sheets for all ages. They are offering parents one month free membership. Sign up here https://www.twinkl.co.uk/offer with the code CVDTWINKLHELPS. 


Keep up your 60 active minutes a day using the following websites https://imoves.com/the-imovement    




HOME LEARNING      13/07/20

This week we will look at the Early Learning Goal for Moving and Handling

Goal – Children show good control and co‑ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

Please keep practising handwriting regularly. The formation of the letters should be in a cursive style as illustrated below. Help your child to hold their pencil correctly in a tripod grip if they are not already doing so.

   Letter Formation Characters Display PosterDrawing Development in Children | plasticenglish

Children should only use capital letters at the beginning of sentences or  the names of people/places. Children should not be using capital letters to write complete words – this is printing, not handwriting.

Drawing also develops good pencil control as does colouring-in. How are your child’s drawings developing?

Drawing Development in Children | plasticenglish

The goal also mentions the use of ‘tools’ eg  scissors. Encourage your child to cut out pictures from newspapers/magazines,  or their own drawings, using safe scissors.

Are You Teaching Scissor Skills to Your Kindergarten Students?You can find Scissor skills and more on our website.Are You Teaching Scissor Skills to Your Kindergarten Students? Preschool Assessment, Preschool Prep, Preschool Writing, Kindergarten Readiness, Preschool Education, Preschool Curriculum, Preschool Printables, Preschool Lessons, Preschool Activities

Draw the spiral snake for your child on a large sheet of paper. Are they able to cut along the thick black lines? Work on this – cutting curved lines is tricky.

Spiral Snake Template - Cutting Skills Activity


The goal also mentions control in large and small movements. Can your child skip using a skipping rope? Can they catch a large ball? Are they able to hit a ball with a bat? All these are very useful skills to practise when visiting a park.

Activities - Active For Life        Kids Clip Art - Kids ImagesSkipping Rope Cartoon Animation Clip Art - Clipart Children ...Happy Cartoon Tennis Boy Toddler Art Prawny Clip Art – Prawny ...

Also – Have you been continuing with  the  CVC (consonant/vowel/consonant) word challenge. This was introduced in w/c 01/06/20 when we focused on the Early Learning Goals for Reading and Writing.  –

The grown-up will write five words on five separate squares  of paper. If the adult puts the 5 words into the middle of the table can the child find  the word the adult  asks for  (children  use their   phonics to sound out and read the words) and give it to the adult? When they  have found all the words,  the child will have another  good look at the words and then turn them  over so they can’t be seen.  

Now the  grown-up will ask the child  to write each of these words. The grown-up will say the word slowly, allowing the child to  listen for the letter sounds in the word and write the letters down as they hear them.

Here are some examples of CVC words to help you keep practising. Also try some CCVC words (consonant/consonant/vowel/consonant words).

CVC WordsCCVC Fluency Word List | Ccvc words, Cvcc words, Ccvc



This week we will look at the one of the  Early Learning Goals for Understanding  the World.

The Understanding the World curriculum area contain two goals  – People and Communities and The World. We will focus on The World.

Goal: Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one to another. They make observations of animals and plants and explain why some things occur, and talk about changes.

This week it would be great if you could go on a nature walk to the park, or  have a nature hunt around your garden (if you have one).

1.Children you will need to ask your adult for  a container to collect your nature finds in.

2 On the way to your nature walk (or standing in your garden) think about the weather. What is the weather like? How does it feel? How does it look. Talk yo your adult about this.

3What season are we now in? What sort of weather should we expect (or hope for!!!) in this season? Is the weather today that sort of weather? Talk to your grown-up about this. What season is coming next? Do you know? What changes will happen when the season changes?

4In the park or garden begin your collection. How many different types of leaves can you find on the ground? Can you find any flowers growing in the grass (remember not to pick flowers or leaves off the plants)? Can you find any twigs or tree bark? What else can you find?

5What is different about the park or garden from the street? How are these environments different? Talk to your grown-up about what the word environment means.

nature finds box- I like the paper notes or labels | Nature kids ...My Wild Finds {Collect Nature, Craft, and Create} | Inspired ...Mud & Bloom Kids' Subscription Box Review

6 When you get home ask your adult for a box, box lid, or tray, on which you can arrange your nature finds. Now you have a fabulous nature display! Make labels for the different things you have collected using your phonics.

