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It's been a long time since we explored division so why not have a go and remind yourself about sharing equally. Watch the video, do the activity and task the test at the end!

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How can numbers be divided with no remainder? Find out in this KS1 Bitesize Maths animation. Then have a go at the activity.

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Use this video to remind yourselves about counting in twos. What do you notice about all of the numbers? Do they have anything in common? Is there a pattern? Help your family to sort out your clean socks. Can you pair them correctly and count how many socks in total by counting in your twos?

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The teacher should read out the dialogue written during the sketch as though talking to Rodd. Some work on pairs and counting in twos would be beneficial before watching this clip. Encourage the children to look for the pairs around Rodd's flat. Create a washing line like Rodd's for counting pairs in twos - the children could colour or paint their own pair of socks for the line. Remind the children of the days of the week. Pause so they can complete Rodd's challenge. Use the days of the week on the classroom line. Have a pairs table in the classroom where children can place items which come in a pair.

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Counting in pairs - KS1 Maths - BBC Bitesize

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The teacher should read out the dialogue written during the sketch as though talking to Rodd. Some work on pairs and counting in twos would be beneficial before watching this clip. Encourage the children to look for the pairs around Rodd's flat.

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Use this game to practise your doubling. This is when you add the same number to itself. E.g. 3 + 3 = 6
You should be able to see the corresponding halves to those doubles too.

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Robin Hood Archery Doubles

Robin Hood Archery Doubles is a mobile-friendly doubling game.

LO:(Doubling is not specifically mentioned in the UK Maths Curriculum, but is referred to as part of the addition facts)

Y1:To know by heart doubling facts up to 10 + 10.
Y2:To know by heart doubling facts for multiples of 10.
Y2: To add two 2-digit numbers mentally.

Level One: Doubles up to 10 + 10.
Level Two: Double multiples of 10 up to 100 + 100.
Level Three: Double and number up to 109.

Read the doubling facts then press the correct number on the target. If you're correct you will score an arrow on the right-hand-side.
Barrels contain 10 apples.

Have fun!

HAVING TROUBLE LOADING? Please try this version.

This game is © copyright 2017, J.Barrett, ictgames.com All Rights Reserved.

Made using the and libraries.

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Robin Hood Archery Doubles is a mobile-friendly doubling game. LO: (Doubling is not specifically mentioned in the UK Maths Curriculum, but is referred to as part of the addition facts) Y1:To know by heart doubling facts up to 10 + 10. Y2:To know by heart doubling facts for multiples of 10.

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It would be really helpful if you were able to recite all of your number bonds to ten and possibly twenty before you go into Year 2. Use this site to help.

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Number bonds are pairs of numbers which add up to a certain number.

Learn about the number bonds of 10 and 20 with this video, and test what you've learned with the activities and quiz below.

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Number bonds are pairs of numbers which add up to a certain number. Learn about the number bonds of 10 and 20 with this video, and test what you've learned with the activities and quiz below.

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ASSEMBLY

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Are you going on a trip? By train? By bus? Carrying a blanket and a picnic to the park? Where are you travelling and how? I am dreaming of surfing in Cornwall, what are you dreaming of?
Make a plan for a trip you are going on or would like to go on in July and August. Think about:
WHEN will you go - time, date
HOW will you get there - walk? bus? train? even a plane
WHY did you choose there - are you going to try to visit family? Spend time in nature?
WHAT are you doing on your trip? Relaxing? Going for a picnic?
WHO will you go with and who will you see?

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A new story about keeping a distance from your friends.

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A new story about keeping a distance from your friends.

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Addition and subtraction practise - Sums (number sentences) 0-20.

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MyMaths is an interactive online teaching and homework subscription website for schools that builds pupil engagement and consolidates maths knowledge. It is used in over 70 countries by approximately four million students each year!

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MATHS
Today we're asking you to work on number bonds again, 0-20.

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MyMaths is an interactive online teaching and homework subscription website for schools that builds pupil engagement and consolidates maths knowledge. It is used in over 70 countries by approximately four million students each year!

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Spend time practising your number bonds to 20 - Use your numberline or knowledge of number facts to help you!

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MyMaths is an interactive online teaching and homework subscription website for schools that builds pupil engagement and consolidates maths knowledge. It is used in over 70 countries by approximately four million students each year!

