Tag Archives: Remote Learning

Remote Learning – Catapults and Mazes

Mrs Silvester has been having fun with her recycling again! Here are some ideas of things you could try at home too…


In Mrs Silvester’s house we set out to build our own catapults with things we had around the house to see if we could create our own trajectory devices. Then we built a basketball type game with the catapults.

Here are some of the things you could use:

  • Piece of scrap wood/ cardboard/ice lollipop stick/craft stick
  • Wood glue/rubber bands/sticky tack
  • Clothes peg/plastic spoons
  • Plastic bottle caps
  • Cardboard box
  • Yogurt pots/containers
  • Projectile Ideas (safe for toddlers and preschoolers): peas, pom poms, dandelions (just the flower part)

These were some of the questions the children in my house had, which we were hoping the experiment would answer:

  • Which would go further, heavier things or lighter things?
  • Does a longer catapult fling the object further?
  • Which catapult would work better, the spoon or the lollipop stick?
Here is our basketball game.

Find more information


Maze Game

This game was fun to make and is great for building motor skills, concentration, counting and number recognition. Turn a cardboard box or plate into an entertaining ball maze game.  This is a great hand-eye coordination game to make and play with reusable materials.

Suggestions of what you could use to make your own Recycled Maze Game:

  • Scissors
  • Cardboard Box or Plate
  • Pencil
  • Paper Strips or Cardboard Tubes (Toilet Paper Rolls, Paper towel rolls, wrapping paper tubes, etc.)
  • Sticky Tape or Glue
  • A bean, marble, scrunched up paper ball or something small that rolls.

Create the Maze

1) Design your maze by placing the tubes or paper strips on the box. Arrange them making sure you leave enough space for free ball travel around the maze.

2) Then attach the tubes or paper strips to your box or plate

3) ENJOY ! ! !

You could try these other ideas for making mazes too.

Here’s a fun song to help remind us of ways to cut down on single use plastic: https://www.bbc.co.uk/iplayer/episode/p0798jzc/junk-rescue-songs-2-single-use-no-thank-you

Don’t forget to share your creations on Google Classrooms or Twitter @GlenwoodFC  #Glenwoodlearningathome

Remote Learning – Let’s Smile!

We love to see your smiles and it is nearly the end of National Smile Month (18th May – 18th June). When you smile it’s great to see your teeth especially when they are clean and bright.

Remember to:

  • Brush your teeth twice a day in the morning and at night.
  • Brush for two minutes with a pea sized amount of toothpaste
  • At the end spit don’t rinse
  • Reduce sugary foods and drinks and restrict them to mealtimes.

Why don’t you sing along with Hey Duggee’s toothbrushing song?


Next time you are brushing your teeth can you name the different parts you are brushing: the lower set,  front of your teeth, gums, back of teeth, biting surface, corners and upper set of teeth.


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.

Mrs McGregor checked her yoghurt ingredient panel and found it contained 13.8g of carbohydrate as sugars. She measured out 3 ¼ teaspoons of sugar to show how much sugar was in the yoghurt.



Sugar swap 

Which items do you enjoy that you could swap for similar products with less sugar? For example, you could swap flavoured yoghurt for natural yoghurt with fresh fruit .


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?

@GlenwoodFC #Glenwoodlearningathome

Remote Learning – Virtual Sports Week

We have all had lots of fun this week joining in with our sporting activities and we hope you have too!

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!

Mrs Russell’s star jumps.
Mr Milligan does the limbo.
Mrs Clark’s frog shuttle runs.
Mrs Silvester about to do the long jump…
…she jumped to 3!
Mrs McGregor and Miss McCallum had a very fast egg and spoon race!
Great book balancing by Mrs Wilson.


Miss Maclean does the toilet roll sprint.
Mr Fleming finishing the week with the hurdles.

Remote Learning – Fun Friends: Encourage

Welcome back to Fun Friends.

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).

This week we want to set goals with children, and encourage them to gain a skill, develop self-control or overcome a fear. This is a chance for us to be brave as we take on a challenge!

To achieve our goal we can break the task into smaller steps. An example is learning to complete a jigsaw puzzle:

  1. Find the four corner pieces
  2. Find the pieces with a straight edge
  3. Match up the pieces with a straight edge
  4. Match up pieces with the same colour and join together
  5. Fill in the gaps with remaining pieces.
  6. Jigsaw complete

Can you pick a goal you would like to achieve? What will you pick?

