Christmas 2021 Video
1. Jingle Bells
2. It’s Christmas
3. A Christmas message from Year 1
4. Somewhere Only We Know – Choir
5. Christmas Message
6. We Wish You A Merry Christmas – Choir
We had lots of fun learning how to drag objects using our trackpad on the laptops. We had to make sure that we pressed down on the pad with one finger whilst the other finger moved the object around. We found that if we didn’t press down, the object would not move.
We had lots of fun practising this skill and we decorated our own Christmas tree on our computers!
We were also set a challenge of dragging over different objects to specific places. This helped us gain more control over the direction we were dragging the object in.
Have a look at some of our amazing Christmas creations!
Week beginning 18th October
As part of our ‘animals and humans’ unit in Science, we learnt about parts of the human body. We drew around one of our bodies and had fun labelling the basic parts of the human body. We also sung ‘head, shoulders knees and toes!’
We also learnt about our senses:
“Hearing, ears” – Fraizer
“We have senses”– Wilfy
“There are 5 senses” – Elijah
“Nose to smell” – Poppy
“Mouth, taste” – Miya
“Touch” – Eva
How do you know if I have blown the whistle? “hear it” – Fraizer
We wanted to test one of our senses. We investigated patterns using one of our senses – hearing.
We wanted to find out what factors affected our hearing on the playground and how we could test these out.
Key Question: What makes it harder to hear the whistle?
“When people are shouting” – Penny
“If you are really far away, it will stop you hearing the whistle” – Rocco.
We also discussed the hoods on our coats making it harder or easier to hear the whistle.
Testing our theory – we played on the playground and made lots of noise. We wanted to see if noise made it easier or harder to hear.
We found out it was harder to hear the whistle when we made lots of noise.
We also wanted to find out if other factors affected our hearing. We tested being close or far away and making noise or being quiet.
“We couldn’t hear because we were far away” – Jesse.
“People couldn’t hear far away and if they had their hoods up, it is even harder to hear”– Skylar.
“If you have you hood up and are noisy, it is harder to hear” – Freddie T
“If you cover your ears with your hands, its even harder to hear” – Harrison
To finish off our History Unit about ‘Toys’, we created a toy museum in the hall! We displayed the toys in groups, sorting them into different categories. This included what they were made of, dolls through the ages, trains through the ages and old and new.
We were given the important job of being museum curators, this meant explaining details of particular items for visitors. We created an information card about our chosen toy. We drew on everything we have learnt through this unit to help us. We then put these information cards with the toys to create our ‘final piece.’
Computing – Bee-Bots
This week we began our first session in Computing, focusing designing and creating a world for the Bee-Bot on a grid. We used our English text driver as our ‘theme’ and as a class verbally discussed ideas of what we could draw, related to the ‘Cave Baby’ story. We then worked in groups to design the world. We enjoyed getting creative and working together.
We then explored what the Bee-bots could do in small groups. We were investigating how to use the buttons on the Bee-bots and what the symbols might mean. These were some of our findings and responses:
“When you press straight and you press GO it goes forward, but orange has to be first” – Penny
“The x stops” – Esme
“I found out it can go backwards with that button” – Finley
History – Toys
To kick start our History unit we started with a hook. We were asked to bring in a toy from home that is special to us and has been a favourite for quite a while. We then shared our toys with the class and took it in turns to explain why we chose this particular toy, why it is special to us as well as how it works/how we play with it.
We then thought about how we can remember what our toys are like today, so that when we get older we will have something to remind us and others. We discussed how our grandparents have passed on their experiences with their toys, through photos, videos, talking and giving the toys down to the next generation. We discussed how this is evidence of what has happened in the past. We came up with our own evidence about our toys by answering questions which included looking at what our toys are made of, how they feel and how we got them.
We then sorted our toys into different categories, including hard (plastic) or soft (fabric) and electronic or moveable
RE – special clothes
To launch our RE focus – special clothes- we came in dressed in our own special clothes!
We had a think about what the word ‘special’ means and discussed which clothes are special to us and why…
Kai- My clothes are special because they keep me calm and I lay on the sofa with them.
Wilfy- I wear my football kit when I watch and play football.
Esmae- I have a bunny T-shirt I wear when I go out for dinner.
Katie- My sparkly dress because I use it to pretend I’m in a fashion show.
We also had visitors come in to talk to us about their special clothes.
We got to try on the firefighter uniform and saw a dancer who wore special clothes for dancing.
Monster Phonics & Zehra Hicks
We have been working super hard over the first couple of weeks back and we are super proud of how well he children have settled into their new routine.
We have already had a dress up day to celebrate our wonder Monster Phonics family and we were even lucky enough to have an author come in and visit us.
We welcomed Zehra Hicks into our classroom and were lucky enough for her to read us some of her stories. We especially loved The Worrying worries as this has helped up with our work on Worry Monsters in Year One.
Please feel free to explore some of her books and her lovely website.
This week we have been working on number and place value. We have been learning how to carefully count and order numbers to 10 and beyond. We used practical equipment to help us develop our understanding of the number system and manipulate numbers in different ways. We ordered numbers 1-10 from smallest to biggest and vice versa. We used Numicon to help us visualise this then we used multilink to test our working in different ways. We also helped our friendly lady birds get their spots back by sharing out numbers to 20 evenly on their wings to give them their spots back.
Here is a song that the children can sing along to at home to help them consolidate their understanding of the number system.
In PE, we are working on agility and coordination. We are developing children’s special awareness and agility on their feet. To do this we have been setting up slaloms and other obstacle courses for the children to navigate their way around successfully. These sills are relay important and can be supported at home through lots of fun games. We played musical statues where we had to navigate our way around the hall, avoiding obstacles and other children. This kept us on our toes and really helped us learn instructions too.