7 This week keep a weather diary. For each day of the week write the name of the day at the top of the page. Draw the weather and then write a sentence to describe the weather eg Monday – Today is cloudy and a bit chilly. Remember to use your sound and word mats to help you. Start each sentence with a capital letter, remember spaces between words and full stops. Here are some pictures to help you think


  46PCS/box Cute Weather Diary Paper Lable Sealing Stickers Crafts ...   Weather clipart - ESL worksheet by majcekWeather                                                                                    

about all the different types of weather we have.

See  a weather song here.  Also  the days of the week song here to help you remember the correct order of the days.

Visit CBEEBIES here and  here and  see  Teddington find different things on his nature ride and Nelly and Nora who like playing outside in all sorts of weather.

You can visit Oak Academy to see a lesson on seasons here. Don’t forget Oak Academy also  offers  lessons and learning clubs for a wide range of Early Year’s learning.

Keep busy, have fun.



Children’s Art Week will be running from 29 June – 19 July.

Lots of resources/ideas  are available here for art work. Also use your free access to Twinkl – link on this page – to access resources

Therefore, this week we will focus on a Early Learning Goal for For Expressive Arts and Design – Using Media and Materials.

GOAL  – Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour design, texture, form and function.

Also – please continue this week with our on-going learning for literacy and numeracy.

Reminder – on-going activities for literacy/numeracy

1 Daily Diary

2 Daily Reading – Reading to an adult and an adult reading to you. Please use the links already provided on this page to access the FREE reading books and story books.

3 Sounds Mats – Using your paper copy in your book bag or accessing them on-line by hitting the Red phonics link button on this page.

4 Word Mats – Paper copy or via phonics links button

5 Keep going with the hands-on numeracy activities detailed on this page. Also use the links provided on this page to access the number games/songs. Try to count and carry out a numeracy activity every day.


This weeks home learning is linked to our topic JOURNEYS. 

Children decide what type of transport you would like to use if you were going on a journey. What does the word ‘transport’ mean? Talk to you grown-up about this.

Write a list of as many types of transport as you can think of. We have done a lot of list writing in our home learning – so you should be very good at this! Remember to number your list.

A challenge – Try to think of 10 different forms of transport! You can research this on an i-pad or computer or look in books, magazines or newspapers for ideas. Visit the A-Z Vehicles song here for ideas.

Now you are going to make both a drawing of the transport you have picked. The drawing needs to be nice and big and as detailed as you can make it. Don’t rush, make it your best work and remember to colour it in.

Now with your grown-up search around your home for the materials you will need to make a model of the transport you have chosen. If you are making a car your would need old boxes and card, or cardboard rolls to make wheels. If you are making a hot air balloon you will need fabric as well as card, and  a yoghurt pot for the balloon’s basket.

Spend time on this model – draw it first, plan how you are going to make it, talk to your grown-up about the best materials for the job. Experiment to see what works best.


Egg carton fire truck craft | The Craft Train MollyMooCrafts Toilet Roll Crafts - Paper Aeroplanes Cool Space Crafts for Kids - Hative  Here are some examples of models using junk materials


Keep busy – have fun.





This week we will continue with our focus of looking at Early Learning Goals (the goals we aim to reach by the end of the Summer Term).

This week  we will continue with the Goal for Shape, Space and Measure.

The Goal – Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Last week we looked at size, weight, capacity and position. This week we will look at time, shape and pattern.




1Adults  – when talking to your child try to demonstrate appropriate language in your everyday conversation. Demonstrate the language detailed above in everyday conversations eg “We will do our writing  before lunch. Later, after lunch, we will  do our number work”. Or “Today we will go to the shops, tomorrow we will go to the park”.

2Learn the names of the days of the week using this song here.

3Watch the story of Mr Wolf’s Week here  

4Make a book that shows what you do on each day of the week. Write the name of each day of the

encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcS...     week at the top of each page.



  Kindergarten Lesson: Shape Patterns - YouTube Repeating patterns

5Find and look at  simple repeating patterns in the environment eg on  everyday materials,  wrapping paper etc.

A ‘repeating pattern’ means that the same thing happens again and again as above eg ‘circle, triangle, circle, triangle, circle, triangle.

6Adults create a pattern with pens or paint  and ask your child to tell you what comes next eg “I have drawn a red circle and then a blue circle , then a red circle, then a blue circle. What comes next?”

7Children  – create your own pattern  using pens or paint, or by sticking coloured paper. 