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Belatedly from Monday - from all of us! X x Happy 6th Birthday!

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Belatedly from Monday - from all of us! X x Happy 6th Birthday!

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Do you like our Wycinanki? We were inspired by the example on the left! These intricate paper cut-outs have been a popular folk craft in Poland since the 1900s. 

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Do you like our Wycinanki? We were inspired by the example on the left! These intricate paper cut-outs have been a popular folk craft in Poland since the 1900s. 

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https://culture.pl/en/article/folk-art-at-home-a-diy-guide-to-polish-paper-cut-outs

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Build on our learning this term and go through this page to practise counting and adding in tens again. Start at the top and follow the instructions as you move through. There are some interactive parts to test yourselves with too.

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We use place value headings like tens and ones to tell us about the value of a digit in a number. Find out more in this Bitesize Primary KS1 Maths guide.

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Remember to check for the verb tense and those 'ed' suffix endings to give you clues towards using the right tense.

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Watch the clip and recall the work we did on past, present and future tense writing. Then complete the sheet next door.

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Sentence grammar: Past, present or future tense

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Being able to speak about the past, present or future will really enhance the way you are able to relay information to others.

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If you're not able to cut and stick the words then you could copy them onto a piece of paper instead.

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Remember to use all of your golden rules:
1. It must make sense
2. Finger spaces
3. Capital letter to start
4. End mark to finish

You might want to use a full stop, exclamation mark or a question mark (if it's a question).

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Year 1 music at home – Huff puff click click

Listen and join in with a rap version of the Three Little Pigs to help children understand how music can tell a story

Together, listen to ‘The three Little Pigs’ (Step 1, orange ‘P’ button), encouraging your child/children to join in with the wolf’s huffs and puffs and the building rhythm patterns – sh, click, build.

Make up your own hand signals to mime as you become familiar with the words, e.g. for the house building:
straw – straight fingers, palms down
sticks – forefingers tapped together
bricks – fists stacked alternately

You may like to repeat these steps on separate occasions as your child becomes more familiar with the lyrics. Eventually, they may be able to recite the whole rap with mime or sound-makers!

What next?

Make a set of sound-makers to play along with the three house building sounds, e.g.
straw – rice or lentils shaken in a small container
sticks – chopsticks or wooden spoons tapped lightly
bricks – toy building blocks or plastic beakers tapped together

Practise then perform the whole rap to a family member, or video it to send to grandparents or friends!

The resources for this activity can be found in the Lesson Bank, Year 1, unit ‘Storytime’, lesson ‘Three Little Pigs’, activity 2.

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Collins Connect | Digital resources for schools

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Digital resources and activities for use in the classroom and at home

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Listen to this story about starting school again after lockdown.

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In It Together | Returning to School After Lockdown | Twinkl Original Story

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We hope that you have a wonderful summer holiday! Here are some activities that you might like to do during your time off. These are optional but would help you get prepared for year 2!

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Can you spot yourselves in these recorded lessons?

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Read a story from your own religion or a story that is special to your family!

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Today is the religion of Sikhism. Watch the video and then fill in the sheet next door.

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Explanation by Sikh children about what Sikhs believe, followed by a cartoon-style story about Guru Nanak. It covers the beginning of Sikhism and the commandments that were handed down.

A good introduction to Sikhism and to how Guru Nanak laid its foundations. Children could think of their own commandments or add to those of Guru Nanak.

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The beginnings of Sikhism - KS1 Religious Education - BBC Bitesize

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Explanation by Sikh children about what Sikhs believe, followed by a cartoon-style story about Guru Nanak. It covers the beginning of Sikhism and the commandments that were handed down. A good introduction to Sikhism and to how Guru Nanak laid its foundations. Children could think of their own commandments or add to those of Guru Nanak.

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At the bottom of today's sheet, consider how this story influences some of the activities in the Hindu celebration of Janmashtami.

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Today we would like you to explore a story from the Hindu religion about a Hindu God called Krishna. How do you think his foster mother felt at the end of the story?

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A Hindu lady explains why Dahi-handi takes place during the celebrations of Janmashtami. She talks about Krishna's early life and his love of dairy food. She tells us that Krishna particularly loved butter and climbed onto his brother's shoulders to reach a hidden pot of butter. She explains that this is why Hindus perform Dahi-handi - human pyramids trying to reach butter dishes.