If you can’t think of a goal here are some ideas:

  • Getting dressed by yourself
  • Sleeping in your own bed
  • Learning a new sport (for sports week)
  • Eating new food especially fruit or vegetables
  • Fastenings- zips, buttons, studs or velcro
  • Riding bike or scooter
  • Finding and tidying up your belongings
  • Being brave when ……….

Can you make a picture to show what you want to learn or get an adult to help write a list of steps to get you to your goal. If you want you could post it on your Google classroom.

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

Using zips:  https://www.nhsggc.org.uk/kids/resources/ot-activityinformation-sheets/zips/

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/

Staying in your bed: https://raisingchildren.net.au/toddlers/sleep/night-time-problems/calling-out-getting-out-of-bed

Learning to ride a bike: https://blog.halfords.com/how-to-teach-a-child-to-ride-a-bike/

Remote Learning – Musicality

Children naturally enjoy music, and want to move, dance, vocalise and create sounds in whichever way they can to reflect their mood.

There are different aspects of musicality that you can explore with your child:


When children take part in music and movement activities, they can release lots of energy as they have fun being creative and dancing around.  It also helps children to develop their gross and fine motor skills, express their emotions, learn how to share space, and improve their balance and co-ordination as they explore moving their body.

Great songs to try are Shake your sillies out and I can move my body like anything or you could play a game like musical statues.

Play Sounds

When children make sounds through play, they are developing early instrumental skills.  They are first learning what the object is and then what they can do with it.  As children experiment, they are building an understanding of how best to make the sound i.e shake maracas, use a beater to play a triangle, scrape or beat a woodblock, tap or bang drums with their hands.

Encouraging your child to explore what they can do with instruments is so beneficial for their development.  It builds fine and gross motor skills, supports sensory development, enhances hand-eye co-ordination and helps your child to develop patience and perseverance.

You may have some instruments at home already or you could make your own such as lollipop stick harmonicas or straw pan flutes.  We also included ideas in the home learning booklet in your family fun bag.


Listening is not just about hearing, it is also about being able to tune-in to sounds in the environment and sounds that are spoken.  It can be described as an active process where we make sense and respond to what we hear.  As children develop their listening skills, they are learning to take in information, respond to instructions and share ideas and thoughts.

You could try playing some listening games with your child, such as Simon Says, or online from the BBC website https://www.bbc.co.uk/teach/school-radio/eyfs-listening-skills/zbc4y9q


Having the opportunity to be creative with music enables children to think about how sounds are made and how they can put these sounds together to compose their own rhythms.  Children need to be able to try out their own ideas and express themselves to nurture this creative process.

Here are some ideas to encourage your child:

Chrome Music Lab – Song Maker

Body rhythm using syllables: Start by thinking of 2 items that you want to use, for example apple and banana

Choose which body parts you want to use to beat out the syllables, you might clap hands twice for a-pple or stamp three times for ba-na-na

Put this rhythm together and then repeat: CLAP, CLAP, STAMP, STAMP, STAMP, CLAP, CLAP, STAMP, STAMP, STAMP

Say the syllables as you do the body rhythm: a-pple, ba-na-na, a-pple, ba-na-na


Singing with your child helps promote their language and literacy development.  Songs can be very motivating for children, using simple, repetitive language to encourage engagement as they learn new things such as phonological awareness and vocabulary. Children’s songs also include concepts such as counting, body parts recognition, animals and following directions, and these really help your child to understand experiences, words, emotions, and much more.

Spend some time singing with your child everyday.  Here are some song suggestions and ways that you can integrate activities to enhance the experience for your child:

Favourites: Incy Wincy Spider; Wheels on the Bus; Row, Row, Row your Boat

Body parts: Head, Shoulders, Knees and Toes; If You’re Happy and You Know It; Tommy Thumb

Animals: Old McDonald; I Went to Visit a Zoo One Day; There was an Old Lady who Swallowed a Fly

Counting: 5 Little Monkeys; Once I Caught a Fish Alive; 5 Little Speckled Frogs

Other Ideas

  • Try pausing before the last word in a line and see if your child finishes it.  This is building skills such as attention, memory, language and rhyming.
  • Add extra verses or change some of the details in the song.  This encourages your child to be creative and flexible, whilst supporting vocabulary development.
  • Make a mistake whilst singing and see if your child notices and can fix it.  This helps improve attention and listening skills.
  • Adapt a song to include holiday and seasonal topics, for example  Santa on the Sleigh Goes Ho, Ho, Ho.
  • Make up your own songs to develop your child’s understanding and motor movements.