6 Adults – Now help your child to look for other patterns eg in music – “Two big bangs on the drum, then one quiet bang. Two big bangs on the drum, then one quiet bang. Two big bangs……What comes next?”


Visit these shape songs here and here

7Look for shapes in the environment. How many squares can you see on the way to the shops, triangles, rectangles, circles?

8Explore 2D shapes. How many sides and corners do a square and a triangle have? How many sides and corners do a square and a  rectangle have? What is the difference between the square and the rectangle? How is a circle different?

9Play peek-a-boo, revealing shapes a little at a time and at different angles, asking children to say what the shape is, what else could it be or what could it not be. 

10Explore 3D shapes. Can you find any cubes? Cones? Cylinders in your environment? Look at


Solid shape clipart 6 » Clipart Station

 balls, boxes, dice , ice cream cones, cans or tins.



Don’t forget to continue your phonics work, number work and daily diary. Use the free access to Oxford Owls to read together and listen to stories on CBEEBIES

Keep busy, have fun.




This week we will continue with our focus of looking at Early Learning Goals (the goals we aim to reach by the end of the Summer Term).

This week the Goal for Shape, Space and Measure.

Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.



There are a lot of elements to this goal, so it can appear rather complicated, however the aims can be reached through everyday activities, conversations and fun games. We will think about size, weight, position and distance this week.

1Adults  – when talking to your child try to demonstrate appropriate language in your everyday conversation. Demonstrate the language for shape, position and measures eg.  ‘in’, ‘on’, ‘inside’, ‘under’, long, longer’, ‘longest’, ‘short’, shorter’, ’shortest’, ‘heavy’, ‘light’, ‘full’ and ‘empty’. 

Adults – have everyday areas/activities  where your child can explore  weight and measures eg  

  • a building area to make models with construction toys eg Lego, Duplo, wooden bricks or even old cardboard boxes and containers. Who can build the tallest tower, longest wall, low steps, high steps?
  • cook together – weigh ingredients, portion ingredients into halves, measure liquids  into measuring jugs.
  • have a height chart for all members of the family,  it doesn’t have to be a shop-bought one, just mark the height of each family member on the door frame. Who is tallest, shortest? Who is taller than who?

2 Adults and children –  during the week make 3 books about  measures for – 

  • long and short things
  • tall and short things  
  • comparing things that are heavier or lighter.

Draw and label the pictures, using your phonics to spell the words.

3Adults – ask  your child to find items around the home to compare weights . They  can weigh these items with their hands. Which item is heavy? Which item is  light? Which item is heavier than another? Which item is the heaviest, the lightest? If an object is bigger, does it mean that it is  heavier?

Visit these short films about weights and measures here and here and here

4Positional language – Children, with your adult,  make  an obstacle course  for  your teddy to complete. This could be made with junk modelling or construction materials. The adult will tell you how to get teddy to complete the course- teddy can walk along the tube, under the box, around the tub, over the pot etc. Now swap, children you tell your grown-up how teddy is going to get back to the beginning of the  obstacle course again.

5Adults  – be a robot and ask children to give you instructions to get to somewhere. Let them have a turn at being the robot for you to instruct. 

Watch the story of Rosie’s Walk here for examples of positional language.

6This week for your Journey topic work make a 2 lists –   1  list for long journeys and 1  list for short journeys. Where do you go on short  distance journeys – journeys that do not take a lot of walking? To the shops maybe? Or is that a long journey? To the park – is that a long or short journey? When you flew to the moon in the rocket you  made a few weeks ago – was that a long or short journey?

Try to think of 4 short journeys and 4 long journeys.

Remember that for lists the words are written underneath each other.


Watch and sing along with this song about a journey to the moon here.

Keep busy, keep working on your reading/writing/phonics and number work – have fun.


HOME LEARNING w/c 08/06/20        PLEASE NOTE – FREE TRIAL OFFER FROM BUSY THINGS – MATHS/LITERACY GAMES FOR YOUNG CHILDREN https://www.busythings.co.uk/families/games-and-activities

This week we will continue with a couple of simple  Home Learning ideas for the topic Journeys, but we will  also carry on our focus of looking at Early Learning Goals (the goals we aim to reach by the end of the Summer Term).

This week we will focus on the Goal for Number.

Goal – 

Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

PLEASE NOTE – The Goal calls for the use of practical adding and subtraction, using objects or picturesIT IS not necessary for children to write formal ‘sums’.