The children could discuss where dairy products come from and find out how butter, cream, yoghurt and cheese is made. They could draw a picture of Krishna on his brother's shoulders reaching for the butter.

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Janmashtami and Dahi-handi - KS1 Religious Education - BBC Bitesize

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A Hindu lady explains why Dahi-handi takes place during the celebrations of Janmashtami. She talks about Krishna's early life and his love of dairy food. She tells us that Krishna particularly loved butter and climbed onto his brother's shoulders to reach a hidden pot of butter.

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Follow the instructions on the sheet but make sure you have watched the clip first.

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Today there are two stories from the Quran which is a holy book used by Muslims who follow the religion of Islam. Watch the stories and discuss their similarities and differences. Then fill in the sheet next door.

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An animated film focusing on Islam, and narrating the story of the 'Prophet and the Ants' and the story of 'The Crying Camel', showing that no matter how small or large animals are they are all important to God and need to be cared for. The film is bright and colourful and immerses pupils in the story through a clear, friendly narrative.

Before watching the film, teachers could ask pupils "who is most important to God?" Asking again after they have watched the film. They could discuss ways that we care for all creatures from the smallest to the largest, for example feeding our pets. Pupils could create a class bug hotel, demonstrating a practical way to care for even the smallest creatures. They could role-play in the roles of the camel and his owner. Ask the camel to tell the class why he was crying, and how he felt at the beginning and end of the story.

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The Islamic Story of The Prophet and the Ants and The Crying Camel - KS1 Religious Education - BBC Bitesize

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An animated film focusing on Islam, and narrating the story of the 'Prophet and the Ants' and the story of 'The Crying Camel', showing that no matter how small or large animals are they are all important to God and need to be cared for.

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Retell the story that you have just heard and think about it's meaning.

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This week we'd like you to spend some time exploring different religions. Today is a story told in the Bible called 'The Good Samaritan'. The Bible is a holy book used by Christians and Catholics. Spend some time watching this story and thinking about what the story is trying to teach the readers/ listeners. Then there is a sheet for you to fill in next to this box.

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The story of the Good Samaritan, as told by Jesus in one of the gospels of the New Testament. A traveller is beaten up and robbed, and left for dead along the road. A priest comes by, but deliberately avoids the man. A lawyer also comes by but he too avoids the injured. Finally, a Samaritan comes by, and he helps the injured man, in an act of mercy and compassion.

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Parable of the Good Samaritan (animation) - KS1 Religious Education - BBC Bitesize

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The story of the Good Samaritan, as told by Jesus in one of the gospels of the New Testament. A traveller is beaten up and robbed, and left for dead along the road. A priest comes by, but deliberately avoids the man. A lawyer also comes by but he too avoids the injured.

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Hopefully you have almost finished your booklet now. Focus on the missing pages like your achievements. Have you reached a great reading level colour? Are you able to get 40/40 in your phonics check? Are you now able to run faster or skip for longer? Think about things you have done well in this year! It could be that now you know all of your number bonds to 10 or 20!

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Continue to work through your memories booklet. Today focus on your best memories (you might have more than one) and your favourite lessons. Remember to give reasons for your choices. If you are going to choose science for example, then try to explain why you have enjoyed those lessons. Have you learnt something new? A new skill perhaps?

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Please continue with your booklet from yesterday but today you might want to focus on reasons that you love Year 1. Think about all the reasons you have loved coming to school this year and then draw a picture of some of these at the bottom.

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TroyBoi - Drip feat. icekream (Dance Video) Easy Kids Dance Exercise | MihranTV

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Fun Fitness & Creative Dance Workout for Kids!!

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Kids Workout Dance - Despicable Me and Minion Dance Workout!

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Over the rest of the week, we'd like you work your way through this memories booklet which we hope will help you to reflect on your year at Ashmole. What an eventful year it has been! A little strange but still full of wonderful memories and learning. Today you could focus on your self portrait and favourite things page?

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Do you recall learning about Orion? What was he scared of? What happened in the end? Is there anything you are scared of currently that you want to talk about?

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Have you learnt anything new this year?

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Try to remember some fun things you have done with your friends this year!

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What were you doing here?

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Do you remember choosing your complimentary colours to decorate your clay hand when we were exploring identity?

