Today we took Ziggy with us on our Woodland Adventure and taught him all about staying safe on the road.
The children are all very good at keeping safe when we walk to the woods and could tell Ziggy all about what he should do.
Today we took Ziggy with us on our Woodland Adventure and taught him all about staying safe on the road.
The children are all very good at keeping safe when we walk to the woods and could tell Ziggy all about what he should do.
We are delighted to have successfully attained our 6th Eco-Schools Green Flag Award!
This is a brilliant achievement and is the result of sustained hard work and commitment by the Glenwood community.
See our video of evidence below.
When you are looking at yourself in the mirror (perhaps brushing your teeth or hair) Tell yourself something positive e.g “I can be brave, kind, helpful, try my best” These are positive (green) thoughts.
We know that you are Brave! We saw how Brave you could be at Glenwood and we know you will continue to try and be brave. Remember to keep practising being brave. Brave is :
Making New Friends
It’s good to make new friends and to play with different people. Friends smile, help, talk, listen, play and share. What would you tell your friend? What would you ask them? Would you tell them about your family?
Family Fun Questions (why not write these out, add some more and then pick a question to answer)
Our support Team
Sometimes we need help or care from others. On a piece of paper draw yourself and then people who can help or support you round about you. This might include siblings, wider family, neighbours, teachers (pets can also be included).
Game – What could you do if? (Think of solutions to these problems)
It’s ok to say No!
Sometimes our friends do or say things we don’t like. Remember it’s ok to say “I don’t like that”. Look the person in the eye and use a brave voice. Next you can get louder and show a cross face. Then use a very loud voice and show your angry face and body (no hitting or kicking). Get help from an adult if you need it.
We follow the rules so we don’t get lost or hurt. We ask for help when we need it and we remember the Pants rule https://youtu.be/_SzbMEVYiyg
Game – Today we will be……
Here are a few positive behaviours (add your own), write them on pieces of paper, fold them up, put them in a container and then pick one out each day. Then everyone playing needs to try and be this word.
We are proud of you!
We hope you will continue being Fun Friends and will remember:
This week we have been excited to welcome our pre-school children back to Glenwood for the first of their transition visits.
It was a bit strange at first but the children soon got over their nerves and were soon joining in with all the different activities. It was hard remembering that we couldn’t be too close together but everyone did very well.
Here are some pictures of the experiences we took part in…
The Beebots went on a Bear Hunt
Building houses for bears
Inventing our own bear maths games
Playing on the computers
Drawing pictures and reading books
Listening to the story of Whiffy Wilson The wolf who didn’t want to go to school
And everyone decorated a triangle to make our own bunting
Next week we will hear all about your adventures when you visited your new schools and also have a small celebration together to say ‘Goodbye’.
Recap on previous weeks’ learning:
Learning about role models in our lives and how they can influence how we nurture relationships. Spending time together doing fun activities with adults, peers and siblings help us to role model positive relationships. Our family, friends and adults in our lives can help us be brave and we can help them.
Making new friends Remind children about doing things one step at a time. Discuss steps to make new friends by, smiling and saying hello, asking them to play with you, share your toys, invite them to play at your garden, etc
Encourage children to listen to their friends.
Listening game: Play a Simon Says game but with a different action from what is being said. For example, Simon says “touch your nose”, while touching your head. Your child needs to listen and do what you say rather than what you do.
Sharing game: In a small group give each child 5 stickers of the same colour. The aim is to end up with 5 stickers- all different colours. Each child has to ask the other child for a sticker in a brave voice and say please and thank you. Afterward you can discuss the importance of being kind and sharing. What would happen if no one had shared a sticker.
Magical sound box: Put different objects, such as keys, paper, beans in a bottle, etc., into a covered box, and then manipulate one of the objects asking a child to tell you what he or she heard. You might need to introduce the child to different objects and sounds before playing this game.
Guess who is calling you: Seat everyone in a circle, choose one child to cover their eyes. Then choose someone else in the group to shout out the person’s name that has their eyes closed. The child then uncovers their eyes and has to guess who shouted out their name. Continue until everyone has had a turn in the circle.
Useful links for being a good friend.
Can you tell us about when you have been a good friend to your family, neighbours or anyone else?