On – line resources

Grown-ups – Have you been visiting  the link above for Topmarks to play the number games available with your children? Here it is again www.topmarks.co.uk. Or watching Number Jacks  here.

Also the Oak National Academy,  mentioned above, features maths lessons for Reception Class (EYFS) children , including examples of doubling, halving and sharing here.

Also Count with the singing Walrus  here    from 1-20,  or  1-100 IF  you want a challenge.

If you are able to access these resources they will help in working towards the Number Early Learning Goal. 


However, as well as accessing on-line resources , there are lots of practical activities  that you can carry out at home.

Practical Activities

1Children – write out the numbers 0-20 on some paper or card, cut them up  (with safe scissors your adult gives you) and then ask a grownup to mix the numbers up – don’t peek! Then, see how quickly you can put them into the correct order. You could ask someone to time you and then see if you can get faster when you try again.

2Ask an adult to hide the numbers to 20 around your room, house or garden. See if you can find all 20 and place them in order. You could ask someone to tell you a number to find. Can you remember what the number looks like and find it?

3Collect your 1-20 cards.  Use a hole punch to make a hole in either end of them and then thread them onto a piece of string. Don’t forgot to put them in the correct order! You could then put up your homemade number line in your bedroom to help you remember the order of the numbers.   Or peg them onto a piece of string muddled up and then see if you can re-arrange them into the correct order every day.


4Practise more and less. Make two piles of pasta, or buttons, or counters. Which pile has more? Which pile has less?

5If you feel confident with  what more and less mean when using  equipment, then you can use the  number line you have made  (above) to find the number that is one more or one less than a number  your adult chooses.Remember –  to find one more you move up the  number line to the right. When you feel confident with  this  your grown-up can then ask you to find one less than the given number. Remember you now move down the line, to the left.

6Practise lots of practical addition and subtraction with your grown-up using equipment – remember the practical  addition and subtraction we did with our Pirate Treasure and Moon Rocks (11/5/20 and 18/5/20 below)? Or you can use teddies, toy cars, pasta pieces – you choose  eg make two piles of buttons. How many buttons  in the first pile? How many in the second pile? How many altogether?

7Practise counting and addition/subtraction in everyday situations as much as you can eg counting  footsteps. You did this before counting footsteps around  your home eg 20/04/20 Now do it when you  on a journey to buy  shopping.  How many steps from your frontdoor to the pavement? How many steps from the pavement to the first parked car you see? Your grown-up will give you some counting challenges. How many white cars can you see parked? How many blue? How many altogether?


8For your  Journey topic work this week (remember out journey to the moon before, just like Baby Bear here (18/05/20) make a Rocket from a paper tube eg from a kitchen roll or tinfoil inner tube.


See the source image

 Get a paper tube from inside a kitchen roll (or make a tube with card)

Decorate the tube – colour it, stick on paper, paint it – you choose.

Don’t forget to draw on, or stick on, some circles for windows and a rectangle for the door.

Cut out a circle shape and cut along a line from a dot in the middle of the circle to the edge of the circle. Then move  the edges of the cut to  over-lap and make a cone shape (as above). Your grown-up will find some safe scissors for you.

Add the cone to the top of the tube and secure with sellotape

Make  pretend fire coming out of the bottom of the rocket by using different coloured strips of paper or tissue. 

9Now your  rocket is completed get ready to blast off! Count down from 10 or 20.

10Visit Oxford Owls here   and if you have set up your free membership  (see below) you will be able to read Silver Foil Rocket. 



Keep busy, have fun.



Welcome back after  half-term.

This half-term we will continue with our Home Learning ideas for the topic  Journeys, but we are also going to look at some of the Early Learning Goals we are aiming to reach by the end of the Summer Term.

Our focus this week will be the Early Learning Goals for Reading and Writing.

The Goal for Reading –

Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding of what they have read.

The Goal for Writing –

Children use their phonic knowledge to write their words in ways which match their spoken sounds. They also write some irregular common words. They also write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.


So –

Have you been practising your Sound Mat and Word Mat regularly every week? It’s really important you do this – the sounds and words will help you become an independent reader/writer. Have you been keeping  your  diary and using your mats to help you to  sound out and spell the words? Have you been using  our Phonics Page (click on the red button  Phonics link on this page) to play the phonics games or using the links also listed on this page to visit the various phonics/literacy sights that are available? Watching Alphablocks on Cbeebies?