Remember to share your ideas in your Google Classroom or on Twitter @GlenwoodFC  #Glenwoodlearningathome

Remote Learning – Glenwood Virtual Sports Week

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 

Remote Learning – Fun Friends: I can do it!

Recap on feelings:

  • It’s ok to have feelings
  • Everyone has feelings
  • I can recognise feelings in myself and others
  • I can ask for help with my feelings
  • Hitting, kicking or breaking things is not ok, no matter how we feel

Keep encouraging your child to identify feelings in themselves and to do things that make themselves feel better when they are experiencing unpleasant feelings.

Practise relaxation every day if you can and encourage your child to use relaxation strategies to calm down if they feel upset/worried/angry e.g use milkshake breathing and imagine a peaceful place.

We can be BRAVE! Being BRAVE is:

  • Looking people in the eye
  • Smiling
  • Using a brave voice
  • Standing up tall
  • Trying your best
  • Trying something for the first time

Red and Green thoughts:

This week in the Fun Friends programme we teach children about negative (RED) thoughts and positive (GREEN) thoughts. There are some activity ideas further down the post.

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.

GREEN thoughts are the things you say to yourself in your head that make you feel good which makes them HELPFUL thoughts.

  • I can do it! I will give it a go
  • I will try my best
  • I am brave
  • I will help Mum/Dad/Brother/Sister
  • I’m good at lots of things
  • It doesn’t matter if I make a mistake
  • I have lots of friends
  • I’m going to have a good day. I am looking forward to it
  • I’ll ignore people who say nasty things to me
  • I’ll try this game because it will be fun
  • Mum/Dad/Gran/Grandpa always pick me up at the end of the day – they won’t forget

RED thoughts are things you say to yourself that make you feel unhappy feelings or make you feel less confident which makes them UNHELPFUL thoughts.

  • I can’t do it and/or I can’t do it without Mum/Dad
  • I don’t want to go because I won’t have fun
  • No one likes me
  • I got something wrong so I’m silly
  • I’m not good at this
  • I have to win
  • I don’t want to do something new – its too scary!
  • Reading is too hard
  • I’ll look silly if I do that, people will laugh at me
  • I’m going to have a bad day
  • Mum/Dad/Gran/Grandpa will forget to pick me up at the end of the day!

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

  • Someone being mean – its not my fault I’m still happy
  • Feeling sick – I’ll feel better soon, I can cuddle with Mum/Dad
  • Can’t find a toy – I’ll keep looking, I can play with something else
  • Best friend didn’t come to school – I can play with someone else, I can still have fun

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.

Activity 1

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.

Activity 2

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.

Say Goodbye to RED thoughts – Write/draw a RED thought on a sheet of red paper (or use a red pen), jump up and down on the RED thought, rip it up and throw it in the recycling bin!

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




Healthier Minds


Remote Learning – Hanen: An approach to developing literacy skills

At Glenwood we use Hanen’s ABC and Beyond approach to develop early literacy skills.

The programme has six main aspects:

  • Turn a book into a conversation
  • Make words sparkle
  • Expand children’s understanding of the characters and events in stories
  • Use language to think and learn
  • Development of print knowledge
  • Phonological awareness

For more information on activities you can use at home with your child, please read our Sway.

Go to this Sway

Why don’t you let us know which words you have made sparkle or which stories you have retold together?

@GlenwoodFC  #Glenwoodlearningathome

Remote Learning – Let’s Talk About Food

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?

Food explorers

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 Practise

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.

I’m Full

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.

@GlenwoodFC  #Glenwoodlearningathome


Remote Learning – Growing Carrot Tops

You will need

  • Carrot top (2-3 cm from stem)
  • Shallow dish
  • Cotton wool
  • Water
  • Sunny windowsill

How to grow a carrot top 

Cut the top from a carrot. You’ll need about 2.5 cm.

Simply add a layer of cotton balls or newspaper  to your small dish. Add a little water over the cotton balls and place the dish in a sunny location. Do not let them dry out.

It will take a few days to see the carrot top begin to grow. Once the new plants have rooted well, you can plant them in soil. The new plants should show growth pretty quickly and your lucky little gardeners will be delighted with their reward.