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Can you remember some of the wonderful art activities we have done this year?

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Friendship Bear would like to say that it has been wonderful spending time with you this year and getting to know you all! Friendship Bear thinks that you are all superstars, extremely caring and fantastic friends! Write a letter back to Friendship Bear with some memories from the year.

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Introducing Maths for this week :)

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Measuring lines - Can you remember how to use a ruler accurately? Start at 0 or the end of the ruler if there is no 0. Then follow the line to 'read off' the ruler. Ask your grown up or older child to help you if you can. If you are at home, you can measure different toys, books or objects around the house, either with a ruler or tape measure.

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Compare length and height (taller and shorter)

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18 May - Learn how we compare lengths and heights.

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Learn about length and height with Mr Pumpernickel.

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This week you have practised using Maths vocabulary and skills related to shape and measure. You have compared lengths, mass and volume, at school or at home or maybe both if you're feeling eager! Well done. Try this sheet to review what you have learned.

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Extension - Use Google Earth to look at our local area (try not to get seasick!). What shapes can you see in the local area from above? Do you know what any of the buildings or spaces are called?

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Today in MyMaths you have a longer task comparing different measures - please go to the task Measurement 1 - OW. Here's your chance to show off and bring together all the learning you've done on different types of measure. There are also questions on volume - at home, you may be able to use a jug to measure the volume of liquids in the kitchen (or outside!) with your grown up.

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MyMaths is an interactive online teaching and homework subscription website for schools that builds pupil engagement and consolidates maths knowledge. It is used in over 70 countries by approximately four million students each year!

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Please complete the task Comparing Mass in MyMaths. Today you will be reading and using words like heavy, light, mass, heavier and lighter to compare different objects.
If you are at home you can even see if your grown up will let you weigh some objects around the house or kitchen, or maybe yourself!

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MyMaths is an interactive online teaching and homework subscription website for schools that builds pupil engagement and consolidates maths knowledge. It is used in over 70 countries by approximately four million students each year!

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MyMaths - Please complete the task for Comparing length. Today we are using words like long, short, longer and shorter and also stretching our brains with some word problems. Enjoy!

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MyMaths is an interactive online teaching and homework subscription website for schools that builds pupil engagement and consolidates maths knowledge. It is used in over 70 countries by approximately four million students each year!

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MATHS
Do you recognise this station? What shapes can you see in this picture? Name and label the shapes and their features. Use your shape language - corners or vertices; curves; straight lines; sides..

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Community Week has links with articles of the UNCRC (United Nations Convention on the Rights of the Child, 1989), such as Articles 29 and 30. 

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Community Week has links with articles of the UNCRC (United Nations Convention on the Rights of the Child, 1989), such as Articles 29 and 30. 

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Once we had mastered the strategy, we tested it on some even bigger numbers!!

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Watch the video about the famous clay tunnel in Vietnam! Make your own clay or junk modelling structure using this as inspiration! You could create a dragon or a monkey or even just an abstract piece of art!

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Today have a go at doing some simplified Polish folk art. Look to the next box for some instructions on how to do this. If you don't have coloured paper at home you could use newspapers and magazines or you could even colour in pieces of paper to use!

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Folk Art at Home: A DIY Guide to Polish Paper Cut-Outs

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Polish 'wycinanki' are the beautiful paper cut-outs that can be found in shops and museums all over the world. Our step-by-step guide to their construction will help you make these colourful creations at home.

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Explore a mythical tune based on the British cultural story of Robin Hood. Follow the lesson through each activity and find things in your home to accompany the story based on the sounds of the forest. Maybe crunching tin foil for the leaves on the ground or blowing into a bottle for the wind in the trees?
If you are prompted for login details, use:
login: parents@harpercollins.co.uk
password: Parents20!

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Collins Connect | Digital resources for schools

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Digital resources and activities for use in the classroom and at home

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Take a look at these pictures to explore art inspired by African culture and communities.

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Today we would like you to explore African artwork. There are a lot of different types of art which originates from this part of the world and plenty of Ashmole families also have connections to Africa as part of their heritage. Look at the PowerPoint above and try to create your own artwork based on these pieces. You could use water colour paint or pencils for the background and then a black pen or black card for the silhouettes! Why not send them in too?!