This week, keeping the Goals in mind –

  1. 1.Please try to practice your Sound and Word mats each day. Can you read the words? Can you spell a few of them? Can you say the sounds? Can you remember to use those sounds in your reading/writing? Aim to know your Phase 2 and 3 mats really well. If you have lost your paper copies you can still see the mats on the Phonics page. READ EVERY DAY. YOU CAN NOW REGISTER FOR FREE ACCESS TO  OXFORD READING TREE AGE APPROPRIATE ON-LINE READINGS BOOKS HERE
  2. 2.Each day aim to write at least 1 or 2 sentences about what you did the day before. Today start your sentence ‘On Sunday I……….’ (this will be good practise learning the days of the week too). Remember keep your writing as neat as you can, start the sentence with a capital letter , leave spaces between words and end sentences with a full stop. Ideas for diary entries – What did you eat? What games did you play? What toys did you play with? What books did you read? What is the weather like? Did you go outside? Where did you go? Did you buy shopping? What did you buy? Make sure you illustrate your work –  eg draw the food or the  weather or characters from a book you have read or tv programme you have watched. 
  3. 3.Try to play a phonics game  each day – either using the links we have provided, or play I-Spy using the letter sounds instead of the letter names. Or pick a sound and have a phonics hunt eg find 2 things in your home that begin with ‘b’, 2 things that begin with ‘w’ and two things that begin with ‘sh’.
  4. 4.Practise your handwriting regularly. Your grown-up will help you with  forming the letters you are still struggling with. Pick 1/2 letters and focus on these eg if you are finding  ‘b’ and ‘d’ difficult try to practise 5 ‘b’s and 5 ‘d’s each day until you can write them really well.
  5. 5.Have  a CVC (consonant/vowel/consonant) word challenge every other day. Your grown-up will write five words on five separate squares  of paper. If your adult puts the paper pieces in the middle of the table can you find  the word they ask for  (by using your phonics to sound out and read the words) and give it to them? When you have found all the words, have a good look at them and then turn them over so you can’t see the spellings.  Now your grown-up will ask you to write each of these words, the grown-up will say the word slowly, you listen for the letter sounds in the word and write them down as you hear them.
  6. 6.CVC words for the week – Monday – dog, hat, bin, red, top. Wednesday – pin, bat, sun, mum, rat. Friday – log, fit, rub, wig, vet.
  7. 7.We will just do a   couple of simple activities  for our Journeys topic his week as you will be very busy with your phonics games, mats, diary, handwriting  and cvc words
  8. 8.Make a collage picture of somewhere you go to  on a journey  this week. You will need to draw the place you visit –  maybe  draw a shop, or the park, Now to turn it into a collage –  instead of  just colouring it in, you will stick pieces  paper onto your picture  too. Ask your grown-up for some safe scissors and some old wrapping paper, or coloured paper, or old magazines/catalogues, Cut the paper into small pieces and stick them on (if you haven’t got glue, ask your grown-up to make some paste using flour and water). Fill up the shapes in your picture by colouring some in and collaging others.
  9. 9.On Friday, in your diary write, about  your favourite journey of the week – was it to the shops? Or the park? If it was the journey to the park write-‘ My best journey was to the park because…..’ Now you have to explain why it was the best journey. Talk to your grown-up first about what the word explain means, They will help you to decide why you liked the journey best. Now write your sentences (s) explaining why it was the best journey.
  10. 10.Keep busy, have fun.


Home Learning W/C 18/05/20

This week we will be continuing with our Journey topic – and we will be flying to the Moon!

1 What do you know about the moon? Talk to your grown-up about the moon. Where is it? When can you see it? What shape is it? Does it look big or small? Is it a long way away? How long do you think it would take to travel to the moon? How would you get there?

2Ask your adult if they  can find  help you find about 5 facts about the moon. You could use your computer , I-pad, or a book to help you. You could visit CBeebies and search ‘The Moon’ to find some stories or programmes about outer-space and the moon. 

3What will you need to travel in  to get to  the moon? Yes, a space ship or rocket. In the story ‘Whatever Next’ by Jill Murphy, Baby Bear makes his own rocket to travel to the moon. He finds a large cardboard box and climbs inside ready to set off on his journey. Find ‘Whatever Next’ by Tumble Tiddlers on Youtube to listen to the story.

4 Now you, or your teddy can pretend to fly to the moon. First of all, can you find a cardboard box large enough to sit inside? Ask your grow-up to help you find one, or find a shoe box big enough to fit a teddy in. Now you need to decorate your rocket, draw on the windows and the door. Give your rocket a name and a number eg Moon Finder 789. Think of your own name and number for your rocket.

