Embedded Files
Module 3
Exploring the Winter weather
We loved the opportunity to explore the snow. We made snowballs and snow angels. We talked about how to snow felt and looked and how it changed as we used it.
Understanding the World - Reception - Describe what they see, hear and feel whilst outside. • Understand the effect of changing seasons on the natural world around them
RE - Who is Jesus?
In RE we are thinking about what makes stories special. This week we thought about Bible stories and answered the questions:
What stories do you know about Jesus?
What do you think Jesus was (is) like?
UW - Recognise that people have different beliefs and celebrate special times in different ways.
Bird Watch
We will be taking part in the Big Garden Bird Watch as part of forest school. We learned the names of different UK birds and their features. In indoor forest school (due to the weather), we made nests for the birds to keep warm. https://www.rspb.org.uk/whats-happening/big-garden-birdwatch
UW - Reception - Explore the natural world around them. • Describe what they see, hear and feel whilst outside
Making maps
Using our knowledge of the Hansel and Gretel story, we drew maps for them to follow so they can find their way home from the witch's cottage. We know that maps don't have anything that moves such as animals or people on them.
UW - Draw information from a simple map
EAD - Explore, use and refine a variety of artistic effects to express their ideas and feelings.
The RSPB Big Garden Birdwatch
In forest school we conducted out Big Garden Birdwatch. We used clipboards to record the birds we observed on our outdoor walk. We used binoculars to help us see and recognise birds. We saw robins, pigeons, magpies, blackbirds and even a woodpecker!
UW - Reception - Explore the natural world around them. • Describe what they see, hear and feel whilst outside
Meeting Louis the owl at Leeds Castle.
We were lucky to meet and find out about Louis the owl who lives at Leeds Castle. He flew over our heads. We found out lots of information about him including what he eats, what he sees and how he moves.
UW - Explore the natural world around them. • Describe what they see, hear and feel whilst outside
Chinese New Year
We really enjoyed our inquiry into the Chinese New Year. We found out about all the different traditions and customs of the celebration.
We have had a chinese restaurant inside and outside, trying the use chopsticks. We have made lanterns, drawn dragons, taken part in dragon dances, attempted to write Chinese symbols and numbers. We even had prawn crackers to try! What a busy week!
UW • Recognise that people have different beliefs and celebrate special times in different ways. • Recognise some similarities and differences between life in this country and life in other countries.
Module 4
Human Life Cycle
We have explored chronology by looking at the life cycle of humans. We have enjoyed looking at pictures of ourselves as babies and toddlers. We talked about how we have grown and changed and loved sharing our photos with others.
UW - Talk about members of their immediate family and community. • Name and describe people who are familiar to them. • Comment on images of familiar situations in the past.
Visitors to class
We had visitors to class - younger siblings! We asked questions about what they can do and how we can help to meet their needs.
The needs of a baby are different to a toddler. A toddler can do more than a baby.
Chronology of our lives.
We sequenced pictures of ourselves sent in from home - baby, toddler, pre-schooler and now. We then wrote about what skills we learnt at each stage. Write short sentences with words with known letter-sound correspondences using a capital letter and full stop. UW - Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class.
Animals and their Young
As part of our inquiry into life cycles, we explored the names of the young of different animals. We matched the adults with their young. DM - Understanding the world - Explore the natural world around them
We found out a baby rabbit is called a kit or kitten
"A baby owl is called an owlet!"
Some animals change a lot as they grow, a baby butterfly is a caterpillar.
A tortoise visit
To round off our week about pets, Mr Paterson's pet tortoise came to visit for the day. He had recently come out of hibernation and was ready to stretch his legs in the classrooms!
UW - Explore the natural world around them.
A wet and muddy Forest School
Week 2 was a very wet week, we really enjoyed our forest school in the mud! In the forest school area, it can become very boggy when it rains in the Winter but it doesn't stop our fun! We also planted bluebells in the woods.