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This structure was ground breaking at the time it was built and was actually the biggest Gas Holder in the world!

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History

The Kennington Lane Gasholder Station was developed by the Phoenix Gas Light and Coke Company, established in 1824, which was for many years the largest gas company in South London. In 1847 they opened a gasworks next to Vauxhall Bridge (closed in 1958). In January of that year the site at Kennington, just to the north of the Oval cricket ground which had opened in 1845, was purchased from the Southwark and Vauxhall Water Works Company to act as a holder station for the gasworks. The Vauxhall Waterworks included two brick-lined circular reservoirs which were adapted for gasholder tanks and, in February 1847, a tender of £8,700 was accepted from Westwood and Wrights of the Black Country for a gasholder (No. 1 Gasholder) using the smaller of the tanks. The guide frame comprised 18 giant Tuscan columns in a single order about 36 ft tall, supporting cast iron girders in the form of a balustrade. With a capacity of 600,000 cubic ft, it was the largest telescopic gasholder then existing. It was completed in October 1847 but later demolished to make way for the present No. 1 Gasholder in 1877.

Designed by Corbet Woodall, the successor to William Innes as the company's engineer for its London operation, the replacement No. 1 gasholder involved the construction, by John Aird and Sons, of a new tank 218ft in diameter and 44ft 6ins deep, at a cost of £21,446. The two-lift holder of 3 million cubic ft (then a world record) was built by Samuel Cutler and Sons at a final cost of £26,398 and completed in the autumn of 1879. In 1889, after the Phoenix Gas Light and Coke Company had merged with the South Metropolitan Gas Company in 1880, it was decided to double the capacity of No. 1 Gasholder to 6 million cubic ft. This was carried out by Frank Livesey, chief engineer of the South Metropolitan, and involved the insertion of a central section into each of the guide standards to increase its height by 50% and adding two more lifts, one of them rising above the guide frame (a so-called 'flying lift', pioneered by Livesey and his brother George at Rotherhithe in 1887-8). The work was carried out by Ashmore, Benson, Pease and Co for £18,500 and completed in 1891 or 1892.

No. 2 Gasholder was constructed with a new tank on the site of the second reservoir in 1854-5. Its design was attributed to William Innes with ironwork by the Horseley Iron Company of Tipton. At about 1,250,000 cubic ft it was another record breaker, and it was distinguished by giant single-order guide columns made of wrought-iron riveted tubes, with cast-iron bases and capitals, rising nearly to 70 ft. The bell was reconstructed in 1897 and a spiral-guided holder was built in the original tank in 1950.

No. 3 Gasholder was erected by Horton's of Smethwick to the design of William Innes and completed in November 1869. It had a giant single-order, double-tier guide frame and a capacity of 600,000 cubic ft. It was demolished around 1975.

Gasholders Nos. 4 and 5 were built following a report in November 1872 by Corbet Woodall that an increase in the gasholder capacity at Kennington was urgently required. The tanks were completed by Aird and Sons in October 1873 and Gasholder No. 4, Woodall's first in the role of Engineer and built by Samuel Cutler at a cost of £13,379, was complete by May 1874. The second of this 'Siamese twin' pair of holders (since they share one column), gasholder No. 5, again designed by Woodall and built by Cutler's for £10,490, was completed in February 1876. Each of the effectively identical holders is of two lifts with double-tier guide frames modelled on those of the Imperial Gas Company.

Following conversion to natural gas storage in the 1970s, the holder station was decommissioned in 2014.

Details

Gasholder. Built in 1877-9 by Corbet Woodall for the Phoenix Gas Light and Coke Company and enlarged in 1891-2 for the South Metropolitan Gas Company by Frank Livesey. Originally of two lifts it was later increased to four, including a flying lift.

The guide frame of Gasholder No. 1 is approximately 135 ft (41 m) high to the tops of the guide rails (originally 90 ft), while the crown of the flying lift rose to over 180 ft (55 m) when fully inflated. The frame is of wrought iron, with 24 T-section lattice standards. The standards originally had a uniform taper but when the guide frame was extended an extra, middle section was inserted without a taper, giving a distinctive three-stage profile. The standards are fabricated from flat bars, with plates and angle irons for the flanges, and the webs are divided into St Andrew's cross panels which diminish in height towards the top so as to maintain their proportions. Semi-circular gusset plates at the ends of the bars strengthen the riveted connections. The standards are bolted down to the tank through compact, hollow cast-iron base plates with the bolts arranged in a line down each side. The tops of the standards are rounded to a quadrant and stays were added in 1890 to support extensions of the guide rails, which have open, flared tops to catch the flying lift as it descends. The guide rails themselves are of channel section instead of the original flat-bottomed rails, a change probably made in 1890.