5Now you need to decide what to take on your journey. In Whatever Next , Baby Bear has a picnic on the moon, so now you decide what food to take with you for your picnic. You can take 10 different things to eat and drink. Now make a list of the food. You have been practising writing lists over the last few weeks, so you will know that the words go underneath each other. Number each item on the list. Use your letter sounds (phonics) to help you – I hope you have been practising your sounds on your sounds mats!

6 Now get ready to blast off! Can you count down from 10 – ‘10,9,8,7……….’ If you can, now try  a challenge – count down from 20! It will be pretty tricky counting backwards from 20 but your grown-up can help you.

7 Once you are in space what can you see? You should be able to see lots of stars. You could try to draw a five-pointed star and cut it out  (your grown-up will find some safe scissors for you to use)or make a  star shape by using two triangles – cut the triangles out  and place  one on top of the other to make the star shape and stick together. Now cut some pieces of  shiny paper (tin-foil works well) and stick this on to make a shiny star. Can you make a few stars to hang over your rocket?

8 Once you get to the moon get ready for your picnic – spread out your picnic blanket (I hope you remembered to pack it!) and eat your food.

9Now it’s time to do some writing. Describe your journey to the moon. You could write a few sentences (you don’t have to write them all in one day) about your journey. Write about –

a)how you got to the moon 

b)what you saw on the way to the moon

c)what the moon looked like when you arrived

d) what you did on the moon

e)did you enjoy your trip to the moon

Remember your sentences will begin with a capital letter and end with a full stop. There should be a space between each word and you should try to form all your letters neatly and correctly. Use your phonics and word mats to help you. Have you been practising your word mats? If you have lost your paper copies click on the red phonics page link on this page to see an on-screen copy. Are you know practising how to spell a few of these words, as well as reading them (see notes from last week)?

10 Click on the phonics link to access ‘Phonics Play’. ‘Grab a Giggling Phoneme’ has  moon aliens, also find Bob and Obb the aliens, remember to feed real  words to Bob and alien (made-up) words to Obb.

11Don’t forget your practical addition and subtraction from last week. This week instead of pirate treasure, get some moon rocks ( painted pasta, beans  or scrunched-up balls of tin-foil) and get counting. Make your piles (see last weeks notes) and get adding and subtracting!







This week  you will need to continue using your imagination –  you are going to pretend that you are a Pirate going on a long, and possibly dangerous, journey to find your buried treasure!

What can you remember about pirates? Have a think with your grown-up and talk about what you know about pirates. Visit CBeebies and search ‘Pirates’ to find lots of pirate stories, songs and games.

Last week’s Home Learning  journey involved flying through the air on an aeroplane, this week  you  will need different transport – a pirate ship!

  1. 1Make a list of what you will need to take on your journey – the type of clothes, food and equipment you will need. Remember you are a pirate – what would a pirate need? Use your phonics (letter sounds) to help you spell the words on your list. Remember that when you write a list the words go underneath each other.
  2. 2How many items are on your list? Count and see. If you haven’t got as far as 10 yet, keep going.
  3. 3Number each item on your list.
  4. 4Did you remember to include your pirate hat on the list? And your telescope? If not, add them on to your list.
  5. 5Make a pirate hat – ask your grown-up to help you. It can look like the pirate hats on CBeebies, or you may decide to make a hat that looks completely different – it’s up to you. 
  6. 6Now you need to make a  map of your Treasure Island. Draw the shape of the island, colour-in the sea around it. On your map draw the different areas of the island – does the island have hills? Mountains? A river? Caves? A waterfall? Maybe a volcano? You decide what is on the island and draw them on the map.
  7. 7Label the different things you have drawn. Use your phonics to help you. Don’t forget to show on the map  where your treasure is buried – X marks the spot. You could draw the treasure chest too.
  8. 8Remember our Pirate Addition Song  – ‘When You Add With A Pirate’. Visit this song on Youtube work out the answers with your grown-up.
  9. 9Now using some equipment (old buttons, coins, pasta shapes,) add up your treasure. Put 4 objects in a pile, and put 2 objects in another pile. Add them together. How many do you have all together? What is your total? Now try again with different amounts in your piles of treasure. Work on adding up to 10. If you find this fun, then try adding up to 15 and then 20.
  10. 10 If you found that fun, why not try some Pirate Subtraction. Visit the song  – ‘When You Subtract With A  Pirate’ on YouTube. Now make one pile  with 10 pieces of treasure in it   and then take 1 piece away. How many pieces of treasure do you have left? Now try again, taking a different number of pieces away from your pile of 10.