Share on Google Classrooms or Twitter @GlenwoodFC #Glenwoodlearningathome
Lots of us also love things that are sweet but sugar isn’t good for our teeth or bodies. Are you eating too much sugar?
Activity – Sugar Bags
Create bags with spoonfuls of sugar to show how much sugar is in a product you enjoy. You will find the amount of sugar in the nutrition panel of the product listed under “Carbohydrate of which sugars”. 1 teaspoon=roughly 4g of sugar so divide the figure on the packaging by 4 to get the number of teaspoons.
You can find out more about Child Smile on their website:
We would love to see your smiles and healthy swaps – why don’t you post them in your Google Classroom to show your friends?
Thank you for posting all your videos on Google Classrooms – we have enjoyed watching you all.
Here are some pictures from the week…apologies if they are a bit blurry but the adults from Glenwood move very fast!
This week we are looking at encouragement.
Well done to all of you who have been learning about feelings, relaxing (and milkshake breathing) and ‘I can do it!’ (turning red thoughts green).
Can you pick a goal you would like to achieve? What will you pick?
Now start at step one and try and achieve it. If it takes practise try hard! Remember to think green thoughts. When you have achieved a step, Celebrate! Give yourself a cheer or do a little dance. When you achieve your goal maybe you will get a reward.
What reward would you pick? Maybe playing a favourite game as a family, or getting to choose what Mum or Dad will cook. Fun Friends Koala likes choosing activities with others more than sweet or toy rewards. Can you do the same?Additional resources
CBeebies radio programme on encouragement: https://www.bbc.co.uk/cbeebies/radio/treasure-champs-encouragement
Learning to button: https://theinspiredtreehouse.com/teach-kids-button/
Introducing new food (its part of info on fussy eaters): https://www.nhsggc.org.uk/kids/resources/ot-activityinformation-sheets/fussy-eaters-information-sheet/
Learning to ride a bike: https://blog.halfords.com/how-to-teach-a-child-to-ride-a-bike/
All of the staff are super excited about our Virtual Sports Week and have been out practising! Take a look at the video…
Each day next week we will post on Google Classrooms different sports for you to try at home. Take some photos or videos of you taking part and post them in your Google Classroom for your Glenwood friends to see.
You can also share on Twitter @GlenwoodFC #Glenwoodlearningathome
Keep encouraging your child to identify feelings in themselves and to do things that make themselves feel better when they are experiencing unpleasant feelings.
We can be BRAVE! Being BRAVE is:
Red and Green thoughts:
What children think has an impact on their feelings and actions so it is important we help children develop positive mindsets and be more confident.
What we want children to learn is we can have RED (unhelpful) thoughts or GREEN (helpful) thoughts. We can choose to turn our RED thoughts GREEN.
Changing RED to GREEN
How can we change RED thoughts into GREEN thoughts? Help the children come up with GREEN thoughts for certain situations e.g
Feelings vs Thoughts
Talk about the difference between our thoughts and feelings. Talk about how feelings are in our bodies, and thoughts are in our head.
Draw a big traffic light on paper/cardboard with emphasis on RED and GREEN lights – GREEN light means GO!, RED light means STOP! Explain that this is to help us tell the difference between thoughts that help us feel BRAVE and good inside (GREEN) and thoughts that make us feel scared, worried or angry inside (RED). The AMBER light can be seen as a time for changing RED thoughts to GREEN thoughts. It may help to draw happy and unhappy faces onto the traffic lights. Please make sure it is known that RED thoughts are ok to have. You can use examples of RED and GREEN thoughts from the lists above.
Say ‘Hello’ to GREEN thoughts – talk about times when we might have a RED thought and how we can help ourselves to feel better by turning it into a GREEN thought instead. Write/draw GREEN thoughts on a sheet of green paper (or use a green pen) and turn them into a GREEN thoughts book.
Practise identifying RED and GREEN thoughts as much as possible. Model turning RED thoughts into GREEN ones and help your child to do the same with their own RED thoughts.
Praise your child for using these strategies in times of stress and for being BRAVE.
Helpful Links for explaining feelings
The reason we like some food and not others is because of our taste buds. Can you find out where they are? What foods do your Taste buds love and which ones make them go Yuck! Can you draw a picture of your favourite meal?
