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Here are some ideas for all of the other things we do in school!



Although it is important to keep everyone safe by staying inside, we still need to keep our bodies healthy. Can you create your own workout routine in the house? How about putting on the radio and having a dance-off? Or even slowing down and doing some yoga?

These websites are great for keeping moving:




Now is a great time to let your creativity flow! Everyday Mrs Webster will be posting a new art challenge on our Facebook page.

Why not try drawing/painting/collaging pictures of things in the garden, or members of your family? You could use objects you find to make sculptures! Or go on a virtual tour of an art gallery.




D.T.  is about carefully planing and designing something that is useful. Why not design a new car and use lego to create it? Or design a house and make it out of junk? You could design the world's tastiest sandwich and make it for dinner!




There are blogs on Purplemash for both 1DP and 1EC. Log onto Purplemash, go to sharing and then blogs. We will also set some 2Dos so you have specific computing activities to focus on, or you can explore the rest of the site. Maybe you can show your family how to use it?




We have learnt about the U.K. this year. Maybe you could research somewhere in the U.K. you would one day like to visit. Think about things you could do there and how you might get there. 




Recently in history we have compared the astronauts Tim Peake and Neil Armstrong. Perhaps you could find a different person from history you want to research. Or maybe you could look into an event that has happened.

Why not ask your family what life was like when they were little and at school? Maybe they have some memories from then they could share with you!

Do they remember cassette tapes? What did they do before the internet? Did they ever use a payphone? Do they remember shillings?




What is your favourite song? Can you learn the lyrics to it? How about using things you find around the house to become musical instruments? Remember to sing along with Mr Robins on our facebook page!




This time might be making you feel a bit funny. Make sure that you are having time to relax and time away from screens. If you are missing your friends you can use the Purplemash blogs to write them messages, or look back through the website for nice memories with friends. It's important to try to talk about your feelings - maybe you could use the zones to describe them. 




Science is everywhere - there are so many different experiments and observations you could do at home! Trying growing plants, doing some baking, or investigating materials around the house.




Links and documents:




Our topic for this half term is minibeasts which is something you should hopefully be able to investigate at home. 


Look at these three different creatures:

Picture 1

How many similarities and differences can you think of between them? Think about what they look like (appearance), what they do, and where they might be found.


Which one do you think is the odd one out and why?




Here are some facts about these creatures.

Ants can lift over 20 times their own weight. They evolved about 140 million years ago.

Earthworms breathe through their skin as they don’t have lungs.

The black slug lives on land and has no shell. Slugs belong to a group of animals called molluscs. Slugs produce a film of mucus for protection, without which their bodies would dry out!



Can you draw a picture of the one that is your favourite and write about how it is different to the others.


The video below has some extra information about ants


Unit 1.5 - Maze Explorers


In Purple Mash we do one lesson of a topic per week. Our new topic is called Maze Explorers. At the bottom of the page is a document to help with all the different terms and icons used in the topic.


Lesson 1:

Aims :

• To understand the functionality of the basic direction keys in Challenges 1 and 2.

• To be able to use the direction keys to complete the challenges successfully. 



  • Go into tools, scroll down to the computing section and select 2go 
  • Go on 'challenges' and choose challenge 1.
  • Explain how the direction keys work.
  • Can the children guide the fish to the treasure?


You should have a 2do set to complete (look at the big purple bell on the home screen). Can you give this a go?

Picture 1

This document will help you with key terms during the topic

Unit 1.5 - Maze Explorers


Lesson 2



• To understand the functionality of the basic direction keys in Challenges 1 and 2.

• To be able to use the direction keys to complete the challenges successfully.



  • Go into tools, scroll down to the computing section and select 2go.
  • Go on 'challenges' and choose challenge 2.
  • This screen looks a little different - how is it different? There is a number pad as well as direction arrows now.
  • Using the left or right commands and then a number will cause the car to move that direction that many squares. 
  • Now you have two targets - go to the bank then the hospital.
  • Click on the three lines in the top left corner then click on the new icon - it's a blank piece of paper.
  • Choose your own background.
  • Can you make up your own ideas about where to drive around?


Extra: Can Little Red Riding Hood get to Grandma's house and then go visit her friend the Princess?

Picture 1
Picture 1

Lesson 4



  • To understand the functionality of the basic direction keys in Challenge 4.
  • To understand how to create and debug a set of instructions (algorithm).



  • Find 2Go from the Tools section and select Challenge 4.
  • The directional tools in this activity look very different from the previous challenges.
  • In this challenge, you will be able to create a list (set of instructions) of the directional tools as you start to use them. This list or set of instructions is referred to as an algorithm. This is just like writing a list of instructions to program a toy.
  • In this activity, the children need to take Little Red Riding Hood to Grandma using five sets of instructions. The instructions must be added to the list (algorithm) in the correct order.
  • The key part of this activity is that the children keep trying and testing (debugging) their instructions until they finally make an algorithm which will work.
  • Show the children how to create one instruction by dragging a direction followed by a number into the first box on the list. Which way does Little Red Riding Hood need to go first? How many units forward does she need to go?
  • To test your first instruction, click on the big Play button and watch what happens to your character. If your instruction is wrong, you need to change it by dragging the instruction (the number or the direction, or both!) back into the direction tool list.
  • Click on the Rewind button  to send Red Riding Hood back to the start again and try a new instruction.
  • You will need to keep trying and testing each of your instructions as you write them. 
  • Don’t forget you must send Red Riding Hood home before you press Play as your instruction list will always play right from the start of the list, wherever Red Riding Hood is on the picture. 
  • This all might take lots of practise!