Remember to keep working on your Sound Mats and Word Mat. If you can read all your words on the mat now, start practising the spelling of some of these words. Work on two or three words for this week and if you  can remember the spellings try two  spellings next week.



Have fun –  keep busy.



This week the Home Learning for Journeys is about an imaginary journey. In this journey you are going to pretend that you are getting on an aeroplane and flying to wherever you would like visit in the world!

  1. 1You need to decide on the place you would like to visit. You could visit a jungle, or the beach, or the mountains, or a big city. What country is this place in? Ask you adult to help you  find this country on a map or globe. You can look in a book or on the computer.
  2. 2Make a ticket – you will need this to get on the aeroplane! The ticket should have your name on it, the country that you are flying to and the number of your seat on the aeroplane.
  3. 3You will need a passport. Ask your grown-up  what a passport is and ask them to let you look at a real passport, or look on the computer to see what a passport looks like. Fold some card or paper in half to make your passport. Decorate the cover, try to copy the picture on the front a real passport. It doesn’t have to be exactly  the same, just have-a- go. Inside your passport you will need to draw a picture or yourself and write your name, age and the country you live in.
  4. 4Write a few sentences about where you are going to travel to eg I am going to ……….., I want to see………..,I think I will like …….. Remember to use a capital letter at the beginning of the sentence, leave spaces between words and end your sentence with a full stop.
  5. 5Ask your adult to help you look in a book or on the computer to  research  3 facts about the place you visit eg is the country you are visiting cold or hot? Do more people live in this country than in the United Kingdom where we live?
  6. 6Make a list of the things you will need to pack in your suitcase for this journey. If the country is hot you may need shorts and a  sun-hat. If it is cold you will need a coat and a woolly hat! Sound out your spellings using your phonic sounds to help you.
  7. 7Count how many things you are packing in your suitcase . Pretend you will be on your journey for seven days. What will  you have the most of? Socks? T-shirts? What will you have the least of? Write down on your list how many of each thing you will need.  How many things  in total will  you need  to pack in in your suitcase?
  8. 8Now get into your aeroplane. You could pretend to be the pilot flying the aeroplane, or you can be the passenger relaxing in their seat, or the steward providing the passengers with food and drink. You choose. Enjoy your journey!
  9. 9As always – Don’t forget to keep reading and listening to stories, practising your sound mats and word mat. Keep counting and do some adding up using equipment. Get some buttons, or pasta shapes or beads. Put some in one small pile and some more in another. How many buttons in the first pile?How many in the second pile? How many altogether?
  10. Keep busy, have fun.



Continuing our work for our topic Journeys this week’s  activities are –

1 Watch the story of The Gingerbread Man here . Now following on from your map-making work last week, this week create a map of the Gingerbread Mans route from the home of the Little Old Man and Little Old Woman  to the river. Draw the road the Gingerbread runs along, draw the animals the Gingerbread Man runs past and the farms and fields they live on. Label the different animals using your phonics to help you spell. Colour your map in and make it look ‘wow’!

2 Make your own Gingerbread Man book . On each page draw 1 character  from the story in the order  in which they appear. Write a short sentence under each drawing describing the character eg ‘A big cow’, ‘A black horse’ etc. Use your phonics to help you spell. Remember to start each sentence with a capital letter, leave a space between each word and end with a full stop. Write the  number of each page at the bottom.

3 Make a Gingerbread Man puppet – draw a gingerbread man shape, draw on the eyes, nose, mouth and buttons. Make the eyes by drawing circles, the nose by drawing a triangle, the mouth by drawing a semi-circle (half a circle), make the buttons by drawing squares or rectangles. Ask your grown-up for some safe scissors to cut-out the shape. Stick your Gingerbread Man shape onto an old lolly-stick, pencil, ruler or stiff strip of card. Now you have your puppet.

4 Tell the story of the Gingerbread Man using your puppet. Can you remember all the characters the Gingerbread Man meets? Can you describe his journey? Does he run up hills? Does he run past a farm or through a field? Try to tell the story in the correct order.

 Remember to  keep reading and working on your sound and word mats.  Read a book with an adult or big brother or sister each day.Play the phonics games by clicking on the red phonics button on this page.