Learning involved

  • What do plants need to grow
  • How root vegetables grow
  • Observational skills

What other root vegetables could you grow in this way?

Find some more on the CBeebies website by clicking the links below.



Mrs Husbands tried to grow a red pepper instead of a root vegetable. She planted it on the 20th April and it took until 28th May before she could see a shoot!

A Red Pepper
The seeds are attached to the stalk.


The pepper stalk was planted in compost and kept in a warm place.



Can you see the tiny green shoot?









Let us know how you get on  @GlenwoodFC  #Glenwoodlearningathome

Remote Learning – Fun Friends Relax…

Recap on feelings 

  • It’s ok to have feelings
  • Everyone has feelings
  • I can recognise feelings in myself and others.
  • I can ask for help with my feelings.
  • Hitting, kicking or breaking things is not ok, no matter how we feel. Keep encouraging your child to identify feelings in themselves and to do things that make themselves feel better when they are experiencing unpleasant feelings.


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.

Further Links:

Breathing exercise – 2 Minute YouTube Video 

Further relaxation activities – ERC Healthier Minds 

Music for relaxation – CBeebies Calming Sounds

Yoga – Mrs Russell’s yoga video


Remote Learning – Small Worlds

Where children can allow their imagination to run wild and create an imaginary world out of any everyday objects lying inside the house – like buttons, corks, scarfs, lentils, pasta, cotton wool, boxes and plastic containers from the recycling. What about collecting things from outdoors too – from the garden or when out on a walk like twigs and stones to help you to create wonderful small worlds for your favourite toys to explore!

Small world play is when children use figures and resources in miniature to build stories and play imaginatively. Your small world play could represent a real-life place, like a farm, or it might be a completely imaginary world. The key is that they’re often an outlet for imaginative or pretend play, where children can do everything from acting out routines or recalling past events, to creating their own unique stories.

Mrs Cramb decided to create a small world by recycling a pizza box as a base: painting it and adding some small stones, branches, twigs, leaves and lentils. She then added some dinosaurs to create a Jurassic world!

Her small world was a great place for her wild animals too.

Creating small worlds helps development of imagination, language & curiosity – what do the animals eat? what environment do they live in? what do they look like?

What skills are being learned through small world play?

  • It helps children to explore and understand the world around them.
  • It’s a safe place to explore ideas and develop their imagination.
  • More pretend play in childhood has even been linked to successful adult creatives.
  • Children can build self-confidence by exploring their own ideas.
  • It promotes narrative in play, helping children to become storytellers.
  • It’s often cooperative and teaches children social skills.
  • It’s great for fine motor control.
  • Children can explore their understanding of space and size.
  • They build an awareness of other people’s emotions by exploring a world in someone else’s shoes.
  • They can also explore their own emotions through the container of a character they’ve made up.
  • They can explore cause and effect.
  • It provides opportunities for problem-solving.
  • It  aids language development, by getting children talking descriptively, and exploring a wider vocabulary.

There are so many benefits to creating and exploring small worlds – so why not join in and allow your child to take the lead, while you support them in creating a wonderful world to explore.

Remember to share your creations with us on Twitter @GlenwoodFC #Glenwoodlearningathome

Remote Learning – Fun Friends have feelings

Fun Friends is a programme we use in Glenwood to help children develop their emotional resilience – to find out more click on the link to the Sway at the bottom of this post.


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:

  • It’s OK to have feelings, everyone has feelings.
  • To recognise feelings in themselves and others.
  • Hitting, kicking or breaking things is not OK.

Feelings – talk about different feelings: happy, sad, angry, scared, tired, nervous, excited, jealous, calm, silly, lonely, playful, brave etc.

Being brave is a feeling we will encourage through the Fun Friends programme.

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.

  • When we are scared we can choose to run away, hide, not try something new or we can choose to stand up tall, speak in a loud voice, give something a try.
  • When we are angry we can choose to stamp our feet, shout or break things or we can choose to calm down, have a drink of water, have some quiet time and talk to someone.
  • When we are happy we can choose to shout and scream very loudly and runn around like crazy or we can choose to laugh, smile, sing or cuddle a soft toy.