The standards are connected by three rows of horizontal girders, of which the top and bottom are original. The webs have bracing of shallow-sloped round bars forming elongated St Andrew's crosses, two in the length of each girder, and vertical spacer bars of cast-iron. These bars are of a baluster shape, with embossed miniature Phoenix emblems. The middle girder, added in 1890, has a simplified version in lattice work.

The holder has diagonal bracing of flat bars, with two tiers of bracing in each panel of the frame. The bars are riveted at their ends to gusset plates and they are clipped together where they cross each other.

The tank is surrounded by the original railings of 1879. They have circular cast-iron standards and square rails.

The bell, of four lifts including the upper 'flying lift' which extended above the top of the guide frame, has side sheeting in long sections of mid-C20 date and the roller carriages are also modern. It is unclear, therefore, if any earlier fabric of the bell survives.

The tank is of traditional brickwork, but on mass concrete footings. It is 44 ft 6ins (13.6 m) deep overall and 218 ft (66.5 m) in diameter.

Pursuant to s.1 (5A) of the Planning (listed Buildings and Conservation Areas) Act 1990 ('the Act') it is declared that both the bell (including the flying lift) and tank (excluding the railings) are not of special architectural or historic interest.

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No 1 gasholder, Kennington Lane Gasholder Station, Non Civil Parish - 1427396 | Historic England

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The Kennington Lane Gasholder Station was developed by the Phoenix Gas Light and Coke Company, established in 1824, which was for many years the largest gas company in South London. In 1847 they opened a gasworks next to Vauxhall Bridge (closed in 1958).

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Monday 6th July Oval Gas Holders art competition

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Monday 6th July Oval Gas Holders art competition

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See the flyer attached to enter the local community competition. There is some more information about the history of the site in  the next box which you might find useful. You will need to send in your entries to the address listed on the information.

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As part of 'Community week' we'd love to hear from you about some of the special traditional foods you eat with your families. Maybe help your family to do some traditional cooking and send us in a video or picture of the finished product? If you're able to share the recipe too, that would be great!

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Watch the story of 'Hugh' which is based on an Apache (Native American myth). What does this tell you about their culture and beliefs? Do they differ from yours? This story is about the origins of the sky and stars.
Now try to write your own mythical story about the origin of something. How did our TOES come to be?
Why are carrots orange?
How did the giraffes neck get so long?
You might want to start your story with "Have you even wondered how/why......"

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A young fisherman's meagre catch is stolen by a fox who leads him to the catch of a lifetime.

Teaching ideas
Create an emotions graph tracking the boys emotions through the eventsin the story.
- Waiting with anticipation for the first catch,
- The distress caused by seeing the injured fox,
- Anger at the fox stealing the fish,
- Chasing the fox,
- Surprise and excitement at seeing the giant fish,
- Trying to catch it,
- The catch at the end.
There are many points to discuss such as where the boy is from, why he has to fish for food, what happens t the fox at the end? Why?
Younger children could describe the giant fish, they could also mak rods and paper fish to have a go at catching themselves.

The year is 1951, the place is Korea and there is a war going on. The hero of the story is Manuk. We first see him exploring the wreck of a downed plane looking for some 'useful' bits of metal. Manuk wanders around the town on his way home, playing perilously close to the railway - using the trains to flatten bits of metal which he uses to make small toys. There are some funny moments, he throws a stone during a game and it hits a cyclist. There is a poignant moment at the end when a parcel arrives. The audience is led to assume that his father has been killed in action and these are his possessions. Manuk does not realise.

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Click on the image to view 'Day of the Dead' animation and resources.

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Explore this cultural story from India and discuss the choices that the King makes. Does his opinion and attitude change during the story? Why do you think this happens? How do you feel about this story?
Your task is to draw a picture of yourself in the middle of the page and write at least 5 generous things you could do for someone you care about. What is the true meaning of generosity?

