Author: Miss Young

This week’s Living and Learning statement is ‘I use the 8 Rs to help me learn.’

In KS1 we have been discussing each of the 8 R’s and how they are important in supporting our learning. They are:

• being ready
• being responsive
• being reflective
• being resourceful
• remembering
• risk-taking
• being resilient
• being responsible

Being ready is one of our school rules. Some of the children gave some great examples during circle time.

‘Being ready means empty hands, silent voices and eyes on the speaker on 3-2-1 stop’.

‘Being ready means when the tambourine rings at play time, freezing and listening to instructions.’

‘At lunch time we can be ready by making sure we line up sensibly and walk through school with a silent voice.’

This week in Science, KS1 have been discussing the human body. We started off by brainstorming all of the body parts we could think of. After this we labelled the human body.

We then took part in an experiment. The question we wanted to answer was ‘Do all older children have bigger feet?’

During the experiment each child drew around their foot.

They wrote their name, age and birthday. We then lined up the feet in birthday order starting with the oldest child and finishing with the youngest.  Before we looked at our data we made predictions in small groups.

We compared the sizes of some of the children’s feet and concluded that not all older children have larger feet.

See some images taken in 2C earlier this week!

  

This week in KS1, we are establishing our classroom routines and the school rules.

Talk to your child about our school rules and what they mean. They should be able to give you some examples of them in action!

This week KS1 have been getting involved in Health week. We have been taking part in a personal best challenge. We picked 4 activities and have done each 3 times across the week in attempt to improve our scores by the end of the week. The activities included:

• Amount of star jumps in one minute.
• Amount of speed jumps (side to side) in one minute.
• Amount of skips in one minute.
• Laps of the playground in one minute.

Take a look at some of our attempts!

 

This half term we have been working towards making a freestanding chair that is suitable for ‘baby bear’. We have been trying to find out which 3D shapes are strongest for the legs of a chair. As part of the design process, we experimented with playdough as well as card and tape to research which structure was the strongest. The structures we made were cuboids, triangular prisms and cylinders.

After experimenting how many books can be balanced onto our structures. We even managed to get a child to balance on the structure.

Here are some of our finished products!

For the final part of our design process, we will be evaluating our chairs. We will be discussing what went well and what we would do differently next time.

Our Living and Learning statement this week is ‘I know that people I see in the media don’t always reflect real life’. 

In KS1 our Learning Objective is ‘I understand ways in which we are different from each other.’ For our activity, we placed a smiley face on one side of the room and a not so smiley face on the other side of the room. We asked the children to stand in an imaginary line somewhere between the two faces depending, on how much they liked an activity such as swimming, gymnastics or karate. During the session, children moved frequently. We then discussed how everybody is different and we each have different interests. Some children like martial arts whereas some children have never tried it. Some children dislike playing football whilst others love it.

We know that:

• We enjoy different things.
• We each have different opinions.

We then talked in small groups about what we appreciate about one another.  Each child had a turn telling somebody in the class what they like about them.

In our Science lesson today, 2C have been sorting food into different groups.

The first idea we had was to sort food into liquids and solids. We had some great discussions about why some foods can be seen as a solid or a liquid depending on their state or consistency. For example single cream is a liquid, but whipped cream is a solid. We have drinkable yoghurts, and yoghurts that require a spoon.

We also sorted the food into green and non-green foods.

Other ideas we had about how to sort food was splitting them into healthy and unhealthy foods or fruit/vegetables and ‘other’. We are really looking forward to continuing our investigations. Next week we will be focussing on the types of food we should eat and different food groups.

This half term we have been focussing on spelling tricky words. ‘Tricky words’ are words that are spelt differently to how they are spoken.  For example ‘was’ is a tricky word because it sounds like it should be spelt ‘woz’.

During daily phonics and reading sessions we practise saying our tricky words and spelling them. We also put the words into different types of sentences such as statements, questions, commands and exclamatives.

In today’s session, we focussed on Phase 5 tricky words, (set 4). See some of our sentences below!

Help at home: by practising spellings at home. Tricky Words

This week in our Living and Learning topic, KS1 have been learning about different types of families.

Our statement this week has been ‘I understand there are different types of families.’

We started off by discussing words that we associate with families. A few that the children came up with were: care, love and sharing.

We also discussed who might be in our families and that not every family looks the same.

We read ‘The Great Big Big Book of Families’ by Mary Hoffman and Ros Asquith – which celebrates the diversity of families and illustrates that families come in all shapes and sizes.

All our families are very different but the important thing is that people in families care about each other.