Sing the traditional song If you’re happy and you know it clap your hands. Introduce alternative feelings and actions, such as:

angry….stamp your feet, sad….have a cry, scared….hide and shake, brave….stand up tall

  • Can you predict other people’s emotions? eg when you have news to share or when something unexpected happens
  • Think of ways to change how someone feels. Can you make someone happy, can you give them a surprise?
  • Draw pictures of things that make you feel sad, worried or angry and talk about ways to feel better.

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.”

Mr Fleming from Glenwood

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:

Glenwood Emotional Intelligence Sway

ERC Healthier Minds Website

Go to this Sway

Remote Learning – Helicopter Stories at Home

Helicopter Stories is a simple approach based on the work of Vivian Gussin Paley. It involves acting as a scribe by writing down a child’s story word for word as they are saying it. After it has been written the time is then taken to act it out. In the nursery we tend to do this with a bigger group. However, they can be done at home with only one child. When we are in nursery it is usually an A5 size of paper that is used. However, as you are at home you can choose whatever size of paper you want. It might be nice to use a notebook and keep them all together if you choose to do it more than once.

Here are some helpful tips for doing Helicopter Stories at home.

Listening to your child’s story.

There are no rules to how long their story must be. Their stories can range from just one word to a few short sentences, sometimes they can even write a list. For a child to become a confident storyteller they must be allowed to tell their stories the way they want, without anyone interfering or interrupting them. This will help them to trust that what is being written and acted out are their own words.

Try not to interrupt

Naturally when we are reading stories to children or if a child is telling us a story, we would ask questions. Such as how big was the elephant? When the child is talking try not to ask them questions or influence their story in any way. Just listen to them so that you can hear everything that is being said and are able to write every word down. Perhaps after the child has told their story and acted it out, you could then ask them to scribe for you while you tell them a story. It doesn’t matter if they can’t write the words properly, as when you act it out you will both remember what was said.

Make a stage

Normally a stage for Helicopter Stories will be marked out using masking tape . Remember there are no rules at home so you can use the hallway, stairs, living room… Ask your child to decide where they want their stage to be and they can make their own rules up. Your acting area can be whatever and wherever you want it to be.

And Finally, Act It Out

I’m a tree…

When you begin to act out the stories let your child be in charge. It is their story so they will show you exactly how they want it to be acted out. Let your child decide what character they want to be and tell you what character you are going to be.

Be prepared to be anything… now I’m a bench!

This is a great activity to get the whole family involved. If there are only two of you, each of you can be more than one character. Just as the child can’t do anything wrong in this activity neither can you. Just play, try not to take over, and release your inner child!

Find out more about Helicopter Stories on their website here.

Most importantly have fun! You might like to share your stories with us on Twitter @GlenwoodFC  #Glenwoodlearningathome

Remote Learning – Minibeasts

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:

‘Where do you think that beetle might live?’

‘I wonder why we found these woodlice hiding under the piece of wood.’

‘Why do you think this spider is climbing on the cane?’

‘I don’t recognise this minibeast.  How are we going to find out what it is called?’

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 is the longest/shortest worm?’

‘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.

Remember that minibeasts are very small and need to be handled carefully.  If you do pick them up, always put them back where you found them.  Don’t forget to wash your hands when you are finished.

Hope you have had fun trying out these minibeast ideas.  Please remember to share your child’s learning by tweeting @GlenwoodFC  #Glenwoodlearningathome


Remote Learning – Rocks Rock!

Do you have stones or rocks in your garden?

Can you go on your daily walk and find some?

If the answer is yes, then here are some ideas from Miss McArthur you can try out!

Rock Painting

Choose your favourite colours and paint away… this will help:

  • Develop creativity – it doesn’t matter if the picture doesn’t look like anything to you, to your child it’s a masterpiece.
  • Express their feelings and thoughts without words – sometimes paintings tell a story.
  • Develop problem solving and motor skills – as they figure out how to manipulate the rock and painting tools.

Rock paintings will help brighten up your garden or make an indoor play area. Why not try:

  • Painting small world animals or fairies.
  • Creating a fairy or elf door,
  • Painting minibeasts.
  • Create your own number or letter hunt around the house or in your garden.

Use rocks and stones as loose parts

What shapes can you turn them into?

How many have you collected?

Can you make a stepped number line from them? Can you build a tower out of them?

Miss McArthur can build a tower of 5.

Is your tower bigger or smaller?