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This short film could be used to support the teaching of key literacy skills such as reading, writing and listening. Encouraging pupils to explore the decisions of characters, and examine their actions to understand their cultural belief, values, differences and similarities in everyday life. The story provides an effective tool to engage pupils in the way others see and imagine life, and helps enhance further discussions on what is familiar and unfamiliar. This could be used in connection with stories from other cultures, as well as traditional stories and fables to explore the differences or similarities in storytelling. The tale could be incorporated into specific reading and writing exercises (e.g. pupils can write about a specific dramatic scene or a descriptive setting in the film). This could enhance pupils knowledge and understanding of different places and countries.

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English KS1: The King Who Was Eaten For Breakfast

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This short film could be used to support the teaching of key literacy skills such as reading, writing and listening. Encouraging pupils to explore the decisions of characters, and examine their actions to understand their cultural belief, values, differences and similarities in everyday life.

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What does this cultural story from Nigeria tell us about pride and arrogance? Do you agree or disagree? Is this similar to the teachings from your own culture? Discuss your response with your families.
Your task today is to create a character journey for Obasi. Have a look in the next box to hear from Mrs Chukwudinma and explore a character journey that she has started.

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This short film could be used to support the teaching of key literacy skills such as reading, writing and listening. Encouraging pupils to explore the decisions of characters, and examine their actions to understand their cultural belief, values, differences and similarities in everyday life. It provides an effective tool to engage pupils in the way others see and imagine life and help enhance further discussions on what is familiar and unfamiliar. This could be used in connection with stories from other cultures, as well as traditional stories and fables to explore the differences or similarities in storytelling. The tale could be incorporated into specific reading and writing exercises (e.g. pupils can write about a specific dramatic scene or a descriptive setting in the film). This could enhance pupils knowledge and understanding of Nigeria.

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English KS1: The Strongest Man In The World

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This short film could be used to support the teaching of key literacy skills such as reading, writing and listening. Encouraging pupils to explore the decisions of characters, and examine their actions to understand their cultural belief, values, differences and similarities in everyday life.

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Enjoy this cultural story from Israel. What is this story trying to teach us? What does this tell us about making choices?
Your task today is to write your own version of the story. Choose your own character- maybe it'll be a princess or even a family member and then decide which animal they are pretending to be. What will your wise person say to your character to convince them to make sensible choices? We'd love to see them so send your stories in if you are able to!

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This short film could be used to support the teaching of key literacy skills such as reading, writing and listening. It could encourage pupils to explore decisions of characters, and examine their actions to understand their cultural belief, values, differences and similarities. The story could engage pupils in the way others see and imagine life, and ask questions on what is familiar and unfamiliar. This could be used in connection with learning about stories from other cultures, as well as in conjunction with teaching about traditional stories and fables to explore the differences or similarities in storytelling. The tale could be incorporated into specific and creative reading and writing exercises (e.g. pupils can write about a specific dramatic scene or a descriptive setting in the film).

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English KS1: The Prince Who Thinks He Is A Rooster

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This short film could be used to support the teaching of key literacy skills such as reading, writing and listening. It could encourage pupils to explore decisions of characters, and examine their actions to understand their cultural belief, values, differences and similarities.

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Listen and watch this story from Pakistan. What does it tell you about the Pakistani culture? Does this mean that all people from Pakistan think and feel this way? What can we learn from this cultural story?
Your task today is to draw a picture of your favourite part of the story and write about why you like it. What happens? Why do you like it?

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This short film could be used to support the teaching of key literacy skills such as reading, writing and listening. Encourage pupils to explore the decisions of characters, and examine their actions to understand their cultural belief, values, differences and similarities in everyday life. It provides an effective tool to engage pupils in the way others see and imagine life, and help enhance further discussions on what is familiar and unfamiliar. This could be used in connection with stories from other cultures, as well as traditional stories and fables to explore the differences or similarities in storytelling. The tale could be incorporated into specific reading and writing exercises (e.g. children can write about a specific dramatic scene or a descriptive setting in the film). This tale can enhance pupils knowledge and understanding of Pakistan.

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This short film could be used to support the teaching of key literacy skills such as reading, writing and listening. Encourage pupils to explore the decisions of characters, and examine their actions to understand their cultural belief, values, differences and similarities in everyday life.