UW - Explore the natural world around them. • Describe what they see, hear and feel whilst outside. • Understand the effect of changing seasons on the natural world around them.
Celebrating and welcoming babies into families and religious families.
As part of our RE sessions, we have explored the different ways children are welcomed into families and religions. Children shared photos of their religious celebrations to the class.
Understanding of the world - • Talk about members of their immediate family and community. • Name and describe people who are familiar to them. Understand that some places are special to members of their community. • Recognise that people have different beliefs and celebrate special times in different ways
I was Christened with her cousin at Hoo Church. She was 5 months old. Her gown is over 100 years old & she has 4 Godmothers.
F was Christened at 11 months old and has 3 godparents. We can see the use of the shell for the holy water.
B was presented to God when she was 2 months old. As an Evangelical Christian and instead of having a baby baptism, babies are presented, dedicated and consecrated to God Jesus.
Peter Rabbit and Mr McGregor's Garden
For indoor forest school, we used Peter Rabbit for our inspiration for making a garden. We worked as groups to plant and water seeds to make tray gardens. UW - • Explore the natural world around them. • Describe what they see, hear and feel whilst outside
The Caterpillars Arrived!
We welcomed 5 caterpillars each into our classrooms this week. We used the story of the The Hungry Caterpillar as a stimulus to find out about the life cycle of a butterfly. We sequenced the life cycle and wrote about the changes. We will continue to observe the caterpillars as they grow and change.
UW - • Explore the natural world around them.
We have enjoyed observing the changes to the caterpillars in the class. We noticed the caterpillars in Bumblebee class were growing quicker than those in Dragonfly class - we think this is because it is cooler in Dragonfly class.
We have also noticed that one of the caterpillars is different to the others!
We were excited to see the caterpillars start to hang, getting ready to form a chrysalis.
Once they hade formed a chrysalis, they needed moving into the nets. We then needed to wait for them to emerge. This took about a week. As the chrysalises starts to go darker, we knew they were ready.
Finally we saw the butterflies emerge from the chrysalis! They needed to wait for their wings to dry before they started moving around more.
Minibeasts in the environment.
We have looked closely in our outside area and forest school for any minibeasts we can find. We make sure that we treat them with respect. UW - Explore the natural world around them. • Describe what they see, hear and feel whilst outside
Plant Life Cycles
We focused on the life cycle of plants, understanding that plants are living things and that they grow and change too. We sequenced the plant life cycles. We worked hard in the outside area to clear and weed the planters before sowing more seeds. We understand our responsibility to living things and are now in charge of watering the seeds. We have also planted sunflower and pea seeds and are excited to see them grow!
UW - Explore the natural world around them. • Describe what they see, hear and feel whilst outside
Easter
What is Easter? How is Easter celebrated? Who celebrates Easter?
These were our big questions. We knew quite a lot about Easter and its traditions (recorded in red), but we also found out more after learning about the Easter Story and that Christians celebrate Easter.
UW - Understand that some places are special to members of their community. • Recognise that people have different beliefs and celebrate special times in different ways
Module 5
Cars - Past, present and future.
We began our line of inquiry into how transport has evolved over the years. We focused on cars and how they have changed. We compared photos of cars from the past to todays cars and identified similarities and differences.
DM - UW - Comment on images of familiar situations in the past
Bikes - Past, present and future.
This week we have continued to look at the evolution of transport. We have focused on bikes and motorbikes. We have used photos and videos to help us compare and contrast.
DM - UW - Comment on images of familiar situations in the past
Trains - Past, present and future.
We enjoyed exploring the evolution of trains. We understand how trains were steam powered and are now electric. We have used photos and videos to help us compare and contrast. We enjoyed talking about the journeys we have made on a train and who with.
DM - UW - Comment on images of familiar situations in the past
Traffic Survey - Stay and Learn
We were really happy to invite our parents to help us conduct a traffic survey outside school. We used a tick sheet to record all the vehicles we saw. We then drew conclusions about what we found out -which vehicle did we see the most of? The least? Which did we not see at all?