Remember to Tweet to let us see what you used your rocks for! @GlenwoodFC #Glenwoodlearningathome


Remote Learning – Moving On to School

We have prepared a Sway to help answer some of the questions you may have about the transition process for children who are due to move on to Primary 1 in August.

It will also give some information about our ‘Moving On’ programme which will start next week.

We hope you find it helpful.

Remote Learning – Rhyme and Initial Sounds

Developing your child’s phonological awareness allows them to recognise and use the sounds of spoken language, building an understanding of how they work together to make words.

Rhyming is a helpful place you can start with your child. Rhyme is a sequence of words where there is a regular recurrence of similar sounds found at the end of words – e.g. The cat sat on the mat.

Children will typically learn to recognise rhyming words first and then generate their own rhymes later.

There are lots of ways in which your child can play with rhyme using songs, stories and games.  We have given some suggestions but you might have your own favourites.  See if your child can hear and match the rhyming words as they play!


Twinkle, Twinkle Little Star

Hickory Dickory Dock

1, 2, 3, 4, 5, Once I Caught A Fish Alive

5 Little Ducks

Sing a Song of Sixpence


The Gruffalo

Chocolate Mousse for Greedy Goose

Fox’s Socks

Each Peach Pear Plum

Hairy Maclary

If you don’t have your own copy of a rhyming story, you can go online where you will be able to find read along stories on YouTube, BookTrust (https://www.booktrust.org.uk/), or on an author’s own website.


Rhyming Basket

Gather together objects from your house in a basket, ensuring that each object has another object that rhymes with it i.e. your child’s toy bear and a pear from your fruit bowl (it is usually easiest to use your child’s toys, alongside some household objects)

Demonstrate rhyme to your child by matching the rhyming objects.  Repeat this activity on more than one occasion.

If you child has an awareness of rhyme, take it a stage further by singing this song to introduce the game and see if you child can pick out objects from the basket that rhyme.

A tisket, a tasket, Here is the rhyming basket.

Rhyming words end the same,  Let’s play the rhyming game.

Generating Rhyme

If your child is showing signs that they are trying to generate rhyme by changing the sounds of a word to make another word that rhymes, you can introduce a game to encourage them.

Sing this rhyme to your child:

Hickety, pickety bumble bee, can you think of words that rhyme with CAR for me?

You may want to give them an example i.e. STAR

Initial Sounds are another important part of your child’s phonological awareness.  They can help your child associate sounds with letters and words which they form.

There are lots of fun songs and games you can play with your child to support their understanding.

Try to remember to say the sound the letter makes, not confuse it by saying the name of the letter instead.  You can say this is the letter S and it makes the /s/ sound.

If you are unsure of how to say the letter sound correctly, you can refer to the Jolly Phonics website where it gives you can example to listen to – https://www.jollylearning.co.uk/resource-bank-old/learn-the-letter-sounds/


What’s the sound that starts these words?(tune of Old MacDonald had a Farm)

What’s the song that starts these words? Star, Sun and Snake.

(wait for a response)

/s/ is the sound that starts these words, Star, Sun and Snake.

With a /s/ here and a /s/ there, Here a /s/, there a /s/ everywhere a /s/.

/s/ is the sound that starts these words, Star, Sun and Snake.


Your Child’s Initial Sound / Alliteration

Develop your child’s awareness of the initial sound in their own name by saying “Your name begins with the /s/ sound and sun begins with the /s/.  Can you think of another word that begins with the /s/ sound?  Your child might need a clue i.e. something you wear on your feet (socks)

You can also introduce alliteration, which is when you have words with the same initial sound closely connected.  You child will love it if you include their name i.e. Jumping Jack, Amazing Andrew

I Spy

I spy with my little eye something that begins with.…

Your child tries to guess the object that starts with that sound.

Initial Sound Clap

In this game you would ask your child to clap when they hear a word with a different initial sound

i.e. star, sun, snake, small, train, sit

Demonstrate first what you are asking your child to do.

You would clap on train as it has a different initial sound

Now give your child another set of words for them to try

Hope you have lots of fun trying out these ideas.  Please remember to share your child’s learning by tweeting @GlenwoodFC  #Glenwoodlearningathome

Remote Learning – Independent Play

While we always recognise the importance of parent-child interactions and playing together there are also many benefits to independent play.  This can provide opportunity for children to problem-solve, experiment, use their initiative and develop their perseverance and independence. As parents right now you may be juggling working from home, helping other children with school work and other challenging situations. This blog has some suggestions of experiences where once set up, children will have the opportunity to play independently or with siblings.