Sometimes we decide we don’t like food because of its look, smell or because we tried it before and we didn’t like it. Remember food can taste different depending on the time of year (especially fruit and vegetables), how it was made and what ingredients were used. Two people can make the same food and it taste different. Can you be a food explorer and explore some new or unusual food? Be Brave and try a very small amount. If you don’t like it that’s ok but don’t be afraid to try it again as our tastes change over time.
At the table
Setting a table and putting out everything you need, sitting at the table to eat and deciding what are the rules are good skills to have. There are different rules at different tables. In some countries it’s even polite to burp after a meal to show you enjoyed it. At Glenwood we have developed our mealtimes to encourage conversation as for it to be a relaxing time when children and adults are together. We also know that some of you are enjoying food that you have been helping cook.
Packaging can be a challenge to get into so try and practise opening as many food packages as you can. You might need a little help but this will develop your hand eye coordination, finger control and self confidence as you learn to open up food or drink containers for yourself. Remember to try and keep it steady so it doesn’t fly everywhere.
What I like and how much
It’s good to learn the names of the food you like and how much you like to eat. Some children have big appetites and some smaller. If you start with an empty plate you could play ‘school dinners’ where you have to ask each item of food that has been made and say how much you want. This will help you develop your vocabulary and your awareness of amount. “more”, “less” “the middle sized one”. And remember to say ‘please’ and thanks you’ to those who have cooked and are serving.Maybe you could have a go at being the school cook and making some food.
In the school dinners game you don’t need to eat everything on your plate if you have a big portion. Instead be aware of your body and when it’s full and doesn’t want anymore or if you would like more you could ask if there is any food left you could have.
Steady as you go
Part of the ‘school dinner game’ can be to carry your plate, cutlery and drink. This is very tricky and could end in a big crash so start by carrying an empty plastic cup, plate and cutlery on a tray. This game requires balance and spatial awareness.
Clean up Time
When you have finished your food it’s time to tidy up. In the school dinners game you need to scrape your food into a bin. put your cutlery in one container and your cup and plate in another container. This is a good time to see if you made a good estimate of how much you would eat and drink. This is developing independence and self help skills.
Get in touch
We love hearing how you are getting on so keep in touch.
It’s not easy to relax and there are many different ways people choose to relax. Yoga, reading, singing, exercise, meditating, listening to music and much more. In the world today it is important that we help our children develop this skill of RELAXING as the world around them becomes busier with more challenges. When we help our children and ourselves to develop this skill of RELAXING will in turn help with resilience, self control, good mental health and well being. How many times have you heard an adult say “I don’t have time to relax” but we need to make time and show children how to nurture this positive life skill.
Milkshake breathing is a term we use a lot with the children in Glenwood and it is one of the tools used in the Fun Friends program. In your family fun bags you should have a straw. Use the straw without any water and get them to practise breathing in through their nose and out through the straw big, long slow breaths. Tell them this will help them to blow out their worries so they can begin to feel more relaxed. After a few practises put the straw into a glass of water to practise their milkshake breathing. Try to emphasize how important it is to do this very slowly and gently. The slower we breathe the better. Slow breathing calms us down!
Belly breathing Find a warm quiet place and lay down. Encourage your child to close their eyes. Ask them to lay one hand on their tummy and start to breathe in through the nose and out through the mouth. As they breathe in ask them if they can feel their tummy moving up and when they breathe out feel their tummy going down. Tell them that this will help them to blow out their worries so they can begin to feel more relaxed. Again try to emphasise how important it is to do this very slowly and gently. Slow breathing calms us down! Do this for 10 minutes everyday or week. Whatever suits your family life.
The more often either one of these strategies is practised the more natural it will become for them to use in a challenging situation. By saying “I can see and hear you are feeling angry, could we try and do some Milkshake breathing?” you are acknowledging their feelings (that they are allowed to have) and also offering a positive way to release them.
When you’re feeling confident that your child is aware of their breathing and has mastered the skill, music could be introduced and essential oils like lavender. Perhaps as time progresses and the child gets older sessions could last 15mins and even allow them the space to do it themselves in a safe environment.
These suggested strategies can be done in pairs or as a family. Only you know how your family works best. In Glenwood these sessions are done in small groups with key workers scaffolding learning.