UW - Explore the natural world around them. • Describe what they see, hear and feel whilst outside.
Maths - Compare numbers
Magnets
As part of our Inquiry into trains, we learnt that magnets make a train go faster. We decided to try to get our trains to move through the use of magnets. This led to an exploration into what else we could move with magnets and what we could stick our magnets to.
"1 side sticks and 1 side pushes the train away"
"I can make the train go fast"
"I can move the magnet through the book"
"I have made a lollipop"
Planes - Past, present and future.
We enjoyed exploring the evolution of planes. We have used photos and videos to help us compare and contrast. We enjoyed talking about the journeys we have made on a plane, where we went and who we went with.
DM - UW - Comment on images of familiar situations in the past
Explored Space
We LOVED our inquiry into Space. We shared what we already knew about space and space travel, then generated a list of everything we wanted to know using questions. We then used books and the ipads to find out information about space and made our own space posters.
We enjoyed finding out about the first astronauts and the moon landing. We could have continued our space work for much, much longer!
UW - ELG - • Talk about the lives of the people around them and their roles in society. • Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class. • Understand the past through settings, characters and events encountered in books read in class and storytelling.
Boats, Pirates and Mermaids!
We enjoyed our learning about boats and ships. We looked at the different types of boats and what they are used for, how boats have changed over time and journeys we have or would like to make on a boat!
We partiularly enjoyed our trip to the dockyard as part of our learning!
UW - ELG - • Talk about the lives of the people around them and their roles in society. • Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class. • Understand the past through settings, characters and events encountered in books read in class and storytelling.
Chatham Dockyard
We thoroughly enjoyed our trip to Chatham Dockyard.
We were able to explore a ship where we got to meet a Pirate who told us all about some of the things Pirate carried on their ships. We got the chance to make some rope which we are looking forward to using at Forest School! We explored some of the tools used to make the ships and we took a look around some lifeboats.
UW - ELG - • Talk about the lives of the people around them and their roles in society. • Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class. • Understand the past through settings, characters and events encountered in books read in class and storytelling. Explore the world around them.
C&L - ELG - • Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions. • Make comments about what they have heard and ask questions to clarify their understanding.
A Pirate map!
Grog
Lifeboats
Victory
The coach
Rope Making
Meeting a Pirate
Exploring tools
Module 6
Maps and Globes
We began our inquiry into the world around us by focusing on maps and globes. We brainstormed everything we knew about the Earth. We enjoyed exploring different maps and what information they give us.
DM - UW - • Draw information from a simple map
Exploring the globe and finding countries.
We really enjoyed working together on the world puzzle.
We explored the different continents we found and which landmarks and animals are found where.
Let's go to the seaside.
We talked about the different experiences we have had at the seaside. We compared the features of a seaside location with Hoo.
DM - UW - • Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps. • Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and (when appropriate) maps.
Journey to Africa
Through different story books and information texts, we travelled to Africa to explore the different landscapes and animals. We found out that Africa is a continent and not a country and that it is made up of desert, savannah and jungle areas. We have found out about and written about the animals that live there and compare them to those found in Hoo.
DM - UW - • Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps. • Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class. • Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and (when appropriate) maps.
Exploring the arctic regions
Our next journey was to the different polar regions. We found out what it was like to live at the North Pole, where the houses were on stilts to stop them being snowed in and the people travel on sledges. We found out that no-one lives permanently in the South Pole, just scientists to carry out experiements. We also looked at the different animals that lived in the North and South Pole and how they adapt to the environment - and that polar bears and penguins do not live together.
We also enjoyed exploring melting ice and our artic small world areas.
DM - UW - • Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps. • Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class. • Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and (when appropriate) maps.
Rainforests
We found out about the rainforest areas in the world and the different types of animals we could find in the different layers of the rainforest. We enjoyed making our own rainforest in a jar and are excited to see how they develop!
DM - UW - • Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps. • Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class. • Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and (when appropriate) maps.
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