Provocations are “invitations to play”.  Setting up children’s toys a little differently might invite new found enthusiasm for old toys and encourage children to use them in new and inventive ways.


Playdough takes around 10 minutes to make and can keep for weeks in an air-tight container.  Playing with dough or clay develops children’s fine motor skills, sensory awareness, language skills, numeracy skills and imagination.

Quick Uncooked Playdough Recipe:


Cooked Playdough Recipe (this is a slightly more complicated but keeps for longer):


There are many different things you could put out to use with playdough – rollers, cutters, safety knives, safety scissors, potato mashers, cake tins, bowls, jars, cupcake cases, candles, straws, stampers, pipe cleaners, matchsticks, lollipop sticks, leaves, flowers, sticks, stones…

Den Building

Den building helps to develop children problem-solving skills, motor skills, imagination and communication skills. It is a wonderful learning experience and so much fun to play in once constructed! To build a den you could use sheets, blankets, tables, chairs, sofas, pillows, clothes pegs, cardboard boxes. Once the den is built children could take in soft toys, dolls, books, puzzles, drawing materials, torches, a picnic…

Small World Play

Small world play develops imagination, creativity, language skills and problem-solving skills. Combine a selection of resources to create an exciting new world to explore. You could use cars, trains, toy people, animals, dinosaurs, fabric, scarves, cardboard boxes, masking tape, cardboard tubes…






Dressing Up Box

Role-play helps children to make sense of real-life situations, express their ideas and imagination and develop their language skills. The imagination of children can turn anything into a wonderful new costume.  To create a dressing up box you could use hats, scarves, bangles, bags, shoes, mirrors…

Creation Station 

This will develop children’s creativity, fine motor skills and literacy skills. You could use different colours and sizes of paper, old wallpaper, dry erase board, chalk board, old magazines to cut out, notebooks, post-it notes, felt tip pens, colouring pencils, crayons, junk modelling materials, glue, masking tape….

Mrs Ross created all of these provocations from things she found at home, each took no longer than 5 minutes to set up. Of course, this will take a bit more time if you are able to do together with your child but this will allow them to share their ideas with you and follow their interests. Remember they may have a different vision from you so follow their lead! We hope these give you some ideas for fun you can have both together and for your child to explore independently. Please share your ideas with your child’s friends by Tweeting @GlenwoodFC  #Glenwoodlearningathome

Remote Learning – Let’s Get Ready to Write…

Did you know that writing is not a fundamental skill our bodies are designed for?
So in order for us to support and enable children to become successful writers, we must first understand the physical and dexterity skills.
There are many different ways this can be done at home… and they don’t always involve a pencil and paper!
Upper body/ large motor skill activities
● Sweeping races; grab a large brush and some foam and head outside. Who will be the fastest?
● Wash outdoor walls with soapy bubbles… How high can you reach on the wall?
● Paint with a mop: can you mix the colours? What patterns can you make?
● Get green fingered; dig in the soil, plant seeds and flowers, dig up the weeds.
All of these activities will help develop your child’s shoulder pivot- the full range of motion using their whole arm, and their elbow pivot- where they can be seen ‘sawing’ back and forth as they draw and write.
Smaller/ fine motor skill activities

Let’s Get Foamy! 

Use shaving foam to make scribbles, pictures, letters and more. Why not try using different utensils like spoons, forks, sticks, straws or paint brushes.

By using fingers and different utensils, the small muscles in the wrist and hands are strengthening.

Playdough Party

You will need: dough (2 cups flour, 1 cup water, 1/4 cup oil, colour/scent), space to move around and music!

Moves can include: make a ball, pass and press (move the dough from hand to hand, pressing it flat) and funky fingers (use each individual finger to create a dotty pattern)

Why not challenge yourself and see how many shapes you can make before the music stops?

For more Dough Disco ideas visit YouTube here.

Other fun activities to try

  • Mark making in gloop, rice or paint – time yourself to see what you can create in 1 minute.
  • Create threading skewers with spaghetti and penne pasta
  • Make some chalk paint and decorate the patio/driveway/garden walls – here’s a recipe to try.
  • Create a cutting station
  • Make painted toast!

Let us see what you can do – Tweet us @GlenwoodFC  #Glenwoodlearningathome