Oh baby, baby!
Thank-you so much for sending in your child’s baby photograph/s. We have ALL thoroughly enjoyed looking at them and talking about how we have changed since we were born. There have been so many changes and stages of development that are still ongoing for our amazing 4 and 5 year olds. We are really proud of how much Reception children have learnt in the past school year!
There is still time to send your child’s photograph into school if you haven’t already done so.
Just for fun, and because the children have enjoyed guessing who the baby photos are, we have made a ‘Who’s Who?’ baby montage of the adults in Reception. Can you match the adults to their baby photo? Answers are at the bottom of the post.
The weather has been glorious (finally) and of course we have been making the most of the outdoor area with a little less mud. Take a look at what we have been up to…
To name just a few, we have: explored tall grass on the large school field; pressed flowers that we picked; found rare mini-beasts; thrown a javelin; dressed babies; made ice-creams; found ways to make 16 using sticks; looked at dead bees and shown a seal bone to the class.
Enjoy your weekend. We look forward to our learning journey next week.
1-Miss Parling, 2- Mrs Wilkins, 3-Mrs Allen-Kelly, 4-Miss Logan, 5- Miss Booth 6-Mrs Myers.
5/6 S Certificate Celebration
This weeks certificate winners are…
For great learning…
Abi – you showed enthusiasm and resourcefulness in Design Technology this week. You discussed your ideas well with others.
For sport and physical activity…
James – you have worked hard to improve your rounders skills this week. Well done for persevering.
For living and learning…
Lleyton – You contributed well during the body image lesson and you showed a really responsible and mature attitude. Thank you.
Well done everyone!
Designing ‘Egg’xperts!
Year 5 and 6 have begun our final topic of the year – design and technology! Our mission is to design, create and test a small buggy, fit for saving our good friend, Eggy.
This week, the children have been heavily engaged in analysing some existing products, to help generate ideas for our own designs next week.
Here are some examples of our work:
Living and Learning: I know what a drug is
Our Living and Learning statement for the last two week has been about Drug and Alcohol education. Schools must now cover drug and alcohol education as part of statutory Health Education.
In these session, pupils build age-appropriate foundational skills and underpinning knowledge including:
- Safety rules at home for medicines and household products, including what medicines and vaccinations are and how they help to keep people healthy
- The risks and effects of using tobacco, alcohol and other drugs
- Managing pressure and influences including that from peers and the media
- How to seek help and support for themselves or others in relation to health and/or substances
Our discussions in class were mature and sensible.
Here is what the children said:
Drugs are there to prevent illnesses and some drugs can be harmful. Doctors advise patients to take prescribed drugs to make them feel better. Paracetamol is a drug which helps to relieve pain.
Children use Calpol and it is not a drug.
You shouldn’t take anyone else’s medicine.
Pupils reflected on their learning in the lesson.
• What has this lesson made them think about?
• What has it made them think about their health now?
• What has it made them think about their health for the future?
Computing programmers
We’re loving our current topic: computing.
We’ve been learning about staying safe online and we’ve been taking on the role of programmers. After some ‘offline’ learning, where we recapped what algorithms are (ask you child what an algorithm is), we’ve been using Scratch Jr to practise our programming skills.
So far, we’ve programmed our Sprite (Wondering what a sprite is? Ask your child to explain this to you – they should know.) to kick a football into a net and we’ve used repetition to create an underwater animation with several sprites programmed to complete different tasks.
Ask your child how they’re finding this topic. What are they enjoying? When have they been challenged? Why is this learning relevant to them?
We’ll be getting more and more confident using some programming vocabulary over the next few weeks. Help at home by using these words with your child, or testing them, or simply asking them about what they mean…
29 April 2021
Next week, we’re learning about apostrophes for possession. There isn’t a list of words to learn. Instead, your child has a task to complete.
Week beginning 19 April 2021
Hi everyone
We hope you’re feeling happy and healthy at home. We miss having you in school but we want you to know that you’re still very much part of our school community. Enjoy your home learning for this week.
Maths
Follow this sequence of maths learning which is linked to number and place value.
- Lesson 1: video, worksheet, answers
- Lesson 2: video, worksheet, answers
- Lesson 3: video, worksheet, answers
- Lesson 4: video, worksheet, answers
- Lesson 5: video, worksheet, answers
- Lesson 6: video, worksheet, answers
- Lesson 7: video, worksheet, answers
- Lesson 8: video, worksheet, answers
- Lesson 9: video, worksheet, answers
- Lesson 10: video, worksheet, answers
You don’t have to print the worksheet. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.
Practise times tables on Times Table Rockstars, too. If your child is in Y3, we’re concentrating on the 3 times table. If your child is in Y4, we’re concentrating on the 8 times table. Email the class teacher if you need your child’s login and password details.