When you finish it should look like this

Picture 1
Extra: Can you complete the 2go to do Lesson 2 Level 2, by sending the rocket to pick up the astronaut, then visit the sun, and finally go back to the space shuttle? Can you make up your own journey?
Picture 1
Picture 1


Art 1



Our new Geography topic this term is- Country side: 


Key Vocabulary- Rural, population, hills, lakes, rivers, crops, village, farm, animals.

Take a look at these country side photos:

What can they see? What do they notice? Prompt ideas by asking questions: Do you think many people live in these areas? Can you see any towns and cities? Do the roads look busy?

Re-look at the pictures but this time explaining that the countryside has Human and Physical features.


Physical features are anything natural like grass, hills, lakes and rivers

Human features are barns, roads, fences, bridges- anything that we have made.


Let the children have a go by talking and explain what they think is human and physical.

Activity- If you are lucky enough to live near a country side/park take a walk and spend 1 hour outdoors. Take a notebook and pencil with you and draw what you can see.


Once you have drawn your picture can you label different human and physical features?


Our topic in RE this term is - Jewish Shabbat.


We are learning to empathise with Jewish children by understanding what they do during Shabbat and why it is important.

Picture 1

Step 1 Engagement (1 lesson)


  • Teach the children a song about the days of the week.
  • Which day is the most special for you and why?
  • What do you do on a Saturday? Who do you spend it with?
  • How does it differ from the rest of the week?
  • Is there one day that is a family day or a rest day?
  •  Is there a day when they think more about God, if they believe in God?


Activity- Children to create a table and write/draw different things they do on each day of the week. Which days are special and why? 

Picture 1


We are learning to empathise with Jewish children by understanding what they do during Shabbat and why it is important


What do you think they do on a Saturday? Shall we find out?


Take the children through a day in the life of named Jewish child (through visuals) showing them how they spend their Friday evening and Saturday. Look at Sabbath (Shabbat) day activities focusing on family time the Shabbat meal and synagogue.


Suggested clips



Children to draw/ label the Shabbat table.

Re - All about the Jewish Celebration

Remind children of what the Shabbat is. What do Jewish people do? What do they eat?

How do they celebrate?

Take the children through a day in the life of a named jewish child showing them how they spend their Friday evening and Saturday. Look at the shabaat day activities, focus on family time, the shabbat meal and the synagogue.


Is shabbat important to Jewish children?

We are learning to empathise with Jewish children by understanding what they do during shabbat and why it is important to them?



Children to reflect on their experience of Shabbat and talk about if we were going to have a special class meal, what would we have?


Introduce and discuss some of the prayers which are an important part of Shabbat. Ask where do these prayers come from? Who can remember their holy book? A torah.


Class to write a thankyou prayer/reflection and read as a ceremony with candles- Imagineering Shabbat dinner.

  • Children to start off by cleaning their house and prepping for Shabbat on the Friday evening (Half of the class chopping food, half of the class setting the table). Who can remember what special cup they use? Kiddush cup What else is laid on the table? Candles, posh plates, table cloth etc.,
  • Children to then fall asleep and to set an alarm to wake up- It’s celebration day.
  • Children to wake up, get ready in their posh clothes and get excited for their meal.
  • Children to sit down at the dinner table, eat some of the challah bread and red wine. Children to then say their prayer.  * Children to try challah bread *


How does it feel to share special food together?

How does it feel to celebrate with your friends at school?

Why have we celebrated Shabbat today?

Picture 1


Our topic in PSHE is- Mental health.


Pupils learn about different types of feelings.

Picture 1

Mental health and emotional wellbeing-Lesson 1


  • can name different feelings (including good and not-so-good feelings)
  • recognise that people may feel differently about the same situation

can identify how different emotions look and feel in the body


Hook activity: With the children brainstorm and create a mind map of different feelings words.

Introductory activity:  Use a mirrors to explore how the face can show different feelings.  

Main activity:  Children to say how different situations (such as rollercoasters, slides, scary film, birthday party, dance competition, spiders, an argument) make them feel.  Adults are then to tell the children about their feelings-

Remember people can experience the SAME situation but feel DIFFERENT and that's ok. 


Mental health and emotional wellbeing-Lesson 2


  • Understand different levels of emotion
  • recognise that people may feel differently about the same situation

can identify how different emotions look and feel in the body


Hook activity: Pupils are shown a range of different feelings words.  Pupils match similar feelings words together.  Pupils rank which is the ‘big’ feeling (for example, terrified) and which is the ‘little’ feeling (for example, scared).  Some pupils could also have a ‘in-between’ feeling.  Discuss the difference between the different types of feelings. 

Introductory activity: Pupils give an example of when they have felt ‘big’ feelings using sentence starters: A time I felt _____ was _____ .For example: big feelings might include, overjoyed, infuriated, terrified, disgusted, miserable. 

Main activity: Discuss what happens in the body when we experience a big feeling and how it makes people behave, or want to behave.  With the pupils, list some ways that people deal with big feelings. Pupils help choose which deal with the feelings positively or helpfully and which are not-so-good or helpful and explain why they think that. 




Display a written scenario or picture of a person feeling sad or with mixed-up feelings. This could be an adult or a child, or both.  Discuss with the pupils what the character in the picture or written scenario can do when a friend or family member feels sad or mixed up feelings and who to ask for help if they are worried.

Mr Jennings Music Lesson Foundation Stage (and Years 1 and 2)

Sing along and have fun with Mr Jennings