Are you remembering to keep a diary ? Don’t forget to keep writing!

And keep on counting. Remember the counting with Grandma and Grandpa song? Visit it here  . Could you count all the way to 100? 



The topic for this half-term is JourneysThink and talk about what  the word ‘journey’ means with your adult. Can your adult help you find the meaning of the word in a dictionary or on the computer?

Here are some learning activities for week commencing 20th April linked to our topic –

1 Think about the journey you made each day when you travelled to school. Now write a list of all the things you  can remember seeing on this journey   eg cars, shops, maybe a church, etc. Use your phonics to sound out the spellings. Make sure you write neatly – and as this is a list the words should appear underneath each other eg




2 Count how many things are on the list and number it. Can you remember more than 10 things from your journey? If not, keep thinking.

3Draw a map of your journey. Start with your house or flat, draw some of  the roads you travel along, draw any landmarks along  the way eg shops, post box, houses  etc. Label some of these roads and landmarks. Finally draw St Georges School. Colour your map in – remember to make it  look ‘wow’!

4 Write some sentences about your journey to school. Write about how you get to school – walking, on a bus, in a car. Who takes you to school?  What do you like best about your journey to school? What do you like least? Write a little bit each day and by the end of the week you will have a great description of your journey to school. Don’t forget to illustrate your work – draw  or paint a  picture of you on your journey. Give your work the title ‘My journey to school’.

5 Can you make a model of your journey using card and boxes? If you have a piece of stiff card (the back of an old cardboard box would work) you can use felt tips, crayons or paint to draw the roads. Then, using this as a base, use old boxes or  pieces of card to make some of the  shops, houses, flats etc you see on your journey . Put them in position on the board. Which is the tallest building? You will need the biggest box for this. What do you see on your journey that is small? Find a smaller box for this. Think and talk about size and height.

If you don’t have  card never mind –  use paper to make a simpler model.

6 Watch this song about these children’s journey to school in town by bus. 

 Do they see different things from you on their journey? Why do you think this is? What do they see that is the same? Discuss the similarities and differences with your adult.

7Finally – think about the journeys you make around your own home. Stand inside your front door and count how many footsteps it is  from this door to –

your bedroom

the kitchen

the living room

the bathroom

Do you have any more rooms ? Count the number of footsteps from the front door to these.

Write  down each number. Which journey takes the most steps?

Which takes the least?


Remember, also,the general ideas you  were given for Home Learning before Easter (they are still listed below). Have you completed all these activities? Are you remembering to keep writing your diary? Are you practising your handwriting?

PLEASE keep reading EVERY day and listening to stories. Remember the websites listed above give you access to books you can read  on-line and stories you can  listen to. Keep working on the  phase 2 and 3 sound mats and phase 2 high frequency word mat.

Keep busy!!!!!!!


Learning does not have to be found  only on websites, here are a few general ideas for Home Learning –

1.Make  books with simple sentences and illustrations – it could be about a wide range of subjects eg animals, cars, the seasons or Superheroes. 

2.Write  shopping lists

3.Cook together, why not use  a child’s cookery book to follow the recipe

4.Make collages – cut out the pictures (using age-appropriate scissors) from old newspapers and magazines

5.Make models using old boxes, containers, sellotape and/or glue

6.Look for numbers in the environment – in books, on packets, on phones or in newspapers. Try estimating the number of different objects at home – cups, plates, buttons… then count them. Who made the best estimate? Use equipment for addition and subtraction – add items together, how many? Take items away – how many now?

7.Go on a shape walk in your home – record how many different shapes  you  can spot in the environment. Make pictures using  cut-out shapes. Can you use circles, squares or rectangles to make a car? What shapes can you use to make a rocket?

8.Play a board game, dominoes, a card game or play I-spy using the initial letter sound, not letter name.

9.Play shops – use old food boxes/containers. Decide on the prices and make money out of pieces of old card or paper. Label the food with prices.

10.Keep doing colouring- in, drawing  and handwriting practice. Remember  to only use capital letters at the beginning of sentences or names eg Sophie, not SOPHIE

11. Keep a daily diary with a sentence or two about what has happened each day and an illustration. Use your sound mats and word mats to help you.

12.Make up a story together – you don’t have to write it down – just think of a character and create an adventure for them.


Visit the  new Collective Worship page on the school website to share prayers and hymns at home.

To find the  Collective Worship page click on the  Home Learning option on the website Homepage.