(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)
Spelling
Look on the homework page to find this week’s spellings. They should choose some past spellings that they feel less confident with. Your child should complete one task each day.
- Day 1: Generate more words linked to the spelling pattern or ‘rule’. You could look out for the words in the book you’re reading at home, or any other text, like a website linked to our science topic of Living Things and their Habitat.
- Day 2: Practise the spellings using two of the ideas in our Super Spelling Strategies guide. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
- Day 3: Write separate sentences, each containing one of the spellings. (Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
- Day 4: Repeat Task 2 or 3.
- Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.
(Suggested time: 15-20 minutes daily)
Reading fluency
This is the text we’re using in class this week to build up fluency skills.
In school, we generally follow this sequence:
- Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
- Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
- Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
- Day 4: Read together with expression (just like you practised on Day 3).
- Day 5: Your child reads independently and fluently.
(Suggested time: 15 minutes daily)
Reading comprehension
We’ll be using this RIC text in class to practise comprehension skills. RIC stands for:
- Retrieve: finding information in a text
- Interpret: using clues in the text to unlock information
- Choice: thinking about the author’s choice of words, techniques or organisation that make the text interesting and enjoyable to read
Follow these lessons from Oak National Academy. There’s a whole series of lessons, but start at Lesson 1 and work through, doing one (or maybe even two) each day. (If you’re self-isolating in your second week, stick with the series of lessons you’ve already started and aim to complete the full series.)
(Suggested time: 30 minutes daily)
Writing
Follow these lessons from Oak National Academy. There’s a whole series of lessons, but start at Lesson 1 and work through, doing one (or maybe even two) each day. (If you’re self-isolating in your second week, stick with the series of lessons you’ve already started and aim to complete the full series.)
(Suggested time: 30-40 minutes for each)
Topic
Our topic this half-term is about computing.
Follow these Scratch based lessons that are similar to what we are learning in school. There are a few projects to complete (this might take longer than a ‘normal’ lesson so spend 30-40 minutes on your project each day. Once you’ve finished the three projects, there are some additional projects to have a go at.
(Suggested time: 30-40 minutes)
Science
Our focus this half-term is about forces.
These six lessons from Oak National Academy link closely to what we’ve been doing in class. Start at Lesson 1 and work through, doing two or three in the week. If you’ve previously completed on of these lessons, have a go at the ones you haven’t completed yet.
If Science really motivates your child, you could also use look at these lessons all about practical Science.
(Suggested time: 30-45 minutes)
PE
Don’t forget to do some daily exercise!
Do two or three of these Five Minute Moves from Joe Wicks each day – spread them across the day as if they were playtimes, maybe!
Try working through this series of 25 lessons from the Association for Physical Education – do two or three in the week.
(Suggested time: 5 minutes daily, plus 30 minutes for the longer PE lessons)
Extra stuff…
As an extra (or as an alternative, if this helps to motivate your child)…
Fancy learning about a new religion? You don’t have to be religious to learn about, and appreciate, religions from all around the world. Check out this set of lessons from Oak National Academy – you could choose to focus on one religion or dip into each set for an overview.
What about some Living and Learning? While you’re away from school, you could check out these lessons on keeping safe!
1KN Egg Rolling
Thank you for sending decorated, boiled eggs in to school. 1KN enjoyed sending their eggs down the ramp to see whose egg could roll the furthest. Well done to our three winners: Stanley, Indie and Jack.
Easter Eggtravaganza
This week has been filled with Easter themed fun and activities.
We have enjoyed: creating our own Easter egg patterns in the playdough; decorating Easter trees; buttering and tasting hot cross buns and an egg rolling competition.
We have also loved our new playground equipment!
A special letter arrived from Professor Myers. She needed our help to find ways to stop Humpty Dumpty cracking as he fell off the wall.
We could use plasters and bandages. Adam
Put a blanket down. Isla
When he falls he can slide down a slide. Dexter
We can get lots of jumpers for Humpty to land on. Zak
We ended our week by giving out four golden stars.
Green fingers.
We have certainly made the most of the outdoor area in the sunshine this week. We have so many signs of Spring: daffodils, blossom, buds on the trees and slightly drier grass!
Our ‘green fingers’ have certainly been put to use. We have planted many seeds and are observing them daily. We have planted outside and inside. Which seeds will grow the quickest?
From reading ‘Oliver’s Vegetables’, we have been inspired to read, write, paint, play green grocer’s and draw on a laptop painting suite.
Our focus number 9 has really made our brains think and represent the number in many ways. From numicon, to number stories to number sentences-we are very proud of all our learning!
Egg rolling fun!
Please could your child bring a hard boiled egg to school on Thursday 1 April. It should be named/initialed. Decorating it is optional but it still needs to roll.