Understanding Body Clues Help children identify “Body Clues” with the “Body Clue Match Game”. Draw around your child to create a body shape. It doesn’t matter what it looks like as long as your child can identify a head and arms and legs. Using the body shape with body clues (ie butterflies in tummy, jumpy heart bear, stamping giant head) talk about the body signs and how this person might be feeling.
Next, have your child pick out what emotion they want to talk about first. Remember, “good” or “bad” aren’t emotions – there’s no such thing as a good feeling or a bad feeling! Some feelings might be comfortable and some might be uncomfortable, but every emotion is helpful to recognize. Explain that body signs don’t mean you are sick – these signs are telling us it’s time to relax, drink some water and have some quiet time. Your body is your friend – it gives you clues and signs that it is time to take a deep breath and have a rest. It’s important to listen to our bodies.
Talk about what their body tells them when they feel tired or worried or upset or angry or happy or brave. e.g sore tummy, sore head, red cheeks, need the toilet, warm inside and sweaty hands. Let children know that other children and adults also feel these signs in their bodies.
Breathing exercise – 2 Minute YouTube Video
Further relaxation activities – ERC Healthier Minds
Music for relaxation – CBeebies Calming Sounds
Yoga – Mrs Russell’s yoga video
Part of the Fun Friends programme is learning about feelings in ourselves and others. It is also a key part of Curriculum for Excellence.
What we want children to learn:
Feelings – talk about different feelings: happy, sad, angry, scared, tired, nervous, excited, jealous, calm, silly, lonely, playful, brave etc.
Learning about feelings through play – role play feelings (eg show me excited or angry), act out scenarios (eg going on a bear hunt), demonstrate how people you know show their feelings.
Feelings are OK, actions we control – Explain that feelings are OK, everyone has feelings but how we choose to act is very important. You could use thumbs up for good choices and thumbs down for bad choices.
angry….stamp your feet, sad….have a cry, scared….hide and shake, brave….stand up tall
CBeebies has some more feelings activities and songs you could try. https://www.bbc.co.uk/cbeebies/joinin/talking-to-your-child-about-emotions
“Men don’t feel sad”
Talking to children they frequently say men don’t feel sad, worried or frightened. They misread these signs as angry. So men in particular need to help children by explaining their feelings, eg “I know I shouted at you when you went out on the road but I felt frightened you might get hurt.”
As children misread men’s feelings, they often say men don’t need help and they don’t know how they manage their feelings. Dads, tell your child what helps you – “I feel sad not seeing Granny and Grandpa too but your cuddles make me feel better” – “I go for a walk when I feel angry.”
Please keep in touch as you explore your feelings together @GlenwoodFC #Glenwoodlearningathome
Follow these links for futher information:
Children love exploring what they can find hidden under or in objects. Why not involve them in a minibeast hunt in the garden? This supports their curiosity by inviting them to look under stones or plant pots, to dig in the garden or to search other garden areas to discover minibeasts and where they can be found.
Finding the best places to search for minibeasts provides children with a problem solving experience as well as risk assessing the areas to keep safe. For example, care will need to be taken with possible hazards such as overhanging branches, uneven ground or slippery surfaces.
Some children love to pick up minibeasts, holding them in their hands. Providing a container or small spade may allow some children the opportunity to scoop up a minibeast to have a closer look if they prefer not to touch them. Using a magnifying glass is also a great way to look at them in close detail. Your child might enjoy drawing or painting a picture of the minibeasts they find, or perhaps like to take some photographs or make a model.
As children play and investigate the world around them you may hear them developing their numeracy skills as they count the number of legs on the minibeasts or the number of each minibeast they find. They will be excited to share news of their discoveries and recognise colours while talking about the characteristics of each minibeast.
Searching for minibeasts in the natural outdoor environment also provides a great opportunity for children to learn about habitats and what creatures need to survive. It also provides an opportunity to ask open-ended questions to encourage children to chat and further investigate minibeasts:
‘I wonder why we found these woodlice hiding under the piece of wood.’
‘Why do you think this spider is climbing on the cane?’
Using a minibeast chart can be a fun way to identify and tick off the ones you find. You could make your own chart or here’s one you could use:
Use the minibeasts you find to make comparisons and predictions:
‘Which minibeast has the most/least legs?’
‘Which snail do you think will move fastest?’
Another fun way of finding minibeasts in your garden is to make a pitfall trap. Minibeasts that are moving on the ground nearby will fall in and you can check the next day to see what has been trapped. Further information and instructions about pitfall traps can be found by clicking on this link.
Hope you have had fun trying out these minibeast ideas. Please remember to share your child’s learning by tweeting @GlenwoodFC #Glenwoodlearningathome
Exercise keeps us healthy and taking part in fun games can improve our coordination and movement skills. Here are some more fun ideas for keeping active…
Pretend to be different animals. Can you….
Prowl like a tiger (crawl on hands and knees)
Walk like a bear (crawl with your hands and feet on the floor)
Balance like a flamingo
Slither like a snake
Gallop like a horse
Walk tall like a giraffe
Walk sideways like a crab
Flap your wings like a bird
Can you build an indoor obstacle course? Don’t forget that building and tidying up the course is also part of your exercise! Here are some ideas to get you started but we’re sure you can use your imagination to think of more!
Mrs McGrory has put together some other ideas of games you can play with your family in this Sway.
|Fun ways to exercise|
|During our gym sessions we like to do a warm-up game called the bean game. To play this game you have to run around until someone calls out one of the types of bean. There are many differen…|
Remember to share some of your pictures with us on Twitter @GlenwoodFC #Glenwoodlearningathome
When playing with blocks children are using a number of different skills. These include measuring, counting, teamwork, talking to each other, problem solving and many more.
In Glenwood we have recently started using the 7 stages of block play. We use the stages to determine what stage of development the children are at when using blocks. Our blocks are different shapes and sizes.
The Seven Stages of Block Play
Stage 1: The blocks are carried around but not used for building.
Stage 2: Blocks are placed on the floor horizontally or vertically (stacking).
Stage 3: Blocks are used to bridge the space between other blocks.
Stage 4: Blocks are used to enclose a space.
Stage 5: Complex structure: blocks are placed in patterns or symmetrically when building. Block accessories may be incorporated. Buildings are not generally named.
Stage 6: Block buildings are given names that relate to the function of the building.
Stage 7: Block buildings often reproduce actual structures known by the children. There is a strong impulse for dramatic play around the structure.
Blockplay is unique!
Blockplay is sustainable!
Blockplay is accessible!
Blockplay doesn’t require spoken language!
Do you have any blocks at home?
Remember you can share your building with us on Twitter @GlenwoodFC #Glenwoodlearningathome
At Glenwood we know how important it is to be active to keep our bodies healthy. There are lots of ways you can do this at home, here are some ideas you can try with items you may have in your house! You will be learning how to control your body, how to move at different speeds, how to follow instructions and how to share and take turns.
We will post some more fun ways of being active next week so if you have any ideas to share with your friends please email or Tweet @GlenwoodFC #Glenwoodlearningathome
You will need a sheet of newspaper or a large piece of paper.
How many different balls can you find in your house? Try these out with balls of different sizes!
Throwing and catching
We all experience different emotions and how we deal with them is important for our mental health and wellbeing. At Glenwood we help children to recognise their own emotions and those of others, suggesting ways of coping with them as we play together.
Mrs McGregor has created a Sway with some ideas of how you can help your child develop their emotional intelligence.
|Like the weather children’s emotions can change throughout the day; from feeling sunny, to stormy, to teary, to unsettled and back again. You could say it’s a rainbow of emotions 😊😁😐😧��…|
During our weekly yoga sessions we learnt lots of different poses – do you remember them all.
Mrs Russell hopes you have been practising and has made a short video to remind you of them all.
You could also have a look at Cosmic Kids Yoga for more exercises.
Remember to share with us @GlenwoodFC #Glenwoodlearningathome
Helping is fun for children! They want to copy what adults do and enjoy spending time with them.
What are children learning as they help with chores? Firstly, a sense of pride in what they have contributed to the family. They are also learning to cooperate and to take responsibility, as well as important skills for life.
Children will be developing their literacy skills – having conversations, listening to instructions, learning and using new words.
Numeracy skills are also used – sorting and matching, counting and measuring are just some of the skills that are important in jobs around the house.
Try and enjoy spending time together with your child whatever you are doing and remember learning is everywhere.